Soft Skills and Personality Development

(Proceedings of theNational Seminar @ Shri Shivaji College,

Parbhani (MS) India on 18th January 2014)

Edited by:
Dr. Rohidas Nitonde
Prof. Vijaya Nandapurkar

Editorial and Review Committee:

Dr. B. U. Jadhav
Prof. Vijaya Nandapurkar
Dr. Rohidas Nitonde
Mr. V. R. More

Published by
Dr. Balasaheb Jadhav
Principal,
Shri Shivaji College, Parbhani 431 401 (India)

ISBN 978-81-925458-3-7

Soft Skill and Personality Development (2) ISBN - 978-81-925458-3-7

 Soft Skills and Personality Development:
(Proceedings of theNational Seminar @ Shri Shivaji College, Parbhani (MS) India
on 18th January 2014)
Edited by: Dr. Rohidas Nitonde and Prof. Vijaya Nandapurkar

Copyright @ 2014 Dr. Rohidas Nitonde

All rights reserved.
No part of this book may be reproduced or transmitted in any form or by any
means, electronic or mechanic, including photocopying, recording or by any
Information storage and retrieval system.

Published by
Dr. Balasaheb Jadhav
Principal,
Shri Shivaji College, Parbhani 431 401 (India)

Type Setting :
Gurudev Paper Mart
Parbhani.

Price: ` 400/-

ISBN 978-81-925458-3-7

Soft Skill and Personality Development (3) ISBN - 978-81-925458-3-7

 Preface

This collection covers papers submitted to the National Seminar on “Soft Skills and
Personality Development” at Marathwad Shikshan Prasarak Mandal’s Shri Shivaji College,
Parbhani on 18th January 2014.

This one day seminar is aimed to provide a forum for academics, practitioners, experts and
students to debate current situation of soft skills development in academia and corporate sector.

All submitted papers went through a blind review process before a decision to publish was
made. This was to ensure the quality level of the seminar is kept high. However, if there is any
violation of the copyright material, the individual authors are to be held responsible for the
same.

Dr. Rohidas Nitonde

Prof. Vijaya Nandapurkar

.Date : 18-01-2014

Place : Parbhani

Soft Skill and Personality Development (4) ISBN - 978-81-925458-3-7

 CONTENT
Sr.No. Title Author Page No.
1 Soft Skills and Personality Development Dr. Rohidas Nitonde 6
2 Soft Skills and Employability Subodh N. Chinchole 9
3 Presentation Skill : The Basic Need in Communication Skills Gautam Ambhore 11
4 Enhancing the Basic Interpersonal Skills Using Mr.Anand B. Bodhale 13
Collaborative Method: Group Discussion
5 Communication : A Soul Life Skill Dr. Navle Balaji Anandrao, 18
6 Writing Skill Dr. Anees Mohiuddin , Dr. V. M. More 22
7 Importance of Language in Personality Development Dr.Kanwate V.S. , Mr.Kadam K.R. 24
8 Sports and Personality Development Ms. Sangeeta G. Avachar 26
9 The Role of Science in the Personality Development Bais Sunita Manoharrao 30
10 Existence of Mathematics in Personality Development C.D. Bele, S.N. Bidarkar 32
11 Role of Doctor in Science Education for Nana V. Shitole,
Personality Development Suraj B. Ade, Subhash M. Lonkar 35
12 Fascia of Personality Development Chincholkar B. B. 37
13 Develop An Effective Tone In Written Communication Choudhary N. R. 41
14 Impact of Telephonic Conversation on Confessional Neelam Dasgupta 44
Poets & on People in general
15 Interview Tips and Techniques Deshmukh Deepakkumar P. T. 47
16 The Soft Skills and English Language Suresh B. Deshmukh 49
17 Soft Skills & Personality Development of Students & responsibility Gyanendra M. Fulzalke 51
of Teachers in Higher Education” An Analytical Study
18 ‘Mass Media and Personality Development’ Bharat R.Gugane 54
19 Role of Mass Media in Personality Development Hapgunde Tukaram R. 57
20 The Elements of Strategic Interaction in Group Discussion Ingole Pradeep , Ashok Chikte 60
21 Use of Audio Visual Aids for Effective Communication Sushama M. Ingole 62
22 The Impact of Personality in Learning Second Kishor N. Ingole 64
Language: An Overview
23 The Personality Development: Any Time Need (ATN) Jaybhaye Vithal K. 69
24 Interview Techniques Joshi Arati Ashok, Joshi Anagha 72
25 Elocution: The Art of Speaking Kittekar Utkarsh Bhikajirao 74
26 Mental Health of Player and Non Player Students Vaykos G.P., Kokil Santosh B. 76
27 Interview and Interview Techniques Waghmare M R., Landage R.A. 79
28 Vocational Training and Communication Media - M.R.More 81
Effective Tools For Personality Development
29 Telephone Conversation: An important part of Mundhe R. D. 83
Daily Life Communication.
30 Role of Management in Soft Skills and Personality Development Parturkar.M.S. 85
31 Personality Development and Sports Dr. Anand S.Bhatt, Sachin L.Patki 88
32 Facts about Group Discussion Dr. S.P. Poul, A.K. Kandere, 91
R.K. Deshmukh and Dr. G.L. Kadam,
33 Creating an Effective curriculum Vitae Pimparne N M 93
34 Group Discussion: The Gateway to Success Dr. Durgesh Ravande 96

Soft Skill and Personality Development (5) ISBN - 978-81-925458-3-7

Sr.No. Title Author Page No.

35 The Use of Feature Film as an Audio-Visual Aid Dr. Subhash K. Shinde 99

& Modern Teaching Presentation Skill:
A Case Study of Slumdog Millionaire
36 History Education and Personality Development Sutawane Parimal Arvind 102
37 Role of Library in promoting Reading skills Ramdas B.Tekale 104
38 Role of Language and Personality in Communication Rajiv N. Aherkar 107
39 Telephonic Conversation Syeda Ayesha Anjum 109
40 Paragraph Structure in Effective Writing Skills Deshmukh, J.N. 111
41 New Trends in Group Discussion S. U. Fulsawange, Suyog S. Dodal 113
42 Understanding the Process of Effective Communication Dr. M. S. Khandagale 117
to have the Effective Communication
43 ABCs of Presentation Skill Dr. Rajesh Latane, Girish Kousadikar 120
44 Recent Trends in Modes of Communication Dnyanoba Mundhe 122
45 Study of the Useful Techniques to Develop Purposive Dr Sandip Pandurangrao Chavan 124
Listening (Skill) of the Students
46 Communication, Personality & Soft Skills : An Overview P.V. Takey 129
47 English Language Teaching in Global Age Nakade Meera Murlidhar 133
48 The Role of Language in Personality Development Mr Vijay Raosaheb More 135
49 _yb^yV H m¡eë`o Am{U ì`{ŠV_Ëd {dH mg Sm°. H¡ bmg A§^wao 137
50 ys[ku dkS’kY;s izk- izeksn eksgujko vkM vkMs 139
51 Ekqyk[kr Ikzk- vkj- ,l- cMqjs 141
52 eqyk[krhps ra= izk- ns’keq[k] izk-tk/ko MkW- ikSG 143
53 vkjksX; o O;DrheRo ijLijlaca/k % ,d v/;;u MkW- ns’keq[k vkj-ch-] MkW- ns’keq[k ,l-,e- 145
54 O;DrheRo fodklkr lektkph Hkwfedk%,d lekt’kkL=h; v/;;u izk-MkW-fouksn tk/ko] izk-Vh-vkj-fQlfQl
-Vh-vkj-fQlfQls 148
55 O;fDreRo fodkl vkf.k Hkk”kk % ,d vuqca/k Ikzk- dY;k.k xksiuj 151
56 [ksG o O;DrheRo fodkl MkW-veksylhag n- xkSre 153
57 O;fDreRo fodklkr lektkph Hkwfedk vjfoan ,p- guqears 155
58 O;fDrRo fodkl esa Hkk”kk dk ;ksxnku MkW- lat; tk/ko 159
59 O;DrheRo fodkl o lknjhdj.k dkS’kY;s MkW- tkoGs Ogh-Mh- 162
60 ^^O;fDreRo fodkl vkf.k Hkk”kk** izk- Jhnsoh dMxs @ vkusjko 164
61 Hkk”kk&O;fDreRo fodkl lk/k.;kps lk/ku iokj uank xksihukFk] 166
62 O;fDrRo ds fodkl esa Hkk”kk rFkk laokn dkS’ky dk egRo MkW- ‘ks”kjko fyackth jkBksM 168
63 O;DrheRo fodklke/;s Hkk”ksph Hkwfedk MkW- lqjs’k ‘ksGds] 170
64 eqyk[krhps ra=] dkS’kY;s MkW- jkekuan ckiwjko O;ogkjs 172
65 O;DrheRo o lekt ds- ,l- cu 176
66 ¾µÖÛŒŸÖ´Ö¢¾Ö ×¾Ö•úÖÃÖ †ÖÛ•Ö †Ö¸üÖê•µÖ ›üÖò. ײָüÖ¤üÖ¸ü ¸üÖ•Öë¦ü ›üß., •ÖÖ¬Ö¾Ö 178
67 O;fäeŸo fodklkr Jo.k dkS”kY;kps egŸo v’kksd Hkkuqnkljko dsanzs 183
68 _¥Xw H m¡eë`o Am{U ì`{º _Ëd {dH mg MkW- ,l-,l- lksGads 185
69 lekt vkf.k O;fDreRo eksjs ,e- MCY;w-] lq;Zoa’kh fOg- ,e- 187

