Unit - IV Technical Communication

Syllabus Topics
Interview skills; Group Discussion: Objective & Method; Seminar/Conferences Presentation
skills: Focus; Content; Style; Argumentation skills: Devices: Analysis; Cohesion & Emphasis;
Critical thinking; Nuances: Exposition narration & Description; effective business
communication competence: Grammatical; Discourse competence: combination of expression &
conclusion; Socio-linguistic competence: Strategic competence: Solution of communication
problems with verbal and non verbal means.

Interview skills
Objective:
 To familiarize the learners with the basics of an Interview
 To build-up learners’ competence with an ability to face Interview
 To build-up learners’ technical communicative competence
 To acquaint the learners with the various types of Interviews
 To strength the competence of the learners to gateway barriers to Interviews

Definition: It is an interaction between two or more persons for a specific purpose. It is also used as a
social and psychological instrument. It does check the presence of mind but it rarely checks the
knowledge.

Functions of Interview:

 Select a person for a specific task

 To monitor the performance
 To collect the information
 To exchange information
 To counsel

Interview (According to meaning)

Formal Informal

Interview (According to Structure)

Interviewer Interviewee

Kinds of Interview

 Job
 Information
 Persuasive
 Exit
 Evaluation
 Counseling
 Conflict-Resolution
 Disciplinary
 Termination
 Modes to conduct Interview

Face to Face Phonic e-Interview

Success Factors in Interview

 Positive Attitude
 Proficiency in the field
 Communication Skills- Oral and Written
 Interpersonal skills
 Confidence
 Critical thinking and Problem solving
 Flexibility
 Self motivation
 Leadership
 Team work

Failure Factors in Interview

 Arrogance
 Apathy (Emotion)
 Uninhibited nervousness
 Equivocation (double meaning)
 Lack of Concentration
 Lack of crispness (clear cut)
 Lack of social skills
 Lack of firmness
 Inadequate quantitative
 Unsuitable personality

Interview-Questions

Direct or Wh- Echo

Yes-no

How to Prepare for an Interview

Based on success points go through a mock interview

 Try to gather inside information (i.e. scenario of interview and its members)
 Dress appropriately
 Questions with interviewers (in case of Corporate sector)
i. Whom will I report to?
ii. Whom will I be working with?
iii. What are the training opportunities?
iv. What are the promotional prospects
 Memorize your resume
 Be punctual
  Relax

An interviewee may face the following questions during an Interview

 Experience
 Credential (Subjectively evaluate the interviewee)
 Opinion ( Interviewer provides a situation)
 Dumb question (to check the capability of original thought i.e. what kind of animal would like to be?)
 Behavior question ( To know the past behavior)
 Different question ( To know your strength or weakness)
Group Discussion: Objective & Method

Objective:
 Oral communication skills
 Decision making
 Problem solving
 Personality test
 Group harmony
 Creative approach
 Diagnose the learners problem
Methodology:
 SWRL
 Task base communicative
 The natural method
 Interactive approach
 Learner’s oriented
 Kinesics
 Voice modulation
 RP system
 Supra-segmental features (Rhythm, Intonation, Stress)
Defining Features of GD
 A Practical number of people (5-12) meet face to face to discuss and share ideas.
 It is also used as decision making and problem solving.
 It is also widely used as personality test to evaluate a candidate for a specific task.
 Firstly, it was used in Indian Armed Force.
TYPES OF GD:
 Normally we have the two categories of GD.
 Organizational Group Discussion
 GD as a part of selection process.

GD (GROUP DISCUSSION)
Organizational Selection Process

Brain storming Nominal Group Technique Delphi Technique

To evaluate knowledge Communication Skill Group Behaviour Potential

Leadership
Rules:
Brain storming:
 A group of six to twelve sits around a table.
 Group leader states the problem to the members.
 Members suggest a no. of points.
 No criticism is allowed.
Two Techniques of Brain storming:
 Story boarding- Used to solve problem
 Lotus blossom- Members suggest ideas after ideas which form the core and ideas from the petal.
Nominal Group Technique:
 Members used as group but they write their own ideas individually.
 No discussion takes place until all ideas are collected.
 Now group discusses the ideas.
 Result is declared with high ranking ordered of the ideas.
Delphi Technique:
 It is similar to Nominal Group Technique but physical requirements of members are not there. This
technique never allows the group members to meet face to face.
MODE OF SELECTING THE CANDIDATES:
1. Personal Skills:
 a. Knowledge of the subject
 b. Delivery system/ RP System
 c. Kinesics
 d. Voice Modulation
2. Leadership Skills:
 a. Ability to influence and persuade others
 b. Ability to encourage silent members
 c. Ability to compromise
 d. Ability to co-ordinate and summarize
3. Group Skills:
 a. Ability to listen alternatively
 b. Ability to give value to others
 c. Ability to contribute original points

