Department of English

AURORAS ENGINEERING COLLEGE, BHONGIR

ADVANCED ENGLISH COMMUNICTION SKILLS LABORATORY 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. . !verage of three lab exams will be the final internal lab exam marks. ". #irst laboratory exam will be conducted on #irst 1$ of the total number of ex%eriments& 'econd (aboratory Exam will be conducted on the 'econd 1$ of ex%eriments and the Third (aboratory Exam will be conducted on the last 1$ of ex%eriments. The evaluation is as follows ). *ontinuous evaluation )). )nternal (aboratory Exam I. ontinuous Evaluation + 1, marks Each ex%eriment $ %rogram will be evaluated for 1, marks. The s%litting of marks is as follows i- !ttendance + 2 marks + + 15 marks 1, marks

a- Day to day evaluation

The student should attend the lab regularly. if he$she is absent he$she will be losing 2 marks. ii- Ex%eriments $ %rogram and observation The student should com%lete the %rogram $ ex%eriment within the assigned time otherwise he $ she will be losing 2 marks. iii- Ex%eriment result will carry " marks. iv- /ecord 2 marks 'tudent must submit the record in the next lab session. v- !verage marks of the 0alf of the ex%eriments will be considered for day to day evaluation for 1, marks se%arately for lab examination one and two. b- (ab knowledge Test 12ui35 marks ! 4ui3 will be conducted along with the internal lab exam and schedule will be given se%arately. The 4ui3 will be conducted for 2, minutes. The 4ui3 contains 2, 4uestions of ty%e multi%le choice. Each 4uestion carrying ,.25 marks.

II. Internal laboratory examination a- Exam The '%litting of marks as follows i- Ex%eriments $ 6rogram write u% ii- /esult and 7ra%hs b- 8iva 8oce The internal lab examination duration

+ + + + + +

1, marks 5 marks " marks marks marks 2 hours

Every student will be given %rograms $ ex%eriments in the internal lab exam. )n case the student wishes to change the %rograms $ ex%eriments 1 mark will be deducted. ! time slot of "5 minutes is given for write u% of %rograms $ ex%eriments. The student is ex%ected to com%lete the assigned %rogram $ ex%eriment within 1 hour and the remaining 15 minutes will be utili3ed for viva voce examination.

5. There shall be no su%%lementary exams in case the student fails to attend internal lab and 4ui3 exam as %er schedule.

L!" #DE
1. 2. . ". 5. 'tudents should re%ort to the labs concerned as %er the timetable. 'tudents who turn u% late to the labs will in no case be %ermitted to %erform the ex%eriment scheduled for the day. !fter com%letion of the ex%eriment& certification of the staff in+charge concerned in the observation book is necessary. 'tudents should bring a notebook of about 1,, %ages and should enter the readings$observations$results into the notebook while %erforming the ex%eriment. The record of observations along with the detailed ex%erimental %rocedure of the ex%eriment %erformed in the immediate %revious session should be submitted and certified by the staff member in+charge. :ot more than three students in a grou% are %ermitted to %erform the ex%eriment on a set u%. The grou%+wise division made in the beginning should be adhered to& and no mix u% of student among different grou%s will be %ermitted later. The com%onents re4uired %ertaining to the ex%eriment should be collected from (ab+ in+charge after duly filling in the re4uisition form. =hen the ex%eriment is com%leted& students should disconnect the setu% made by them& and should return all the com%onents$instruments taken for the %ur%ose. !ny damage of the e4ui%ment or burnout of com%onents will be viewed seriously either by %utting %enalty or by dismissing the total grou% of students from the lab for the semester$year. 'tudents should be %resent in the labs for the total scheduled duration. 'tudents are ex%ected to %re%are thoroughly to %erform the ex%eriment before coming to (aboratory. 6rocedure sheets$data sheets %rovided to the students> grou%s should be maintained neatly and are to be returned after the ex%eriment.

9. 5. ;. <. 1,.

11. 12. 1 .

$%%I $L$M 1. #unctional English 2. 'ituational Dialogues . 8ocabulary Building ". 7rou% Discussion 5. )nterview 'kills 9. /esume> =riting 5. Technical /e%ort =riting ;. 6ositive Thinking <. Time ?anagement 1,.Decision ?aking 11.Team Building

#&'E&'S Introduction Objectives 1. #unctional English 2. 'ituational Dialogues . 8ocabulary Building ". 7rou% Discussion 5. )nterview 'kills 9. /esume> =riting 5. Technical /e%ort =riting ;. 6ositive Thinking <. Time ?anagement 1,.Decision ?aking 11.Team Building

I&'%#D$ 'I#&

Todays 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 !"#$ skills along %ith another infact a more important pair of skills& verbal and soft skills' (ence great care is taken to design a perfectly balanced and profoundly effective curriculum %hich consists of all the indispensable aspects of the )nglish language and the important life skills' Its no %onder I* %as superseded by )* %hich in turn has been elo+uently replaced by ,* and #* %hich are the most needed skills of the day the management +uotient and relationship +uotient' -eople skills are the cry of the day' "o the chief objective behind this special and e.tra curricular syllabus and a training on those lines is to e+uip the young aspirants to crack the national and international entrance e.ams such as /0T TO)1! 2#) 2,0T I)!T" etc' and to come out successfully in the campus recruitment drives' 0nd the soft skills training in %hich 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'

@#"(E

'I)ES

The language lab focuses com%uter+aided multi+media instruction and language ac4uisition to achieve the following targets A 7ather ideas and information& to organi3e ideas relevantly and coherently. Engage in debates 6artici%ate in grou% discussions. #ace interviews. =rite %roBect$research re%orts$technical re%orts. ?ake oral %resentations. =rite formal letters. Transfer information from non+verbal to verbal texts and vice versa. To take %art in social and %rofessional communication.

*. +$& 'I#&!L E&,LIS#unctional English in the broad sense %rovides learners with skills and abilities they need to take an active and res%onsible role in their communities& everyday life the work%lace and educational settings. )t re4uires learners to communicate in ways that make them effective and involved to se%arate confidently and to convey their ideas and o%inions clearly. #unctional English su%%orts learners in building& develo%ing and consolidating skills that can be a%%lied and transferred to a range of context& both within and beyond English class room. The focus is on securing skills that can be used in learning& work and every day life. The reason for learning any foreign language is to do things in that language. They want to agree$disagree with some one& acce%t or reBect an offer& deny something& ex%ress likes$dislikes& offer food and drink& com%liment some one and do a lot of things like these. They want to use the language and %erform a number of everyday communicative functions. #unctions like these are everyday function because we have to %erform these functions whenever we deal with %eo%le. )n fact we have to %erform each of these functions not once but several times& everyday. !t times some factors under%in %rogress. The com%lexity of situations and activities the technical demand associated in these %u%ils level of familiarity with the task or activity the level of inde%endence with which a %u%il can com%lete the activity. )t is essential to think of learners becoming functional in their English language. The curriculum o%%ortunities s%ecifies that %u%ils s%eak& think& listen and write for contexts beyond the class room. The re4uirement ensures that %u%ils select& use& and a%%ly functional skills in range of %ur%oseful situations. They are A

Ex%ressing ability Ex%ressing inability !sking about ability or inability !cce%ting something 1an a%ology& hel%& invitation& an offer of food or drinkEx%ressing admiration 1a%%reciation& a%%roval& com%liments!dmitting something !dmonishing somebody ?aking re4uests 7reeting and leave taking Ex%ressing gratitude !%ologi3ing Ex%ressing necessity$obligation 'tating %references ?aking suggestions !sking for information *om%laining $ *ongratulating Ex%ressing sur%rise

AECS Lab Manual

7iving o%inions Ex%ressing %ossibility 6ersuading Ex%ressing %ur%ose !greeing $ disagreeing Ex%ressing intension *onsoling $ comforting !sking for and giving advice Cffering to hel% !sking for and giving %ermission

AECS Lab Manual

.. SI'$!'I#&!L DI!L#,$ES
'ituational Dialogues is the core of the communicative a%%roach. )t is a %ractical dimension of enriching one>s communication skills. 0ere are some models to initiate what exactly a situational dialogues is. They facilitate how one has to organi3e a%t words for the sentence formation u%to the mark. They also encom%ass the manners and formalities of social living. !' '-E %!IL/!Y S'!'I#& ?adhu En4uiry *lerk ?adhu En4uiry *lerk ?adhu En4uiry *lerk ?adhu En4uiry *lerk ?adhu En4uiry *lerk ?adhu En4uiry *lerk ?adhu En4uiry *lerk A A A A A A A A A A A A A A 7ood afternoon 7ood afternoon. =hat can ) do for you& 'irD =hat time is the !ndhra 6radesh Ex%ress ex%ectedD The scheduled time of its arrival is " C> *lock But it>s already fifteen minutes %ast four and there>s yet no sign of its arrival )>m afraid it>s running late by over an hour& and we>ve already announced it>s running late ) haven>t heard any such announcement. for over ten minutes )>ve been at the station

6erha%s& it was made before you came. (et me checkE. )t was made at .55& exactly 2, minutes ago Do you make only oral announcementsD :o& we also write them on the notice board Bust in front of the !'?>s office Don>t you think these announcements should be a little more fre4uentD =ell& ) can>t answer that 4uestion. #or that you can s%eak to the !'?& if you like 8ery well. =hen exactly will the train arriveD !t 5.1,. This is the %osition at the moment. But& it may cover some time& or it may be delayed further. =e>ll make another announcement as soon as we receive a message. BotherFD This will mean a lot of inconvenience to %eo%le. 0ave you thought of thatD )>m sorry& but ) can>t hel% it. Bear with me for some more time& %lease& and make yourself comfortable in the waiting room !ll right. Thank you.

?adhu En4uiry *lerk ?adhu

A A A

AECS Lab Manual

!S0I&, !"#$' ! #$%SE G,anjula is interested in doing a course in journalism' "he rings up the 6epartment of 7ournalism to find out the details of the course' The -ublic #elations Officer ans%ers the phone.H 6./.C ?anBula A A 7ood morning. De%artment of Iournalism. 7ood morning& sir. ) wanted to know the details of the courses offered by the De%artment. )f itJs not too much trouble& could you %lease give me the detailsD :o trouble at all. =e offer two courses + B*I& Bachelor of *ommunication and Iournalism& and ?*I& ?aster of *ommunication and Iournalism. =hatJs the duration of these coursesD B*I is a two+year course and ?*I is a one+year course. =hat are the entrance 4ualificationsD )Jm a fresh ?.!. in English with no work ex%erience. !m ) eligible for any of these coursesD Kou can a%%ly for B*I !ny graduate can a%%ly for B*I !nd for ?*ID ?*I& as ) said earlier& is a 67 degree course Cnly those who have %assed B*I can a%%ly for ?*I 'ir& howJs the selection doneD ThereJll be a written test and an interview. 'election will be based on %erformance at these. Cne more thing& sir. =hen are these courses likely to be advertisedD The notification will be issued in a fortnightJs time. Kou can a%%ly then. Thank you very much& sir. KouJve been very kind and hel%ful Thank you.

6./.C ?anBula 6./.C ?anBula 6./.C ?anBula 6./.C ?anBula 6./.C ?anBula 6./.C ?anBula 6./.C

A A A A A A A A A A A A A

AECS Lab Manual

1. )# !"$L!%Y
Intro2u3tion ! word is an effective unit of language and language is a vehicle for communication. #rom beginners to veterans& everyone knows the frustration of not getting the right word suitable for a given context. 'ometimes it is a matter of not being able to recall the right word. sometimes we never knew it. Building vocabulary that is ade4uate to the needs of one>s reading and self ex%ression has to be a %ersonal goal for every learner of the language. =ords are uni4ue and interesting. ! limited vocabulary kee%s you from ex%ressing your real thoughts and feelings. ! strong vocabulary gives you the right words to use at the right time. 8ocabulary building takes %atience and continued effort. Kour vocabulary can and should be a reflection of you. Kour vocabulary is you. !nd like you& your vocabulary should be alive. )t should change and grow to meet your needs. =ords are great subBects to investigate. =hen you become a student of language& and delight in discovering words relationshi%s& and become aware of how you can make words work for you& you are ore likely to sto% when lyou encounter an unfamiliar word and consider its meaning. )f you do this& you will become a master of words and your vocabulary will grow. Kou must develo% strategies to con4uer unfamiliar words when you find them in your college textbooks and in your learning to make words work for you. /hat is )o3abulary4 8ocabulary is knowledge of words and word meanings in both oral and %rint language and in %roductive and rece%tive forms. ?ore s%ecifically& we use vocabulary to refer to the kind of words that students must know to read increasingly demanding texts with com%rehension. Cral vocabulary includes those words that we recogni3e and use in listening and s%eaking. 6rint vocabulary includes those words that we recogni3e and use in reading and writing. =ord knowledge also comes in two forms& rece%tive and %roductive. /ece%tive vocabulary includes words that we recogni3e when we hear or see them. 6roductive vocabulary includes words that we use when we s%eak or write. /ece%tive vocabulary is ty%ically larger than %roductive 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. )t may not be %ossible to learn all these words. The extent of individual vocabularies varies from %erson to %erson. =e select words de%ending on their fre4uency of occurrence& usefulness and range of their a%%licability. 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 a%%ro%riately in a sentence. )t is im%ortant to have a keener interest and greater insight into words. /or2 +ormation !s you read you come to know many interesting things about words and many ways to make new words. ?ost of the words in English are nouns& verbs& adBectives and adverbs. )f you know one form of the word you can change it into another form. #or exam%le& if you know

