Department of English

AURORA’S ENGINEERING COLLEGE, BHONGIRAURORA’S ENGINEERING COLLEGE, BHONGIR

ADVANCED ENGLISHADVANCED ENGLISH COMMUNICTION SKILLS COMMUNICTION SKILLS

LABORATORY MANUALLABORATORY MANUAL

Evaluation of Laboratory Marks for III Year I Semester (Internal Exams)

1. The internal lab examination schedules will be given by the Examination Branch.

2. During a year there will be three lab exams and each exam will be evaluated for 25 marks.

3. Average of three lab exams will be the final internal lab exam marks.

4. First laboratory exam will be conducted on First 1/3 of the total number of experiments, Second Laboratory Exam will be conducted on the Second 1/3 of experiments and the Third Laboratory Exam will be conducted on the last 1/3 of experiments.

The evaluation is as followsI. Continuous evaluation - 15 marksII. Internal Laboratory Exam - 10 marks

I. Continuous Evaluation

a) Day to day evaluation - 10 marks

Each experiment / program will be evaluated for 10 marks.

The splitting of marks is as follows i) Attendance - 2 marks

The student should attend the lab regularly; if he/she is absent he/she will be losing 2 marks.

ii) Experiments / program and observation

The student should complete the program / experiment within the assigned time otherwise he / she will be losing 2 marks.

iii) Experiment result will carry 4 marks.

iv) Record 2 marks

Student must submit the record in the next lab session.

v) Average marks of the Half of the experiments will be considered for day to day evaluation for 10 marks separately for lab examination one and two.

b) Lab knowledge Test (Quiz) 5 marks A quiz will be conducted along with the internal lab exam and schedule will be given

separately.

The quiz will be conducted for 20 minutes. The quiz contains 20 questions of type multiple choice. Each question carrying 0.25 marks.

II. Internal laboratory examination - 10 marks

a) Exam - 7 marks

The Splitting of marks as follows

i) Experiments / Program write up - 4 marks

ii) Result and Graphs - 3 marks

b) Viva Voce - 3 marks

The internal lab examination duration - 2 hours

Every student will be given programs / experiments in the internal lab exam. In case the student wishes to change the programs / experiments 1 mark will be deducted. A time slot of 45 minutes is given for write up of programs / experiments.

The student is expected to complete the assigned program / experiment within 1 hour and the remaining 15 minutes will be utilized for viva voce examination.

5. There shall be no supplementary exams in case the student fails to attend internal lab and quiz exam as per schedule.

LAB CODE

1. Students should report to the labs concerned as per the timetable.

2. Students who turn up late to the labs will in no case be permitted to perform the experiment scheduled for the day.

3. After completion of the experiment, certification of the staff in-charge concerned in the observation book is necessary.

4. Students should bring a notebook of about 100 pages and should enter the readings/observations/results into the notebook while performing the experiment.

5. The record of observations along with the detailed experimental procedure of the experiment performed in the immediate previous session should be submitted and certified by the staff member in-charge.

6. Not more than three students in a group are permitted to perform the experiment on a set up.

7. The group-wise division made in the beginning should be adhered to, and no mix up of student among different groups will be permitted later.

8. The components required pertaining to the experiment should be collected from Lab- in-charge after duly filling in the requisition form.

9. When the experiment is completed, students should disconnect the setup made by them, and should return all the components/instruments taken for the purpose.

10. Any damage of the equipment or burnout of components will be viewed seriously either by putting penalty or by dismissing the total group of students from the lab for the semester/year.

11. Students should be present in the labs for the total scheduled duration.

12. Students are expected to prepare thoroughly to perform the experiment before coming to Laboratory.

13. Procedure sheets/data sheets provided to the students’ groups should be maintained neatly and are to be returned after the experiment.

CURRICULUM

1. Functional English

2. Situational Dialogues

3. Vocabulary Building

4. Group Discussion

5. Interview Skills

6. Resume’ Writing

7. Technical Report Writing

8. Positive Thinking

9. Time Management

10.Decision Making

11.Team Building

CONTENTS

Introduction

Objectives

1. Functional English

2. Situational Dialogues

3. Vocabulary Building

4. Group Discussion

5. Interview Skills

6. Resume’ Writing

7. Technical Report Writing

8. Positive Thinking

9. Time Management

10.Decision Making

11.Team Building

INTRODUCTION

Today’s increasing need to broaden the horizons of learning in order to successfully find a

place (ment?) in this highly competitive job market, the engineering student has to hone his

LSRW skills along with another, infact, a more important pair of skills; verbal and soft skills.

Hence great care is taken to design a perfectly balanced and profoundly effective curriculum

which consists of all the indispensable aspects of the English language and the important life

skills. It’s no wonder IQ was superseded by EQ which in turn has been eloquently replaced

by MQ and RQ which are the most needed skills of the day, the management quotient and

relationship quotient. People skills are the cry of the day.

So the chief objective behind this special and extra curricular syllabus and a training on

those lines is to equip the young aspirants to crack the national and international entrance

exams such as CAT, TOEFL, GRE, GMAT, IELTS, etc. and to come out successfully in the

campus recruitment drives.

And the soft skills training, in which time management, decision making, problem solving,

self improvement and SWOT analysis, are some of the modules, is intended to enhance the

inherent talents of the young engineering student and also train him to be practically

successful at both the fronts personal and professional.

`OBJECTIVES

The language lab focuses computer-aided multi-media instruction and language

acquisition to achieve the following targets :

Gather ideas and information, to organize ideas relevantly and coherently.

Engage in debates

Participate in group discussions.

Face interviews.

Write project/research reports/technical reports.

Make oral presentations.

Write formal letters.

Transfer information from non-verbal to verbal texts and vice versa.

To take part in social and professional communication.

1. FUNCTIONAL ENGLISH

Functional English in the broad sense provides learners with skills and abilities they need to take an active and responsible role in their communities, everyday life the workplace and educational settings. It requires learners to communicate in ways that make them effective and involved to separate confidently and to convey their ideas and opinions clearly.

Functional English supports learners in building, developing and consolidating skills that can be applied and transferred to a range of context, both within and beyond English class room. The focus is on securing skills that can be used in learning, work and every day life.

The reason for learning any foreign language is to do things in that language. They want to agree/disagree with some one, accept or reject an offer, deny something, express likes/dislikes, offer food and drink, compliment some one and do a lot of things like these. They want to use the language and perform a number of everyday communicative functions. Functions like these are everyday function because we have to perform these functions whenever we deal with people. In fact we have to perform each of these functions not once but several times, everyday.

At times some factors underpin progress. The complexity of situations and activities the technical demand associated in these pupils level of familiarity with the task or activity the level of independence with which a pupil can complete the activity.

It is essential to think of learners becoming functional in their English language. The curriculum opportunities specifies that pupils speak, think, listen and write for contexts beyond the class room. The requirement ensures that pupils select, use, and apply functional skills in range of purposeful situations.

They are :

Expressing ability

Expressing inability

Asking about ability or inability

Accepting something (an apology, help, invitation, an offer of food or drink)

Expressing admiration (appreciation, approval, compliments)

Admitting something

Admonishing somebody

Making requests

Greeting and leave taking

Expressing gratitude

Apologizing

Expressing necessity/obligation

Stating preferences

Making suggestions

Asking for information

Complaining / Congratulating

Expressing surprise

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Giving opinions

Expressing possibility

Persuading

Expressing purpose

Agreeing / disagreeing

Expressing intension

Consoling / comforting

Asking for and giving advice

Offering to help

Asking for and giving permission

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2. SITUATIONAL DIALOGUES

Situational Dialogues is the core of the communicative approach. It is a practical dimension of enriching one’s communication skills. Here are some models to initiate what exactly a situational dialogues is. They facilitate how one has to organize apt words for the sentence formation upto the mark. They also encompass the manners and formalities of social living.

AT THE RAILWAY STATION

Madhu : Good afternoon

Enquiry Clerk : Good afternoon. What can I do for you, Sir?

Madhu : What time is the Andhra Pradesh Express expected?

Enquiry Clerk : The scheduled time of its arrival is 4 O’ Clock

Madhu : But it’s already fifteen minutes past four and there’s yet no sign of its arrival

Enquiry Clerk : I’m afraid it’s running late by over an hour, and we’ve already announced it’s running late

Madhu : I haven’t heard any such announcement. I’ve been at the station for over ten minutes

Enquiry Clerk : Perhaps, it was made before you came. Let me check…. It was made at 3.55, exactly 20 minutes ago

Madhu : Do you make only oral announcements?

Enquiry Clerk : No, we also write them on the notice board just in front of the ASM’s office

Madhu : Don’t you think these announcements should be a little more frequent?

Enquiry Clerk : Well, I can’t answer that question. For that you can speak to the ASM, if you like

Madhu : Very well. When exactly will the train arrive?

Enquiry Clerk : At 5.10. This is the position at the moment. But, it may cover some time, or it may be delayed further. We’ll make another announcement as soon as we receive a message.

Madhu : Bother!? This will mean a lot of inconvenience to people. Have you thought of that?

Enquiry Clerk : I’m sorry, but I can’t help it. Bear with me for some more time, please, and make yourself comfortable in the waiting room

Madhu : All right. Thank you.

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ASKING ABOUT A COURSE

[Manjula is interested in doing a course in journalism. She rings up the Department of Journalism to find out the details of the course. The Public Relations Officer answers the phone.]

P.R.O : Good morning. Department of Journalism.

Manjula : Good morning, sir. I wanted to know the details of the courses offered by the Department. If it's not too much trouble, could you please give me the details?

P.R.O : No trouble at all. We offer two courses - BCJ, Bachelor of Communication and Journalism, and MCJ, Master of Communication and Journalism.

Manjula : What's the duration of these courses?

P.R.O : BCJ is a two-year course and MCJ is a one-year course.

Manjula : What are the entrance qualifications? I'm a fresh M.A. in English with no work experience. Am I eligible for any of these courses?

P.R.O : You can apply for BCJ Any graduate can apply for BCJ

Manjula : And for MCJ?

P.R.O : MCJ, as I said earlier, is a PG degree course Only those who have passed BCJ can apply for MCJ

Manjula : Sir, how's the selection done?

P.R.O : There'll be a written test and an interview. Selection will be based on performance at these.

Manjula : One more thing, sir. When are these courses likely to be advertised?

P.R.O : The notification will be issued in a fortnight's time. You can apply then.

Manjula : Thank you very much, sir. You've been very kind and helpful

P.R.O : Thank you.

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3. VOCABULARY

Introduction

A word is an effective unit of language and language is a vehicle for communication. From beginners to veterans, everyone knows the frustration of not getting the right word suitable for a given context. Sometimes it is a matter of not being able to recall the right word; sometimes we never knew it. Building vocabulary that is adequate to the needs of one’s reading and self expression has to be a personal goal for every learner of the language.

Words are unique and interesting. A limited vocabulary keeps you from expressing your real thoughts and feelings. A strong vocabulary gives you the right words to use at the right time. Vocabulary building takes patience and continued effort. Your vocabulary can and should be a reflection of you. Your vocabulary is you. And like you, your vocabulary should be alive. It should change and grow to meet your needs. Words are great subjects to investigate. When you become a student of language, and delight in discovering words relationships, and become aware of how you can make words work for you, you are ore likely to stop when lyou encounter an unfamiliar word and consider its meaning. If you do this, you will become a master of words and your vocabulary will grow. You must develop strategies to conquer unfamiliar words when you find them in your college textbooks and in your learning to make words work for you.

What is Vocabulary?

Vocabulary is knowledge of words and word meanings in both oral and print language and in productive and receptive forms. More specifically, we use vocabulary to refer to the kind of words that students must know to read increasingly demanding texts with comprehension.

Oral vocabulary includes those words that we recognize and use in listening and speaking. Print vocabulary includes those words that we recognize and use in reading and writing. Word knowledge also comes in two forms, receptive and productive. Receptive vocabulary includes words that we recognize when we hear or see them. Productive vocabulary includes words that we use when we speak or write. Receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we don’t know their full definitions and cannotations.