Seminar/Conferences Presentation skills: Focus; Content; Style;

There are two key aspects to focus on improving: we and our slides. Our slides should function as a roadmap,
helping us and our audience to follow the main ideas. Here are some points:

Focus on one idea at a time. The biggest mistake that most speakers make is putting too much data on a slide.
No one wants to hear, ‘This slide is busy, but let me walk you through it’. Use animations to build ideas:
introduce a single point on a slide, then gradually bring in the rest of the elements one at a time or on separate
slides.
Do not write paragraphs. A presentation is not the right forum for the written word. Don’t introduce a
paragraph in a slide and read it out loud: people can read faster in their heads than you can on stage. Also, if you
put up a paragraph, but talk about something else entirely, everyone will be too busy reading to pay attention to
what you’re saying. Use bullet points with a minimal amount of text.

Reel the audience in. Seminars usually last from half an hour to a full hour. To keep the audience’s attention
for such a long period, make sure you provide an answer to the question, ‘Why should we care about this’?
Addressing this right at the beginning should help you to capture your audience’s attention for the rest of the
talk.

Follow the ‘question, experiment, result’ format. Research is messy, but your presentation doesn’t have to be.
For example, when I first began my thesis project, the proteins that I was studying had no obvious role. Because
there were several possibilities about what their function could be, I had to address each one of those hypotheses
individually. My experimental data showed that most of my hypotheses were wrong. Eventually, I worked out
the role of those proteins. When the time came to present what I’d done, I didn’t subject my audience to all the
data because a large portion of it has no bearing on my story.

To achieve clarity, always emphasize to the audience the question you were trying to answer early in your talk:
what was your hypothesis? Then talk through the experiment that helped you to answer that hypothesis. After
that, show your audience the results. Following this formula ensures that, by the time you get to the result, your
audience will be invested in the outcome, have an idea of what to expect and be delighted when they see that
your results matched their thinking.

Collection: Events Guide

Paint a big picture. It is nice to have a summary slide at the end of the talk that captures all of your key ideas.
However, many in the audience will forget most of those ideas after a few days. If you want them to remember
only one thing, what would it be? Put your research in the larger context. How has your work furthered the
field? People are more likely to remember the big picture than the minute details of your work.
Now that your roadmap is ready, what other steps can you take to make your seminar a success? Remember, a
presenter is not so different from a performer. As a presenter, you’re constantly trying to win over your audience
and convince them that your work is important and interesting. Here are a few guidelines that will help you to
become a more effective communicator:

Pace yourself: breathe, let the audience soak it in. Rushing through a seminar is an easy mistake to make.
People tend to speak faster when they’re nervous and, although this is natural, it damages a presentation. An
audience needs time to understand the results and their implications. Racing through the slides will only
disorient them, especially if the results are nuanced and complicated. So, remember to breathe. After every
important result, stop. Give it a few seconds, and then continue. This will help your audience to follow the talk,
and it will calm your nerves.

Convey passion. How the audience reacts to a particular piece of information depends on how you present it. If
you are lukewarm about particular results, the audience will think that those results are not worthy of their
attention. By using phrases such as, ‘These results were surprising’, ‘We found a really cool phenomenon’ and
‘The implications of these findings are exciting’ — and by matching those expressions with your tone of voice
— you are giving the audience cues on how to respond. Remember that these phrases sound dull if they aren’t
said with enthusiasm.