AECS Lab Manual

the word communication 1noun- you can change it into communicate 1verb-. 'imilarly& if you know the verb form of a word& you can change it into its corres%onding noun form. ?any verbs in English take Led in the %ast tense and many nouns end with Ltion or Lstion. #ead the follo%ing sentences : 1. 2. . ". 5. 9. 5. ;. <. 1,. 11. 12. The doctor e.amined the %atient 1verbThe selection of candidates is based on their %erformance in the written e.amination 1nounThe :i3am collected beautiful %ieces of Bewellery during his lifetime 1verbThe Iacob Diamond is the best %iece of :i3am>s Bewellery collection 1noun0e associated himself with the /otary *lub 1verbThe 0ssociation has called for nominations to conduct elections 1nounThe committee has resolved to promote international understanding 1verbThe board has formulated new rules for the promotion of cricket 1nounThe candidates should apply for the %ost before 15th Ianuary& ,2 1verb0pplications are invited for the %ost of *om%uter C%erator in the !rmy 'chool 1nounThe %eo%le were informed of the new tax rules 1verbThe information on the new tax rules was given to the %eo%le 1noun-

Examples Verb !ccom%lish !c4uaint *ommit *onceive Decide !dmit *ollide :otify 'elect !%%ly !ttest /egister Examine 8erify Noun !ccom%lishment !c4uaintance *ommitment *once%tion@ Decision !dmission *ollision :otification 'election !%%lication !ttestation /egistration Examination 8erification

AECS Lab Manual

Noun Belief Bath *haracter *entre *om%any *ircle *olony Electricity #ool #ood #orce #riend #rost #urniture 7lory !ntonyms an2 Synonyms

Verb Believe Bathe *haracteri3e *entrali3e !ccom%any Encircle *olonise Electrify Befool #eed Enforce Befriend #ree3e #urnish 7lorify

Each word in English has its own meaning and it can hardly be re%laced by any other word. 0owever& there are a number of words which are similar in meaning. These words are called synonyms& and learning them will hel% avoid re%etition of the same word again and again in writing or s%eech. #or exam%le& complement praise congratulate applaud salute acclaim hail are synonymous words as they convey similar meanings. Cn the other hand& antonyms are words with o%%osite meanings. genuine true and fact are antonyms of false. List of Synonyms an2 !ntonyms Word !bandon !bnormal Brutal Brus4ue *ease *heer Declare Danger Synonyms #orsake& leave& give u% Mnusual& irregular& unnatural *ruel& rough& beastlike !bru%t& rude& blunt (eave off& sto%& desist give u% 7ladden& encourage& exhilarate !dvertise& announce& enunciate 0a3ard& Beo%ardy& menace Antonyms /etain& stay with& exalt& u%lift :ormal& usual& regular 0uman& kindly& gentle Di%lomatic& gracious& mannerly Begin& continue& hold *hill& de%ress& dis%rit *ensor& conceal& withhold Defence& %rotection& safety #or exam%le& real

AECS Lab Manual

<

Word Emotion Endorse #old #uneral 7enuine 7orgeous 0obby 0umorous )mmerse )m%licate Iumble Iurisdiction Nidna% Nnotty (avish (uster ?eager ?igrate :ative :otorious Cbscene Crifice 6acific 6ro%el 2uack 2uell /eveal /idiculous /u%ture 'huffle 'ecular Tangible Trium%h Mnethical

Synonyms !ffect& desire& feeling !%%rove& sanction& back *rease& crim%& line Dismal& mournful& gloomy !ctual& authentic& real '%lendid& su%erb& neat !vocation& %astime& s%ort *omic& comical& funny Di%& %lunge& douse& submerge Entangle& involve *onglomeration& mess& muddle !uthority& domination !bduct& carry off 0ard& intricate Excessive& extravagant& %rodigal Brilliance& brightness 'canty& %oor Emigrate& immigrate& move& travel !boriginal& indigenous =ell known& renowned #ilthy& indecent C%ening& a%erture& hole 6eaceful& gentle 6ress& %ush& shove *harlatan& im%oster *alm& %lacate& subdue 6ublish& disclose (aughable& absurd Breach& break ?ix& confuse Tem%oral& civil& lay Tactile& substantial 8ectory& achievement !moral& immoral& un%rinci%led

Antonyms )ndifference& reason Disa%%rove& o%%ose& censure 'mooth& straighten& unfold *heerful& bright !rtificial& fake& forged 'habby& mean& dirty Business& labour& livelihood 7loomy& dull& seadate Draw out Exclude *lear& straightforward& se4uential #orbidding& %reventing /estore& bring back 'mooth& easy& sim%le /estrained& economical Dimness& %lainness 6lentiful& %lum% /emain& stationary !lien& exotic& foreign Mnknown& re%utable 6ure& clean Ending 8iolent& hostile Discourage& %ull& sto% 6rofessional& 4ualified :oisy *onceal& hide 7rave& serious Mnion& attachment *lear& be frank /eligious& eternal )m%al%able& unreal (ament& fail ?oral& %rinci%led
=

AECS Lab Manual

Word

Synonyms

Antonyms

Mni4ue 8elocity 8anish =rinkle =istful Kearn Kield Oeal Oenith

'olve& single& unmatched 'wiftness& ra%idity Disa%%ear& %ass away #old& crease& crim% 6ensive& thoughtful 0anker& long& %ine #orgo& give in& surrender 6assion& eagerness To%& a%ex& climax

*ommon& fre4uent 'lowness& tardiness !%%ear& live& survive 'mooth surface& flat *heerful& ha%%y Be satisfied& be contended /esist& withhold& refuse !%athy& weakness Base& bottom& foot

%oots of English /or2s !t least half of the words in the English language are derived from 7reek and (atin roots. Nnowing these roots hel%s us to gras% the meanings of words before we look them u% in the dictionary. )t also hel%s us to see how words are often arranged in families with similar characteristics. #or instance& if we look at the word P%hiloso%hy>& Qso%hoR is a %art of the word related to knowledge and Q%hilR is related to love. Both the words come from 7reek roots that give us Q6hiloso%hyR which means Qlove of knowledgeR. )n 7reek Qanthro%osR means humankind and QlogyR refers to study of any kind. Q6hilR is related to love and thus a %hilanthro%ist is someone who loves mankind and does something for them. !nd an Qanthro%oidR is an animal which walks like a human being. (earning the roots of words can enhance our vocabulary and can even be an interesting %astime. "ome common 2reek and !atin roots and %ords derived from them : astr& astr 1gaudi 1lbene 1lbio 1gdic& dict 1lfer 1lfix 1lgeo 1ggra%h 1gBur& Bust 1llog& logue 1gstar to hear good& well life to s%eak to carry to fasten earth to write law word& thought& s%eech astronomy& astrology audible& auditorium benefit& benevolent biology& autobiogra%hy dictionary& dictator transfer& referral fix& suffix& affix geogra%hy& geology gra%hic& %hotogra%hy Bury& Bustice monolog1ue-& astrology& biology& neologism

AECS Lab Manual

>

luc 1lmanu 1lmeter& metr& measure 1go%& o%er 1l%ath 1g%ed 1g%hil 1g%hys 1gscri%& scri%t 1ltele 1gter& terr 1lvac 1lverb 1lvid& vis 1l5refixes an2 Suffixes

light hand metric work feeling child love body& nature to write far off earth em%ty word to see

lucid& translucent manual& manuscri%t thermometer o%eration& o%erator %athetic& sym%athy& em%athy %ediatrics& %edo%hile %hiloso%hy& biblio%hile %hysical& %hysics scribble& manuscri%t tele%hone& television territory& extraterrestrial vacant& vacuum& evacuate verbal& verbose video& vision& television

! %refix is a letter or grou% of letters added to the beginning of a word to change its meaning. #ead the follo%ing sentences' abababababThe leader is capable of doing service to %eo%le The leader is incapable of doing service to %eo%le The officer was a%%reciated for using the funds %ro%erly The officer was %rosecuted for misusing the funds ) was able to contact him on tele%hone ) am unable to contact him on tele%hone The committee has approved the chairman>s decision The committee has disapproved the chairman>s decision =e furl the flag with flowers before it is hoisted The %rinci%al unfurled the flag and hoisted it

! suffix is a letter or grou% of letters added to the end of a word& to change its meaning. #or exam%le& ab/aBani was asked to sing a %rayer song /aBani is a singer

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ab-

0e created history in the world of cricket =e are studying the historical background of the #rench /evolution Nnowing them

?ost of the %refixes and suffixes are formed from 7reek and (atin roots. will hel% us determine the meaning of words. 0ere are some exam%les of %refixes and their meanings. underlined A 5refix semiL uniL& monoL biL& diL centL milliL& kiloL aL& ilLm imL& inL& unL nonL& antiL& contraL counterL deL disL misL anteL&foreL& %reL& %roL %ostL reL su%erL transL infraL& subL& hy%oL eL& exL& esL inL& imL& enL& emL circumL& %eriL coL& colL& comL& conL& corL& symL& synL Meaning half one two hundred thousand without& no& not absence of& o%%osing& against o%%osite to& do the o%%osite of& remove& reduce do the o%%osite of de%rive of wrongly& bad before after again above& over across& over below& under out of into around with

The %refixes in the words are

5refixe2 /or2s semiannual& hemis%here unicycle& monarchy& monorail binary& bimonthly& dilemma& dichotomy century& centimeter millimeter& kilometer anonymous& illegal& immoral& invalid& irreverent& unskilled nonbreakable& anti%athy& contradict counterclockwise& counterweight dehorn& devitali3e& devalue disestablish& disarm misBudge& misdeed antecedent& forecast& %recede& %rologue %ostwar rewrite& redundant su%ervise& su%erhuman trans%ort& translate infrasonic& infrastructure& subterranean& hy%odermic eru%t& ex%licit& ecstasy inBection& immerse& encourage& em%ower circumnavigate& %erimeter coexist& collo4uy& communicate& conse4uence& corres%ond& sym%athy& synchroni3e

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Suffixes Suffix +able +ible +al +an$+ian Meaning 0aving the 4uality + *oncerning 6erson connected with a %lace or a %rofession or a thing 'omething& someone that *oncerning something Nilling something& someone The 4uality of being 'omeone who is ?ade of 'omeone who does something Msed to denote the feminine gender Suffixe2 6or2s *omfortable& readable& fashionable& changeable& ca%able /es%onsible& visible& eligible )nternal& historical& %olitical& nominal !merican& )ndian& %olitician& historian& grammarian& musician& !sian& Euro%ean 6artici%ant& contestant& resident& incumbent& inhabitant *ircular& triangular& singular 6esticide& suicide !ccuracy& %rivacy& %iracy& bureaucracy& aristocracy Em%loyee& %ayee& interviewee& nominee& trainee& examinee 7olden& silken& darken )nterviewer& em%loyer& trainer& %layer& dancer& singer& manager& gardener !ctress& lioness& head+mistress& hostess& goddess

+ant$+ent +ar +cide +cy +ce +en +er +ess

/or2s #ften onfusing 'ome words in English are confusing due to their similarity in s%elling and %ronunciation. #or exam%le& %eak and %eek& soul and sole& right and %rite& may 1verb- and ,ay 1a month-. These words are called homonyms. )f 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. !ook at the follo%ing e.amples : a. b. ab0e worked hard. 1meaning A 0e worked hard0e hardly worked 1meaning A 0e did not workThere is a big rock near the well 1rock 1n- S formation of stoneThe band rocked the crowd with its music 1rock1v- S swing& move-

(ere are some e.amples of hononyms : !lrea2y 1%reviously) had already finished my homework before you called. !ll rea2y 1all are ready=e are all ready to %lay.

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!ltogether 1entirely) do not altogether a%%rove of his idea. !ll together 1everyone together=e will all together celebrate *hristmas this year. !33ept 1agreeThe 6rinci%al did not acce%t the %ro%osal made by the teachers. Ex3ept 1not includingThe entire class have secured first division exce%t one student. Expe3t 1believe it to beThe t"rain is ex%ected to arrive at 9."5 %m !ffe3t 1to %roduce an im%act7uBarat was badly affected by the earth4uake. Effe3t 1resultThe modern methods of farming had adverse effects on )ndian agriculture. !llusion 1reference?illion>s %aradise (ost is full of biblical allusions Illusion 1false im%ression/avi is under the illusion that he can get a Bob very easily. !6ar2 1%ri3eThe award for the best musician has been given to !./. /ehman %e6ar2 1something that is given for good workThe event manager was rewarded for organi3ing the show well. ourse 1%ath of action0e com%leted a course in 0otel ?anagement last year. *oarse 1rough& crudeThe car%et is made of coarse material. eremonial 1as a %art of ceremonyThe wedding was %erformed with due ceremonial eremonious 1in a formal wayThe 6rinci%al ceremoniously %resented the re%ort on the !nnual Day ompliment 1%raise or favourable remarkThe ca%tain com%limented the team on their victory omplement 1to make it better or to im%rove or to com%leteThe )ndian team needs good %layers to com%lement on e another Desert 1a dry region6eo%le travel on camels in a desert Deserte2 1with no %eo%le in itThe village was deserted after the floods Desert 1sweet food that is eaten at the end of a meal)ce+cream is a delicious dessert. (u2i3ial 1concerned with lawThe cul%rit was taken into Budicial custody.
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(u2i3ious 1%rudent& thoughtful?amata made a Budicious decision by choosing to do ?edicine Lea2 1a heavy metal(ead is used to make %encils. Lea2 1to go first& to act as leader7anguly will lead the team in the next one+day series orps 1division of army0e is a member of :ational *adet *or%s. *or%se 1dead bodyThe cor%se was taken for burial. Dairy 1%lace where cream& butter and milk are %roduced and distributed8iBaya Dairy is the most %o%ular dairy in 0yderabad. Diary 1a %ersonal record of daily events0e made a note of the events ha%%ened on that day in his diary. De3ent 1looking %leasant8enue wore a decent dress Des3ent 1coming down or originThe road from the hill has a stee% descent Devi3e 1n- 1a %rice of e4ui%mentTelevision is an electronic device Devise 1v-. 1to find a %lan or methodThe government has devised a %lan to eliminate terrorists Moral 1a good code of conductThis lesson conveys a moral Morale 1mental condition$s%iritThe morale of the army should be ke%t high 5ea3e 1o%%osite of strife and war6eace is more glorious than war 5ie3e 1a %art of somethingThey ate every %iece of the cake 5rin3ipal 1n- 1the head of an organi3ation- adB A main& chiefThe 6rinci%al %resided over the teachers> meeting The %rinci%al obBective of this scheme is to eradicate %overty 5rin3iple 1a rule or a moralSole 1singleThe sole reason for my visiting this %lace is to see you Soul 1s%iritual %art of a %erson0e believes in the existence of human soul after death. Stationery 1a sho% selling writing and office material(alitha went to the market to buy some stationery. Stationary 1not moving38