The English language is said to have more than six lakhs of words. It may not be possible to learn all these words. The extent of individual vocabularies varies from person to person. We select words depending on their frequency of occurrence, usefulness and range of their applicability. There is not one single way to learn words. There are several ways and one should known what they are. To know a word is to know how to spell it, say it and use it appropriately in a sentence. It is important to have a keener interest and greater insight into words.

Word Formation

As you read you come to know many interesting things about words and many ways to make new words. Most of the words in English are nouns, verbs, adjectives and adverbs. If you know one form of the word you can change it into another form. For example, if you know

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the word communication (noun) you can change it into communicate (verb). Similarly, if you know the verb form of a word, you can change it into its corresponding noun form.

Many verbs in English take –ed in the past tense and many nouns end with –tion or –stion.

Read the following sentences :

1. The doctor examined the patient (verb)

2. The selection of candidates is based on their performance in the written examination (noun)

3. The Nizam collected beautiful pieces of jewellery during his lifetime (verb)

4. The Jacob Diamond is the best piece of Nizam’s jewellery collection (noun)

5. He associated himself with the Rotary Club (verb)

6. The Association has called for nominations to conduct elections (noun)

7. The committee has resolved to promote international understanding (verb)

8. The board has formulated new rules for the promotion of cricket (noun)

9. The candidates should apply for the post before 15th January, 02 (verb)

10. Applications are invited for the post of Computer Operator in the Army School (noun)

11. The people were informed of the new tax rules (verb)

12. The information on the new tax rules was given to the people (noun)

Examples

Verb Noun

Accomplish Accomplishment

Acquaint Acquaintance

Commit Commitment

Conceive Conception`

Decide Decision

Admit Admission

Collide Collision

Notify Notification

Select Selection

Apply Application

Attest Attestation

Register Registration

Examine Examination

Verify Verification

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Noun Verb

Belief Believe

Bath Bathe

Character Characterize

Centre Centralize

Company Accompany

Circle Encircle

Colony Colonise

Electricity Electrify

Fool Befool

Food Feed

Force Enforce

Friend Befriend

Frost Freeze

Furniture Furnish

Glory Glorify

Antonyms and Synonyms

Each word in English has its own meaning and it can hardly be replaced by any other word. However, there are a number of words which are similar in meaning. These words are called synonyms, and learning them will help avoid repetition of the same word again and again in writing or speech. For example, complement, praise, congratulate, applaud, salute, acclaim, hail are synonymous words as they convey similar meanings.

On the other hand, antonyms are words with opposite meanings. For example, real, genuine, true and fact are antonyms of false.

List of Synonyms and Antonyms

Word Synonyms Antonyms

Abandon Forsake, leave, give up Retain, stay with, exalt, uplift

Abnormal Unusual, irregular, unnatural Normal, usual, regular

Brutal Cruel, rough, beastlike Human, kindly, gentle

Brusque Abrupt, rude, blunt Diplomatic, gracious, mannerly

Cease Leave off, stop, desist give up Begin, continue, hold

Cheer Gladden, encourage, exhilarate Chill, depress, disprit

Declare Advertise, announce, enunciate Censor, conceal, withhold

Danger Hazard, jeopardy, menace Defence, protection, safety

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Word Synonyms Antonyms

Emotion Affect, desire, feeling Indifference, reason

Endorse Approve, sanction, back Disapprove, oppose, censure

Fold Crease, crimp, line Smooth, straighten, unfold

Funeral Dismal, mournful, gloomy Cheerful, bright

Genuine Actual, authentic, real Artificial, fake, forged

Gorgeous Splendid, superb, neat Shabby, mean, dirty

Hobby Avocation, pastime, sport Business, labour, livelihood

Humorous Comic, comical, funny Gloomy, dull, seadate

Immerse Dip, plunge, douse, submerge Draw out

Implicate Entangle, involve Exclude

Jumble Conglomeration, mess, muddle Clear, straightforward, sequential

Jurisdiction Authority, domination Forbidding, preventing

Kidnap Abduct, carry off Restore, bring back

Knotty Hard, intricate Smooth, easy, simple

Lavish Excessive, extravagant, prodigal Restrained, economical

Luster Brilliance, brightness Dimness, plainness

Meager Scanty, poor Plentiful, plump

Migrate Emigrate, immigrate, move, travel Remain, stationary

Native Aboriginal, indigenous Alien, exotic, foreign

Notorious Well known, renowned Unknown, reputable

Obscene Filthy, indecent Pure, clean

Orifice Opening, aperture, hole Ending

Pacific Peaceful, gentle Violent, hostile

Propel Press, push, shove Discourage, pull, stop

Quack Charlatan, imposter Professional, qualified

Quell Calm, placate, subdue Noisy

Reveal Publish, disclose Conceal, hide

Ridiculous Laughable, absurd Grave, serious

Rupture Breach, break Union, attachment

Shuffle Mix, confuse Clear, be frank

Secular Temporal, civil, lay Religious, eternal

Tangible Tactile, substantial Impalpable, unreal

Triumph Vectory, achievement Lament, fail

Unethical Amoral, immoral, unprincipled Moral, principled

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Word Synonyms Antonyms

Unique Solve, single, unmatched Common, frequent

Velocity Swiftness, rapidity Slowness, tardiness

Vanish Disappear, pass away Appear, live, survive

Wrinkle Fold, crease, crimp Smooth surface, flat

Wistful Pensive, thoughtful Cheerful, happy

Yearn Hanker, long, pine Be satisfied, be contended

Yield Forgo, give in, surrender Resist, withhold, refuse

Zeal Passion, eagerness Apathy, weakness

Zenith Top, apex, climax Base, bottom, foot

Roots of English Words

At least half of the words in the English language are derived from Greek and Latin roots. Knowing these roots helps us to grasp the meanings of words before we look them up in the dictionary. It also helps us to see how words are often arranged in families with similar characteristics.

For instance, if we look at the word ‘philosophy’, “sopho” is a part of the word related to knowledge and “phil” is related to love. Both the words come from Greek roots that give us “Philosophy” which means “love of knowledge”. In Greek “anthropos” means humankind and “logy” refers to study of any kind. “Phil” is related to love and thus a philanthropist is someone who loves mankind and does something for them. And an “anthropoid” is an animal which walks like a human being. Learning the roots of words can enhance our vocabulary and can even be an interesting pastime.

Some common Greek and Latin roots and words derived from them :

astr, astr (g) star astronomy, astrology

audi (l) to hear audible, auditorium

bene (l) good, well benefit, benevolent

bio (g) life biology, autobiography

dic, dict (l) to speak dictionary, dictator

fer (l) to carry transfer, referral

fix (l) to fasten fix, suffix, affix

geo (g) earth geography, geology

graph (g) to write graphic, photography

jur, just (l) law jury, justice

log, logue (g) word, thought, speech monolog(ue), astrology, biology, neologism

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luc (l) light lucid, translucent

manu (l) hand manual, manuscript

meter, metr, measure (g)

metric thermometer

op, oper (l) work operation, operator

path (g) feeling pathetic, sympathy, empathy

ped (g) child pediatrics, pedophile

phil (g) love philosophy, bibliophile

phys (g) body, nature physical, physics

scrip, script (l) to write scribble, manuscript

tele (g) far off telephone, television

ter, terr (l) earth territory, extraterrestrial

vac (l) empty vacant, vacuum, evacuate

verb (l) word verbal, verbose

vid, vis (l) to see video, vision, television

Prefixes and Suffixes

A prefix is a letter or group of letters added to the beginning of a word to change its meaning.

Read the following sentences.

a) The leader is capable of doing service to peopleb) The leader is incapable of doing service to people

a) The officer was appreciated for using the funds properlyb) The officer was prosecuted for misusing the funds

a) I was able to contact him on telephone b) I am unable to contact him on telephone

a) The committee has approved the chairman’s decision b) The committee has disapproved the chairman’s decision

a) We furl the flag with flowers before it is hoistedb) The principal unfurled the flag and hoisted it

A suffix is a letter or group of letters added to the end of a word, to change its meaning.

For example,

a) Rajani was asked to sing a prayer songb) Rajani is a singer

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a) He created history in the world of cricketb) We are studying the historical background of the French Revolution

Most of the prefixes and suffixes are formed from Greek and Latin roots. Knowing them will help us determine the meaning of words.

Here are some examples of prefixes and their meanings. The prefixes in the words are underlined :

Prefix Meaning Prefixed Words

semi– half semiannual, hemisphere

uni–, mono– one unicycle, monarchy, monorail

bi–, di– two binary, bimonthly, dilemma, dichotomy

cent– hundred century, centimeter

milli–, kilo– thousand millimeter, kilometer

a–, il–m im–, in–, un– without, no, not absence

anonymous, illegal, immoral, invalid, irreverent, unskilled

non–, anti–, contra– of, opposing, against

nonbreakable, antipathy, contradict

counter– opposite to, counterclockwise, counterweight

de– do the opposite of, remove, reduce

dehorn, devitalize, devalue

dis– do the opposite of deprive of

disestablish, disarm

mis– wrongly, bad misjudge, misdeed

ante–,fore–, pre–, pro– before antecedent, forecast, precede, prologue

post– after postwar

re– again rewrite, redundant

super– above, over supervise, superhuman

trans– across, over transport, translate

infra–, sub–, hypo– below, under infrasonic, infrastructure, subterranean, hypodermic

e–, ex–, es– out of erupt, explicit, ecstasy

in–, im–, en–, em– into injection, immerse, encourage, empower

circum–, peri– around circumnavigate, perimeter

co–, col–, com–, con–, cor–, sym–, syn–

with coexist, colloquy, communicate, consequence, correspond, sympathy, synchronize

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Suffixes

Suffix Meaning Suffixed words

-able Having the quality Comfortable, readable, fashionable, changeable, capable

-ible - Responsible, visible, eligible

-al Concerning Internal, historical, political, nominal

-an/-ian Person connected with a place or a profession or a thing

American, Indian, politician, historian, grammarian, musician, Asian, European

-ant/-ent Something, someone that Participant, contestant, resident, incumbent, inhabitant

-ar Concerning something Circular, triangular, singular

-cide Killing something, someone Pesticide, suicide

-cy The quality of being Accuracy, privacy, piracy, bureaucracy, aristocracy

-ce Someone who is Employee, payee, interviewee, nominee, trainee, examinee

-en Made of Golden, silken, darken

-er Someone who does something

Interviewer, employer, trainer, player, dancer, singer, manager, gardener

-ess Used to denote the feminine gender

Actress, lioness, head-mistress, hostess, goddess

Words Often Confusing

Some words in English are confusing due to their similarity in spelling and pronunciation. For example, weak and week, soul and sole, right and write, may (verb) and May (a month). These words are called homonyms. If we do not make the right choice when we use these words in a sentences, the meaning of the entire sentence is changed or sometimes the sentence becomes meaningless.

Look at the following examples :

a. He worked hard. (meaning : He worked hard)b. He hardly worked (meaning : He did not work)

a) There is a big rock near the well (rock (n) = formation of stone)b) The band rocked the crowd with its music (rock(v) = swing, move)

Here are some examples of hononyms :

Already (previously)I had already finished my homework before you called. All ready (all are ready)We are all ready to play.

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Altogether (entirely)I do not altogether approve of his idea.All together (everyone together)We will all together celebrate Christmas this year.

Accept (agree)The Principal did not accept the proposal made by the teachers. Except (not including)The entire class have secured first division except one student.

Expect (believe it to be)The t4rain is expected to arrive at 6.45 pmAffect (to produce an impact)Gujarat was badly affected by the earthquake.Effect (result)The modern methods of farming had adverse effects on Indian agriculture.

Allusion (reference)Million’s paradise Lost is full of biblical allusionsIllusion (false impression)Ravi is under the illusion that he can get a job very easily.