Point the laser correctly. There is one aspect in which people behave exactly like cats. If you point the laser
haphazardly all across the slide, human eyes will follow the laser. Use the laser judiciously. Point to one thing at
a time, and hold your arms steady so that the audience can focus on that one thing.
Modulate your voice. It can be easy to speak in a monotone when we’re nervous and don’t want to sound
squeaky. Learn to use intonation. For example, when you ask a question, use a high note at the end. When you
make a declarative statement, finish on a low note. These things usually happen naturally, but they can get lost
when you’re nervous.

Practise, practise, practise. The key to a good performance is practice. Practise your pitch, your pacing, your
body language, how you walk around, how you use your hands and where you point the laser. Although
practising can be time consuming, it will boost your self-confidence. My rule of thumb is: be so familiar with
your talk that you won’t miss a beat even if the computer fails and none of your slides can be seen.

Argumentation skills

Argumentation is a very logical way of discussing or debating an idea. When you use the technique
of argumentation, you prove something to be true or false. Argumentation uses logic, persuasion, and various
debate tactics to arrive at a conclusion.. arguments may be inductive or deductive in nature.

Deductive argument (Deductive reasoning, also deductive logic), is the process of reasoning from one or
more statements (premises) to reach a logically certain conclusion. Deductive reasoning goes in the same
direction as that of the conditionals, and links premises with conclusions. If all premises are true, the terms
are clear, and the rules of deductive logic are followed, then the conclusion reached is necessarily
true. Inductive arguments, by contrast, can have different degrees of logical strength: the stronger or more
cogent the argument, the greater the probability that the conclusion is true, the weaker the argument, the lesser
that probability.

Critical thinking

Critical thinking is the analysis of facts to form a judgment. The subject is complex, and several
different definitions exist, which generally include the rational, skeptical, unbiased analysis, or evaluation of
factual evidence. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking.
It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective
communication and problem-solving abilities
Critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation etc..
According to Reynolds (2011), an individual or group engaged in a strong way of critical thinking gives due
consideration to establish for instance:

 Evidence through reality

 Context skills to isolate the problem from context
 Relevant criteria for making the judgment well
 Applicable methods or techniques for forming the judgment
 Applicable theoretical constructs for understanding the problem and the question at hand
In addition to possessing strong critical-thinking skills, one must be disposed to engage problems and decisions
using those skills. Critical thinking employs not only logic but broad intellectual criteria such as
clarity, credibility, accuracy, precision, relevance, depth, breadth, significance, and fairness.

Nuances
Rhetorical modes (also known as modes of discourse) describe the variety, conventions, and purposes of the
major kinds of language-based communication, particularly writing and speaking. Four of the most
common rhetorical modes and their purpose are: narration, description, exposition, and argumentation

Narration
The purpose of narration is to tell a story or narrate an event or series of events. Narration is an especially useful
tool for sequencing or putting details and information into some kind of logical order, traditionally
chronological. Working with narration helps us see clear sequences separate from other modes.
A narrative essay recounts something that has happened. That something can be as small as a minor personal
experience or as large as a war, and the narrator's tone can be either intimate and casual or neutrally objective
and solemn. Inevitably, a good part of narration is taken up with describing. But a narrative essay differs from a
descriptive one in its emphasis on time and sequence. The essayist turns storyteller, establishing when and in
what order a series of related events occurred]
Examples of narration include:

 Anecdote
 Autobiography
 Biography
 Novel
 Oral history
 Short story

Description
The purpose of description is to re-create, invent, or visually present a person, place, event, or action so that the
reader can picture that which is being described. Descriptive writing can be found in the other rhetorical modes.
Exactly the same guidelines that hold for a descriptive or narrative essay can be used for the descriptive or
narrative paragraph. That is, such a paragraph should be vivid, precise, and climactic, so that the details add up
to something more than random observations.[14]
Examples include:

 Journal writing
 Poetry

Exposition
Expository writing is a type of writing where the purpose is to explain, inform, or even describe.It is considered
to be one of the four most common rhetorical modes.
The purpose of expository writing is to explain and analyze information by presenting an idea, relevant
evidence, and appropriate discussion. In narrative contexts (such as history and fiction), exposition provides
background information to teach or entertain. In other nonfiction contexts (such as technical communication),
the purpose is to teach and inform.
Examples include:

 Business
o Business letters
o Reports
o Press releases
 Journalism
o How-to essays, such as recipes and other instructions
o News article
 Personal
o Personal letters
o Wills
 Academic and technical communication
o Scientific writing
 Scientific reports
 Scientific journal articles
o Academic writing
 Term papers
 Textbooks
 General reference works
 Encyclopedia articles
o Technical writing
 User guides
 Technical standards
An expository essay is one whose chief aim is to present information or to explain something. To expound is to
set forth in detail, so that a reader will learn some facts about a given subject. However, no essay is merely a set
of facts. Behind all the details lies an attitude, a point of view. In exposition, as in all the other modes, details
must be selected and ordered according to the writer's sense of their importance and interest. Though the
expository writer isn't primarily taking a stand on an issue, he can't—and shouldn't try to—keep his opinions
completely hidden. There is no interesting way of expounding certain subjects without at least implying a
position.[18]

Argumentation
An argument is a discussion between people representing two (or more) sides of an issue. It is often conducted
orally, and a formal oral argument is a debate.
The purpose of argumentation (also called persuasive writing) is to prove the validity of an idea, or point of
view, by presenting sound reasoning, discussion, and argument to thoroughly convince the reader. Persuasive
writing/Persuasion is a type of argumentation with the additional aim to urge the reader to take some form of
action.
Examples include:

 Advertising copy
 Critical reviews
 Editorials
 Job evaluation
 Job application letter
 Letter of recommendation
 Letters to the editor
 Résumés
When an essay writer's position is not implied but openly and centrally maintained, the essay is argumentative.
An argument is simple a reasoned attempt to have one's opinions accepted. The idea is to present supporting
evidence which points so plainly to the correctness of one's stand that one can afford to be civil and even
generous toward those who believe otherwise.[20]
Another form of persuasive rhetoric is the use of humor or satire in order to make a point about some aspect of
life or society. Perhaps the most famous example is Jonathan Swift's "A Modest Proposal".

Communicative Competence
Communication is the main aim of language teaching. At the same time, communication has been seen as the
instrument, the method or the way of teaching. Communicative language teaching, whose major objective is to
enable learners to produce language for the purpose of performing tasks which are important or essential to their
everyday existence.
According to Hymes (1972), communicative competence is the ability to communicate in everyday situations
and includes both structural and functional aspects of language. It includes knowledge of grammar, vocabulary,
rules of speaking and responding and use of language appropriately in different social contexts. For example:
'Open the door'- is an imperative sentence grammatically but functionally, it may be a request, an order, a
disagreement or an agreement. Thus, the sentence may function differently in different social contexts though its
structure is stable. Communicative competence is divided into four components: grammatical competence,
discourse competence, socio-linguistic competence and strategic competence according to the classification of
communicative competence.

Grammatical competence is the dimension of communicative competence, which emphasizes grammatical

rules of language- lexical rules, morphological rules, rules of syntax, rules of sentence-formation, semantic rules
and phonological rules. Socio-linguistic competence refers to how the language learner/speaker uses language
according to socio-cultural rules. Discourse competence refers to the logical connection of sentences in larger
patterns for a meaningful discourse (spoken or written). Strategic competence refers to the strategies for
breakdowns in communication according to the situation. The two subcategories: grammatical and discourse
competence reflect the use of the linguistic system itself The other two subcategories pay attention to the
functional system. Grammatical competence has become popular through Chomsky's notion of linguistic
competence. Many linguists have accepted and gone with Canale and Swain's model of communicative
competence (1980). According to Schachter, "One current approach to characterizing grammatical competence
is to say that it involves the 'computational aspects of language' the rules of formulations or constraints that
allow us to pair sound with meaning, the rules that form syntactic constructions or phonological or semantic
patterns of varied sorts." (1990: 39-40) So, grammatical competence helps us in the formulation of language
structure. Discourse competence is a complement of grammatical competence. Stubbs says, "Discourse
competence attempts to study the organization of language above the sentence or above the clause and larger
linguistic units, such as conversational exchanges or written text." (1983:1)
It can be considered the complement of grammatical competence. However, discourse competence can also be
viewed as the knowledge of text as well as dialogue. It enables us to use coherent and cohesive text, whether
written or oral. Discoursal knowledge clearly involves both cultural conventions and appropriate grammatical
choices. Hence, discourse competence is connected with grammatical competence and also overlaps with
socio-linguistic competence.
Canale and Swain's model of communicative competence has brought about a shift of emphasis from the
teaching of grammar and vocabulary to the acquisition of socio-linguistic and discourse competence and reflects
a remarkable change in the methods and materials used in the present day language pedagogy. The model has
found acceptance and popularity but it is not without controversy. Many linguists are not convinced with their
proposed categorization of communicative competence. Schachter has argued that discourse competence and
socio-linguistic competence are not two parts of communicative competence but they are the same. She argues,
"What is unclear to me is the conceptual justification for the separation of discoursal and socio-linguistic
knowledge into distinctive components. Surely, unity of a text involves appropriateness and depends on
contextual factors such as status of participants, purposes of the interaction, and norms or conventions of
interaction." (1990: 43)To her, communicative competence is best seen as "consisting of two kinds of
competence: grammatical and pragmatic. She maintains that sociological factors interact with all these two
components at all levels." (1990:
The sociolinguistic competence is concerned with culture and social rules that govern appropriate language use.
For instance, this includes knowing in what setting do we need to be more formal, how we express politeness,
how we address people correctly, how we treat certain topics, any taboos, and what terms are politically correct.
Addressing such area tells us how to use language and how to respond in a conversation appropriately rather
than just grammatically correct. Mastering this competence reveals a more advanced level of language fluency.