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The scooter collided with a stationary bus. Superfi3ial 1not thorough0e has only a su%erficial knowledge of the subBect Superfluous 1more than neededThe ?anager was given su%erfluous funds to organi3e the event #&E7/#%D S$"S'I'$'ES 6hrases or grou% of words which can be substituted by single words are called one+word substitutes. Phrase !roup of Words 1. 2. . ". 5. 9. 5. ;. <. 1,. 11. 12. 1 . 1". 15. 19. 15. 1;. 1<. 2,. 21. 22. 2 . ! %erson who looks at the dark side of every thing a %erson who looks at the bright side of every thing Total abstainer from all alcoholic drinks Cne who conceals his identity as a writer under an assumed %en+name =oman having many husbands at one and the same time 6lurality of wives The stage of growth between boyhood and youth !n organ of body cut off by surgery ! %erson who believes in going out naked Cne who eats every thing !nimal or man who eats flesh or other animals !nimals that can live on land and water /esiding in a country of which one is not yet a full fledged citi3en ! %erson who knows or can s%eak many languages ! child without %arents 'omething very ancient Easy to sha%e in desired form Easy to carry to long distance !n obBect through which light %asses but %eo%le !n obBect through which light %asses and one can see through it ! child born after the death of its father Direct vote of all the selectors of the state That which can be drunk One"#ord Substitute 6essimist C%timist Teetotaler 6seudonym 6olyandry 6olygamy !dolescent !m%uted :udist Cmnivorous *arnivorous !m%hibians !lien 6olyglot Cr%han Cbsolete ?alleable 6ortable Translucent Trans%arent 6osthumous child 6lebiscite 6otable

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2". 25. 29. 25. 2;. 2<. ,. 1. 2. . ". 5. 9. 5. ;. <. ",. "1. "2. " . "". "5. "9. "5. ";. "<. 5,.

That which can be eaten or taken as food that which can be easily digested ! %erson who can use both hands with e4ual facility Belonging to one>s ancestors ! truce or cessation from arms before a formal treaty is signed ! state of com%lete continence Deserving blame of an offence or crime ! state of %erfect balance !t which lasts forever or never+ending ! s%eech without any %revious %re%aration ! s%eech made by a s%eaker for the first time in a %articular gathering ! hater of women Cne who hates mankind )llicit %artner of a married an or woman Beyond all %owers of destruction of time (asting only a very short time =hich can be destroyed 4uickly ! state of com%lete continence on the %art of a woman ! %erson who is very fond of sensuous enBoyment ! %erson with refined taste in food and wine ! %hysician who s%eciali3es in diseases of skin ! %hysician who s%eciali3es in heart diseases ! %hysician$surgeon dealing with diseases of the female '%ecialist in bone or skeleton disorders '%ecialist of eye diseases '%ecialist of diseases of infants The large scale de%arture of %eo%le

Edible 6alatable !mbidexterous !ncestral !rmistice *elibacy *ul%able E4uilibrium Eternal Extem%ore ?aiden+s%eech ?isogynist ?isanthro%e 6aramour )m%erishable Transient 6erishable 8irginity 0edonist E%icure Dermatologist *ardiologist 7ynaecologist Crtho%aedist C%hthalmologist 6aediatrician Exodus

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8. ,%#$5 DIS $SSI#&S

! grou% discussion is used widely as a variant of %ersonality test for evaluating several candidates simultaneously. )n fact& it hel%s to shortlist candidates for the final interview or to select %ersonnel for the administrative %osts in the armed services& for the executive cadre in banks& financial sector in %rivate and %ublic undertakings& and also for the award of national and international fellowshi%s or for admission to %restigious %rofessional institutes. )ts %otential was gras%ed initially by the defence forces who incor%orated it into their battery of test for recruitment of officers. 'ince then& grou% discussions have become immensely %o%ular with different recruiting bodies because of their sim%licity& ease& and time+%lus cost+ effectiveness. )t is considerably different from %ublic s%eaking& a general debate& and an interview. The ability to take effective %art in grou% discussions is one of the most im%ortant skills that contribute to %rofessional success. The literal meaning of the word Pdiscuss> is Pto talk about a subBect in detail>. 'o& grou% discussion may refer to a communicative situation that allows its %artici%ants to ex%ress views and o%inions to other %artici%ants. )t is a systematic oral exchange of information& views& and o%inions about a to%ic& issue& %roblem& or situation among members of a grou% who share certain common obBectives. 7rou% discussion differs from debate in nature& a%%roach& and %rocedure. Debates are intended to advocate a %articular %oint of view while 7Ds raise a %articular issue for a %ositive exchange of views. Mnlike debate& which is com%etitive in nature& 7D is basically a coo%erative grou% %rocess. ! debate follows a limited a%%roach because the s%eaker must argue either in favour or against a given %oint of view. Cn the other hand& in 7D the a%%roach is not limited to the su%%ort of a single %oint of view. 2roup discussions aid in problem solving decision making and personality assessment' 'uccessful 7Ds share some or all of the seven features A agreement on grou% goals& goal oriented interaction& agreement on %rocedures& coo%erative and friendly atmos%here& use of effective communication techni4ues& e4uitable distribution of %artici%ation& and shared leadershi%. Sele3tion ,roup Dis3ussions There are four maBor areas of evaluation in selection 7Ds A subBect knowledge& oral communication skills& leadershi% skills& and team management. Sub$ect kno#ledge !s all %artici%ants must %ossess a thorough understanding of the to%ic on which they are su%%osed to s%eak& subBect knowledge is the first re4uirement of effective %artici%ation in a grou% discussion. 6artici%ants need to have a fair amount of knowledge on a wide range of subBects. They should know all about national and international affairs& burning social and economic to%ics& scientific and environmental issues& key newsmakers& controversial to%ics& and a lot more.

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The to%ics for 7D tests may include interesting and relevant ideas %ertaining to society& culture& %olity& economy& scientific and technical research. social& economic& %olitical or environmental %roblems. controversial issues. or case studies. The best way to kee% one abreast of latest events and national as well as international develo%ments is to read daily news%a%ers& good maga3ines and %eriodicals& watch news bulletins and informative %rogrammes on television. ?oreover& we should use the internet to im%rove our knowledge about recent develo%ments in different areas. Oral %ommunication Skills The %artici%ants in a grou% discussion must %ossess not only subBect knowledge but also the ability to %resent that knowledge in an effective way. !s the exchange of ideas in a grou% discussion takes %lace through s%eech& one of the %rere4uisites of success in grou% discussion is the ability to s%eak confidently and convincingly. )nfact& a vital %art of every successful grou% discussion is high 4uality oral communication. The members of the selection committee closely evaluate the oral communication skills of the candidates. They generally assess the oral com%etence of a candidate in terms of team listening& a%%ro%riate language& clarity of ex%ression& %ositive s%eech attitudes and adBustments& clear articulation& and effective non+verbal communication. &eadership Skills !eadership functions during a 26 include initiative analysis assertiveness self@confidence objectivity patience and composure persuasiveness and motivation' ! candidate>s success in a 7D test will de%end not only on his$her subBect knowledge and oral skills but also on his$her ability to %rovide leadershi% to the grou%. The examiners evaluate a candidate>s uni4ue set of %ersonal skills& which allow him$her to %rove himself$herself as a natural leader in a 7D. Thus& it is necessary to reflect the 4ualities of leadershi% in order to create the right im%ression on one>s examiners. !da%tability& analysis& assertiveness& com%osure& self+confidence& decision making& discretion& initiative& obBectivity& %atience& and %ersuasiveness are some of the leadershi% skills that are tremendously useful in %roving oneself as a natural leader in a 7D. )n every grou% discussion& there is an element of leadershi%. =e can define leadershi% in 7D on a functional basis. Thus& anything that contributes to goal achievement can be considered a leadershi% function. !lthough leadershi% functions are shared in 7D& each %artici%ant should try to be the first one to %erform the function whenever a need arises. Team 'anagement !%art from subBect knowledge& oral communication& and leadershi% skills& every %artici%ant needs team management skills in order to be successful in a 7D test. The leader in a grou% discussion should be able to manage the grou% des%ite differences of o%inion and steer the discussion to a logical conclusion within the fixed time limit. The examiners will assess whether each %artici%ant is a team %layer who can get along with %eo%le or an individualist who is always fighting to save his$her ego. Em%loyers today look for candidates who can work in a team+oriented environment. 7D %artici%ants need a number of team management skills in order to function& effectively in a team. 'ome of the skills needed to manage a grou% effectively include ada%tability& %ositive attitude& coo%eration& and coordination.

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The success of a grou% discussion de%ends on a systematic contribution by each member of the grou%. *reating an atmos%here conducive to %ositive discussion is the res%onsibility of each member of the grou%. ! friendly& coo%erative atmos%here encourages effective and %ositive deliberations that lead to successful conclusion. )t is very im%ortant to avoid any digression that may sidetrack the grou%. The leader may volunteer to avoid digressions and bring order out of chaos by re4uesting the members to see reason and come to the %oint. !s the success of a 7D largely de%ends on the involvement of each member of the grou%& the leader should %romote o%timal %artici%ation. -an2ling 3onfli3t Cne im%ortant as%ect of %artici%ating in any grou% discussion is dealing with conflict. !s a grou% always tends to be heterogeneous& conflict is natural in any grou% activity and may sometimes be desirable for the success of a grou% %rocess. Ex%ect differences of o%inions during a 7D but do not let these conflicting o%inions go against the basic %ur%ose of a 7D. Do not be a silent s%ectator when two or more %eo%le are in conflict. !lthough conflict resolution is a com%lex art& a leader needs to remember Bust a few sim%le ti%s in order to handle conflict during a 7D. Effe3ting losure Every member has to see that the 7D ends with %ositive conclusions within the given time limit. )n order to com%lete the 7D within the allotted time& the leader has to remind the grou% of its goal and re4uest them to reach to a grou% consensus. 0e$she should do the following himself$herself or get them done by other grou% members in order to develo% grou% consensusA 'ummari3e the %rogress made by the grou% 6ut forward the common %oints of agreement )ndicate the differences that need to be resolved /eview decisions$suggestions$views already decided

Cnce the closure of a 7D is successfully initiated& the leader may %ro%ose the consensus views& if any. )t is not essential that every 7D ends with a consensus but every 7D must end with some %ositive conclusion. The leader must em%hasi3e the %oints of agreement in order to indicate a common view%oint regarding the to%ic.

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9. I&'E%)IE/
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. !ctually& we %ass through interview situations very fre4uently without being aware of them. #or exam%le& when waiting in a railway hall for your scheduled train you could start a conversation with the man in the adBacent chair. Kou may exchange names& designations of your travel& occu%ations& and other such information. )n another case& when you visit your doctor& you are once again in an interview situation. 0e asks for the details of your %roblems in order to diagnose and treat you. 'everal such situations ha%%en all the while and we deal with them effortlessly& unconsciously. =hile facing a formal interview for admission or recruitment we are very aware of the situation. 'uch interviews need a lot of %re%aration. The word interview is derived from intrevue meaning the sight between. )t is an interaction between two or more %ersons for a s%ecific %ur%ose. )nterview is a face+to+face inter%ersonal role situation in which one %erson L the interviewer asks the %erson L being interviewed s%ecific 4uestions in order to assess his suitability for admission& recruitment& or %romotion& or for an o%inion. 0 job intervie% is a pre@arranged and planned conversation used for evaluating the suitability of a candidate for a particular position' '-E I&'E%)IE/ 5%# ESS Initiation of the Intervie6 The interviewer>s task is not to trick or tra% the candidate but to get the best out of him. :ormally& therefore& the interview begins with encouraging& lively 4uestions. There are several methods of initiating an interview. 'ome of them are discussed below. Initiation from the an2i2ate:s "a3kgroun2 )n many cases the chair%erson tries to begin the interview with 4uestions connected to the educational or the family background of the candidate. 0e may en4uire about the %lace the candidate belongs to& its im%ortant %laces& features or %ersons. The %ur%ose is to make the candidate feel at ease and to make the %rocess of interview interesting for the candidate. #or instance& Initiation base2 on the an2i2ate:s Interests an2 -obbies The chair%erson could %ut a 4uestion related to the candidates field of interest. *andidates must be honest in mentioning their hobbies and interests. ! wrong %iece of information could lead to a 4uestion the answer to which may not be known to the candidate. #or instance& Initiation base2 on ,eneral !6areness 'ometimes the members or the ex%erts of the board initiate the interview with 4uestions that list the general awareness of the candidate. This is a tough beginning. 2uestions may be
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asked on subBects from the big bang theory to the internet& from nuclear ex%losions to the current budget& from global terrorism to the %roblem of a dying s%ecies& and so on. Thus candidates must develo% wide knowledge on a variety of subBects. They should read news%a%ers and maga3ines regularly& and listen to news& and discuss current affairs with friends and relatives fre4uently. #or instance& Initiation through !3a2emi3 'opi3s This method seems difficult but& in truth& it is convenient for the candidates because the 4uestions asked relate to subBects of s%ecific interest to the candidate. 0e should& therefore& be aware of the basics& fundamental conce%ts& and the latest information on his disci%line and must develo% the confidence to ex%lain or clarify any 4uestion of a related disci%line. #or instance& Initiation "ase2 on #22 ;uestions 'ometimes the interview begins with 4uestions which may %er%lex the candidate. 'uch 4uestions are meant to evaluate the ability of the candidate in a tricky situation. *andidates should remain calm under such circumstances. Exploring the Matri3es of "ehaviour 'ince an interview is an assessment of the total %ersonality of the candidate im%erative on the %art of the interviewer to ex%lore the im%lications of the behavioural %attern 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 chair%erson and the candidate also reveal many facets of the latter>s %ersonality. "ee intervie% ,odel I as an e.ample of a good candidate %hile ,odel 4 sho%s a poor candidate' !ssessing the an2i2ate:s 0no6le2ge an2 !6areness This is a very im%ortant as%ect of the interview %rocess. The board evaluates the candidate>s general knowledge& his study of s%ecific subBects& his understanding of current affairs& his interest in add critical awareness of all that is ha%%ening around him. The candidate>s ability to a%%ly his knowledge to a given situation or social %roblem is also tested. 0is ability to organi3e ideas and information into a coherent conce%t or a%%roach is also evaluated. *andidates must make an in+de%th study of their s%ecific subBects and be u%+to+date on to%ics of current affairs. #or this they should read editorials and im%ortant articles %ublished in maga3ines& and news%a%ers and go through their analyses either in news%a%ers or in television %rogrammes. !ssessing Interpersonal an2 So3ial ;ualities )n most cases the 4uestions asked at different stages of an interview themselves reveal the social as%ects of the %ersonality of the candidate like his sense of res%onsibility& coo%eration& ada%tability& integrity& grou% sense& and %ersuasiveness. 0owever& the interview board may also ask s%ecific 4uestions which will reveal the above 4ualities of the candidate.