Soft Skill and Personality Development (6) ISBN - 978-81-925458-3-7

 1 Soft Skills and Personality Development
Introduction:
Education is not only getting degrees, rather it is
acquiring life skills. Soft skills are not a matter of
classroom study. They are life skills which have to be
practiced continuously for better performance.
However, these days most of the students are busy in
passing exams and moving forward. Even people
understand the need of hard skills such as technical
training but very few are aware of soft skills.
In fact, soft skills are meant for being a better human
being. In the globalized socio-economic scenario, soft
skills have become inevitable requirement of the time.
This paper attempts to explain the basics of ‘soft skills’
and ‘personality development’ and the interdependence
of the two concepts. Hence, it addresses some of the
most pertinent questions in the minds of a novice in
the field.
What is meant by Soft Skills?
Soft skills are not mere communication skills. Soft
skills are interpersonal and intra-personal skills. These
skills define an individual’s ‘Emotional Quotient’ (EQ)
and ‘Intelligence Quotient’ (IQ). According to André
Iland, “this is a ‘package’ of skills related to personality
development that including social skills,
communication and language skills, interpersonal
habits, assertiveness, friendliness and optimism that
demonstrate the relationship with the other”.
Soft skills are generally interpersonal competencies.
Soft skills are the emotional sine qua non of
psychological survival. Shalini Verma defines soft skills
as “learned behavior which requires training and
focused application”.
P. K. Manoharan referring to soft skills as life skills
states that Life-Skills, also known as soft skills, are
Soft Skill and Personality Development
Dr. Rohidas Nitonde,
Coordinator, IQAC,
Shri Shivaji College, Parbhani
the skills necessary for successful living. To get the
best out of life, and to become the best you can be, it is
necessary to have Life skills. This term ‘Life Skills’
refers to the psychological, sociological and
interpersonal skills. These skills can help people in all
respects particularly in making right decisions,
communicate effectively, and develop self-management
talents, to lead a healthy and productive life.
Is there any need of Soft Skills?
As soft skills are interpersonal skills, they are essential
to everybody. It is useful for an individual to
demonstrate the maturity of thinking, emotional
handling and responding to the people and situations
that demands his/her a reaction.
One of the important soft skills is communication skills,
and we need it daily routine. Communication skills do
not mean just listening attentively and speaking clearly.
It is often more about listening with attention,
understanding and interpreting body languages, and
striving mutually to arrive at possibly agreeable
solutions.
Presently, soft skills development has become
extremely popular and is being emphasized in various
professional courses including MBA, Engineering and
civil services examinations and in several competitive,
job-oriented courses as well.
What are the Soft Skills Exactly?
This is a quite debatable question. And there cannot be
unanimity among the scholars. However, this is a
general and inclusive list of points as the common
topics in soft skills development.
1. Accountability
2. Adorable Behavior Traits
(7) ISBN - 978-81-925458-3-7
3. Alertness 46. Leadership Skills
4. Amiability 47. Listening Skills
5. Analytical Thinking Skills 48. Mentoring
6. Assertiveness 49. Morality
7. Awareness 50. Motivation
8. Being Considerate and Reasonable 51. Negotiation Skills
9. Body Language 52. Objectivity
10. Catholicity of Character 53. Organizational Skills
11. Commitment 54. Perception Levels
12. Common Sense 55. Personality Development
13. Communication Skills 56. Persuasion Skills
14. Compassion 57. Positive Reaction to Outward Stimulus
15. Conflict Management Skills 58. Presence of Mind
16. Counseling Skills 59. Presentation Skills
17. Courtesy 60. Problem Solving Skills
18. Creativity 61. Psychological Stability
19. Critical Thinking 62. Public Speaking
20. Decision Making 63. Punctuality
21. Desire for Self-Discovery 64. Reasonable and Realistic Beliefs
22. Duty Consciousness 65. Reliability
23. Eagerness to Learn 66. Respect for Others
24. Etiquettes and Manners 67. Self Awareness
25. Fairness in Dealings 68. Simplicity
26. Feedback Skills 69. Sincerity
27. Fellow Feeling 70. Smartness
28. Flexibility 71. Straightforwardness
29. General Knowledge and Understanding 72. Stress Management
30. Goal Setting Ability 73. Team Work
31. Good Attitude 74. Time Management Skills
32. Good Conversational Skills 75. Trustworthiness
33. Good Humour What is Soft Skills Development?
34. Good Level of Intelligence Soft skills development is a process of the development
35. Grasping Ability of body and mind. Sometimes, it is referred to as
36. Group Discussion personality development. In sociology, sociologists
37. Honesty and Integrity name it as the process of socialization. In this psycho-
38. Humility physical process a person becomes more social and
39. Idealism acceptable to the society. As there are individual
40. Impartiality in Dealing variations and adaptations in acquisition and delivery
41. Innovative Spirit these skills are called soft skills. These skills are
42. Internalization of Criticism acquired mostly through social interactions. It is
43. Interpersonal Relations through adjusting the certain personality patter one gets
44. Interviews these skills. The aim of soft skills development is to
45. Justice develop the human personality in a holistic sense, to
Soft Skill and Personality Development (8) ISBN - 978-81-925458-3-7
make beings more socially refined.
What are the Stages of Soft Skills Development?
Soft skills development is a continuous process of self
improvement. Irrespective of age, one can begin it any
stage. SWOT analysis is the basic requirement to begin
the process of soft skills development. According to
B. N. Ghosh there are four sages in the development
of soft skills, which are as follows:
1. Learning through formal and informal processes
2. Absorption and rooting in the mind or psyche
3. Demonstration and delivery of the skill
4. Diffusion (spread it and become a resource person
and expert in the field)
How to Develop Soft Skills? Are there any Tips for
Practicing Soft Skills?
The development or improvement of soft skills needs
constant and consistent efforts. Here are some of the
advices out of experience:
1. One should identify his soft skill.
2. Once understood your soft skill, one must not stop
practicing it.
3. It is always better to either choose a profession
according to one’s soft skill.
4. There should be full scope for innovations and
creativity in the practice of soft skills.
5. Education, family and friends are also important
factors in Soft Skills Development.
What is Personality Development?
Personality development is nothing but acquiring life
skills, the skills which are required to live life
successfully. The word personality refers to an
individual’s character traits as well. E. Suresh Kumar
has stated following eight types of personality:
1. Extrovert
2. Introvert
3. Sensor
4. Intuitive
5. Thinker
6. Feeler
7. Judger
8. Perceiver
Personality development involves one’s socio,
economic, cultural, geographical and educational
Soft Skill and Personality Development
exposure. It reflects the influence of parents, peers,
friends and teachers. The type of personality one has
depends on the character traits that are more prone to
any of the above type. However, there can be many
more types of personality. One of the important
personality traits is the ability to express oneself clearly,
confidently and effectively to the other.
Personality Development by Valerie Simanowitz and
Pearce Peter is a significant book on ‘personality
development’. Especially, the first chapter of the book
emphasizes the conceptual history. It examines psycho
analytic models of personality development. It begins
with Freud’s key theories, which initially emphasized
psychosexual development and the gratification of
needs. It then traces the key historical developments
and contemporary psychodynamic theories of
personality development, including the theories put
forward by Melanie Klein, W.R.D. Fairbairn, D.W.
Winnicott, Margart Mahler, John Bowlby, Heinz Kohut
and Daniel Stern.
Conclusion:
In brief, soft skills are life skills. In addition to it, these
are personal skills as well. These skills are important
for everybody to succeed in life. Communication skill
is the basic skill of soft skills. Soft skills development
is a systematic, conscious and continuous process.
SWOT analysis is the best way to begin with soft skills
development. The aim of it is to be a holistic being.
This results into personality development.
References:
Ghosh, P. N. Managing Soft Skills for Personality
Development. Tata McGraw-Hill, New Delhi, 2012.
Iland, André. Soft Skills: Be Professionally Proactive.
Iland Business Pages, 2013.
Manoharan, P. K. Educaation and Personality
Development. APH, New Delhi, 2008.
Simanowitz, Valerie, and Pearce, Peter. Personality
Development. Open University Press, Berkshire, 2003.
Suresh Kumar, E and P Shreehari etc., Communication
Skills and Soft Skills: An Integrated Approach. Dorling
Kindersley, New Delhi, 2011.
Verma, Shalini. Personality Development and Soft
Skills. Goyal, New Delhi, 2013.
(9) ISBN - 978-81-925458-3-7
 2 Soft Skills and Employability
Introduction:
This paper explores the significance of soft
skills in learners’ life; their achievements in terms of
academic excellence and professional success. No
doubt academic or technical knowledge, generally
termed as hard skills, are prerequisites for employment.
Yet soft skills, which comprise a long list of
interpersonal skills and individual abilities,
complement the academic knowledge and thus
contribute greatly to enhance the employability of the
students. This paper makes an earnest appeal to all those
involved actively in the policy making, curricula
designing, teaching and evaluation processes to
acknowledge the need for soft skills in enhancing the
employability of the students.
Soft skills variously known as interpersonal skills,
people skills or behavioral competence, are a set of
personal attributes often ‘associated with a person’s
EQ (Emotional Intelligence Quotient ), the cluster of
personality traits, social graces, communication,
personal habits, friendliness, and optimism that
characterize relationships with other people.’1
Oxford English Dictionary also defines soft skills as
‘personal attributes that enable someone to interact
effectively and harmoniously with other people.’2
While World English Dictionary (2003) explains them
as ‘desirable qualities for certain form of employment
that do not depend on acquired knowledge; they include
common sense, the ability to deal with people, and a
positive flexible attitude.’3
Among numerous of such attributes some are really
very significant and so are most desirable in a candidate.
The top among them are team orientation, organization
Soft Skill and Personality Development
Subodh N. Chinchole
Jijamata Mahavidyalaya,
Buldana
skill, problem solving, time management,
communication skill, integrity and work ethic, critical
and analytical thinking, innovation, creativity, positive
attitude, flexibility etc.
Acknowledging the Need:
With rapidly growing corporate sector and the ever
widening network of the multinational companies the
present job market has undergone drastic changes.
Government and semi- government sectors, trade and
business nothing can escape the influences of this
global phenomenon. Consequently there are pressing
demands from employers of more trained and skillful
graduates. Most of the candidates are normally
academically proficient but lacking in soft skills such
as communication, innovative and creative thinking,
personal integrity, interpersonal skills etc. Lack of these
skills decreases the employability of these students. In
fact our higher education is producing students with
good academic and technical knowledge but
employability skills are still a new challenge to face.
“It is widely recognized that there is a great shortage
of employable people in India at a time when we are
seeing high growth rates in virtually every sector of
the economy”.4 Soft skills play an important role in
enhancing the employability of the students. In India
there had been a big hue and cry concerning the problem
of unemployment because job availability was very
meager. However, today the situation is changed. The
modern global market and open competition is offering
ample job opportunities in the country and abroad. But
it is observed that in India unemployability is today a
(10) ISBN - 978-81-925458-3-7
greater issue than unemployment. Former president of institutions and even individuals are called upon today
India Dr. APJ Abdul Kalam said, ‘it is not to accept the new challenges and adopt new curricula
unemployment that is the major problem; it is the and methodologies.
question of unemployability that is the major crisis in
this competitive arena…’
So, today than ever before, it is our urgent need to References:
acknowledge this problem if only we aim at increasing 1. Wikipedia, a free encyclopedia,
the employability of our students. www.wikipedia.com
Initiatives for Employability Enhancement: 2. Oxford English Dictionary (OUP) 2010
th
The UGC published its 12 Five-Year-Plan in 3. World English Dictionary (2012)
November 2011. Here I would like to cite a passage 4. Sushila Rao, Soft Skills? Who need them?, CSI
from its Chapter 8 ‘Vocationalisation of Higher Communications, ISSN 0970-647X, March
Education’- 2011
‘Complaints are often heard that universities are not 5. Inclusive and Qualitative Expansion of Higher
sufficiently vocational. In particular, that educated Education, 12th Five-Year-Plan, UGC, New
university graduates do not fit easily into the Delhi (2011), Chapter 8 p. 104
developmental activities of the state and the society;
the courses that are taught are not relevant to the
requirements of the productive sector. At the same time,
there are also strong views that University Education
should be holistic, creative, and multidisciplinary and
provide the graduates with ability for further pursuit
of knowledge. Against the encroaching demands of a
market driven logic, a number of educators have argued
forcefully that higher education should be defended as
both a public good and as an autonomous sphere for
the development of a critical and productive democratic
citizenry. The point for consideration is how to develop
a qualification framework for higher education that
provides for relevant vocational experience for some
persons and knowledge intensive education for others.’5
In the wake of these pressing demands from job market
it is quite mandatory for all those involved in higher
education to take initiatives to bridge the gap between
academic knowledge and practical wisdom of our
graduates. The solution for this likes mostly in training
our students in soft skills. Today it is a high time for
our education system to incorporate soft skill
development and employability enhancement
programmes in the curricula of all faculties. Some
universities have already taken initiatives while a lot
of work is to be done in that direction. Universities,
Soft Skill and Personality Development (11) ISBN - 978-81-925458-3-7
 Presentation Skill : The Basic Need in Communication Skills
3
Human beings can think therefore they visual-
ize, speak and communicate. They have always been
in search of well to do means of communication and
self-expression. Speech is ancient and so men are never
alone. They are always surrounded by their thoughts.
The very fact of being man signifies words and speech.
Communication, through speech, has been of vital im-
portance for human beings since times immemorial.
Man is nothing without speech and communication.
The way of speaking makes him the supreme creation
of Nature. A man is known by his speech as a sky known
by the sun. In a way, all our actions and activities are
self-expressions but oral expression is the most sig-
nificant and it is also the oldest and the richest.
The term “communication” is very broad and impor-
tant in its meaning and significance. It has many mean-
ings and shades of meanings. It may mean different
things to different persons. In true sense it could be
expressed as an activity or process of expressing ideas,
thoughts, visualizations, emotions and feelings. It is a
process of imparting and sharing information. In its
all-inclusiveness it includes all types of communica-
tions indulged by human beings-verbal, non-verbal and
symbolic. In the present context of large gathering and
presentation, we are mainly concerned with speech, the
word of mouth which has been the fastest and the most
effective means of communication since the advent of
mankind.
The communication is not merely informing and
receiving information. It has to be effective and moti-
vational. There is a sender and a receiver in this pro-
cess of communication. To be effective and purpose-
ful, a message has to be intelligible so as to be known
Soft Skill and Personality Development
Gautam Ambhore
Shri Shivaji Science and Arts College,
Chikhli, Buldana
by the recipient. It is a two-way traffic. At one end is
the communicator and at the other receiver or decoder
of the message. Thus, there is a message or informa-
tion to be shared with another person. The speaker has
to decide what message to send, to whom and when.
He tries to select the method and ways of communica-
tion. Finally the recipient reacts to the message or in-
formation and may enhance or minus something of his
own to its meaning and significance. As such, commu-
nication is a complicated process.
After all human beings’ activities are a type of
communication, but most essential one of these is the
spoken word. The word of mouth, as a means of hu-
man communication has always been the most vital
and significant. Then there are non-verbal, gestures,
symbols and written forms of communication. Hence
everything is to communicate and sharing of informa-
tion. All of us try always to communicate in one way
or the other. It remains as an endless process without a
beginning or end. As the thinking and intelligent be-
ing, man is always busy in thinking and communicat-
ing. Such type of communication helps him in number
of ways. It lightens suffering, reduces pain, doubles
the happiness and relieves from mental stress and con-
fusion. Speech is sound and sense, body and soul.
Only the speaking is not only an instrument or
vehicle of communication, but works more than that.
It is a very compact and impressive instrument. There-
fore, in reality all human activities can be regarded as
communication. In ultimate analysis all human actions
can be interpreted as utterances and exclamations. Man
can express in better manner his inner being, his over-
all personality, his motives, targets, ways of interests
(12) ISBN - 978-81-925458-3-7
through word of the mouth. Many of the men are born
with the mental ability to illustrate and express, but it
has to be further cultivated and learned in order to speak
and talk well and effectively. Presentation skills are
adopted and implemented in various ways. A person
on an average spends about 75 percent of his day’s
time in speaking and listening, reading and writing as
well.
The employers, employees and unemployed one
must have good communication and presentation skills
as they are in great demand by every walk of life. This
phenomenon can be found across all the jobs that are
available in the market. Some of the field works and
researches have revealed that presentation skills are
necessary both for seeking employment and success-
ful job performance. They are also essential through
their job career. The ability to speak lucidly, explicitly,
perfectly and successfully has been recognized as the
hallmark of a modern educated person. Meaningful and
impressive public speaking is a very healthy technique
today. It is a open secret to leadership, development of
personality and brilliant career success. Good leader-
ship grows out of the skills of presentation. The inter-
connection and intimacy between the two is now a
commonly understood fact. It has always been the sure
means of getting opportunities and to create impres-
sion.
All the great personalities of the world, all the
Soft Skill and Personality Development
history doers in the annals of human civilization, all
the luminaries and illustrious person have invariably
been great orators and presenters. The people who have
led the masses and turned the tide of events have been
in possession of the gift of the gab. Successful public
speaking has always been an infallible means of achiev-
ing honour, advancement in career, applause, and fame.
It has been an impressive and potent tool and tech-
nique since times immemorial. If these people can suc-
ceed at the top of the ladder, then I too can succeed
very easily in this regard.
Barack Obama, Martin Luther King Junior, Dr.
B. R. Ambedkar, Socrates, George Washington, and
Abraham Lincoln, to name only a few, all have re-
mained successful and convinced the respective mass.
They could visualize their dreams into reality only due
to their skills and efficiency in presentation and public
speaking. Also the massacres like Hitler and Mussolini
possessed these skills and efficiencies in abundance
and misused them to their great advantage. It only
shows how powerful and fantastic can be the might of
a great public speaker.
Like above mentioned persons on the basis of oratori-
cal skills who could leave their images on the histori-
cal records. Commanders of language like these can
shape not only their lives but nations’ as well.
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 4 Enhancing the Basic Interpersonal Skills
Using Collaborative Method: Group Discussion
Abstract: The purpose of this study is to give a criti-
cal account of use and effectiveness of the collabora-
tive method: Group Discussion as a teaching-learning
method for enhancing the basic interpersonal skills of
students at graduate level. The graduate students re-
quire the basic interpersonal skills to be successful in
their personal life and be employable in the global
market of employment. The present paper attempts to
give a panoramic view of a paradigm shift in the peda-
gogical approach of imparting skill-based education
from the teacher-centric approach to the participative
student-centric approach of teaching in today’s mod-
ern education. It has been found that the collaborative
methods improve the level of students’ participation
in the learning process. Group Discussion is one of the
most effective collaborative methods which allows stu-
dents to learn the basic interpersonal skills in a real set
up.
Keywords: Collaborative Method, Interpersonal Skills,
and Group Discussion.
1) Introduction:
The present market of employment is very dynamic in
terms of its constant ever changing needs and require-
ments. In this ever evolving industry sector and social
set up, the success of graduate students does not de-
pend only on the cognitive skills but they also need to
have the basic interpersonal skills. These skills are life
skills for their survival in the personal and professional
life. Training graduate students in these skills is vitally
important for making them employable. The present
paper attempts to deal with the effectiveness of col-
laborative and participative classroom activity, Group
Discussion (GD), for improving much-required inter-
Soft Skill and Personality Development
Mr.Anand B. Bodhale
Science and Humanities Department,
K.J.Somaiya College of Engineering, Mumbai.
personal skills of graduate students across the differ-
ent streams of knowledge. The traditional teaching
methods are more of teacher-centric which only focus
on disseminating theoretical knowledge without involv-
ing learners actively. Such type of pedagogical system
has been found to be ineffective in imparting skill-based
education. The several surveys and observations have
revealed that the traditional teacher-centered instruc-
tional methods have failed to produce the required num-
ber of employable candidates for the different service
sectors in the society. Here comes the urgent need of
using the learner-centric collaborative and participa-
tive instructional methods to train the graduate students
to improve their interpersonal skills. This study is de-
limited to one of the major collaborative methods, i.e.,
Group Discussion. It focuses on the process of using
Group Discussion in the classroom for enhancing the
basic interpersonal skills of graduate students, its adapt-
ability, strengths and the limitations of its implications
as a teaching learning method.
The idea that interpersonal skills are more important
than even the technical and general expertise of stu-
dents, has been confirmed again and again by mul-
tiple research projects, the daily experiences of teach-
ers, counsellors, and recruiters or employers. Today,
there is an urgent need for understanding the required
skill sets of modern industry and train the students to
improve their interpersonal skills by adopting the col-
laborative learning methods like Group Discussions,
Debates, Project work, Team presentations etc. in the
curriculum. The present paper gives an analytical ac-
count of the importance of collaborative methods, the
basic interpersonal skills, their importance in the dif-
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ferent walks of human life, the use of Group Discus-
sion, the process of conduction of such method in the
classroom, the role of teacher and students and the limi-
tations of the implications of such type of collabora-
tive method for learning interpersonal skills in the class-
room. The paper also attempts to stress upon the im-
portance of shift from the teacher-centric approach to
the student-centric approach of educational set up,
which improve the level of students’ participation in
the learning process.
The modern theorist John Dewey rightly mentioned in
his celebrated book, The School and Society (1899),
that the best learning takes place when students par-
ticipate in what he describes an occupation: “a mode
of activity on the part of the child which reproduces,
or runs parallel to, some form of work carried on in
social life.” The other theorists like Jean Piaget, Carl
Rogers, and few others stressed upon the process of
designing instructional material according to the indi-
vidualistic needs of learners so as to develop all round
personality of students. The contribution of Howard
Gardners’ Theory of Multiple Intelligence brought a
paradigm shift in terms of understanding the multifac-
eted personality traits and the unique aptitude set of
human capabilities. Gardner’s multiple intelligence
theory has proved to be a great help in curriculum de-
velopment, instruction planning, selection of course
activities, and related assessment strategies which pri-
marily stress upon the development of blend of inter-
personal skills of learners. So this widely recognized
paradigm shift has shown a change from ‘teaching’ to
‘learning’ and learning of interpersonal skills takes
place naturally by adopting collaborative methods.
2) Interpersonal skills:
In collaborative learning, the development of inter-
personal skills is as important as the learning itself.
Interpersonal skills are an essential component in the
modern education of graduate students of all streams
of knowledge to assist not just students’ education but
also to prepare them for their future careers. These skills
empower the students to be employable in employment
market. Inadequate and ineffective interpersonal skills
Soft Skill and Personality Development
mar badly their individual and profession growth. This
also has long term adverse effects on the whole profile
of their professional life and affects recruitment and
retention in further higher studies. Hence these skills
should be fostered in all graduate and post graduate
level education. The word interpersonal is derived from
the prefix inter, meaning “between,” and the word per-
son; interpersonal skills literally taken for the skills
developed, learned and mastered between people. The
term ‘interpersonal’ is mostly taken in reference to
something involving or occurring among several
people. The interpersonal skills mostly are those skills
required for getting along with others in social groups.
These skills include leadership qualities, group skills,
empathy, cooperation, team work, communication or
presentation skills, problem solving, critical thinking,
listening skills, etc.. In collaborative learning process ,
the students learn how to develop the key skills and
abilities of interpersonal intelligence: understanding
people, presenting oneself clearly and honestly, as-
serting needs, seeking and giving feedback, influenc-
ing others, resolving conflict, being a team player, and
shifting approach in order to get positive results by tak-
ing active participation in the given tasks.
3) The Concept of Collaborative Learning:
Today, all human activities are becoming more and
more interdependent, collaborative and involving per-
sons for bringing better outputs in all spheres of life.
Collaborative work is defined as two or more people
working together. Effective collaboration is man-
datory for success in the context of a workplace such
as today?s business environment (Beyerlein & Har-
ris, 2003). This is also applicable in the field of im-
parting education. In order to develop the basic inter-
personal skills of graduate students, it is required to
create opportunities for students to work in pairs and
small groups, so they are encouraged to discuss their
ideas, explain their reasoning and learn from their col-
laboration with each other. Collaboration means a joint
interaction between two or more students working to-
gether to solve problems, create new ideas, or learn
certain skills and master content. “Collaborative
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learning” is a broad term for a variety of educa-
tional approaches involving joint intellectual effort
by students, or students and teachers together.(
Smith and MacGregor, 1992) The collaborative meth-
ods, along with the conventional instructional activi-
ties: the lecturing, listening, note-taking, involve the
students in the participative classroom work. Teachers
who use collaborative learning approaches tend to re-
duce their interference in the learning process and give
more importance in creating conducive environment
for the learners and helping them to help themselves
by using the ‘learning by doing’ principle. This en-
courages active participation of learners in the learn-
ing process and develops their self-belief, sense of
achieving something independently, and sense of be-
ing responsible for self and other co-learners in a group.
The several reports have stated that the graduate
student’s proficiency in interpersonal competencies
gives them an added edge to launch their career suc-
cessfully. In fact, it serves the purpose of being one of
the best career enhancers and the single biggest factor
in determining a student’s career success or failure
(Polack-Wahl, 200). If it is so, the teachers should de-
sign their instructional material and use the appropri-
ate collaborative methods carefully focusing on the
targeted set of skills. It has been found that the skills
like problem solving, communications, interpersonal
skills and critical and independent thinking could be
fostered in graduate courses and are very much learn-
able. The following methods could be more effective
than the conventional didactic approaches of teaching
graduate courses.
4) Group Discussion (GD): A Collaborative
Method:
Group Discussion is one of the most effective partici-
pative teaching methods which can be used in the
moderately small class or small group. The primary
goal of using GD is to get students talking in the given
structured format on a topic. GD is considered as a
strategy for achieving instructional objectives that in-
volves a group of persons, usually in the role of mod-
erator and participant, who communicate with each
Soft Skill and Personality Development
other using speaking, non-verbal, and listening pro-
cesses. (Gall & Gillett, 1980). Participating in group
discussions, students get a chance to consider other
people’s perspectives on a topic and develop effective
interpersonal skills like communication skill, problem
solving skills, leadership, group or social skills, listen-
ing, etc., if a GD is properly planned and organized to
encourage students’ active participation.
4.1.1 The Basic Interpersonal Skills Required and
Developed in Group Discussion:
The GD helps students to enhance the following basic
interpersonal skills:
o Communication skills: The participants emulate
the communicative style of other proficient par-
ticipants and try to put their views across using
right level of linguistic skills. GD helps the par-
ticipants learn these skills vicariously by listen-
ing to others carefully.
o Group skills or social skills: In GD, the students
learn how to get along with others, support others
views by extending their support to others and
getting supported.
o Leadership qualities: The students get exposed
to a group of participants with diverse background
wherein he or she gets a chance to show leader-
ship qualities by introducing a topic at the initia-
tion stage, monitoring the performance of others
during GD and keeping the discussion on the track
if it gets drifted. This teaches students how to lead
and be responsible for the development of discus-
sion.
o Listening skills: Listening is one of the most im-
portant receptive skills through which participants
learn others ideas on a topic. That gives a chance
to others to speak.
o Critical or logical thinking: GD is a type of for-
mal group presentation in which everyone tries to
think logically and present his or her ideas effec-
tively using authentic facts and figures. The par-
ticipants need to consider others views and then
express their views appropriately according to the
context.
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o Empathy: Empathy is the most precious human
value which is inculcated in a GD by carefully
understanding others views and putting oneself in
others situation.
4.1.2 Planning and Preparation for conducting
Group Discussion:
Teachers or instructors should prepare their proper strat-
egies that can be used in large classes to increase stu-
dent engagement, motivation, cooperation and collabo-
ration, and to achieve learning outcomes that are set
for conducting GD at the beginning. GDs are planned
to engage students in large groups, however they are
more effective if the groups are small in number of
participants or students. Teachers need to consider the
level of understanding, maturity, experience, aware-
ness of format of GD and the basic required linguistic
proficiency of students or participants before deciding
the topic and other instructional strategies for conduct-
ing a GD. While planning to organize a GD, a teacher
should consider the following questions to make GD
more relevant and useful:
1. How is a Group formed in terms of the age, maturity
and experience of participants?
2. What is the topic?
3. What are the aims and objectives of using GD as a
learning method?
4. How many students are selected in a group?
5. What basic interpersonal skills are expected to be
used and enhanced during a GD?
6. How the students’ performance will be evaluated?
After going through all these deliberations, a teacher
should consider the following steps for the conduction
of a good GD:
a. Form groups of 6 to 10 students.
b. Allot time and topics considering the age group,
maturity and experience of participants.
c. Explain the format or type of GD well in ad-
vance.
d. Encourage the participants for expressing their
perspective on the topic.
e. Evaluate students’ performance based on the
interpersonal skills being displayed and the
Soft Skill and Personality Development
content being referred by participants during
GD sessions.
f. Provide constructive feedbacks on the indi-
vidual performance.
In the process of conducting GD, teacher’s role is very
important. He or She has to make conducive seating
arrangement, monitor the progress of GD, and observe
the verbal and non-verbal communication of members
and see to that everyone is participating.
4.1.2 Strengths and Limitations:
Using this method, students get an opportunity to work
along with others in a team. They become more confi-
dent to speak in group atmosphere and take initiative
to support others and get supported in return. Such
supportive and collaborative environment can motivate
participants to improve their communication skills and
social skills. Besides all these positive results of use of
GD, there are few perceptible constraints in the impli-
cation of GD as a teaching learning method. Teacher’s
role gets reduced to the work of organizer and monitor
in this method. Students may turn discussion into a
debate and cause a lot of chaos if they are not mature
to understand their responsibilities.
5. Conclusion:
The graduate students’ proficiency in the basic inter-
personal skills is the detrimental factor for achieving
success in their personal, social and profession life in
the wake of changing needs of service sectors. These
skills can be inculcated using the participative and col-
laborative methods. As it is seen that the modern edu-
cation is witnessing remarkable alterations in the ap-
proach of imparting skill-based education. The teach-
ing –learning process is no longer teacher-centric now.
The focus has been shifted from teacher to the student.
The students are now required to be more competent
in terms of learning content and skills. In order to en-
hance the much needed interpersonal skills, teachers
are reducing their level of interference in the class work
and started using student-centric collaborative meth-
ods to increase students engagements in the learning
process for enhancing the basic interpersonal skills
like communication and presentation skills, group skills
(17) ISBN - 978-81-925458-3-7
or social skills, leadership skills, listening skills and
empathy.
It has been found that GD is one of the most effective
collaborative methods which offers conducive envi-
ronment for a student to speak confidently and listen
to others to improve his or her understanding on a topic.
It allows graduate students to explore the possible ways
of looking at a problem which will certainly help them
develop their critical thinking independently. All this
is possible only if the GD is planned well considering
the objectives of instructional material and the other
factors like the maturity of students, their linguistic
proficiency and age group. Although GD is student
centric method, but still the teachers’ role is very im-
portant in terms of planning and implication of the
method in the classroom.
Soft Skill and Personality Development
Reference:
Beyerlein, M. M. & Harris, C. (2003). Guiding the Jour-
ney to Collaborative Work. Pfeiffer &
Company.
Dewey, J. (1916). Democracy and education. The
Macmillan Company.
Gall, M. D. and Gillett,M. (1980). The discussion
method in classroom teaching. Theory into Practice.
Volume 19(2).
Goleman, Daniel. (1998). Working with Emotional
Intelligence. Bantam Books.
Mandal, S.K.(2006). How to succeed in Group Dis-
cussions and Personal Interviews. Jaico Publishing
House.
Smith,B. L. and MacGregor, J. T.(1992). “What Is
CollaborativeLearning?” in Collaborative Learning:
A Sourcebook for Higher Education.
(18) ISBN - 978-81-925458-3-7
 5 Communication : A Soul Life Skill
Communication has become an essential thing
of modern corporate life. Day-to-day proceedings and
the overall functioning of modern corporate life is based
on effective communication. Infact Communication has
become a basic need of human beings. It is oxygen of
contemporary human life. Meaningful modern
corporate life is quite impossible without effective
communication. Human beings fulfill almost all of the
work with the help of communication. We use
maximum time for communication. It is an ontological
need of human being. Sigmund Freud introduced it as
a therapy known as ‘communication therapy.’ In the
age of advanced science and technology
communication has transcended all the conventional
shorelines and it has become an umbrella term.
Communication not only in English but in any language
is a matter of skills. By and large, communication has
a significant place in the modern corporate life. The
basic skills makes communication more effective and
promising. Effective communication is LOVE —
lasting-organized-valuable earn of modern corporate
life. Success, progress and development of modern
corporate life is depend effective communication.
We take communication for granted because
we do it so frequently, but it’s actually a complex
process. Our ability to communicate is an important
tool in our pursuit of our goals, whether it is with our
family, our colleagues, friends, fellow students, our
clients and customers. Communication is a unification
of sensibility. We can have brilliant ideas, but if we
can’t get them across, our ideas won’t get us anywhere.
Communication is a series of experiences of listening,
speaking, reading, writing, and hearing, seeing, tasting,
and seeing simultaneously. The first and foremost need
Soft Skill and Personality Development
Dr. Navle Balaji Anandrao,
Assistant Professor, Dept. of English,
Shri Muktanand College, Gangapur
of communication is not vocabulary but courage, both,
physical and moral, as explained by William Slim in
his essay, “What is Courage.” Communications a heart
to heart dialogue held in a meaningful way.
Etymologically the English word “communication” has
been derived from a Latin term, ‘commnicare’/
‘comminico’ meaning ‘to share.’ Communication is a
matter of the basic skills: LSRW. Communication is a
process to acquire, exchange, store, information, ideas,
and message. All communication is a two-way process
or multiple ways process. It is essentially a social affair.
It is a network of interactions taking place in
communication environment with a purpose, formation
of contents, sense of humor/ commonsense. The goal
of language teaching is to develop communicative
competence in the learners. The teacher is the facilitator
of learning, the manager of classroom activities.
Learners are communicators. They are actively engaged
in negotiating meaning. They learn to communicate by
communicating. They engage in activities like games,
problem solving tasks, role-play etc. Language
functions are emphasized over forms. All the four skills
— Listening, Speaking, Reading and Writing — are
given equal emphasis. Language is presented in the
form of continuous discourse rather than isolated
sentences. The mother tongue is not used. All
communication takes place through the target language,
English. Errors are tolerated as an inevitable part of
the language learning process. A learner is encouraged
to be fluent; accuracy is important but is only secondary.
Types of communication includes verbal, non-
verbal, symbolic, formal, informal, printed, electronic,
digital and so on. Many a times there occur a break
down of communication due to internal and external
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barriers— such as poor listening skills, nostalgia,
attitude, premature evaluation, fatigue, emotionalism,
lack of interest, inferiority and superiority complexities,
fear, mistrust, difference in perceptions, negative
perspective, organitional structure, staff screen,
information and power, pollution, and distance. Non-
verbal communication includes body-language,
personal apprence, posture, gestures, facial expressions,
eye contact etc. There is an immense value of listening.
Listening to others is an elegant art. It reflects courtesy
and good manners. The result of poor listening skill
could be disastrous in business, employment and social
relations. Good listening skill can improve social
relations and conversation. It is a positive activity rather
than a passive one. An effective listener requires eye
contact with the speaker, effective notes taking habit,
a physically involvement, avoidance of negative
mannerisms, exercise of listening ability, undivided
attention to the speaker while listening. There is an
essential difference between listening and hearing.
Listener should think in terms of speakers’ status and
experience, drive away prejudices, open minded, listen
to understand not to refute, use listening time
constructively, and analyze speakers’ language.
Listening also depends on speaking. Speaker should
speak at a level of listener, adapt listener’s prejudices,
organize rarity in understanding, develop ideas for
listeners, make changes seem attractive, and use listener
level language. We should pay attention in the way we
speak, the way we listen, the way we get others to do
listen. There are a few dos and don’ts of
communication: always think ahead about what you
are going to say; use simple words and phrases that are
understood by every body; increase your knowledge
on all subjects you are required to speak; speak clearly
and audibly; check twice with the listener whether you
have been understood accurately or not; in case of an
interruption, always do a little recap of what has been
already said; always pay undivided attention to the
speaker while listening; always make notes of important
points; always ask for clarification if you have failed
to grasp other’s point of view; repeat what the speaker
has said to check whether you have understood
Soft Skill and Personality Development
accurately, do not instantly react and mutter something
in anger; do not use technical terms & terminologies
not understood by majority of people; do not speak too
fast or too slow; do not speak in inaudible surroundings,
as you won’t be heard; do not assume that everybody
understands you; while listening do not glance here
and there as it might distract the speaker; do not
interrupt the speaker; do not jump to the conclusion
that you have understood everything. One can improve
existing level of communication with regular practice
and improvement of language, pronunciation, voice
modulation, body language, reading, listening,
interacting with qualitative people, topic of discussion,
meditation & good thoughts, thinking and speaking,
not speaking too fast, using simple vocabulary, not
speaking only to impress someone, and looking
presentable and confident. Improvement of body
language includes keeping appropriate distance,
touching only when appropriate, taking care of our
appearance, maintaining eye contact, smiling genuinely.
It is said that a person is known by the way he quarrels
his breeding comes out best.
Oral communication includes public speaking/
official speaking, seminars and conferences, interviews,
group discussion etc. In communication there are
certain common activities such as kinesis or kinetics
(body language), efficacious communicative skills,
knowledge of the subject-matter, thorough knowledge
of using modern gadgets/apparatuses/equipments etc.
, sense of costume, fashion and decency, effective
language, knowledge of phonetics, semantics and
pragmatics including RP pronunciation, stress and
intonation, and mechanics of articulation or voice
modulation. Presentation is an important
communication skill in modern corporate life. More
than heights, snakes, disease, financial problems, what
many of us fear most is speaking to a group of people.
To present better one must understand its nature, and
acquire the required skills through regular practice.
Perfect presentation rests on four basic principles:
everyone has something to say, you have ways of
communicating belonging just to you, you have a right
to be heard, you are responsible for being heard. Perfect
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presentation comes through self-expression. Presenters
often create self-made obstacles which can be
overcomed through written notes, visual aids, body talk,
and commonsense. There are five ps of perfect
presentation: personality, passion, presence, purpose,
and preparation. There are five steps to an instant
speech: get attentation– introduce your presentation
with a grabby opening; explain– the relevance of your
subject to the audience; follow– with a general
statement of your purpose; support– it with two or three
examples or illustration, including personal relevance;
end– on a stiking sentence summarizing your speech.
In presentation personality plays an important role.
Personality to a person is what fragrance to a flower.
Key points of successful presentation includes: self-
interrogation– ask yourself; make it memorable and
you will be remembered; accentuate your assets,
minimize your deficiencies; there is no gain without
pain; focus on the big benefits of effective speaking;
let yourself go openly. There are seven cs of
presentations: commitment, creativity, clarity,
coherence, conciseness, credibility and confidence.
Choice and organization of appropriate material,
adequate rehearsal with self confidence, development
of courage and confidence with strong and persistent
desire, thorough preparation of the topic/ subject,
confidential action and practice make a good public
speaker.
The tips to become a speaker includes: learn as
much as you can about the subject of your talk; gather
all the possible information about the topic, write down
the ideas, key words, phrases; use all research sources
available to you to saturate yourself with information;
refer bibliographies and webliografies; identify and
emphasis the major points; have organic unity among
the points; prepare notes and graphics to ensure all
points are covered effectively; be aware of obligations
and disagreements with your ideas and be prepared to
discuss them. In order to keep the audience one requires
passion, feeling, spirit and liveliness. Always have
something that you very much want to say. Know your
audience. For good delivery stress important words,
subordinate unimportant ones; change your pitch; vary
Soft Skill and Personality Development
your rate of speaking; pause before and after important
ideas. There are certain tips on how to overcome stage
fright such as: practice grammar so that you can
construct a sentence instantly and speak without
thinking about your errors; arrive early and get
assimilated to the venue. Beginners should accept to
make speeches only on familiar subjects. To build
confidence makes small and successful speeches. The
speech to be delivered should be prepared well
beforehand. The words that are used in the speech
should be those that come naturally to you. Avoid
jargons that are difficult. Begin your salutation slowly,
smoothly and little longer. Write down the key points
of your talk on palm cards and take them with you.
Modulate your voice. It brings life into your speech. If
you have erred admit and correct it. One can open a
speech with an apology, curiosity, a story, a question,
an illustration, a quotation of a famous person, the vital
interests of the listeners, shocking facts; and close with
a critical synopsis. In short: “first, tell them that you
are going to tell them, then tell them, then tell them
that you have told them.” The essential elements in
successful speaking includes the necessity of
persistence; the certainty of reward; the will to win;
platform presence and personality. Elbert Hubbard
rightly states: “In eloquent speaking it is a manner
that wins, rather it is manner plus ideas.” It is said,
“He who cannot smile ought not to keep a shop.”
Writing is a creative process; it is a process of
reaching out for one’s thoughts and discovering them.
It is a process of meaning-making, problem solving,
and a way of processing information to attain goals. It
is a transcription of the process of composing ideas. It
is not a product of thought, but actualization and
dramatization of ideas. It involves: active command
of vocabulary and sentence structure; awareness of the
conventions of punctuation and spelling; organization
to achieve coherence; intelligence. It is a formal
communication. It is also bound by the dictates of the
organization. It has widened its horizons through e-
communication. There are seven cs of written
communications: credibility– builds trust, courtesy–
improves relationship, clarity– makes comprehension
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easier, correctness– builds confidence, consistency–
introduces stability, concreteness– reinforces
confidence, and conciseness– saves time. There are
four‘s’ of written communication: preciseness—
“brevity is the soul of wit,” simplicity, strength, and
sincerity. Experts suggests: don’t copy others, have your
own style, develop through wide reading, write simply
in a conversational style, use clean, plain English and
avoid unnecessary elaborated, decorated, out of date
language, jargon, and slang.
Business correspondence is an important field
of modern corporate life. It functions through letter
writing. Success of modern corporate life depends on
careful handling of correspondence. It requires good
grammar, correct usage, etiquettes, and manners.
Clarity is an essence of good letter writing= clear
thought== clear mind. Business letter= written contacts
with people within and outside the organization. The
long lasting record can be referred whenever necessary.
It is not merely a contact between two individuals but
two organizations. Objectives of letter writing includes:
to request specific information or action; to provide
information; ceremonial purpose; to exchange ideas,
handle arguments, present a point of view; explanation
of acceptance or rejection of action; to sell goods or
services or to provide information about the company
to establish MoU. Letter writing is both an art and
science of communication. It is an art which needs to
be mastered as a communication tool at both personal
and professional level. Not only the content but the
presentation also has the marked effect on the result.
One should think before writing a letter a few things
such as: what you want to achieve; reread previous
correspondence; consider the main purpose of the letter;
think a secondary purpose of the letter; set aside a
specific time for dealing with letters; make notes while
planning. Planning of letter includes reason for writing,
fact presentation: make a list and put the facts in a
logical order and expected action
Editing the draft is compulsory. Check the draft
time and again. It includes several stages. Ask yourself:
“does that say exactly what I want it to say? In the best
possible way? In the fewest and cleverest words?” It
Soft Skill and Personality Development
requires thorough scanning of grammar, spelling,
punctuation, and usage. Before you sign the typed
version, check the letter carefully once more for typing
errors and the like. Always keep copies of business
letters as important documents, evidence. Careful
presentation also includes neat and attractive, quality
stationary. Cultivation of certain habits, attitudes and
qualities of mind is also essential. Visualize what you
wish to say: clear thinking gives birth to clear writing.
Prepare the first draft without caring much for the
mechanics of writing: attention to such details disturb
the flow of thought. One should stop when you have
finished saying what you wanted to say: a professional
writes to express and not to impress. Revise the draft
carefully, this time taking care of all the required details.
Approach the problem with a scientist’s objectivity,
detachment and passion for truth with plain, concise
and precise manner. Don’t elaborate point
unnecessarily. Every human activity of any
consequence requires systematic preparation for a
successful result. It is said that“a lawyer must labor
when the court indulges in relaxation and study when
his/her clients slumber.” No structure can stand firmly
unless the foundation is well laid. The same apply to
the modern corporate world in respect of effective
communication, promising correspondence and
mission towards excellence.
References:
Borges, Johnson. 2010. Handbook of Letter Writing.
Pune: diamond Publication. Deshpande,
Ashwini.2011. Functional English. Nashik. Y
Chavan Maharastra Open University.
Gibaldi, Joseph. 2009. MLA Handbook of Writers of
Research Papers. (Seventh edition). New Delhi,
AffliatedEast-WestPres Pvt Ltd. Borges,
Johnson. 2010. Handbook of Letter Writing. Pune:
diamond Publication.
(22) ISBN - 978-81-925458-3-7
 6 Writing Skill
Dr. V. M. More
Principal
Law College, Beed.
Writing skill requires acquaintance with any par-
ticular knowledge of specific language May it be field
of literature, prose writing, poetry writing, Drama and
script writing. Redio, T.V and film script writing. Busi-
ness writing, songs and lyric writing, folk song writ-
ing, The writing skill is also needed in various profes-
sions like medical, engineering, business, Information
Technology etc.
The present paper is related with the legal writ-
ing. This is very important in legal field. An advocate,
Attorney, Legal Adviser, Solicitor have to write and
present various types of matter of differentfields and
present it before appropriate authories. i.e. particular
writing in the legal language is termed as drafting. This
is one of the topics with skill in legal writing.
Meaning of Drafting:
The general meaning of drafting: It means putting
one’s own idea in writing.
Meaning of draft:
A rough or preliminary sketch of piece of writ-
ing.
Writing skill is required in personal, private, official
and legal matters. An advocate by profession is related
with drafting as one of the skills in the field of legal
writing it is also important because when an advocate
prepares his legal notes he has to confront with other
opponent parties through the other advocate from the
Bar. Further his writing is also to be presented before a
judge during trial. Not only this preparation of suit has
also relation with the witnesses of applicant, defen-
dants, Court Commissioner, Expert Persons etc. There-
fore the writing by an advocate shall follow the rules
of good writing i.e drafting. Every skill require spe-
Soft Skill and Personality Development
Dr. Anees Mohiuddin
Law College
Beed.
cific tools those can be disused as follows.
Feature and characteristics of Skilled Drafting:
1. Proficiency in English as well as regional language
i.e Marathi
An advocate by profession must have substantial
knowledge of English language. Because basically the
medium of legal education is English and the language
of Lower Courts, High court Tribunals and the Supreme
Court is English.
The advocate must have also knowledge of Re-
gional language as well as local language since the
population about 60% resides in the rural area and
maximum litigant comes from the rural areas. The High
court’s also appreciates submission to lower courts in
Marathi language and judgments and their translation
in Marathi language.
2. A skilled drafting require the language and words
simple and appropriate and matching to the situation.
As far as possible, long sentences are to be avoided as
well as the size of the paragraph. The drafting shall
give the correct message even to a person of ordinary
thinking and understanding. The language used shall
give polite impression so that the reader shall form a
good and soft corner for the writing.
3. The drafting shall have a clear sense. The writing
shall be like a network so that sentences and various
paragraphs are linked to each other in sequence and
have relevancy to the subject matter.
4. The drafting for legal presentation is somewhat
different. In this case it shall clear the facts and cir-
cumstances of the case. The projection of the writing
shall be appropriate because by this presentation the
law is going to be enforced in it implementation.
(23) ISBN - 978-81-925458-3-7
5. A mere writing and putting words into exposition
is not sufficient. Whatever is written is communicat-
ing a comprehensive message of the topic. Every reader
feeling it to be a piece of knowledge.
What the eminent writers say about the principles of
good writing is also matter to be considered
Sir Emest Grower:
In his words the choice of words should be with a
view to convey the message of writer i.e. the golden
rule as follows.
1. Use no more words than one necessary to explain
your meaning.
2. Use familiar words then far-fetched.
3. Use words with a precise meaning than those that
are vague.
Fowler says:
Any one who wish to become a good writer should
Endeavour before he allows himself to be tempted by
more showy qualities the following five rules in the
domain of vocabulary.
1. Prefer the familiar word to far-fetched.
2. Prefer the concrete word to abstract
3. Prefer the single word to the circumlocution.
4. Prefer the short word to the long.
5. Prefer Saxon to the Roman
Advantages of good drafting:
It has come to the notice that one of the reasons of
delay in justice is irrational drafting. Therefore the good
drafting attracts many advantages which include jus-
tice with speed and in time. It also helps to develop
and grow law and legal system. It avoids litigation,
dispute or differences between the parties. Lastly it
extends help in law making process and law enforce-
ment.
Conclusion:
If one observes an extra ordinary writing it will be
evident that it will contain single word for many words,
Simple words than hard, sentences will be shorter, ex-
pression of idea in few words, the verbs to be active,
right word choice, avoid passive vice. It will also be
seen that knowing the aims and objective of writing is
also essential. It is one of the qualities of best writer
Soft Skill and Personality Development
that he keeps himself in the position of a reader. Be-
fore writing it is necessary to be well prepared men-
tally rather it would be better if some basic outline is
prepared.
Suggestions:
Some of the following suggestions are presented
for making writing skilful. The suggestions are not
exhaustive.
1. To be a skillful writer, on should create good vo-
cabulary under the guidance of expertise.
2. Avoid mistakes in writing
3. A writer shall treat himself as a reader to check
what the other will feel about his writing.
4. A good writing shall create a good image and opin-
ion in the minds and hearts of the readers.
5. Care shall be taken that the writing is precise, clear,
adaptable and lucid.
References:
1. Legal language by Dr. Maheshwara Swamy. Asia
Law House Hyderabad 2nd Edn. 2009.
2. Legal English- M. Madhu, Asia Law house
Hyderabad.
3. Legal language and legal Dr. S. R. Myneni writ-
ing Asia law house Edn 2011.
4. Legal language and legal drafting by M.P. Tondon.
Allahabad Law house Edn.1998
5. Legal Language by Dr. Madubuushi Srhidhar. Asia
Law house Hyderabad Edn 2011.
6. Legal writing and legal language including gen-
eral English. By S.C. Tripathi. Edn. 2011. Central
Law Publication Allahabad.
7. Outlines of legal language in India. Dr. Anuradha
Prasad Central Law publication Edn.2009
(24) ISBN - 978-81-925458-3-7
 7 Importance of Language in Personality Development
Dr.Kanwate V.S.
Principal
Nagnath College Aundha Nag. Dist. Hingoli
Introduction
Present age is the age of globalization Rapid
changes can be seen in each and every sector. Tests
and likes of the peoples are changing. In the field like
trade, food production, media etc. or even in govern-
ment as well as non-government organization, prefer-
ence is given to impressive personalities, in the field
like tourism, hotel management, where fluent commu-
nicators are needed the agencies pay huge salary to such
peoples.
Personality development became a crucial issue
for schools, colleges as well as private institutions.
Higher Education institutions provide plenty of gradu-
ates every year, they looks clever, intelligent as for as
their mark sheet are concern but most of them remains
unemployed. The only reason is that they are not de-
veloped.
Today there are various institutions that conduct
classes and courses on personality development.
The Concept ‘Personality Development’ of an in-
dividual can be described as: “an aggregate total of the
decisions he has made throughout his life and the
memory of the experiences to which these decisions
led.”
Personality is defined as ‘the enduring personal
characteristics of individuals ’
There are various factors that contribute to the
development of our personality such as: Natural, ge-
netic and environmental as well as heredity. Personal-
ity also colors values, beliefs and expectations.
Along with above mentioned factors, language
also play vital role in personality development.
Soft Skill and Personality Development
Mr.Kadam K.R.
IQAC Co-Ordinator
Nagnath College Aundha Nag. Dist. Hingoli
Importance of Language in Personality Develop-
ment:
John Jeffrey Gorrell comments that ‘A Persons
use of language as the basis for his representing and
exploring the world around him channelizes his think-
ing processes.’
Language expose inner or internal thinking pro-
cess of an individual external appearance may impress
others , that means your hairstyle, spectacle, make-u,
clothing, shoes or sandal etc. may impress others , they
me call you smart , but it is the language , that finally
decide your personality. Peoples like , mahatma Gandhi,
Dr. Babasaheb Ambedkar, Jyotiba Fule , Even Anna
Hazare or those , respected by world are respected by
their speech , the language they used our language forms
relationships , the language is only medium to express
our thought opinions , feelings etc.
Benjamine Lee Whorf once said that ‘ Language
is the best show man puts on , It certainly is the most
characteristic and pervasive means man has of under-
standing and representing his experience.’
Language affects a lot, it helps others to under-
stand our personality. Language creates leadership so
as it spoils leadership also. When we read or here state-
ment given by our leaders we easily understand their
thinking process, sometimes we like it sometimes we
dislike it.
If we look at the speech process itself, we see the
individual finding ways of bringing to public shape his
personal thoughts, feelings, impression and idea, In
doing so one discovers more about the experience he
attempts to communicate to others.
(25) ISBN - 978-81-925458-3-7
Conclusion: References:
Personality Development depends more on the use 1) Personality Development , Wikipedia.org.com
of language, may be spoken or written form. People 2) John Jeffrey Gorrell , Language and self : A dis-
around you like you mostly because of the language sertation, 1975.P. VIII
we use. It is the language that leads other to form posi- 3) Ibid. P.I
tive or negative opinion. This language plays an im- 4) Radiance: Communication Skills, Orient Black
portant role in Personality Development Swan, Mumbai, 2009.

