GURU NANAK INSTITUTE OF TECHNOLOGY

Department of Humanities and Sciences

ADVANCED ENGLISH COMMUNICATION SKILLS LAB

LAB MANUAL

For the Academic Year 2019-20 [R16]

III B.TECH II Semester

Guru Nanak Institute of Technology

Ibrahimpatnam, R.R District – 501 506.

ADVANCED ENGLISH COMMUNICATION SKILLS LAB

1
LAB OBJECTIVE

The introduction of the Advanced English Language Lab is considered essential at 3 rd year level. At this
stage the students need to prepare themselves for their careers which may require them to listen to, read,
speak and write in English both for their professional and interpersonal communication in the globalised
context. AECS Lab focuses on using computer-aided multimedia instruction along with practical
activities for language development to meet the following targets. The proposed course should be an
integrated theory and lab course to enable students to use ‘good’ English and perform the following:
 Gather ideas and information, to organize ideas relevantly and coherently.
 Engage in debates.
 Participate in group discussions.
 Face interviews.
 Write project/research reports/technical reports.
 Make oral presentations.
 Write formal letters.
 Transfer information from non-verbal to verbal texts and vice versa.
 To take part in social and professional communication.

2
 2. Advanced English Communication Skills Lab:

LAB Outcome

Upon successful completion of this Lab the student will be able to:
 Gather ideas and information, to organise ideas relevantly and coherently.
 Engage in debates.
 Participate in group discussions.
 Face interviews.
 Write project/research reports/technical reports.
 Make oral presentations.
 Transfer information from non-verbal to verbal texts and vice versa.
 To take part in social and professional communication.
 Students will be able to draft various letters and reports for all official purposes

ADVANCED ENGLISH COMMUNICATION SKILLS LAB OUTCOMES WITH MAPPING

S.No DESCRIPTION PO
. MAPPING
1 Students will be able to speak effectively. f
2 Students will be able to express and communicate fluently and appropriately e
in social professional contexts.
3 The development of comprehensive ability through English Language enables h
the students in understanding and assimilating other Engineering subjects.
4 The awareness of English Lab enriches their communication and soft skills h
contributing to their overall development and success.
5 Students will be able to draft various letters and reports for all official f
purposes.

3
3. Introduction about Advanced English Communication Skills Lab

The English Language Lab shall have two parts:

The Computer aided Language Lab for 60 students with 60 systems, one master console, LAN facility
and English language software for self- study by learners.
The Communication Skills Lab with movable chairs and audio-visual aids with a P.A System, a T. V., a
digital stereo –audio & video system and camcorder etc.
System Requirement ( Hardware component):
Computer network with Lan with minimum 60 multimedia systems with the following specifications:
P – IV Processor
d) Speed – 2.8 GHZ
e) RAM – 512 MB Minimum
f) Hard Disk – 80 GB
Headphones of High quality

5. Suggested Software:
The software consisting of the prescribed topics elaborated above should be procured and used.

Suggested Software:
Clarity Pronunciation Power – part II
Oxford Advanced Learner’s Compass, 7th Edition
DELTA’s key to the Next Generation TOEFL Test: Advanced Skill Practice.
Lingua TOEFL CBT Insider, by Dreamtech
TOEFL & GRE( KAPLAN, AARCO & BARRONS, USA, Cracking GRE by CLIFFS)
The following software from ‘train2success.com’
Preparing for being Interviewed,
Positive Thinking,
Interviewing Skills,
Telephone Skills,
Time Management
Team Building,
Decision making

English in Mind, Herbert Puchta and Jeff Stranks with Meredith Levy, Cambridge

4
 4. A STANDARD OPERATING PROCEDURE – SOP

a) Explanation on today’s experiment by the concerned faculty using PPT covering the following
aspects: 25 mins.
1) Name of the Module/Aim
2) Software required
3) Activity performed by the student
b) Writing of module by the students
25 min.
c) Activity performed by the student

100 mins.
Writing of the experiment in the Observation Book:
The students will write the today’s experiment in the Observation book as per the following
format:
a) Name of the module/Aim
b) Software required
c) Writing of module by the students
d) Activity performed by the student
e) Activity observed by the faculty
f) Mistakes observed (if any) while student performing activity
g) Viva-Voce Questions and Answers
h) Signature of the Faculty

5
 4. B GUIDELINES TO STUDENTS IN LAB
Discipline to be maintained by the students in the Lab:
 Students are required to carry their lab observation book and record book with completed
experiments while entering the lab.
 Students must use the equipment with care. Any damage is caused student is punishable
 Students are not allowed to use their cell phones/pen drives/ CDs in labs.
 Students need to be maintain proper dress code along with ID Card
 Students are supposed to occupy the computers allotted to them and are not supposed to talk or
make noise in the lab.
 Students, after completion of each experiment they need to be updated in observation notes and
same to be updated in the record.
 Lab records need to be submitted after completion of experiment and get it corrected with the
concerned lab faculty.
 If a student is absent for any lab, they need to be completed the same experiment in the free time
before attending next lab.
Steps to perform experiments in the lab by the students
Step1: Students have to write the date, aim name of the module in the observation book.
Step2: Students have to listen and understand the experiment explained by the faculty and note down
the important points in the observation book.
Step3: Students need to listen and write module from the software in the observation book.
Step4: Activity performed by the student in respective platform

Step5: Mistakes observed (if any) by the faculty while student performing activity.
Step6: Students need to attend the Viva-Voce on that experiment and write the same in the observation
book.
Step7: Update the completed module in the record and submit to the concerned faculty in-charge.

Instructions to maintain the record

6
  Before start of the first lab they have to buy the record and bring the record to the lab.
 Regularly (Weekly) update the record after completion of the experiment and get it corrected
with concerned lab in-charge for continuous evaluation.
 In case the record is lost inform the same day to the faculty in charge and get the new record
within 2 days the record has to be submitted and get it corrected by the faculty.
 If record is not submitted in time or record is not written properly, the evaluation marks (5M)
will be deducted.
Awarding the marks for day to day evaluation:

Total marks for day to day evaluation is 15 Marks as per JNTUH.

These 15 Marks are distributed as:

Record 5 Marks
Module setup written and performed 5 Marks
Result and Viva voce 5 Marks

Allocation of Marks for Lab Internal

Total marks for lab internal is 25 Marks as per JNTUH.
These 25 Marks are distributed as:
Average of day to day evaluation marks : 15 Marks
Lab Mid exam: 10 Marks
Allocation of Marks for Lab External
Total marks for lab external allotted are 75 Marks as per JNTUH.
These 75 Marks are distributed as:
Module Written: 30 Marks
Activity performed by the student: 20 Marks
Viva voce: 20 Marks
Record: 5 Marks

7
 ADVANCED ENGLISH COMMUNICATION SKILLS (AECS) LAB

Syllabus: 
The following course content to conduct the activities is prescribed for the Advanced Communication
Skills (ACS) Lab: 

1. Activities on Fundamentals of Inter-personal Communication and Building Vocabulary -

Starting a conversation - responding appropriately and relevantly - using the right body language -
Role Play in different situations & Discourse Skills- using visuals - Synonyms and antonyms, word
roots, one-word substitutes, prefixes and suffixes, study of word origin, business vocabulary,
analogy, idioms and phrases, collocations & usage of vocabulary.

2. Activities on Reading Comprehension - General Vs Local comprehension, reading for facts,

guessing meanings from context, scanning, skimming, inferring meaning, critical reading &
effective googling.

3. Activities on Writing Skills - Structure and presentation of different types of writing - letter
writing/ Resume writing/ e-correspondence/ Technical report writing/ Portfolio writing - planning
for writing - improving one's writing.

4. Activities on Presentation Skills – Oral presentations (individual and group) through JAM
sessions/seminars/PPTs and written presentations through posters/ projects/ reports/ e-mails/
assignments etc.

5. Activities on Group Discussion and Interview Skills - Dynamics of group discussion,

intervention, summarizing, modulation of voice, body language, relevance, fluency and organization
of ideas and rubrics for evaluation- Concept and process, pre-interview planning, opening strategies,
answering strategies, interview through tele-conference & video-conferencing and Mock Interviews.

8
List of experiments
I. Activities on Fundamentals of Inter-personal Communication & Building Vocabulary:
1. Role Play
2. Usage of Vocabulary
3. One word Substitutes & Collocations
II. Activities on Reading Comprehension
4. Types of Reading/ Reading Comprehension Exercise
III. Activities on Writing Skills
5. Letter writing & Resume writing
6. Technical Report writing
IV. Activities on Presentation Skills
7. Oral presentations through JAM/Seminars/PPTs
8. Written presentations through posters/projects/reports
V. Activities on Group Discussion and Interview Skills
9. Group Discussions
10. Mock Interviews

List of Additional experiments, design experiment

SOFT SKILLS
 Communication Media Etiquette
 Business Memos
 Professional Etiquette
 Problem solving skills ( Activity based)
 Thinking skills (Case studies – activity based)

9
 PAGE
S.No. EXPERIMENT/ACITIVITY NAME
No.

ACTIVITIES ON FUNDAMENTALS OF INTER-PERSONAL

1 COMMUNICATION AND BUILDING VOCABULARY STARTING A 1-33
CONVERSATION

2 ACTIVITIES ON READING COMPREHENSION 34-39

3 WRITING SKILLS 40-53

4 ACTIVITIES ON PRESENTATION SKILLS 54-60

5 ACTIVITIES ON GROUP DISCUSSION AND INTERVIEW SKILLS 61-81

6 ADDITIONAL EXPERIMENTS 82-92

7 ACTIVITIES 93-98

8 REFERENCE 99

INDEX

10
 UNIT-I
Activities on Fundamentals of Inter-personal Communication and Building
Vocabulary - Starting a Conversation
How to Start a Conversation
Starting a conversation can be one of the most stressful things in life, but also one of the most
rewarding. Being good at starting conversations is essential in our career, romance and many other
aspects of life, so start mingling.
Conversation Starting Tips
 Research interesting things to talk about.
 Before you approach somebody to talk, relax.
 Ask interesting questions.
 Don't focus on seeming clever.
 Be prepared to listen.
Step 1: Before You Start a Conversation

 Before you start a conversation, it's a good idea to make sure you'll have
something interesting to say.
 You'll be more interesting if you keep up with interesting things happening in popular culture
and the news.
 Follow the news, read good books and unusual websites, watch stimulating movies and TV
shows, etc.
 Form opinions about things, and be prepared to articulate them in an interesting way.
 If there is a specific person you are planning to talk to, do a little research into things you know
they're interested in.
 Even knowing a few interesting details about their favorite sports team or TV show could give
you something to talk about.
 If you are very shy, you can even make a list of possible conversational topics.
 Try to think of unusual subjects and questions that should be interesting to anyone. For example,
which is a better superpower: flight or invisibility?
 Don't be ashamed of making a list. Think of it as something to fall back on.
 You might feel silly, but it can be helpful to use a mirror to practice conversation.

11
  This gives you a more objective idea of how you sound and helps you practice your body
language.
Step 2: Starting a Conversation
 You've done your prep work. Now you're out and about, and ready to mingle!
 Before you approach anybody, relax.
 If you're tense, you'll make other people tense. Calm down, try to think of this as an enjoyable
experience, and let your body language become very casual and welcoming.
 Remember, there's really nothing to be so afraid of. Even if the conversation is a little dull or
awkward, it's hardly the end of the world.
 If you spot a stranger you want to talk to, give them a quick but thorough look to see if you can
get any ideas about their possible interests. A band t-shirt is an obvious sign about the kind of
music that person likes. Look for other clues in the person's clothing.
 You can also check out your surroundings for possible things to talk about.
 Is there anything interesting in the area? Is there some sort of unusual art or architecture nearby?
Do you have any mutual friends there?
 Say hello and shake their hand, if the circumstances seem appropriate. In certain situations,
shaking hands could seem too formal. In other situations, it could seem too personal.
 If you know you have some common ground with the person, you can start by focusing on that.
Talk about your neighborhood, a teacher you share, something at work, etc.
 If the person has nice clothing, you can start a conversation with a compliment and a question.
When You Have Nothing to Talk About "I like your coat! Where did you get that?"
 Complimenting their clothing is one thing, but you should avoid commenting on the person's
physical appearance too soon. Telling somebody they have nice eyes when you just met could
seem creepy.
 Don't compliment the person for something unless you really mean it. If you give them a false
compliment and they see through it, you'll look like you're trying to scam them for some reason.
 Don't go into the conversation trying to sound clever. Be ready to listen.
 Focus on questions to get things going. Ask about the person, and if a certain subject seems to
bring them to life, follow up on it.
 If you want to have an interesting conversation, ask interesting questions. If the other person is
just answering "yes" or "no" a lot, your questions probably aren't open-ended enough.

12
  If you're paying attention to the other person, you won't be focused on yourself, so you're less
likely to be nervous.
Step 3: Joining a Conversation
 If you notice an interesting conversation already in progress, you can try to join it.
 If only two people are chatting, don't attempt to join that conversation.
 A conversation between two people is too intimate to intrude on, and you'll seem rude. Stick to
bigger groups.
 Even with groups of three or more, carefully observe their behavior to make sure they're not
discussing something too personal for you to join in. If their conversation seems to have hit a
momentary lull, you can jump in with a short comment or question to get them talking again.
 If they're discussing the weather, for instance, you could ask if anybody has heard if it's
supposed to rain soon.
 Don't linger, and don't butt in.
 If there never seems to be a pause in the conversation, move on before your presence becomes
awkward.
Step 4: Things to Avoid

 There are many common mistakes that people make when they are trying to start a conversation.
 You don't want to have an argument, so avoid potentially controversial subjects like politics, sex
or religion with somebody you don't know well.
 Don't get too personal too soon.
 Don't ask about heavy subjects like death, divorce, etc.
 Don't interrupt the other person, or monopolize the conversation. Talk about yourself, but not to
an excessive degree.
 Definitely don't try to make yourself sound cool by criticizing others.
 This will probably just make you sound insecure. Besides, the person you're talking to could turn
out to be a close friend of the person you're tearing down!
 Avoid complaining.
 Even if you're going through some bad things in your life, don't share your problems with
somebody you just met.
 If you're trying to interest somebody, you don't want to seem negative or depressing.

13
Conclusion
 Perhaps the most important tip we can offer is that old cliche: be yourself. it became a cliche for
a reason. By letting your true self show when you meet somebody, you're going to be a lot more
interesting than you would be if you tried to impress them with some fake persona.
 You've lived a lifetime full of experiences, and there is a whole Earth around you full of
fascinating things. You've got a lot to talk about!
So, don't be shy. Get out there and mingle.

Using the Right Body Language

Body language is a form of non-verbal communication involving the use of stylized gestures, postures,
and physiologic signs which act as cues to other people. Humans,
unconsciously, send and receive non-verbal signals all the time Understanding body language
Ways to Improve Body Language
1. Don’t cross your arms or legs – You have probably already heard you shouldn’t cross your
arms as it might make you seem defensive or guarded. This goes for your legs too. Keep your
arms and legs open.
2. Have eye contact, but don’t stare – If there are several people you are talking to, give them
all some eye contact to create a better connection and see if they are listening. Keeping too
much eye-contact might creep people out. Giving no eye-contact might make you seem
insecure. If you are not used to keeping eye-contact it might feel a little hard or scary in the
beginning but keep working on it and you’ll get used to it.
3. Don’t be afraid to take up some space – Taking up space by for example sitting or standing
with your legs apart a bit signals self-confidence and that you are comfortable in your own
skin.
4. Relax your shoulders – When you feel tense it’s easily winds up as tension in your shoulders.
They might move up and forward a bit. Try to relax. Try to loosen up by shaking the shoulders
a bit and move them back slightly.
5. Nod when they are talking – nod once in a while to signal that you are listening. But don’t
overdo it and peck like Woody Woodpecker.
6. Don’t slouch; sit up straight – but in a relaxed way, not in a too tense manner.

14
 7. Lean, but not too much – If you want to show that you are interested in what someone is
saying, lean toward the person talking. If you want to show that you’re confident in yourself
and relaxed lean back a bit. But don’t lean in too much or you might seem needy and
desperate for some approval. Or lean back too much or you might seem arrogant and distant.
Smile and laugh – lighten up, don’t take yourself too seriously. Relax a bit, smile and laugh when
someone says something funny. People will be a lot more inclined to listen to you if you seem to be a
positive person. But don’t be the first to laugh at your own jokes, it makes you seem nervous and needy.
Smile when you are
8. Introduced to someone but don’t keep a smile plastered on your face, you’ll seem insincere.
9. Don’t touch your face – it might make you seem nervous and can be distracting for the
listeners or the people in the conversation.
10. Keep your head up - Don’t keep your eyes on the ground, it might make you seem insecure
and a bit lost. Keep your head up straight and your eyes towards the horizon.
11. Slow down a bit – this goes for many things. Walking slower not only makes you seem more
calm and confident, it will also make you feel less stressed. If someone addresses you, don’t
snap you’re neck in their direction, turn it a bit more slowly instead.
12. Don’t fidget – try to avoid, phase out or transform fidgety movement and nervous ticks such
as shaking your leg or tapping your fingers against the table rapidly. You’ll see nervous and
fidgeting can be a distracting when you try to get something across. Try to relax, slow down
and focus your movements.
13. Use your hands more confidently – instead of fidgeting with your hands and scratching your
face use them to communicate what you are trying to say. Use your hands to describe
something or to add weight to a point you are trying to make. But don’t use them to much or it
might become distracting. And don’t let your hands flail around, use them with some control.
14. Lower your drink – don’t hold your drink in front of your chest. In fact, don’t hold anything
in front of your heart as it will make you seem guarded and distant. Lower it and hold it beside
your leg instead.
15. Keep a good attitude – last but not least, keep a positive, open and relaxed attitude. How you
feel will come through your body language and can make a major difference. For information
on how make yourself feel better read 10 ways to change how you feel and for relaxation try,
A very simple way to feel relaxed for 24 hours.

15
 16. Don’t stand too close –one of the things we learned from Seinfeld is that everybody gets
weirder out by a close-talker. Let people have their personal space, don’t invade it.