Award (prize)The award for the best musician has been given to A.R. RehmanReward (something that is given for good work)The event manager was rewarded for organizing the show well.

Course (path of action)He completed a course in Hotel Management last year. Coarse (rough, crude)The carpet is made of coarse material.

Ceremonial (as a part of ceremony)The wedding was performed with due ceremonialCeremonious (in a formal way)The Principal ceremoniously presented the report on the Annual Day

Compliment (praise or favourable remark)The captain complimented the team on their victoryComplement (to make it better or to improve or to complete)The Indian team needs good players to complement on e another

Desert (a dry region)People travel on camels in a desertDeserted (with no people in it)The village was deserted after the floodsDesert (sweet food that is eaten at the end of a meal)Ice-cream is a delicious dessert.

Judicial (concerned with law)The culprit was taken into judicial custody.

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Judicious (prudent, thoughtful)Mamata made a judicious decision by choosing to do Medicine

Lead (a heavy metal)Lead is used to make pencils.Lead (to go first, to act as leader)Ganguly will lead the team in the next one-day series

Corps (division of army)He is a member of National Cadet Corps. Corpse (dead body)The corpse was taken for burial.

Dairy (place where cream, butter and milk are produced and distributed)Vijaya Dairy is the most popular dairy in Hyderabad. Diary (a personal record of daily events)He made a note of the events happened on that day in his diary.

Decent (looking pleasant)Venue wore a decent dressDescent (coming down or origin)The road from the hill has a steep descent

Device (n) (a price of equipment)Television is an electronic deviceDevise (v). (to find a plan or method)The government has devised a plan to eliminate terrorists

Moral (a good code of conduct)This lesson conveys a moralMorale (mental condition/spirit)The morale of the army should be kept high

Peace (opposite of strife and war)Peace is more glorious than warPiece (a part of something)They ate every piece of the cake

Principal (n) (the head of an organization) adj : main, chief)The Principal presided over the teachers’ meetingThe principal objective of this scheme is to eradicate povertyPrinciple (a rule or a moral)

Sole (single)The sole reason for my visiting this place is to see youSoul (spiritual part of a person)He believes in the existence of human soul after death.

Stationery (a shop selling writing and office material)Lalitha went to the market to buy some stationery.Stationary (not moving)

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The scooter collided with a stationary bus.

Superficial (not thorough)He has only a superficial knowledge of the subject Superfluous (more than needed)The Manager was given superfluous funds to organize the event

ONE-WORD SUBSTITUTES

Phrases or group of words which can be substituted by single words are called one-word substitutes.

Phrase / Group of Words One-word Substitute

1. A person who looks at the dark side of every thing Pessimist

2. a person who looks at the bright side of every thing Optimist

3. Total abstainer from all alcoholic drinks Teetotaler

4. One who conceals his identity as a writer under an assumed pen-name

Pseudonym

5. Woman having many husbands at one and the same time Polyandry

6. Plurality of wives Polygamy

7. The stage of growth between boyhood and youth Adolescent

8. An organ of body cut off by surgery Amputed

9. A person who believes in going out naked Nudist

10. One who eats every thing Omnivorous

11. Animal or man who eats flesh or other animals Carnivorous

12. Animals that can live on land and water Amphibians

13. Residing in a country of which one is not yet a full fledged citizen

Alien

14. A person who knows or can speak many languages Polyglot

15. A child without parents Orphan

16. Something very ancient Obsolete

17. Easy to shape in desired form Malleable

18. Easy to carry to long distance Portable

19. An object through which light passes but people Translucent

20. An object through which light passes and one can see through it

Transparent

21. A child born after the death of its father Posthumous child

22. Direct vote of all the selectors of the state Plebiscite

23. That which can be drunk Potable

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24. That which can be eaten or taken as food Edible

25. that which can be easily digested Palatable

26. A person who can use both hands with equal facility Ambidexterous

27. Belonging to one’s ancestors Ancestral

28. A truce or cessation from arms before a formal treaty is signed

Armistice

29. A state of complete continence Celibacy

30. Deserving blame of an offence or crime Culpable

31. A state of perfect balance Equilibrium

32. At which lasts forever or never-ending Eternal

33. A speech without any previous preparation Extempore

34. A speech made by a speaker for the first time in a particular gathering

Maiden-speech

35. A hater of women Misogynist

36. One who hates mankind Misanthrope

37. Illicit partner of a married an or woman Paramour

38. Beyond all powers of destruction of time Imperishable

39. Lasting only a very short time Transient

40. Which can be destroyed quickly Perishable

41. A state of complete continence on the part of a woman Virginity

42. A person who is very fond of sensuous enjoyment Hedonist

43. A person with refined taste in food and wine Epicure

44. A physician who specializes in diseases of skin Dermatologist

45. A physician who specializes in heart diseases Cardiologist

46. A physician/surgeon dealing with diseases of the female Gynaecologist

47. Specialist in bone or skeleton disorders Orthopaedist

48. Specialist of eye diseases Ophthalmologist

49. Specialist of diseases of infants Paediatrician

50. The large scale departure of people Exodus

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4. GROUP DISCUSSIONS

A group discussion is used widely as a variant of personality test for evaluating several candidates simultaneously. In fact, it helps to shortlist candidates for the final interview or to select personnel for the administrative posts in the armed services, for the executive cadre in banks, financial sector in private and public undertakings, and also for the award of national and international fellowships or for admission to prestigious professional institutes. Its potential was grasped initially by the defence forces who incorporated it into their battery of test for recruitment of officers. Since then, group discussions have become immensely popular with different recruiting bodies because of their simplicity, ease, and time-plus cost-effectiveness. It is considerably different from public speaking, a general debate, and an interview.

The ability to take effective part in group discussions is one of the most important skills that contribute to professional success.

The literal meaning of the word ‘discuss’ is ‘to talk about a subject in detail’. So, group discussion may refer to a communicative situation that allows its participants to express views and opinions to other participants. It is a systematic oral exchange of information, views, and opinions about a topic, issue, problem, or situation among members of a group who share certain common objectives.

Group discussion differs from debate in nature, approach, and procedure. Debates are intended to advocate a particular point of view while GDs raise a particular issue for a positive exchange of views. Unlike debate, which is competitive in nature, GD is basically a cooperative group process. A debate follows a limited approach because the speaker must argue either in favour or against a given point of view. On the other hand, in GD the approach is not limited to the support of a single point of view.

Group discussions aid in problem solving, decision making, and personality assessment.

Successful GDs share some or all of the seven features : agreement on group goals, goal oriented interaction, agreement on procedures, cooperative and friendly atmosphere, use of effective communication techniques, equitable distribution of participation, and shared leadership.

Selection Group Discussions

There are four major areas of evaluation in selection GDs : subject knowledge, oral communication skills, leadership skills, and team management.

Subject knowledge

As all participants must possess a thorough understanding of the topic on which they are supposed to speak, subject knowledge is the first requirement of effective participation in a group discussion. Participants need to have a fair amount of knowledge on a wide range of subjects. They should know all about national and international affairs, burning social and economic topics, scientific and environmental issues, key newsmakers, controversial topics, and a lot more.

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The topics for GD tests may include interesting and relevant ideas pertaining to society, culture, polity, economy, scientific and technical research; social, economic, political or environmental problems; controversial issues; or case studies. The best way to keep one abreast of latest events and national as well as international developments is to read daily newspapers, good magazines and periodicals, watch news bulletins and informative programmes on television. Moreover, we should use the internet to improve our knowledge about recent developments in different areas.

Oral Communication Skills

The participants in a group discussion must possess not only subject knowledge but also the ability to present that knowledge in an effective way. As the exchange of ideas in a group discussion takes place through speech, one of the prerequisites of success in group discussion is the ability to speak confidently and convincingly. Infact, a vital part of every successful group discussion is high quality oral communication. The members of the selection committee closely evaluate the oral communication skills of the candidates. They generally assess the oral competence of a candidate in terms of team listening, appropriate language, clarity of expression, positive speech attitudes and adjustments, clear articulation, and effective non-verbal communication.

Leadership Skills

Leadership functions during a GD include initiative, analysis, assertiveness, self-confidence, objectivity, patience and composure, persuasiveness, and motivation.

A candidate’s success in a GD test will depend not only on his/her subject knowledge and oral skills but also on his/her ability to provide leadership to the group. The examiners evaluate a candidate’s unique set of personal skills, which allow him/her to prove himself/herself as a natural leader in a GD. Thus, it is necessary to reflect the qualities of leadership in order to create the right impression on one’s examiners. Adaptability, analysis, assertiveness, composure, self-confidence, decision making, discretion, initiative, objectivity, patience, and persuasiveness are some of the leadership skills that are tremendously useful in proving oneself as a natural leader in a GD.

In every group discussion, there is an element of leadership. We can define leadership in GD on a functional basis. Thus, anything that contributes to goal achievement can be considered a leadership function. Although leadership functions are shared in GD, each participant should try to be the first one to perform the function whenever a need arises.

Team Management

Apart from subject knowledge, oral communication, and leadership skills, every participant needs team management skills in order to be successful in a GD test. The leader in a group discussion should be able to manage the group despite differences of opinion and steer the discussion to a logical conclusion within the fixed time limit. The examiners will assess whether each participant is a team player who can get along with people or an individualist who is always fighting to save his/her ego. Employers today look for candidates who can work in a team-oriented environment. GD participants need a number of team management skills in order to function, effectively in a team. Some of the skills needed to manage a group effectively include adaptability, positive attitude, cooperation, and coordination.

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The success of a group discussion depends on a systematic contribution by each member of the group. Creating an atmosphere conducive to positive discussion is the responsibility of each member of the group. A friendly, cooperative atmosphere encourages effective and positive deliberations that lead to successful conclusion.

It is very important to avoid any digression that may sidetrack the group. The leader may volunteer to avoid digressions and bring order out of chaos by requesting the members to see reason and come to the point.

As the success of a GD largely depends on the involvement of each member of the group, the leader should promote optimal participation.

Handling conflict

One important aspect of participating in any group discussion is dealing with conflict. As a group always tends to be heterogeneous, conflict is natural in any group activity and may sometimes be desirable for the success of a group process. Expect differences of opinions during a GD but do not let these conflicting opinions go against the basic purpose of a GD. Do not be a silent spectator when two or more people are in conflict. Although conflict resolution is a complex art, a leader needs to remember just a few simple tips in order to handle conflict during a GD.

Effecting Closure

Every member has to see that the GD ends with positive conclusions within the given time limit. In order to complete the GD within the allotted time, the leader has to remind the group of its goal and request them to reach to a group consensus. He/she should do the following himself/herself or get them done by other group members in order to develop group consensus:

Summarize the progress made by the group Put forward the common points of agreement Indicate the differences that need to be resolved Review decisions/suggestions/views already decided

Once the closure of a GD is successfully initiated, the leader may propose the consensus views, if any. It is not essential that every GD ends with a consensus but every GD must end with some positive conclusion. The leader must emphasize the points of agreement in order to indicate a common viewpoint regarding the topic.

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5. INTERVIEW

The mention of interviews creates a flutter in many stomachs. There are not many who can remain unaffected by the idea of facing an interview. Actually, we pass through interview situations very frequently without being aware of them. For example, when waiting in a railway hall for your scheduled train you could start a conversation with the man in the adjacent chair. You may exchange names, designations of your travel, occupations, and other such information. In another case, when you visit your doctor, you are once again in an interview situation. He asks for the details of your problems in order to diagnose and treat you. Several such situations happen all the while and we deal with them effortlessly, unconsciously. While facing a formal interview for admission or recruitment we are very aware of the situation. Such interviews need a lot of preparation.

The word interview is derived from intrevue meaning the sight between. It is an interaction between two or more persons for a specific purpose.

Interview is a face-to-face interpersonal role situation in which one person – the interviewer asks the person – being interviewed specific questions in order to assess his suitability for admission, recruitment, or promotion, or for an opinion.