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"ee intervie% ,odel 9' The last +uestion tests the candidates decision po%er as %ell as interpersonal behaviour' Summing up )n this last stage of the interview& the board makes a final im%ression of the candidate. Therefore some 4uestions may get re%eated 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 chair%erson may give a hint when the interview is over. ! candidate must thank the chair%erson 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 4uietly while leaving. hara3teristi3s of the (ob Intervie6 ! Bob interview is a %re+arranged and %lanned conversation characteri3ed by a defined %ur%ose and some level of informality. There are five aspects of job intervie%s: interaction and informality' planning purpose conversation t%o@%ay

! Bob interview is %rearranged and %lanned. Des%ite flexibility during an interview& the basic structure of most Bob interviews is %lanned for effective results. 'everal factors such as the time& the venue& the number of ex%erts& the areas to be covered in the interview& the %a%ers and materials needed& and so on are decided much before the interview. The interviewers may also consider the best ways of o%ening and concluding interviews. 0owever& no Bob interview is Bust a mechanical %rocess of asking and answering 4uestions. The interviewer may %lan and generate s%ecific 4uestions for each candidate with modifications in the %lanned interview design. 5urpose ! Bob interview is %ur%osefully designed to achieve certain obBectives. Crgani3ations invest both time and money on the Bob interviews to ensure correct selection. Thus& there may be 0/ interviews to test the %ersonality traits of candidates& technical interviews to generate information in res%onse to s%ecific 4uestions for testing subBect knowledge& situational interviews to test %roblem+solving skills and assess how candidates will behave in certain situations& and criterion based interviews to Budge knowledge and abilities in a tightly focused way to evaluate how well a candidate fits a %articular %osition. =hatever may be the format of a Bob interview& the %ur%ose is %redefined so that the %redictive ca%abilities of Bob interviews are enhanced. onversation ! Bob interview is a conversation between a Bob as%irant and the member$s of a selection committee or em%loyer$s or their re%resentatives. )t is basically a 4uestion+answer session involving s%ecific 4uestions and a%%ro%riate answers. !s it includes both listening and s%eaking& the candidate has to listen actively during a Bob interview and s%eak clearly and %recisely using sim%le words& short sentences& correct articulation& and a%%ro%riate %ronunciation. )t also re4uires certain flexibility in the usage of tenses.

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'6o7/ay Intera3tion The Bob interview is a two+way interaction that may take %lace between the candidate and one interviewer 1one+to+one interviews- or the candidate and more than one interviewer 1%anel interviews-. ) order to ensure uniformity& one+to+one interviews are generally structured and each candidate may be asked exactly the same kind of 4uestions in the same style. 'ome one+to+one interviews may involve unstructured 4uestions too. 6anel interviews are more common. They may include tow to twenty %eo%le but most selection committees normally consist of three to six %ersons. Each member of the committee may focus on a %articular as%ect of evaluation to ensure effective decision making. Informality !lthough a Bob interview is a %lanned conversation& it is less formal than many %ublic s%eech situations. The success of any Bob interview de%ends on its informal and friendly atmos%here wherein the candidates get o%%ortunities to reveal their %otentiality and feel free to %resent their best. :ot many %eo%le enBoy facing a Bob interview. 'o& an interview will not be able to achieve its goals if the tension is not reduced by develo%ing a friendly relation between the candidate and the interviewer$s. 5%E7I&'E%)IE/ 5%E5!%!'I#& 'E -&I;$ES =hen a candidate has a%%lied for a Bob and is getting ready for that im%ortant moment in his$her life& the Bob interview& he needs to %re%are for it systematically& even if it is not the first Bob interview for the %erson. 6re%aring well is the key to success during an interview. #acing a Bob interview L whether a face+to+face %ersonal interview& a tele%hone interview& or an interview through videoconferencing L is easier when one %re%ares for it in a systematic way. ! Bob interview is a formal& structured& and systematic interaction between the candidate and a grou% of %ersons who want to hire him$her for a %articular Bob %osition. 0e$she has to establish a relationshi%& im%ress the interviewer$interview %anel and convince them that he$she is the best candidate for the Bob& for all of which he$she will get hardly more than thirty minutes. )t sounds an im%ossible task but it is not if %ro%er %re%aration is done in a %lanned and systematic way. Self7analysis =e cannot %roBect ourselves successfully unless we know our strengths and weaknesses %ro%erly. )t may sound foolish but it is true that most of us really do not know ourselves. That is why a sim%le 4uestion like QTell us something about yourselfR unnerves many candidates during Bob interviews. 'elf+analysis is the first ste% towards effective %lanning for a Bob interview. )t includes analy3ing our background& identifying our maBor accom%lishments& achievements& our s%ecial interests and hobbies& and analy3ing our career goals in terms of the contribution we can make to the Bob we as%ire for. !naly<e Your "a3kgroun2 =e should begin self+analysis with a critical examination of our educational and %rofessional background. Do we have the right background for the BobD This is the first 4uestion that we

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should ask ourselves. 'ome of the 4uestions that ask you to talk about your background include PTell us something about yourself>& Q0ow would you describe yourselfDR& Q)f you had to live your life again& what would you changeDR& QDescribe yourself in a few sentencesR& QTell us something about your education and backgroundR& and so on. The %ur%ose of these 4uestions is to identify the match between the candidate>s background and the re4uirements of the Bob. I2entify Your !33omplishments !n accom%lishment can be defined as the com%letion of a %articular task with the hel% of one>s skills. )t may be a successfully organi3ed college tri% or cultural %rogramme& the com%letion of an academic %roBect& or solving a difficult %roblem or situation. Each of these can be an accom%lishment that the candidate may be %roud of. Kou should identify and make a list of such accom%lishments. Kou may start from your school life. !nything you did during your school life that showed a %ositive dimension of your %ersonality could be the first entry in the list. :ext& you may ex%lore your college life to identify instances that you did well in des%ite constraints and %roblems. )f you have %rofessional ex%erience& you should identify %roblem situations that you could handle effectively. I2entify You !3hievements !n achievement is different from an accom%lishment. =hile accom%lishments reflect s%ecial skills& achievements show our academic and %rofessional success and distinguish a successful %erson from the non+achievers. They convince the em%loyer that the candidate is an achiever and therefore worth hiring. Kou should make a list of scholarshi%s& fellowshi%s& awards& %ri3es& distinctions& commendations& certificates& or anything that shows achievement or recognition. The interviewers may ask you straight 4uestions like Q=hat are your achievementsDR& or Q0ave you ever done anything that has given you a sense of achievementDR& QDo you consider yourself an achieverDR& and so on. I2entify Your Spe3ial Interests an2 -obbies The third as%ect of self+analysis is identifying s%ecial interests and hobbies. ! list of such activities should be made. !s your curriculum vitae may also include your hobbies& interests& and activities& you should be ready to Bustify them during an interview. Kou should identify and list your extra+curricular& co+curricular& and %rofessional activities as well as your hobbies and interests. !s most organi3ations %refer dynamic and active em%loyees& s%ecial interests and activities must show the candidate as a dynamic and energetic %erson who can acce%t all challenges. !naly<e Your areer ,oals Kou should analy3e your career goals L what you want to do in life& your career obBectives& your long+term goals in life& where you see yourself in five$ten years& your short+term career obBectives. These are some as%ects regarding which 4uestions are fre4uently asked in Bob interviews. Kou should have a clarity about your obBectives. )f you are facing a Bob interview for the %osition of an executive in a multinational com%any and you mention that your career goal is to become a teacher& you will weaken your case. 'o& it is im%ortant that you analy3e your career goals in terms of the Bob %osition you have a%%lied for.

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!naly<e Your Skills Every Bob has a set of functions and re4uires certain skills to %erform it. The main %ur%ose of a Bob interview is to find out whether the candidate %ossesses the skills and knowledge re4uired to carry out the functions associated with the Bob. Thus& analy3ing skills is an integral %art of %re%aration for an interview. Kou should assess the skills that you %ossess and try to find out techni4ues for ada%ting these skills to fit the Bob desired. ?ost em%loyers would like to see the match between the candidate>s skills and the re4uirements for he Bob. %esear3h the #rgani<ation Kou must thoroughly research the organi3ation you want to Boin before the interview. )nterviewers may ask a few 4uestions to test your knowledge about the organi3ation and your interest in them. 'ome of these 4uestions may include Q=hy do you want to Boin usDR& Q=hat do you know about our com%anyDR& Q=hat made you interested in our organi3ationDR& Q0ow do you rate our com%anyDR& QTell us why you are interested in our com%anyDR& QCur com%any was recently in the news. *an you tell =hyD&R and so on. Mnless you research the com%any you will not be able to answer any of these 4uestions. (ob !nalysis Kou should know what the Bob is all about. Kou cannot ada%t your skills to fit the Bob desired unless you know about the Bob. ?oreover& without sufficient knowledge about the Bob %osition you may not able to answer 4uestions like Q=hy are you interested in this BobDR& Q=hat makes you fit for this %ositionDR& Q=hat do you know about this %ositionDR& Q=hat makes you think you are fit for this BobDR& Q0ow will you rate yourself for this %ositionDR. =ith a little %re%aration& you can answer these 4uestions confidently. Kou should have broad information about the %osition so that you can res%ond to the 4uestions testing your suitability for the Bob. %evise Your Sub=e3t 0no6le2ge ! Bob interview is to assess the candidates> level of knowledge and technical ex%ertise as it relates to the Bob at hand. !lthough a good grade is an indicator of one>s command over the subBect& many organi3ations focus on evaluating the subBect com%etence of candidates. They may conduct s%ecial technical interviews where a grou% of subBect ex%erts might ask %robing 4uestions to Budge the de%th and sco%e of the candidates> subBect knowledge. )t is& therefore& advisable to revise one>s subBect knowledge before the interview. 'ubBect basics must be clear because the ex%erts might test your gras% of the subBect. They may ask you a few ex%loring 4uestions to find out your level of understanding. )t is im%ortant to be thoroughly %re%ared and if there is time& revise the last course and read u% on the latest develo%ments in the subBect. Discussing relevant to%ics with friends& classmates& or colleagues would also be hel%ful.

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Develop the Intervie6 +ile 6re%aring for an interview demands a %rofessional a%%roach. Therefore& you should develo% an interview file that may contain the following %a%ers and documents A 1. 2. . ". 5. 9. 5. ;. )nterview letter Criginal degrees& certificates& and transcri%ts Ex%erience certificates /eferences and testimonials *ertificates of merit *o%ies of your resume Kour visiting cards Cther relevant %a%ers that might be needed during the interview

!n index of all the %a%ers and documents in the file makes for easy reference and location. Kou should also kee% %hotoco%ies of essential %a%ers like degrees and ex%erience certificates& as you might be asked to submit these. Nee%ing everything ready in order will hel% in %roBecting yourself as an organi3ed and systematic %erson. I&'E%)IE/ ;$ES'I#&S !s mentioned before& the suitability of a candidate for a %articular %osition is evaluated during a Bob interview through an oral 4uestion+answer session. Thus& the interview contains s%ecific 4uestions and a%%ro%riate answers. The candidates should understand the nature of different ty%es of interview 4uestions& analy3e ex%ected 4uestions in order to device answering strategies& and %ractice these answers. 'ome ti%s on Bob interview 4uestions and answers are discussed below. 'ypes of Intervie6 ;uestions Kou should be familiar with the nature and ty%e of 4uestions being asked during Bob interviews so that you are ready to answer them confidently. There are seven different ty%es of 4uestions that are asked to elicit certain res%onses from candidates. They include o%en& closed& %robing& reflective& loaded& hy%othetical& and leading 4uestions. #pen ;uestions A !n o%en 4uestion asks the candidates to Qtalk aboutR something. )ts main %ur%ose is to encourage the candidates to talk broadly about a to%ic or subBect. )t broadens the sco%e of the res%onse by forcing the candidates to engage in dee%er thinking. #ollowing are some of the exam%les of o%en 4uestionsA Tell us something about yourself Talk about your interests and activities Describe the most difficult situation that you recently faced =hat are the advantages of a mixed economyD =hat do you think about the im%act of multinational com%anies on the )ndian economyD

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lose2 ;uestions A Mnlike o%en 4uestions& closed 4uestions limit the sco%e of the res%onse by asking the candidates to %rovide s%ecific information or facts. )t %ermits the candidate no freedom of selection as they are re4uired to give very s%ecific answers. #ollowing are some such exam%les A =hen did you com%lete your graduationD =hat was your maBor subBect in the collegeD =here did you receive your first %rofessional trainingD Do you know data %rocessingD