Soft Skill and Personality Development (26) ISBN - 978-81-925458-3-7

 8 Sports and Personality Development
Late Sow. Kamaltai Jamkar Mahila Mahavidyalaya Parbhani.
Introduction
“Sports” is an integral part of life that accelerates
human beings to upgrade health and thereby enhances
the capacity for performing better in life. In modern
world of globalization and competition playing some
sport regularly and keeping oneself fit physically is the
best option to increase efficiency, for making the life
merry go!
The term personality development is an inclusive
term encompassing various psychological and biologi-
cal aspects of an individual. It consists of various hab-
its, styles ways of communication and presentation
including how one speaks, thinks, walks, works and
influences other.
Importance of Sports
A well-bred personality is an essential factor for
life to survive in the competitive world which is chang-
ing at the fastest, every moment. For making a devel-
oped personality it is essential to remain physically fit
and playing sport or doing some physical exercise daily
could be the notable options to become physically fit
and to remain so throughout life. To put it more soundly
and clearly, exercise and sports play an important role
in the development of human personality. In the mod-
ern world full of anxiety they are no less expected than
our daily needs of food and fresh water. Therefore for
overall personality development sport is not less than
a tonic that smoothen the course of life. Today’s world
is full of anxieties aroused due to performing multiple
Soft Skill and Personality Development
Ms. Sangeeta G. Avachar
Head, Department of English,
tasks in almost all the walks of life. And to confront
these critical situations bravely one has to be fit rather
physically which ultimately requires playing some sport
daily or doing some exercise regularly. A person has to
perform his/ her duty with attentiveness which could
be gained through full concentration which is possible
for healthy mind and body. Sports can provide a strong
resonant support in this aspiration for excellence. Mod-
ern lifestyle is largely responsible for destruction of
peace in life even though it largely depends on the in-
dividual how to handle the tensions in life however a
sportive attitude achieved could help to gain endur-
ance and tolerance in various walks of life.
While doing jobs in private sector where people
have to work day and night it is really painful task to
manage time and remain fit. The tight and packed
schedules of office workers lead them many times to-
wards depressions due to inability to tackle the com-
plicated lifestyle. Playing a sport daily and gaining in-
ner strength would be a right alternative to this prob-
lem. It is said that literature and art help us develop
our intellect, spiritual and emotional endurance but
sports certainly help us develop the physical strength.
To assert the importance of physical strength one can
quote Swami Vivekananda who said, “Strength is life,
weakness is death.” 1 The youth idol Swami
Vivekananda and the visionary patriot Lokmanya Tilak
always insisted on getting physical and mental strength
for personality development.
(27) ISBN - 978-81-925458-3-7
Playing Sport-Growing Better
“You have to grow from the inside out,
None can teach you, None can make you spiritual.
There is no other teacher, But your own soul.2
-Swami Vivekananda
Playing sports and doing regular physical exer-
cise promote this growing inside out making under-
stand the learner the necessity of self-motivation. It
helps to incorporate the feeling in the mind of the
learner that his/her own soul is the best teacher hence
identifying the need of introducing sports education
right from the school days as an integral part of Na-
tional Curriculum. It is observed that children who play
different sports develop a better personality in com-
parison to the personality of regularly non-playing chil-
dren. Regular exercise through playing some sport helps
building a strong physic, a little bit good increase in
height than expected to be reached by heredity and in
turn a healthy body, of course supportive nutritional
diet according to the age group is equally essential.
Sport inculcates motivation and determination and ac-
celerates working toward a goal. Feeling of accomplish-
ment as the children/students work to build their ath-
letic skills improves self-esteem. This improvement in
self-esteem afterwards leads to physical, mental and
emotional endurance to compete which is an essential
personality trait in taking on other challenges in life.
Incorporating Social Skills
Coming together for playing team sport succeeds
in incorporating and strengthening the mutual relation-
ship which is a necessary move in achieving the social
skills. Playing a sport requires cooperation whereas fair
play and enjoyment through fun are always associated
with sport. Playing team games help the students to
develop a healthy sense of competition to acquire bet-
ter interaction skills with other at different social lev-
els. Coping with the people of different castes, creeds,
Soft Skill and Personality Development
religions and even different cultures becomes easy in-
spiring National Integration at the same time.
Leadership Ability
For a regular sport person getting to practice in
time and with all the right equipment is a challenge.
Disciplined behaviour and alertness is required to fol-
low any schedule. And when it is a team game every
student tries that his teammate should reach in time
for the event, hence imparting responsible leadership
qualities among the students. To manage one’s own
schedule and to adjust the schedules of teammates
shiningly bring out the leadership abilities. Meanwhile
the candidates also learn to handle internal team con-
flicts, developing game strategies and encouraging team
members.
Resilience
To cope up with intense emotions and the extremi-
ties of life in a healthy manner is a valuable personal-
ity trait for all. While playing victory or defeat, joy or
excitement, grief or frustration may be experienced.
Sport in this way, helps to teach the students to bounce
back and try again after failure. At times inspite of dis-
playing best performance a person may lose. In a sense
playing a sport provides the players/students an orga-
nized and structured environment; here coaches and
team members can provide encouragement and help
build resilience.
Academic Enhancement through Sports
Playing sport builds character, teaches strategic
thinking, analytical thinking, leadership skills, goal
setting, risk taking etc. All these are non-physical as-
pects assisting in enhancing academic performance of
any student. Any physical exercise or sport is supposed
to develop five components of fitness such as strength,
speed, skill, stamina and flexibility which proves im-
mensely helpful in academic development. When a
person is under stress from any reason, work pressures
(28) ISBN - 978-81-925458-3-7
and anxiety, apart from fitness benefits exercises/sports
help release pressure and tension in a healthy and effi-
cient manner. A balance between mind and heart for
academic enhancement could be achieved through
regular physical exercise may be in the form of some
sport.
Sport/Yoga Facility for Improvement in Concentra-
tion
Lack of concentration is one of the major obstacles
in academic failure, but the people who play regularly
could concentrate in a better way on their studies as
playing and winning a sport is inseparably related to
concentration. Without full attention one can’t think
of going nearby victory indeed concentration is one of
the essential factors for achieving success. Once the
habit of concentrating is nurtured, success comes eas-
ily and this could be gained by playing some sport/
exercise regularly.
Acquiring Management Skills
The persons playing sports learn to manage time
efficiently. They start recognizing the importance of
time in life. Due to sport schedules the students learn
to prepare and prioritize deadlines well and this builds
time management skills in students. While travelling
at distant places real worth of human beings is tasted
and doing that frequently makes one perfect to man-
age any task easily. Management and adjustment is very
well taught during sport tours. It makes shine the per-
sonality brightly by achieving a balance between physi-
cal and mental health. Playing sports also inculcates
values like discipline, responsibility, self confidence,
sacrifice and accountability.
Self-Control and Stress Relief
Holding onto anger is like drinking poison,
and expecting the other person to die. 3
-Lord Buddha
This wise thought of Buddha is sarcastically true
Soft Skill and Personality Development
about many people in the world who easily loose the
temper and loose mental balance in the state of anger.
The most important benefit of playing some sport is
that the playing person can easily combat anger, anxi-
ety, mental stress and all types of depressions which
are very frequent hurdles on the way to success. Sport
trains very well to accept defeat gracefully, teaches to
accept adversities and to move on in life. A kind of
immortal feeling expressed through Marathi lyric of
Shanta Shelke beautifully used in the Marathi movie
Apli Manse and sung by Usha Mangeshkar and
Mahendra Kapoor; that is what we gain from sports:
Jivan Gane Gatach Rahave,
Zale Gele Visrun Jave,
Pudhe Pudhe Chalave,
Jivan Gane Gatach Rahave.4
Besides, the attitude of sharing which is becom-
ing invisible slowly from the world could be restored
through inculcating a love of sports and subsiding the
final result that may be a victory or sometimes a defeat
just a kind of feeling that the show must go on!
Benefits of Sports for Working People
Working people in the modern world easily fall a
prey to tensions and depressing ambience. Almost criti-
cal conditions at the work place, the burden of achieve-
ments, the expectations and the gap between expecta-
tions and achievements and poor health and personal-
ity add to their toil. But all these harmful traits could
be avoided by playing some sport or regular physical
exercise for all the job holders. It will certainly help
gaining efficiency and speed in the work undertaken.
The thoughts of defeat and frustration could be kept at
bay by adhering to athletic exercises. This view could
be strengthened with the saying, “I have learned that
something constructive comes from every defeat.”5 by
Tom Landry.
Yoga also is equally beneficial for acquiring con-
(29) ISBN - 978-81-925458-3-7
centration which, through meditation can upgrade the
spiritual status of working community thereby acquir-
ing self motivation added by controlling the emotions
and determination as some more benefits of regular
sport exercise. Commitments and aspiration of excel-
lence can be cherished safely once the sportive atti-
tude is developed. Almost any tough target of life can
be achieved with a balancing attitude gained by con-
sistent sport exercise.
A healthy psychology and strong and sturdy physic
are the fruitful outcomes of sportive attitude besides
some more important positive characteristic traits
achieved through regular exercises improve the inter-
personal relationships.

References

1. https://www.google.co.in/search?q=personality+development+quotes&tbm=isch&source=i
u&imgil=Fhxc1VpO4bvwPM%253A-Vivekananda
2. https://www.google.co.in/
search?q=personality+development+quotes&tbm=isch&source=iu&imgil=Fhxc1VpO4bvwPM%253A-
Vivekananda
3. https://www.google.co.in/ search?q=personality +development +quotes&biw= 1024&bih=629&tbm
=isch&tbo= u&source=univ&sa=X&ei= PMHPUran OIH3rQfxi4CIBg&ved =
0CDwQsAQ&sout=0#imgdii=_
4. http://www.raaga.com/play/?id=209817
5. http://www.keepinspiring.me/100-most-inspirational-sports-quotes-of-all-time/

Webliography:

a. http://everydaylife.globalpost.com/personality-development-children-play-sports-2839.html
b. http://www.essentiallifeskills.net/sports.html
c. https://in.toluna.com/opinions/1210120/How-important-is-games-and-sports-for-overall-development-
of-a-personality
d. http://sportspersonalitydevelopment.blogspot.in/
e. http://articles.timesofindia.indiatimes.com/2013-03-29/fitness/33119977_1_team-spirit-sport-skills
f. http://benefitsofplayingsports.wordpress.com/category/benefits-of-sports/personality-development-
through-sports/
g. http://www.humankinetics.com/excerpts/excerpts/various-personality-factors-affect-athletic-success-
and-exercise-adherence

Soft Skill and Personality Development (30) ISBN - 978-81-925458-3-7

 9 The Role of Science in the Personality Development
Introduction
Personality is the indicator of human being. Each
and every human being is an uncommon productivity
of God on the earth, even the twins have their similar-
ity in their outward appearance but so much differences
are seen in their inner appearance. So, we can know
how about any human being on seeing their outward
appearance, which is called as ‘personality’ in general.
But this is not the total meaning of the personality it is
a vast concept relate with so many angles of the hu-
man being.
So each and very human being have to take care
to improve their personality by taking so many skills
by acquiring it.
Objectives :
1. To know the concept of personality development.
2. To know the importance of science as a soft skill
in the process of personality development.
3. To light on the impact of science in human life.
Hypothesis :
1. Personality development is a process which is
going continuous in human life.
2. Science is taking an important role in human life.
Key words :
Human life, science, human being, skill, process per-
sonality, development etc.
Research Methodology :
I completed this research paper by taking the help
of secondary data collection as, books, reference books,
new paper articles and network websites etc.
Personality Development :
Personality development means the improvement
behavioral traits such as communication skills, attitude
Soft Skill and Personality Development
Bais Sunita Manoharrao
Research Student
S.R.T.M.U., Nanded.
towards life, interpersonal relationships, etiquettes and
acquired manners, these all points are very helpful for
the development of personality.
As per modern management concept “Personal-
ity is the brand image of an individual.”
Personality play a vital role in ones successful life;
mainly in the profession. Today’s world is the world of
competition , so one have to do hard and qualitative
work to become a successful worker, Personality in
this highly competitive corporate world will help us to
stand out in a crowd of job seekers with ordinary skill
and talent. The ever changing impact of technology
and the style of management pay so much attention to
personality. Recent survey suggest that the more valu-
able employee is the one who can grow and learn as
the business changes and grows personality is very
important in business. It is essential to be technically
sound, but one should also have the ability to convey
the idea to the masses in the simplest possible man-
ners.
Importance of Science in personality development
Personality development is an on going process.
We can get new skills by acquiring it in the process of
education. Todays education is became skill oriented
and its aim is to make the student as a skilled worker
in his field. Our growth of population is so vast that
there is a need of man power and skillful worker. We
do not get the job to all the people. So there is the need
of teaching skills and then stand on our own foot inde-
pendently, skills are very important in this process. And
our personality is became very well developed when
we acquire the following skills in our personality: Com-
munication skill, Positive attitude, values attitude, in-
(31) ISBN - 978-81-925458-3-7
terpersonal skills, perception, creativity problem solv-
ing and decision making etc.
‘Science’ is taking an important role in our per-
sonality development process. It is said that the world
came near and near because of the Science. Television,
mobile, computer, Network all these inventions are
responsible for the closeness of the world. We can
watch the world on sitting at our home. We can ac-
quire the knowledge of the world corner by these sci-
entific inventions. So many changes have been done.
With the help of these technological instruments, the
total life is changed; due to these technology college
students are communicating with their friends through
SMS; they are sharing their thoughts, they are typing
sms and reading sms in English and this provide de-
sired environment. All these improve their presenta-
tion skills, interpersonal skills, etiquettes the team
building which are attributes of personality develop-
ment. They are using different types of services of
mobile companies like Airtel live to download songs,
images , mobile internet browsing, GPRS services etc.
by this way they embrace different skills of personal-
ity development.
The students of rural area are started to get famil-
iar with the enchanting world of internet, they are
browsing community websites like www.
Facebook.com., www.orkut. Com, www.twitter.com.
, www.picasa. Com., www. Linkedin.com to get in
touch of their friends and collegues, this gives them an
opportunity to express themselves, share themselves,
to develop communication skills, interpersonal skills,
decision making. The web world provides excellent
websites for personality development. Students them-
selves can develop by using online tests.
Television programmes are easily available for
even rural and backward areas, the students are getting
aware of current affairs through news channels. Tradi-
tionally television was one way communication but
today in the world of information, it became two way
communication because many T.V. programs involves
people to vote for some issue or participants through
sms like in singing shows, dance competitions, dis-
Soft Skill and Personality Development
cussion programs, debates. Even viewers can make
telephonic call and have a direct conversation with the
concerned person of that program.
The 3G technology stands as a milestone in tech-
nological revolution by its fast communication tech-
nology, easy accessibility, time and price. It made avail-
able the applications like video conferencing, fast
internet speed, high downloading speed and quality
video transfer etc. The many educational deliver spe-
cial lectures by experts through out the world. Comman
people also can use this 3 G technology to communi-
cate through video conferencing. This will definitely
nature the efforts towards the enhancement of the per-
sonality development.
Regarding the selection of students in jobs one
fact we need to take into account sincerely that, “A
study attributed to Harvarb University found that when
a person gets a job, 85% of the time it is because of
their personality and 15% of the time because of how
smart they are and how many facts and figures they
know. Surprisingly almost 100% education dollars go
to teach facts and figures which account for only 15%
of success in work!” Thus technical and job related
skills are must, but they are not sufficient when it comes
to finding a job or progressing up the ladder, and here
it becomes necessary to all of us to appreciate the per-
sonality development. In this way science do an im-
portant role in the process of personality development.
References :
1. Dr. K. Alex : Soft skills.
2. Prin. Dr. Nagorao Kumbar and Dr. Shrikant
Gaikwad : Higher Education, Personality Devel-
opment and Human Values.
3. News paper articles.
4. Internet websites.
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 10 Existence of Mathematics in Personality Development
C.D. Bele
Assistant Professor, Department of Mathematics,
Shri Shivaji College, Parbhani
Introduction:
The real end of science is honour of human mind.
The science of pure mathematics may be claiming to
be the most original creation of the human spirit.
Language is the medium of communication of our
thoughts. we communicate our ideas to others through
sentences. Through language mathematics play a ma-
jor role in the development of personality.
A group of friends visited pune for the first time.
As they were approaching pune, they saw a tree with
red leaves, one amongst the friends was a layman, who
saw, “look trees in pune have red leaves.” this friend,
who was a logician, corrected him, “Some trees in pune
have red leaves.” To which another friend, who was a
mathematician, replied,”All I can say is that, there ex-
ists at least one tree in pune , which appears to have
red colored leaves”. Thus mathematicians believe in
exactness.[3]
What is mathematics? The answer to this ques-
tion is of course complex; there are elaborate elucida-
tions, some excellent, on the subject but inevitably, even
the best accounts give incomplete answer. Mathemat-
ics is a branch of science, which deals with numbers
and their operations. It involves calculation, computa-
tion, solving of problems etc. Its dictionary meaning
states that “Mathematics is the science of numbers and
space” or “Mathematics is the science of measurement,
quantity and magnitude”. It is exact, precise, system-
atic and a logical subject.
The Mathematicians:
“Mathematics is a science whose subject matter
is special forms and quantitative relationships of the
real world.” —— Angels
Soft Skill and Personality Development
S.N. Bidarkar
Head, Department of Mathematics,
Shri Shivaji College, Parbhani
“Mathematics is a way to settle in the mind of
children a habit of reasoning” —— Locke
“Mathematical knowledge appeared to be certain,
exact, and applicable to the real world; moreover it
was obtained by mere thinking, without the need of
observation. Consequently, it was thought to supply
an ideal, from which everyday empirical knowledge
fell short. It was supposed on the basis of mathemat-
ics, that thought is superior to sense, intuition to ob-
servation. If the world of sense does not fit mathemat-
ics, so much the worse for the world of sense. ... This
form of philosophy begins with Pythagoras.” ——-
Bertrand Russell:
Importance of the study:
1.This paper is useful for those students, teachers and
researchers, they have doing competitive study of
mathematics.
2. Mathematics is a subject of not only the field of sci-
ence but also this is related to all social sciences and
humanities and that way this paper is useful to all re-
searchers they are doing in the field of social sciences.
Objective of the study :
1. Study of correlation between mathematics and per-
sonality development.
2. To find the role of mathematics in personality de-
velopment.
Discussion:
Mathematics today is a diverse discipline that deals
with data, measurements and observations from sci-
ence, with inference, deduction, and proof; and with
mathematical models of natural phenomena, of human
behavior, and of social systems. Mathematics is the
study of quantity, structure, space and change; it has
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historically developed, through the use of abstraction
and logical reasoning, from counting, calculation, mea-
surement, and the study of the shapes and motions of
physical objects. Mathematics is the touch stone of wit
and whetstone of intelligence. It is the master & ser-
vant of most discipline & source of enlightment of
human understanding of the universe. Without math-
ematics the understanding of national problems would
be superficial.[7]
In all the entire history of education, mathematics
has hold its leading position among all other schools
subjects, because it has been considered as an indis-
pensable tool in the formation of the educated man,
‘Mathematics is the means of sharpening the individu-
als mind, shaping his reasoning ability & developing
his personality’. In Mathematics more than any other
subjects the pupil’s work is likely to be judged in terms
of simple ‘right’ and ‘wrong’ Criteria and that repeated
failure must play a major role in determine motivation
and attitudes to mathematics. Mathematics has become
a tool for the other science and a provision of solutions
to problems of everyday life.
Personality, according to the principles of psychol-
ogy evolves through a process of integration of the
whole man. Mathematics provides the forum in which
this process of integration could be held, developed
and internalized.[2]
Personality is a very dynamic and psychological
concept , according to well-known psychologists GOR-
DON ALLPORT ,”The dynamic organization within
the individual of those psychophysical systems that
determine his characteristics behavior and
thoughts,”.[8]
In the ancient Egyptian Society, Mathematics was
taught in order to achieve the desirable state of being a
priest. The priests were highly honored and consid-
ered as men of high esteem and personality who ac-
quired their exceptional status through the discipline
of mathematics. Mathematics takes us still further from
what is human, into the region of absolute necessity, to
which not only the actual world, but every possible
world, must conform.
Soft Skill and Personality Development
It is not surprising that our language should be
incapable of describing the processes occurring within
the atoms, for, as has been remarked, it was invented
to describe the experiences of daily life, and these con-
sist only of processes involving exceedingly large num-
bers of atoms. Furthermore, it is very difficult to modify
our language so that it will be able to describe these
atomic processes, for words can only describe things
of which we can form mental pictures, and this ability,
too, is a result of daily experience. [1] Fortunately,
mathematics is not subject to this limitation, and it has
been possible to invent a mathematical scheme - the
quantum theory - which seems entirely adequate for
the treatment of atomic processes; for visualization,
however, we must content ourselves with two incom-
plete analogies - the wave picture and the corpuscular
picture.”[5]
Effective communication and interpersonal skills
are crucial to increase employment opportunities and
to compete successfully in the business environment.
For the soft skills,
a) Develop effective communication skills (spoken and
written).
b)Develop effective presentation skills.
c)Become self-confident individuals by mastering in-
ter-personal skill, team management skills,
and leadership skills
d)Develop all-round personalities with a mature out-
look to function effectively in different
circumstances.
e)Develop broad career plans, evaluate the employment
market, and indentify the organization to
get good placement, match job requirements and
skills sets.
f)Take part effectively in various selection procedures
adopted by the recruiters.
In an age when relationships between individuals
and organizations are getting more and more complex,
it is enough to only have an excellent IQ. Being good
at number crunching and scoring high marks in sub-
jects are not the only criteria for success in professional
or personal life. The ability to deal with one’s feelings
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and understand the feelings of others in any given situ-
ations helps one to complement academic intelligence/
cognitive capacities (IQ) with human understanding
of issues. This ability is known as Emotional Intelli-
gence or EI.[6]
At the Soft Skill Coaching, coaching is imparted
to fine-tune the students attitudes, values, beliefs, mo-
tivation, desires, feelings, eagerness to learn, willing-
ness to share and embrace new ideas, goal orientation,
flexibility, persuasions, futuristic thinking, compassion,
diplomacy, and various skills sets of communication,
manners, and etiquette so that they will be able to deal
with different situations diligently and responsibly. Soft
skills or Emotional Intelligence Skills strengthen them
from within. These skills empower them to understand
“who they are” and how best they can come across as
competent individuals in any situation.
The training in soft skills has two parts. One part in-
volves developing attitudes and attributes, and the other
part involves fine-tuning communication skills to ex-
press attitudes, ideas, and thoughts well. Crucial to
successful work is the perfect integration of ideas and
attitudes with appropriate communication skills in oral,
written, and non-verbal areas. Attitudes and skills are
integral to soft skills. Each one influences and comple-
ments the other.
Observation:
1. Mathematics is a numerical exercise of physical
objects.
2. By study of mathematics, improve self confidence
personality.
Conclusion: -
Mathematics is the key of all sciences, in the society
mathematical knowledge appeared to be certain, exact
and applicable to the real world. For personality de-
velopment Mathematics plays an important role. From
above brief discussion we conclude that mathematics
tools are helpful in soft skills and personality develop-
ment.
Soft Skill and Personality Development
References:
[1] M.J. Deviyani S. July 21-21, 2011 “ Solving Prob-
lems In Mathematics Using the Personality Types
As a Means of Developing the Nation’s Charac-
ter, ISBN: 978-97916353-7-0.
[2] Ebiendele E. Peter, Adv. Appl. Sci. Res., 2011,
Mathematics: Indispensable tool for successful
and balance human existence on this planet, ISSN:
0976-8610, 499-456.
[3] A Textbook of Mathematics and Statistics, Stan-
dard 12th, Maharashtra State Board of Secondary
and Higher Secondary Education, Pune.
[4] Bell, E. T. (1965). Men of mathematics. New York,
NY: Simon and Schuster, Courant, R., & Hilbert,
D. (1953). Methods of mathematical physics. Lon-
don: Interscience Publishers.
[5] Freudenthal, H. (1973). Mathematics as educa-
tional tasks. Dordrecht, The Netherlands: Riedel.
[6] Freudenthal, H.(1991). Revisiting mathematics
education: China lectures. Dordrecht, The Neth-
erlands: Kluwers Academic Publishers.
[7] Gray, E., & Tall, D. (2007). Abstraction as a natu-
ral process of mental compression. Mathematics
Education Research Journal.
[8] Disposition Theories by Allport.
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 11 Role of Doctor in Science Education for Personality Development