Vocabulary Building
Objective: To Enhance vocabulary of the students.
Introduction to Vocabulary:
Words are the instruments by means of which men and women grasp the thoughts of others and with
which they do much of their own thinking. They are the "tools of thought."
Effective Ways to Build Your Vocabulary:
Learning how to build a better vocabulary can be a pleasurable and profitable investment of both your
time and effort. At least fifteen minutes a day of concentrated study on a regular basis can bring about a
rapid improvement in your vocabulary skills, which in turn can increase your ability to communicate by
writing, conversing, or making speeches. Acquiring a large vocabulary can benefit you in school, at
work, and socially. It will enable you to understand others' ideas better and to have the satisfaction or
getting your thoughts and ideas across more effectively.
Of course, you already know thousands of words, and you will continue to learn more
whether you work at it or not. The fact is that many of the words you know were probably learned
simply by coming across them often enough in your reading, in conversation, and even while watching
television. But increasing the pace of your learning requires a consistent, dedicated approach. If you
learned only one new word a day for the next three years, you would have over a thousand new words in
your vocabulary. However, if you decided right now to learn ten new words a day, in one year you
would have added over three thousand to what you already know, and probably have established a
lifetime habit of learning and self-improvement.
What are the steps?
Be Aware of Words:
Many people are surprised when they are told they have small vocabulary. "But I read all the
time!" they protest. This shows that reading alone may not be enough to make you learn new words.
When we read a novel, for instance, there is usually a strong urge to get on with the story and skip over
unfamiliar or perhaps vaguely known words. But while it is obvious when a word is totally unknown to
you, you have to be especially aware of words that seem familiar to you but whose precise meanings
you may not really know.

16
 Instead of avoiding these words, you will need to take a closer look at them. First, try to guess at a
word's meaning from its context-that is, the sense of the passage in which it appears; second, if you have
a dictionary on hand, look up the word's meaning immediately. This slows down your reading
somewhat, but your improved understanding of each new word will eventually speed your learning of
other words, making reading easier. Make a daily practice of noting words of interest to you for further
study whenever you are reading, listening to the radio, talking to friends, or watching television.
Read:
When you have become more aware of words, reading is the next important step to increasing your
knowledge of words, because that is how you will find most of the words you should be learning. It is
also the best way to check on words you have already learned. When you come across a word you have
recently studied, and you understand it, that proves you have learned its meaning.
What should you read? Whatever interests you--whatever makes you want to read. If you like
sports, read the sports page of the newspapers; read magazines like Sports Illustrated; read books about
your favorite athletes. If you are interested in interior decorating, read a magazine like House Beautiful--
read it, don't just look at the photographs.
Often people with very low vocabularies don't enjoy reading at all. It's more of a chore for them
than a pleasure because they don't understand many of the words. If this is the way you feel about
reading, try reading easier things. Newspapers are usually easier than magazines; a magazine like
Reader's Digest is easier to read than The Atlantic Monthly. There is no point in trying to read
something you simply are not able to understand or are not interested in. The important idea is to find
things to read you can enjoy, and to read as often and as much as possible with the idea of learning new
words always in mind.
Use a Dictionary:
Most people know how to use a dictionary to look up a word's meaning. Here are some pointers
on how to do this as a part of a vocabulary-building program:
Have your own Dictionary
Keep it where you usually do your reading at home. You are more likely to use it if you do not have to
get it from another room. At work, there may be a good dictionary available for your use. At home, most
people do not have a big, unabridged dictionary; however, one of the smaller collegiate dictionaries
would be fine to start with.
Circle the words you look up

17
After you have done this for a while, your eye will naturally move to the words you have circled
whenever you flip through the dictionary. This will give you a quick form of review.
Read the entire entry for the word you look up
Remember, words can have more than one meaning, and the meaning you need for the word you are
looking up may not be the first one given in your dictionary. Even if it is, the other meanings of the
word will help you understand the different ways the word is used.
Also, the word's "history," usually given near the beginning of the entry, can often give a fascinating
picture of the way the word has developed its current meaning. This will add to the pleasure of learning
the word as well as help you remember it.
Synonyms and Antonyms

What are synonyms?

Synonyms are different words (or sometimes phrases) with identical or very similar
meanings.
Directions:In this section, a word or a group of words are underlined in each sentence.
For each underlined part, four words/phrases are listed below. Choose the word nearest in
meaning to the underlined part.
Example:
His style is quite transparent.
(a) verbose (b) involved
(c) lucid (d) witty
Explanation: the word “lucid” is nearest in meaning to the word “transparent”. So (c) is
the correct answer.
Attempt the following :
1. Few teachers have been spared the problem of an obstreperous pupil in
the class.
(a) sullen (b) unruly (c) lazy (d) awkward
Ans. Unruly
2. His visit to foreign countries brought about a seachange in his outlook and his
attitude to people.
(a) complete change (b) partial change
(c) favourable change (d) unfavourable change

18
Ans. Complete change
3. He found a lucrative assignment.
(a) good (b) profitable (c)excellent (d)significant
Ans. profitable
4. It took him a long time to come round after the operation.
(a) recover (b) walk (c) move (d) eat
Ans. recover
5. The student’s attitude towards his teacher was deferential.
(a) evasive (b) rude (c) indifferent (d) respectful
Ans. Respectful
6. There was intermittent rainfall throughout the afternoon.
(a) heavy (b)sporadic (c) continual (d)respectful
Ans. sporadic
7. The thief skillfully eluded the police net.
(a) avoided (b) jumped
(c) crossed (d) jilted
Ans. Avoided
8. He explained his precarious strategy to his followers in unequivocal
terms.
(a) unmistakable (b)unnatural
(c) unknown (d)forceful
Ans. unmistakable
9. This variety of pigeon has now become extinct.
(a) extant (b) rare
(c) distinct (d)dead
Ans. dead
10. Swift is known in the world of letters for his misogynism .
(a) hate for mankind (b) hate for womankind
(c) love for the reasonable (d) love for womankind
Ans. Hate for womankind
What are Antonyms?

19
The antonym of a word is a word which means the opposite.
Directions:
In this section, each sentence consists of a word or a phrase which is underlined, followed
by four words or phrases. Select the word or phrase which is opposite in meaning to the
underlined word or phrase.
Example:
Rani is a smart girl.
(a) lazy (b) active (c) indecent (d) casual
The word which is nearest opposite in meaning to the underlined word “smart” is “lazy”.
Attempt the following:
1. Many people try to resist reforms in the society.
(a) fight (b) accept (c) welcome (d) repel
Ans. accept
2. His interpretation of the poem is superficial .
(a) mysterious (b) difficult
(c) profound (d) mystical
Ans. profound
3. Poets often prefer ambiguity to
(a) clarity (b) certainty (c) rationality (d) perversity
Ans. clarity
4. The actor is well known both for his humility and courage.
(a) pride (b) determination (c) honesty (d) gentleness
Ans. pride
5. Feasibility of the project is under study.
(a)Unsuitability (b)Cheapness
(c)Impropriety (d)Impracticability
Ans. Impracticability
6. No one can admire a deceitful boy.
(a) dull (b) sincere (c) mischievous (d) aggressive
Ans. Sincere
7. He gave a shallow argument in defence of his case.
(a) unpretentious (b) learned

20
 (c) complicated (d) considered
Ans. considered
8. His health appeared to have further deteriorated because of his exasperating outing
at college.
(a) augmented (b) thrived
(c) improved (d) enhanced
Ans. Improved
9. The remarks made by the advocate in the court were effectively concise.
(a) obscure (b) verbose (c) perspicuous (d) piquant
Ans. verbose
10. We have carefully read your explanation and it sounds plausible.
(a) incoherent (b) unconvincing
(c) undesirable (d) impertinent
Ans. Unconvincing
Word Roots
Some common Greek and Latin roots:
Root (source) Meaning English words
aster, astr (G) star astronomy, astrology
audi (L) to hear audible, auditorium
bene (L) good, well benefit, benevolent
bio (G) life biology, autobiography
dic, dict (L) to speak dictionary, dictator
fer (L) to carry transfer, referral
fix (L) to fasten fix, suffix, affix
geo (G) earth geography, geology
graph (G) to write graphic, photography
jur, just (L) law jury, justice
log, logue (G) word, thought, monolog(ue), astrology,
speech biology, neologism
luc (L) light lucid, translucent
manu (L) hand manual, manuscript
measure metric, thermometer
meter, metre

21
 (G)
op, oper (L) work operation, operator
path (G) feeling pathetic, sympathy, empathy
ped (G) child pediatrics, pedophile
phil (G) love philosophy, Anglophile
phys (G) body, nature physical, physics
scrib, script
to write scribble, manuscript
(L)
tele (G) far off telephone, television
ter, terr (L) earth territory, extraterrestrial
vac (L) empty vacant, vacuum, evacuate
verb (L) word verbal, verbose
vid, vis (L) to see video, vision, television

One-word Substitutes:
1.A person not available at a given place - absentee
2. Act of a substance being taken - absorption
3. A paragraph with the main ideas of a document - abstract
4. short form of a word - abbreviation
5. A word formed from the first letters of certain words - acronym
6. List of items for discussion at a meeting - agenda
7. Money paid to ex-husband or ex-wife - alimony
8. Character and atmosphere of a place - ambience
9. Collection of poems, stories, essays - anthology
10.Selling through print or visual media - advertisement
11.Loss of relative or friend - bereavement
12.Of sky or heaven - celestial
13.Disease lasting for a long time - chronic
14.Meeting where instruction or information given - briefing
15.Meal not served at table - buffet
16.The way a group of people come up with useful ideas - brainstorming
17.Stupid and careless mistake - blunder
18.A famous person - celebrity
19.Talking to people supporting a party - canvass
20.A group of government ministers - cabinet
21.One killing animals and selling meat - butcher
22.Become red in the face because of embarrassment - blush
23.Relative who lived long ago - ancestor
24.Something used as standard of comparison - benchmark
25.A system of following official rules strictly - bureaucracy
26.In complete agreement - unanimous
27.An unmarried woman - spinster

22
28.Of same kind - homogeneous
29.Last but one - penultimate
30.of different kind - heterogeneous
31.Without preparation - impromptu
32.That can easily catch fire - inflammable
33.Commonly used and present everywhere - ubiquitous
34.Without name - anonymous
35.No longer in existence - extinct
36.A list of important words with meanings - glossary
37.One who runs own business - entrepreneur
38.A person with negative attitude - cynic
39.Specialist in medicine - physician
40.A list of books related to a particular topic or subject - bibliography
41.Something given for remembrance - momento
42.One with exceptional talent far beyond age - prodigy
43.A name other than the real one - pseudonym
44.One leaving country for lack of security - refugee
45.Dictionary compilation - lexicography
46.Belonging to the same period - contemporary
47.One who spends time with others - extrovert
48.One who eats too much - glutton
49.One running away to avoid being caught - fugitive
50.Money paid illegally for work done - kickback/bribe

Words often confused:

Homonyms are words that have the same pronunciation and spelling but have different meanings.
Homophones are words that have the same pronunciation but different spellings and meanings.
There are also some words which are pronounced somewhat similarly but have different spellings.
1. anonymous - unanimous
anonymous – without a name or with a name that is not known
unanimous - showing complete agreement
Examples:
 Only cowards would like to write anonymous letters.
 This resolution was passed by the board of Governors unanimously.
2. affect – effect - effects
affect – have an influence on, pretend, act on
effect – result, outcome, bring about, impression created in the mind of a person
effects – goods, property
Examples:
 His affected politeness is highly irritating
 It is difficult to effect a change in the attitude of stubborn people.
 The landlord threw out the personal effects of his tenant for non-payment of rent.
 Tolstoy had a tremendous effect on Gandhiji’s mind

3. apprise - appraise
apprise - inform

23
appraise – fix a price for
Examples:
 His secretary apprised the minister of the possible consequences.
 This building is appraised at rupees one crore.

4. accidental – occidental - incidental

accidental - happening unexpectedly
occidental – relating to the west
incidental - small and comparatively unimportant, liable to happen or occur
Examples:
 It was an accidental meeting with my friend after a long time.
 There is a gulf of difference between occidental & oriental culture.
 The incidental expenses are also paid by the company besides the fares.

5.adapt – adopt - adept

adapt - make suitable for new use or situation etc.
adopt - take an idea or a custom, accept, take someone into one’s family
adept - skillful
Examples:
 Novels are often adapted for television or radio.
 One must adapt oneself to new manners & customs.
 He is adept at playing cricket.
 Parliament adopted the finance bill after thorough discussion

6. apposite - opposite
apposite - strikingly appropriate for a purpose or a occasion
opposite - entirely different, contrary
Examples:
 He is noted for his apposite remarks for any occasion.
 The Prime minister has discussed bilateral problems with his opposite member.

7. affluent - effluent
affluent - wealthy, abundant, rich
effluent - discharge of waste liquid from a factory
Examples:
 America is an affluent country
 The effluents of the leather industry are considered harmful .
8. artist - artiste
artist - one who practices one of the fine arts like painting, one who shows good taste
artiste - professional singer, dancer, actor etc
Examples:
 M.F. Hussain is a recognized artist with a large collection of paintings to his credit
 M.S. Subbalakshmi was a renowned artiste of South Indian classical music.
9. complement - compliment
complement - that which makes something complete

24
compliment - admiration, approval, greetings
Examples:
 Verbal communication can be complemented by non-verbal communication
 Please convey my compliments to your better-half.
10. commensurate - commiserate
commensurate - in the right proportion
commiserate - feel pity for someone
Examples:
 Multi-national companies invariably extract work commensurate with the compensation
package.
 We naturally commiserate with our friends on their misfortunes.
11. courtesy - curtsey
courtesy - good behaviour, show of politeness
curtsey - gesture of respected to a person or royalty or exalted figure

Examples:
 We should inculcate courtesy in children even from a very young age.
 Showing curtsey to king or queen was mandatory in monarchies.

12. continual - continuous

continual - going on with only short breaks
continuous- going on without a break
Examples:
 The continual rain has dampened our enthusiasm.
 Nothing can be really continuous except time.
13. defy - deify
defy - resist openly, challenge, refuse to obey or show disrespect
deify – worship as a God
Examples:
 Defying the law could land you in prison.
 Deifying the godmen has become the order of the day.
14. confirm - conform
confirm - make firm or stronger, ratify, agree definitely to
conform - be in agreement, comply with, adapt oneself to
Examples:
 Please confirm your telephonic message through a letter.
 We should conform our lives to certain accepted standards.

15. vantage - vintage

vantage - advantage
vintage - old but of quality
Examples:
 Many people sought vantage points to have a glimpse of the President.
 Vintage wines are specially available in France.

25
16. augur - auger
augur - a sign of something especially good or bad in the future
auger - a tool used for making holes in wood or in the ground
Examples:
 The recent Indo-Pak initiatives augur well for peace in this region.
 Foundation engineers use a soil auger to test the foundation soil.

17. curb - kerb

curb - check or restrain
kerb - edge of a pavement
Examples:
 Have a curb on your vices.
 The scooterist hit the kerb and lost his balance.

18. soar - sore

soar - fly high in the air
sore - tender and painful, irritated
Examples:
 Prices of oil seared when war broke out between Iraq and Iran.
 He felt sore at not having been invited to the party.

19. vain - vein

vain - without use or value
vein - blood vessel in the body along which blood flows to the heart.
Examples:
 All our efforts our in vain
 The doctor had difficulty in finding my vein.

20. saviour - savour

saviour - a person who saves somebody from danger
savour - appreciate taste, flavour or character of
Examples:
 We firmly believe that God is our saviour
 Some people savour dishes with garlic in them.
 The audience savoured the comedian’s joke.
21. ail - ale
ail - cause problems for, trouble something or somebody
ale - a type of beer
Examples:
 What’s ailing you?
 In Britain ale is a common drink and is available in bottles & cans.
22. altar - alter
altar - a raised platform used for religious purposes
alter - change or make different
Examples:

26
  In Christian churches altar is the communion table.
 I accept your apology but it doesn’t alter the way I feel about your behaviour.
23. ascent - assent
ascent - climbing
assent - agreement
Examples:
 The heavy truck began its gradual ascent to Tirumala
 The court gave its assent to increasing the height of the Narmada Dam.
24. ante - anti
ante - before, in front of, amount put by a player in a game of cards
anti - opposed to

Examples:
 The gambler wanted his rival to raise the ante.
 He is indulging in anti-social activities.

25. bail - bale

bail - money paid to court to get an accused to stay out of jail until trial
bale - a lot of light material pressed tightly and tied up
Examples:
 I will put up bail for my brother
 The truck is carrying bales of straw.