A job interview is a pre-arranged and planned conversation used for evaluating the suitability of a candidate for a particular position.

THE INTERVIEW PROCESS

Initiation of the Interview

The interviewer’s task is not to trick or trap the candidate but to get the best out of him. Normally, therefore, the interview begins with encouraging, lively questions. There are several methods of initiating an interview. Some of them are discussed below.

Initiation from the Candidate’s Background

In many cases the chairperson tries to begin the interview with questions connected to the educational or the family background of the candidate. He may enquire about the place the candidate belongs to, its important places, features or persons. The purpose is to make the candidate feel at ease and to make the process of interview interesting for the candidate. For instance,

Initiation based on the Candidate’s Interests and Hobbies

The chairperson could put a question related to the candidates field of interest. Candidates must be honest in mentioning their hobbies and interests. A wrong piece of information could lead to a question the answer to which may not be known to the candidate. For instance,

Initiation based on General Awareness

Sometimes the members or the experts of the board initiate the interview with questions that list the general awareness of the candidate. This is a tough beginning. Questions may be

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asked on subjects from the big bang theory to the internet, from nuclear explosions to the current budget, from global terrorism to the problem of a dying species, and so on. Thus candidates must develop wide knowledge on a variety of subjects. They should read newspapers and magazines regularly, and listen to news, and discuss current affairs with friends and relatives frequently. For instance,

Initiation through Academic Topics

This method seems difficult but, in truth, it is convenient for the candidates because the questions asked relate to subjects of specific interest to the candidate. He should, therefore, be aware of the basics, fundamental concepts, and the latest information on his discipline and must develop the confidence to explain or clarify any question of a related discipline. For instance,

Initiation Based on Odd Questions

Sometimes the interview begins with questions which may perplex the candidate. Such questions are meant to evaluate the ability of the candidate in a tricky situation. Candidates should remain calm under such circumstances.

Exploring the Matrices of Behaviour

Since an interview is an assessment of the total personality of the candidate imperative on the part of the interviewer to explore the implications of the behavioural pattern of the candidate right from the moment of his entrance in the interview hall, his way of walking, his way of sitting, and his manners during the interview to his final exit from the interview hall. The dialogues between the members of the interview board or the chairperson and the candidate also reveal many facets of the latter’s personality.

See interview Model I as an example of a good candidate while Model 2 shows a poor candidate.

Assessing the Candidate’s Knowledge and Awareness

This is a very important aspect of the interview process. The board evaluates the candidate’s general knowledge, his study of specific subjects, his understanding of current affairs, his interest in add critical awareness of all that is happening around him. The candidate’s ability to apply his knowledge to a given situation or social problem is also tested. His ability to organize ideas and information into a coherent concept or approach is also evaluated. Candidates must make an in-depth study of their specific subjects and be up-to-date on topics of current affairs. For this they should read editorials and important articles published in magazines, and newspapers and go through their analyses either in newspapers or in television programmes.

Assessing Interpersonal and Social Qualities

In most cases the questions asked at different stages of an interview themselves reveal the social aspects of the personality of the candidate like his sense of responsibility, cooperation, adaptability, integrity, group sense, and persuasiveness. However, the interview board may also ask specific questions which will reveal the above qualities of the candidate.

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See interview Model 5. The last question tests the candidate’s decision power as well as interpersonal behaviour.

Summing up

In this last stage of the interview, the board makes a final impression of the candidate. Therefore some questions may get repeated to guage whether the candidate is consistent and firm in his attitude. The candidate’s answers must be the same all along the interview. The chairperson may give a hint when the interview is over. A candidate must thank the chairperson and other members of the interview board and leave the hall with confidence, without looking back. The door of the interview room must be shut quietly while leaving.

Characteristics of the Job Interview

A job interview is a pre-arranged and planned conversation characterized by a defined purpose and some level of informality.

There are five aspects of job interviews: planning, purpose, conversation, two-way interaction, and informality.

A job interview is prearranged and planned. Despite flexibility during an interview, the basic structure of most job interviews is planned for effective results. Several factors such as the time, the venue, the number of experts, the areas to be covered in the interview, the papers and materials needed, and so on are decided much before the interview. The interviewers may also consider the best ways of opening and concluding interviews. However, no job interview is just a mechanical process of asking and answering questions. The interviewer may plan and generate specific questions for each candidate with modifications in the planned interview design.

Purpose

A job interview is purposefully designed to achieve certain objectives. Organizations invest both time and money on the job interviews to ensure correct selection. Thus, there may be HR interviews to test the personality traits of candidates, technical interviews to generate information in response to specific questions for testing subject knowledge, situational interviews to test problem-solving skills and assess how candidates will behave in certain situations, and criterion based interviews to judge knowledge and abilities in a tightly focused way to evaluate how well a candidate fits a particular position. Whatever may be the format of a job interview, the purpose is predefined so that the predictive capabilities of job interviews are enhanced.

Conversation

A job interview is a conversation between a job aspirant and the member/s of a selection committee or employer/s or their representatives. It is basically a question-answer session involving specific questions and appropriate answers. As it includes both listening and speaking, the candidate has to listen actively during a job interview and speak clearly and precisely using simple words, short sentences, correct articulation, and appropriate pronunciation. It also requires certain flexibility in the usage of tenses.

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Two-Way Interaction

The job interview is a two-way interaction that may take place between the candidate and one interviewer (one-to-one interviews) or the candidate and more than one interviewer (panel interviews). I order to ensure uniformity, one-to-one interviews are generally structured and each candidate may be asked exactly the same kind of questions in the same style. Some one-to-one interviews may involve unstructured questions too. Panel interviews are more common. They may include tow to twenty people but most selection committees normally consist of three to six persons. Each member of the committee may focus on a particular aspect of evaluation to ensure effective decision making.

Informality

Although a job interview is a planned conversation, it is less formal than many public speech situations. The success of any job interview depends on its informal and friendly atmosphere wherein the candidates get opportunities to reveal their potentiality and feel free to present their best. Not many people enjoy facing a job interview. So, an interview will not be able to achieve its goals if the tension is not reduced by developing a friendly relation between the candidate and the interviewer/s.

PRE-INTERVIEW PREPARATION TECHNIQUES

When a candidate has applied for a job and is getting ready for that important moment in his/her life, the job interview, he needs to prepare for it systematically, even if it is not the first job interview for the person. Preparing well is the key to success during an interview. Facing a job interview – whether a face-to-face personal interview, a telephone interview, or an interview through videoconferencing – is easier when one prepares for it in a systematic way.

A job interview is a formal, structured, and systematic interaction between the candidate and a group of persons who want to hire him/her for a particular job position. He/she has to establish a relationship, impress the interviewer/interview panel and convince them that he/she is the best candidate for the job, for all of which he/she will get hardly more than thirty minutes. It sounds an impossible task but it is not if proper preparation is done in a planned and systematic way.

Self-analysis

We cannot project ourselves successfully unless we know our strengths and weaknesses properly. It may sound foolish but it is true that most of us really do not know ourselves. That is why a simple question like “Tell us something about yourself” unnerves many candidates during job interviews. Self-analysis is the first step towards effective planning for a job interview. It includes analyzing our background, identifying our major accomplishments, achievements, our special interests and hobbies, and analyzing our career goals in terms of the contribution we can make to the job we aspire for.

Analyze Your Background

We should begin self-analysis with a critical examination of our educational and professional background. Do we have the right background for the job? This is the first question that we

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should ask ourselves. Some of the questions that ask you to talk about your background include ‘Tell us something about yourself’, “How would you describe yourself?”, “If you had to live your life again, what would you change?”, “Describe yourself in a few sentences”, “Tell us something about your education and background”, and so on. The purpose of these questions is to identify the match between the candidate’s background and the requirements of the job.

Identify Your Accomplishments

An accomplishment can be defined as the completion of a particular task with the help of one’s skills. It may be a successfully organized college trip or cultural programme, the completion of an academic project, or solving a difficult problem or situation. Each of these can be an accomplishment that the candidate may be proud of. You should identify and make a list of such accomplishments. You may start from your school life. Anything you did during your school life that showed a positive dimension of your personality could be the first entry in the list. Next, you may explore your college life to identify instances that you did well in despite constraints and problems. If you have professional experience, you should identify problem situations that you could handle effectively.

Identify You Achievements

An achievement is different from an accomplishment. While accomplishments reflect special skills, achievements show our academic and professional success and distinguish a successful person from the non-achievers. They convince the employer that the candidate is an achiever and therefore worth hiring. You should make a list of scholarships, fellowships, awards, prizes, distinctions, commendations, certificates, or anything that shows achievement or recognition. The interviewers may ask you straight questions like “What are your achievements?”, or “Have you ever done anything that has given you a sense of achievement?”, “Do you consider yourself an achiever?”, and so on.

Identify Your Special Interests and Hobbies

The third aspect of self-analysis is identifying special interests and hobbies. A list of such activities should be made. As your curriculum vitae may also include your hobbies, interests, and activities, you should be ready to justify them during an interview. You should identify and list your extra-curricular, co-curricular, and professional activities as well as your hobbies and interests. As most organizations prefer dynamic and active employees, special interests and activities must show the candidate as a dynamic and energetic person who can accept all challenges.

Analyze Your Career Goals

You should analyze your career goals – what you want to do in life, your career objectives, your long-term goals in life, where you see yourself in five/ten years, your short-term career objectives. These are some aspects regarding which questions are frequently asked in job interviews. You should have a clarity about your objectives. If you are facing a job interview for the position of an executive in a multinational company and you mention that your career goal is to become a teacher, you will weaken your case. So, it is important that you analyze your career goals in terms of the job position you have applied for.

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Analyze Your Skills

Every job has a set of functions and requires certain skills to perform it. The main purpose of a job interview is to find out whether the candidate possesses the skills and knowledge required to carry out the functions associated with the job. Thus, analyzing skills is an integral part of preparation for an interview. You should assess the skills that you possess and try to find out techniques for adapting these skills to fit the job desired. Most employers would like to see the match between the candidate’s skills and the requirements for he job.

Research the Organization

You must thoroughly research the organization you want to join before the interview. Interviewers may ask a few questions to test your knowledge about the organization and your interest in them. Some of these questions may include “Why do you want to join us?”, “What do you know about our company?”, “What made you interested in our organization?”, “How do you rate our company?”, “Tell us why you are interested in our company?”, “Our company was recently in the news. Can you tell Why?,” and so on. Unless you research the company you will not be able to answer any of these questions.

Job Analysis

You should know what the job is all about. You cannot adapt your skills to fit the job desired unless you know about the job. Moreover, without sufficient knowledge about the job position you may not able to answer questions like “Why are you interested in this job?”, “What makes you fit for this position?”, “What do you know about this position?”, “What makes you think you are fit for this job?”, “How will you rate yourself for this position?”. With a little preparation, you can answer these questions confidently.

You should have broad information about the position so that you can respond to the questions testing your suitability for the job.

Revise Your Subject Knowledge

A job interview is to assess the candidates’ level of knowledge and technical expertise as it relates to the job at hand. Although a good grade is an indicator of one’s command over the subject, many organizations focus on evaluating the subject competence of candidates. They may conduct special technical interviews where a group of subject experts might ask probing questions to judge the depth and scope of the candidates’ subject knowledge. It is, therefore, advisable to revise one’s subject knowledge before the interview. Subject basics must be clear because the experts might test your grasp of the subject. They may ask you a few exploring questions to find out your level of understanding. It is important to be thoroughly prepared and if there is time, revise the last course and read up on the latest developments in the subject. Discussing relevant topics with friends, classmates, or colleagues would also be helpful.

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Develop the Interview File

Preparing for an interview demands a professional approach. Therefore, you should develop an interview file that may contain the following papers and documents :

1. Interview letter2. Original degrees, certificates, and transcripts3. Experience certificates 4. References and testimonials5. Certificates of merit6. Copies of your resume7. Your visiting cards8. Other relevant papers that might be needed during the interview

An index of all the papers and documents in the file makes for easy reference and location. You should also keep photocopies of essential papers like degrees and experience certificates, as you might be asked to submit these. Keeping everything ready in order will help in projecting yourself as an organized and systematic person.