Discourse and Strategic

The discourse competence is our knowledge of what patterns of organization and cohesive devices we can use
to connect sentences. We organize words, phrases, and sentences and produce and comprehend conversations,
articles, messages, and literature. We can speak, write, read, and listen to information of various types.
We know how to build sentences, how to use them, and how to connect them in a communication
setting. Strategic competence suggests that we can also overcome language gaps and modify messages with
regard to audience and purpose; it shows we are fluent and effective. We know how to repair and sustain
communication in case of communication breakdowns and how to keep the communication channel open. We
can paraphrase, use gestures, or explain unfamiliar words; we can ask for clarification, repetition, and slower
speech.

First Meaning of Discourse

The first meaning of discourse has been considered the proper organization of text. According to this view,
discourse refers to the ability of providing for logical and cohesive connection of sentences and utterances into
meaningful and coherent stretches of discourse.
Second Meaning of Discourse Competence
The second meaning of discourse refers to the socio-linguistic use of language. According to this concept,
discourse cannot be produced and understood without the knowledge of socio-cultural contexts, values, attitudes
and behaviours. This view of discourse is best exemplified by Gumperz (1977) and Schachter (1990).Narang
states the following about discourse competence: "A speaker-listener internalizes communicative grammar
while he undergoes the normal process of socialization. This process
implies that the learner's language acquisition ability is but a part of his total learning/acquisition abilities and
his interaction with the environment implies not just the linguistic environment. In fact a child learning his
language and learning to interact with his environment never receives linguistic data isolated from socio-cultural
context." (1996: 247)
Therefore, according to this view a child acquires discourse competence
through the learning of his/her social rules and conventions in addition to learning the grammatical rules. Hymes
says, "The linguist's problem is to explain how a child comes rapidly to be able to produce and understand (in
principle) any and all of the grammatical sentences of a language. If we consider a child
actually capable of producing all possible sentences he would probably be institutionalized, particularly not only
the sentences, but also speech or silence were random or unpredictable. We then have to account for the fact that
a normal child acquires knowledge of sentences not only as grammatical but also as
appropriate." (1971: 5) Discourse competence has become a popular and burning issue in ESL studies and
research after Canale and Swain's categorization of communicative competence

Spoken Discourse
Discourse may, first of all, refer primarily to spoken interaction which is analyzed in terms of units of meaning,
organized into a hierarchy employing some or all of the terms like act, move, exchange, transaction and others.
Spoken discourse refers to the interaction orally between and among persons in a social environment.
Especially, spoken discourse relies upon conversation in a social-context. Spoken discourse competence refers
to the ability to make and interpret the meaning of different functions of speech acts in different context:
classroom setting, interviews and interaction with native and non-native speakers in routine situations.
Discourse Strategies in Written Discourse
Several studies have laid emphasis on the role and importance of writing discourse strategies in gaining writing
competence. These strategies are writer's cognitive factors that guide learners to use their second language
linguistic, grammatical and contextual knowledge in the process of writing. The first written discourse strategy
is planning that aids in choosing method and material (linguistic structure, concept and content) for the given
writing task. After planning, writers revise their prior knowledge related to the present written discourse
perspective then they organize sentences at discourse level. Organizational strategy shows how to plan
explicitly.