Nana V. Shitole, Suraj B. Ade, Subhash M. Lonkar

P.G. Department of Chemistry,
Shri Shivaji College, Parbhani
We focus on the global need for sustainable de-
velopment. The increasing awareness that the quality
of education is critical for sustainable development has
led authors in high-quality science and science educa-
tion journals to call for the improvement of education.
Yet, the different often-simultaneously proposed edu-
cational approaches that can be found in science jour-
nals commonly are grounded in epistemologies that
militate against the very attitudes that are to be propa-
gated. They call for reproducible and testable science
education to which elicited images of science are in-
herent. This contrasts with an education into science
as a novelizing discourse in which students learn to
act in their own life world and hence to participate in
the construction of images of science. To overcome
such contradictions, we present a form of science edu-
cation rooted in a holistic epistemology like grounded
in human evolution and the notion of collective hu-
man activity as the pivotal unit of individuals’ transac-
tion with the natural world.
Drawing on data from an environmental educa-
tion project, we exemplify how this epistemology al-
lows a dual contribution to both improvements of edu-
cation and sustainable development. We rethink the
epistemological underpinnings of science education as
a means to contribute to novelizing discourse, result-
ing in a science education as a form of sustainable de-
velopment.
The practice of medicine implies lifelong learn-
ing, and the modern health service expects career grade
doctors to engage in a programme of continuous pro-
fessional development. Doctors are a highly motivated
group, and so the expectation that they will participate
seems well founded. For those in the training grades,
professional development is supervised and made ex-
plicit within postgraduate medical education and train-
ing. Seniors have traditionally planned their profes-
sional development unassisted and in isolation. Most
manage this with ease and confidence, moved forward
by the day to day challenges of clinical practice, health
service management, teaching, and research. However,
a few do too little in preparing for the changes of their
working lives, and as a result are resistant when con-
fronted with new ideas or novel ways of doing things.
In responding to the needs of a patient, a doctor draws
upon all of his or her wisdom and life experiences.
These resources far exceed the confines of medical
knowledge or transferable clinical skills for profes-
sional conduct, core beliefs, and personal integrity are
inextricably interwoven. This being the case, profes-
sional development is contained within personal de-
velopment. Personal development is part of the pro-
cess of lifelong learning and follows basic educational
principles. It shares with education a common philoso-
phy, ethical frame work, and psychology, as well as
practical components. This article reflects on the com-
monality between the two, with reference to the needs
of senior doctors. The parallel helps to make the learn-
ing processes of personal and professional develop-
ment more explicit, and allows us to see where com-
ponents such as reflection, mentoring, continuous medi-
cal education, and appraisal fit in.
Educators have agonized over the most appropri-
ate ways of measuring the educational process. Whereas
it is relatively easy to quantify teaching activity, as-
sessing the extent of knowledge is complex. It is even