26. canvas - canvass

canvas - strong heavy rough cloth for making tents, sails, for painting
canvass - move around asking people to support an individual or a political party
Examples:
 Painters use canvas to paint pictures
 During elections, candidates canvass for getting voters to vote for them

27. cede - seed

cede - give control/power to someone, unwillingly
seed - small hard part of a plant from which another plant can grow
Examples:
 Recently, the Nepal king ceded power to the people
 We sow the seeds just before the rains.
28. cannon - canon
cannon - hit someone with a lot of force while moving, large gun
canon - generally accepted standard for judgement
Examples:
 The continuous sound of shelling from cannon in the war front is the characteristic of modern
wars.
 Certain canons or norms guide human behaviour in society.
29. coarse - course
coarse - rough
course - lessons in a particular subject

27
Examples:
 The hands of manual workers are coarse.
 The English course is quite tough

30. cheap - cheep

cheap - costing little money
cheep - make short high sounds

Examples:
 Laptops are getting cheaper by the day
 Young birds cheep.
Learning Prefixes and Suffixes

Knowing the Greek and Latin roots of several prefixes and suffixes (beginning and endings attached to
words) can also help us determine the meaning of words. Ante, for instance, means before, and if we
connect bellum with belligerent to figure out the connection with war, we'll know that antebellum refers
to the period before war. (In the United States, the antebellum period is our history before the Civil
War.)
Prefixes showing quantity
Meaning Prefixes in English Words
Half semiannual, hemisphere
One unicycle, monarchy, monorail
Two binary, bimonthly, dilemma, dichotomy
hundred century, centimeter, hectoliter
thousand millimeter, kilometer
Prefixes showing negation
without, no, not asexual, anonymous, illegal, immoral, invalid, irreverent,
unskilled
not, absence of, opposing, against Non - breakable, antacid, antipathy, contradict
opposite to, complement to counterclockwise, counterweight
do the opposite of, remove, reduce dehorn, devitalize, devalue
do the opposite of, deprive of disestablish, disarm
wrongly, bad misjudge, misdeed
Prefixes showing time
before antecedent, forecast, precede, prologue
after postwar
again rewrite, redundant

28
Prefixes showing direction or position
above, over supervise, supererogatory
across, over transport, translate
below, under infrasonic, infrastructure, subterranean, hypodermic
in front of proceed, prefix
behind recede
out of erupt, explicit, ecstasy
Into injection, immerse, encourage, empower
around circumnavigate, perimeter
With coexist, colloquy, communicate, consequence, correspond, sympathy, synchronize

2. Suffixes: A suffix is a group of letters at the end of a word which modify the meaning of a word and
frequently determine its function within a sentence. Take the noun nation, for example. With
suffixes, the word becomes the adjective national, the adverb nationally, and the verb nationalize.
Analogy:
An analogy is a comparison showing resemblance between two or more entities; calling attention to
these likenesses is to draw an analogy.
Analogies help people to relate known things to unknown things. They are also argumentative tools used
in debate that are useful in creating perspectives by relating to similar, possibly unrelated things.
There are four kinds of analogies
Non-Argumentative or Illustrative Analogies
The non-argumentative or illustrative analogies attempt to compare one thing to another with intent to
explain, not to argue.
Descriptive Analogies
The descriptive analogies is often used to create a lively description.
"Ants never make their way to an empty granary: no friends will visit departed wealth"
Ovid
This analogy allows the reader to form a picture, it does not establish or prove a conclusion.

Explanatory Analogies
This analogy creates understanding between something unknown by relating it to something known. It
provides insight by edifying, understanding by relating what you don't know with what you do know.
Not to persuade, but to understand.

29
Argumentative Analogies
Argumentative analogies help us to form an inference by making a comparison between things that are
familiar to us and things that are not so familiar.
Deductive Analogies
Treating like cases alike; being consistent with our comparisons. Irrelevant reasons should be kept out.
Often deductive analogies use hypothetical or made-up comparisons in order to make a point. The idea
then is whether or not the "unknown" and the "known" are actually similar.
Ex: "We would think it wrong for creatures from outer space, vastly more intelligent than humans, to
inflict pain on us in raising humans for their meat counters. So analogously, it is wrong for us to inflict
pain on animals, just because we are more intelligent than they are" (M. Daniel).
For this analogy, you would have to consider: is an alien from outer space similar to us? (Treat like-as-
like). If we disagree that aliens and humans are similar than this analogy is not effective.
Inductive Analogies
These analogies are more for basis of predictions rather than decisions/persuasion. This type of analogy
draws comparison between cases and suggests that since the analogy hold some respects, it is likely to
hold in other respects as well.
Ex: A certain type of medication was tested on a rat. The rat developed a serious side effect and
therefore a human being would.
This is a prediction based on the fact that human beings and rats have certain similarities that may cause
us to react similarly .
Ex: A certain type of medication was tested on a house fly. The house fly died; therefore a human being
would die.
This analogy is not a good one. We are more similar to rats than to house flies. Rats and human beings
are both mammals, whereas a housefly is an insect. In deductive analogies the "known" and the
"unknown" must both be real things, neither are allowed to be hypothetical.
An Example : COW: CALF :
(A) ewe : kid (B) mare : foal (C) hen : rooster (D) ram : lamb (E) sow : pig
The answer is B, because just as a cow is the mother of a calf, a mare is the mother of a foal. None of the
other choices show a mother/offspring relationship.
Practise Exercise :
Identify the right choices which exhibits the same relationship :
1.Advance : Retreat
(a) buy : sell

30
(b)push : pull
(c)create : destroy
(d)forward : onward
Ans. Create : Destroy

2.Body : Hand
(a)pin : nail
(b)chair : table
(c )thorn : flower
(d)automobile : wheel
Ans. Automobile : Wheel
3.Polymer : Cell
(a)coin : money
(b)food : wheat
(c )chain : link
(d)fibre : plastic
Ans. Chain : Link

4.Property : Mortgage
(a)money : lend
(b)equity : interest
(c )inventory : merchandise
(d)security : price
Ans. Money : Lend

5.Pistol : Trigger
(a)sword : scabbard
(b)motor : switch
(c )gun : holster
(d)rifle : soldier
Ans. Motor : Switch

6.Cell : Chromosome
(a)drug : ailment
(b)schizophrenia : brain
(c )tree : leaves
(d)air : oxygen
Ans. Air : Oxygen
7.Radium : Curie
(a)museum : artifact
(b)U.S. : Clinton
(c )telephone : Bell
(d)drama : show
Ans. Telephone : Bell

8.Ocean : Saline
(a)honey : bee

31
(b)rain : fresh
(c )rose : red
(d)heaven : paradise
Ans. Rain : Fresh

9.Computer : Ram
(a)book : page
(b)cloud : rain
(c )table : tablecloth
(d)sky : blue
Ans. Book : Page

10.Bells : Jingle
(a)crow : caw
(b)anklets : tinkle
(c )pig : snuff
(d)clock : time
Ans. Anklets : Tinkle

IDIOMS & IDIOMATIC PHRASES

Every language will have its own idiom or specific characters of the use of a word or a phrase peculiar
to it. Such words and phrases in a sentence which cannot be understood from the meanings of individual
words; the meaning of such phrases are called ‘idioms.’ One can gain command of the language when
idiomatic usage is mastered.

1.All and sundry - everyone

Example:
We cannot invite all and sundry to dinner.

2. A bone of contention - a cause of dispute

Example:
This piece of land is a bone contention between the municipality and the forest department.

3.Bag and Baggage - with all belongings

Example:
He migrated to Bangalore bag and baggage

32
4. Behind the scene - privately, secretly
Example:
The two parties came to an understanding behind the scene on sharing of seats.

5. By fits and starts - irregularly

Example:
The Government cannot eradicate corruption if it works by fits and starts.

6. By leaps and bounds - rapidly, fast

Example:
After world war II Japan progressed by leaps and bounds.

7. By hook or by crook - by fair or foul means

Example:
Merchants make millions by hook or by crook

8.Fair and square - just

Example:
Public servants must be fair and square with all people.

9. Few and far between - rare

Example:
The visits of the elected leaders to their constituencies are few and far between.

10.Hard and fast - strict

Example:
There are no hard and fast rules for becoming rich.

11. Heart and soul - earnestly, with dedication and commitment

Example:
One must work heart and soul to become great.

12. Hue and cry - loud noise

Example:
The comrades made hue and cry over the nuclear deal with the USA.

13. In the nick of time - just on time

Example:
I was able to get into the bus in the nick of time.

14. In black and white - in writing

Example:
Your explanation should be submitted in black and white.

15. Kith and kin - blood relations

Example:

33
We must consider all Indians kith and kin.

16. Next to nothing - less than zero

Example:
My knowledge of mathematics is next to nothing.

17. Null and void - no longer in practice

Example:
The Supreme court ruling rendered the High court judgement null and void.

18. Over and above - in addition to

Example:
His daily allowances are over and above his salary.

19. Odds and ends - bits, pieces

Example:
Cockroaches live on odds and ends of food lying on the dining table.

20. Part and parcel - integral parts

Example:
Guiding the students in all respects is part and parcel of his job.

21. Pros and cons - positive and negative points

Example:
Before we enter into a deal we must consider the pros and cons of the issue.

22. Safe and sound - quite safely

Example:
The children came back from the hill station safe and sound.

23. Scot free - without punishment

Example:
Sometimes for want of evidence, criminals are let off scot free.

24. Slow and steady - gradual

Example:
We must realize our ambitions in a slow and steady way.

25. Sum and substance - the central idea, the gist

Example:
The sum and substance of the poem is very simple.

26. Through thick and thin - in all circumstances, in misery and prosperity
Example:
Friends must be true to one another through thick and thin.

27. Tit for tat - blow for blow

34
Example:
I gave him a tit for tat for insulting me.

28. Time and tide - opportunities

Example:
Clever people make the best use of time and tide.

29. To be up and doing - to be prepared to act

Example:
When problems come, one must be up and doing to solve them.

30. To play ducks and drakes - to waste

Example:
Some students play ducks and drakes with their precious time and fail in the examinations.
Viva-Voce:
Identify the right choices which exhibits the same relationship:
1.Advance : Retreat
(a) buy : sell
(b)push : pull
(c)create : destroy
(d)forward : onward

2.Ocean : Saline
(a)honey : bee
(b)rain : fresh
(c )rose : red
(d)heaven : paradise

3.Property : Mortgage
(a)money : lend
(b)equity : interest
(c )inventory : merchandise
(d)security : price

One-word Substitutes
1.One who runs own business
2. A person with negative attitude
3. Specialist in medicine
4. A list of books related to a particular topic or subject
5. Something given for remembrance
6. One with exceptional talent far beyond age
7 .A name other than the real one
8. Belonging to the same period
9. One who spends time with others
10. One who eats too much
11. One running away to avoid being caught

35
 2. ACTIVITIES ON READING COMPREHENSION
Objective: To develop fast way of reading and to answer the questions in a span of time.
Reading comprehension is intended to test the reader’s ability to understand, interpret and
analyze texts on different topics and his/her own range of vocabulary. The questions in this
section are based on the passage containing difficult constructions and words. Knowledge of the
roots, prefixes, suffixes will help in grasping the meanings of words.
Approach to be adopted:
The following guidelines will help in answering the question.
All the questions are based on the given text, and the answers also must be based on the text.
Skim the questions first and note the key items in them. Read the first and last sentences of each
paragraph for a possible clue to the theme of the text. Read the whole passage making a note of
the main points, important conclusions, names, definitions, places and numbers. In case, you
cannot make out the meanings of given words, read the nearest sentences and try to grasp the
contextual meanings of the words.
Learn prefixes, suffixes and roots of words so that it will be easy to understand the meanings of
words.
Knowledge of grammatical functions of words helps in identifying the synonyms and antonyms
of words.
Do not read the answer choices before reading the questions.
Use an elimination strategy to arrive at the correct answers.
Try to read between the lines for implied meanings and views of the author.
Don’t get stuck over any one question or part of the passage.
Keep the answer brief and to the point.

36
Guessing Meaning of Vocabulary from Context:
In order to understand what you are reading from an English text, you need to guess the meaning
of unfamiliar words (words you do not know) from the context. This will help you read faster
and easier.

Types of reading
Reading for facts, guessing meanings from context, scanning, skimming, inferring meaning,
critical reading.

RAPID SURVEY
This is also known as “previewing”. You begin by checking what you are reading - a rapid
glance is all that it entails. You give yourself quick answers to the following questions:

* Is it what I need?
* Is it up to date?
* Is it right for the task?
* Are all the contents relevant - or only some?

SAMPLING:
Sampling requires you to examine the contents of what you are reading in slightly more
depth than rapid survey. So typically, you would look at the introduction and headings of the
material, skim over the content of each and establish in your mind the:

* Relevance of the content

* Usefulness of the content
* Suitability of the content

37
SKIMMING:

Skimming is used to quickly identify the main ideas of a text. When you read the newspaper,
you're probably not reading it word-by-word, instead you get a quick overview. Skimming is
done at a speed three to four times faster than normal reading. People often skim when they have
lots of material to read in a limited amount of time. Use skimming when you want to see if an
article may be of interest in your research.

There are many strategies that can be used when skimming. Some people read the first and last
paragraphs using headings, summarizes and other organizers as they move down the page or
screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the
first sentence of each paragraph. This technique is useful when you're seeking specific
information rather than reading for comprehension. Skimming works well to find dates, names,
and places. It might be used to review graphs, tables, and charts.

SCANNING:
Scanning is a technique you often use when looking up a word in the telephone book or
dictionary. You search for key words or ideas. In most cases, you know what you're looking for,
so you're concentrating on finding a particular answer. Scanning involves moving your eyes
quickly down the page seeking specific words and phrases. Scanning is also used when you first
find a resource to determine whether it will answer your questions. Once you've scanned the
document, you might go back and skim it.
When scanning, look for the author's use of organizers such as numbers, letters, steps, or the
words, first, second, or next. Look for words that are bold faced, italics, or in a different font
size, style, or color. Sometimes the author will put key ideas in the margin.
Reading off a computer screen has become a growing concern. Research shows that people have
more difficulty reading off a computer screen than off paper. Although they can read and
comprehend at the same rate as paper, skimming on the computer is much slower than on paper.

INTENSIVE READING
You read texts for different purposes. Your academic reading requires a high degree of
comprehension and long-term retention. This type of reading is known as intensive reading.

38
 Intensive reading is a type of reading that is carried out for a complete or thorough understanding
of the text by focusing on vocabulary, sentence structure, and also the coherence among the
various parts of the text. It may also be called academic reading.
Intensive reading involves several skills, namely, predicting the content, understanding the gist,
scanning, identifying the topic sentence and its role in each paragraph of the text, transferring of
information, understanding discourse coherence, and sequencing of sentences.
EXTENSIVE READING
Extensive reading is a type of reading that is carried out for an overall or a general understanding
of the text without aiming for 100 per cent comprehension. In other words, when you are
involved in extensive reading, you may not focus on vocabulary, syntax, etc., but you may try to
differentiate between the core and supporting ideas. You normally enjoy rather than comprehend
the texts you use for extensive reading.

Word by word reading:

This type of reading is time consuming and demands a high level of concentration. Some
material is not readily understood and so requires a slow and careful analytical read. People use
this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an
hour just to read a few lines of text.

CRITICAL READING:

A method of reading for study is called critical reading the aim is to understand the material in
some depth. The method involves five simple steps; Survey, Question, Read, Recall and Review.

 Survey: skim through to gain an overview and not key points.

 Question: devise questions you hope the text will answer.
 Read: slowly and carefully.
 Recall: from memory, write down the main points made by the chapter.
 Review: revisit your questions - compare these to your recall and establish how well the text has
answered them; fill in any gaps by further reading and note-taking.

Critical reading is the ability to evaluate the credibility of a piece of writing. All writers have a
purpose when they write, and usually, a writer will choose or emphasize facts and details which
support his or her purpose, and ignore facts which don't. As a good reader, you need to be aware
of that.

39
 EFFECTIVE GOOGLING
10 Tips for Conducting a More Effective Google Search

Effective searching is a powerful skill. Think about how often you jump over to Google to look
something up during your day. If you understand the nuances of a search engine, you have the
ability to find what you’re looking for quickly, and potentially find information you may not
have specifically thought about but adds value to your query.

Like most of us, I’ve been frustrated by unsuccessful searches; sometimes it’s just very
challenging to find the right combination of keywords and phrases. Have you reviewed the tips
provided by Google for doing better searches? I hadn’t. And when I started looking through
Google’s search guide, I realized how much quicker I could conduct an effective search if I used
the suggested techniques.

I’m sharing the top 10 tips I found most useful — some new and some just great reminders.
Hopefully you’ll learn a few new nuggets to improve your own searches.

1. Keep it short: The fewer words you use, the more accurate your search will be. Every time
you add a new word to the mix, you limit your results.

2. Use quotes: Double quotes around a set of words tells Google to consider the exact words in
that exact order without any change.

3. Search a web site: Google allows you to specify that your search results must come from a
given website. For example, try alyssa site:sitepoint.com to get your Alyssa fix.

4. Search a domain extension: Use the “site” operator above to search a whole class of sites.
Try elearning site:.edu to find online learning tools provided by an educational institution.

5. Tell it what you don’t want: Use a minus sign (-) to signify words you do not want to appear
in your results.  The minus sign should appear immediately before the word and should be
preceded with a space (so it’s not confused with a hyphen).

6. Be picky about what you don’t want: You can exclude as many words as you want by using
the minus sign in front of each one. You can also exclude more than just words. For example,
Place a hyphen before the “site” operator to exclude a specific site from your search results. Try
this: web developer forum -site:sitepoint.com (not that you’d ever want to exclude Site Point!).

7. Search for this or that: Use OR between words (in all CAPS) or the pipe symbol (|) to allow
either one of several words.

8. Use the wildcard: The asterik (*) tells Google to treat the star as a placeholder for any
unknown term(s) and then find the best matches. Try: w3c founded *

9. Avoid synonyms: Force Google to skip their synonym suggestions by using a plus sign (+).
This works just like using double quotes around your search terms. Try a search using both
methods and compare the results.

40
 10. Do a specialty search: Using certain syntax can turn Google Search into an even more
powerful tool:

 Sports scores: Type the team or league name.

 Track packages: Type your tracking number for UPS, Fedex or USPS packages.
 Weather: Type “weather” followed by the name of the city or zipcode.
 Unit conversion: Enter your desired conversion for height, weight and volume measurements
(i.e. 5 cups in ounces).
 Calculator: Enter the calculation you’d like the answer to (I use this one a lot!).

Viva-Voce:
1. What is comprehension?
2. State reasons for poor comprehension?
3. What is skimming?
4. What is caption?
5. What is scanning?
6. SQ3R means?

III - WRITING SKILLS

INTRODUCTION:

In written communication, written signs or symbols are used to communicate. A written message
may be printed or hand written. In written communication message can be transmitted via email,
letter, report, memo etc. Message, in written communication, is influenced by the vocabulary &
grammar used, writing style, precision and clarity of the language used. Written Communication
is most common form of communication being used in business. So, it is considered core among
business skills. Memos, reports, bulletins, job descriptions, employee manuals, and e-mail are the
types of written communication used for internal communication.

Objectives:
To acquire good letter writing skills.

41
To master the skill of creating the Best Resume.
To get acquaintance with e-corresponding skills.
To get thorough knowledge about report writing.