5robing ;uestions A The main %ur%ose of a %robing 4uestion is to %robe more dee%ly or ask for an ex%lanation or clarification of a statement Bust made. 6robing 4uestions encourage the candidate to talk in greater de%th about a to%ic or subBect. #or exam%le& after the res%onse& Q) believe that students should be allowed in academic decision makingR& the interviewer might ask the %robing 4uestion& QDo you think that this should include all academic decisionsDR. %efle3tive ;uestions A /eflective 4uestions are asked to confirm the statements given by the candidate. The %ur%ose is to check that the interviewer understands what the candidate has said. #ollowing are some exam%les of reflective 4uestions A That means you want the %ublic sector com%anies to be totally %rivati3edD !m ) right in thinking that you are against economic liberali3ation in )ndiaD Does that mean that you favour a total ban on any ty%e of violence in moviesD

Loa2e2 ;uestions A (oaded 4uestions assess the candidate>s res%onse to a sensitive issue& subBect or %oint. The main %ur%ose of loaded 4uestions is to Budge the candidate>s ability to handle difficult and sensitive situations. There may not be any right or wrong answer to a loaded 4uestion& rather& it would be a reasonable or unreasonable res%onse. The following are some exam%les. Kou are too short. Don>t you think this is going to be a handica% for youD Kour 76! in the first semester of your B.Tech.& is too low. 0ow do you Bustify thatD Do you think that a /am Tem%le should be constructed at the sight of Babri ?asBidD

-ypotheti3al ;uestions A ! hy%othetical 4uestion may involve a hy%othetical situation. )t may be asked to test the %ossible reactions of the candidate to a certain situation. The candidate may be asked the 4uestion. =hat would you do if E.D& or the candidate may be given a situation and asked how her$she will deal with it. 'ome exam%les are given hereA =hat would you do if you face a grou% of angry em%loyees who want to harm com%any vehicles because one of the workers has been hurt by a com%any lorryD Cne of your staff has been involved in activities detrimental t your organi3ation. 0e has been doing this for money that he needs for the treatment of his ailing mother. =hat would you doD

Lea2ing ;uestions A ! leading 4uestion is asked to obtain a desired res%onse. )t leads the candidate to a %articular answer. 'uch 4uestions generally suggest a %oint of view on the %art of the interviewer and call for agreement with a Pyes> answer. 7iven below are some exam%les A

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Don>t you agree that our com%any is a market leader in electronics %roductsD Don>t you think that ?:*s have boosted the )ndian economyD Don>t you agree that our economy nees more %rivati3ationD

!&S/E%I&, S'%!'E,IES 0eys to !ns6ering ;uestions 0ow a 4uestion is answered is sometimes more im%ortant that the answer itself. The way a 4uestion is answered reflects a %erson>s communicative ability. The following suggestions will hel% in im%roving the 4uality of answers A !ttentiveness A =hen a %erson attends a Bob interview& he$she cannot answer the interview>s 4uestions correctly unless he$she is listening %ro%erly. ?any candidates start answering before they have heard the com%lete 4uestion. This is wrong. The candidate should listen to the interviewer attentively in order to understand the 4uestion and then res%ond to it. ?oreover& the interviewer should not be interru%ted while he or she is s%eaking. This constitutes rude behaviour and is against the norms of any formal interaction. !33ura3y A The candidate should give %articular attention to dates& timelines& %ersons& %laces& and other details. )f he$she cannot remember a date or time& it should not be mentioned. 7iving an incorrect or incom%lete answer will reduce the chances of success. The candidate should not try to bluff the interviewer. it is better to acce%t that he$she does not know an answer rather than give an incorrect answer. :o one is ex%ected to know everything and there is nothing wrong in acce%ting one>s lack of knowledge. "revity A The candidate should be brief and to the %oint %articularly in o%en 4uestion& where he$she has the sco%e to s%eak as much as he$she can. 0e$she should listen to the 4uestion carefully and answer only what is asked& not taking more than one minute to answer any 4uestion& irres%ective of its nature and com%lexity. ! long answer does nto necessarily mean a better answer. it is usually otherwise. +o3us A The candidate should be focused and s%ecific. 8ery often& candidates deviate from the 4uestion asked and do not answer s%ecifically. Trying to im%ress interviewers by giving information that is not asked for should be avoided. The more s%ecific the answer& the more convinced the interviewers are likely to be of a candidate>s suitability for the %osition. *oncrete and s%ecific words and %hrases should be used& and obscure& abstract& and vague words that may confuse the interviewers should be avoided. larity A *andidates should answer directly and clearly. The candidate should not give the interviewers a chance to ask for an answer to be re%eated or classified. *larity of ex%ression generally reflects clarity of though and %rofessionalism. 5ositive !ttitu2e A The candidates> answers should reflect a %ositive attitude. )nterviewers may ask negative or sensitive 4uestions to ex%lore the negatives in the candidate>s %ersonality. Therefore& it is im%ortant to remain %ositive and answer eve negative 4uestions %ositively. Logi3al 'hinking A The ability to think logically is always an asset during an interview. !nswers should always be rational and logical because illogical answers reflect a disorgani3ed %ersonality. (ogical arguments and illustrations should be used when

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answering 4uestions that demand careful thinking 1that is& %robing and hy%othetical 4uestions-.

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>. %ES$ME /%I'I&,

)t is an acce%ted fact that getting a Bob is directly related to your success and your ha%%iness. Therefore it is vital that you conduct the Bob search %ro%erly L that you %re%are wisely and carefully and %roceed diligently. The following is a review of Bob search strategies. 5L!&&I&, "uil2ing a &et6ork of onta3ts Kou can begin the Bob search long before you are ready to find em%loyment. )n fact& you can do it now by building a network of contacts. ?ore s%ecifically& you can build relationshi%s with %eo%le who can hel% you find work when you need it. 'uch %eo%le include classmates& %rofessors& and business%eo%le. I2entifying !ppropriate (obs To find the right Bob& you need to investigate both internal and external factors. The best fit occurs when you have carefully looked at yourself L your education& %ersonal 4ualities& ex%erience& and any s%ecial 4ualifications. 0owever& to be realistic& these internal 4ualities need to be analy3ed in light of the external factors. 'ome of these factors may include the current and %roBected Bob market& economic needs& location %references and family needs. +in2ing Your Employer Kou can use a number of sources in your search for an em%loyer with whom you will begin or continue your career. Kour choice of sources some of which are listed below. 6lacement *enters :etwork of 6ersonal *ontacts *lassified !dvertisements Cnline Databases Em%loyment !gencies =eb 6ages

!fter your search has uncovered a Bob %ossibility& you %ursue it. =hether or not you a%%ly in %erson& you are likely to use some written material. )f you a%%ly in %erson& %robably you will take a resume with you to leave as a record of your 4ualifications. )f you do not a%%ly in %erson& of course& the a%%lication is com%letely in writing. Ty%ically& it consists of a resume& a letter of a%%lication& and a reference sheet. !t some %oint in your em%loyment efforts& you are likely to use each of these documents. 6re%aring these documents involve selling. Kou are selling a %roduct or services L your ability to do work. !nd what you are selling is you. Kou should begin by listing all the information about you that you believe an em%loyer would want to know. The resume is a summary of background facts in list form. Designed for 4uick reading& the resume lists facts that have been arranged for the best %ossible a%%earance. /arely does it use sentences. The arrangements of resumes differ widely& but the following %rocedures generally describe how most are written A

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 (ogically arrange information 1institutions& dates& degrees& maBor field-. information on em%loyments 1dates& %laces& firms& duties& accom%lishments-. %ersonal details 1membershi%s& interests& achievements& and such but not religion& race& and sex-. and s%ecial information derived from other information 1achievements& 4ualifications& ca%abilities-. !nd a reference sheet as needed. *onstruct a heading for the entire resume and subheadings for the %arts )nclude other vital information such as obBectives and contact information !rrange the data for best eye a%%eal& making the resume balanced& not crowded& and not stung out Sele3ting the "a3kgroun2 +a3ts. Kour first ste% in %re%aring the resume is to review the background facts you have assembled about yourself and then to select the facts that you think will hel% your reader evaluate you. !rranging the +a3ts into ,roups . !fter selecting the facts you want to include& you should sort them into logical grou%s. ?any grou%ing arrangements are %ossible. The most conventional is the three+%art grou%ing of )ducation ).perience& and "kills or -ersonal *ualities. !nother %ossibility is a grou%ing by Bob functions or skills& such as "elling /ommunicating and ,anaging. !nother is an arrangement by time L %erha%s listing the information in reverse chronological order to show a %rogression of training ad ex%erience. Kou may be able to work out other logical arrangements. Kou can also derive additional grou%s from the four conventional grou%s mentioned above. #or Exam%le& you can have a grou% of P 0chievements. 'uch a grou% would consist of s%ecial accom%lishments taken from your ex%erience and education information. In3lu2ing a Statement of #b=e3tive. !lthough not a category of background information& a statement of your obBective is a%%ro%riate in the resume. 0eadings such as *areer CbBective& Iob CbBective& or Bust CbBective usually a%%ear at the beginning. :ot all authorities agree on the value of including the obBective& however. /ecommending that they be omitted from today>s resumes& some authorities suggest that the resume should concentrate instead on skills& ex%erience& and credentials. 'ome ex%e"rts argue that the obBective includes only obvious information that is clearly suggested by the remainder of the resume. They argue also that an obBective limits the a%%licant to a single %osition and eliminates consideration for other Bobs that may be available. Those favoring the use of a statement of obBective reason that it hel%s the recruiter see 4uickly where the a%%licant might fit into the com%any. 'ince this argument a%%ears to have greater su%%ort& at least for the moment& %robably you should include the obBective. But make an exce%tion when your career goal is unclear and you are considering a variety of em%loyment %ossibilities. 6rimarily& your statement of obBective should describe the work you seek. =hen you can& you should add to its effectiveness by including words that convey a long+term interest& as in this exam%le.
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Ob$ective A 0 position in human resource management that %ill provide an opportunity for gro%th and advancement' !nother techni4ue for enhancing the effectiveness of the obBective statement is to include words that em%hasi3e your maBor 4ualifications for the work& as in this exam%le A Ob$ective A To apply 3< years of successful high@tech sales e.perience to selling +uality products for an agile company' The information you %resent under each heading will de%end on your good Budgment. Kou should list all the facts that you think are relevant. Kou will want to include enough information to enable the reader to Budge your ability to do the work you seek. Kour coverage of work ex%erience should identify com%letely the Bobs you have held. ! minimum coverage would include dates& %laces& firms& and res%onsibilities. )f the work was %art+time& you should say without demeaning the skills you develo%ed on the Bob. )n describing your duties& you should select words that highlight what you did& es%ecially the %arts of this ex%erience that 4ualify you for the work you seek. Iob descri%tions are strengthened by the use of action verbs. 8erbs are the strongest of all words. )f 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 %oint for your first Bob after college& you will %robably cover it in some detail. 1Education gets less and less em%hasis in your a%%lications as you gain ex%erience.- !t a minimum& your coverage of education should include institutions& dates& degrees& and areas of study. #or some Bobs& you may want to list s%ecific courses& es%ecially if you have little other information to %resent or if your coursework has uni4uely %re%ared you for those Bobs. =hat %ersonal information to list is a matter for your best Budgment. 6ersonal information that is generally a%%ro%riate includes all items that tell about your %ersonal 4ualities. )nformation on your organi3ation membershi%s& civic involvement& and social activities is evidence of ex%erience and interest in working with %eo%le. 0obbies and athletic %artici%ation tell of your balance of interests. 'uch information can be 4uite useful to some em%loyers& es%ecially when %ersonal 4ualities are im%ortant to the work involved. !uthorities disagree on whether to list references on the resume. 'ome think that references should not be contacted until negotiations are further along. Cthers think that referring %rocess. =hen you do list someone as a reference& good business eti4uette re4uires that you ask for %ermission first. +ormats an2 Styles !fter you have identified the information you want to include on you resume& you will want to organi3e or grou% items to %resent yourself in the best %ossible light. Three strategies for organi3ing this information are reverse chronological approach the functional or skills approach and the accomplishments A achievements or highlights approach'
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The reverse chronological organi3ational layout %resents your education and work ex%erience from the most recent to oldest. )t em%hasi3es the order and time frame in which you have %artici%ated in these activities. )t is %articularly good for those who have %rogressed in an orderly and timely fashion through school and work. ! functional or skills layout organi3es around three to five areas %articularly im%ortant to the Bob you want. /ather than forcing an em%loyer to determine that you develo%ed one skill on one Bbo and another skill on another Bob& this organi3ational %lan does that for the reader. )t is %articularly good for those who have had many Bobs& for those who have taken nontraditional career %aths& and for those who are changing fields. !n accom%lishments $achievements layout %resents a %icture of you as a com%etent worker. )t %uts hard numbers and %recise facts behind skills and traits you have. Making the +orm !ttra3tive. The attractiveness of your resume will say as much about you as the words. The a%%earance of the information that the reader sees %lays a %art in forming his or her Budgment. ! slo%%y& %oorly designed %resentation may even ruin your chances of getting the Bob. 'o it is im%ortant to give your resume and your a%%lication letter an attractive %hysical arrangement. =hile layout is im%ortant in showing your ability to organi3e and good s%acing increases readability& design considerations such as font and %a%er selection a4ffect attractiveness almost as much. *ommercial designers say that ty%e si3e for headings should be at least 1" %oints and for body text& 1, to 1" %oints.