Soft Skill and Personality Development (36) ISBN - 978-81-925458-3-7

harder to determine the true output of the education
process—that is, reinforcement or change in knowl-
edge base and continuous medical education meetings
per se does little to change the performance of consult-
ants, unless it is linked to practice reinforcing strate-
gies
Most people will be far more judgmental about
themselves than would an external agency. In the
present political climate, clinical practice is under scru-
tiny, and an assurance of quality is demanded. Self regu-
lation of the medical profession and the measurement
of consultant performance have become contentious
issues. Counting continuous medical education activ-
ity might placate those who demand tighter regulation,
but not for long. Self managed records of personal de-
velopment are appropriate and potentially far reaching
measures, dealing with real end points of the process
and preserving motivation. Although some of this in-
formation is private and would not be disclosed, a com-
ponent dealing with professional matters might become
a valuable public measure of the good standing of a
doctor. Medical profession adopts this approach? If so,
Soft Skill and Personality Development
can it be done, researched, and tested in time to as-
suage those who think that regulation belongs outside
the profession altogether?
Personal and professional developments operate
in a similar way to education, have similar end points,
and are encompassed by the same ethical framework.
This insight illustrates where mentoring, formal con-
tinuous medical education, and appraisal belong. The
individual doctor maintains motivation and responsi-
bility for the process by engaging the cycle through
reflection and self analysis, the essential entry step. The
Royal Colleges have a vital role in researching, advis-
ing on, and promoting personal and professional de-
velopment on behalf of their members. Self maintained
records of personal development might be the best way
to facilitate and demonstrate the professional advance-
ment of career grade doctors. Although the immediate
benefit will be to the doctors who undertake it, per-
sonal development can only support quality assurance.
This may be the way for the medical profession to be
regulated.
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 12 Fascia of Personality Development
Abstract:
The present paper has been attempted to explore,
the field of personality that has been always a huge
concern to all psychologists as well as to people in gen-
eral. In addition, many people feel curious to discover
this field that they often ask themselves questions con-
cerning the personality. For instance, why is she or he
behaving like that, I wish I could understand my son, I
do not know how to deal with my spouse, how can I
change myself, I do not know what I want, etc.
Therefore, it is very essential that we improve our
knowledge on this field because it is extremely power-
ful to understand others as well as ourselves. Thus can
help us recognize our strengths and weaknesses, im-
prove our personality, build strong relationships, be-
come more capable when dealing with different or dif-
ficult types of personality, and finally be more satis-
fied and happy.
Introduction
Personality is a combination of mental character-
istics that makes an individual unique and differs from
others. These mental characteristics include thoughts
and emotions. At a basic level, an individual expresses
his or her personality through biological basis, which
they are the emotional and behavioral tendencies and
which psychologists call it the temperaments. These
temperaments are evident in early childhood. However,
genes and environment are the two critical factors that
involved in determining a personality. We are who we
are maybe because of the biological features that we
inherited from our parents. On the contrary, our per-
sonalities reflect obtained experiences from our fam-
ily and our society. Additionally, before discussing the
main characteristics of my personality, I believe that
Soft Skill and Personality Development
Chincholkar B. B.
Head, Dept. of English,
Rajarshi Shahu Mahavidyalaya, Parbhani
displaying a little information about my family includ-
ing how many members they are and how is my rela-
tionship toward them would enhance the analysis.
However, I grew up in a family of one sister and one
brother. Being the youngest sibling between them had
taught me and made me aware of many potential con-
cepts about life. Personality is the sum total of ways
in which an individual reacts and interacts with others.
Personality is generally defined as the deeply ingrained
and relatively enduring patterns of thought, feeling and
behavior. In fact, when one refers to personality, it gen-
erally implies to all what is unique about an individual,
the characteristics that makes one stand out in a crowd.
TYPES OF PERSONALITY TRAITS
In a given particular situation, the way you think
and how your sibling thinks may vary greatly. This re-
veals the difference in the personality traits that both
of you possess despite coming from the same family
and background. In order to assess the personality of a
person, experts classify personality traits as types A,
B, C and D. The way people react when they encoun-
ter certain situations can either be similar or very dif-
ferent from each other. It wholly depends on various
factors such as upbringing, social circle and also on
the influence of friends and dear ones. Factors such as
education, environment, social status and intellect are
also important in determining the similarities and dif-
ferences among people.
Type A people are seen as more competitive, great
achievers and tend to develop a high sense of urgency
towards their work. Type A people do not relax or take
their work for granted; even if they do, they tend to
feel guilty for the same.Type A personalities are over
achievers and they deal with various unrelated subjects
and perform well in everything. These people are highly
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competitive and possess an aggressive challenging
spirit.Such people are generally ideal for sports, finance
and any job that offers ample growth and requires fo-
cused efforts. They aren’t really cut out for teamwork;
they perform best alone.
· This B type of personality is considered to be just
opposite to that of type A.Though they are not as com-
petitive as type A, type B personalities can be better
achievers and do not get stressed easily.They tend to
approach problems with a more relaxed and laid back
point of view. There is a tendency in these personali-
ties to delay work and give results at the eleventh hour.
These personalities are not in a hurry to finish work
and do not have a sense of urgency all the time. They
work at their own sweet pace and deliver appreciable
results too. Such people are ideal for marketing, sales
and any job that comes with targets and semi-flexible
deadlines and involves people interaction.
· People who belong to C category are more inter-
ested to know the minute details of everything and don’t
mind spending time trying to figure them out. They
know very well to control their emotions and desire
even in cases of extreme discomfort and that makes
them ideal for teamwork. The problem with this type
is mostly lack of confidence that leads to stress and
even depression. These personality traits are thought-
ful and deep thinkers and seek answers for the ques-
tions as to what, why and how. These types of people
are more suitable for technical jobs. They are best suited
for technical and back end jobs that require high cali-
ber without much interaction.
· The type D personality stands for distressed as
such people tend to develop a pessimistic and nega-
tive outlook towards life. They can easily suppress their
emotions and are very vulnerable and easily depressed.
They are irritable, gloomy and worrisome. They do not
share their emotions with others and this tendency in-
creases their depressing attitude towards life. They are
not very adventurous and prefer the same routine; they
are resistant to change and are not very adjustable with
people and circumstances. Such people often suffer
from heart related problems and stress and are suscep-
tible to coronary diseases.
SELF IMPROVEMENT
Soft Skill and Personality Development
The biggest room in the world is the room for im-
provement ~ Unknown Author. Self improvement calls
for a positive change in oneself. If you have the ability
to work towards bettering yourself, you can naturally
see a change and will definitely stand out in a crowd.
Your well being is not just about handling stress or
managing your time but it is also about how well you
can do it. The basic aims of self improvement should
be: productivity, positivity, good habits, happiness, con-
fidence and leadership qualities and most importantly
taking charge of your life. Given tips can help to im-
prove you.
· Meditation gives you that inner peace like noth-
ing else can. After some time, you will notice that all
negativity will be removed and you become happier.
· Wake up about 30minutes earlier than normal and
see how many more things you can do. Extra time gives
you that extra edge to better yourself.
· Accept compliments with a smile and thank people
for them. Be kind to yourself and everyone will do the
same.
· Rules are not meant to be broken. So if you keep
your principles on, you’ve obviously becoming a bet-
ter person.
· Stay around people who don’t give you a chance
to give in to complaints, distract yourself and send out
good signals which will increase your people power.
· Find a mentor or a role model who you’d like to
be like. You could implement their way of life into
yours.
· Remove unwanted people and things from your
life. You are better without them. Now, you will have a
clear and creative mind for the new things to come.
· Watch something educative for about 30 minutes
or so but don’t drown in the idiot box.
· Use your mind and body into trying to channel
positivity into the world!
TECHNIQUES OF PROBLEM SOLVING
For many people every minute and every hour
throws up a new problem that at first always seems
insurmountable. Some people, however, are more apt
at problem solving than others. You may feel that these
lucky people are blessed with some out-of-the-world
skills that help them churn out solutions as fast as you
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churn out problems. They employ certain methods and
techniques.As getting to the other side of a high fence
becomes much easier when you use a ladder rather than
using your arms and legs to climb over. Given tips can
help you to solve problem.
· Think deeply of the problem before going to sleep.
Many notable scientists use this technique to delve
deeper into the problem.
· You can also plug the problem at the back of your
mind. So, the unconscious mind will be busy churning
out solutions for the problem.
· Just think of the problem when drowsy and
chances are that you may be struck with that ‘eureka’
moment.
· To tap the resources of the mind, the best way is
associative thinking. Associative thinking is very ef-
fective in providing a better solution by highlighting
other relationships of the problem.
· Use analogy to get a diverse range of solutions
simply through comparisons.
· The problem is given to a group and everyone is
encouraged to throw up ideas, no matter how ridicu-
lous they are. One can come up with a number of ideas
that is written down on a piece of paper.
· Every cause of the problem is examined and a
solution is given for each depending upon one’s knowl-
edge and experience.
HOW TO READ FACES
Reading somebody else’s facial expression or as-
suming their characteristics is a gift. The test of time
has proved that by the common man’s consensus, face
reading is an art that if utilized appropriately, usually
generates accurate interpretations. The right body lan-
guage is of growing importance in several spheres of
life. Given tips can help you to read faces.
· Stare intently into their eyes. Try not to be too
conspicuous, for you will cause that person tremen-
dous discomfort.
· Observe those with close-set eyes and you will
notice that they have a better power of concentration
than those with eyes wide apart who generally have a
very broad minded nature.
· People with small mouths are believed to have
high levels of concentration. Lips may often indicate
Soft Skill and Personality Development
who is hardworking and responsible. Licking lips could
signify hunger or lust.
· A pale complexion signifies illness, surprise or
nervousness. A reddish brown complexion may insinu-
ate that the person is embarrassed or slightly irritated.
· A small nose indicates that the person is weak-
minded while a hooked nose that he or she is self
centred and uncertain.
READING BODY LANGUAGE
We are conscious of our verbal communication, our
non-verbal communication, which is carried through
the body language, is mostly from the sub-conscious-
ness. That is why to understand a person you should
be able to read his or her body language. According to
body language psychologist Albert Mehrabian’s 7%-
38%-55% rule, 55 percent of our communication is
done through body language, 38 percent is done through
the tone of voice and 7 percent is done through our
words. Given tips can help you to read body language.
· Eyes play a very important role, as they are a di-
rect link to the emotions. If there is a lot of eye move-
ment then it conveys that anxiety or deceit. If the eyes
are steady, then you can safely assume that the person
is calm and confident.
· Smile is a sign of agreement, acceptance, and sub-
mission.
· Biting the lip while smiling then it means that he
or she is nervous.
· If someone touches the nose while speaking, then
you may assume that he or she is either lying or
withholding information.
· Submissive people always tilt the head to the side.
· If someone tilts the head backward, then you can
take it as a sign of aggression or snootiness.
· People who stand with the hands on their hip con-
vey power.
· Hand clasped behind the back then it can mean
frustration or apprehension.
· Person stands with one arm clasping the elbow of
the other arm. You must understand this as the need
for security.
· A dejected person if you see one with drooping
shoulders accompanied with fists in the pocket.
· Fondling the hair or patting, then it can mean the
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he or she is feeling a sense of insecurity or a lack of
self-confidence.
· Combing the head with the fingers can also sig-
nify embarrassment.
CHARACTERISTICS OF A GOOD TEACHER
Many people would happily switch profession
with a teacher. A teacher has to don the mantle of a
lucid communicator, a fair evaluator, an adept man-
ager, a strict disciplinarian, a healing therapist and a
skillful team leader. A teacher should possess certain
requisite qualities expected of him. This will help him
elicit the best from his students and enjoy a rewarding
career too. Few characteristics that make good teach-
ers are as follows.
· Teacher is to be a good communicator. He should
be comfortable explaining things and enjoy doing the
same.
· A good teacher is one who knows how to keep the
temper in check and act calmly.
· Wit and humor, when applied in the proper man-
ner, can form an important part of a successful teach-
ing program.
· Wise utilization of time is the hallmark of a good
teacher.
· He should be fair to his profession and assess stu-
dents on their performance, instead of personal rap-
ports and likings.
· A good teacher should have the necessary com-
mand over the subject matter he teaches.
· A teacher should be dedicated towards his work.
A good teacher should be meticulous and have an eye
for detail.
· Well thought-out plans and programs for teach-
ing will assist the productivity of a teacher.
· A good teacher should be a good leader and a good
friend.
CONCLUSION
As we merge all attributes of personality devel-
opment we must attain sweet fruit of it. We can define
complete person having all attributes.As Manners are
the basic things that make human beings cultured and
civilized. People with good manners are always no-
ticed and appreciated. one can definitely try to acquire
some best qualities in order to get a pleasing personal-
Soft Skill and Personality Development
ity. Good manners can be learnt and adapted more ef-
fectively through practical exposure, rather than by
theoretical knowledge. Manners come into play in ev-
ery walk of life, practice them yourself and also teach
your kids to incorporate these manners in their lifestyle,
to mould a well-natured human being out of them.
Learn to be polite and courteous in your behavior. Small
helps like holding the door for someone with hands
full can definitely give you a pleasing personality. Learn
to respect the people around you. Take care that nei-
ther your words nor your actions insult anybody. “Hon-
esty is the best policy”. Make it the principle of your
life as well and practice it rigorously. Honesty gains
trust and respect among other people. Being respon-
sible for one’s own action is the trait of a well-man-
nered person. Be responsible for your commitments
and make it a point to fulfill them at any cost. Learn to
admit your mistakes and be determined never to re-
peat them again in your life. Apologize whenever you
are at fault, instead of arguing to justify yourself. Be a
patient listener and make the people around you to re-
veal in you. Appreciate the speaker and encourage him
to speak more.
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British Council: London
Abhishek Thakore.(2006).Thirty one Mantras for Per-
sonality Development,
United colour offset press,Delhi.
Alfred Adler, (2011) What Life Could Mean to You
Viva Books Pvt Ltd London.
Daniel goleman (2007) Working with Emotional In-
telligence , Bantam books, New York.
S.P Sharma, (2012) Youngsters Guide for Personality
Development, Pustak Mahal, New Delhi.
Ahok Menon,(2012) Life Style Grooming, Pustak
Mahal, New Delhi.
Mohan Sharma Vinay,(2012) Body Language, Pustak
Mahal, New Delhi.
Guy Finely,(2012) Be Confident & Fearless, Pustak
Mahal, New Delhi.
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 13 Develop An Effective Tone In Written Communication
Introduction
“True ease in writing comes from art, not chance,
As those move easiest who have learned to dance.”
-Alexander Pope (1)
Writing is a mode of communicating a message
for a purpose. Writing reveals one’s ability to think
clearly and to use language effectively. Writing is more
difficult to produce than speech. It is creative and re-
quires imagination to think out ideas and to match them
appropriately with verbal expression. It involves many
sub-skills such as writing, spelling correctly, using good
expressions, constructing grammatically correct sen-
tences and so on.
In a commercial communication manager is re-
sponsible for a variety of written communication such
as replies to clients, enquires, memos recording agree-
ments, proposals for contracts, formal or informal re-
ports to initiate action etc. So such a writer should be
able to convey information, ideas, instructions, deci-
sions, and welfare proposals in written form, in keep-
ing with the level of the people who receive and read
them. Even most of us learned spelling and grammar
in school and brushed up on the rules occasionally in
middle school or junior high. Once we entered col-
lege, it was assumed we knew and remembered all of
the essentials and slowly we discovered that although
there were some rules we just had to look up, we sim-
ply stopped worrying about the minor details. It’s time
to relearn those minor details that can help you write,
and read more effectively. But it’s hard to fix some-
thing unless you know how it works.
Importance of Skills in Written Communication
Effective writing does not exist by chance. It re-
Soft Skill and Personality Development
Choudhary N. R.
Shri Shivaji College,
Parbhani.
quires a set of skills to write simply, clearly, accurately
and briefly. Many professionals or novice in profes-
sional world do not practice before writing, and their
communication suffers. It is made evident by REC-
“The Recruitment and Employment Commission
(RCE) says that around half of all CVs received by
recruitment consultants contain spelling or grammati-
cal errors. Candidate aged between 21 and 25 are most
likely to make these mistakes as those who did not go
on to university.”(2)
Writing skills are as essential as the other skills
that you; form your professional qualification and re-
quirements.
The skills required for general writing are the same
as the required for business written communication.
As a writer you will check the grammar, punctua-
tion and spelling make your sentences and paragraphs
effective; and follow the principles good writing -clar-
ity, simplicity and directness of style. Writing is there-
fore more original, creative and formal than speech. It
can be preserved as a record; writing is permanent and
takes much careful thinking and longer time to write,
by principle, written communication should be simple,
clear and complete so that is the successful communi-
cation.
The process of all writing aims at coherence which
means unity of ideas, written communication involves
expressing yourself clearly, using language with preci-
sion; constructing a logical argument; note taking, ed-
iting; and writing reports.
Purpose of Writting
The first task for writing effectively is to identify
the purpose of the communication. There are mainly
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two purposes of written communication –informative
and persuasive.
Informative Writting
When the writer seeks to give information and
offers to explain it, the writing is called informative
writing. It is also called expository writing because it
expounds or expresses ideas and facts.
The focus of informative writing is on the sub-
ject or the matter under discussion. Informative writ-
ing is found in accounts of facts/ data, statistics, and
technical and business reports.
Informative writing presents information not opin-
ions. It is, to inform (educate) and not persuade. It is,
therefore, written with maximum objectivity.
Persuasive Writting
Persuasive writing aims at convincing the reader
about a matter, which is debatable; it expresses opin-
ion rather than facts. This is why the writing is also
called argumentative, for it supports and argues a cer-
tain viewpoint or position. The matter has two or more
sides to it. But the writer seeks to influence and con-
vince the reader to accept the position put forth.
Persuasive writing focuses on the reader. The
writer attempts to change the reader’s thinking it closer
to his own way of thinking. Persuasive writing is found
in opinion essays, editorials, and letters to the editors,
research proposals, religious books, reviews, or litera-
ture belonging to a certain political party or social phi-
losophy.
Persuasive writing does more than just state an
opinion. For that is not enough. The opinion must be
convincing. There has to be supporting evidence or
facts to back the (writer’s) opinion or point of view.
There are some other purposes of writing as fol-
lows:
1. Express and support an opinion
2. Choose and defend a point of view
3. Compare and contrast a topic
The Receiver
The second task for effective writing is to recog-
nize the needs, expectations, fears, and attitudes of the
receiver and the reader of the written massage.
Soft Skill and Personality Development
Written communication is one way – from the
sender to the receiver. The receiver cannot immedi-
ately clarify doubts or confusion in the case of an un-
clear message. Therefore, our most pressing concern
as writer is how to get our written communication right.
Language and Tone
Standard English the most commonly used and
accepted words are those which constitute “standard”
English, the language of the educated people. It is called
“standard” because it follows the norms laid down by
the rules of grammar, punctuation, spelling, sentence
construction, paragraph forming etc.
It is the language used in formal writing, such as
book, newspapers, letters, memos, reports and many
other forms of academic writing.
Tone Having determined the purpose and audi-
ence you are writing for, you have to choose the appro-
priate tone in terms c formality.
Tone refers to feelings created by words used to
communicate message. In a working environment, the
tone of our writing basically depends on the relation-
ship between the writer and receiver the message. As
discussed earlier, communications in an organization
can be classified as upward, downward, or horizontal.
It is the skill and competence of the writers to use the
tone according to the direction of communication de-
termined by the status of the reader. It is obvious that
while writing to our superiors our tone will be quite
formal and to our peers, less formal or more informal.
Writting Style
There are various styles of writing. It depends upon
the writer how to present his ideas, feelings, and atti-
tudes to the problems he has undertaken to explore.
Six types of writing are generally followed:
A. Narrative writing – to relate or recount events i.e.,
story element, drama, dialogue, fictional writing
B. Descriptive writing –to give an account or describe
an object process, situation, problem, etc.
C. Explanatory writing –to uncover details bringing
out a composite picture of a situation or problem.
D. Analytical writing –to make critical analysis of
the materials and the problem; to develop a particular
(43) ISBN - 978-81-925458-3-7
stand-point on a topic.
E. Scientific and technical writing –to investigate
hypothesis or theory, apply it, bring some conclusion,
which can verify by other readers and writers.
F. Journalistic writing –to present a quick write-up
on day-to-day problems and events.
Tips for Imporving Writting Skill
The best way to improve your writing is to write
continuously. Try writing practice pieces that you do
not need to show anyone. As your confidence as a writer
grows, you may feel happy to show your writing to
others and, when you do, ask for their feedback and
criticism. You can also use some following tips to im-
prove your writing:
I. Analyze the main purpose of your writing.
II. Organize your ideas in points: use the ideas that
you have write down on paper and organize them into
a logical progression of ideas by using an outline.
III. Manage your time for it: good writing requires
that you prepare a first draft, then correct it and
rewrite.
IV. Use sentence structures and vocabulary you know
to be correct: students are more likely to make gram-
matical mistakes if they write long, complex sentences.
Keep the sentences and vocabulary in your essay simple
and precise.
Soft Skill and Personality Development
V. Don’t worry about spelling, punctuation, and
grammar: incorrect spelling, punctuation and grammar
will hurt your score if the errors make your writing
difficult to understand. You should attempt to write your
writing as correctly as possible, but don’t waste time
worrying whether or not each sentence is grammatical
or each word is spelled correctly. Such an approach
blocks the flow of your thinking and ideas.
VI. Don’t waste your time to worrying about whether
other people will agree with your opinion.
VII. Conclusion: don’t forget to give a conclusion to
your writing.
VIII. Recommendations- Try to include your recom-
mendations in one paragraph along with the conclu-
sion paragraph.
The present study aims at showing that the ability
to communicate information in a simple, concise, and
accurate written form which reflects a writers profes-
sional competence. It is also stresses essentials of ef-
fective written communication –pre-writing planning;
identification of purpose for writing, consideration of
reader; choice of appropriate language and use of ef-
fective tone.
References;
1) http://career.guardian.co.uk/cv-mistakes
2) Jacson /Yoder, “Critical Essays on Alexander
Pope”, S.S.P.Ahmedabad, 1993.
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 14 Impact of Telephonic Conversation on Confessional Poets &
on People in general
Introduction:
After the invention of telephone in 1876 by
Alexander Graham Bell, this instrument which has been
instrumental in connecting two or more people at a
distance has created waves in the human societies. With
the invention of the telephone people not in the vicin-
ity of each other can be heard directly. Telephone since
its invention has brought the writers and authors’ fra-
ternity closer too. There have been instances of Sylvia
Plath, Ted Hughes, Anne Sexton, Robert Lowell,
Maxine Kumine stayed in close connection by exchang-
ing their ideas and thoughts over telephone. In fact, it
has been noticed that telephonic conversations had a
special impact on the writers of ‘Confessional genre’
in 1950-77.
The objective of this paper is to understand the impact
of telephonic conversation on the piece of art produced
by the writers of Modern era specifically on confes-
sional poet Anne Sexton and on the people in general.
Key Words:
Communication, Conversation, barrier, transmission,
exchange of ideas, Etiquette
The Process of Communication:
Telephonic conversation involves the process of
communication to take place. The process states that
to complete the process of communication there has to
be a sender, who plans to draft a message using some
language and communicate to the receiver at the other
end who will generate a feedback for the message be-
ing communicated. The sender also chooses a medium
of communication, for example a telephone to com-
municate. Communication deals with the exchange of
ideas, thoughts and expressions, passing on of some
Soft Skill and Personality Development
Neelam Dasgupta
Research Scholar, FET, H&M department
Manav Rachna International University, Faridabad
information, making an enquiry or simply connecting
with people who are fond of each other or for people
who desire to connect for various reasons be it profes-
sional or personal. The process of communication gives
a great emphasis on the aspect that the message or in-
formation is interpreted, grasped and decoded with
correct intensity and impact so as to generate correct
and bias free feedback.
Achieving the purpose of communication becomes
difficult when the people involved in the process of
communication are geographically distant and not in
near vicinity. Telephonic conversation is the best ex-
ample to study how successful the process of commu-
nication becomes when done using a telephone. Tele-
phonic conversation is one of the best examples of the
process of communication as it has a sender at one end
of the connection and the receiver at the other end.
There could be barriers like noise while talking over
the telephone and these barriers may hamper the pro-
cess from large to little extent depending on the sound
system and technology utilized. Sometimes the voice
of the sender of the message is not clear or audible
enough and thus the feedback generated by the receiver
gets affected and results in dissatisfaction in fulfilling
of the purpose of communication. The purpose may be
partially or completely unfulfilled.
Barriers in communication
Various factors act as barriers in the process of
communication to take place successfully. The most
common ones during telephonic conversation are
i. Technical
ii. Psychological
iii. External such as noise
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iv. Semantic
v. Faulty pronunciation
Technical barriers while using a telephone could
be explained as the disturbance caused by the faulty
technology. It is common when the technology becomes
obsolete and gives poor results. In countries with ad-
vanced economies these matters can be ruled out but
they are a common cause and threats and act as barri-
ers in the free flowing communication process in the
developing economies. If the transmitters catching the
sound waves used for the instrument are not effective
or error free than the process is bound to be affected.
Psychological barrier is when either the speaker
or the receiver is involved in the process of communi-
cation in a half hearted manner, with a closed mind
set. If either one is resisting the exchange of thoughts,
ideas or information than practically that will act as
the barrier and hence will have poor results.
External factors could either be related to the tech-
nological reasons or due to other physical aspects. Such
as weather conditions, too much of vehicular traffic,
noisy surroundings due to any reasons etc.
Semantic barriers include choice of incorrect and inef-
fective words while communication, faulty tone and
intonation which might change the contention of the
whole communication. Faulty pitch may also result in
barrier of this kind as while on a telephonic call things
like tone, intonation, rise and fall of the voice is of
great importance as it communicates the meaning and
intent of the conversation.
Faulty pronunciation of the words a very common
barrier arises when the speaker or the listener does not
possess sound knowledge regarding the right pronun-
ciation of the words spoken. This could be the result
of the cultural reasons or because of the influence of
various dialects used in the language globally. It has
been noticed that people follow the popular pronun-
ciation these days and the concern to speak any word
correctly is getting lost slowly.
Suggestions to Avoid Pitfalls of Telephonic Conver-
sation
Every action has to be completed in a manner
Soft Skill and Personality Development
which is designated to it. Everything has a manner in
which it has to be completed. Similarly, there are codes
and conducts to be followed while speaking to some-
one over phone. There are certain dos and don’ts which
if observed by the sender and receiver the communi-
cation is positive and fruitful.
To make an effective telephonic conversation it is
very essential for the user to know his handset/ instru-
ment which is being used while communication. Some-
times lack of knowledge regarding the facilities the in-
strument can provide may bring a gap in conversation.
The hand set must be held properly so as the mouth
piece takes the right place and the voice reaches clearly.
In case the sender of the message is unaware of the
facilities provided by the telephone instrument he is
using there will be errors and lot of mistakes which
would affect the communication. It is essential for the
speaker to speak politely and in a pleasing voice. The
sender’s voice must not be too harsh that it hurts the
receiver’s ears. It must have the 7C’s of the communi-
cation that is, clarity, completeness, conciseness, co-
hesiveness, convincing, Considerate and courteous.
Once the sender integrates the above said elements the
conversation would be impactful and fruitful. The
speaker must always give chance to the listener to speak
as well. It must be a two way communication. As tele-
phonic conversation does not have the two parties en-
gaged in a face to face communication so it becomes
all the more important to see that the speaker keeps the
right intonation and pitch and tone while speaking.
While engaged in a face-face communication the eye
movements, body language and expressions of the
speaker too plays a very important role and it is quite a
determiner and gives a particular direction to the con-
versation. But while on a telephonic conversation it is
the tone, intonation of voice and the pitch which de-
cides the direction of the conversation.
Impact of Telephone on the Poetry of Confessional
Poet Anne Sexton
Anne Sexton was born on November 9, 1928 in
Newton, Massachusetts, USA. She belonged to a rich
well to do family of Massachusetts. Anne Sexton started
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writing poetry when she was nine years old. After a
gap of few years, on the suggestion of her psychiatrist
she started writing poetry frequently as a part of her
therapy. She started pouring her deepest and the in-
most feeling in the form of poetry and this was the
reason that she was categorized in the genre of confes-
sional poets.
There have been many instances quoted in Anne
Sexton’s biography written by Diana Middlebrook and
the collection of her letters- ‘A self-portrait in Letters’
compiled by Linda Sexton and Lois Ames that Anne
Sexton used the telephone while writing her poetry to
discuss them at length with her closest friend Maxine
Kumin. They both would narrate each other’s work
using the telephone and would discuss each and every
aspect of it in detail before finalizing the draft. Maxine,
a Radcliff graduate, possessed a technical expertise and
an analytical detachment that matched Anne’s mercu-
rial brilliance. As the years went by Maxine and Anne
communicated with each other daily either on telephone
or through letters if they were in different countries.
As Sexton’s closest friend, Kumin sat on the other end
of the telephone wire writing poems in silence as Sex-
ton wrote hers. They whistled when either wanted to
try out a line. Kumin was later to argue that writing
poetry enabled Sexton to endure her illness and extend
her life for as long as she did. As years passed by Anne
and Kumin communicated daily through letters if they
were separated by oceans otherwise on telephone. They
supervised each other’s poetry and prose working on
them line by line for hours. They discussed husband,
friends, love and enemies. They worried about their
children and their publications. They borrowed each
other’s clothes and criticized each other’s writings.
Anne banked heavily on Maxine Kumin and her opin-
ions.
From the start, it was clear to Orne Sexton’s psy-
chiatrist, that she was unable to remember much from
one session to the next. Over the next eight years, Orne
offered supportive encouragement for Sexton’s emer-
gence as a major poet. Sexton quickly found a recep-
tive audience for her distinctive style of autobiographi-
Soft Skill and Personality Development
cal verse. By the summer of 1958, she could get her
poems published in national journals as Harpers, The
New Yorker and Christian Science Monitor.
Although, Diana Middlebrook in her book ‘Anne
Sexton- A Biography’ has not touched upon in detail
about the role of telephone in the making of the poet, it
becomes quite distinct that the role of telephone must
have been quite healthy and strong one on the poets of
the modern era. It was a new medium which gave them
the liberty to discuss their thoughts and ideas with
someone they were comfortable with. It helped them
to raise an opinion about their work before actually
drafting it and sending their work for publication. It is
noteworthy that in no other biography there’s a men-
tion of telephonic conversation of one author with an-
other as in case of Anne Sexton. Similar to the impact
of the invention of the printing press in the Elizabe-
than era, telephone brought revolutionary changes in
the society of the modern age. The impact was well
written on all segments of the society.
Conclusion
Telephonic conversation has definitely given new
dimensions to the art of communication among vari-
ous segments of the society. It has acted as the poten-
tial source of influence on people. As it connected
people, it brought them closer, it gave them a chance
to be more expressive in a more effective manner.
It has given birth to new lingua among the gen-
eration next. With the advancement of technology and
advanced telephones there is a discovery of all new
faces of communication such as social groups etc. It
has added the ‘feel-good-factor’ amongst the users. The
new short messaging services on one’s phone has made
the accessibility much more and instant. The service is
used for many purposes from raising referendum to
polling in election or for social agendas. Our society is
much more aware and conscious regarding his sur-
roundings and rights and duties. Telephone SMS ser-
vices has added humor and light moments in the lives
of people too. Telephone conversation has become an
important part of people’s life.
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 15 Interview Tips and Techniques
Job Interview is a kind of face to face communi-
cation to know each other, an employer and employ-
ees. It may come in a variety of formats: Competence
interviews, Telephonic interviews, Panel interviews,
Technical interviews and Strengths interviews. What-
ever may the form, normally it begins with an adver-
tisement either in a newspaper or on website. The ap-
plication is sent as a response with the curriculum vi-
tae and the necessary attachments: Documents, Cer-
tificates, Testimonials, etc.
The first identity we format is through our Bio-
Data. They are sorted and shortlisted. If it befits the
purpose, an invitation for the interview is sent. It is a
positive sign that the candidate deserves to be assessed.
Here begins the most crucial stage for an interviewee
as it is a chance and opportunity to win the job in a
competitive world of today’s. You will be one of many
candidates vying for the position. Therefore, you need
to thoroughly prepare and get ready for the event.
Getting through it is a huge achievement. It means
you have convinced the recruiters for his capability of
doing the good job.
Once you receive the Call letter, you need to know
what kind of interview it is to prepare yourself accord-
ingly. Researching the employer is very essential. Visit
and look on the organisation’s website for details. It
can provide you the fair idea of their requirement. Gen-
erally the recruiters want to know what unique skills
you possess and the interests you’ve developed during
your degree education. Consider your work experience
and the skills and how they relate to the job. Enlist
your achievements and activities and present them in
a sequential order. Make notes on your contribution. It
Soft Skill and Personality Development
Deshmukh Deepakkumar P. T.
Ph.D. Student.
Research Centre: M.G.M., Ahemadpur.
may sound very petty to do so, but don’t forget the
biggest ever issue is “Know Thyself.” You can prac-
tice a mock interview or practice any test that might be
part of the interview. It will boost your confidence re-
ducing the gaps.
You need to review your CV and think of a few
examples and skills in particular to highlight for the
particular job. Usually interviewers expect you to show
a keen interest in their organisation. In this regard the
search already done to question about the employer and
the job itself may come to your aid. Remember the
first impression is the last impression. Plan your inter-
view in full detail. It will help you relax and stay off
the anxiety. Dress moderately, and wisely. Avoid heavy
make-up and strong perfume and jewellery. plan how
to reach the venue. Get ready a fresh copy of your CV
and organise the supporting documents you are taking
with you. Enlist the key attributes for your desired job.
Try writing sample interview questions likely to be
asked. Prepare answers to them based on specific de-
tails from your work experience. Practice answering
them so that you get fully familiar with them. Finally
rehearse the key points.
It is but natural to be nervous facing an interview.
Stress can really be beneficial. It helps you perform
under pressure. However, if it becomes overwhelm-
ing, it can impair your communication during an inter-
view. It can disrupt your capacity to think. It is easily
revealed through nonverbal signals. So learn to keep
them in check. It will help you not reveal the pressure.
But think about the phobia if it is in excess before the
day, so that you have chance to find a way to overcome
them the best you can. It’s fine to pause before respond-
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ing to questions to gather your thoughts, and if you’re
unsure about a question it’s also fine to ask for clarifi-
cation.
Throughout the interview you should be profes-
sional. Learning from the experience is must. Feed-
back from unsuccessful interviews can be invaluable
however; you need not be too disappointed. There are
many questions that are of common type. The inter-
viewee should be prepared for them. Response to the
Introduction oriented question ought not to be very
informal. Neither should you simply run through the
CV. Your focus must be on professional life. You need
to present your purpose in a noble manner taking care
that it will not sound hyperbolic. Regarding your weak-
ness you cannot simply be negative. Choose it meticu-
lously so that it will appear minor, and do not forget to
mention your endeavour to overcome them. Present
your achievement that gives you an edge over other
applicants. Simply do not enumerate the basic require-
ments of the job.
A good academic background is undoubtedly nec-
essary, but self-confidence is must. It is not just a test
of knowledge, but of attitude and approach. An inter-
viewer must brush up his subject knowledge and up-
date the recent happenings in the field. He should not
boast his achievements. Nor should he criticise the
Soft Skill and Personality Development
former organization, boss and colleagues. He should
give his opinion and suggestion politely and only when
it is asked for. Maintaining eye contact and positive
body language has an extra impression.
In fact there is no all time hit formula in this re-
gard. Your responses also cannot be categorised as com-
plete right and wrong. However, interviewing is a skill
and with the right tips and techniques, you can become
a master at it. Remember practice here also remains
the key. Therefore, interview for as many jobs as you
can. The better prepared you are, the more relaxed and
comfortable you will be. As a result you’ll come to
know about new trends, positions, and opportunities.
Your perspective may improve, and you’ll find new
paths previously unaware of. It will leave you more
mature, stronger and successful.
Sources and References
1) Bhagat, Madhukar Kumar, Civil Services
Interview: How to Excel for UPSC and State PSCs,
Tata McGraw - Hill Education. New Delhi. 2013.
2) Neogy, Jayant, Sure Success in Interviews,
Unicorn Books, New Delhi. 2002.
3) Hari Mohan Prasad and Rajnish, Mohan How to
Prepare for GD and Interview, Tata McGraw - Hill
Education. New Delhi. 2012.
4) http://jobsearch.about.com/od/interviews/qt/
interviewtiptechnique.htm
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 16 The Soft Skills and English Language
Due to globalization and new technology, the
world has got converted into a small hamlet. Today,
every individual life has been affected by the same. In
view of the tremendous increase in trade, travel, tour-
ism, etc. at international level, one must have good tem-
perament and skills as regards English language. Hence,
it is a huge responsibility of the academy to think seri-
ously about the policy of education. In fact, the policy
has been changing in education sector and the acade-
micians introduce the life skills and communication-
oriented courses and subjects in colleges and universi-
ties. The umbilical-cord of soft skills is the language,
especially English language in Indian context. So, my
paper deals with the pivotal role of English language
in the development of soft skills.
Before proceeding further, a glance at the defini-
tion of Soft Skills as given by the web would help:
Soft skills is a term often associated with a
person’s ”EQ” (Emotional Intelligence Quotient), the
cluster of personality traits, social graces,
communication, language, personal habits, friendli-
ness, and optimism that characterize relationships with
other people. (Web. 06 January 13)
The above definition makes it clear that it com-
prises the important aspects of human being. The more
important aspect is the language in general and En-
glish language, in Indian milieu, in particular.
So far as language is concerned, it plays a funda-
mental role in the development of soft skills. There-
fore, one has to think seriously about the facet of lan-
guage. The linguists define language as ‘a system of
communication’. The web defines it as:
The human capacity for acquiring and using com-
Soft Skill and Personality Development
Suresh B. Deshmukh
Head, Dept. of English,
Majalgaon Arts, Sci. & Comm.College, Majalgaon
plex systems of communication, and a language is any
specific example of such a system.
The aim of language is communication but this
communication is based on the system of language we
use. Hence, the system of language is much more im-
portant in regard with soft skills in any situation. The
science of language uses two linguistic terms i.e.
Langue (Language) and Parole (speech). For the de-
velopment of soft skills, the parole or speech happens
to be an important feature. Whenever it is a matter of
practical use of language, the system has to be used in
an appropriate manner. The major components of the
system of language are pronunciation (the way a word
or a language is spoken), tone (the use of pitch in lan-
guage) and intonation (variation of spoken pitch).
Before commenting on the aforementioned com-
ponents of English language and their significance, I
would like to fetch your attention towards the policy
of the British. Introducing English in India as a means
of domination and control, they sustained it. Here are
some lines of the famous Minute of Thomas Macaulay:
It is impossible for us, without our limited means, to
attempt to educate the body of the people. We must at
present do our best to form a class who may be inter-
preters between us and the millions whom we govern;
a class of persons, Indian in blood and colour, but En-
glish in taste, in opinions, in morals, and in intellect.
To that class we may leave it to refine the vernacular
dialects of the country, to enrich those dialects with
terms of science borrowed from the Western nomen-
clature, and to render them by degrees fit vehicles for
conveying knowledge to the great mass of the popula-
tion. (375)
(50) ISBN - 978-81-925458-3-7
 The quote gives enough clarification that the aim
of introducing English for a limited purpose, i.e. to form
a class of clerks and mediators between the British In-
dians. Again the very interesting fact is that the British
were not interested to teach us their language but were
more interested in implementing their culture, customs
and tradition for having authority on us through teach-
ing English Literature. My main point of view is that
one should concentrate on the development of English
language skills rather than on literature. Hence, there
are many changes in the English academy for giving
importance to English language in the form of English
medium schools and language departments in the uni-
versities.
Taking the above view in consideration, one has
to be serious about the system of language; then and
then only one can improve communication to enrich
the soft skills. However, the way we use the language
is always vital for our soft skills. There are many varia-
tions about the same language. For instance, Marathi
language has many variations i.e. the way of using the
language: I mean the vernacular of Pune is different
from that of Vidarbha and Marathawada (Marathi). In
such a situation, one has to use standard Marathi at
work place. It is the same case with English as well.
Besides, there is the impact of regional language on
using another’s language. In fact, the English language
used by us has the impact of regional language, called
MTI (mother tongue influence). It is quite dodgy for
the soft skills. Hence, the academy prefers the Stan-
dard English language.
Whatsoever, it is again a riddle: what kind of Stan-
dard English language? using British, American or In-
dian. Of course, all these issues are related to the pro-
nunciation, tone, and intonation of English lan-
guage. There is much debate in the academic circle
about using pronunciation of English language. Some
would argue about Indian pronunciation and some oth-
ers would prefer Received Pronunciation ([RP] Brit-
ish), called BBC Pronunciation now. This battle is go-
ing on and on. Many scholars are interested in
Indianization of English and others favor the BBC Pro-
Soft Skill and Personality Development
nunciation. Obviously, it is not easy to gain mastery on
the exact tone and intonation of English like the Brit-
ish do. But one could be optimistic about using British’s
tone and intonation of English language.
Technically as well as literarily speaking, these
two Indian and British cats have been fighting over the
issue but at the same time the American Monkey seems
to be availing itself of the opportunity. I mean to say
that American English has been used in technological
sectors like computer, cell-phone, i-pad, and so on. I
come to a point that the Indian education system has
been using British English almost at all levels. Then
why should not we follow the same? It is quite argu-
mentative. If one has the mastery over the same, he/
she can learn other accents as well.
Practically speaking, the BBC Pronunciation can
be followed but when it is a matter of tone and intona-
tion, it is really a herculean task to follow. It needs a
lot of practice and surrounding of the native speakers.
My presentation may raise some doubts and questions
but one should give it a think. It is said that practice
makes man perfect. So, one should keep trying nice
things all the time as it is important to be nice. Hence,
the way of speaking language is the soul of soft skills.
Works Cited:
Macaulay, Thomas. “Minute on Indian Education”. In
Bill Ashcroft, et al, eds. The Post-Colonial Studies
Reader. Routledge: London, 1995. Print.
http://en.wikipedia.org/wiki/Soft_skills 06 January 13
http://en.wikipedia.org/wiki/Pronunciation 06 January
13
http://en.wikipedia.org/wiki/Tone_%28linguistics%29
06 January 13
http://en.wikipedia.org/wiki/
Intonation_%28linguistics%29 06 January 13 tp://ttp:/
/en.wikipedia.org/wiki/Tone_%28linguistics%29://
en.wikipedia.org/wikihttp://en.wikipedia.org/wiki/Pro-
nunciation/Tone_%28linguistics%29
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 17 Soft Skills and Personality Development of Students and responsibil-
ity of Teachers in Higher Education” An Analytical Study
“I came to learn, but they teach me”. J.B. Show
1. Introduction:
Skills play a very important role in the develop-
ment of personality. Skill is a reflection of inner con-
scious of Human being. As there is a development in
the arena of languages mere use of language is not suf-
ficient but it requires some thing more. The students
must be given formal education of soft skills and per-
sonality development, in modern sense the students not
only requires formal education but also they need of
good personality. Today’s era is competitive era hence
the students become the products. It is the duty of
teaches to implant various soft skills in their students.
While imparting the higher education the personality
of student should be sin qua non. The students without
good personality are facing plethora of problems in their
day to life. The teachers particularly shall play a sea
anchor role in this area.
2. Higher Education and Soft skills:
The basic object of Higher education is to enhance
the critical and analytical skills in students. No doubt
skills are developed at initial level of formal educa-
tion; the responsibility of Higher education is much
more than current scenario. It is the duty of mecha-
nism of Higher education to advance the soft skills in
the students. Soft skills are personal attributes that en-
hance an individual interaction, job performance and
career advancement. Unlike hard skills which are about
the persons skill set and ability to perform a certain
type of task or activity, soft skills relate to a persons
ability to interact effectively with coworkers and cus-
tomers and are broadly applicable both in and outside
the workplace1 .). Thus soft skills are very important
Soft Skill and Personality Development
Gyanendra M. Fulzalke
Assistant Professor
Shri Shivaji Law College, Parbhani.
in individual’s life, without these skills there is no use
of formal education. The students must have habitual
control over these skills.
3. Responsibility of teachers:
It is said that “a good Teacher teaches, an average
teacher demonstrates but the best teacher inspires”. The
teachers from every faculty must have through knowl-
edge of soft skills so that they will impart this in to
their students. The present scenario in higher educa-
tion is not satisfactory.
Apart from teachers responsibility the students
must be aware about the soft skills and personality
development because they are answerable to world at
large. The students must develop the sense of curiosity
to learn more than classroom teaching. If the students
are alert about their rights and ready to follow each
and every direction of their teachers it is not a super-
human task to development of soft skills in cutting crop
of higher education.
4. The best teacher shall develop following soft
skills in students:
We are living in 21st centaury the concept of Lib-
eralization, Privatization and Globalization changed the
traditional methods of working so our educational sys-
tem shall cope with these changes. These corporate
sector companies are hiring or recruiting the candidates
who are well versed in soft skills. At entry level itself
candidates personality and soft skills are checked, our
students must have through knowledge about it.
As the role of teacher is changed in modern sce-
nario, today the teacher will just show the road and the
students shall travel at their own. The teacher shall in-
spire the students to do certain thing and he shall be
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neutral while examining the outcome of student’s ef-
forts. Originality of student must be accepted and ac-
cordingly the teacher shall transform them into better
conditions. Soft skills and good personality is very
much necessary, because most of students are not able
to give their hundred percentages while performing
their duties in private sector. The teacher shall incor-
porate essential soft skills and tips for better personal-
ity by developing following characteristics in Higher
education students.
1. Excellent Communication skills:
There is mushroom growth in industrial sector and
hence the concept of employee changed. The traditional
sector requires only technical skills e.g. typing speed,
Knowledge of Computer etc. this qualifications are
mandatory. The modern staff must be well versed with
excellent communication skill. Most of the companies
want their staff multi lingual; as today’s commerce has
no boundaries the employees may be appointed in any
country so they must cope up with languages and man-
ners of work.
2. Decision making power:
Time is money for corporate sector; it requires
such candidates who can take quick decisions. Some
times there is no much time to think but decision is
necessary so the teacher shall develop decision mak-
ing ability in students so they can grab the positions of
professionals in various sector of life.
3. Time Management:
A wise man will not consume its time in decision
making hence, the teacher shall develop a skill in stu-
dent to work on a particular subject and certain work
shall be completed within time specified. This is very
important skill which shall be developing intention-
ally.
4. Responsibility:
This is very important soft skill the student must
have capability to undergo the responsibility. The re-
sponsible person can create long-lasting impression on
any one hence the teacher shall demonstrates student
as responsible citizen of india.
Soft Skill and Personality Development
5. Creative and problem solving skills:
The new era jobs and employment is based on
creativity and problem solving skills .e.g. animation,
customer care centers etc. these kinds of new challenges
must be taken by students. Some problem requires high
creativity hence the student who is going to pass from
higher education must have these soft skills.
6. Leadership Qualities:
If the leadership of country is visionary than defi-
nitely that nation will progress and develop. It is the
duty of teachers to inculcate soft skill in the form of
leadership in the higher education students. These quali-
ties can be developed by encouraging students in col-
lege activities and give a reasonable chance to lead his/
her team.
7. Positive Attitude:
This is very important soft skill because attitude
plays very important role in individual’s life. Positive
attitude personas are self motivated persons and they
use to encourage others and in this way a healthy envi-
ronment is develop and for proper progress and devel-
opment of Nation.
8. Self confidence:
The result of any thing depends on level of confi-
dence in team, if the members of team are self confi-
dent then successes is not a superhuman task. The
teacher shall encourage their students for extra circu-
lar events through confidence of student are increases.
9. Ability to accept and learn from Criticism:
Criticism is the reality of world, the people use to
criticize every body it depends on person how to face
such criticism. The students must get training to ac-
cept the criticism and it is genuine then the students
shall transform themselves. It criticism is taken posi-
tively then it is great chance to develop better person-
ality.
10. Flexibility:
Some times it is highly impossible to mold the
conditions in life flexible person mold himself accord-
ing to the conditions. This kind of flexibility is a great
soft skill through which a person achieves successes
in life.
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11. Honesty: tion Teachers regarding Soft Sills and personality De-
“Honest is the best policy”. The students must be velopment programs.
taught regarding how to be honest in life. What ever 6. Conclusion:
maybe the field the person must have honesty. There Due to the rapid growth of science and technol-
should be a faith on own work, through this quality the ogy expectations from students are increased. The stu-
person can get successes in e very field of life. dents are acquiring technical education and there is
5. Life Skills and Personality Development: drastic enhancement in the Higher Education. But mere
Apart from the soft skills in students life skills are acquiring orthodox education is not sufficient soft skills
also need of time Life skills means skills which are must as a habitual part of student’s life. There is a com-
required to life human life satisfactorily, according to plete elimination of traditional educational system, the
the World Health Organization are abilities of indi- teacher’s responsibility has increased and the faculties
vidual to adapt and develop positive behavior that must cope up with this change. Soft skills, Life skills
empower them to manage challenges in their day to and personality development are key factors of student
day life. Life skills are capabilities that help individual life. The responsibility of higher education is increas-
strengthen themselves against the realities of life. Life ing day by day. If we ant make India as superpower
skills are important as they enable individuals to think then the leaders of tomorrow must be well versed with
rationally and take positive actions to ensure the per- life and soft skills.
1
sonal well being and productive social relationships. www.wikipedia .org
2
There is on definitive list of life skills certain skills www.google.com
may be more or less relevant to you depending on your
life circumstances, your culture, beliefs, age, and geo-
graphic location. Life skills are not always taught di-
rectly but often indirectly through experience and prac-
tice. They are human skills acquired via teaching or
direct experience they are used to handle the problems
and questions commonly encountered in daily life2 .
1. Setting Goals:
2. Refusal Skills:
3. Ability to Learn
4. Respect for self and others
5. Echo-friendly behavior
6. Suggestions:
1. Soft Sills and personality Development
Programmes must be included in the syllabus of every
branch of Higher education.
2. Every college must appoint a independent teacher
for Soft Sills and personality Development.
3. It should be make compulsory to learn Soft Sills
and personality Development.
4. College level workshops must be conducted to
aware students.
5. There should be proper training to Higher educa-
Soft Skill and Personality Development (54) ISBN - 978-81-925458-3-7
 18 ‘Mass Media and Personality Development’
“The media is the most powerful entity on earth.
They have the power to make the innocent guilty and
make the guilty innocent, and that is the power.
Because they control the minds of the masses.”
Malcolm X
Above statement of African –American human ac-
tivist about the place of media in society is evident in
shaping the mindsets of the people. Media can do any-
thing; it has the power of generation and of destruc-
tion. Media controls the minds of the masses. It’s on
the media what type of people live in the country. The
tastes of the people are also controlled by the media.
The taste of the people also determines what type of
media they ought.
Long back made above statement has got huge
relevance to the present world political as well as cul-
tural crisis. We have seen the tumultuous revolution in
west Asia. Social media is the carrier of revolutionary
thoughts among people. US, big media giant are no
exception to this. Edward Snowden’s recent revelations
about the spying of US government into the lives of
millions created much uproar. The disclosure of truth
is only because of media.
We are experiencing revolution like situation in
our country. Big scams and scandals of powerful people
are being disclosed by media. The role of Media is
not limited to provide news and create awareness
among people. It is working as a major positive driv-
ing force among the masses. Common people are find-
ing their much awaited unresolved expectations through
media. Anna Hazare’s successful agitation against gov-
ernment is one example where media played huge role.
A couple of years ago, we have seen impatience and
Soft Skill and Personality Development
Bharat R.Gugane
Asst Professor in English,
Bhonsala Military College, Rambhoomi,Nashik
avarice of certain media houses in Mumbai Terrorist
attack. The irresponsible coverage provided readymade
inputs to the terrorist masterminds. The same media
has shown patience and decency in Delhi gang rape
case a year ago. The huge success of AAP in Delhi
Legislative Assembly Election was tailored and mar-
keted by media. The scope and coverage given by
media to the AAP activities wiped 125 years old po-
litical party in a maiden stroke.
On the other hand projection and glorification of
immoral things by media is a debatable issue. The rat
race of getting and telecasting exclusive sensational
and irrelevant stuffs is a matter of concern. In order to
gain viewers support and TRP, some media persons
are forgetting their real job. Once The idol of journal-
ism for million new entrants turned a matter of hatred
and humiliation in one day is a serious thing.
The folks working in such an alluring field must
not forget their moral responsibilities. They have to
work for the well being of the society. They have to
shoulder the responsibility of shaping future genera-
tion personalities. There is a close relation between
character moulding of a person and media. In one or
other way media influences the personality of a per-
son. Growing popularity and pervasiveness of media
is responsible for the way in which people are living
and reacting. Earlier the impact of media was limited
to literate ones. Now, the illiterate ones also enjoy the
pleasure of entertainment through media. Technologi-
cal advancement provided a big platform for such
people to take advantage of media.
It is imperative to analyse the concepts related to
the topic. In general, the mass media reaches a large
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audience using different kinds of communication meth-
ods like print, electronic and social media. Mass me-
dia is the collective media technologies that intent to
reach a large audience. Media reaches to us through
many different technologies, such as the internet, tele-
vision, mobiles, telemarketing, movies, newspapers,
books, magazines, reports, surveys, advertisements,
video games and social media.
On the other hand personality of a person consists
of so many factors. There are many factors which in-
fluences the behaviour of the person. There are inher-
ent natural, genetic, and environmental factors that
cause the progress of personality. Personality has been
concerned as a deciding factor determining the life
course of a person. There are many definitions which
will give us an idea about personality. Woodworth de-
fined personality as the, “quality of the individual’s
total behaviour.” According to Dashiell, personality is,
“the total picture of organised behaviour.” Another
researcher Munn says, personality is, “the most char-
acteristic integration of an individual’s structures and
activities.”
All the above definitions focused overt aspects of
personality, what others perceive about, or how a per-
son thinks and behaves psychologically and whether
all are manifested through his speech and behaviour.
Most widely accepted definition is given by Gordon
W. Allport, in which he says personality “is the dy-
namic organization within the individual of those
psycho-physical systems that determines his charac-
teristic behaviour and thought.”
The above definition clearly indicates motivation
is the deciding factor of personality. The personality is
the dynamic organization means it is changing coher-
ent behavioural pattern of a person. Personality changes
according to the inputs that a person gets from con-
temporary milieu. The present age is an age of com-
munication and information. A huge clusters of infor-
mation is flowing through different forms of commu-
nication i.e. media. I feel media is the important moti-
vation for a person that determines his personality and
his future. There are many forms of media. TV is a
Soft Skill and Personality Development
most common and easily accessible to everyone.
Television is the form of media that has the great-
est influence, reaching a wide variety of age ranges
and interests. We completely rely on television as a
news resource and for entertainment. Everyone get of
his own interest on TV. The programmes are categori-
cally made for specific audience. A huge number of
channels are devoted to different kinds of genres. Some
are for, for elders and younger ones, for men and women
and for adolescent and children.
Mass media plays an important role to shaping
the personality of a person right from his childhood. I
think, TV plays a huge part in the development of chil-
dren, especially during early childhood. Children watch
and understand television in their own ways, based
upon the observation and their own life experiences.
Infants can pay attention for short periods of time; how-
ever they don’t understand much of the program con-
tent. They only absorb colours and sounds. Toddlers
take more interest in the television programs.
The habits that they develop at this stage can im-
pact their viewing habits for the rest of childhood and
in rest of life. At the age of KG stage, children are in
position to make likes and dislikes, and can understand
programme content. At this stage of development, they
understand and pick up violent situations from various
cartoon and other programmes. The violence shown
by children seems to be funny and well organised, but
it greatly affects children’s future behaviour. Children
of this age may react and behave violently after seeing
high end sensational games and cartoon shows.
In this way, early exposure to the media can dis-
tort the minds of young ones. This can lead to the dif-
ferent problems in the society. There are number of
examples of crime in which children are involved. The
crimes in children involved are ranging from non-cog-
nizable offences to serious murder, rape, extortion, kid-
napping, and so on. The growing tendency of doing
something different among children is a serious issue.
Active participation in rave parties by minor ones is of
great concern. The hammering of various illusory and
larger than life images through media especially from
(56) ISBN - 978-81-925458-3-7
TV serials and from movies is instigating young gen- 5) “Mass
eration to follow them without understanding reality Med”StudyMode.com,.022012.Web.http://
behind it. www.studymode.com/essays/Mass-Media-
My insistence will be upon using media in its limi- 913593.html>
tations. We cannot deny the benefits of communica- 6) Retrieved from http://en.wikipedia.org/wiki /
tion in the present situations. Media has transformed Mass media
our lives in a big way. Media has provided a big plat- 7) Retrieved fromhttp://en.wikipedia.org/wiki /
form of knowledge and information to the commons. personality
The most wonderful invention of our times is the emer-
gence of internet. At present we can’t imagine life with-
out internet. This astonishing way of communication
has transformed everything Due to the availability and
easy access to the resources created awareness and self
confidence among several ones. The access to useful
information through the different forms of media en-
abled us to carry out difficult tasks right from our own
houses. We can carry out financial transactions to meet
our requirements at a click. We remain in constant touch
with our friend and relatives through social media.
We cannot stop the influence of such a big force
right now. However, we may put some voluntary con-
straints. We certainly should use mass media for the
betterment of human race. It is depended upon the user
how he uses it? We have much to say about the ben-
efits of mass media. We can use it for wellbeing and
for comfort and the same can be used for destruction
and discomfort. I found relevance of the lines by Fa-
mous British poet John Milton to conclude this paper,
where he says,
“The mind is its own place, and in itself can make a
heaven of hell, a hell of heaven.”