INTERVIEW QUESTIONS

As mentioned before, the suitability of a candidate for a particular position is evaluated during a job interview through an oral question-answer session. Thus, the interview contains specific questions and appropriate answers. The candidates should understand the nature of different types of interview questions, analyze expected questions in order to device answering strategies, and practice these answers. Some tips on job interview questions and answers are discussed below.

Types of Interview Questions

You should be familiar with the nature and type of questions being asked during job interviews so that you are ready to answer them confidently. There are seven different types of questions that are asked to elicit certain responses from candidates. They include open, closed, probing, reflective, loaded, hypothetical, and leading questions.

Open Questions : An open question asks the candidates to “talk about” something. Its main purpose is to encourage the candidates to talk broadly about a topic or subject. It broadens the scope of the response by forcing the candidates to engage in deeper thinking. Following are some of the examples of open questions:

Tell us something about yourself Talk about your interests and activities Describe the most difficult situation that you recently faced What are the advantages of a mixed economy? What do you think about the impact of multinational companies on the Indian

economy?

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Closed Questions : Unlike open questions, closed questions limit the scope of the response by asking the candidates to provide specific information or facts. It permits the candidate no freedom of selection as they are required to give very specific answers. Following are some such examples :

When did you complete your graduation? What was your major subject in the college? Where did you receive your first professional training? Do you know data processing?

Probing Questions : The main purpose of a probing question is to probe more deeply or ask for an explanation or clarification of a statement just made. Probing questions encourage the candidate to talk in greater depth about a topic or subject. For example, after the response, “I believe that students should be allowed in academic decision making”, the interviewer might ask the probing question, “Do you think that this should include all academic decisions?”.

Reflective Questions : Reflective questions are asked to confirm the statements given by the candidate. The purpose is to check that the interviewer understands what the candidate has said. Following are some examples of reflective questions :

That means you want the public sector companies to be totally privatized? Am I right in thinking that you are against economic liberalization in India? Does that mean that you favour a total ban on any type of violence in movies?

Loaded Questions : Loaded questions assess the candidate’s response to a sensitive issue, subject or point. The main purpose of loaded questions is to judge the candidate’s ability to handle difficult and sensitive situations. There may not be any right or wrong answer to a loaded question, rather, it would be a reasonable or unreasonable response. The following are some examples.

You are too short. Don’t you think this is going to be a handicap for you? Your GPA in the first semester of your B.Tech., is too low. How do you justify that? Do you think that a Ram Temple should be constructed at the sight of Babri Masjid?

Hypothetical Questions : A hypothetical question may involve a hypothetical situation. It may be asked to test the possible reactions of the candidate to a certain situation. The candidate may be asked the question. What would you do if ….?, or the candidate may be given a situation and asked how her/she will deal with it. Some examples are given here:

What would you do if you face a group of angry employees who want to harm company vehicles because one of the workers has been hurt by a company lorry?

One of your staff has been involved in activities detrimental t your organization. He has been doing this for money that he needs for the treatment of his ailing mother. What would you do?

Leading Questions : A leading question is asked to obtain a desired response. It leads the candidate to a particular answer. Such questions generally suggest a point of view on the part of the interviewer and call for agreement with a ‘yes’ answer. Given below are some examples :

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Don’t you agree that our company is a market leader in electronics products? Don’t you think that MNCs have boosted the Indian economy? Don’t you agree that our economy nees more privatization?

ANSWERING STRATEGIES

Keys to Answering Questions

How a question is answered is sometimes more important that the answer itself. The way a question is answered reflects a person’s communicative ability. The following suggestions will help in improving the quality of answers :

Attentiveness : When a person attends a job interview, he/she cannot answer the interview’s questions correctly unless he/she is listening properly. Many candidates start answering before they have heard the complete question. This is wrong. The candidate should listen to the interviewer attentively in order to understand the question and then respond to it. Moreover, the interviewer should not be interrupted while he or she is speaking. This constitutes rude behaviour and is against the norms of any formal interaction.

Accuracy : The candidate should give particular attention to dates, timelines, persons, places, and other details. If he/she cannot remember a date or time, it should not be mentioned. Giving an incorrect or incomplete answer will reduce the chances of success. The candidate should not try to bluff the interviewer; it is better to accept that he/she does not know an answer rather than give an incorrect answer. No one is expected to know everything and there is nothing wrong in accepting one’s lack of knowledge.

Brevity : The candidate should be brief and to the point particularly in open question, where he/she has the scope to speak as much as he/she can. He/she should listen to the question carefully and answer only what is asked, not taking more than one minute to answer any question, irrespective of its nature and complexity. A long answer does nto necessarily mean a better answer; it is usually otherwise.

Focus : The candidate should be focused and specific. Very often, candidates deviate from the question asked and do not answer specifically. Trying to impress interviewers by giving information that is not asked for should be avoided. The more specific the answer, the more convinced the interviewers are likely to be of a candidate’s suitability for the position. Concrete and specific words and phrases should be used, and obscure, abstract, and vague words that may confuse the interviewers should be avoided.

Clarity : Candidates should answer directly and clearly. The candidate should not give the interviewers a chance to ask for an answer to be repeated or classified. Clarity of expression generally reflects clarity of though and professionalism.

Positive Attitude : The candidates’ answers should reflect a positive attitude. Interviewers may ask negative or sensitive questions to explore the negatives in the candidate’s personality. Therefore, it is important to remain positive and answer eve negative questions positively.

Logical Thinking : The ability to think logically is always an asset during an interview. Answers should always be rational and logical because illogical answers reflect a disorganized personality. Logical arguments and illustrations should be used when answering questions that demand careful thinking (that is, probing and hypothetical questions).

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6. RESUME WRITING

It is an accepted fact that getting a job is directly related to your success and your happiness. Therefore it is vital that you conduct the job search properly – that you prepare wisely and carefully and proceed diligently. The following is a review of job search strategies.

PLANNING Building a Network of Contacts

You can begin the job search long before you are ready to find employment. In fact, you can do it now by building a network of contacts. More specifically, you can build relationships with people who can help you find work when you need it. Such people include classmates, professors, and businesspeople.

Identifying Appropriate Jobs

To find the right job, you need to investigate both internal and external factors. The best fit occurs when you have carefully looked at yourself – your education, personal qualities, experience, and any special qualifications. However, to be realistic, these internal qualities need to be analyzed in light of the external factors. Some of these factors may include the current and projected job market, economic needs, location preferences and family needs.

Finding Your Employer

You can use a number of sources in your search for an employer with whom you will begin or continue your career. Your choice of sources some of which are listed below.

Placement Centers Network of Personal Contacts Classified Advertisements Online Databases Employment Agencies Web Pages

After your search has uncovered a job possibility, you pursue it. Whether or not you apply in person, you are likely to use some written material. If you apply in person, probably you will take a resume with you to leave as a record of your qualifications. If you do not apply in person, of course, the application is completely in writing. Typically, it consists of a resume, a letter of application, and a reference sheet. At some point in your employment efforts, you are likely to use each of these documents.

Preparing these documents involve selling. You are selling a product or services – your ability to do work. And what you are selling is you. You should begin by listing all the information about you that you believe an employer would want to know. The resume is a summary of background facts in list form. Designed for quick reading, the resume lists facts that have been arranged for the best possible appearance. Rarely does it use sentences. The arrangements of resumes differ widely, but the following procedures generally describe how most are written :

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Logically arrange information (institutions, dates, degrees, major field); information on employments (dates, places, firms, duties, accomplishments); personal details (memberships, interests, achievements, and such but not religion, race, and sex); and special information derived from other information (achievements, qualifications, capabilities). And a reference sheet as needed.

Construct a heading for the entire resume and subheadings for the parts

Include other vital information such as objectives and contact information

Arrange the data for best eye appeal, making the resume balanced, not crowded, and not stung out

Selecting the Background Facts. Your first step in preparing the resume is to review the background facts you have assembled about yourself and then to select the facts that you think will help your reader evaluate you.

Arranging the Facts into Groups. After selecting the facts you want to include, you should sort them into logical groups. Many grouping arrangements are possible. The most conventional is the three-part grouping of Education, Experience, and Skills or Personal Qualities. Another possibility is a grouping by job functions or skills, such as Selling, Communicating, and Managing. Another is an arrangement by time – perhaps listing the information in reverse chronological order to show a progression of training ad experience. You may be able to work out other logical arrangements.

You can also derive additional groups from the four conventional groups mentioned above. For Example, you can have a group of ‘Achievements’. Such a group would consist of special accomplishments taken from your experience and education information.

Including a Statement of Objective. Although not a category of background information, a statement of your objective is appropriate in the resume. Headings such as Career Objective, Job Objective, or just Objective usually appear at the beginning.

Not all authorities agree on the value of including the objective, however. Recommending that they be omitted from today’s resumes, some authorities suggest that the resume should concentrate instead on skills, experience, and credentials. Some expe4rts argue that the objective includes only obvious information that is clearly suggested by the remainder of the resume. They argue also that an objective limits the applicant to a single position and eliminates consideration for other jobs that may be available.

Those favoring the use of a statement of objective reason that it helps the recruiter see quickly where the applicant might fit into the company. Since this argument appears to have greater support, at least for the moment, probably you should include the objective. But make an exception when your career goal is unclear and you are considering a variety of employment possibilities.

Primarily, your statement of objective should describe the work you seek. When you can, you should add to its effectiveness by including words that convey a long-term interest, as in this example.

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Objective : A position in human resource management that will provide an opportunity for growth and advancement.

Another technique for enhancing the effectiveness of the objective statement is to include words that emphasize your major qualifications for the work, as in this example :

Objective : To apply 17 years of successful high-tech sales experience to selling quality products for an agile company.

The information you present under each heading will depend on your good judgment. You should list all the facts that you think are relevant. You will want to include enough information to enable the reader to judge your ability to do the work you seek.

Your coverage of work experience should identify completely the jobs you have held. A minimum coverage would include dates, places, firms, and responsibilities. If the work was part-time, you should say without demeaning the skills you developed on the job. In describing your duties, you should select words that highlight what you did, especially the parts of this experience that qualify you for the work you seek.

Job descriptions are strengthened by the use of action verbs. Verbs are the strongest of all words. If you choose them well, they will do much to sell your ability to do work.

Because your education is likely to be your strongest selling point for your first job after college, you will probably cover it in some detail. (Education gets less and less emphasis in your applications as you gain experience.) At a minimum, your coverage of education should include institutions, dates, degrees, and areas of study. For some jobs, you may want to list specific courses, especially if you have little other information to present or if your coursework has uniquely prepared you for those jobs.

What personal information to list is a matter for your best judgment.

Personal information that is generally appropriate includes all items that tell about your personal qualities. Information on your organization memberships, civic involvement, and social activities is evidence of experience and interest in working with people. Hobbies and athletic participation tell of your balance of interests. Such information can be quite useful to some employers, especially when personal qualities are important to the work involved.

Authorities disagree on whether to list references on the resume. Some think that references should not be contacted until negotiations are further along. Others think that referring process.

When you do list someone as a reference, good business etiquette requires that you ask for permission first.

Formats and Styles

After you have identified the information you want to include on you resume, you will want to organize or group items to present yourself in the best possible light. Three strategies for organizing this information are reverse chronological approach, the functional or skills approach, and the accomplishments / achievements or highlights approach.

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The reverse chronological organizational layout presents your education and work experience from the most recent to oldest. It emphasizes the order and time frame in which you have participated in these activities. It is particularly good for those who have progressed in an orderly and timely fashion through school and work.

A functional or skills layout organizes around three to five areas particularly important to the job you want. Rather than forcing an employer to determine that you developed one skill on one jbo and another skill on another job, this organizational plan does that for the reader. It is particularly good for those who have had many jobs, for those who have taken nontraditional career paths, and for those who are changing fields.