Solution of communication problems with verbal and non verbal means

Verbal communication includes both face-to-face conversation between people and

written communication. It includes sounds, words, or speaking. Nonverbal
communication includes gestures, facial expressions, body movement, timing, touch, and
anything else done without speaking.
Verbal communication is the use of auditory language to exchange information with other
people. It includes sounds, words, or speaking. The tone, volume, and pitch of one's voice can
all contribute to effective verbal communication.
Following are the reasons to resolve communication problems with verbal means:
 It saves time in communication.
 It is quick in obtaining feedback once delivered.
 It provides complete understanding of communication delivered and there is chance to
make it more clear in case of doubts in interpretation of words or ideas.
 It is more reliable method of communication.
 It is flexible and effective for all.
 It is powerful means of persuasion and control.
  It is cheaper way of communication and hence saves money.

Strong communication skills help in both personal and professional life. While verbal and
written communication skills are important, research has shown that nonverbal behaviors
make up a large percentage of our daily interpersonal communication. How can we solve
our communication problems with nonverbal means? The following are the tips which can
help us learn to Solve the communication problems with non verbal means and enhance
our own ability to communicate effectively.
1. Pay Attention to Nonverbal Signals
People can communicate information in numerous ways, so pay attention to things
like eye contact, gestures, posture, body movements, and tone of voice. All of these
signals can convey important information that is not put into words.
By paying closer attention to other people's unspoken behaviors, you will improve
your own ability to communicate nonverbally.
2. Look for Incongruent Behaviors
If someone's words do not match their nonverbal behaviors, you should pay
careful attention. For example, someone might tell you they are happy while frowning
and staring at the ground.
Research has shown that when words fail to match up with nonverbal signals, people
tend to ignore what has been said and focus instead on unspoken expressions of
moods, thoughts, and emotions. So when someone says one thing, but his or her body
language seems to suggest something else, it can be useful to pay extra attention to
those subtle nonverbal cues.
3. Concentrate on Your Tone of Voice When Speaking
Your tone of voice can convey a wealth of information, ranging from enthusiasm to
disinterest to anger.
Start noticing how your tone of voice affects how others respond to you and try using
your tone to emphasize ideas that you want to communicate.
For example, if you want to show genuine interest in something, express your
enthusiasm by using an animated tone of voice. Such signals not only convey your
feelings about a topic; they can also help generate interest in the people listening to
you speak.
4. Use Good Eye Contact
Good eye contact is another essential nonverbal communication skill. When people
fail to look others in the eye, it can seem as if they are evading or trying to hide
something. On the other hand, too much eye contact can seem confrontational or
intimidating.

While eye contact is an important part of communication, it's important to remember