Bibliography:
1) Barker, Allen. Improve Your Communication
Skills. London: Koganpage, 2010
2) Curran, J, Gurevitch, M., Woolacott,J. Mass Com-
munication and Society. Sage Publication,
Inc.1979
3) Hurlock, Elizabeth B .Personality Development.
New Delhi:Tata McGraw-Hill, 1996
4) Milton, John. Paradise Lost. New York: Dover
Publications, 2005
Soft Skill and Personality Development (57) ISBN - 978-81-925458-3-7
 19 Role of Mass Media in Personality Development
The present paper explores the role of mass-me-
dia in developing the personality of the degree students.
Mass-media the watchword of the new-age is an um-
brella term describing all kinds of means that play a
very significant role in establishing strong public rela-
tions. It includes traditional media as well as modern
media like Newspapers, Television, Radio, Magazines,
best-sellers, self-help books, mobile, Internet and so
on. In recent times, the role played by mass-media in
the modern man’s life is of permanent importance.
Along with forming public opinion, it creates mass
awareness regarding socio-economical, political, cul-
tural, problems and informs government’s laws,
schemes and policies to the citizen of the country. It
also plays a very crucial role as a potential educational
tool. Nowadays, it has acquired a special role as teach-
ing-learning aids with all its merits like a 24x7 accesses,
universality, user-friendly wide coverage, audio-visual
element, standard informative content, quality reten-
tion. It also saves time, money, energy thereby emerg-
ing as learner-friendly teaching-learning aids. Today,
educationist and policy-planners are recognizing its
educational utility. They are one with N. Kaur and J.
Singh who believe that “The 21st century desktop mul-
timedia applications will considerably enhance the
user’s pleasure, productivity and knowledge base by
providing the capability to access, retrieve, use and
exchange information from a variety of domestic and
international sources.” 1 So, there is a great scope to
Soft Skill and Personality Development
Hapgunde Tukaram R.
Asst. Professor in English,
Adarsh College, Hingoli
delve into the role and issues related to its application
as a teaching-learning tool in the present education
system. It is interesting to note the observation of
Qasseemudin Haider who maintains that “Media elimi-
nates the problems of distance and carries education to
the doorsteps of the learners. Blend of media gives
maximum benefits to the students”. 2
Personality development is a hallmark of today’s
scenario. It is a science that deals with shaping atti-
tude, emotional intelligence, behavioral pattern, good
manners and positive habits. It discusses how to dis-
cover individual potential and brush it up and present
oneself to the people around us. It teaches on how to
discover one’s personality i.e. the innate qualities and
traits that define a particular character; how to groom
and galvanize oneself; how to cultivate oneself as an
ideal human being and successful professional by in-
corporating positive traits and expurgating the indi-
vidual personality from negative attributes. It deals with
how to shape individual with positive and desirable
human qualities like self-respect, inner-motivation,
self-confidence, good spirit, spirit de corps, patience,
leadership, social skills, assiduousness, knowledge,
communication skills, honesty, empathy, positive atti-
tude, love for all, considerate disposition, morale and
so on. It guides students on how to conduct oneself
with others at home as well as in a professional work-
place. It also includes expurgating individual of the
negative traits like ego, negative attitude, indulgency,
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anger, suspicion, ignorance, immorality, etc.
Mass-media is a rich reservoir of such a great in-
formation on personality development best sellers like
‘You Can Win’ (Shive Khera), ‘Live With Honor’ (Shiv
Khera), ‘Seven Habits of Highly Effective People’
(Stephen Covey), ‘Rich Dad and Poor Dad’ (Robert
T.Kiyosaki), ‘Think and Grow Rich’ (Nepolean Hill),
‘Alchemist’ (Paulo Coelho), ‘The Monk Who Sold His
Ferrari’ (Robin S.Sharma), guide the reader on a num-
ber of issues like personality development, basic man-
nerism and soft skills like time management, charac-
ter building, motivation, communication skills. They
also improve the reading skills of the reader. Internet,
the wonder of the modern age, is also a great tool where
almost everything under the sun is available at a fin-
gertip. What Qaseemuddin Haider maintains about
computer is quite true. He maintains “Computer as a
tool is available to improve the process of teaching
and learning computer provides personalized educa-
tion service to learners’’.3 Right from programming
individuals mind with positive auto-suggestions to lov-
ing a beloved is taught on the internet through it’s a
number of websites and blogs. A sea of worldly wis-
dom is available on the internet. So, a man can emerge
as a winner just being with the internet. One can have
almost everything by entering with key words on the
internet. English Newspapers can play a great role in
furnishing the reader with the current English vocabu-
lary. The newspapers like the Hindu are rightly regarded
the Bible of English fluency. A learner can learn a lot
of important things about the LSRW skills. They pro-
vide the learner with the kind of regular vocabulary
which is very important in building English fluency.
Like the internet and best-selling self-help books, news-
papers add to the general awareness of the learner
thereby boosting their confidence level. Radio, one of
the most widely available media, is also a great source
Soft Skill and Personality Development
of knowledge regarding general knowledge and cur-
rent vocabulary thereby boosting reader’s confidence.
It is especially useful in promoting pronunciation by
providing English listening stuff.
Television is perhaps the most important of all Me-
dias, as it has audio-video element. Television with it’s
a number of channels like HBO, BBC, STARWORLD,
ZEE NEWS, NDTV provide exposure to standards of
modern lifestyle. It is interesting to note the observa-
tions of Qaiser Zoha Alam in this respect “Students
should be encouraged to listen to the B.B.C., broad-
casts, see good English Films, Study Specimens, e.g.
newspapers.”4 It is a rich store house of general infor-
mation and current affairs. It can provide a world-class
exposure and access to the spoken English in practical
form. It also provides quality guidance on how to em-
ploy individual body language, in our social and offi-
cial life. It also presents the live application of soft
skills and body language through video movies and
serials. It also provides guidance on various socio, eco-
nomic, political, cultural and technological current af-
fairs through special programmers. What is special
about the television is its audio-visual appeal that helps
to strong retention and understanding. Television with
its serials, special programs and movies provides the
students with the essentials of personality development
and key aspects of social interactions like good man-
ners, etiquettes, body language, telephonic conversa-
tion, with the right kind of practical demonstrations.
For example, movie like ‘Nayak’ is very helpful in pro-
viding a better idea of how to maintain a positive and
professional image. In short, visual media like televi-
sion helps students to understand and learn about dif-
ferent aspects of body language, communication skills,
manners, etiquette, etc.
Mobile does play a very crucial role in develop-
ing student’s personality. Modern technological inno-
(59) ISBN - 978-81-925458-3-7
vation like smart phones and androids are perhaps the
most comprehensive learning tools promoting and fa-
cilitating productive and quality grooming of person-
ality as they bear audio-visual element. By proper uti-
lization of mobiles, one can learn thousands of things
that go into making the professional personality. One
can also use mobile for developing their voice and pro-
nunciation by using mobile’s recording and voice pro-
ducing facility. It can also provide students with ample
of English listening practice and quality material add-
ing special sparks to users personality.
However, right approach, learning attitude, care-
ful observation and practice are some of the key points
that are to be imbibed by the perspective learner. In
short, mass-media is a virtual teacher in today’s chang-
ing scenario that plays a great role in developing the
student’s soft skills, mannerism, behavioral compe-
tency and personality.
Soft Skill and Personality Development
Reference
1) Information Technology in Higher Education,
Association of Indian Universities, New Delhi,
2000, (Selections from University News-5), P.50
2) Ibid, P.68
3) Ibid
4) Alam, Qaiser Zoha, English Language Teaching
in India (Problems and Issues), Atlantic Publica-
tions, New Delhi, 1995, P.20
5) Gaur, Sanjay, Mantras for personality Develop-
ment, YKing Books, Jaipur, 2010
6) Dcruze, Teresa Goresa, Essentials of Personality
Development, Aadi Publications, Jaipur, 2011
7) Dcruze, Teresa Gomes, Body Language and Com-
munication Skills, Aadi Publications, Jaipur, 2011
8) Roy, Devashish, Developing Communication
Skills, Mark Publishers, Jaipur, 2009
9) Simon, Peter, Communication Skills, Reader’s
Delight, New Delhi.Dutta, Ashish, Body Lan-
guage-What Words Don’t Reveal, Goodwills, New
Delhi.
(60) ISBN - 978-81-925458-3-7
 20 The Elements of Strategic Interaction in Group Discussion
Ingole Pradeep
Research Scholar,
S.R.T.M.U. Nanded.
Discussions, Conferences and Meetings are very
essential aspects of human life style. Particularly dis-
cussions are of the matters which help us to under-
stand various better perspectives on the issues by bring-
ing out immensely diverse view points. Therefore in
the field of Soft Skill it is universally accepted that
whenever we humans share different views on particu-
lar matter, we achieve an objective picture of the prob-
lem and therefore we are able to understand the cos-
mos around us. Thus in nutshell we can assert that the
process of discussion is the storehouse of the Evolu-
tion of The Mankind. The understanding through a fair
discussion makes us better equipped with the mega is-
sues. Therefore we can assert that group discussion is
faithful panacea for any problem that the human civi-
lization has to face. In short group discussion is sys-
tematic oral exchange of thought process, views, opin-
ions and data with other participants to share certain
common objective.1
According to the Wikipedia Group Discussion is
an interpersonal communication within group of three
persons to 20 persons. 2 Group discussion also helps to
evaluate and summarize idea’s ethics and information
that a group of participants may come to hold as group.
3
The specific idea about group discussion is that each
participants can play the role of the active integral ele-
ments therefore we can say that by process of group
discussion the collective becomes greater than the over
sum of the individual parts. 4 In today’s postmodern
world group discussions about society, academic, cos-
mic, professional and political life are gaining immense
importance.5
About Group Discussion some elements are very
Soft Skill and Personality Development
Ashok Chikte
Research Scholar
S.R.T.M.U. Nanded
essentional. Those are candidates knowledge of the
subject, their ability to communicate, objective traits,
spirit of the leadership and belief on tolerance. There
are also other important elements like candidate’s con-
fidence, alertness and temperament.6 In Group discus-
sion there are same stereotypes and misconceptions
such as sometimes members of group discussion are
expected to take control of the debate by not allowing
others to express their views and thoughts. In some
cases those participants also contradict with the
thoughts of the other participants 7.
A group discussion is a technically the communi-
cative conversation which is intended to serve on ob-
jective in an organized format. Group discussion spe-
cifically transcends which is being mere chatting
or whispering. Group discussion thus in nutshell can
be called systematic interaction of the specific or gen-
eral problems. It is also true that it determines mana-
gerial success because it’s general prodesscer in the
various formats and informal occasions. It is univer-
sally accepted that a group discussion is very didactic
technique for fulfilling many issues and purposes. It
can be said that unbiased group discussion can be
served as a potent process of decision making. There
are some rules and regulation about fair discussions.
Ø Subject which is chosen for candidate has to speak
discussion in the favor of the topic or against.
Ø The diction and language of Group Discussion
must be exact simple and lucid.
Ø There should not be the statements such as “Your
point of view is baseless” or “You completely wrong”.
Ø The participant has to disagree without being rude
and exited.
(61) ISBN - 978-81-925458-3-7
Ø It is very essential to listen with the proper atten- References:
tion the opinions other competitors. 1. www.wikieducator.org.co.in
Ø The discussion becomes chaotic when all the par- 2. www.Wikipedia/groupdiscussion.com
ticipants speak at the same time. It is wrong some can- 3. h t t p : / / w w w . i d e m p l o y e e . i d . t u e . n l /
didates do their best to underestimate or interrupt by g . w. m . r a u t e r b e rg / l e c t u r e n o t e s /
making fun of other participants. UFTgroupdiscussion.pdf
Ø It is necessary in the case your views are strongly 4. Ibid
criticized therefore one must not to be upset or biased. 5 Farhatullah, TM. Communication Skills for Tech-
Group processing as well as assessment is very nical Students. Orient Blackswan Pvt.Ltd .2010,
essential aspect to develop effective communication. P.60
In a group it is absolute that to assess your thought 6. Ibid
after a group discussion you have to reflect on each 7. Ibid 61
other’s method and contribution with special reference 8. Ibid
to the topic. Group discussion is a matter of proper 9. Ibid
interaction within a team or between various teams in
an organization or an institution. It determines mana-
gerial success and is common process in the competi-
tive exams as well as job interviews. The interviewers
as well as examiners nowadays find it essential to evalu-
ate a particular candidate’s capability to work as mem-
ber of team or system. Group discussion is not a novel
thing in 21 century because we severally confront it
hospitals, research laboratories, law offices and private
agencies. It is also true that the topic biased group dis-
cussion specifically move difficult to be handled them
further case studies. Because the absence of the par-
ticular thought process in the group discussion we have
to accept the fact that a group is not able to carry on
it’s a signed work without a proper leader. On the other
hand this matter is also important that there is no ap-
pointed leader in a group discussion. Functional abil-
ity is also an important aspect that is responsible for
proper group discussion. 8Thus functional elements are
i.e. knowledge of particular, matter physical and men-
tal energy, psychological stability, firm objectivity and
emotional intelligence in group communication.9
“Group adaptively also plays a vital role which pro-
vides a coherence force that binds the whole alpha and
omega of the group in to a single unit rather them cha-
otic collection of the people or participants.