Advantages of written communication includes: Messages can be edited and revised many time
before it is actually sent. Written communication provides record for every message sent and can
be saved for later study. A written message enables receiver to fully understand it and send
appropriate feedback.
How to write a formal letter

With the advent of email, it is becoming less and less common to write letters, but the few letters
that you will write will probably be very important ones, such as covering letters for job
applications, covering letters for questionnaires or surveys which are part of your research, or
letters of complaint to your bank manager. It is very important, therefore, that your letters have
the desired effect on the reader. In order to achieve this, they should be in the correct format
short and to the point relevant free of any grammatical or spelling mistakes polite, even if you’re
complaining well presented

42
Be concise and relevant

The person you are writing to may be deluged with letters and if yours is 3 sides of dense text, then
there is every possibility it will end up in the bin. Letters should take seconds rather than minutes to
read.

As a result, get straight to the point and stick to it, don’t include any unnecessary or supplementary
information, don’t use any flowery language or long words just for the sake of it, and don’t repeat
too much information which may already be included in a CV,
for example

Check your grammar and spelling very carefully

Use the spellchecker if you’re using a computer
Check the spelling yourself, as the spellchecker won’t recognize incorrect use,
for example, of dose and does. Use a good dictionary.

Check your grammar carefully. If it’s been pointed out to you that you make
mistakes, look especially for these kinds of errors. Get someone else to check it
for you if necessary.

Check your sentences and punctuation. Are the sentences complete? Does the punctuation help to
make what you’re saying clearer?
Don’t rush the letter; many mistakes occur because of this. Allow plenty of time for checking, and
if necessary, for rewriting. The letter may well help to decide your future.

Use the right tone of language

It’s important to use the right type of language, the right ‘register’. Most letters you write will need
to be formal, but not overly so. In fact, you should use similar language to that which you use in
your academic writing.

Make sure the letter is well presented

First impressions are important, so use good quality paper, centre the letter on the page, don’t leave coffee
stains on it, make sure you’ve spelt the person’s name correctly and don’t forget to sign it!

43
44
Resume Writing: A resume (or curriculum vitae) is a brief summary of your

abilities, education, experience, and skills. A successful résumé will review, summarize, and present
your training, experience, and achievements clearly and concisely. Its main task is to convince
prospective employers to contact you for an interview. Resumes are used for most jobs and are
generally 1-2 pages. Curriculum vitae are used in academics and can be longer.

Types of Resumes:
1.Chronological Resume
2.Functional Resume
3.Combination Resume
4.Targeted resume

Chronological Resume: A chronological resume starts by listing your work history, with the most
recent position listed first.
Functional Resume: A functional resume focuses on your skills and experience, rather than on your
chronological work history.
Combination Resume: A combination resume lists your skills and experience first. Your employment
history is listed next.
Targeted Resume: A targeted resume is a resume that is customized so that it specifically highlights
the experience and skills you have that are relevant to the job you are applying for.

Resume Structure: The resume structure is important in more than one way. The ideal resume
structure gives the resume a professional outlook while displaying a career-oriented attitude of the
applicant. Also it influences the flow of the resume and thereby affecting its readability. Hence,
constructing your resume perfectly will improve your chances of gaining that important interview call.
Each applicant decides on the structure of the resume as per his strengths, capacities and the
expectations of his prospective employer and hence, every resume tends to differ from the other.

A resume is divided in three sections:

1. Introduction
2. Primary Section
3. Secondary Section

45
1. Introduction: As the name suggests this section introduces the document to the employer. It includes
only two sub sections namely header and objectives.

Header: This includes name and contact details of the applicants. The document opens up with these
details. Highlight your name in bold form in an eye catching way. Do not use numbering or bullets to
write information like address, email id or telephone number.

Objectives: The objective holds the ambitions and career plans of the applicant. The employer tries to
figure out the candidate's potentials, his expectations from the job and how he plans to shape up his own
career with this job. The objective should be so well written that it interests the employer in knowing
more about your credentials.

2. Primary Section: This is the most important part of the resume. The employer spends maximum
time reading this section and thus the contents, the look and the flow of this section has to be perfect.

Experience: This section includes your work history with details like your designation, where you
worked, the total work duration and the responsibilities you handled during your working period.

Educational Qualifications: This includes the qualifications gained by you. This section should also
include the name of the awarding body, year of passing and the grades scored so that the employer has
better understanding of your qualifications.

Certifications: This section includes the skills and abilities acquired by attending courses, internships,
workshops or training sessions etc. Certifications help you understand your area of work better by
teaching you more whereas the licenses give you the authority to perform that particular work.

Achievements: This includes the awards and the accolades won by the applicant during his course of
work or studies. Include a maximum of 4 achievements to avoid making it look immodest.

3. Secondary Section
Personal Details: These details help the employer in knowing you better beyond your professional
status. It includes family background, marital status, age, hobbies etc. In reality, these details do not
matter to the employer.

46
References: This includes the name and contact details of people you have worked with or studied
under the guidance of. However, the practice of writing references is slowly thinning down and
concluded in only one sentence, 'available upon request.' The references should always come last in the
resume.
Resume Presentation
General editing and proofreading: A fresh eye can spot any mistakes you may have missed, and
another reviewer may also notice when there is a better way of saying something, a clearer way to make
a point. Many a time resumes are rejected by employers for misspellings.
Resume Parsing Services: “Resume Parsing Systems” Computer programs, if any, actually
filter through resumes utilizing key words to choose resumes that have a set percentage of and /
or match the key words.
Key words from the job posting: Since a Parsing Service may be utilized, it is useful to include actual
wording from the job posting within your resume.

Titles are important: Be sure that the job titles on your resume match the job position for which you are
applying Don’t use the Page Header and Footer Features: Your resume will probably not make it past
the Parsing Service if you put your contact information, etc. as a header or footer. Using a page header
or footer on your resume is a good way not to get noticed.
Legible and attractive: Stay with the traditional Times New Roman, Verdana, Arial, or Courier. The
font size for the content could be between 11 and 12 points, and for headers could be between 12 and
14. Anything smaller is difficult for some people to read; anything larger is unnecessary. The content
should be in black, however for the sake of highlighting headers, one can used dark gray, and a deep
navy blue color too. As for weight and size, with the computer you are able to call attention to words
that highlight important elements — including your name and contact information — by sparingly using
bold, italic and larger type for emphasis.
Creative white space: Much as with effective print advertising, a relatively simple, uncluttered look
best projects your message. In most all cases there is elegance in simplicity, to make your unique
qualities stand out on the printed page.
Final formatting: Always check the job posting requirements to be sure you are submitting your
resume in the preferred format. Whether you submit your resume as an email attachment, inline in an
email, or hard copy via postal mail or fax, it is important to send it in a format that is simple for the
receiving end to use.

Preferred file format for email attachments: Check to see what attachment format, if any, is listed. The

47
most commonly preferred format is Microsoft Word.

Your resume’s file name: As the file name (save as name) of your resume, use your name and the
position for which you are applying.

Summary: By conveying your truth in creating both the look and content of your resume, your unique
skills will make it to the desk of the employer. Hopefully the interview will be the next step.
Cover Letter
The cover letter will give splendid look to your resume. The letter basically consists of a request or you
can say self-recommendation on the basis of what work experience you have garnered and how and
why do you think the recruiter or employer should give you preference over other candidates applying
for the same post. Cover letters are short and should have the post applied for, written clearly and also
from where you have come to know of the vacant position in that particular organization.

48
Resume Sample:

Denise F. Moore
2657 Uphill Ave.
Somewhere, CT 06677
800/555-1212
denisefmoore@jobweb.com

Objective
To obtain an entry-level position requiring strong analytical and organizational skills in the engineering
department.

Education
University of North Carolina at Charlotte
School of Engineering
B.S., Mechanical Engineering with focus in automotive engineering, May 2003
Honors: Daniel M. Joseph Prize in Mechanical Engineering, 2003
Phi Beta Kappa
Experience
Co-op engineer, Ford Motor Corp., Detroit, MI, Spring 2002
Worked on advanced test project that involved mechanical design, CAD/CAM composites technology,
automobile structures, and coordination among project groups.
Mini-Baja Team Participant, University of North Carolina at Charlotte, Fall 2002.
Worked on six-member team of students to design and build a miniature stock car for competition in
National Society of Automotive Engineers competition. Our car won.
Intern, General Motors Corp., Detroit, MI, Summer 2001

Assisted in experimental and literature research, prepared figures and data for technical papers, and
computed engineering calculations.

49
Assistant Mechanic, Dewey's Garage, Trumbull, CT, Summer 1999 and 2000.
Performed oil changes, tire rotations, radiator flushes, troubleshooting problems with customers' cars.

Related Course Work

Thermodynamics, deformable solids, statics, materials science, basic circuits, fluids mechanics,
controls, heat transfer, vibrations, statistics, design, turbomachinery, automotive structural design.

Computer Skills
CAD, AutoCAD, MathCAD, C++, Word, Access, Excel.

Activities
President, Society of Automotive Engineers, campus chapter, Fall 2000-present
Peer tutor, Intramural baseball, 1998-2001

INTRODUCTION TO TECHNICAL REPORT WRITING:

A technical report is a formal report designed to convey technical information in a clear and easily
accessible format. It is divided into sections which allow different readers to access different levels of
information. This explains the commonly accepted format for a technical report; explains the purposes
of the individual sections; and gives hints on how to go about drafting and refining a report in order to
produce an accurate, professional document.

Objectives:
Learn to convey technical information in a clear and easily accessible format.
Learn to prepare various types of technical reports.

50
To develop logical sequence of grouped ideas.
Technical Report Writing Laws

Four general requirements must be met to produce good reports: clarity, conciseness, continuity and
objectivity.

Clarity
The purpose of a technical report is to transmit conclusions and their supporting evidence. To do this,
your report must convey your exact meaning to the reader. The text must be clear and unambiguous,
mathematical symbols must be fully defined, and the figures and tables must be easily understood.

Conciseness
Most of your intended readers are busy. Therefore your reports should be concisely written. That is,
your story should be told with the fewest possible words and illustrations. Help your readers by
omitting everything irrelevant to the results and conclusions. Do not be disappointed if a report that
describes a lengthy program is only a few pages long: Report quality is often inversely related to report
length. Your eaders will be interested in your conclusions and the supporting evidence and will want to
get these as quickly as possible. Include all details needed to understand the current report. In short,
make your reports brief but comprehensible.

51
Continuity

Reports should tell a complete story as logically and interestingly as possible. This requires continuity
between succeeding sentences, paragraphs, and sections and between the written text and the figures
and tables. Transitional words, phrases, sentences, or even paragraphs may be needed to lead your
readers through the story. But overusing transitions can slow the pace of your narrative. Carefully
choose the places at which you refer to figures and tables to limit distraction. Making these references at
the beginning or end of a discussion is usually preferable.

Objectivity

Technical reports should be objective and show restraint. They expect you to evaluate the data honestly.
Do not try to hide deficiencies in your research. No technical report is better than the research on which
it is based. Tell your readers frankly what your assumptions were, what your probable errors are, and
what you may not understand about the results.

In addition to being honest, be tactful. Your readers will be persuaded by facts, but they may become
irritated if you attempt to impress them with your cleverness or to claim credit for accomplishments.
Write to express, not to impress.

Types of Technical Reports:

Informal Reports: Memoranda, Brief Analysis, Trip Report, Laboratory Report, Field
Report, Inspection Report etc.

Formal Reports: Committee Reports, Institution Report, Reprints, Project Report,

State-of-the Art Report, Status Reports, Trend Reports, Progress Report, Annual
Report, Project / Letter Report, Analytical Report, Feasibility Study, Position Paper,
Damage Report, Maintenance Report , Project Proposal etc.

52
The Format

A technical report should contain the following sections; Section Details

Title page: Must include the title of the report. Reports for assessment, where the word length has been
specified, will often also require the summary word count and the main text word count.

Summary: A summary of the whole report including important features, results and conclusions.

Contents: Numbers and lists all section and subsection headings with page numbers

Introduction: States the objectives of the report and comments on the way the topic of the report is to be
treated. Leads straight into the report itself.

Contents: Numbers and lists all section and subsection headings with page numbers

This section which makes up the body of the report divided into numbered and headed sections. These
sections separate the different main ideas in a logical order

Conclusions: A short, logical summing up of the theme(s) developed in the main text

References: Details of published sources of material referred to or quoted in the text.

Bibliography: Other published sources of material, including websites, not referred to in the text but
useful for background or further reading.

Acknowledgements: List of people who helped you research or prepare the report, including your
proofreaders

Appendices: Any further material which is essential for full understanding of your report (e.g. large
scale diagrams, computer code, raw data, specifications).

53
E-Correspondence: One of the most frequently used means of communication in the job search is e-mail, and
its advantages are many. Delivery of an e-mail is prompt and assured. Another positive is that e-mail is less
intrusive than a phone call; the recipient can read the message at his or her leisure. Often, e-mail will be an
employer's preferred method of communication.
Writing a Professional Email
Always fill in the subject line with a topic that means something to your reader.
1. Put your main point in the opening sentence. Most readers won't stick around for a surprise ending.
2. Never begin a message with a vague "This"--as in "This needs to be done by 5:00." Always specify
what you're writing about.
3. Don't use ALL CAPITALS (no shouting!), or all lower-case letters either (unless you're the poet e. e.
cummings).
4. As a general rule, PLZ avoid texts peak (abbreviations and acronyms): you may be ROFLOL (rolling
on the floor laughing out loud), but your reader may be left wondering WUWT (what's up with that).
5. Be brief and polite. If your message runs longer than two or three short paragraphs, consider (a)
reducing the message, or (b) providing an attachment. But in any case, don't snap, growl, or bark.
6. Remember to say "please" and "thank you." And mean it. "Thank you for understanding why afternoon
breaks have been eliminated" is prissy and petty. It's not polite.
7. Add a signature block with appropriate contact information (in most cases, your name, business
address, and phone number, along with a legal disclaimer if required by your company). Do you need to
clutter the signature block with a clever quotation and artwork? Probably not.
8. Edit and proofread before hitting "send." You may think you're too busy to sweat the small stuff, but
unfortunately your reader may think you're a careless dolt.

9. Finally, reply promptly to serious messages. If you need more than 24 hours to collect information or
make a decision, send a brief response explaining the delay

54
R Viva-Voce:
1. What is Report?
2. What is the purpose of Report writing?
3. What are the characteristics of Report?
4. What type of skills report wring focus on?
5. What is a technical report?
6. What is the structure of report?
7. What are the different types of reports?
8. What is career Objective?
9. What is the difference between Resume and C.V?
10.How is Report writing useful?
1. What is Report?
2. What is the purpose of Report writing?
3. What are the characteristics of Report?
4. What type of skills report wring focus on?
5. Report writing useful?

55
 IV - ACTIVITIES ON PRESENTATION SKILLS

Introduction: Presentation skills are the essentials techniques you use when presenting an idea or set of
ideas to another. It is defined as: “the process of showing and explaining the content of a topic to an
audience.” It goes on to say that normally these presentations are accompanied by a visual aid such as a
power point, charts, hand-outs, etc. Presentation skills are critically important and cannot be passed
over. There are many techniques on how to present something effectively. Presentation skills can be
gotten by just a little effort and conditioning yourself to step out of your ‘safe, normal bounds’ and
achieve the public speaker role. If you are naturally shy, this may take longer to achieve, but need not
be so.

Objectives:
To master the key stages required to plan, prepare for and deliver a presentation
To implement skills to retain audience engagement during presentations
First Stage in Presentation:
A little nervousness is good - it shows you care about doing a good job, it can keep energy levels high -
too much is bad – learn to be calm:
Remember the CALM approach

Confront the problem positively

Approach it as something that can and has to be dealt with
Look for the steps that need to taken in order to deal with it
Manage it by planning de-stress strategies

To reduce fear, prepare properly and thoroughly. This can help to reduce your fear by about 75%.
Proper breathing techniques can further reduce this fear by another
Your mental state accounts for the remaining 10%. Think positively. Think assertively.

56
Tips on overcoming speaking anxiety
Know The Room - become familiar with the place in which you will speak. Stand at the lectern, speak
into the microphone.
Walk around where the audience will be seated.
Walk from where you will be seated to the place where you will be speaking.
Visualize Yourself Speaking - Imagine yourself walking confidently to the lectern as the audience
applauds.
Imagine yourself speaking, your voice loud, clear and assured. When you visualize yourself as
successful, you will be successful.
Step Two: Preparing a good presentation

Start early: Think through what needs to be said. Collect material from unusual sources which may
relate to the topic – sleep on these ideas. The end product will be more interesting and fully developed.
State your case: Using big letters and a bold pen, write a clear statement of the issue/problem and its
importance. Pin the statement on the wall above your desk.
Develop your ideas: Develop the statement into one jargon-free sentence that will catch the attention of
the audience. Next, identify the issues you plan to address – brainstorm, plan, etc.
Know your audience: Think about them. What do they already know? Don’t assume they will already
be familiar with basic concepts – outline these briefly but clearly early in the talk to avoid confusion.
The ‘elevator’ presentation: Try thinking that you have no more than two/three minutes in a moving
elevator/lift to explain the essence of your presentation: this exercise forces you to be clear and concise.
You as a facilitator: Try thinking of your presentation in terms of a problem for which you are offering
a solution.
Strip it to the essentials: What are your main arguments? What evidence can you offer? Attempt to
identify problems or questions the audience may have and address them in the talk, before the audience
has a chance to think of these things themselves.

57
Structuring:
Arrange these issues in a logical order and sequence (this is flexible). This is easier if you use index
cards and put one idea/issue on each card.
Retention of information by the audience is reduced as a talk proceeds, so if you do want to make a
series of points, organize them from the most to the least
important. That way, the audience is more likely to remember the important points later. You may even
find that the less important points become irrelevant to the focus of the talk as you practice.
Use transition elements which will help your audience to follow the link from one issue to the next.
These should be logical, and may be presented by posing a
question, or explaining your own discovery of the link's existence.
Use short sentences with simple constructions. Your ‘message’ will be made more clear and the
sentence structure is more similar to conversational styles.
Work in drafts: Run through the talk once at a very early stage (like producing a first draft). Go over it
and re-think it. Discard non-essential elements. Be strict about including only what is essential
information for the presentation, and removing all the non-essential tidbits.

Step Three: Practice

Know Your Material - If you are not familiar with your material or are uncomfortable with it, your
nervousness will increase. Practice your speech or presentation and revise it until you can present it with
ease. Be prepared. Nothing will relax you more than to know you are properly prepared.