that good eye contact does not mean staring fixedly into someone's eyes. How can
you tell how much eye contact is correct?
Some communication experts recommend intervals of eye contact lasting four to five
seconds. Effective eye contact should feel natural and comfortable for both you and
the person you are speaking with.
5. Ask Questions About Nonverbal Signals
If you are confused about another person's nonverbal signals, don't be afraid to ask
questions. A good idea is to repeat back your interpretation of what has been said and
ask for clarification. An example of this might be, "So what you are saying is that..."
Sometimes simply asking such questions can lend a great deal of clarity to a situation.
For example, a person might be giving off certain nonverbal signals because he has
 something else on his mind. By inquiring further into his message and intent, you
might get a better idea of what he is really trying to say.
6. Use Signals to Make Communication More Meaningful
Remember that verbal and nonverbal communication work together to convey a
message. You can improve your spoken communication by using body language that
reinforces and supports what you are saying. This can be especially useful when
making presentations or when speaking to a large group of people.
For example, if your goal is to appear confident and prepared during a presentation,
you will want to focus on sending nonverbal signals that ensure that others see you as
self-assured and capable. Standing firmly in one place, shoulder back, and your
weight balanced on both feet is a great way to strike a confident pose.
7. Look at Signals as a Group
Another important part of good nonverbal communication skills involves being able
to take a more holistic approach to what a person is communicating. A single gesture
can mean any number of things, or maybe even nothing at all. The key to accurately
reading nonverbal behavior is to look for groups of signals that reinforce a common
point. If you place too much emphasis on just one signal out of many, you might
come to an inaccurate conclusion about what a person is trying to say.
8. Consider the Context
When you are communicating with others, always consider the situation and the
context in which the communication occurs. Some situations require more formal
behaviors that might be interpreted very differently in any other setting.
Consider whether or not nonverbal behaviors are appropriate for the context. If you
are trying to improve your own nonverbal communication, concentrate on ways to
make your signals match the level of formality necessitated by the situation.
For example, the body language and nonverbal communication you utilize at work are
probably very different from the sort of signals you would send on a casual Friday
night out with friends. Strive to match your nonverbal signals to the situation to
ensure that you are conveying the message you really want to send.
9. Be Aware That Signals Can be Misread
According to some, a firm handshake indicates a strong personality while a weak
handshake is taken as a lack of fortitude. This example illustrates an important point
about the possibility of misreading nonverbal signals. A limp handshake might
actually indicate something else entirely, such as arthritis.
Always remember to look for groups of behavior. A person's overall demeanor is far
more telling than a single gesture viewed in isolation.
10. Practice
Some people just seem to have a knack for using nonverbal
communication effectively and correctly interpreting signals from others. These
people are often described as being able to "read people." In reality, you can build this
skill by paying careful attention to nonverbal behavior and practicing different types
of nonverbal communication with others. By noticing nonverbal behavior and
practicing your own skills, you can dramatically improve your communication
abilities.

Tricky Questions asked Interview

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 QUESTION 1: If I go away with your sister, what would you do?

 ANSWER: For my sister, I cannot find as the right bridesmaid as you.

 QUESTION 2: Adarsh and Anupam two twins born in May, but their birthday is in June | How is
that possible?

 ANSWER: May is a place name.

 QUESTION 3: If you got up in the morning and will come to know that you are pregnant then what
will you do first?

 ANSWER: I’ll be euphoric and to go first foremost husband will share this news.

 QUESTION 4: How can a man live up to 8 days without sleep?

 ANSWER: A man sleeps at night, then what you need to bed in the day.

 QUESTION 5: Peacock is a bird who does not lay eggs, then how peacock’s children are born?

 ANSWER: The female peacock eggs, not the male peacock.

 QUESTION 6: Can You names Wednesday, Friday and Sunday three consecutive days without
taking their name?

 ANSWER: Yesterday, today and Tomorrow.

 QUESTION 7: How do you leave a raw egg on a solid surface, it does not crack?

 ANSWER: The egg will not disturb the Solid surface, you can take the leave.

 QUESTION 8: A cat has three children, cat named Their January, February, and March. What is the
name of the cat?

 ANSWER: The answer is in the question. A cat named is ‘What.’

 QUESTION 10: If 2 is a company and 3 is the crowd, then what will be 4 and 5?

 ANSWER: 4 and 5 there is always 9.

 QUESTION 11: What looks like half an apple?

 ANSWER: The second half apple.

 QUESTION 12: A killer was sentenced to death. Shown three rooms. The first room is on fire
second guns with the killer in the and the third Tiger, who had not eaten for three years. What
should he choose?

 ANSWER: Room number three, because three years will have died by now hungry, lion.
 QUESTION 13: Eight people take 10 hours to build a wall-mounted, how many days it would take
to four people.

 ANSWER: The Wall has already made eight people in 10 hours. No need to make it now.

 QUESTION 14: If you have three Apple and four oranges in one hand, on the contrary, four apples
and three oranges, then what you have?

 ANSWER: Colossal hands.

 QUESTION 15: How do you take an elephant with one hand?

 ANSWER: Any elephants are not hands.

 QUESTION 16: In which State is the Bay of Bengal?

 ANSWER: In the liquid state.

 QUESTION 17: If you throw a red stone into the blue sea, then what will happen?

 ANSWER: The stone will be wet and will drown.

 QUESTION 18:James Bond without a parachute after jumping from Aeroplane, is alive, how?

 ANSWER: Because the airplane was on the runway.

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