Soft Skill and Personality Development (62) ISBN - 978-81-925458-3-7

 21 Audio Visual Aids for Effective Communication
“A picture is worth a thousand words.”
- An American Proverb (Wolfgang Mieder).
Introduction:
Communication is sharing and understanding of
thoughts, emotions and feelings between the
individuals or groups of people. It can be both verbal
and non verbal. Even in verbal communicator also, if
the communicator makes effective use of audio visual
aids, it can be more effective. The present paper
attempts to illustrate the use of audio visual aids in
effective communication.
Definition:
Teaching aids which effect on the organs of audibility
and sight are called “Audio-Visual Aids”. According
to Sadhana Gupta, “an audio-visual aid is something
the audience can see and hear that helps the speaker
send his message across to the audience. The use of
audio-visual aids helps in communicating the message
effectively to the audience”. A. R. Rather gives
following definitions of audio visual aids.
1. Career V. Good. “Audio-visual aids are those aids
which help in completing the triangular process of
learning i.e. motivation, classification and stimulation.”
2. According to Burton, “Audio-Visual aids are those
sensory objects or images which initiate or stimulate
and reinforce learning.”
Kinds of Visual Aids:
These days there are several types of audio visual aids
available to assist the desiring communicator. Most
commonly suitable are –
1. OBJECTS: Bringing the object of your speech to
class can be an excellent way to clarify your ideas and
Soft Skill and Personality Development
Sushama M. Ingole
MGM’s College of CS & IT,
Parbhani.
give them dramatic impact.
2. MODELS: If the item you want to discuss is too
large, too small, or unavailable, you may be able to
work with a model. A model is an object, usually built
to scale, that represents another object in detail.
3. PHOTOGRAPHS: In the absence of an object or a
model, you may be able to use photographs. They will
not work effectively, however, unless they are large
enough for the audience to view without straining.
4. DRAWINGS: Diagrams, sketches, and other kinds
of drawings are inexpensive to make and can be
designed to illustrate your points exactly. This more
than compensates for what they may lack in realism.
5. GRAPHS: Audiences often have trouble grasping
a complex series of numbers. You can ease their
difficulty by using graphs to show statistical trends and
patterns.
6. CHARTS: Charts are particularly useful for
summarizing large blocks of information.
7. VIDEOS: Your best visual aid would be a video
showing those coasters in action. The detail,
immediacy, and vividness of video are hard to match.
Now that it is readily available in digital formats—on
DVDs, peer-to-peer networks, and Web sites like
YouTube—it’s easier than ever to incorporate into a
speech.
8. MULTIMEDIA PRESENTATIONS: Multimedia
presentations allow you to integrate a variety of visual
aids—including charts, graphs, photographs, and
video—in the same talk.
9. THE SPEAKER: Sometimes you can use your own
body as a visual aid—by illustrating how a conductor
directs an orchestra, by revealing the secrets behind
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magic tricks, by showing how to perform sign language,
and so forth.
Importance of Audio Visual Aids:
Audio visual aids have proven very useful in
communication. K Sampath, A Panneerselvam and S
Santhanam emphasize the fact that the use of audio-
visual materials results in greater acquisition of
knowledge of facts and ensures longer retention of the
information gained.
K K Ramachandran, Lakshmi K K, K.K. Karthick and
M Krishna Kumar also stated that audio-visual aids
complement the spoken word and help to make a
stronger impact than a mere speech.
Selection of Audio Visual Aids:
The audio-visual aids play a significant role in content
organizing process, but selection of appropriate audio-
visual aids is challenging task for a communicator. As
there are various types of teaching aids, the appropriate
hence selection is the complex problem. There are
various criteria and principles as the basis for selecting
appropriate audio visual aids.
Ram Nath Sharma and S.S. Chandra have suggested
that the effective audio-visual aids may be selected by
employing both criteria:
1. Teaching-learning Objectives and
2. Learning Conditions or structures.
Guidelines for Presenting Visual Aids:
Here are a few guidelines for Presenting Visual Aids:
1. Avoid Using the Chalkboard
2. Display Visual Aids Where Listeners Can See
Them
3. Avoid Passing Visual Aids among the Audience
Soft Skill and Personality Development
4. Display Visual Aids Only While Discussing Them
5. Talk to Your Audience, Not to Your Visual Aid
6. Explain Visual Aids Clearly and Concisely
7. Practice with Your Visual Aids
Conclusion:
There are many kinds of visual aids. If you have access
to the right equipment, you may be able to use a
multimedia presentation. However, you can act as your
own visual aid by performing actions that demonstrate
processes or ideas. No matter what kind of visual aid
you use, you need to prepare it carefully. You will be
most successful you prepare your aids In advance, keep
them simple, make sure they are large enough to be
seen clearly, and use color effectively for emphasis and
visual appeal.
References:
Gupta, Sadhana. Communication Skills and Functional
Grammar. University Science Press, New Delhi. 2008.
(p 267).
Mieder, Wolfgang. Proverbs: A Handbook.
Greenwood Press. Westport. 2004. (p79)
Ramachandran, K K, Lakshmi K K, K.K. Karthick
and M Krishna Kumar. Business Communication.
Macmillan India. New Delhi. 2007. (p 290).
Rather, A. R. (ed.) Essentials of Instructional
Technology. Discovery Publishing House. New Delhi.
2004.
Sampath, K. etc. Introduction To Educational
Technology. Sterling. New Delhi. 2008. (p 80).
Sharma, Ram Nath and S.S. Chandra. Advanced
Educational Technology. Atlantic, New Delhi. 2003.
(p 134).
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 22 The Impact of Personality in Learning Second Language: An Overview
Each language is structured differently, and the
different structures offer users different suggestions to
meaning. So when we learn our first language, our
brain/ mind ‘tunes into’ the way the particular works,
and we learn to pay attention to particular cues to mean-
ing that are most helpful. When we meet a new lan-
guage, our brain/mind automatically tries to apply the
first language experience by looking for familiar cues.
Part of learning a second language is developing new
understandings about the particular cues to meaning
that the new language offers, and that differ from those
of our first language. Second language means learning
and adopting a language that is not your native lan-
guage.
As Tausczik and Pennebaker put it:
Language is the most common and reliable way
for people to translate their internal thoughts and emo-
tions into a form that others can understand. Words
and language, then, are the stuff of psychology and com-
munication. (Tausczik & Pennebaker, 2010)
Kachru (2004) suggested that 333 million people
in India would ‘Use English’- a figure based on survey
by the magazine ‘India Today’ in 1997, which reported
that over one third of Indians claimed to speak En-
glish. For many years, estimates have hovered around
5% or less of the population, which at the start of the
20th century suggests around 10 million speakers, in
2010 around 55 million. According to the National
Knowledge Commission (2009) claims of English that
‘even now, no more than one per cent of our people
Soft Skill and Personality Development
Kishor N. Ingole
Assistant Professor of English
Shivaji College, Hingoli.
use it as a second language, let alone a first language’.
That figure corresponds to the percentage of respon-
dents in the last Household survey, whose interviews
were conducted in English However, the 2001 census
data (realized in late 2009) reports that 10.4% of the
population claimed to speak English as second or third
language-that equates to around 126 million speakers
in 2010.
First it is necessary for us to understand what per-
sonality is and what types of personalities that related
with second language learning. According to Wright
and Tyler (1970), personality is the person who has a
stable character which we can distinguish him/her from
others. Therefore, every individual has their unique per-
sonality. Personality has been defined as “those aspects
of an individual’s behavior, attitudes, beliefs, thought,
action and feelings which are seen as typical and dis-
tinctive of that person and recognized as such by that
person and others.” (Richards, Platt & Platt, 1998) A
number of theories hold that personality factors sig-
nificantly influence the degree of success that individu-
als achieve in learning second language. (Gass &
Selinkar, 1994)
The term ‘Personality’ is generally understood
even though it is not defined to scientific satisfaction.
When we ask questions such as, Is X an introvert or
extravert? Impulsive or Reflective?, Charming or Dull?
etc. We believe that the answers reveal something about
an individual’s personality. The personality has rela-
tion to language learning. Personality theory argues that
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everyone is different and that individuals are charac-
terized by a unique and basically unchanging pattern
of traits, disposition or temperaments. Personality has
however, been studied in a variety of different ways. It
has been viewed as pertaining to different forms of in-
formation processing styles or learning styles.
(Messick, 1994)
According to the Cook, “there are three reasons
for being interested in personality. They are first; to
gain scientific understanding, second, to access people
and next, to change people.” (Cook, 1991) There are
many types of personalities that related to second lan-
guage learning, such as: self-esteem, inhibition, risk-
taking, anxiety, empathy and extroversion. In this pa-
per, I will only focus on traits extroversion and intro-
version which are related with the second language
learning.
Since the 1990’s there has been a growing inter-
est on how personality correlates with the academic
performance. Personality has been conceptualized at
different level of breath. (Mc Adams, 1992) The rela-
tionship between students’ personality traits, (introver-
sion-extraversion) and how students having different
personality traits use different learning styles in learn-
ing English Language at the university level. Simply
put, the introverts are the people who are motivated by
their inner worlds. Their achievement is based on a
quiet learn environment where they would have the
chance to think a work alone. Yet, an extrovert is a
person who has a tendency to focus on the outer world
of people and events. They are social and outgoing.
(Warden & Rusbin, 1987)
Here I would like explain the impact of personal-
ity in learning second language through my own story.
Both my brother and I were born in the same family
and grew up in the same language environment. We
were in the same school, same teachers who taught us
English (L2). My brother is typically introvert person
Soft Skill and Personality Development
and he doesn’t like talking to people in public. Com-
pare to him, I am more active, I love talking to people
and enjoy attending all kinds of meetings and activi-
ties, either inside or outside of the classroom. In En-
glish study field, both my brother and I have a huge
difference. My brother is good at reading and writing
English, he always had a higher grade than me in En-
glish test. But I am better in oral communication. I can
speak English much better than he did. In English class,
both of us felt very good at learning, we were highly
self-confident people. That was another reason why
both of us were the tops of the students in English class.
I also felt anxiety in my English study, too. In English
class, sometimes if someone is doing better than me in
certain of test, especially my close friends or my class-
mates, I would felt very uncomfortable. I would study
hard, tried to pass them next time that would gave me
a great satisfaction.
Based on my personal experiences in learning sec-
ond language as I stated above, I found that the per-
sonality has huge impact in second language learning.
Extrovert people are good at communicative compe-
tence in language learning than introvert people. Intro-
vert people are better in grammatical and literature in
language learning than extrovert people.
The notion of extroversion and introversion are
the trait theories of personality developed in psychol-
ogy. The majority of studies on the personality research
in learning second language have looked at the rela-
tionship between the extraversion and introversion di-
mension of personality in learning second language.
To some extent, extroversion and introversion dimen-
sion of learners’ personality indeed impacts in learn-
ing second language. Especially the impact of the ex-
traversion and introversion dimension in learning sec-
ond language is obvious and remains stable over time.
Extroversion and introversion are the most important
traits in personality that related with second language
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learning. Extroverts are the person who like to contact
with the others and share their thoughts and experi-
ences. They are more openness and enjoy attending all
the activities. Extroverts are very social able and like
to have the parties, they mostly have many friends.
(Shahila & Meenakshi, 2011) But in language study,
they are very easier to distract from the study because
they are lack of concentration for a long period of time
on study. (Shahila & Meenakshi, 2011) On the oppo-
site side, introverts like to hide him inside. They mostly
do not want to or not willing to talk to people, espe-
cially in public setting. They usually just have a few
friends but much close friends. (Shahila & Meenakshi,
2011) Because extroverts like to interact with others
and share their experiences, so they will get most prac-
tice time using their L2 and more language input. They
mostly have the positive impact in learning second lan-
guage, especially in communicative competence be-
cause communication requires many interactions with
others and practice which extroverts are good at.
Schmidt (1983) provided us a very good example how
extrovert people can achieve communicative compe-
tence. A Japanese tourist Wes immigrated to Hawaii;
he didn’t have any English background in Japan. But
he can achieve higher English (L2) proficiency in com-
munication just shortly after he immigrated to Hawaii.
Wes was a super extrovert, he likes going outside to
talk to people in English (L2) and listening to native
speakers feedback, he is also risk taking, he is not afraid
of making mistakes when he uses his L2. Through in-
teraction with the others, he has more chances to prac-
tice his English (L2). Through listen the feedback from
the native speakers, he can correct his mistakes, not
making the same mistake next time. Although his gram-
matical competence was still in lower level, he achieved
higher communicative competence through his inter-
action and feedback. Schmidt (1983) used Wes’ case
to prove that extroverts are good at in communicative
Soft Skill and Personality Development
competence. Without his willingness talking to people
and getting native speakers feedback, he will not able
to achieve communicative competence in learning sec-
ond language. However, on the other side, introverts
have a correlation with learning second language, too.
Many researches also showed that since introverts are
much patient, they are mostly can concentrate in study-
ing than extroverts, they are good at grammar and aca-
demic skills, such as reading and writing which are
not required too much interaction with people. Chen
and Huang (2011) did a survey on 364 high school stu-
dents in Taiwan as subjects who study English as their
L2, and they found out because introverts are using
“meta-cognitive” strategies for planning language tasks,
so they are good at academic skills. Shahila &
Meenakshit (2011) also concluded after a serial of stud-
ies that introverted people are better on reading and
writing in term of learning second language. There-
fore, it is clear that both extroverts and introverts all
have the positive influence in learning second language.
A typical extravert is someone who is sociable,
likes parties, has many friends, needs to have many
people to talk to, craves excitement, takes chances,
often sticks his neck out, acts on the spur of the mo-
ment, and is generally an impulsive individual.’ On
the other hand, they described a typical introvert as
someone who ‘is a quiet, retiring sort of person, intro-
spective, fond of books rather than people: he is re-
served and distant except to intimate friends. He tends
to plan ahead, ‘‘looks before he leaps,’’ and distrusts
the impulse of the moment. He does not like excite-
ment . . . ’ (Eysenck & Eysenck, 1964). These charac-
teristics of learners’ personality will accordingly affect
their thoughts and lives, of course including the learn-
ers’ activities for acquiring their second language. This
paper gives a close attention to the impact of extrover-
sion and introversion in learning second language.
Many theorists claimed that extraverts are the better
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language learners. Extraverts, who tend to be sociable,
are more likely to join groups, more inclined to engage
in conversations both inside and outside the classroom.
(Cook, 1991) As such they take full advantage of lan-
guage-use opportunities. It has been suggested that
extroverted learners will find it easier to make contact
with other users of the second language and therefore
will obtain more input. The classroom learner may also
benefit from being extroverted by getting more prac-
tice in using the second language. Furthermore extra-
verts are believed to be prone to risk-taking and are
likely to try out a larger amount and variety of differ-
ent word types and grammatical structures at a higher
speech rate. In recent years, a more impact of extra-
version and introversion in second language learning
has emerged. In reviewing the literature the impacts of
extraversion and introversion in learning second lan-
guage, two major positions are identified. The first
advocates that, “extroverted learners will do better in
acquiring basic interpersonal communication skills”.
The second maintains that: “introverted learners will
do better at developing cognitive academic language
ability”. Extraverts learners are good learners, Brown
states that, “extraverts needs their self-esteem reaf-
firmed by others and tend to have thick ego bound-
aries and less empathy.” (Brown, 1994) Extraverts are
universally believed to maintain more eye contact and
positive correlation between the eye contact, shoulder
orientation and body orientation indicates extraversion.
Much of the literature to date his indicated that extra-
verts are better language learners. (Dewaele, 2005)
It is difficult to introverts people to acquire second lan-
guage than extravert people. Extraverts and introvert
are the two characterizations of how one relates to the
outside world. Extravert means a person more inter-
ested in what is happening around him than his own
thoughts and emotions. That is to say, extravert expe-
riences the world more through contact with others and
Soft Skill and Personality Development
shared experience than through self examination and
study. If the problem were to come about for an extra-
vert, they would more than just likely find someone to
help. On the contrary, introvert is a person who is more
interested in his own thoughts and feelings than in
things outside himself, he is often shy and unwilling to
speak or join in activities with others. In other words,
an introvert tends to remain “in” oneself. If the same
problems use to arise, that person might open a book
or pace back and forth to come to a solution.
Many researchers have shown that extravert
people acquire a second language better than introverts,
it seem also important for second language learners to
develop personality. That is to say, try to be extravert
while study a second language. As everybody known,
individuality is one thing and personality is another. A
soul is born an individual, but without a personality.
Personality is built after one is born. What the soul has
brought along is hands and legs and face, but not per-
sonality; this is made on earth. Some heredity factors
that contribute to personality development do so but
some potential environment influences that help to
shape personality. It is entirely commendable to de-
vote some thoughts and effort to the improvement of
your personality that can help you to learn second lan-
guage better. (Yan, 2008)
Within the individual difference area of extraversion
Vs introversion, research results are varied and do not
indicate that one personality is better than other. Rather
extraversion Vs introversion studies tend to show that
each is successful in its own language area. For ex-
ample, extraverted personalities may be better for in
class interactions and language experimentation
whereas introverted personalities may be better for
studying grammatical structures and language analy-
sis.
In today’s language classroom, students’ have their
own personalities, how to motivate students in learn-
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ing second language to fit individual students’ learn-
ing needs is extremely important for the teachers and
educators. For those introversion students who are not
good at communicative competent, we need to create
the positive language environment, create the more
chances for students to interact with others, using “role-
play” or “act out and read” to motivate the students to
practice talk using their L2. Eventually, they will be
successful in communicative competence.
Thus we can say that number of theories and care
studies tell that personality factors significantly impact
the degree of success that individuals achieve in learn-
ing a second language.
Works Cited:
Brown, D. Principles of Language Learning and Teach-
ing (3rd Edition) New Jersey: Prentice Hall, 1994.
Chen, M. & Huang, L. Personality type, perceptual
style preferences, and strategies for learning English
as a foreign language. Social behavior and personal-
ity, 2011.
Cook, V.J. Second Language Learning and Language
Teaching, London: Edward Arnold, 1991.
Dewaele, J.M. Investigating the Psychological and
Emotional Dimensions in Instructed Language Learn-
ing: Obstacles and Possibilities. Modern Language
Journal, 2005.
Eysenck, H.J. and Eysenck, S.B.G. Personality and
Individual Differences. Newyork: Plenum, 1985.
Gass, S. & Selinkar, L. Second Language Acquisition:
An Introductory Course. Hillsdale NJ:
Lawerence Erlbaum, 1994.
Soft Skill and Personality Development
Kachru, B.B. Asian English: Beyond the Canon. Hong
Kong: University Press, 2004.
Mc Adams, D.P. The Five Factor Model in Personal-
ity: A Critical Appraisal. Journal of Personality, 1992.
Messick, S. The Matter of Style: Manifestations of
Personality in Cognitive, Learning and Teaching. Edu-
cational Psychologist, 1994.
Richards, J., Platt. J & Platt, H. Longman Dictionary
of Language Teaching and Applied Linguistics. China:
Addison Longman, 1998.
Schmidt, R. (1983). Interaction, Acculturation and the
Acquisition of Communicative Competence. N.
Wolfson & E. Judd (Eds.), Sociolinguistics and Lan-
guage Acquisition. Rowley, MA: Newbury House,
1983.
Shahila, Z & Meenakshi, K. A study on the relation-
ship between extroversion-introversion and risk-tak-
ing in the context of second language acquisition.
School of Social Sciences and Languages, VIT Uni-
versity: India, 2011.
Tausczik. Y. & Pennebaker. The Psychological Mean-
ings of Words: Liwc & Computerized Text Analysis
Methods. Journal of Language and Social Psychology,
2010.
Warden, A & Rusbin, J. Learners Strategies in Lan-
guage Learning. Oxford: OUP, 1987.
Wright, D. & Taylor, A. Introducing Psychology.
Harmondsworth: Penguin Books, 1970.
Yan, Zhang. The Role of Personality in Second Lan-
guage Acquisition. Asian Social Science Journal, Vol-
4 No.5, May, 2008. (www. ccsenet.org/journal.html)
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 23 The Personality Development: Any Time Need (ATN)
We are what we repeatedly do. Excellence, then, is not
act, but a habit. -Aristotle
Introduction:
In every field and any time the personality
development is most essential and need of time for
everyone. So, we have to aware of the term personality
development. The word is the combination of the two
words i.e. personality and development. The words
themselves suggest that the development of us is very
crucial. There are many institutes are focusing now days
on this activity. The word is very easy to utter but what
is meant by the personality development? It is the not
only looking good any to wear high standard clothes.
If anyone thinks like this, then it’s completely wrong.
The personality is the very broad term which takes an
account the physical as well as the mental state of
individual. At the same the manners are also come
under the personality development itself. The
personality development is useful anywhere in our life,
whether you are going to face an interview or your daily
working place; your overall personality plays a very
crucial role in determining your success. This is the
reason why people give very much importance to the
personality development.
In the realm of the competition, we all are aware
about the various techniques to deal with the issues of
the personality development that we face in our
personal and professional life. The most important of
them is the issue about our own selves. Sometime we
can think that certain outer forces are important but
instead of that the internal things are very important
which are responsible to get the desired results of our
work itself. For this we have to develop ourselves and
Soft Skill and Personality Development
Jaybhaye Vithal K.
Late Ramesh Warpudkar College, Sonpeth
Dist. Parbhani-431516 MS
to realize the importance of the good personality as the
total development of our life.
What is personality development?
The personality development or the personal
development is nothing but the enhancement of us to
some definite height of the skills which are necessary
for the growth and success in our life itself and can be
responsible to happiness in one’s life. The life skills of
the personality development are like the pillars in the
path of our whole carrier, hence our success or failure
can be dependable on it. If we begin our life with certain
wrong life skills, we can be loose our path totally and
no one can avoid the fall of his life as well as carrier.
So, for long lasting carrier and development in our life
in terms of success and happiness we need to develop
ourselves first. The personality development not just
the addition of your overall look but hoe you conduct
with others that are an important as your visual
appearance.
Everyone has some great qualities in
themselves. Someone plays cricket very well, someone
is great in singing or someone is brilliant in organizing
and combining people. These are our skills on which
we can stand ourselves very confidently. However these
life skills are with us anytime and anywhere by which
we can we prove ourselves in our field or work. Hence
the personality development is an activity by which
we can reach to our goal. For the good acquisition of
the personality development, we has to acquire some
principles, those are as follows. According to the great
writer Stephen R. Covey there are following important
things in our life by which one can be the perfect person.
As David Starr Jordan says, “There is no real excellence
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in this entire world which can be separated from right
living.” (The Seven Habits of highly Effective People,
6) This suggests that, the real excellence can be acquired
not gifted by any godly power. He great men achieved
the goals in their life by the painstaking efforts for
success. They found “themselves struggling with an
inner hunger, a deep need for personal congruency and
effectiveness and for healthy, growing relationships
with other people.” (The Seven Habits of highly
Effective People, 6)
Some Points of the Personality Development:
The first important step to develop personality
is the quest to develop personality and to know you.
Apart from this, our character is responsible to
composite to our habits itself. As Covey writes, “Sow
a thought, reap an action; sow an action, reap a habit;
sow a habit, reap a character, reap a destiny.” Our habits
are the powerful factors to create new things in our
life. The habits of our character must be consistent
which can creates and express ourselves in effective
mood. Nonetheless, the character or knowing yourself
is not means to know about your favorite color, food,
clothing etc. It is about to know your limitations and
positive aspects thoroughly. You have to aware about
your abilities and when to use them in your life
powerfully. You have to analyze the things which you
have and have not. You have to understand your nature,
whether short tempered or panic easily, which can be
harmful or useful to your personality development.
Apart from the character and habits, we have
to be careful about the comparing your strengths and
weaknesses with others, by which you can afford the
problems in your work. We are different from others,
by which you can prove properly yourself in your work
skillfully. Everyone has his or her own set of talent by
which he or she can be better than others. There are
certain things which you can do but no one can do like
you, this is your strength. So be confident about your
strengths and weaknesses and do not compare yourself
to others. It does more benefit to your work. So, you
have to love yourself first and then think and compare
with others.
Soft Skill and Personality Development
The next important characteristic of the
personality development is the positivity in us. A very
important part that is required to achieve anything in
life is a positive attitude. Anyone can be unhappy due
to some defects of our personality we can be unhappy
but this unhappiness affect our personality
development. There are situations where you have to
look positively to our life. The positive attitude also
makes your friendly and cheerful approaches, which
on the whole reflects in your personality. With this you
should be courteous to yourself as well as others, which
can impress to others and you too. You need to have an
attitude that is pleasing to that you are welcomed
wherever you go. You have to be always helpful to you
men, which can be the remarkable trait among your
personality.
With these, for the personality development the
body language and appearance is very important. Your
personality itself is central among all other
characteristics. You have to dress up very well with
the positivity in your body language. Hoe you walk,
talk, sit, eat and how you behave when others are talking
to you and others totally. This can be the huge impact
of your personality. Your body language is therefore a
very important aspect of your personality development.
You have to acquire the relaxed posture and walk
upright with the confidence. Do not drop the shoulders
during the work. Your behavior and talking must be
relaxed but not affected by the surroundings. With this
your eye contact should be very calm and simple one,
by which you can prove you the good personality
among the men around you. Have a good body
language, which will be the strength of your personality.
One important tool of the personality
development is your physique. The good physique is
the crucial tool of the personality development. It can’t
be denied the importance of the good physique. It is
very important part of the personality. If you have the
good physique, you can think about yourself and your
health. So, for the good physique you have to start the
exercise.
The speech is another tool which plays very
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vital part among your personality development. Your
speech can be the best helper of you. By speaking well,
you can attract the people around you. You have to
acquire the decent style of speaking among your act.
You have to simple and lucid language, which can be
understood by everyone. Try to use the perfect language
which you have acquired and has command over it. In
speaking, your speech is more important; that when to
speak instead of that what to speak is crucial. Use words
carefully because they are the two aged sword, if you
use properly they can praise you but if use them wrongly
they will through you away from the men along with
you as well as your efforts.
The last and very important tool of the
personality development is your confidence. You have
to be confident where and what you are doing. Your
confidence says that you are well aware of your
strengths and weakness. So, believe in yourself by
which you can prove yourself in your work. This type
of confidence can give you moral and physical boost,
by which you can be the victorious among your work
Soft Skill and Personality Development
very well. For this, you have to read motivational
slogans and the autobiographies of the great
personalities and the history of India, which can be the
real path of your successful personality development.
.
Conclusion:
These are the certain important points to make
yourself the perfect person among your men. If anyone
tries to follow these tools for the personality
development, he or she can be the best person. Apart
from these, there are certain other points includes in
the personality development like meditation, regular
yoga which can improve your personality.
References:
01. The Seven Habits of Highly Effective people,
Stephen R. Covey, Franklin Covey Co., London,
1989.
02. www.personalitydevelopment.com
03. www.You Can Win Shiv Khera. com
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 24 Interview Techniques
Joshi Arati Ashok
BA Ty, Nagnath Arts,Sience &Commers Collage
Aundha Nagnath Dist Hingoli
Introduction
Interview which is last step in the process of get-
ting a job or selection for a particular post, should be
faced with self as confidence .an interview can be de-
scribed as a formal meeting at which people are asked
question by an interviewer or a panel of interviewer to
find out if the are suitable for a job or a course of study.
We have to face interview for not only government jobs
but private jobs also such as ;in companies, office,
hotels etc.
A good academic background is essential for be-
ing able to find a job of your choice beside this, now a
days, previous experience also given importance one
should seriously prepare for interview, because , the
employers take a final decision during or aster inter-
view, they may select one or few out of plenty appli-
cants of same qualification and capability .
2) Types of Interview
There are three types of interviews
A)Formal interview:
B)walk in interview
C)online interview
A) formal interview:
Formal types of interview follows a formal
process.applicant have to respond an advertisement in
the form of an application.Then after screening inter-
view call letters are send .the applicant have to be
present at the venue at giving date and time to face
interview with original documents and testimonials.
B) walk in interview
Soft Skill and Personality Development
Joshi Anagha Ashok
BA Sy, Nagnath Arts,Sience &Commers Collage
Aundha Nagnath Dist Hingoli
Walk in interview are held, some times times, be-
cause of the lock of time.in such type screening of ap-
plications, sending interview call letters each avoided.
eligible candidates are in informed that be present at
venue on the date at such and such time, along with
necessary documents and testimonials
C)online interview:
The present age is the age as mode in
techonology.the applicant are asked to submit online
application. then sometimes,online interviews. Then
sometimes, online interviews are conducted. since the
applicant mentions his/her landline are mobile num-
ber, the interview calls the applicant and conduct an
interview.
3) Interview technologies
One should be serious regarding interview. It is
the last step in the way of getting job. failure in inter-
view spoils efforts taken at early stages.that means suf-
ficient efforts should be taken in the form of prepara-
tion for interview.right from your hair style to shoes.
Following are some techniques for facing inter-
view particularly conducted for jobs.
1) The present at venue before atleast one our so that
you will be familiar with atmosphere
2) Wait for the announcement for your name, knock
the door, ask permission and then enter in the room/
chamber
3) Meet the people in the room in a pleasant way
and don’t seat on the chair unless they ask you to seat
4) Listen carefully the questions asked, and answer
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the questions clearly, mentain the moderate tone as well
as speed
5) Don’t interrupt the interviewer don’t ask questions
to them
6) Avoid repetition of words, long silemees, and
fillers etc.
7) Instead of answering in ‘Yes/no’type.answer in
complete sentences. try to speak in simple sentences,
avoid technical terms archaic words etc
8) Don’t say that ‘I don’t know the answer’ simply,
say that ‘I am sorry’,If you don’t know the answer
9) Don’t argue with interviewer, don’t talk nega-
tively, or avoid criticizing former teachers, friends or
employers
Soft Skill and Personality Development (74)
10) Unless the interviewer tell u that the interview is
ended,don’t get up from your chair.Thanks all the
peoples in the room before walking out of the door
closing it softly behind you
Conclusion:
The importance of ‘interview’ in the life of a job
seeker is invaluable so one should prepare will for that,
the above mentioned techniques, may not be complete,
but at least, will help the applicant, to some extend
preferences
References
1)’radiance’ communication skills, orient black swami
Mumbai 2009
2)’Google
3)Wikipedia
ISBN - 978-81-925458-3-7
 25 Elocution: The Art of Speaking
In speaking, as in any form of communication,
there are five basic elements, often expressed as “who
is saying what to whom using what medium with what
effects?” It is important what one says but equally im-
portant, perhaps more important is how one says it.
After all, it is not what comes out of the mouth, but
how it’s delivered. The style, tone and body language
add up to the actual message. Elocution is the basis of
effective communication skills. Elocution is the art of
clear and concise manner of speaking, with clarity of
meaning and thought. Elocution originates from the
word ‘eloquence’ – fluent, elegant or persuasive speak-
ing. It is the knowledge of expressing strong emotions
in striking and appropriate language and with the power
of persuasion. Effective speech has deep roots in elo-
cution – the pronunciation, the accent, the grammar,
the tone and the body language play a key role in form-
ing a meaningful and desired message. Elocution is
considered a key aspect of learning the art of commu-
nications. As elocution is an art, it can be studied with
toils. The key principles of elocution are as follows:
I. Articulation:
Articulation is the act of vocal expression and
enunciation. It is the act or manner of producing a
speech sound. How a person phrases the message and
enunciates it, how one puts the thoughts into proper
words is the most important aspect of effective speech.
II. Inflections:
Inflection is bending or sliding the voice either
upward or downward. This is where one needs to know
grammar. Inflection is the modification of a word to
express different grammatical categories such as tense,
grammatical mood and grammatical voice. Proper in-
Soft Skill and Personality Development
Kittekar Utkarsh Bhikajirao
Dept. of English,
Majalgaon College, Majalgaon
flection is very useful to express mood, contrast, irony
and sarcasm etc.
III. Accent and Emphasis:
How a person pronounces, formulates and stresses
different parts of speech makes a big difference. By
nature and by habit, our accent and the way we speak
are always affected by our social surroundings and the
mother tongue. It is important to understand the right
accent and how to use it for a proper emphasis on the
right syllables. Accent is a large part of expressions
and how the listeners perceive you, as a result.
IV. The Voice:
The natural pitch of the voice and how we use
different vocal ranges add to the effectiveness of the
speech. The quality and the control of the pitch make a
big difference. To avoid monotony, the voice should
rise above or fall below the keynote (our natural voice
pitch). Our voice should vary and ‘move’ with the
change in the mood or sentiment.
V. Gesture:
Gestures include movement of the hands, facial
expressions, or movement of other body parts. This
pertains to the attitude and the mannerism of the
speaker. For effective communications, gestures play
a very important role and are often used to emphasize
the message. Our gestures should match the contents
of our speech.
VI. Instructions for Reading Verse:
This relates to effective reading of a verse, how to
use proper inflection and proper stress for an effective
delivery of the verse. Understanding the poetic pauses
and similes can greatly enhance the effectiveness of
the message.
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For a meaningful and effective communications, the
art of elocution plays a significant role. All the key
principles discussed above deal with the way and
method of presentation of the existing matter with a
speaker. Besides being a good presenter, it is also very
much necessary for a good speaker to possess some
other qualities that enhances the effect of the speaker.
A good speaker must be a good listener fist of all. He
should keep his ears open and alert to gather whatever
impressions and information he can from the surround-
ing atmosphere and people. A good speaker develops
from good reading. The art of speaking stands solidly
on the base of good study. That helps to use various
examples and references from different areas. The study
of human psychology assists a lot to a speaker. He can
judge well the mind set of the people before him. The
speaker can win them due to that. In this way, we find
that elocution is very important in the matter of mak-
ing our speech more effective and overwhelming.
References
1. Bovee, Courtland and John V Thill, Business Com-
munication Today, 8th ed. Pearson Education, New
Delhi, 2008.
Soft Skill and Personality Development
2. Gerson, Sharan J., and Steven M Gerson, Techni-
cal Writing: Process and Product. Pearson Edu-
cation, New Delhi, 2008.
3. Guffey, Mary Ellen., Business Communication:
Process and Product. 3rd ed. Thomson and South-
western, 2004.
4. Lesikar, Raymond V., John D Pettit, and Mary E
FlatlyLesikar’s, Basic Business Communication,
10th ed. Tata McGraw-Hill, New Delhi, 2007.
5. McGrath, E. H., S.J, Basic Managerial Skills for
All, 8th ed. Prentice-Hall of India, New Delhi,
2008.
6. Murphy, Herta, Herbert W Hildebrandt, and Jane P
Thomas, Effective Business Communication. 7th
ed. Tata McGraw-Hill, New Delhi.
7. Raman, Meenakhshi, and Prakash Singh, Business
Communication. O U P, New Delhi, 2008.
8. Stuart Bonne E., Marilyn S Sarow and Laurence
Stuart, Integrated Business Communication in a
Global Market Place.3rd ed. John Wiley India,
New Delhi, 2007.
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 26 Mental Health of Player and Non Player Students
Vaykos G.P.
Dept. of Psychology,
B. Raghunath College, Parbhani.
Introduction
Participation in regular physical activity provides
a large range of physical and mental health benefits.
The specialized field of sports psychology has
developed rapidly in recent years. The importance of a
sports psychologist as an integral member of the
coaching and health care teams is widely recognized.
It has been common knowledge that exercise is good
for one’s physical health. In recent years, however, that
it has become common place to read in magazines and
health newsletters that exercise can also be of value in
promoting sound mental health. The World Health
Organization defines mental health as “a state of well-
being in which the individual realizes his or her own
abilities, can cope with the normal stresses of life, can
work productively and fruitfully, and is able to make a
contribution to his or her community” (Stephen et.al,
2005). Neither mental nor physical health can exist
alone. Mental, physical, and social functioning are
interdependent. In recent years, there has been evidence
of disturbingly high rates of mental ill-health among
adolescents and even younger children, ranging from
low-self-esteem, anxiety and depression to eating
disorders, substance abuse and suicide (Sallis and
Owen, 1999). Research suggests two ways in which
physical activities can contribute to mental health in
adolescents. Firstly, there is fairly consistent evidence
that regular activity can have a positive effect upon
boys and girls psychological well-being. Secondly,
research has indicated that physical activity can
contribute to the reduction of problematic leaves of
anxiety and depression. Evidence is beginning to be
gathered for exercise as a treatment for clinical
Soft Skill and Personality Development
Kokil Santosh B.
Head, Department of Sports
Shri Shivaji College, Parbhani.
depression, with studies finding that physical activity
is as effective a treatment as anti-depressants (Dimeo
et.al. 2001), an psychotherapy (Martinsen, 1994).
Similarly, a variety of non clinical studies have found
that higher levels of activity were related to lower rates
of depression (Hassmen et.al., 2000). A position
statement of the International Society of Sport
Psychology (Singer, 1992) drew out numerous mental
health benefits of physical activity from the research
literature, including reduced state anxiety, neuroticism
and anxiety, mild to moderate depression and various
kinds of stress. A review of current literature indicates
that people who participate in sports an organized
recreational activity enjoy better mental health, are
more alert, and more resilient against the stresses of
modern living. Participation in recreational groups and
socially supported physical activity is shown to reduce
stress, anxiety and depression and reduce symptoms
of Alzheimer’s disease (Carcach & Huntley, 2002).
Hypotheses
i) There will be a significant difference between
sports players and non players on mental health.
ii) There will be no significant effect of gender on
mental health of sports players.
Methodology
The study was conducted through descriptive
survey method of research.
Sample
In the present study convenient sampling
technique was applied to get sample of 100 students.
50 males and 50 females were included in the sample.
A total of 100 subjects (player and non player college
going student) were selected for the present research
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study. The area was limited to colleges under SRTMU,
Nanded. The detailed break-up of the sample is given
below. Only those students were selected who belongs
middle class family and who have good physical health.
Variables
v Independent variables :
a) Gender - Male & Female
b) Type of students – Players & Non-players
v Dependent variables :
Mental Health.
Research tools
Mental Health Check-list by Pramod Kumar
(1992) was used for the present study. Mental Health
Check-List. This mental Health Check-List (MHC)
consists of 11 items – 6 mental and 5 somatic, presented
in a 4 point rating format. The spilt-half reliability,
correlating the odd-even items (applying the Spearman-
Brown formula for doubling the test length), has been
found to be .70 (N=30) with an index of reliability of
.83 (Garrett, 1961).The test-retest reliability has also
been studied. It has been found to be .65 (N=30) with
an index of reliability of .81 the retest wad given with
a time interval of two weeks. The r-values of .70 and
.65, respectively, have been found to be significant at
.01 level of confidence, showing that the test is reliable
in terms of its both internal consistency and stability
of scores. The face validity of the MHC appears to be
fairly high as items were prepared by asking teachers
of psychology to list all such symptoms, which,
according to them, showed poor mental health.
Procedure
The data was collected from the various colleges
which are affiliated to Swami Ramnand Teerth
Marathwada University, Nanded. The subjects were
first explained about the aim of the research study,
thereafter mental health inventory given by Pramod
Soft Skill and Personality Development
Kumar (1992) was administered. The subjects were
assured confidentiality of their responses.
Results & Discussion
Table 1: Statistical comparison of mental health
scores between player and non- player students.
Table 1 presents the mean scores for the level of mental
health of players and non-players which are 21.44 and
24.70 respectively. Standard deviation for players is
4.74 and for Non-players is 3.30. The t-value calculated
for the two groups comes out to be 5.61 which is
statistically significant at p<0.01 level, thus the
hypothesis that there will be a significant difference
between sports players and non players on mental
health. is accepted. These results are in agreement with
the conclusions reached by Gahlawat O.P. & Gahlawat
P. (2012). Male player subjects are found more positive
self-evaluation, integration of personality, autonomy
and environmental mastery than male non player’s
subjects and over all mental health there is significant
difference between male player and male non -player
subjects.
Table 2 : Statistical comparison of mental health
scores between male player and female player
students.
Table 2 indicates the mean scores for the level of mental
health of male players and female players which are
20.94 and 21.94 respectively. Standard deviation for
male players is 4.49 and for female players is 4.93.
The t-value calculated for the two groups comes out to
be 1.05 which is statistically not significant at any level,
thus the hypothesis that there will be no significant
effect of gender on mental health of sports players is
accepted.
The research literature suggest that sports and
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physical exercise is related not only to a relief in Stephen, D. E., Humphrey, S. B., Ngcobo, D. J.,
symptoms of depression and anxiety but it also seems Edwards and Palavar, K. 2005. Exploring the
to be beneficial in enhancing self-concept, self-efficacy, relationship between physical activity, Psychological
confidence, ability to understand, ability to get along well-being and physical self- perception In different
with others, work with others and ability to take exercise groups. South African Journal for Research
responsibilities and capacity for adjustment. The overall in Sport, Physical Education and Recreation, 27(1): 75-
positive patterns of the meta-analytic findings for these 90.
variables lends greater confidence that sports has an
important role to play in promoting sound mental
health.
Conclusions
In the present study a significant difference is
found between sports players and non players on mental
health. It means sport players have good mental health
compared to non players. This study also indicates no
significant effect of gender on mental health of sports
players.
References
Carcach, C. Y., Huntley, C. 2002. Community
Participation and Regional Crime. Australian Institute
of Criminology. Trends and Issues in Crime and
Criminal Justice Number 222. (Canberra: AIC).
Dimeo, F., Bauer, M., Varahram, I., Proest, G. and
Halter, U. 2001. Benefits of Aerobic Exercise in
Patients Withmajor Depression: a pilot study. Brit. J.
Sports Med., 35: 114-117.
Gahlawat O.P. & Gahlawat P. (2012), A Comparative
Study of Player and Non- Player Students in Relation
to Mental Health, Journal of Exercise Science and
Physiotherapy, Vol. 8, No. 1: 43-47, 2012.
Hassmen, P., Koivula, N. and Uutela, A. 2000. Physical
Exercise and Psychological Well-being: a population
studyin Finland. Prev. Medicine, 30(1): 17-25.
Martinsen, E. 1994. Physical Activity and Depression:
clinical experience. Acta Psychiatrica Scandinavica,
377, pp. 23-27.
Sallis, J. and Owen, N. 1999 Physical Activity and
Behavioral Medicine. Thousand Oaks, US: Sage.
Singer, R. 1992. Physical Activity and Psychological
Benefits: a position statement of the International
Society of Sport Psychology (ISSP). The Sports
Psychologist, 6, pp. 199-203.
Soft Skill and Personality Development (79) ISBN - 978-81-925458-3-7
 27 Interview and Interview Techniques
Waghmare Mahesh R.
Research Sholar, TMV,
Pune
Introduction:
Interview is a formal meeting at which people are
asked questions by one or a panel of interviewers to
find out if they are suitable for a job. It is a meeting of
people face to face, especially for consultation. The
word Interview means meeting, discussion conference,
examination, evaluation interrogation, talk and dia-
logue.
A conversation in which one person (The inter-
viewer) elicits information from another person (The
subject or interviewee). A transcript or account of such
a conversation is also called an interview.’ [http://
grammar.about.com/]
How to face Interview:
It is true that interviews are not only a test of your
subject knowledge but are also a means for the people
on the other side of the table to find out the good quali-
ties, manners and attitudes. Before face the interview
we have to focus on some tips which are given below:
1. Prepare few questions which will be asked in the
Interview, such as: Introduce yourself in briefly?, How
will you contribute to the field where you have worked?
2. To concentrate on the subject or area related to
the interview.
3. To produce a folder or file with your documents.
4. To check the interview call letter sent to you to
see if there is anything you have missed.
5. To wore proper clothes and shoes.
6. To reach the venue before half an hour for inter-
view.
Soft Skill and Personality Development
Landage Ramesh A.
Research Scholar,TMV,
Pune
7. Be comfortably and relaxed at the place where you
have goes to face the interview.
8. Think positive, pleasant thoughts and try to regu-
late tour breathing to remain calm.
Interviews have an internal structure that consists
of a beginning, middle and an end. The first part re-
lates to preliminaries, such as greetings, introduction
and opening remarks of a general nature. The middle
part involves the real exchange of questions and an-
swers that will allow the people concluding the inter-
view to assess the candidate. The concluding part of
the interview remarks the signal that of end of inter-
view, expressions and gestures and clarifications of the
interviewee.
Techniques of Interview:
Interviews are to be made for only job in compa-
nies and institution. Interview is a talk or meeting,
where candidate has follow the instructions to be pub-
lished in an advertisement such as resume, certificates
and testimonials to the place where an interview is con-
ducted. Being a form of oral communication, interviews
are usually conducted face-to-face, but this is now also
being done with the help of internet as conferencing-
interview. There are few techniques of interview can
be given below:
1. To wait for your name to be announced and to
enter with the permission such as May I Come in Sir?
2. To make the acquaintance of the people in the
room formally but in a pleasant manner.
3. Do not sit down until the panel expert to be said.
(80) ISBN - 978-81-925458-3-7
4. Be conscious about making eye contact with the
panel expert and relaxed body posture with steady voice
of tone, which should not be too loud or too short.
5. Do not interrupt the interviewer and allow him/
her to finish speaking before you answer a question or
react to a statement.
6. Listen carefully and answer clearly or avoid re-
peat themselves.
7. Do not impress the panel expert, but only told them
what you have known.
8. Avoid repeating yourself, long silence, fillers, such
as hmm..’, er..’, you know..’, and okey.
9. Avoid answering with Yes or No.
Soft Skill and Personality Development
10. In case the question is not understood, politely asks
them to repeat the question, for example: I am sorry,
but could you repeat the question, please.
11. Express your opinions politely, but not aggres-
sively.
12. Do not make arguments or speak negatively.
13. Do not boast or display your knowledge, skills
and experience, but if asked state your achievements
in simply and honestly.
14. Do not stand-up until the panel expert said.
In this way, we can say the interview is not a test but a
talk or meeting to find out the good qualities from the
students.
Work cited:
http://grammar.about.com/od/il/g/interview-term.html
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 28 Vocational Training and Communication Media - Effective Tools For
Personality Development
Assistant Professor, Department of Soil and Water Conservation
Engineering College of Agril. Engineering and Technology, VNMKV, Parbhani
Personality is a term that has many general mean-
ings. Allport who devoted most of his time for research
on personality defines: “personality is the dynamic or-
ganization within the individual of those psychologi-
cal systems that determine his unique adjustment to
his environment.”This definition is very comprehen-
sive and includes all aspects of an individual’s person-
ality. Here, the word ‘dynamic’ means that personality
is undergoing a constant change but is still organized.
Human personality is a very complex phenom-
enon. Personality is not a fixed state but a dynamic
totality, which is continuously changing due to inter-
action with the environment.The conduct, behaviour,
activities, movements and everything else concerning
the individual are known as personality. It is the way
of responding to the environment; the way in which an
individual adjusts with the external environment is
personality. In modern time also, for a layman, person-
ality means the effect and influence of an individual
on other people. Learning plays a very important role
in the making of one’s personality. In order to explain
the dynamics of one’s personality, it is sometimes con-
venient to refer to the various types of learning, which
a person is able to exhibit in his behavioural range.
In an era of science and technology commercial
farming is a rule rather than traditional farming. Tha
farmers of tooday need more knoweledge , more skills
and more modern concepts than there fore fathers. In-
deed they have to be an innovative to make a living in
this competitive world.
Numerous institutional and non institutional com-
munication sources are actively engaged in transmit-
ting technical know-how up to the farmers. The sources
Soft Skill and Personality Development
M.R.More
of new strategy of agriculture will largely depend upon
on ability of extension worker to involve large num-
ber of farmers in intensive agricultural production
programme and to make them aware of full knoweledge
for adoption of new technology. The strategy of increas-
ing the agricultural production and improving the eco-
nomic conditions of the farmers mostly depends on
their knowledge level and adoption behaviour of im-
proved package of practices of different crops.To in-
crease the knoweledge level and change in their adop-
tion behaviour, government and voluntary organiza-
tions had launched number of extension programmes
from community develioment programme up to train-
ing and visit system, after independance this activity is
also run by krishi vigyan kendras which are established
in each district of each state in the country by Indian
Council of Agricultural Research, New Delhi.
Krishi Vigyan Kendras are going to play a deci-
sive role in rural development effort in India. Man
power is the greatest resource for any country if they
are well educated, professionally qualified, continue
to be trained in advanced science and technology to
improve their pesonality. Krishi Vigyan Kendras are
being developed to serve as ‘light house’ for rapid ag-
ricultural and rural development. It operates on the prin-
ciple of ‘teaching by doing’ and ‘learning by doing’.
The training to the farmers has been conceived as the
critical inputs for rapid transfer of agril. technology
and for accelerating agril. production.
In a developing country like India, most of the
population lives in the villages and engaged in the agril.
occupation which is their main stay of life. The voca-
tional training for improving their efficiency of the
(82) ISBN - 978-81-925458-3-7
production on one hand and promoting self employ- tensive and precision farming techniqueswill be the
ment on the farms on other is the prerequisite for rapid successful guidelines for sustainable agriculture in fu-
rural development. ture.
Hamblin ( 1974) defined training as an activity National agricultural research system is employ-
which deliberately attempts to improve a persons skill ing multimedia very fast for information communica-
on a job. Training provides an investment in human tion and dissemination to all its stakeholders. The
beings and therefore the time, money and energy ex- farmer who is the actual person who can directly bring
panded over this are bound to pay rich dividends. While about an improvement in efficiency and productivity
imparting training the attitude of the trainees not only in agriculture. According to Dr. Benor Agricultural
get sharpened but also moulded to suit ever changing Extension is the process of carrying the technology of
needs of environment., the society and technology. scientific agriculture to the farmers in order to enable
Indian agriculture is set to face new challenges him to utilize knowledge and a better economy.
from the devloped countries in the WTO regime. To Cyber extension involves use of power of online
meet these challenges, agriculture sector in India needs networks, computer communications and digital inter-
tangible improvement in terms of cost , quality and active multimedia to facilitate dissemination of agri-
out put. To fulfill these needs , Indian farmers must be cultural technology. It includes effective use of infor-
well informed about the latest trends in agriculture in- mation and communication technology, national and
dustry, i.e new techniques of farming, new methods of international information networks, internet, expert
cultivation, new crops, seeds, insecticides, pesticides, systems, multimedia learning systems and computer
water and nutrient management, marketing of the prod- based training systems to improve information access
ucts. This could be possible only with the farmers in- to the farmers, extension workers, research scientist
terface millennium trchnology that is information and and research managers.
communication technology( ICT). The widespread
availability of information and communication tech-
nologies-computers, digital net works, telecommuni-
cation, television, radio etc. in India in recent years
have led to unprecedented capacity of dissemination
knowledge and information to the rural population.
Extension process is highly affected by changes of in-
formation technology and can create revolution in ag-
ricultural system as they provide improved and sophis-
ticated communication media to extension workers and
the farmers. The use of such, make extension methods
more efficient.
There is significant shift from agriculture supply
driven to demand driven paradigm in new emerging
and changing economic policy. It is viewed that future
agriculture growth would be information driven. New
information must reach to the ultimate user at the fast-
est speed to harness its potential benefits. Information
like seed, water, nutrient and plant protection are im-
portant inputs for successful farming. Knowledge in-
Soft Skill and Personality Development (83) ISBN - 978-81-925458-3-7
 29 Telephone Conversation: An important part of
Daily Life Communication.