Remember: ‘He or she who fails to prepare is preparing for failure so prepare, prepare, prepare’.
Rehearsing: Initially do it in private. Then use videotape and assess critically. It can be painful, but
worth it. Then try the presentation out in front of friends. Ask for feedback, then act on that information.

TIP 1: Select those who know a little about your topic, and not those who know a lot. This will focus
your attention on attempting to explain why you did what you
did in simple terms, rather than encouraging attention to details only specialists care about.
TIP 2: Make sure you know exactly how you will begin. The first impression is vital – try to be
interesting and compelling. You are trying to draw in the audience.
TIP 3: Ensure you have a prepared and memorable summary: this ‘take home’ message is what the
audience will remember after you leave.

58
Step Four - Performance
Think about how you use your voice
Speak with enthusiasm – if you don’t sound interested your audience won’t be.
Be conscious of your articulation. Don’t “mush” your words or syllables – slow down and practice
hitting those consonants.
Remember to use pauses to let points sink in.
Avoid inaudibility - nothing is more frustrating than having to strain to hear speakers.
Before you start Presentation
If possible, greet some of the audience as they arrive and chat with them. It is easier to speak to a group
of friends than to a group of strangers.
Try to relax: Sit comfortably with your back straight. Breathe in slowly, hold your breath for 4 to 5
seconds, then slowly exhale. To relax your facial muscles, open
your mouth and eyes wide, then close them tightly.
Relax. Take several deep breaths as you are being introduced (but don't sigh!). Visualize your rehearsed
opening statement; don't improvise at the last moment.
Don’t joke! Beware of making jokes. The results can be disappointing, and may suggest an
unprofessional attitude.
Speak naturally. Choose a natural, moderate rate of speech and use automatic gestures. Some people
suggest about 100 words a minute.
Don’t fidget. Monitor your behaviour, and avoid habitual behaviours (pacing, fumbling change in
pocket, twirling hair).
Avoid distractions. Don’t let any aids detract from your presentation. Make sure you don’t distract the
audience.
If you go wrong. If you lose your train of thought in mid-sentence then smile, say
“excuse me” and start again. Remember: we all do it. People want you to succeed and are sympathetic.
Keep smiling.
Don’t be over enthusiastic. Enthusiasm for your topic is contagious, but don't overdo it - you'll alienate
the audience.
Involve the audience. Converse with them, involve them in the process of the presentation by posing
questions and making eye contact.
Focus on the audience. Pick one (or two) people easily visible to you, and "speak" to them. Remember
to also observe others, but concentrate on just a few. This
may or may not solve your "audiencophobia" but it will keep you in touch with your audience, and
provide you with some feedback.
Don’t overrun. Keep an eye on your time and don't run over your limit. Ever. An audience will always
forgive you if you under run; they will never forgive you if
you over run.
Cope with interruptions. Be prepared for interruptions (late arrivals, burnt out projector bulbs, fire drills.

Stay in control. If you must turn down the room lights, don't turn them off entirely or for longer than

59
you need - remember to turn them back up!
Don’t apologize. Don't apologize for any aspect of your presentation. This should be your very best
effort; if you have to apologize, you haven't done your job properly. Remember that you are of equal
value to the other people in the room; apologizing will make you appear subservient.
Don't apologize for being nervous. Most of the time, your nervousness won’t show at all. If you don't
say anything about it, nobody may notice. If you mention
your nervousness or apologize for any problems you think you have with your speech, you'll only be
calling attention to it. Had you remained silent, your listeners may not have noticed at all.
Beware of ad-libbing when you are about to finish. This will be unpracticed, and will be the last thing
many of your audience will hear you say. End your talk with
the insightful, firm summary statement you have prepared.
You need to realize that people want you to succeed – All audiences want speakers to be interesting,
stimulating, informative and entertaining. They want
you to succeed - not fail. The only people who might want you to fail are struggling with their own
insecurities, foe which you are not responsible.
Handling Questions: The question period is often the part of the talk which influences the audience the
most. This is the part of the presentation where your ability to interact with the audience will be
evaluated. Preparation is important. Here are a few guidelines:
Always repeat each question so the entire audience knows what you've been asked.
Before you answer, take a moment to reflect on the question. By not rushing to give an answer, you
show a degree of respect for the questioner, and you give
yourself time to be sure you are answering the question that was actually asked. If you are unsure,
restate the question or ask for a clarification.
Above all, wait for the questioner to finish asking the question before you begin your answer! The only
exception is when it becomes necessary to break in on a
vague, rambling question; this is your show, and you have only a limited time to make your
presentation. It is essential, however, that you break in tactfully. Say something like "So, are you asking
....?" This will focus the question and give you a place to begin an answer. Remember that your ability
to interact with an audience is also being evaluated.
If a question is asked during the talk, and it will clarify an ambiguity, answer it immediately.
Postpone questions aimed at resolving specific problems (or arcane knowledge) until the end of the talk,
or private discussion. This is particularly important if the
answer will distract either you or the audience away from the flow of your presentation.

Avoid prolonged discussions with one person, extended answers, and especially arguments.
If you can't answer a question, just say so. Don't apologize. You then may:

60
Offer to research an answer, then get back to the questioner later.
Suggest resources which would help the questioner to address the question themselves.
Ask for suggestions from the audience.

Visual Aids
Visual aids significantly improve the interest of a presentation. However, they must be relevant to what
you want to say. A careless design or use of a slide can simply get in the way of the presentation. What
you use depends on the type of talk you are giving.

Here are some possibilities:

Overhead projection transparencies (OHPs), 35mm slides, Computer projection (Powerpoint,
applications) Video, and film, Real objects – either handled from the
speaker's bench or passed around.
Flip-chart or blackboard. Make sure you know in advance how to operate the equipment and also when
you want particular displays to appear.
Sometimes a technician will operate the equipment. Arrange beforehand, what is to happen and when
and what signals you will use. Edit your slides as carefully as your talk - if a slide is superfluous then
leave it out. If you need to use a slide twice, duplicate it.
And always check your slides – for typographical errors, consistency of fonts and layout. Slides and
OHPs should contain the minimum information necessary.
Try to limit words per slide to a maximum of 10. Use a reasonable size font and a typeface which will
enlarge well. Typically use a minimum 18pt Times Roman on
OHPs, and preferably larger.
Avoid using a diagram prepared for a technical report in your talk. It will be too detailed and difficult to
read.
Use color on your slides but avoid orange and yellow which do not show up very well when projected.
For text only, white or yellow on blue is pleasant to look at
and easy to read.
Books on presentation techniques often have quite detailed advice on the design of slides.
If possible consult an expert. Avoid adding to OHPs with a pen during the talk - it's messy and the
audience will be fascinated by your shaking hand!
Room lighting should be considered. Too much light near the screen will make it difficult to see the
detail. On the other hand, a completely darkened room can

send the audience to sleep. Try to avoid having to keep switching lights on and off, but if you do have
to do this, know where the light switches are and how to use them.

61
 JUST A MINUTE SESSION
It is also called as JAM session, in which a person need to choose a topic of his own or a judge will
provide the topic name, and need to speak something about that topic for 1minute. The session is just
like table topics only easier as all the topics are to have only one word. Give a topic to someone that
person then tries to speak on the topic for one minute.

There are three things to avoid in JAM:

HESITATION - You may pause for effect but not for thought

DEVIATION – From the topic or from correct English

REPITITION – You may not repeat a word with the following exceptions

Poster Presentation: A visitor to a poster does not want to read it, but to inspect it. Thus, the key to
creating an effective poster presentation is visual simplicity achieved without loss of information
content.
 Make the title brief and descriptive.
 Provide a brief abstract to orient the viewer.
 Plan a story for the viewer:
 the context - what, why, how
 the results and analysis
 the importance of the results
 Use telegraphic language and bulleted outlines.
 Construct easy-to-interpret graphs and tables for information and comparisons.
 Include a visual image to illustrate your project and/or results.
 Make it easy for the viewer to determine the flow of information.

Poster sessions have become a significant communication style for presenting research results in
professional association meetings in all disciplines of the natural and social sciences.

62
 V - ACTIVITIES ON GROUP DISCUSSION AND INTERVIEW SKILLS
Group Discussion: As in a football game, where you play like a team, passing the ball to each team
member and aim for a common goal, GD is also based on team work, incorporating views of different
team members to reach a common goal. A Group Discussion can be defined as a formal discussion
involving 8 to 10 participants in a group. They are given a topic. After some time, during which they
collect their thoughts, the group is asked to discuss the topic for 15 to 20 minutes. The GD process is to
assess a candidate’s personality traits.

Objectives:
To develop the dynamics of GD.
To learn techniques that can make an effective participant in GD.
To meet up the future challenges with success.
To be familiar with different types of interviews.
To develop a complete inventory of skills.
Dynamics of GD:
Flexibility: You must be open to other ideas as well as to the evaluation of your ideas. That is what
flexibility is all about. But first, remember: Never ever start your GD with a stand or a conclusion. By
taking a stand, you have already given your decision without discussing the topic at hand or listening to
the views of your team members.

Assertiveness: You must put forth your point to the group in a very emphatic, positive and confident
manner

Initiative: A general trend amongst students is to start a GD and get the initial kitty of points earmarked
for the initiator. But that is a high risk-high return strategy. Initiate a GD only if you are well versed
with the topic.

Creativity: An idea or a perspective which opens new horizons for discussion on the GD topic is
always highly appreciated. When you put across a new idea convincingly, such that it is discussed at
length by the group, it can only be positive

Team Player: It lays great emphasis on this parameter because it is essential for managers to be team
players. Management aspirants who lack team skills cannot be good managers.

63
Reasoning Ability: Reasoning ability plays an important role while expressing your opinions or ideas
at a GD.

She/he also inspires and motivates team members to express their views.
Inspiring ability: A good group discussion should incorporate views of all the team members. If some
team members want to express their ideas but are not getting the opportunity to do so, giving them an
opportunity to express their ideas or opinions will be seen as a positive trait.

Awareness: The content or awareness generally constitutes 40 to 50 percent marks of your GD. Apart
from these qualities, communication skills, confidence and the ability to think on one’s feet are also
very important.

GD Initiation: Initiating a GD is a high profit-high loss strategy. When you initiate a GD, you not only
grab the opportunity to speak, you also grab the attention of the examiner and your fellow candidates.
GD Summarisation: A conclusion is where the whole group decides in favour or against the topic.
You can summarise what the group has discussed in the GD in a nutshell. Keep it brief and concise. It
must incorporate all the important points that came out during the GD. If the examiner asks you to
summarise a GD, it means the GD has come to an end. Do not add anything once the GD has been
summarised.

GD – Points Marked on :
1.Audibility : Communication skills.
2.Analysis : supported by facts & examples
3.Content : Obtain by good reading
4.Team Work
5.Demeanor : Body Language counts, don’t sit cross-legged 6. Leadership : People should listen and
agree to you.

GD Techniques:

64
There are a few simple techniques that can make you an effective participant:

Prepare: If you know what the topic of the discussion will be, there is a lot you can do to prepare in
advance. You can read round the topic to make sure you are aware of the main issues and arguments,
and spend some time deciding what your own position is.

Listen: An effective discussion is one in which people listen to each other. Listening is a very important
discussion skill and make sure you listen and respond to what other people have to say.

Be polite: In a discussion, it’s important to stay calm and be polite, even if you feel strongly about the
topic under discussion. Using words like please, thank you, I’d like to… May I…? Would you mind…?
Could you…? Make you sound polite and respectful.
Take / make notes: It’s a good idea to have a pen and paper handy. You can jot down any useful or
important words or ideas that might come in handy later in the discussion – or afterwards.
Speak clearly: Practise your pronunciation and speak clearly and confidently. If you need time to
collect your thoughts, you could say something like Hmmm… just let me have a minute to think about
this.
Useful phrases for GD:
There are lots of useful phrases that you can use in discussions. Here are just a few of them:
o Agreeing: You’re absolutely right about that.
o Disagreeing: I’m sorry, I don’t see it that way at all.
o Interrupting: Sorry, do you mind if I say something here?
o Dealing with interruptions: Could I just finish what I’m saying?
o Asking for explanation: Would you mind telling us what exactly you mean by that? o Asking for more
information: Would you mind saying a little bit more about that? o Adding more information: Another
point I’d like to make is…

Different parts of a GD: – (considering a 15 minutes GD).

Chaos period. (1-2 minutes).
Generating ideas. (7-8 minutes).
Building on ideas. (5-6 minutes).
Conclusion. (rarely comes; ½ – 1 minutes)

Roles in Group Discussion:

Group enterprise roles: These roles are constructive to the group.

65
Initiator-contributor: Generates new ideas.
Information-seeker: Asks for information about the task.
Opinion-seeker: Asks for the input from the group about its values.
Information-giver: Offers facts or generalization to the group.
Opinion-giver: States his or her beliefs about a group issue.
Elaborator: Explains ideas within the group, offers examples to clarify ideas.
Coordinator: Shows the relationships between ideas.
Encourager: Praises the ideas of others.
Harmonizer: Mediates differences between group members.
Standard Setter: Suggests standards or criteria for the group to achieve.
Follower: Goes along with the group and accepts the group’s ideas.

Dysfunctional roles
These roles are destructive to the group.
Aggressor: Attacks other group members, deflates the status of others, and other aggressive behavior.
Blocker: Resists movement by the group.
Recognition seeker: Calls attention to himself or herself.
Self-confessor: Seeks to disclose non-group related feelings or opinions.
Dominator: Asserts control over the group by manipulating the other group members.
Help seeker: Tries to gain the sympathy of the group.
Special interest pleader: Uses stereotypes to assert his or her own prejudices.

Types of GD Topics: GDs are Topic Based and Case Based

Topic Based GDs:

1. Factual speech topics 2. Controversial and argumentative issues
3. Abstract discussion material 4. Case studies

Case Based GDs:

Factual topics for a group are – as the word says – about facts. This is a sample list of speech topics on
current issues and facts: Why drinking and driving is dangerous to yourself and others.
A controversial group discussion topic is a speech topic that has many controversies.
What is wrong with child labor?
Abstract group discussion topics are things that cannot be touched not be easily defined or
formulated. Just think in a creative manner and start a vivid group discussion with one of these abstract
topics to talk about: The Nostradamus Code

66
Case Studies: The fourth type of group discussion topics are case studies. You determine a problem
and together with the other group members you have to find a satisfying solution. These are small group
discussion topic ideas. Dropouts – Individual attention in safe schools and smaller classes; is that the
way to stop students to drop out?

Body Language:
Body language plays an important role during the Group Discussion. The panelists will surely take note
of your body language.
1. Pointing fingers: Pointing fingers generally signifies talking in anger and accusing someone
with your finger. It exhibits your aggression. This should be completely avoided.
2. Playing with pen or paper: Playing with pen, paper or just moving your hands shows careless
attitude. Whether you remain silent or talk while playing with such objects, it will show your
lack of interest.
3. Stooping or slouching: You should sit straight while in a GD. Don’t slouch or bend forward.
That is an informal posture and is not at all welcomed in GD rounds.
4. Sitting with crossed arms or legs: When you sit with crossed arms/legs or both, it refers to a
closed mindset and a person who is not ready to accept/listen to others’ point of views.
5. Throwing your hand: Don’t throw your hands in such a manner that it enters your next group
member’s space. Everyone has their own personal space and entering that disturbs the entire
group coherence.
6. Fidget: You should not keep fidgeting or moving uncomfortably in your chair.
7. Not to be stiff: When it is advised that you should not keep fidgeting, it is also meant that you
should not be absolutely stiff in your position. You should have a relaxed posture.
8. Scratching, pricking, rubbing: You should not engage your hands in inappropriate activities
such as scratching, pricking, rubbing etc. This will again show your lack of interest in the GD
and too much obsession with yourself.
9. Control your facial expressions: Control your facial expression and avoid showing your
anger/disgust/frustration reflect on your face. Also don’t smirk, smile or laugh unnecessarily.
Don’t make it too stoic.
10. Moving your legs: Continuous movement of legs will show your impatience. If you keep
moving your legs, you will communicate that you want to get rid of the GD process.
62

67
Do’s of participating in a GD:
Listen to the subject carefully
Put down your thoughts on a paper
Initiate the discussion if you know the subject well
Listen to others if you don’t know the subject
Support you point with some facts and figures
Make short contribution of 25-30 seconds 3-4 times
Give others a chance to speak
Speak politely and pleasantly. Respect contribution from other members.
Disagree politely and agree with what is right.
Summarize the discussion if the group has not reached a conclusion.

Don’ts of participating in a Group Discussion

Initiate the discussion if you do not have sufficient knowledge about the given topic.
Over speak, intervene and snatch other’s chance to speak.
Argue and shout during the GD
Look at the evaluators or a particular group member Talk irrelevant things and distract
the discussion
Pose negative body gestures like touching the nose, leaning back on the chair, knocking
the table with a pen etc.
Mention erratic statistics.
Display low self-confidence with shaky voice and trembling hands.
Interview Skills: Life is full of challenges. To meet the challenges of professional life, one has to be
familiar with many skills to grab the attention of an interviewer, out of which Interview skills are the
basic necessities to meet up the future challenges with success. Either you are applying for a job or want
to qualify an entrance examination for a professional degree; you should have to be prepared in advance
for an interview. An interviewer always attempt to decide that why they should select you? If you can
show your trust, your confidence, your commitment, and appropriate skills, then you could win a
successful future.
Interview is a form of oral communication. It’s one to one, or one to group interaction, where an
applicant proves themselves as a unique person to be the part of an organization. Remember that
interview is always pre-planned and structured. It’s a formal presentation between an interviewer and an
interviewee.

68
Planning – The Interview Process
Once you have sent your resume to a company and survived the weeding out process, your resume
typically gets passed along to the hiring manager.