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/%I'I&, '-E !55LI !'I#& LE''E% Kou should begin work on the a%%lication letter by fitting the facts from your background to the work you seek and arranging those facts in a logical order. (ike those of sales letters& the organi3ational %lans of a%%lication letters vary. 0owever& the following %rocedure 1discussed in details below- is used in most successful efforts. Begin with words selected to gain attention a%%ro%riately and to set u% the review of information. 6resent your 4ualifications& kee%ing like information together and ada%ting to the com%any and the Bob. Mse good sales strategy& es%ecially you+view%oint and %ositive language Drive for the a%%ro%riate action 1re4uest for interview& reference& check& further corres%ondence

,aining !ttention in the #pening. !s in sales writing& the o%ening of the a%%lication letter has two re4uirements A )t must gain attention& and it must set u% the review of information that follows. !s the a%%lication letter is a creative effort& you should use your imagination in writing the o%ening. Kou can gain attention in the o%ening in many ways. Cne way is to use a to%ic that shows understanding of the reader>s o%eration or of the work to be done. Em%loyers are likely to be im%ressed by a%%licants who have made the effort to learn something about the com%any. !nother way is to make a statement or ask a 4uestion that focuses attention on a need of the reader that the writer seeks to fill. Sele3ting ontent. #ollowing the o%ening& you should %resent the information that 4ualifies you to do the work. Begin this task by reviewing the Bob re4u;irements. Then select the facts about you that 4ualify you for the Bob. )f a resume accom%anies the a%%lication letter& you may rely on it too much. /emember that the letter does the selling and the resume summari3es the significant details. Thus& the letter should contain the maBor %oints around which you build your case& and the resume should include these %oints %lus su%%orting details. !s the two are %arts of a team effort& somewhere in the letter you should refer the reader to the resume. #rgani<ing for onvi3tion. Kou will want to %resent the information about yourself in the order that is best for you. )n general& the %lan you select is likely to follow one of three general orders. The most common order is a logical grou%ing of the information& such as education& skills and$or %ersonal details& and ex%erience. ! second %ossibility is a time order. #or exam%le& you could %resent the information to show a year+by+year %re%aration for the work. ! third %ossibility is an order based on the Bob re4uirements. #or exam%le& selling& communicating& and managing might be the re4uirements listed in an advertised Bob. ?erely %resenting facts does not ensure conviction. Kou will also need to %resent the facts in words that make the most of your assets. Kou could& say for exam%le& that you Qheld a %ositionR as sales manager& but it is much more convincing to say that you Qsu%ervised a sales
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force of 1"R. (ikewise& you do more for yourself by writing that you Qearned a degree in business administrationR than by writing that you Qs%ent four years in collegeR. !nd it is more effective to say that you Qlearned cost accountingR than to say that you Qtook a course in cost accountingR. Driving for !3tion in the lose . The %resentation of your 4ualifications should lead logically to the action that the close of the letter %ro%oses. Kou should drive for whatever action is a%%ro%riate in you case. )t could be a re4uest for an interview& an invitation to engage in further corres%ondence. Kour action words should be clear and direct. 6referably& you should %ut them in 4uestion form. !s in the sales letter& the re4uest 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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!S-#0 !$%#%! !+25$ 1& 'ector+9,& :oida L 2,1 ,1 E+mail A ashokauroraTyahoo.com

6C')T)C: 'CM70T CBIE*T)8E ?anager L 6roBect To contribute to the growth of a leading %roBect management com%any by working in a challenging %osition where ) will have o%%ortunities to utili3e my ex%osure to %roBect management methodologies and ex%erience as %roBect leader in construction activities of large scale heavy engineering %roBects. 5ro=e3t Lea2er& Badrinath )nfrastructure (td.& 'ector+9,& :oida+ 2,1 ,1 December 2,,1 to %resent *om%lete civil %roBects within or ahead of the schedule through strict %lanning& monitoring& and control while maintaining the best construction standards 'u%ervise erection of auxiliary facilities like water treatment& ET6& cabling& %i%ing and other utilities

Ex%erience

?aintain customer relations through effective %resentation of technical ex%ertise !ssistant 5ro=e3t Manager ( ivil)& !kash 6roBects and ?arketing (td.& %ark 'treet& Nolkata December 1<<; to :ovember 2,,1 EDM*!T)C: !ssist in the %roBect management of various civil works being executed at site *oordinate with 0ead Cffice& sites& various de%artments and sub+contractors ?aintain close liason with clients

!n6er Engineering ollege? 0yderabad B.Tech in *ivil Engineering& Iuly 1<<; Institute of Information 'e3hnology? ?umbai *ertificate in *om%uter 6rogramming& December& 1<<; 6roficient in ?'+DC'& ?icrosoft =indows& Excel& and =ord <; and 2,,, 7ood %roblem+solving skills Excellent communication and inter%ersonal skills *om%etent in s%eaking #rench ?ember& )nstitution of Engineers& 0yderabad ?ember& :ational *adet *or%s& 1<<"+1<<9 'ecretary& 'ociety for 6romotion of 'cience& 0yderabad Badminton& #ootball& *ycling *lassical ?usic& ?ovies& #iction

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@. %E5#%'S
/e%orts are im%ortant because in most organi3ations executive decision making is based almost entirely on them. /e%orts may vary from a one+%age informal tri% re%ort summari3ing the events of a business tri% to a 25,+%age formal annual re%ort of an organi3ation. They may be %resented orally& electronically& or in written form. They may also vary in form& content& a%%roach& and %ur%ose. The literal meaning of the word Pre%ort> is Pa formal or official statement& as of results of an investigation or matter referred> or Bust P a statement of facts. ! re%ort is a formal document written for a s%ecific audience to meet a s%ecific need. )t may contain facts of a situation& %roBect& or %rocess. an analysis and inter%retation of data& events& and records. inferences or conclusions drawn from obBective data. or suggestions and recommendations. !lthough re%orts may include a variety of to%ics and obBectives& they all hel% in the %rocess of decision making by answering 4uestions and determining ways to im%rove certain situations. /e%orts normally move in an u%ward direction and are used to communicate to the senior levels in an organi3ations. The im%ortance of re%orts for any %rofessional lies in the fact that a number of business decisions and research conclusions are made on the basis of information %resented or recommendations made in re%orts. Thus& re%orts serve several %ur%oses& which may include A

6resenting data. Describing %roblems and suggesting solutions. Discussing and analy3ing data. /ecording events and ha%%enings. !naly3ing a situation or a condition. or 7iving feedback& suggestions& or recommendations.

'Y5ES #+ %E5#%'S /e%orts can be classified as informational and analytical& according to their functions& as routine or s%ecial& as %er %eriodicity& as oral and written& according to their communicative form& and as formal and non+formal& based on their nature& sco%e& and length. Each of these are now discussed briefly. Informational an2 !nalyti3al %eports !n informational re%ort %resents facts of a case& %roblem& condition& or situation without any analysis& inter%retations& or recommendations. The function of the writer of an informational re%ort is to collect& com%ile& and organi3e facts for the readers. 0e$'he is Bust a com%iler who has to %resent the data as obBectively as %ossible. )n order to write an informational re%ort& relevant information should be gathered and %resented in a systematic and organi3ed way. Exam%les of informational re%orts include conference re%orts& seminar re%orts& tri% re%orts& and so on.

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Mnlike an informational re%ort& an analytical re%ort %resents data with inter%retation and analysis. The re%ort writer analyses the facts of a case& %roblem& condition& or situation obBectively and %uts forward his$her conclusions& inferences& and recommendations. !%art from %resenting the facts obBectively& the writer must reflect a broader understanding of the subBect in order to comment on various as%ects related to the re%ort. )n order to write an analytical re%ort& the writer should be able to evaluate information and make a%%ro%riate inferences. Exam%les of analytical re%orts include %roBect re%orts& feasibility re%orts& market research re%orts& and so forth. %outine an2 Spe3ial %eports !ll organi3ations& including com%anies& institutions& government de%artments& and research establishments& de%end on routine re%orts for various management decisions. !s routine re%orts are usually %re%ared on a %eriodic basis& that is& daily& weekly& fortnightly& monthly& 4uarterly& or annually& they may also be called %eriodic re%orts. The contents of routine re%orts may vary from sim%le %roduction information to com%lex marketing or research data. /outine re%orts may be informational or analytical de%ending on the %ur%ose. Exam%les of routine re%orts include daily %roduction re%orts& monthly sales re%orts& annual re%orts& and so on. Mnlike a routine re%ort& a s%ecial re%ort is %re%ared and %resented to convey s%ecial information related to a single condition& situation& %roblem& or occasion. '%ecial re%orts do not contain routine or re%etitive information as they are the result of s%ecific circumstances. 'ome of the most im%ortant decisions in an organi3ation may be taken on the basis of the information contained in s%ecial re%orts. #or exam%le& a com%any might launch a new %roduct based on a re%ort analy3ing the market demand and %resence of com%eting %roducts in the market. '%ecial re%orts could be either informational or analytical. Exam%les of s%ecial re%orts include in4uiry re%orts& research& re%orts& thesis& dissertation& and so forth. Types of (eports
%riteria #unction Types )nformational !nalytical 6eriodicity /outine '%ecial )escription CbBective %resentation of data without analysis or inter%retation 6resentation of data with analysis and inter%retation 6resentation of routine information 6resentation of s%ecific information related to a single condition& situation& %roblem or occasion #ace+to+face %resentation of information 6resentation of information in written form (ong re%orts with elaborate descri%tion and discussion 'hort re%orts *+amples

*ommunicative #orm :ature& sco%e and length

Cral =ritten #ormal :on+formal

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#ral an2 /ritten %eports Cral re%orts are informal and face+to+face %resentations of information. Exam%les may include oral re%orting of accidents& sales& %roduction& Boining& and so on. Cral re%orts are useful for %resentation brief information related to routine activities& %roBects& develo%ments& ad so on. !s oral re%orts %rovide 4uick feedback& they may ex%edite a work and lead to fast action and decisions. ?ost organi3ations nowadays %refer oral re%orts followed by written versions. This ensures the advantages of oral re%orting and avoids the maBor disadvantages by adding to the %ermanent records of the organi3ation. =ritten re%orts are more conventional than oral re%orts. ?ost business and technical re%orts use the written mode of %resentation because the organi3ations using these re%orts need to maintain %ro%er record for future use and reference. ?ost re%orts have a %ermanent value. +ormal an2 &on7formal %eports /e%orts can be formal or informal de%ending on their nature& sco%e and length. ! formal re%ort is usually the result of a thorough investigation of a %roblem& condition& or situation. #ormal re%orts are com%aratively longer and need elaborate descri%tion and discussion. They usually follow a fixed format with %redetermined elements& according to the information %resented. The length of a formal re%ort may vary from a few %ages to hundreds of %ages. #ormal re%orts could be informational& analytical& routine& or s%ecial. Exam%les of formal re%orts include annual re%orts of com%anies and organi3ations& technical re%orts& %roBect re%orts& thesis& and so on. ! non+formal re%ort& on the other hand& could be a brief account of a s%ecific business or %rofessional activity. )t is usually written to %rovide introductory information about a routine affair. :on+formal re%orts are usually short and do not need elaborate descri%tions and discussions. !s the content is generally insufficient for a formal re%ort& an informal re%ort may involve the use of %rinted forms& letter formats& or memo formats. !lthough non+ formal re%orts are usually routine& they may be either informational or analytical and may use the oral or written form. Exam%les of non+formal re%orts include laboratory re%orts& daily %roduction re%orts& tri% re%orts& and so forth. +#%M!'S #+ %E5#%'S There are four common formats of re%orts& that is& %rinted forms& letter format& memo format& and manuscri%t format. 5rinte2 +orms 6rinted forms are generally used to collect routine information. #or exam%le& a com%any may kee% %rinted forms for recording daily %roduction or monthly sales. 'imilarly& an organi3ation may use %rinted forms for tri% re%orts& conference re%orts& laboratory re%orts& ins%ection re%orts& confidential %erformance re%orts& and so on. Msing a %rinted form is 4uite sim%le because the %erson filling it is Bust re4uired to fill in the blanks& or tick against the listed items. Detailed descri%tions or discussions need not be %rovided. There are three main advantages of using %rinted forms for re%orting. #irstly& they are systematic and make for easy reading. 'econdly& they are more obBective and factual with

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little sco%e for the writer to be subBective about the content. There is no subBective inter%retation of the material used in the re%ort. #acts are recorded 4uite obBectively. #inally& they save time. Letter +ormat The letter format may be used for short re%orts that have to be communicated to someone outside an organi3ation. ! letter format contains all the elements of a letter along with some additional sections such as illustrations& references& and so on. 0eadings may be used in a letter re%ort. The letter format may be used for informational& analytical& routine& s%ecial& or non+formal re%orts. #or exam%le& there is an accident on the sho% floor in a com%any and re%ort has to be sent to the insurance com%any. Cther exam%les of the letter format include evaluation re%orts& feasibility re%orts& survey re%orts& legal re%orts& and so on. Memo +ormat The memo format can be used for short re%orts that have to be communicated within an organi3ation. ! memo format should contain all the elements of a standard memo. )n addition& it may contain a few extra sections. (ike a re%ort in the letter form& a memo re%ort should contain headings for easy reading and reference. The memo format may be used for all ty%es of re%orts& that is& informational& analytical& routine& s%ecial& or non+formal. Manus3ript +ormat The manuscri%t format can be used for long and formal re%orts. These re%orts are divided into sections and sub+sections& each with a clear heading. These headings and sub+headings are organi3ed in a logical se4uence. =hile %re%aring a re%ort in manuscri%t form& the writer needs to be careful about its structure and elements. ! structured re%ort will hel% in thinking clearly and deciding where to %ut each fact or idea. )t also makes reading easy and hel%s the readers find the information they need. The manuscri%t format is discussed in detail below. S'%$ '$%E #+ +#%M!L %E5#%'S =hen writing a formal re%ort& the choice of format as well the %arts of the re%ort must be carefully %lanned. 5arts of a %eport ! formal re%ort may include the following %arts or elements. Each of these %arts of a formal re%ort will now be discussed in detail. 1. 2. . ". 5. 9. 5. ;. Title %age 6reface (etter of Transmittal !cknowledgements Table of *ontents (ist of illustrations !bstract$Executive summary )ntroduction

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<. 1,. 11. 12. 1 . 1".