An accomplishments /achievements layout presents a picture of you as a competent worker. It puts hard numbers and precise facts behind skills and traits you have.

Making the Form Attractive. The attractiveness of your resume will say as much about you as the words. The appearance of the information that the reader sees plays a part in forming his or her judgment. A sloppy, poorly designed presentation may even ruin your chances of getting the job. So it is important to give your resume and your application letter an attractive physical arrangement.

While layout is important in showing your ability to organize and good spacing increases readability, design considerations such as font and paper selection aqffect attractiveness almost as much. Commercial designers say that type size for headings should be at least 14 points and for body text, 10 to 14 points.

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WRITING THE APPLICATION LETTER

You should begin work on the application letter by fitting the facts from your background to the work you seek and arranging those facts in a logical order. Like those of sales letters, the organizational plans of application letters vary. However, the following procedure (discussed in details below) is used in most successful efforts.

Begin with words selected to gain attention appropriately and to set up the review of information.

Present your qualifications, keeping like information together and adapting to the company and the job.

Use good sales strategy, especially you-viewpoint and positive language Drive for the appropriate action (request for interview, reference, check, further

correspondence

Gaining Attention in the Opening. As in sales writing, the opening of the application letter has two requirements : It must gain attention, and it must set up the review of information that follows.

As the application letter is a creative effort, you should use your imagination in writing the opening.

You can gain attention in the opening in many ways. One way is to use a topic that shows understanding of the reader’s operation or of the work to be done. Employers are likely to be impressed by applicants who have made the effort to learn something about the company.

Another way is to make a statement or ask a question that focuses attention on a need of the reader that the writer seeks to fill.

Selecting Content. Following the opening, you should present the information that qualifies you to do the work. Begin this task by reviewing the job requ8irements. Then select the facts about you that qualify you for the job.

If a resume accompanies the application letter, you may rely on it too much. Remember that the letter does the selling and the resume summarizes the significant details. Thus, the letter should contain the major points around which you build your case, and the resume should include these points plus supporting details. As the two are parts of a team effort, somewhere in the letter you should refer the reader to the resume.

Organizing for Conviction. You will want to present the information about yourself in the order that is best for you. In general, the plan you select is likely to follow one of three general orders. The most common order is a logical grouping of the information, such as education, skills and/or personal details, and experience. A second possibility is a time order. For example, you could present the information to show a year-by-year preparation for the work. A third possibility is an order based on the job requirements. For example, selling, communicating, and managing might be the requirements listed in an advertised job.

Merely presenting facts does not ensure conviction. You will also need to present the facts in words that make the most of your assets. You could, say for example, that you “held a position” as sales manager, but it is much more convincing to say that you “supervised a sales

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force of 14”. Likewise, you do more for yourself by writing that you “earned a degree in business administration” than by writing that you “spent four years in college”. And it is more effective to say that you “learned cost accounting” than to say that you “took a course in cost accounting”.

Driving for Action in the Close. The presentation of your qualifications should lead logically to the action that the close of the letter proposes. You should drive for whatever action is appropriate in you case. It could be a request for an interview, an invitation to engage in further correspondence.

Your action words should be clear and direct. Preferably, you should put them in question form. As in the sales letter, the request for action may be made more effective if it is followed by words recalling a benefit that the reader will get from taking the action.

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ASHOK AURORAA-25/31, Sector-60, Noida – 201 301

E-mail : ashokaurora@yahoo.com

POSITION SOUGHT Manager – Project

OBJECTIVE To contribute to the growth of a leading project management company by working in a challenging position where I will have opportunities to utilize my exposure to project management methodologies and experience as project leader in construction activities of large scale heavy engineering projects.

Experience Project Leader, Badrinath Infrastructure Ltd., Sector-60, Noida-201 301

December 2001 to present

Complete civil projects within or ahead of the schedule through strict planning, monitoring, and control while maintaining the best construction standards

Supervise erection of auxiliary facilities like water treatment, ETP, cabling, piping and other utilities

Maintain customer relations through effective presentation of technical expertise

Assistant Project Manager (Civil), Akash Projects and Marketing Ltd., park Street, Kolkata

December 1998 to November 2001

Assist in the project management of various civil works being executed at site

Coordinate with Head Office, sites, various departments and sub-contractors

Maintain close liason with clients

EDUCATION Anwer Engineering College, Hyderabad B.Tech in Civil Engineering, July 1998

Institute of Information Technology, Mumbai Certificate in Computer Programming, December, 1998

SPECIAL SKILLS Proficient in MS-DOS, Microsoft Windows, Excel, and Word 98 and 2000

Good problem-solving skills Excellent communication and interpersonal skills Competent in speaking French

ACTIVITIES Member, Institution of Engineers, Hyderabad Member, National Cadet Corps, 1994-1996 Secretary, Society for Promotion of Science, Hyderabad

INTERESTS Badminton, Football, Cycling Classical Music, Movies, Fiction

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7. REPORTS

Reports are important because in most organizations executive decision making is based almost entirely on them.

Reports may vary from a one-page informal trip report summarizing the events of a business trip to a 250-page formal annual report of an organization. They may be presented orally, electronically, or in written form. They may also vary in form, content, approach, and purpose. The literal meaning of the word ‘report’ is ‘a formal or official statement, as of results of an investigation or matter referred’ or just ‘ a statement of facts.

A report is a formal document written for a specific audience to meet a specific need. It may contain facts of a situation, project, or process; an analysis and interpretation of data, events, and records; inferences or conclusions drawn from objective data; or suggestions and recommendations. Although reports may include a variety of topics and objectives, they all help in the process of decision making by answering questions and determining ways to improve certain situations.

Reports normally move in an upward direction and are used to communicate to the senior levels in an organizations. The importance of reports for any professional lies in the fact that a number of business decisions and research conclusions are made on the basis of information presented or recommendations made in reports.

Thus, reports serve several purposes, which may include :

Presenting data; Describing problems and suggesting solutions; Discussing and analyzing data; Recording events and happenings; Analyzing a situation or a condition; or Giving feedback, suggestions, or recommendations.

TYPES OF REPORTS

Reports can be classified as informational and analytical, according to their functions, as routine or special, as per periodicity, as oral and written, according to their communicative form, and as formal and non-formal, based on their nature, scope, and length. Each of these are now discussed briefly.

Informational and Analytical Reports

An informational report presents facts of a case, problem, condition, or situation without any analysis, interpretations, or recommendations. The function of the writer of an informational report is to collect, compile, and organize facts for the readers. He/She is just a compiler who has to present the data as objectively as possible. In order to write an informational report, relevant information should be gathered and presented in a systematic and organized way. Examples of informational reports include conference reports, seminar reports, trip reports, and so on.

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Unlike an informational report, an analytical report presents data with interpretation and analysis. The report writer analyses the facts of a case, problem, condition, or situation objectively and puts forward his/her conclusions, inferences, and recommendations. Apart from presenting the facts objectively, the writer must reflect a broader understanding of the subject in order to comment on various aspects related to the report. In order to write an analytical report, the writer should be able to evaluate information and make appropriate inferences. Examples of analytical reports include project reports, feasibility reports, market research reports, and so forth.

Routine and Special Reports

All organizations, including companies, institutions, government departments, and research establishments, depend on routine reports for various management decisions. As routine reports are usually prepared on a periodic basis, that is, daily, weekly, fortnightly, monthly, quarterly, or annually, they may also be called periodic reports. The contents of routine reports may vary from simple production information to complex marketing or research data. Routine reports may be informational or analytical depending on the purpose. Examples of routine reports include daily production reports, monthly sales reports, annual reports, and so on.

Unlike a routine report, a special report is prepared and presented to convey special information related to a single condition, situation, problem, or occasion. Special reports do not contain routine or repetitive information as they are the result of specific circumstances. Some of the most important decisions in an organization may be taken on the basis of the information contained in special reports. For example, a company might launch a new product based on a report analyzing the market demand and presence of competing products in the market. Special reports could be either informational or analytical. Examples of special reports include inquiry reports, research, reports, thesis, dissertation, and so forth.

Types of Reports

Criteria Types Description Examples

Function Informational Objective presentation of data without analysis or interpretation

Analytical Presentation of data with analysis and interpretation

Periodicity Routine Presentation of routine information

Special Presentation of specific information related to a single condition, situation, problem or occasion

Communicative Form

Oral Face-to-face presentation of information

Written Presentation of information in written form

Nature, scope and length

Formal Long reports with elaborate description and discussion

Non-formal Short reports

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Oral and Written Reports

Oral reports are informal and face-to-face presentations of information. Examples may include oral reporting of accidents, sales, production, joining, and so on. Oral reports are useful for presentation brief information related to routine activities, projects, developments, ad so on. As oral reports provide quick feedback, they may expedite a work and lead to fast action and decisions. Most organizations nowadays prefer oral reports followed by written versions. This ensures the advantages of oral reporting and avoids the major disadvantages by adding to the permanent records of the organization.

Written reports are more conventional than oral reports. Most business and technical reports use the written mode of presentation because the organizations using these reports need to maintain proper record for future use and reference. Most reports have a permanent value.

Formal and Non-formal Reports

Reports can be formal or informal depending on their nature, scope and length. A formal report is usually the result of a thorough investigation of a problem, condition, or situation. Formal reports are comparatively longer and need elaborate description and discussion. They usually follow a fixed format with predetermined elements, according to the information presented. The length of a formal report may vary from a few pages to hundreds of pages. Formal reports could be informational, analytical, routine, or special. Examples of formal reports include annual reports of companies and organizations, technical reports, project reports, thesis, and so on.

A non-formal report, on the other hand, could be a brief account of a specific business or professional activity. It is usually written to provide introductory information about a routine affair. Non-formal reports are usually short and do not need elaborate descriptions and discussions. As the content is generally insufficient for a formal report, an informal report may involve the use of printed forms, letter formats, or memo formats. Although non-formal reports are usually routine, they may be either informational or analytical and may use the oral or written form. Examples of non-formal reports include laboratory reports, daily production reports, trip reports, and so forth.

FORMATS OF REPORTS

There are four common formats of reports, that is, printed forms, letter format, memo format, and manuscript format.

Printed Forms

Printed forms are generally used to collect routine information. For example, a company may keep printed forms for recording daily production or monthly sales. Similarly, an organization may use printed forms for trip reports, conference reports, laboratory reports, inspection reports, confidential performance reports, and so on. Using a printed form is quite simple because the person filling it is just required to fill in the blanks, or tick against the listed items. Detailed descriptions or discussions need not be provided.

There are three main advantages of using printed forms for reporting. Firstly, they are systematic and make for easy reading. Secondly, they are more objective and factual with

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little scope for the writer to be subjective about the content. There is no subjective interpretation of the material used in the report. Facts are recorded quite objectively. Finally, they save time.

Letter Format

The letter format may be used for short reports that have to be communicated to someone outside an organization. A letter format contains all the elements of a letter along with some additional sections such as illustrations, references, and so on. Headings may be used in a letter report. The letter format may be used for informational, analytical, routine, special, or non-formal reports. For example, there is an accident on the shop floor in a company and report has to be sent to the insurance company. Other examples of the letter format include evaluation reports, feasibility reports, survey reports, legal reports, and so on.

Memo Format

The memo format can be used for short reports that have to be communicated within an organization. A memo format should contain all the elements of a standard memo. In addition, it may contain a few extra sections. Like a report in the letter form, a memo report should contain headings for easy reading and reference. The memo format may be used for all types of reports, that is, informational, analytical, routine, special, or non-formal.

Manuscript Format

The manuscript format can be used for long and formal reports. These reports are divided into sections and sub-sections, each with a clear heading. These headings and sub-headings are organized in a logical sequence. While preparing a report in manuscript form, the writer needs to be careful about its structure and elements. A structured report will help in thinking clearly and deciding where to put each fact or idea. It also makes reading easy and helps the readers find the information they need. The manuscript format is discussed in detail below.