In-Person Interview: If you survived the initial phone interview, the next step is probably an in-person
interview. Every company has their own way of conducting these interviews. Some prefer to have
"panel-like" interviews, while others prefer one-to-one interviews. Expect to interview with three to
four technical people and maybe a group manager. Expect a wide variety of questions that range from
common personal questions to very challenging technical questions relevant to the job you are applying
for.
Before the Interview
Identify your strengths and weaknesses, goals, skills, etc
Research the company
Rehearse what you plan to say
Practice answers to common questions
Prepare questions to ask the employer
During the Interview
Make sure you arrive a few minutes early
Be aware of nonverbal communication. Sit up straight, look alert, speak clearly and forcefully, but stay
relaxed. Make good eye contact, avoid nervous mannerisms, and try to be a good listener as well as a
good talker. Smile!
Follow the interviewer's lead, but try to get the interviewer to describe the position and duties to you
fairly early in the interview so that you can then relate your background and skills in context
Be specific, concrete, and detailed in your answers. The more information you volunteer, the better the
employer gets to know you
Offer examples of your work and references which will document your best qualities
Answer questions as truthfully and as frankly as you can. Answer honestly, while trying not to say more
than is necessary

69
After the Interview
Take notes on what you feel you could improve upon for your next interview
Write a brief thank-you letter to the interviewer indicating your interest within 24 hours of your
interview
If offered the position, one to two weeks is a reasonable amount of time to make a decision. All
employment offers deserve a written reply whether or not you accept them.

Go through the Process: Regardless of the type of interview, most will incorporate the following
stages: establishing rapport, exchanging information, and closing the interview.

Interview Preparation
Research is a critical part of preparing for an interview. If you haven't done your homework, it is going
to be obvious. Spend time researching and thinking about yourself, the occupation, the organization,
and questions you might ask at the end of the interview.
Know Yourself: Following is a list of the ten most marketable skills. You will notice that they are all
generic.

Analytical/Problem Solving
Flexibility/Versatility
Interpersonal
Oral/Written Communication
Organization/Planning
Time Management
Motivation
Leadership
Self-Starter/Initiative
Team Player

Know the Occupation: The second step in preparing for an interview is to research the occupation.
This is necessary because in order to present a convincing argument that you have the experience and
skills required for that occupation, you must first know what those requirements and duties are. It is also
in your best interest to identify the approximate starting salary for that position, or those similar.

70
Know the Organization: The more you know about an organization, the better prepared you will be to

discuss how you can meet its needs. Some of the characteristics that you should know about an
organization are:

Where is itlocated?
How big is it?
What are its products and who does it serve?
How is the organization structured?
What is its historyy?
Have there been any recent changes, new developments?

Prepare Questions: Having completed your background research, you are now ready to prepare
questions to ask the interviewer(s). Try to think of questions for which the answer was not readily
available in company literature. Intelligent well thought-out questions will demonstrate your genuine
interest in the position. Some sample questions are:

What future direction do you see the company taking?

Where is the greatest demand for your services or product?
How do you differ from your competitors?
How much responsibility will I be given in this position?
Can you tell me more about the training program?
Have any new product lines been introduced recently?
What criteria will be used to evaluate my performance?
Will I work independently or as part of a team?
What are the career paths available in this organization?
When can I expect to hear from you regarding this position?
Entrance and Introduction:
In fact, the best way to enter an interview is to knock, ask for permission to enter and then wait for a
while before you actually sit down. Few interviewees know this but the interview panel needs a little
quiet time to discuss the previous candidate before they get around to the next one. So your silence till
you actually get seated would be very valuable. Try and keep a bag with you for all your papers and
certificates.

Ten Things That an Interviewer Looks in You:

 Family Background

71
  Education
 Experience
 Stability
 Initiative
 General Ability
 Interpersonal Skills
 Confidence
 Aptitude
 Pleasant Looks
Interview Types:
Employing a new candidate for a company is very difficult for the interviewer. Because in this job
market competitors are increased and new interview methods are introduced. There are many types of
interviews. If you attended any interview you can realize that you had faced the given below interview
types.

* Face to Face interview

* Group interview
* Behavioral interview
* Telephone interview
* Panel interview
* Stress interview
Face to Face interview: Most of the interviews are face to face interviews. This is also known
traditional interview in which job seekers meet the employers in face to face. Whether you are fresher
or experienced you are in need to attend the interview. The advantage of the traditional interview is that
the employer and job seekers can get to know each other about their environment.

Group interview: Group interviews are conducted by some large companies for graduates who are all
interviewed at one time. They may give some exercises to solve in a group and observes how the
candidates react with other people. The group interview will show the candidates.

* Knowledge level
* Leadership qualities
* Communication skill

72
* Team work
* Listening Capacity
* Reaction under stress
Behavioral Interview: In behavioral interviews, candidates are asked to explain their skills, experience,
activities, hobbies, school projects, family life - anything really - as examples of your past behavior.
The purpose of this type of interview is to predict future based on past experiences.

Telephone interview: Telephone interview is a technique used to recruit the candidates for
employment through phone. The main purpose of conducting telephone interview is to reduce the
expenses of the out of state or out of town candidates. Telephone interview is also conducted in
professional manner as like other interviews.

Panel interview: In Panel interviews or Committee interviews candidates will meet several higher
authorities and this method is used to hire for advanced positions. Questions may be asked by all panel
members and you can expect any type of critical questions from them. Try to answer for all questions
and be sure to impress all of the interviewers. The Panel members may be

* The supervisor
* The manager
* The human resource officer
* The union representative
* Employees who are in recruiting team
Stress interview: Stress interview creates discomfort in you and the main purpose of stress interview is
to give you stress and difficult situation. This type of interview is to test the candidate’s ability in stress
situations. The interviewer's may try to introduce stress by asking continuous questions without giving
time to think and answer the questions. Starting you might be asked to wait in the waiting room for an
hour before the interview. The interviewer might openly challenge your believes or judgment. You
might be called upon to perform an impossible task on convincing the interviewer to exchange. Answer
each question in calm as it comes.

Telephone Interview: Here are some phone interview tips to help you.
1. Be Prepared
For preparing the phone interview, there are several things you can do. To prepare for the phone
interview you can consider the following points:

73
  You can keep all of your employer research materials within easy reach of the phone.

 You can tape your resume to a wall near the phone. It will help a lot during the call and will be a
constant reminder for your job search.
 Have a notepad handy to take notes.

 If the phone interview will occur at a set time, Following are some additional points you have to
consider:
 Turn off call waiting on your phone.
 Place a "Do Not Disturb" note on your door.
 Warm up your voice while waiting for the call.
 Have a glass of water handy, so that you will not have a chance to take a
 break during the call.
 Turn off your stereo, TV, and any other potential distraction.

2. Do not be afraid to pick up the phone

The first step in the hiring process is the telephone interview. It may happen that when you pick up the
phone, the call may be from any company. Then that time ask the recruiter to repeat his or her name.
Verify the spelling and write it down. Use the recruiter's name in your response. If there is really any
problem for you to talk, then ask for a telephone number and a convenient time to call back. You are
now ready to make a good impression during your first five minutes. The phone interview tips will help
you master the phone interview and get you to the next step - the face to face interview. So do not afraid
to pick the phone.

3. Be a good listener
During telephonic interview, you must keep in mind that you must be a good listener. Avoid
interrupting and let the recruiter complete his thought or question before you respond. Ask for
clarification. Use open-ended questions. The more information you can gather, the better you can
respond. We must know the fact that good listener is the best quality.

Helpful video conference interview tips for candidates.

Think of the video conference in the same way as you would a physical face to face interview and do
your preparation accordingly, however there are some subtle differences because of the technology. The
following video conference interview tips will help you negotiate these successfully.

74
Dressing well
Wear neutral. Checks, stripes and busy patterns should be avoided as these may distort with movement.

Pre Interview
You should arrive 10 to 15 before the start time of the video conferencing interview so that you can
become familiar with your surroundings before the interview begins.
The on-site operator will explain the process to you and will adjust the camera and volume if necessary.
You will either see two or one television monitors. If there are two you are likely to see the interview
panel on one and yourself on the other. If there is one monitor you will see the interview panel on it and
then a smaller box in the corner of the screen showing yourself.

The reason for being able to see yourself is so that you know how they see you. If you are too far to one
side or the camera is pointing elsewhere in the room, the on-site operator should alter this so that you
can be seen clearly.

Noise
Modern high quality microphones are very sensitive so avoid tapping on the desk or shuffling papers.

Movement
Keep your hand or body movements down to a minimum. Rapid or repetitious movements can look
quite jerky on a video monitor or you could move out of shot.

Eye contact
As you speak try to look at the camera, usually positioned on top of the monitor, rather than the monitor
itself. This will give a better appearance of eye contact. Speak normally as you would in a conversation,
and don't forget to smile

Sound delay
Sometimes there can be a slight time delay. If this happens wait a moment before answering questions
to ensure that they have finished speaking. The interview panel will notice this and appreciate that you
are making allowances for the delay. In addition don’t speak for too long; as well as losing your
interviewers concentration, if the interview is being recorded you may be 'fast forward'.

75
Technical problems
Should there be any problem such as the picture freezing, do calmly inform the interview panel. Explain
what you can see, or not see and that you will be leaving the
room for a moment to ask the on-site operator to help. Do not worry, on the rare occasions that this
happens all that is needed is a re-boot.

Duration of meeting
Be aware of the time. Make sure you can cover your agenda in the allotted interview time as the facility
has been booked for a specific time it may not be possible to over run.

End of interview
At the end of the interview, thank the employer for the interview. Mute the sound and leave the room.
Let the operator or receptionist know that you have left.

General HR Interview Questions with Possible Answers:

1. How would you describe yourself?
My background to date has been centered around preparing myself to become the very best engineer I
can become. I was born and raised in …………. I’ve graduated from the JNT University with a B.Tech
degree in………... I have worked for 2 years as a junior engineer in LQ-Soft Solutions. I enjoy playing
cricket in my free time and learning languages.

2. What specific goals, including those related to your occupation, have you established for your
life?
I want to be working for an excellent company like yours. I plan to contribute my leadership,
interpersonal, and technical skills. My long-range career goal is to be the best engineer I can for the
company I work for.

3. How has your college experience prepared you for this career?
I have prepared myself to transition into the work force through real-world experience involving travel
abroad, internship, and entrepreneurial opportunities which were given to me at our college. As you can
see from my academic, extracurricular and experiential background, I have unconditionally committed
myself to success as an engineering professional.

4. Please describe the ideal job for you following graduation.

76
My ideal job is one that incorporates both my education and practical work skills to be the best I can be.
Namely combining my education in engineering with my working knowledge, entrepreneurial abilities,
computer skills, and administrative skills.

5. What influenced you to choose this career?

I like engineering because my potential for success is limited only by how much of myself I dedicate
toward my goal. If any profession is founded on self-determinism, it surely must be engineering.

6. Do you have the qualifications and personal characteristics necessary for success in your
chosen career?
I believe I have a combination of qualities to be successful in this career. First, I have a strong interest,
backed by a solid, well-rounded, state-of-the-art education, especially in a career that is technically
oriented. I am convinced that I possess these characteristics and am ready to be a successful team
member for your firm.

7. Are you more energized by working with data or by collaborating with other individuals?
I like the validity of information and also like the energy that comes with working with people. The best
thing about working in a group is combining the great minds from different perspectives and coming up
with something extremely great, compared with when you’re working alone. At the same time,
information can generate vitality in the project you’re working on.

8. How would you describe yourself in terms of your ability to work as a member of a team?
I have had many opportunities in both athletics and academics to develop my skills as a team player.
My experience as a project research team leader also helped me to learn the role of “team player.” I
ensured that everyone in the group had equal opportunity to contribute, maintained excellent
communication among group members, and coordinated their energies toward reaching our team’s goal.

9. What motivates you to put forth you greatest effort?

Although monetary rewards are important, I am driven to succeed internally more than anything, I want
to be respected by my friends and coworkers for being the best at what I do. I want to be recognized as
the best.

10. Would you describe yourself as goal-driven?

Yes, and I demonstrated my goal orientation as president of the local community service organization. I
am very proud of the fact that I set a goal of signing 50 new members by the end of the year, and I

77
accomplished that.

11. Can you describe your long-range goals and objectives?

My primary objectives are to learn as much as possible about your company, organizational structure,
and professional techniques so that I may become the most productive member of your team.

12. What do you expect to be doing in five years?

Although it is hard to predict the future, I sincerely believe that I will become a very good engineer. I
believe that my abilities will allow me to excel to the point that I can seek other opportunities as a chief
engineer and possibly even higher.

13. What do you see yourself doing in ten years?

Ten years from now I see myself as a successful CEO for a world-class firm like yours. I want to have
developed a wonderful bond with my employer.

14. How would you evaluate your ability to deal with conflict?
I believe I am quite good at handling conflict. I would always make sure that I fully explained the
situation, the policies behind my decision, and why those policies exist. Usually by the end of the
conversation, the person could see the other side of the situation.

78
15. Would you say that you can easily deal with high-pressure situations?
Yes. My past experience as an Administrative Coordinator required me to deal with many
serious situations since I held emergency on-call duties as a supervisor.

16. What quality or attribute do you feel will most contribute to your career success?
My greatest strength is my flexibility. I have learned that work conditions change from day to
day and throughout the day, as well, no matter where I have worked in the past. My flexibility to
adapt to the different demands of the job has allowed me to surpass my employer’s expectations.

17.What were your reasons for selecting your college?

My college LaQshya Institute of Technology & Sciences, Khammam has always had a
reputation as having an excellent infrastructure, so I knew that if I enrolled there, I would
achieve first-class preparation for my chosen career field.

18. Which college classes did you like best? Why?

My favorite classes have been the ones pertaining to my major, which is………….. These
classes have laid the groundwork for my career in engineering.

19. Do you think that your grades are an indication of your academic achievement?
I have focused much of my energy on work and obtaining real-world experience. Sometimes my
heavy load has not allowed me to keep up with some of my studies, but I have learned an
enormous amount that I can apply in my future industry.

20.What plans do you have for continued study? An advanced degree?

I plan to continue my education for the rest of my life. In my technology-related field, keeping
up to date through continuing education is of the utmost importance

21. Describe the characteristics of a successful leader.

A successful leader should have the vision and capabilities to formulate strategies to reach his or
her objectives and communicate these ideas to his or her team members.

79
22. Why did you decide to seek a position in this field?
I want to work in the MNC’s because ever since I took my first course in college, I have felt very
passionate toward the MNC’s and cannot imagine myself doing anything else.

23. Tell me what you know about our company.

You’re respected worldwide. Over the last 15 to 20 years you’ve produced award-winning
products.

24. Why did you decide to seek a position in this company?

I am convinced that there would be no better place to work than in yours. You are the top
technical firm in India. You provide your employees with the tools they need to stay competitive
and sharpen their skills while working in an open, team-based environment.

25. Which is more important to you, the job itself or your salary?
A salary commensurate with my experience and skills is important, but it’s only one piece of the
package. But more importantly, to enjoy what I’m doing.

26. What level of compensation would it take to make you happy?

I am not depending on money to make me happy. What makes me happy is having a satisfying
job that provides challenge and new situations daily.
27. Tell me about the salary range you’re seeking.
If you feel that I am the candidate you are looking for, that I’m sure your offer will be fair and
commensurate with the value I can bring to the company.

28. Give me an example of an important goal which you had set in the past and tell me
about your success in reaching it
As a senior in college, my goal was to play college cricket tournaments. So over that summer I
worked on my cricket to the point where I won almost every tournament I entered.

29. What steps do you follow to study a problem before making a decision?
Define the problem to be solved and decision to be made. Gather the necessary information. List
all possible choices. Consider possible outcomes for each choice. Choose one, from the possible

80
alternatives.

30. Describe sometimes when you were not very satisfied with your performance.
I failed my first year M1 subject, which made me very unhappy. I wasn’t going to let this
incident set the trend for the rest of my B.Tech. My lecturers helped me out incredibly and my
grades soon improved.

31. How do you determine priorities in scheduling your time?

I took a time-management course in which I learned to prioritize all tasks on A, B, or C lists. I
always try to tackle the A list first. In every working situation, co-workers have always
complimented me on how well I manage my time.

32. What has been your experience in giving presentations?

I have grown to be a confident presenter. My most successful presentation took place at my
university when I was responsible for presenting a leadership-development program. Each
student successfully understood my presentation.

33. Tell me about a time you had to handle multiple responsibilities.

While attending college, I also worked at a firm. I was successful because I practiced good time-
management skills and I made a to-do list every day. As I completed each task, I checked it off
the list.
34. What suggestions do you have for our organization?

After examining several sources, including your company’s annual report and Web site, as well
as some of your competitors’ sources, I see that you have a strong product line with good
demographic segments, in a growing industry. I think you have a great opportunity to expand
your target market and increase your market share by marketing your product line.

35. What is the most significant contribution you made to the company during a past job or
internship?
My organization was undergoing an accreditation process. I developed two detailed accreditation
self-evaluation reports that documented how the organization met accreditation standards. These
self-evaluations served as basis for accreditation site visits and enabled all eligible programs to

81
be accredited in record time.

36. What type of position are you looking for?

I’m interested in an entry level position and I’m looking for a position in which I can utilize my
experience.

37. Are you interested in a full-time or part-time position?

I am more interested in a full-time position. However, I would also consider a part-time position.
38. Can you tell me about your responsibilities at your last job?
I collaborated with colleagues to prepare the best possible package for the client. The clients
were then presented with a summarized report on their financial activities that I formulated on a
quarterly basis.
39. What is your greatest strength?
I work well under pressure. When there is a deadline, I can focus on the task at hand and
structure my work schedule well. I am an excellent communicator. People trust me and come to
me for advice.

40. What is your greatest weakness?

I work too hard and become nervous. I tend to spend too much time making sure the client is
satisfied. However, I began setting time-limits for myself.
41. Why do you want to work for LQ-soft? After following your firm’s progress for the last 3
years, I am convinced that LQ-soft is becoming one of the market leaders and I would like to be
part of the team.

42. When can you begin?

As soon as you would like me to begin.
43. What is your attitude to authority?
I do what I am told with respect to the job I am employed to do.
44. How would you deal with a difficult person?
I would first keep an open mind and listen to them, which in itself calms most people anyway.
45.What motivates you?

82
Recognition and promotion prospects.

46.What is your definition of success?