?ethodology Discussion $ #inding $ !nalysis *onclusion /ecommendation !%%endices /eferences and bibliogra%hy

! formal re%ort usually begins with a title %age. )t contains the title of the re%ort& the name of the %erson or organi3ation to whom the re%ort is being submitted& the name of the re%ort writers& and the date. 5refa3e The %reface is an o%tional element in a formal re%ort. )t introduces the re%ort by mentioning its salient features and sco%e. Letter of 'ransmittal The transmittal letter is a brief covering letter from the re%ort writer ex%laining the causes for writing the re%ort. )t may contain the obBectives& sco%e& and other highlights of the re%ort. )t may also contain acknowledgements if the re%ort does not include an acknowledgement. !3kno6le2gement The acknowledgement section contains the names of %ersons who contributed to the %roduction of the re%ort and made the re%ort %ossible. )t is Bust a Pthank you note>. 'able of ontents The Ptable of contents> %rovides the reader an overall view of the re%ort and shows its organi3ation. This section lists the main headings and the subheadings and the subheadings in the re%ort with %age numbers. List of Illustrations The Plist of illustrations> gives systematic information about tables& gra%hs& figures and charts used in the re%ort. )t is usually included if the number of these illustrations are more than ten. !bstra3t or Exe3utive Summary !n abstract or an executive summary summarises the essential information in the re%ort& focusing on key facts& findings& observations& results& conclusions& and recommendations.

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Intro2u3tion This section introduces the readers to the re%ort and %re%ares them for the discussion that follows by %roviding background information& defining its aims and obBectives& and discussing the sco%e and limitations of the re%ort. Metho2ology =hile writing a re%ort& information may have to be gathered from library and archival sources or through internet surfing& interviews& surveys& and formal$informal discussions. The section on methodology summarises the methods of data collection& the %rocedures for investigating the situation$%roblem& and the criteria of survey. Dis3ussionADes3riptionA!nalysis This is the main %art of the re%ort as it %resents the data that has been collected in an organi3ed form. )t focuses on facts and findings of the re%ort and may include an obBective descri%tion and discussion of the %roblem& an analysis of the situation& and findings of the investigation. )t is usually divided into sections and sub+sections with well+structured and clear headings and sub+headings. on3lusions This section conveys the significance and meaning of the re%ort to readers by %resenting a summary of discussion and findings& results and conclusions& im%lications of the conclusions %resented& and inferences. %e3ommen2ations This section contains recommendations that are based on results and conclusions. !s they %ro%ose a course of action to im%rove a situation or a condition& they may %resent several ways to solve a %roblem or im%rove a situation. )t may also indicate the need and nature for further work in the concerned area. !ppen2i3es !n a%%endix contains su%%orting material or data& which is ke%t se%arate from the main body of the re%ort to avoid interru%ting the line f develo%ment of the re%ort. %eferen3es "ibliography This section may contain references to books& Bournals& re%orts& dissertations& or$and %ublished government documents& and other sources used in the re%ort. )t may also consist of a list of materials for further reference. /%I'I&, S'%!'E,IES =hether one has to write a short informal re%ort or a long formal re%ort& one needs to ado%t effective writing strategies. !s re%orts are systematic attem%ts to discuss %roblems&

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situations& or conditions and stimulate thinking or action in individuals and grou%s& a systematic %lan of writing should be followed. The following ste%s will hel% in organi3ing and %resenting the re%ort systematically. 1. 2. . ". 5. 9. 5. ;. !naly3e the %roblem and %ur%ose Determine the sco%e of the re%ort Determine the needs of the audience 7ather all the information !nalyse and organi3e the information =rite the first draft /evise& review& and edit =rite the final draft

!naly<e the 5roblem an2 5urpose The %rocess of writing an effective re%ort begins with an obBective analysis of the %roblem that is to be discussed and the obBectives of writing the re%ort. )n other words& the following two 4uestions need to be answered before beginning to write a re%ort A 1. 2. =hat do you want to %resent or discuss in the re%ortD =hy do you want to %resent itD

!nswers to these 4uestions will hel% in identifying the %roblem that led to the writing of the re%ort and determining the %ur%ose of the re%ort. The %roblem may be written down in the form of a statement. Defining the %ur%ose of the re%ort will give it direction and make it focused. The writer>s %ur%ose should match the audience>s needs& knowledge& ex%ectations& and interests. Determine the S3ope of the %eport )n order to kee% the re%ort %recise and to the %oint& the amount of information gathered should be limited to the most essential and im%ortant facts. )t is im%ortant to define a reasonable sco%e of the re%ort. The sco%e of the re%ort should be narrowed down and made s%ecific so that a reasonable length is maintained. Determine the &ee2s of the !u2ien3e =hen a re%ort is being %lanned& the writer should know who will eventually read it. =hen %lanning a re%ort& the writer should think from his$her readers> %ers%ective. 0e$she should avoid making false assum%tions about his$her readers and should strive to be %ractical and rational. ,ather all the Information Cnce the %roblem and %ur%ose has been analysed& the sco%e is defined and the audience has been analysed& the writer is ready to gather information. 0e$she may gather information through %rimary sources 1discussions& interviews& observation& surveys& 4uestionnaires& ex%eriments& and so on- or secondary sources 1internet& re%orts& books& Bournals& dissertations&

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maga3ines& %am%hlets& news%a%ers& and so on- 0owever& it is im%ortant to ensure that the information is accurate& bias free& current& and relevant. !nalyse an2 organi<e the Information Cnce the information has been gathered& the re%ort writer needs to analyse and organi3e it. !nalysis of information involves evaluating the information obBectively& making com%arative analyses of different sets of information for obtaining new ideas& and inter%reting facts and figures for their relative im%ortance. Crgani3ing the information involves using an a%%ro%riate logical %attern to arrange the information in the re%ort. Before actually organi3ing the information& an outline may be %re%ared by choosing the central idea& main ideas& the maBor su%%orting ideas& and develo%ing the details. /riting the +irst Draft Cnce the outline has been %re%ared and the organi3ational %attern of the re%ort has been decided& the first working draft can be written. =hile writing the first draft focus on the sco%e and %ur%ose of the re%ort. 'im%le and direct language should be used. %evie6ing an2 %evising Cnce the rough draft of the re%ort has been written& it should be reviewed& edited& and revised in order to im%rove the 4uality of its content and %resentation. /riting the +inal Draft Cnce the rough draft of the re%ort reviewed and revised& the final draft can be com%osed. =hen writing the final draft& the following %oints should be taken care ofA

The re%ort should be sim%le& clear& concise& direct and readable. !%%ro%riate words& short sentences and meaningful %aragra%hs should be used !%%ro%riate linking devices should be used. 7ra%hic highlighting techni4ues to im%rove readability and com%rehension should be a%%lied. )m%ortant %oints should be em%hasi3ed.

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B. 5#SI'I)E '-I&0I&,
Cne might feel the subBect P6ositive !ttitude> has been talked ad nauseam. But for most interviewers a %ositive mental attitude is almost an obsession and so it has become the most mentioned subBect in modern management studies. )t is not so modern an invention after all. )t is as ancient as the thinking man. Ket& in this context of highly com%etitive and critical times& the need for a %ositive attitude is more than ever. Koung mind is too %er%lexed by %roblems a %lenty at every front& to sense tonnes of his unta%%ed %otential. 'wamy 8ivekananda says that every soul is %otentially divine& which means that every one can make a 7od of himself. )f that is so every %erson is a %otential winner. ! %ositive attitude is to believe that everyone is endowed with the ability to succeed. /e are all basi3ally ma2e 6inners. Losers? if any? are self7ma2e . (osers are those who think that winners are a class a%art. ! %ositive attitude is not thoughts& ideas or a %hiloso%hy. )t is a matter of dealing with actual situations. :or is it reflected in em%ty ex%ectations& confused confidence or %lain boast. 6ositive Thinking is a realistic attitude that envelo%es the %ositives and the negatives. )t does not close the eyes to the negatives. Cn the other hand it is all about being all the more alert. ! %ositive thinking is revealed in relation to a real situation and a set task. Cne should clarify to oneself one>s %riorities L what one wants from life. !nd one should always aim high. !ims are never mere selfish& infact the higher the aim& the more unselfish it is. )t is a nobler aim. =ith %ositive attitude comes confidence& with confidence comes enthusiasm and with enthusiasm comes unbounded energy. But confidence stands in need of constant reinforcement. *onfidence alone cannot fetch everything& hard work is essential. There are no short cuts to success. ! %ositive attitude is to be aware of the necessity of Nai3en& constant im%rovement. That is to assess your assets accurately and obBectively and fill the ga% between what you are and what you can actually be& between the actual and the %otential. !nd remember& %otentialities are not exhausted& they are infinite. ! %ositive attitude is about im%roving one>s skills& im%roving in such a way that even a losing situation can be turned into a %ositive one. Things in life do not %resent themselves to us in a convenient way& the way we would like them to be. ?ost of the time we have to make the best use of the bad cards served to us in a game of cards. (ife is real and life is earnestR& warned %oet 0enry =adsworth (ongfellowA yet there are many of us who would like to flit through the days with no res%onsibilities& no cares& like a s%ring butterfly. The ability to face reality honestly& bravely& to weigh it carefully and see it in its %ro%er %ers%ective& is an outstanding mark of well+adBusted mature %ersonality. The %eo%le at the other extreme& who withdraw entirely from the world as it is& need& of course& %sychological hel%. !nd lastly& a %ositive attitude is not all a matter of winning. )t is %laying the game with the right s%irit& with all the enthusiasm& energy& im%roved skills& and unconventional lateral a%%roaches and with all the hard %erseverance. =inning is an im%ortant factor. But it is Bust one of the several factors of the task involved. +ight as har2 an2 as intelligently as you
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3an. You 6ill 6in. 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. ,n the class room 'tudents are made to self assess themselves with the hel% of a 4uestionnaire. The teacher could inter%ret here the assessment and hel% the student reali3e where he$she is standing and how to im%rove him$her self to be more efficient. ! case study can also be done in the class as to see how working on a s%ecific %roblematic area could im%rove the situation and enhance one>s %erformance. 'tudents should be ex%osed to some simulated situations where they have to deal with some realistic %roblems. !nd they will see how different %eo%le see them differently and deal differently and what a big difference it makes. Teacher guides the students to see& analy3e& deal and solve successfully and win the situation. (eference .ooks 1. 'even 0abits of 0ighly Effective %eo%le L 'te%hen *ovey 2. Kou can =in + 'hiv Nhera . 'elf L )m%rovement by 8iBaya Numar L 'terling %a%er Back ).ercises in -aradigmatic -roblems' 6ifferent perspectives' -icture studying +uestionnaires case@studies group discussions practical problem solving B'' are some of the techni+ues' 0 sample +uestionnaire 1Do you usually face life with a smileD Kes UUUUUUUUU 2:o UUUUUUUUU

)n general& would you say your thoughts are %ositiveD Kes UUUUUUUUU :o UUUUUUUUU

) often worry. Kes UUUUUUUUU :o UUUUUUUUU

"-

!ll in all& ) feel that ) am a fortunate %erson. Kes UUUUUUUUU :o UUUUUUUUU

5-

) enBoy learning about things. Kes UUUUUUUUU :o UUUUUUUUU

9-

) constantly see more things that are wrong than things that are right. Kes UUUUUUUUU :o UUUUUUUUU

5-

!re you willing to work hard at anything you attem%tD Kes UUUUUUUUU :o UUUUUUUUU

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;-

Do you take good care of your %hysical and mental healthD Kes UUUUUUUUU :o UUUUUUUUU

<-

!re you a%%reciative of small gestures of kindness by othersD Kes UUUUUUUUU :o UUUUUUUUU

1,-

=hen some days do not Qgo rightR& do you go to bed thinking of something that was good or humorousD Kes UUUUUUUUU :o UUUUUUUUU

11-

Do you believe a certain %eriod of life is ha%%ier than the ohersD Kes UUUUUUUUU :o UUUUUUUUU

12-

Do you enBoy the feeling of having res%onsibilityD Kes UUUUUUUUU :o UUUUUUUUU

1 -

Kou>re trying to look dignified at an im%ortant dance or function when you sli% and finish u% in an embarrassing %osition on the floor. Kour %artner Bust can>t sto% laughing. Do you abc#eel Bust a little angry with your %artner for laughingD Try to laugh with your %artnerD 6retend to be really hurt in order to save a little embarrassmentD

1"-

)f it was a%%arent that somebody at work did not like you and showed it by making nasty remarks all the time& would you abc'how 4uite clearly that the feeling was mutualD *ounter the remarks with a Boke as of as often as %ossibleD make it a%%arent that you couldn>t care less about him or his o%inionsD

15-

=hen you get beaten in a game or s%ort& do you abc#orget about it and com%liment the winner cheerfullyD #eel Bust a little angry with yourself for having been beatenD #eel utterly down+hearted and deBectedD

19-

=hen you>re slightly off+colour or under the weather& do you find abcThat %eo%le around it seem to reali3e it at onceD They rarely seem to noticeD Kou always tell them anywayD

15-

!fter seeing a glamorous Q%enthouseR movie& does your own environment de%ress youD Kes UUUUUUUUU :o UUUUUUUUU

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1;-

7enerally s%eaking& when things go wrong& is it the fault of othersD Kes UUUUUUUUU :o UUUUUUUUU

1<-

Kou are often thrown into contact with a %erson who obviously does not like you because of his$her caustic comments. Kou would acounter with a few nasty comments of your own blet the remarks slide off your back csearch for ways to win his$her friendshi% Kou are feeling not terribly ill but Bust sort of under+the+weather. Kou would ago to bed bcarry on your work as usual cwork at half+s%eed =ould you agree with the statement accredited to English %hiloso%her #rancis BaconR Q! wise man will make more o%%ortunities than he findsRD Kes UUUUUUUUU :o UUUUUUUUU