STRUCTURE OF FORMAL REPORTS

When writing a formal report, the choice of format as well the parts of the report must be carefully planned.

Parts of a Report

A formal report may include the following parts or elements.

Each of these parts of a formal report will now be discussed in detail.

1. Title page2. Preface3. Letter of Transmittal4. Acknowledgements5. Table of Contents6. List of illustrations7. Abstract/Executive summary8. Introduction

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9. Methodology 10. Discussion / Finding / Analysis11. Conclusion12. Recommendation 13. Appendices14. References and bibliography

A formal report usually begins with a title page. It contains the title of the report, the name of the person or organization to whom the report is being submitted, the name of the report writers, and the date.

Preface

The preface is an optional element in a formal report. It introduces the report by mentioning its salient features and scope.

Letter of Transmittal

The transmittal letter is a brief covering letter from the report writer explaining the causes for writing the report. It may contain the objectives, scope, and other highlights of the report. It may also contain acknowledgements if the report does not include an acknowledgement.

Acknowledgement

The acknowledgement section contains the names of persons who contributed to the production of the report and made the report possible. It is just a ‘thank you note’.

Table of Contents

The ‘table of contents’ provides the reader an overall view of the report and shows its organization.

This section lists the main headings and the subheadings and the subheadings in the report with page numbers.

List of Illustrations

The ‘list of illustrations’ gives systematic information about tables, graphs, figures and charts used in the report. It is usually included if the number of these illustrations are more than ten.

Abstract or Executive Summary

An abstract or an executive summary summarises the essential information in the report, focusing on key facts, findings, observations, results, conclusions, and recommendations.

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Introduction

This section introduces the readers to the report and prepares them for the discussion that follows by providing background information, defining its aims and objectives, and discussing the scope and limitations of the report.

Methodology

While writing a report, information may have to be gathered from library and archival sources or through internet surfing, interviews, surveys, and formal/informal discussions. The section on methodology summarises the methods of data collection, the procedures for investigating the situation/problem, and the criteria of survey.

Discussion/Description/Analysis

This is the main part of the report as it presents the data that has been collected in an organized form. It focuses on facts and findings of the report and may include an objective description and discussion of the problem, an analysis of the situation, and findings of the investigation. It is usually divided into sections and sub-sections with well-structured and clear headings and sub-headings.

Conclusions

This section conveys the significance and meaning of the report to readers by presenting a summary of discussion and findings, results and conclusions, implications of the conclusions presented, and inferences.

Recommendations

This section contains recommendations that are based on results and conclusions. As they propose a course of action to improve a situation or a condition, they may present several ways to solve a problem or improve a situation. It may also indicate the need and nature for further work in the concerned area.

Appendices

An appendix contains supporting material or data, which is kept separate from the main body of the report to avoid interrupting the line f development of the report.

References Bibliography

This section may contain references to books, journals, reports, dissertations, or/and published government documents, and other sources used in the report. It may also consist of a list of materials for further reference.

WRITING STRATEGIES

Whether one has to write a short informal report or a long formal report, one needs to adopt effective writing strategies. As reports are systematic attempts to discuss problems,

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situations, or conditions and stimulate thinking or action in individuals and groups, a systematic plan of writing should be followed.

The following steps will help in organizing and presenting the report systematically.

1. Analyze the problem and purpose2. Determine the scope of the report3. Determine the needs of the audience 4. Gather all the information 5. Analyse and organize the information 6. Write the first draft7. Revise, review, and edit8. Write the final draft

Analyze the Problem and Purpose

The process of writing an effective report begins with an objective analysis of the problem that is to be discussed and the objectives of writing the report. In other words, the following two questions need to be answered before beginning to write a report :

1. What do you want to present or discuss in the report?2. Why do you want to present it?

Answers to these questions will help in identifying the problem that led to the writing of the report and determining the purpose of the report. The problem may be written down in the form of a statement.

Defining the purpose of the report will give it direction and make it focused. The writer’s purpose should match the audience’s needs, knowledge, expectations, and interests.

Determine the Scope of the Report

In order to keep the report precise and to the point, the amount of information gathered should be limited to the most essential and important facts. It is important to define a reasonable scope of the report. The scope of the report should be narrowed down and made specific so that a reasonable length is maintained.

Determine the Needs of the Audience

When a report is being planned, the writer should know who will eventually read it. When planning a report, the writer should think from his/her readers’ perspective. He/she should avoid making false assumptions about his/her readers and should strive to be practical and rational.

Gather all the Information

Once the problem and purpose has been analysed, the scope is defined and the audience has been analysed, the writer is ready to gather information. He/she may gather information through primary sources (discussions, interviews, observation, surveys, questionnaires, experiments, and so on) or secondary sources (internet, reports, books, journals, dissertations,

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magazines, pamphlets, newspapers, and so on) However, it is important to ensure that the information is accurate, bias free, current, and relevant.

Analyse and organize the Information

Once the information has been gathered, the report writer needs to analyse and organize it. Analysis of information involves evaluating the information objectively, making comparative analyses of different sets of information for obtaining new ideas, and interpreting facts and figures for their relative importance. Organizing the information involves using an appropriate logical pattern to arrange the information in the report. Before actually organizing the information, an outline may be prepared by choosing the central idea, main ideas, the major supporting ideas, and developing the details.

Writing the First Draft

Once the outline has been prepared and the organizational pattern of the report has been decided, the first working draft can be written. While writing the first draft focus on the scope and purpose of the report. Simple and direct language should be used.

Reviewing and Revising

Once the rough draft of the report has been written, it should be reviewed, edited, and revised in order to improve the quality of its content and presentation.

Writing the Final Draft

Once the rough draft of the report reviewed and revised, the final draft can be composed. When writing the final draft, the following points should be taken care of:

The report should be simple, clear, concise, direct and readable.

Appropriate words, short sentences and meaningful paragraphs should be used

Appropriate linking devices should be used.

Graphic highlighting techniques to improve readability and comprehension should be applied.

Important points should be emphasized.

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8. POSITIVE THINKING

One might feel the subject ‘Positive Attitude’ has been talked ad nauseam. But for most interviewers a positive mental attitude is almost an obsession and so it has become the most mentioned subject in modern management studies. It is not so modern an invention after all. It is as ancient as the thinking man.

Yet, in this context of highly competitive and critical times, the need for a positive attitude is more than ever. Young mind is too perplexed by problems a plenty at every front, to sense tonnes of his untapped potential. Swamy Vivekananda says that every soul is potentially divine, which means that every one can make a God of himself. If that is so every person is a potential winner. A positive attitude is to believe that everyone is endowed with the ability to succeed. We are all basically made winners. Losers, if any, are self-made . Losers are those who think that winners are a class apart.

A positive attitude is not thoughts, ideas or a philosophy. It is a matter of dealing with actual situations. Nor is it reflected in empty expectations, confused confidence or plain boast.

Positive Thinking is a realistic attitude that envelopes the positives and the negatives. It does not close the eyes to the negatives. On the other hand it is all about being all the more alert. A positive thinking is revealed in relation to a real situation and a set task. One should clarify to oneself one’s priorities – what one wants from life. And one should always aim high. Aims are never mere selfish, infact the higher the aim, the more unselfish it is. It is a nobler aim.

With positive attitude comes confidence, with confidence comes enthusiasm and with enthusiasm comes unbounded energy. But confidence stands in need of constant reinforcement. Confidence alone cannot fetch everything, hard work is essential. There are no short cuts to success.

A positive attitude is to be aware of the necessity of Kaizen, constant improvement. That is to assess your assets accurately and objectively and fill the gap between what you are and what you can actually be, between the actual and the potential. And remember, potentialities are not exhausted, they are infinite.

A positive attitude is about improving one’s skills, improving in such a way that even a losing situation can be turned into a positive one. Things in life do not present themselves to us in a convenient way, the way we would like them to be. Most of the time we have to make the best use of the bad cards served to us in a game of cards.

Life is real and life is earnest”, warned poet Henry Wadsworth Longfellow: yet there are many of us who would like to flit through the days with no responsibilities, no cares, like a spring butterfly. The ability to face reality honestly, bravely, to weigh it carefully and see it in its proper perspective, is an outstanding mark of well-adjusted mature personality. The people at the other extreme, who withdraw entirely from the world as it is, need, of course, psychological help.

And lastly, a positive attitude is not all a matter of winning. It is playing the game with the right spirit, with all the enthusiasm, energy, improved skills, and unconventional lateral approaches and with all the hard perseverance. Winning is an important factor. But it is just one of the several factors of the task involved. Fight as hard and as intelligently as you

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can. You will win. But even if you lose, you are still a winner for, it is the attitude that counts, not winning or losing. The right attitude always leaves you in a win-win situation.

In the class room :

Students are made to self assess themselves with the help of a questionnaire. The teacher could interpret here the assessment and help the student realize where he/she is standing and how to improve him/her self to be more efficient. A case study can also be done in the class as to see how working on a specific problematic area could improve the situation and enhance one’s performance.

Students should be exposed to some simulated situations where they have to deal with some realistic problems. And they will see how different people see them differently and deal differently and what a big difference it makes. Teacher guides the students to see, analyze, deal and solve successfully and win the situation.

Reference Books :

1. Seven Habits of Highly Effective people – Stephen Covey

2. You can Win - Shiv Khera

3. Self – Improvement by Vijaya Kumar – Sterling paper Back

Exercises in Paradigmatic Problems. Different perspectives.

Picture studying, questionnaires, case-studies, group discussions, practical problem solving ….. are some of the techniques. A sample questionnaire

1) Do you usually face life with a smile?

Yes _________ No _________

2) In general, would you say your thoughts are positive?

Yes _________ No _________

3) I often worry.

Yes _________ No _________

4) All in all, I feel that I am a fortunate person.

Yes _________ No _________

5) I enjoy learning about things.

Yes _________ No _________

6) I constantly see more things that are wrong than things that are right.

Yes _________ No _________

7) Are you willing to work hard at anything you attempt?

Yes _________ No _________

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8) Do you take good care of your physical and mental health?

Yes _________ No _________

9) Are you appreciative of small gestures of kindness by others?

Yes _________ No _________

10) When some days do not “go right”, do you go to bed thinking of something that was good or humorous?

Yes _________ No _________

11) Do you believe a certain period of life is happier than the ohers?

Yes _________ No _________

12) Do you enjoy the feeling of having responsibility?

Yes _________ No _________

13) You’re trying to look dignified at an important dance or function when you slip and finish up in an embarrassing position on the floor. Your partner just can’t stop laughing. Do you

a) Feel just a little angry with your partner for laughing?

b) Try to laugh with your partner?

c) Pretend to be really hurt in order to save a little embarrassment?

14) If it was apparent that somebody at work did not like you and showed it by making nasty remarks all the time, would you

a) Show quite clearly that the feeling was mutual?

b) Counter the remarks with a joke as of as often as possible?

c) make it apparent that you couldn’t care less about him or his opinions?

15) When you get beaten in a game or sport, do you

a) Forget about it and compliment the winner cheerfully?

b) Feel just a little angry with yourself for having been beaten?

c) Feel utterly down-hearted and dejected?

16) When you’re slightly off-colour or under the weather, do you find

a) That people around it seem to realize it at once?

b) They rarely seem to notice?

c) You always tell them anyway?

17) After seeing a glamorous “penthouse” movie, does your own environment depress you?

Yes _________ No _________

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18) Generally speaking, when things go wrong, is it the fault of others?

Yes _________ No _________

19) You are often thrown into contact with a person who obviously does not like you because of his/her caustic comments. You would a) counter with a few nasty comments of your ownb) let the remarks slide off your backc) search for ways to win his/her friendship

20) You are feeling not terribly ill but just sort of under-the-weather. You would a) go to bedb) carry on your work as usualc) work at half-speed

21) Would you agree with the statement accredited to English philosopher Francis Bacon” “A wise man will make more opportunities than he finds”?