Achieving what we set out to achieve and never giving up.
47.You may have to tell the occasional lie in this position, are you Okay with that?
I can be diplomatic tactful and sensitive to people but I do not deliberately lie and deceive
people.
48. Why should I choose you?
Because I am the best and most appropriate for the job.
49. If we did offer you the job, how would you react?
I would take it, thank you very much, when can I start?

VIVA –VOCE:
1. What are the do’s and don’ts of G.D?
2. What is the significance of G.D?
1.What are various types of interviews?
2. What is telephonic interview? How do you prepare?
3. What is face to face interview?
4. what is a panel/group interview?
5. How do you develop interview file?
6. What are the different types of interview questions?
7.What is the importance of asking tell me something about yourself?
8.What is interview? what are the do’s and don’ts?
9.What is career Objective?
10.what is walk in interview?

83
DESIGN OF ADDITIONAL EXPERIMENTS
Communication Media Etiquette
The Telephone
 Always return calls. Even if you don’t yet have an answer to the caller’s question, call
and explain what you’re doing to get the requested information, or direct them to the
appropriate place to get it.
 If you’re going to be out, have someone pick up your calls or at a minimum, have your
answering system tell the caller when you will be back in the office and when they can
expect a call back.
 When you initiate a call and get a receptionist or secretary, identify yourself and tell them
the basic nature of your call. That way, you’ll be sure you’re getting the right person or
department and the person you’re trying to reach will be able to get the appropriate
information and help you more efficiently.
 When we receive a phone call, identify yourself and your department, if it is an in-house
call, and your name and the company if it is an outside call. Answer the phone with some
enthusiasm or at least warmth, even if you are being interrupted, the person on other end
doesn’t know that!
 Make sure your voice mail system is working properly and doesn’t tell the caller that the
mailbox is full, transfer them to nowhere, or ring indefinitely. Address technical and
system problems-a rude machine or system is as unacceptable as a rude person.
 You don’t have to reply to tele-advertisements. If someone is calling to sell you
something, you can indicate that you are not interested ad hang up without losing too
much time on it.
However, you need to be careful. You may be receiving a call from an insurance or long
distance company that wants to hire you as a consultant! Be sure you know the nature of the call
before you excuse yourself.
 Personalize the conversation. Many people act in electronic media the way they act in
their cars. They feel since they are not face-to-face with a person, it is perfectly
acceptable to be abrupt, crass, or rude. We need to ensure that we make the best use of
the advantages of these media without falling headfirst into the disadvantages.
 Don’t put a person on hold without asking him if he would mind holding.
 When you take a message for someone, do so on a large sheet of paper in some detail. Do
not edit the message. Add the date and time, and your signature before leaving it on the
absentee’s table.
 Don’t make funny noises on the phone. Drinking water while answering the phone, or
eating chips, or blowing your nose, is unacceptable.
Interruptions
Avoid interruptions of single or group work sessions, meetings, phone calls, or even discussions
if at all possible. Most management folks feel free to interrupt informal working sessions of
subordinates, but need to realize that they may be interrupting a brainstorming session that will
produce the company’s next big success.

84
Always apologize if you must interrupt a conversation, meeting, or someone’s concentration on a
task. Quickly state the nature of what you need, and show consideration for the fact that you are
interrupting valuable work or progress.
E-mail
 While addressing the mail, in the ‘To’ column put the i.d.’s of the persons who are to take
action in the matter; in the ‘CC’ column, the id’s of those who are in the loop only; the
‘BCC’ column should better be left unused as many companies consider it unethical to
use that column.
 Make the subject line specific and short. Don’t leave the subject blank, and don’t use a
genetic subject line, ‘Hi’ or ‘Just for you’. Don’t also have a long subject line.
 Use different mails for different subjects; do not club three or more different subjects
under a general subject. Only one subject, and its connected data, should be in one mail.
 Follow correspondence rules. Do not type everything in caps or in lower case; follow
grammar rules, and don’t commit mistakes.
 Punctuation marks should be correctly used, and not overused, showing intense
excitement etc.
 Use soft and neutral words, and cut out harsh or emotional content. A business letter
should be business-like, not a drama script.
 Your mails should normally fit into one page without the reader having to scroll down.
 Don’t forward messages with three pages of mail-to information before they get to the
content. In the message you forward, delete the extraneous information such as all the
‘memo to’ subject, addresses, and date lines.
 When replying to a mail, don’t automatically hit the ‘Reply All’ button.
 Sometimes very embarrassing internal mail goes to an external customer, with disastrous
results.
 When replying to a question, copy only the question into your e-mail, then provide your
response.
 Address and sign your e-mails. Although this is included in the To and From sections,
remember that you are communicating with a person, not a computer.
 Use your company id only for business mail, and your personal id for your friends etc.
 All mails sent through the company computer are scanned by the company. Be careful
regarding what you send. If you have visited an x site, then you are in deep hot water.
 Be careful what you write in your mails. They are a record, and can be used against you
in the future, when you least expect it.

Business Ethics – Principles/Practice

When we are developing our ethics policy, we must decide what it is we want our company to
stand for, put it in writing, and enforce it. We can base our policy on five fundamental principles:
 Purpose: a purpose combines both your vision as well as the values you would like to see
upheld in your business. It comes from the top and outlines specifically what is
considered acceptable as well as unacceptable in terms of conduct in your business.
 Pride: Pride builds dignity and self-respect. If employees are proud of where they work
and what they are doing, they are much more apt to act in an ethical manner.

85
  Patience: Since you must focus on long-term versus short-term results, you must develop
a certain degree of patience. Without it, you will become too frustrated and will be more
tempted to choose unethical alternatives.
 Persistence: Persistence means standing by your word. It means being committed. If
you are not committed to the ethics you have outlined, then they become worthless.
Stand by your word.
 Perspective: In a world where there is never enough time to do everything we need or
want to do, it is often difficult to maintain perspective. However, stopping and reflecting
on where your business is headed, why you are headed that way, and how you are going
to get there allows you to make the best decisions both in the short-term as well as long-
term.
A company policy is a reflection of the values deemed important to the business. As you
develop your ethics, focus on what you would like the world to be like, not on what others tell
you it is.
How to say ‘no’ with tact
You may be faced with a situation in which a partner or co-worker proposes an action that you
believe is not ethical or outright wrong.
Perhaps an employee comes to you with this situation. What do you do? What do you tell your
employee?
You may be tempted to do what is asked because you know the person or you feel obligated for
some other reason. Fight the temptation. Take a stand. Say no with tact. Don’t accuse the other
person of being unethical. Instead, use ‘I’ statements to describe your feelings.
State your objection and concern without Indictment
 I have serious concerns about that, and I need your understanding…
 I honestly believe it is wrong because…
 I can’t do what I feel is wrong…
Purpose an alternative action that you feel is Ethical
 I think I know what you want to accomplish, and I feel there’s a better way to do it. How
about…
Ask for the person’s help and agreement
 I really need your help.
 I want to make sure we both do the right thing
 Will you go with me on this one?
Who’s responsible for acting ethically? You are! It is every person. Ultimately, each of us is
responsible for our own actions, including being ethical. The three ‘R’s will point you and your
employees in the right ethical direction.
The first ‘R’ of business ethics is Respect.
 Treating everyone with dignity and courtesy.
 Using company supplies, equipment, time, and money, and abiding by laws, rules and
regulations that exist to protect our world and our way of life.
 Protecting and improving your work environment, and abiding by laws, rules and
regulations that exist to protect our world and our way of life.
The second ‘R’ of Business ethics is Responsibility.

86
  Providing timely, high-quality goods and services.
 Working collaboratively and carrying your share of the load.
 Meeting all performance expectations and adding value.
The third ‘R’ of business ethics is Results.
 Essential in attaining results is an understanding that the way results are attained. Using
the phrase “The ends justify the means” is an excuse that is too often used to explain an
emotional response, action that was not well planned or carefully considered.
 Obviously, you are expected to get results for your organization and for your customers.
However, you are also expected to get those results legally and morally, by being ethical.
If you lose sight of the distinction, you jeopardize your job, your business and your
career.
Watch out For “The Big Four”
 Greed – the drive to acquire or possess more and more in one’s self-interest.
 Speed – the motivation to cut corners in response to the speed the pace of business
 Laziness – taking the easy path of least effort and resistance
 Haziness – acting and reacting without thinking
These are primary factors leading to unethical behavior. And they’re all temptations that must be
fought.

Professional Etiquette
Adapting To The Corporate World
In the corporate world it is important to present ourselves with the kind of polish that shows we
can be taken seriously, and also about being comfortable around people and making them
comfortable around you. Again, in the corporate world, we are supposed to know what is right
and what is wrong, and then do the right thing. Values are beliefs that are important to us. These
values affect the choices that you make. So, the corporate world is a place where we should
know how to dress, how to behave, and how to take decisions so as to do the right thing. We all
live in different communities and are born into different cultures, which are often reflected in the
clothing that we wear. When we go outside our community or culture group, others may identify
us as being different. During the interview session, one thing that the potential employer is
concerned about is whether or not we will fit in with the culture of their company. A potential
employer seeks individuals who have qualified skills, are dependable and enthusiastic. He also
seeks someone who will represent the values of their organization. One of the determinants for
this is based on our appearance. If our appearance is very different from the other employees,
we may not fit the image that the company is seeking. Therefore, we may need to alter our
appearance to match the values of the company where we are.

Getting Ready For An Interview

Whenever we are looking for a job, a planned outfit is a must and it is equally important to have
one well fitting and coordinated ‘interview outfit’ because we never know when an opportunity
to interview for a job will come our way. Call the Personnel Department of the Company you are
interviewing with and find out the requirements and dress appropriately. Ask about the dress
code and recommended clothing to wear. It will be easier and quicker to get the items one needs
if planned ahead. Looking good does not have to cost a fortune.

87
Grooming Checklist for the Interview Day
 Bathe or shower on the morning of the interview.
 Brush and floss your teeth. Use mouth wash.
 Your outfit should be clean and pressed.
 Shoes should be polished. Check to make certain the heels are not run-over.
 Does jewelry match? Is it conservative and tasteful?
 Hair done and neat. Bring a comb with you just in case.
 For women: Apply makeup lightly. Bring powder and lipstick to freshen up before the
interview.
 For men: Be freshly shaven.
 Take a wristwatch with you to keep track of the time, even if it is an inexpensive one.
Being on time for the interview is of utmost importance.

Clothing Do’s and Don’ts

The following are general guidelines for successful interview dressing:
 Do wear clean, ironed clothes.
 Do empty pockets – beware of bulging keys and tinkling change.
 Do not wear loud, bright colors such as greens, reds, or purples.
 Don’t wear jeans or t-shirts.
 Don’t wear ripped jeans.
 Do wear buttoned shirts, leaving only one or two buttons open.
 Don’t wear sports clothes with emblems. Avoid clothing with large designer labels.
 Do wear a tie if possible. Make certain that it is knotted firmly, not loosely around shirt
collar.
 Do wear traditional daytime fabrics. Avoid wearing satins or leather.
Accessories Do’s and Don’ts
 Do wear clean, conservative, and polished shoes.
 Don’t wear more than two rings.
 Don’t wear any body piercing paraphernalia (earrings, nose rings, or eyebrow rings)
 Don’t wear baseball caps or sunglasses.
 Don’t wear chains or necklaces.
 Do shine your shoes.
 Don’t wear sandals.
 Don’t wear athletic shoes, no matter how clean and new. They are considered
inappropriate for an interview.
 Don’t wear earrings. If you normally wear one, take it out.

First Impressions

88
  You only have one chance to make a good first impression. A person will size you up in
a matter of 15 seconds as you walk into the room! What you wear says a whole lot about
who you are, or at least who you are presenting yourself to be.
 Whether you like it or not, the first impression that you make is visual. This means
paying attention to every little detail – from head to toe – is important.
 Appearance can make the difference in getting or not getting a job. Correct appearance
can be your competitive advantage over someone else.
 With first impressions, there is no erase button so make certain that the first impression is
a positive one.
 Potential employers size you up based on how you look and how you carry yourself. So
pick the package that says what you want the employer to think: “This person cares about
how they look. This person is serious about finding a job.”
Do you Know how a person evaluates you ?
55% body language and appearance
38% verbal tone
7% verbal content

Corporate Grooming Do’s and Don’ts For Men

 Do wear your hair clean and styled neatly.
 Do use deodorant.
 Do not use a lot of cologne.
 Do not have dirty fingernails no matter what. Trim nails and scrub hands necessary.
 Do cover tattoos wherever possible.
 Do not smoke, chew gum or spit tobacco.
 Do shave your facial hair. If you wear beard, it should be neatly trimmed. Mustaches
should also be trimmed.
 Maintain good oral hygiene. Brush twice a day, and use a good mouth wash.
 Keep at least 4 pairs of socks to use throughout the week. Change your socks every
day, and wash the used one, especially in summer.
 Keep at least two pairs of shoes, and air them out daily before wearing them. Use
powder on the feet to avoid smells.
For Women
 Rinse or wash your face at least two times a day.
 Brush and floss daily. Use mouthwash or rinse with diluted baking soda if mouthwash is
not available.
 Drink plenty of water which helps to keep your skin fresh on the outside.
 Wear a little or no perfume. Mild deodorants or cologne is ok if you tend to perspire.
 Cover your tattoos.
 Keep your nails clean trimmed, especially long nails.
 If hands tend to sweat, keep hanky or tissue handy especially if you have to shake hands.
 Wear comfortable well-fitting shoes. Otherwise the shoes will pinch not only your feet
but also your face.
 With western formals, wear closed shoes or sandals.

89
  With Indian wear, wear good slippers or strapped sandals.
 Avoid very large ear-rings and bangles that make a lot of noise.
 Avoid wearing glass bangles and bindis with western formals.
 Use very little hair oil, if at all. Perfumed oil is a no-no.
 Avoid keeping flowers.
 Avoid very large printed dresses or gaudy colors.
 Wear colors that suit your complexion.
 Transparent and figure hugging kameezes are better avoided; use dupattas in any case.
 Lighted colors are more suited for the summer. For summer, cotton is the best.
 Silk and synthetic fabrics are better suited for winter.

Business Etiquette
Basic Table Manners
Table manners play an important part in making a favourable impression. They are visible
signals of the state of our manners and therefore are essential to professional success. Regardless
of whether we are having lunch with a prospective employer or dinner with a business associate,
our manners can speak volumes about us as professionals.
Dining Etiquette
Employers may want to see you in a more social situation to see how you conduct yourself. You
could be critically scrutinized on your table manners and conduct. The meal is a time to visit and
interact, and this is always more important than the function of eating.
 You should wait for your host to ask you to sit down before taking your seat. If he /she
doesn’t ask you to sit, wait for him/her to be seated, then sit.
 You should not push your chair back and cross your legs until the meal is completely
finished. During the meal, sit up straight and keep your feet flat on the floor or cross your
legs at the ankle. Crossing your legs during the meal can cause you to slouch, and looks
too casual.
 As soon as everyone is seated, unfold your napkin and place it across your lap, folded,
with the fold toward you. If you need to leave the table, place the napkin on your chair,
folded loosely. Only after the meal is over should you place your napkin on the table to
the left side of your plate.
 Solids should be on the left side and the liquids on the right side.
 Be polite and appreciative. Never criticize or state a dislike for a food that is served to
you. This is insulting to your host. Simply eat foods you do like, and make an attempt to
taste unfamiliar foods. If you are asked point blank if you like something, and it would
be an obvious untruth to say you do, say something gracious like, “It’s different,” or I’m
not accustomed to this flavor, but I’m glad for the opportunity to try this.
 It is considered poor etiquette not to use the napkin. The purpose of napkin is to keep
food off your face. Use it frequently to discreetly dab or wipe your mouth.
 If water is on the table as you are seated, it is appropriate to sip your water after everyone
is seated after you have placed your napkin on the lap.
 You do not have to clean your plate. It is polite to leave some food on your plate. Do not
push the remaining food around on the plate.

90
  Never speak with food in your mouth. Don’t eat too quickly, and don’t attempt to
hurriedly bolt down all your food.

Problem Solving Skills

“Problems are to mind what exercise is to the muscles they toughen and make strong”, Norman
Vincent Peale. Everyone wants to have a smooth ride in his life but everyone encounters
problems from birth to death. World Health Organization declared problem solving as the 8th life
skill. It indicates that every person must be equipped with tools and techniques to overcome
problems in daily life. Problem is nothing but an unexpected, unforeseen and unfavourable issue
that may crop up either because of internal forces. In the case of internal forces, it could be due
to negligence or lack of knowledge of the individual that the problem is going to come up. In
such a scenario it can be manageable and can be tackled with care and caution. Whereas in the
case of external problems which are beyond the reach of the individual to manage. It is in this
context, individuals get stuck and upset and if the problems are recurrent and they get dejected
and demotivated. For instance, Richard Branson the boss of Virgin Group of UK spends 33
percent of his time in existing business, 33 percent in new ventures and 33 percent in problem
solving and 1 percent in parting as his is a party animal. It is obvious that he expects problems in
his business and he is mentally prepared to face and battle the problems.

Causes
After having known what is problem, it is relevant to find out the root causes of the problems.
When there is inconsistency in perception and thinking amongst people the problem crops up. If
the expectations and aspirations are not met there will be dissatisfaction resulting into frustration
and problems. When people fail to understand one another the end result is the problem. Ego
clashes amongst the people may give rise to conflicts. Misunderstandings will lead to
communication gap and resulting into conflicts. All these can be ascribed to internal forces and
factors responsible for problems. In order to tackle the problem we need to apply the tool of
SWOT analysis. The SWOT is the acronym for Strengths, Weakness, Opportunities and Threats.
At times the problems do surface due to none of our mistakes. In fact, facing problems is
essential for developing character and internal growth. Problems either make a person bigger or
smaller.