2,-

21-

22-

Do you enBoy learning new things even if they do not a%%ly directly to your %resent way of lifeD Kes UUUUUUUUU :o UUUUUUUUU

2 -

)f you were turned down three times for Bobs or by colleges& would you doubt your own abilityD Kes UUUUUUUUU :o UUUUUUUUU

2"-

)f you won or were given a free ticket to a country unknown to you& would you be afraid to go aloneD Kes UUUUUUUUU :o UUUUUUUUU

25-

=hen a %roblem arises& can you usually solve it on your ownD Kes UUUUUUUUU :o UUUUUUUUU

29-

Do you believe you should learn something new every dayD Kes UUUUUUUUU :o UUUUUUUUU

25-

Do you feel that you often fail in your endeavoursD Kes UUUUUUUUU :o UUUUUUUUU

2;-

Do you find that your work suffers or that your efficiency dro%s when the weather is badD Kes UUUUUUUUU :o UUUUUUUUU

2<-

=ould you have the courage to give u% your %resent way of life and start a newD Kes UUUUUUUUU :o UUUUUUUUU

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,-

Do you get very u%set when you have mislaid your keys or your ticketsD Kes UUUUUUUUU :o UUUUUUUUU

1-

Kou have %lanned a %icnic out in the o%en with friends. 'uddenly storm clouds gather. Kou would aleave for the %icnic %lace as %lanned bcall you friends and cancel because of the foreboding weather cswitch the %icnic %lace to a locale which has shelter Kou are %lanning a %arty for some im%ortant %eo%le& but a cou%le of them are known to be difficult. Kou would aantici%ate that everyone will have a wonderful time b%lan s%ecial ways to %lease the difficult grou% members cdread the whole affair Kou feel in to%+notch %hysical condition& but it is time for your regular medical check+u%. Kou would abounce into the doctor>s office with a feeling of assurance bmake a list of things to discuss with him for your future well+being cfear that he will find something wrong =hen a%%lying for a Bob& you find there are several do3en a%%licants waiting to be interviewed for the same %osition. =hen your turn comes& you would abe very doubtful about your chances banswer the interviewer>s 4uestions with honesty chave your mind set that the Bob was made for you and you for the Bob ) would enBoy being the chairman& leader or active working member of a social& educational or religious grou%. a- :ever UUUUUUUUUU b- 'ometimes UUUUUUUUUUU c- Cften UUUUUUUUUUU Do you usually %ut good intentions into %ositive action without needless dealyD Kes UUUUUUUUU :o UUUUUUUUU

2-

"-

5-

9-

!3tion Steps 1. 2. . ". 5. 9. 5. ;. <. 1,. 11. (earn to see with your mind and notice what>s around you 1by being alert and aware all the time-. Don>t be a%%rehensive about and de%recatory of the world you live in. Ex%and your s%here of knowledge by constant learning. !ssess your %lusses and minuses Build %ositive self+esteem. Try to know what you haven>t known that you don>t know. 'ei3e the o%%ortunities with 3eal !cce%t& imbibe and live your wisdom Do the right thing at the right time 0ave faith in your abilities and constantly reinforce your confidence 6ractice honesty and integrity

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C. 'IME M!&!,EME&'
Self !ssessment #or a thinker like Iiddu Nrishna ?urthy time could be a straight line. ?inutes& hours& days& months and years are but the imagination of the human mind. #or %oets time is an ever elusive elf sli%%ing off the hands. But for a student time seems like Bust a fast dissolving dewdro%. ?uch time has been s%ent thinking how to mean and manage time. QThe day is of infinite length for him who knows how to a%%reciate and use itR& 2oethe' =hile some %eo%le have time for every thing in life some struggle to find time to breathe. Does the length of the day vary for each %erson. )t is a vain attem%t to try to define an abstract term as time. But to know how to co%e u% with time1sD- and its related %roblems we need to seriously understand why has it always been difficult to manage time. Time ?anagement is a maBor subBect for management thinkers. They think it is very im%ortant to manage time in order to achieve our targets or succeed in our tasks. The im%ortant thing to reali3e is that we don>t manage time. )t is time that is managing us all the time. Time management is thus a matter of not allowing time to manage us. ?anaging time is very difficult because time is the most %owerful 7od. ?anaging such a %owerful 7od is never going to be easy. Time is not a creation of clocks and calendars. )t is a creation of the mind. Time is not the numbers on the clock or dates on the calendar. )t is what lies between the numbers and between the dates& what the mind does between the numbers and dates. *locks and calendars do hel%. :otes and check lists are valuable aids in meeting our schedules and accom%lishing our set tasks. But we should have a clear mind about what re4uires to be done immediately and what can wait. 6rioriti3ation de%ends on the value ad im%ortance of the tasks. ! thing may be im%ortant& but can wait. !nother thing may be less im%ortant but calls for urgent attention and action. )t is a common com%laint that there is not time to do this or that. The 4uestion is& time to do what. The tasks de%end on the %ur%oses and values of life you set for yourself. )t is im%ortant to know what the mission of your life is and how much you are %re%ared to %ut in to materiali3e the mission. The clarity and intensity about the life>s mission su%%lies everything for achieving it. The life>s mission also contains not only the 6hat but the ho6. 0ow you achieve is as im%ortant& if not more im%ortant& as what you achieve in a set task or in life in general. The ho6 is a matter of conscience. =hen you sincerely and seriously want to sit down to work on your time management& first try to look into your current day schedule. =hether your time is s%ent fruitfully and effectively or wasted on trivial things. To be aware of this a self assessing 4uestionnaire hel%s you.

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a- =hat one thing could you do 1you are not doing now- that if you did on a regular basis& would make a tremendous %ositive difference in your lifeD b- !re you always on time for college& exams and meetingsD c- Do you com%lete work on timeD d- *an you find everything you need 4uicklyD e- Do you meet the deadlines effortlesslyD f- 0ave you enough time for everything you careD g- Do you feel in control of your lifeD 1)s your daily& weekly and yearly %lanning categori3ed such as those items which ?ust Be Done :ow& *an =ait #or Tomorrow or =hen ) 0ave TimeD Kes UUUUUUUUU 2:o UUUUUUUUU

)n everyday routine& are you a creature of functional habits such as Qa %lace for everything and everything in its %laceDR Kes UUUUUUUUU :o UUUUUUUUU

=hen 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 %rogrammeD Kes UUUUUUUUU :o UUUUUUUUU

"-

Do you budget your day with time allotted for work& exercise& %lay and restD Kes UUUUUUUUU :o UUUUUUUUU

5-

!re you usually on time for a%%ointmentsD Kes UUUUUUUUU :o UUUUUUUUU

9-

Do you have one or more hobby %roBects which have been unfinished for a long %eriod of timeD Kes UUUUUUUUU :o UUUUUUUUU

5-

Do you adhere to a time schedule of slee% and activity which is most a%%ro%riate for your working needsD Kes UUUUUUUUU :o UUUUUUUUU

;-

) find myself bored with life. abc:ever UUUUUUUUUU 'ometimes UUUUUUUUUUU Cften UUUUUUUUUUU

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) %lan ahead in my daily life and for my leisure time. abc:ever UUUUUUUUUU 'ometimes UUUUUUUUUUU Cften UUUUUUUUUUU

).ercises in -aradigmatic -roblems' 6ifferent perspectives' -icture studying +uestionnaires case@studies group discussions practical problem solving B'' are some of the techni+ues that can help you realize %hat are the things that are holding you back from being punctual' Some 'ips 1. 2. . ". !ssess your current working %ractice Be aware of why and where you are stumbling Try to see how to rectify To rectify these can be tried a. 'et a goal kee%ing your obBective in your mind b. 6lan the work to reach the goal c. )m%lement the %lan d. ?onitor and control your work on a regular basis 1im%ersonallye. 0ave sensible and Psmart> obBectives& s%ecific& measurable& achievable& realistic& timed 1definite time boundary- A setting oneself an im%ossible aim brings des%air f. Think ahead of un%recedented im%ediments g. Don>t %anic and com%licate things by %icking u% too many works h. '%end time to save time by %lanning how to allocate your time to different things i. Take time to think both %ros and cons B. =alk your talk A say what you intend to do& do what you said k. Be %re%ared to say a firm Pno> to %etty attractive distractions l. 0ave self esteem m. =ork smarter not longer L don>t dwell on things n. Take refreshing breaks and reward yourself o. 'tay organi3ed by being adhered to your time table. deadlines Be honest about the

%. ?ost im%ortant+stay focused on and committed to your obBective. Because the secret of success is consistency of %ur%ose.

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/easons for your general feeling of insufficient time a. b. c. d. e. f. g. h. i. 'uffering from urgency syndrome #iling u% things %utting off the im%ortant things *onstantly struggling to finish the urgent works 1com%licating(ack of %rioriti3ation Dissi%ating time& the most im%ortant natural resource *allous and careless style of living )nsensibility and insensitivity towards values and ethics :ot having set a goal :ot clear about your obBective

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*D. DE ISI#& M!0I&,

#or many& com%laining& nagging& blaming everyone for every wrong and right things and de%recating 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. :ot sur%risingly they s%end their whole life Bust as %assively as the %eo%le in the %avilion& screaming& shouting& cursing the %layers but never %laying the game. They let everyone else %lay with their lives. )nvolving actively and living the life to the fullest is like %laying the game with fire like %assion. 6usillanimous %eo%le stay away from the game for the fear of losing& la3iness& most of all lack of the very s%irit. !s long as you are wary of getting into the waters you end u% standing dry on the banks. Decision making is delayed by %eo%le who let the %roblems die& those who dwell on a %roblem for too long. 6eo%le who are %rone to Bum%ing to conclusions without much contem%lation also ofcourse land in trouble. Effective decision making style owes to your 11- knowledge 12- attitude 1 - habit and 1"- skill. 6rimarily don>t forget that your first birth gift is the freedom to choose. :o man has become successful by chance but by choice& his choice. 'o& feel the need to decide for yourself. :ot wasting time always in dilly dallying without any decision. Behind every successful status there is a courageous decision. 'tructured& logical& style of decision making. ! decision is not really finali3ed until the actions that flow from it have well and truly started. 'he 5ro3ess E 1. 2. . ". 5. 9. 5. !dmit to yourself what you have got to make a decision about. )dentify the issue& %roblem and o%%ortunities around the to%ic Take care to understand the %roblem as accurately as %ossible (ist down all the %ossible solutions *onsider and study in detail& what advantages and disadvantages of each solution would be and number them Kour eye then cannot esca%e the solution which has more number of advantages and less number of disadvantages *hoose that one

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*onducive conditions for a good decision to take %lace A a. b. c. d. e. f. cool balanced mind set analy3ation of the situation which is a demanding to take decision ability to think ahead %re%aredness and maturity to face whatever the outcome of the decision may be having the %erseverance to stick to it after having decided no %lace for regrets because it leaves no sco%e for throwing blame on others

! tremendous sense of accountability and integrity automatically come to one who makes his or her own decisions. 6a%er work is essential while making a serious decision because the mind can easily be mislead. 'ome case studies& simulated situations for the students to act u%on could be given.

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**. 'E!M "$ILDI&,

T C Together ) C )veryone 0 C 0chieves , C ,ore The strongest foundation for any building or organi3ation is a good team. Everything on this %lanet is meant to live in co+existence. :o life is an isolated life. !ll forms of life have to com%liment and com%lete this magnificently big universe. )t>s a %lain fact that work when shared by more %eo%le gets done 4uicker. :ot Bust as a 4uick fix but learning to live and work in a grou% is im%erative for real growth to take %lace. The increasing intolerance to anything other than Pyou> is the most disgusting and dangerous disease. 'elf made success story is a myth. =e all de%end on each other. ?utual de%endence is the order of the day. #or more effective and %roductive develo%ment man has to break away from de%endence to inde%endence and then to interde%endence. ! tremendous %ositive energy gets generated in a healthy teamwork. Teamwork doesn>t mean one big head controlling and bossing over a grou% being inconsiderate to individual merits. ! team infact is a combination of all the brightest brains. !nd it should encourage everyone in the grou% to contribute his ideas& suggestions& time and efficiency. !ny seemingly insignificant member also has a vital role to %lay in the team. Kour team is never a cluster of your own clones. 2uite different and fresh intelligence& imagination and work efficiency should be the 4ualities of a good team. But again there are a few challenges that should be dealt with& like highly gifted& com%lex and idiosyncratic team members can create an imbalance inside the team. 'o every care should be taken for a harmonious grou%work to take %lace. The 4ualities that a good team member should %ossess are A 1. 2. . ". 5. 9. 5. ;. sense of a common %ur%ose trust in other team members ability to su%%ort resilience integrity honesty caring attitude a noble desire to grow as an individual and as a whole

'te%s in Building a TeamA 1. 2. . ". forming storming norm 1ing%erforming

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Effe3tive 'eam /ork:s +eaturesE 1. 2. . ". 5. 9. 5. ;. <. 1,. 11. 12. 1 . (isten to your team members. Don>t over hear )ns%ire and drive them Be flexible )nstill *onviction and will to carry on in your team members :ot Bust s%eak but demonstrate values Be a navigator Be o%en to each team member to get a better contribution from him Nee% every member informed about the team>s common obBective and the strategy to achieve it ?ake your team a friendly and %leasant %lace Team should hel% any %oor %erformer to im%rove 7ive comfortable s%ace and freedom to each of your team members Don>t use P%ush> management style but %ractice P%ull> style 6ush L do what you are told 6ull L constructive democratic way of leading %eo%le 1". 15. 19. :ow and then ginger your team %artners 'tir ins%ire each other #acilitate a team %lanning session

Team work activities that could be given in the class to %ractice A a. b. c. d. e. 6a%er 6resentation 6roBects Bringing out a *ollege :ewsletter or a ?aga3ine !ssignment Crgani3e an event in the *ollege

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