Yes _________ No _________

22) Do you enjoy learning new things even if they do not apply directly to your present way of life?

Yes _________ No _________

23) If you were turned down three times for jobs or by colleges, would you doubt your own ability?

Yes _________ No _________

24) If you won or were given a free ticket to a country unknown to you, would you be afraid to go alone?

Yes _________ No _________

25) When a problem arises, can you usually solve it on your own?

Yes _________ No _________

26) Do you believe you should learn something new every day?

Yes _________ No _________

27) Do you feel that you often fail in your endeavours?

Yes _________ No _________

28) Do you find that your work suffers or that your efficiency drops when the weather is bad?

Yes _________ No _________

29) Would you have the courage to give up your present way of life and start a new?

Yes _________ No _________

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30) Do you get very upset when you have mislaid your keys or your tickets?

Yes _________ No _________

31) You have planned a picnic out in the open with friends. Suddenly storm clouds gather. You would a) leave for the picnic place as plannedb) call you friends and cancel because of the foreboding weatherc) switch the picnic place to a locale which has shelter

32) You are planning a party for some important people, but a couple of them are known to be difficult. You would a) anticipate that everyone will have a wonderful timeb) plan special ways to please the difficult group membersc) dread the whole affair

33) You feel in top-notch physical condition, but it is time for your regular medical check-up. You would a) bounce into the doctor’s office with a feeling of assurance b) make a list of things to discuss with him for your future well-being c) fear that he will find something wrong

34) When applying for a job, you find there are several dozen applicants waiting to be interviewed for the same position. When your turn comes, you would a) be very doubtful about your chances b) answer the interviewer’s questions with honesty c) have your mind set that the job was made for you and you for the job

35) I would enjoy being the chairman, leader or active working member of a social, educational or religious group. a) Never __________ b) Sometimes ___________ c) Often ___________

36) Do you usually put good intentions into positive action without needless dealy?

Yes _________ No _________

Action Steps

1. Learn to see with your mind and notice what’s around you (by being alert and aware all the time).

2. Don’t be apprehensive about and deprecatory of the world you live in.3. Expand your sphere of knowledge by constant learning. 4. Assess your plusses and minuses 5. Build positive self-esteem. 6. Try to know what you haven’t known that you don’t know. 7. Seize the opportunities with zeal 8. Accept, imbibe and live your wisdom 9. Do the right thing at the right time10. Have faith in your abilities and constantly reinforce your confidence11. Practice honesty and integrity

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9. TIME MANAGEMENTSelf Assessment

For a thinker like Jiddu Krishna Murthy time could be a straight line. Minutes, hours, days, months and years are but the imagination of the human mind. For poets time is an ever elusive elf slipping off the hands. But for a student time seems like just a fast dissolving dewdrop. Much time has been spent thinking how to mean and manage time.

“The day is of infinite length for him who knows how to appreciate and use it”, Goethe.

While some people have time for every thing in life some struggle to find time to breathe. Does the length of the day vary for each person.

It is a vain attempt to try to define an abstract term as time. But to know how to cope up with time(s?) and its related problems we need to seriously understand why has it always been difficult to manage time.

Time Management is a major subject for management thinkers. They think it is very important to manage time in order to achieve our targets or succeed in our tasks. The important thing to realize is that we don’t manage time. It is time that is managing us all the time. Time management is thus a matter of not allowing time to manage us. Managing time is very difficult because time is the most powerful God. Managing such a powerful God is never going to be easy.

Time is not a creation of clocks and calendars. It is a creation of the mind. Time is not the numbers on the clock or dates on the calendar. It is what lies between the numbers and between the dates, what the mind does between the numbers and dates.

Clocks and calendars do help. Notes and check lists are valuable aids in meeting our schedules and accomplishing our set tasks. But we should have a clear mind about what requires to be done immediately and what can wait. Prioritization depends on the value ad importance of the tasks. A thing may be important, but can wait. Another thing may be less important but calls for urgent attention and action.

It is a common complaint that there is not time to do this or that. The question is, time to do what. The tasks depend on the purposes and values of life you set for yourself.

It is important to know what the mission of your life is and how much you are prepared to put in to materialize the mission.

The clarity and intensity about the life’s mission supplies everything for achieving it.

The life’s mission also contains not only the what but the how. How you achieve is as important, if not more important, as what you achieve in a set task or in life in general. The how is a matter of conscience.

When you sincerely and seriously want to sit down to work on your time management, first try to look into your current day schedule. Whether your time is spent fruitfully and effectively or wasted on trivial things. To be aware of this a self assessing questionnaire helps you.

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a) What one thing could you do (you are not doing now) that if you did on a regular basis, would make a tremendous positive difference in your life?

b) Are you always on time for college, exams and meetings?

c) Do you complete work on time?

d) Can you find everything you need quickly?

e) Do you meet the deadlines effortlessly?

f) Have you enough time for everything you care?

g) Do you feel in control of your life?

1) Is your daily, weekly and yearly planning categorized such as those items which Must Be Done Now, Can Wait For Tomorrow or When I Have Time?

Yes _________ No _________

2) In everyday routine, are you a creature of functional habits such as “a place for everything and everything in its place?”

Yes _________ No _________

3) When you have many things that should be done, do you often find yourself disregarding them in order to finish an exciting book, radio or television programme?

Yes _________ No _________

4) Do you budget your day with time allotted for work, exercise, play and rest?

Yes _________ No _________

5) Are you usually on time for appointments?

Yes _________ No _________

6) Do you have one or more hobby projects which have been unfinished for a long period of time?

Yes _________ No _________

7) Do you adhere to a time schedule of sleep and activity which is most appropriate for your working needs?

Yes _________ No _________

8) I find myself bored with life.

a) Never __________

b) Sometimes ___________

c) Often ___________

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9) I plan ahead in my daily life and for my leisure time.

a) Never __________

b) Sometimes ___________

c) Often ___________

Exercises in Paradigmatic Problems. Different perspectives.

Picture studying, questionnaires, case-studies, group discussions, practical problem solving ….. are some of the techniques that can help you realize what are the things that are holding you back from being punctual.

Some Tips

1. Assess your current working practice

2. Be aware of why and where you are stumbling

3. Try to see how to rectify

4. To rectify these can be tried

a. Set a goal keeping your objective in your mind

b. Plan the work to reach the goal

c. Implement the plan

d. Monitor and control your work on a regular basis (impersonally)

e. Have sensible and ‘smart’ objectives, specific, measurable, achievable, realistic, timed (definite time boundary) : setting oneself an impossible aim brings despair

f. Think ahead of unprecedented impediments

g. Don’t panic and complicate things by picking up too many works

h. Spend time to save time by planning how to allocate your time to different things

i. Take time to think both pros and cons

j. Walk your talk : say what you intend to do, do what you said

k. Be prepared to say a firm ‘no’ to petty attractive distractions

l. Have self esteem

m. Work smarter not longer – don’t dwell on things

n. Take refreshing breaks and reward yourself

o. Stay organized by being adhered to your time table. Be honest about the deadlines

p. Most important-stay focused on and committed to your objective. Because the secret of success is consistency of purpose.

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Reasons for your general feeling of insufficient time

a. Suffering from urgency syndrome

b. Filing up things putting off the important things

c. Constantly struggling to finish the urgent works (complicating)

d. Lack of prioritization

e. Dissipating time, the most important natural resource

f. Callous and careless style of living

g. Insensibility and insensitivity towards values and ethics

h. Not having set a goal

i. Not clear about your objective

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10. DECISION MAKING

For many, complaining, nagging, blaming everyone for every wrong and right things and deprecating for what others say or rather don’t say is much easier and safer than taking the situation in their hands and act on it.

Not surprisingly they spend their whole life just as passively as the people in the pavilion, screaming, shouting, cursing the players but never playing the game. They let everyone else play with their lives.

Involving actively and living the life to the fullest is like playing the game with fire like passion. Pusillanimous people stay away from the game for the fear of losing, laziness, most of all lack of the very spirit. As long as you are wary of getting into the waters you end up standing dry on the banks.

Decision making is delayed by people who let the problems die, those who dwell on a problem for too long. People who are prone to jumping to conclusions without much contemplation also ofcourse land in trouble. Effective decision making style owes to your(1) knowledge (2) attitude (3) habit and (4) skill.

Primarily don’t forget that your first birth gift is the freedom to choose. No man has become successful by chance but by choice, his choice. So, feel the need to decide for yourself. Not wasting time always in dilly dallying without any decision. Behind every successful status there is a courageous decision.

Structured, logical, style of decision making.

A decision is not really finalized until the actions that flow from it have well and truly started.

The Process :

1. Admit to yourself what you have got to make a decision about.

2. Identify the issue, problem and opportunities around the topic

3. Take care to understand the problem as accurately as possible

4. List down all the possible solutions

5. Consider and study in detail, what advantages and disadvantages of each solution would be and number them

6. Your eye then cannot escape the solution which has more number of advantages and less number of disadvantages

7. Choose that one

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Conducive conditions for a good decision to take place :

a. cool balanced mind set

b. analyzation of the situation which is a demanding to take decision

c. ability to think ahead

d. preparedness and maturity to face whatever the outcome of the decision may be

e. having the perseverance to stick to it after having decided

f. no place for regrets because it leaves no scope for throwing blame on others

A tremendous sense of accountability and integrity automatically come to one who makes his or her own decisions.

Paper work is essential while making a serious decision because the mind can easily be mislead.

Some case studies, simulated situations for the students to act upon could be given.

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11. TEAM BUILDING

T – Together E – EveryoneA – Achieves M – More

The strongest foundation for any building or organization is a good team. Everything on this planet is meant to live in co-existence. No life is an isolated life. All forms of life have to compliment and complete this magnificently big universe.

It’s a plain fact that work when shared by more people gets done quicker. Not just as a quick fix but learning to live and work in a group is imperative for real growth to take place. The increasing intolerance to anything other than ‘you’ is the most disgusting and dangerous disease.

Self made success story is a myth. We all depend on each other. Mutual dependence is the order of the day. For more effective and productive development man has to break away from dependence to independence and then to interdependence.

A tremendous positive energy gets generated in a healthy teamwork. Teamwork doesn’t mean one big head controlling and bossing over a group being inconsiderate to individual merits. A team infact is a combination of all the brightest brains. And it should encourage everyone in the group to contribute his ideas, suggestions, time and efficiency.

Any seemingly insignificant member also has a vital role to play in the team. Your team is never a cluster of your own clones. Quite different and fresh intelligence, imagination and work efficiency should be the qualities of a good team. But again there are a few challenges that should be dealt with, like highly gifted, complex and idiosyncratic team members can create an imbalance inside the team. So every care should be taken for a harmonious groupwork to take place.

The qualities that a good team member should possess are :

1. sense of a common purpose2. trust in other team members3. ability to support 4. resilience 5. integrity 6. honesty 7. caring attitude8. a noble desire to grow as an individual and as a whole

Steps in Building a Team:

1. forming 2. storming 3. norm (ing)4. performing

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Effective Team Work’s Features:

1. Listen to your team members. Don’t over hear

2. Inspire and drive them

3. Be flexible

4. Instill

5. Conviction and will to carry on in your team members

6. Not just speak but demonstrate values

7. Be a navigator

8. Be open to each team member to get a better contribution from him

9. Keep every member informed about the team’s common objective and the strategy to achieve it

10. Make your team a friendly and pleasant place

11. Team should help any poor performer to improve

12. Give comfortable space and freedom to each of your team members

13. Don’t use ‘push’ management style but practice ‘pull’ style

Push – do what you are told

Pull – constructive democratic way of leading people

14. Now and then ginger your team partners

15. Stir inspire each other

16. Facilitate a team planning session

Team work activities that could be given in the class to practice :

a. Paper Presentation

b. Projects

c. Bringing out a College Newsletter or a Magazine

d. Assignment

e. Organize an event in the College

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