Effects
There is a wastage of time in tackling the problems. This time can be utilized for other
constructive and productive activities. Problems deviate and sidetrack the main activities. It will
have overall ill impact at the social level, personal level and professional level. At times
recurrent problems create self-doubt thereby losing confidence in oneself resulting into
frustrations. By constantly worrying about the problems, people make mistakes due to lack of
concentration. If this negative fallout is one side of the coin, the other side of the coin is the
ability to take up problems as challenges and fighting it out. In this context, John Johnson aptly
said, “There is advantage in every disadvantage and a gift in every problem”. The inner talents
and traits would surface when an individual is forced to a corner. It is like when a piece of log
subjected to severe pressure becomes charcoal. And if it is subjected to extreme pressure results
in a diamond. Great personalities are made from men like that.

91
Tools and Techniques to Tame
 Look at the root of the problem and find out what led to the eruption of the problem as it
paves the way for right remedy.
 Apply back end method i.e., glance at the problem and then go backwards step by step in
order to find out the links. When you know the right links then it is easy to break the links
to get disentangled.
 If the problem looks big enough then break it into tiny pieces and then solve it step by
step. It is known as cluster problem which is cluster of many tiny problems.
 Mentally map it with in your mind looking at all aspects both tangible and intangible
factors and forces.
 Always try to see the big picture.
 Apply SWOT analysis tool in letter and spirit and weigh pros and cons and then decide
the right solution.
 Take inspiration from people who underwent through such problems and overcame
successfully.
 Consult various well wishers about the problem and then take the solution that suits the
best.
 Always look at both extremities such as what are the best and the worst options and then
play safe.
 Check your biological clock and work on the problem wholeheartedly with fresh mind.
 Apply tools like brainstorming, reverse brainstorming, morphological method, hill
climbing strategy, analogy, six thinking hats, synectics, mind mapping etc.
 Address the problem earnestly and promptly or else it would become a conflict and
finally a crises.
 If required, sleep over the problem. And also stay with the problem for more time as
Albert Einstein said, “It is not that I am smart it is just that I stay with problems longer.
 Apply trial and error method. If succeeded it is good or else failure teaches many lessons
in life.
 Do not flight but fight to the finish.

Tips for Effective problem Solving

Step 1 : identify and clarify the problem
 Your first task is recognizing that a problem exists. Some problems are big and
unmistakable, such as failure of an air-freight delivery service to get packages to
customers on time. Other problems may be continuing annoyances, such as regularly
running out of toner for an office copy machine. The first step in reaching a solution is
pinpointing the problem area.
Step 2 : Gather Information
 Learn more about the problem situation. Look for possible causes and solutions. This
step may mean checking files, calling suppliers, or brainstorming with fellow workers.
For example, the air-freight delivery service would investigate the tracking systems of
the commercial airlines carrying its packages to determine what went wrong.

92
Step 3 : Evaluate the evidence
 Where did the information come from? Does it represent various points of view? What
biases could be expected from each source? How accurate is the information gathered?
Is it fact or opinion? For example, it is a fact that packages are missing; it is an opinion
that they are merely lost and will turn up eventually.
Step 4 : Consider alternative perspectives
 Draw conclusions from the gathered evidence and pose solutions. Then, weigh the
advantages and disadvantages of each alternative. What are the costs, benefits, and
consequences? What are the obstacles, and how can they be handled? Most important,
what solution best serves your goals and those of your organization? Here’s where your
creativity is especially important.
Step 5 : Choose and implement best options
 Select an alternative and put it into action. Then, follow through on your decision by
monitoring the results of implementing your plan. The freight company decided to give
its unhappy customers free delivery service to make up for the lost packages and
downtime. On the job you would want to continue observing and adjusting the solution
to ensure its effectiveness overtime.

Conclusion and Recommendations

Face the problems squarely with courage and confidence. Learn to live with problems in life.
As long as head is there, there will be headache. And similarly as long as people are there, there
will be problems. Every problem will open up an opportunity. Many inventions resulted from
problems and necessities. This is the silver lining on the dark cloud of problems. Never brood
over the problems. Difficulties in your life do not come to destroy you but to help you realize
your hidden potential. Let the difficulties know that you are difficult. If problem is the end then
the solutions are the means. Means are many where as the end is only one. Hence it is very easy
to tackle the problem with the support of multiple solutions.
 Get involved early in the problem solving process. It is easier to solve minor problems
than major ones!
 Distinguish between problems that cause “discomfort” and those that may cause
“damage”.
 Potentially damaging problems need immediate intervention and response.
 Be sure you have the facts correct! Try not to react to opinions. Get all sides of the
story.
 Think about constructive solutions you can suggest to resolve the situation.

Thinking Skills
Thinking is the manipulation of beliefs, coming up with an idea, being creative and so forth.

Conceptual Thinking

93
It is the ability to identify patterns or connections between situations that are not obviously
related and to identify key or underlying issues in complex situations. It includes using creative,
conceptual or inductive reasoning.

Cause & Effect Scenario

A cause and effect argument uses “if-then” and “because” statements to show how certain past
and present problems or incidents have resulted or will result in specific consequences.
 A cause is something that makes something else happen. Out of two events, it is the event
that happens first. To determine the cause, ask the question “why did it happen?”
 An effect is what happens as a result of the cause. Of two related events, it’s the one that
happens second or last. To determine the effect, ask the question “What happened?”

Critical Thinking
Critical thinking is purposeful and purposed thinking…
 It is “means to an ends” thinking
 It is getting from point A to point B” thinking
 It is “problem solving” thinking

Critical Thinking Skills Set

 Obeying the rules of logic
 Building coherent arguments
 Analyze arguments according to standard criteria
 Assume and defend a position on a given topic
 Use systematic processes, including the collection and analysis of evidence, to form and
support conclusions.
 Read and analyze complex texts, including the analysis of inference
 Avoiding informal fallacies.

Validity and Evidence

Critical thinking deals with validity and evidence
 Validity has to do with the FORM of arguments
 Evidence has to do with the TRUTH of the individual premises.
Critical thinking in the strong sense means that one can challenge her own assumptions and
arguments. Critical thinking constitutes identifying of identical past experience or observations
to enhance evaluations.

ACTIVITIES:

94
Case Study 1 – Barry and Communication Barriers
Answer the critical thinking questions at the end of the case study:
Barry is a 27-year old who is a foodservice manager at a casual dining restaurant. Barry is
responsible for supervising and managing all employees in the back of the house. Employees
working in the back of the house range in age from 16 years old to 55 years old. In addition, the
employees come from diverse cultural and ethnic backgrounds. For many, English is not their
primary language.Barry is ServSafe® certified and tries his best to keep up with food safety
issues in the kitchen but he admits it’s not easy. Employees receive “on the job training” about
food safety basics (for example, appropriate hygiene and handwashing, time/temperature, and
cleaning and sanitizing). But with high turnover of employees, training is often rushed and some
new employees are put right into the job without training if it is a busy day. Eventually, most
employees get some kind of food safety training.

The owners of the restaurant are supportive of Barry in his food safety efforts because they know
if a food safety outbreak were ever linked to their restaurant; it would likely put them out of
business. Still, the owners note there are additional costs for training and making sure food is
handled safely.One day Barry comes to work and is rather upset even before he steps into the
restaurant. Things haven’t been going well at home and he was lucky to rummage through some
of the dirty laundry and find a relatively clean outfit to wear for work. He admits he needs
ahaircut and a good hand scrubbing, especially after working on his car last evening. When he
walks into the kitchen he notices several trays of uncooked meat sitting out in the kitchen area. It
appears these have been sitting at room temperature for quite some time. Barry is frustrated and
doesn’t know what to do. He feels like he is beating his head against a brick wall when it comes
to getting employees to practice food safety.

Barry has taken many efforts to get employees to be safe in how they handle food. He has huge
signs posted all over the kitchen with these words: KEEP HOT FOOD HOT AND COLD FOOD
COLD and WASH YOUR HANDS ALWAYS AND OFTEN. All employees are given a
thermometer when they start so that they can temp food. Hand sinks, soap, and paper towels are
available for employees so that they are encouraged to wash their hands frequently.

Questions:
1. What are the communication challenges and barriers Barry faces?
2. What solutions might Barry consider in addressing each of these challenges and barriers?
3. What Standard Operating Procedures (SOPs) would be helpful for Barry to implement and
enforce?
4. What are some ways Barry might use effective communication as a motivator for employees
to follow safe food handling practices?

Notes to Supplement Answers:

1. Communication challenges abound at any workplace. Barry has some common challenges in
his
operation.

95
a. Language barriers: not all employees speak English as their first language making verbal
communication a challenge at times.

b. Generational (age) barriers: having employees in various age categories can pose a
unique set of challenges. While the younger generation is used to texting and using
shortened messaging, their vocabulary may not be consistent with that of older
employees. Work values and attitudes may also affect communication between
younger and older employees.

c. Cultural and ethnic barriers: Cultural differences in food safety practices may be a
challenge for Barry to overcome.

d. Non verbal challenges: Barry’s body language (appearance) is telling others he does not
care about personal appearance and cleanliness.

e. Emotional barriers: Emotional barriers can interfere with effective communication.

Barry comes into work after a rough start at home. These negative emotions are
affecting how he communicates with the employees.

2. Barry might consider the following solutions to the identified challenges and barriers:

a. Language barriers: Several potential solutions might be addressed here including

posting signs in employees’ primary language. Putting signage with visuals, not just
words. Barry might learn some simple words in the employees’ primary language to
help show interest in the employees.

b. Generational (age) barriers: Currently there are 4 generations in the workforce and
each potentially has a different preferred method of communication. While the younger
generation might prefer to receive text messages as their preferred way of
communication, older employees may not find this method of communication
acceptable. Consider your employee’s preferences and be willing to communicate a
message in a few different ways.

c. Cultural and ethnic barriers: Barry may need to identify cultural beliefs and work to
understand the ethnic barriers related to food safety. For instance, two employees
come from the same country and they have made comments that controlling
temperature in their country is not a priority; food can be at room temperature for long
periods of time and nothing ever happened. Communication Case

d. Non verbal challenges: Barry’s appearance is a nonverbal cue to employees. Barry’s

appearance is important as he is a role-model to the employees. His actions and
behaviors should be consistent with what he is expecting of them. For example, because
he is expecting the employees to follow proper hand washing procedure, he should also
use proper hand washing procedures.

96
e. Emotional barriers: Emotional barriers can interfere with effective communication. It
will be important for Barry to get his emotions “in check” prior to starting work. Having
self-awareness and potentially seeking outside assistance (ie. Employee Assistance
Programs) may be possible solutions here.

3. Standard Operating Procedures (SOPs) serve as the written documentation of best practices
and serves as the framework for organizational policy and structure. SOPs identify the who,
what, why, when, and how of foodservice practices for employees. Part of the supervisor’s role
is to assure SOPs are in place, communicated to employees, and followed. For this case, two
helpful SOPs would be:

a. New Employee Orientation SOP: Due to time constraints of “busy days” and high
turnover, Barry currently finds orienting new employees to be a challenge. Although it
may take time at the beginning, the pay off may be great and save time in the long run.

b. Employee Health and Personal Hygiene SOP: Although SOPs are generally intended for
employees, it is important to note that as role models, supervisors/managers should
generally adhere to operational SOPs. Barry’s own lack of adherence to personal
hygiene standards indirectly tells employees that appearance and hygiene are not
important. Barry’s own personal hygiene and appearance should serve as an example
to employees – clean, unwrinkled clothing, clean hands, free from grease and dirt with
neatly trimmed hair are a must for Barry to be a motivator for his employees to have
good appearance and hygiene. At present, his non verbal communication is telling
them personal hygiene and appearance is not important.

4. All supervisors, including Barry, have many ways to use effective communication in
motivating employees. A few suggestions are listed below:

a. Provide sincere and encouraging words when employees follow safe food handling
behaviors. Use a communication method appropriate for an employee, so supervisor
must know a bit about the employee. For a high schooler, maybe it’s a quick “thank
you” text message or an older employee it might be a hand written thank you note.

b. Serve as a role model through verbal and non verbal communication.

It’s said that “actions” speak louder than words, so Barry can, through his actions,
convey a message to employees. For example: wear a clean uniform.

Case Study 2 – Inconsistent Messages from Irma and Garland

Consistent Communication as a Motivator
Irma is the assistant manager for a family owned restaurant and her counterpart in the evenings
or on weekends she has off is Garland. Garland and Irma have distinct management styles but
each seems to get the job done, but in a different way. Irma tends to be a “by the book” kind of

97
gal and will strictly enforce all policies and procedures with all employees, no exceptions. On the
other hand, Garland is more “laid back” and doesn’t mind flying by the seat of his pants.
The restaurant has a big event coming up for the weekend. It is an 80th birthday party for
Grandma Smith and the Smith family has reserved the large party room to accommodate the 150
guests they are expecting. Irma will be working the event on Saturday but has the day off on the
Friday before and Garland will be working. On Friday, the day before the event, Leroy Smith
calls into the restaurant to make sure everything is set and talks with Cora, the hostess for the
day. Leroy reminds Cora that they will be bringing in their own birthday cake so they will need
plates and forks for serving it. He explains a “good friend of the family” will be making the cake
and bringing it over.

Cora remembers something Irma told her about not bringing in “outside food” so she relays the
message and her concern to Garland. Garland pats Cora on the shoulder and tells her “not to
worry, it’s only a birthday cake and we wouldn’t want to ruin Grandma Smith’s birthday”
followed by, “you know how uptight Irma can get at times”. Cora is confused and doesn’t know
what to do; she’s worried about what might happen when Irma comes in tomorrow. So, she
persists and asks Garland if he wants her to call Leroy back and tell him he cannot bring the
cake. Given the closeness of the event and what Garland believe is a “silly rule anyway” (no
outside food allowed in the restaurant), Garland brushes off Cora’s concern and again tells her
not to worry.

The next day, Cora comes to work, although she would rather have “called in sick” knowing that
Irma will likely be upset with the cake situation. Cora and Irma are scrambling to get set up for
the 80thCommunication Case Study #2.docx 2birthday party when a woman arrives with a large
cake and proceeds to march through the dining room
into the kitchen. Cora follows her and puts it into the walk-in cooler – noting the delicious
looking custard frosting. Irma sees Cora and asks what she’s doing. Cora indicates it’s the cake
for the birthday party and that the “friend of the family” who made it, just delivered it. Irma
blows up, “What do you mean she just dropped off the cake for the party?
You know we don’t let people bring in any food from the outside.” Cora is mortified, and states,
“Garland told me yesterday they could bring the cake in since it was so close to the event and we
couldn’t get a cake made in time for them”.

A follow-up to the story: A few days after the event, Garland gets a call from Leroy Smith.
Leroy states over half of the party goers have come down with “food poisoning” and he is sure it
was the food they ate. Garland tries to respond intelligently and states he will look into it.
A week later Garland learns the cake was the culprit. Some left over cake had been served to
friends not attending the party and they became ill also. The cake contained a custard frosting
and had not been properly refrigerated prior to delivery to the restaurant.

Given the scenario above, consider the following critical thinking questions.
Questions:
1. What effects do inconsistent messages by supervisors have on employees?
2. What solutions might be considered in addressing the problem described in the case?

98
3. What Standard Operating Procedures would be helpful for the operation to implement and
Enforce Communication ?

Notes to Supplement Answers:

1. Inconsistent messages by supervisors can affect employee job performance, morale, and
motivation.
Employees are uncertain of the expectations when they receive “mixed messages” from
supervisors. In
Cora’s case, she did not know how to proceed or what to do. She was concerned and did not
want to
show up for work the next day.

2. Potential solutions to the problems presented in the case:

a. Provide orientation and training to supervisors and managers regarding the importance of
consistent communication to employees and between managers.

b. Help employees understand why communication might be different among

supervisors/managers, for example distinct management styles.

c. Strive for consistent communication with employees by implementing communication tools

including brief manager/supervisor meetings, communication notebooks, and use of technology
(ie. computers, texting, cell phones).

3. Standard Operating Procedures (SOPs) serve as the written documentation of best practices
and
serves as the framework for organizational policy and structure. SOPs identify the who, what,
why,
when, and how of foodservice practices for employees. Part of the supervisor’s role is to assure
SOPs
are in place, communicated to employees, and followed. For this case, three helpful SOPs would:

a. Visitors in the Kitchen: When the women arrived with the cake, she could have been
welcomed and relieved of the cake so that Cora could take it back into the kitchen.

b. Outside Food. The birthday cake came from an outside source; it was not purchased by or
prepared at the restaurant. Ingredients and storage requirements are not known. Therefore,
having an SOP Outside Food is helpful.

c. Responding to a Food borne Illness Complaint: Garland did not know how to respond when
Leroy called about the potential food borne illness outbreak. Having a policy and procedures on
handling these complaints and informing employees and supervisors/managers are important.

99
 REFERENCES
Books Recommended:

1. Effective Technical Communication, M. Ashraf Rizvi, Tata Mc. Graw-Hill Publishing

Company Ltd.
2. A Course in English communication by Madhavi Apte, Prentice-Hall of India, 2007.
3. Communication Skills by Leena Sen, Prentice-Hall of India, 2005.
4. Academic Writing- A Practical guide for students by Stephen Bailey, Rontledge
Falmer, London & New York, 2004.

100
5. English Language Communication : A Reader cum Lab Manual Dr A Ramakrishna
Rao, Dr G Natanam & Prof SA Sankaranarayanan, Anuradha Publications, Chennai
6. Body Language- Your Success Mantra by Dr. Shalini Verma, S. Chand, 2006.
7. DELTA’s key to the Next Generation TOEFL Test: Advanced Skill Practice, New
Age International (P) Ltd., Publishers, New Delhi.
8. Books on TOEFL/GRE/GMAT/CAT by Barron’s/cup
9. IELTS series with CDs by Cambridge University Press.
10. Technical Report Writing Today by Daniel G. Riordan & Steven E. Pauley, Biztantra
Publishers, 2005.
11. Basic Communication Skills for Technology by Andra J. Rutherford, 2nd Edition,
Pearson Education, 2007.
12. Communication Skills for Engineers by Sunita Mishra & C. Muralikrishna, Pearson
Education, 2007.
13. Objective English by Edgar Thorpe & Showick Thorpe, 2nd edition, Pearson Education,
2007.
14. Cambridge Preparation for the TOEFL Test by Jolene Gear & Robert Gear, 4 th
Edition.
15. Technical Communication by Meenakshi Raman

101