Mundhe R. D.
H.O.D. English
Sant Tukaram Arts and Science College, Parbhani
The phone rings, we pick up the receiver and the logues in between the caller and the receiver. These dia-
first word we always use is hello. We cannot imagine our logues can prove beneficial for the improvements of the
life without telephone or the mobile phones. In the mod- learners.
ern world telephone and the cell phones are the most Dialogue 1 (Formal):
powerful mediums to share our thoughts, feelings and (The phone rings in the Laxmi Electronics.)
ideas with other person. There are two main types of Receptionist: Good morning. Laxmi Electronics.
communication, verbal communication and non verbal Caller: Hallo, may I know the prise of Sony colour T.V.?
communication. In these two types a person is speaking Receptionist: Yes sir, we are here in your service. Sir,
directly to other person. But in telephone conversation would you please tell us about the size of display screen
though a person is communicating with other person, it you want for the T.V.
is not direct communication. It is a communication with Caller: I want the display size in 21 inches.
a caller and a receiver. It is possible due to telephone Receptionist: Thanks for the information sir. We have
instrument. It can be considered as an air communica- the model of 21 inches Sony colour T.V. in stock and it
tion. In telephone conversation, two factors are impor- costs 21500 /-.
tant. One is a caller and other is a receiver. Caller is he Caller: O.K. is there any discount?
who dials a number on the telephone and the receiver is Receptionist: Sir, actually the discount is not given by
he who receives the telephone receiver from the other the company but our shop Laxmi Electronics gives 5%
side where the bell rings. After receiving the phone from discount on each purchase.
the other side, two persons can make communication. Caller: Oh, that’s great. I will come to buy the T.V. in the
It is the technical process of telephone conversa- evening.
tion. But the matter begins here. The next important thing Receptionist: You are welcome sir.
is to make a dialogue on the telephone and for most of Caller: O.K. bye.
the people it is a difficult task. Generally telephone con- Receptionist: Bye sir, and have a nice day.
versation begins with the word hello uttered by the re- Dialogue 2 (Formal):
ceiver. After this word the caller will also say hello and (The phone rings in Anita’s home.)
he will tell his name and then he will take the name of Anita: Hello. Anita Sharma.
the person to whom he wants to speak on telephone. Tele- Caller: Hello. Could I speak to Mr. Ashish Sharma,
phone communication is the effective medium of com- please?
munication. One must be aware about how to make a Anita: May I know who is calling?
telephone conversation, how to answer on telephone, how Caller: I’m Sameer, his colleague.
to attend the phone call as a receptionist, how to deal Anita: Just hold on please. Mr. Ashish will talk to you in
with the wrong number etc. a moment.
After this theoretical interpretation, in this research Caller: Thank you.
paper I will try to make analysis of some of the skills of Dialogue 3 (Informal):
telephone conversations. Here I am providing some dia- (The phone rings at Archana’s home.)

Soft Skill and Personality Development (84) ISBN - 978-81-925458-3-7

Archana: Hello.
Caller: Hi, Archana, This is Rohit.
Archana: Hi, Rohit, what’s up? (Generally what’s up is
used in informal discussion for what is going on.)
Caller: Nothing much. Just called to remind you about
tomorrow’s meeting.
Archana: Thanks for reminding me, Rohit. It is about
our school batch get together, isn’t it?
Caller: Yes, Just wanted to make sure you’ll be there.
Archana: I will. Don’t worry.
Caller: Bye then.
Archana: Bye, Rohit.
Dialogue 4 (Informal):
(The phone rings in Gautam’s home.)
Gautam: Hello. 224466.
Caller: Hey, Gautam. It’s a great pleasure to hear you.
Where’ve you been all these days?
Caller: I was at football coaching camp.
Gautam: O.K. we will meet you at the college canteen.
Caller: O.K. bye.
Gautam: Bye.
These are some formal and informal dialogues which
are helpful for telephone conversation. Now let’s see some
other types of telephone conversations. These are as fol-
lows-
- Dealing with a wrong number.
- Taking and leaving messages.
In telephone conversation, several time we have to deal
with
the wrong number, we have to ask for someone and we
have to take and leave messages. It can be seen from the
following dialogues.
Dialogue 5(Formal):
(The phone rings at Sandeep’s home.)
Sandeep: Hello.
Caller: Hello, can I speak to ADV. Leena, please?
Sandeep: Which number d’you want?
Caller: 22444556.
Sandeep: I’m afraid you’ve got the wrong number. This
is 224444456.
Caller: Oh, I’m sorry.
Sandeep: That’s okey.
Dialogue 6
(The phone rings in Adv. Qazi’s office.)
Soft Skill and Personality Development
Secretary: Hello. Adv. Qazi’s office.
Caller: Can I have an appointment with him? I have to
discuss some property issue.
Secretary: I am sorry sir. Adv. Qazi deals only criminal
cases. I think u have to dial Adv. Vilayat Qazi who deals
with property disputes. You have dialled at Adv. Inayat
Qazi.
Caller: I am so sorry.
Secretary: That’s all right.
Now let’s study a few examples
of Taking and Leaving Messages on telephone.
Dialogue 7 (Formal):
(The phone rings at Mr. Kulkarni’s home.)
Mrs. Kulkarni: Hello.
Caller: Hello, I’m Kailas. Could I speak to Mr. Kulkarni,
please?
Mrs. Kulkarni: He is not at home. Can I take a message?
Caller: Yes. Please tell him that I have called him. If pos-
sible for him, please tell to call me at 7856321423. It’s
urgent.
Mrs. Kulkarni: Could you repeat the number please.
Caller: 78-56-32-14-23. Have you got it now?
Yes. 78-56-32-14-23. I will tell Mr. Kulkarni that you
called.
Caller: Thank you.
Mrs. Kulkari: You are always welcome sir.
Dialogue 8(Informal):
(The phone rings at Vishal’s home.)
Vishal: Hello.
Caller: Hello. I am Raghav. Is Sharad there?
Vishal: Hi, Raghav. I’m Vishal, Sharad’s brother. He is
gone to gym. I will tell him that u have called.
Caller: Thanks, Raghav. Please tell him to call me on my
mobile when he will come.
Vishal: Okey.
Caller: Thanks. Bye.
Vishal: Bye.
Here in this paper I have tried to give some examples
of formal and informal telephone conversation. The pur-
pose behind it is to make some improvements while
making communication on telephone.
Work consulted: Jadhav B.S. and others. Prism: Spo-
ken and Written Communication Prose and Poetry.
Hyderabad: Orient Longman Private Limited, 2008. Print.
(85) ISBN - 978-81-925458-3-7
 30 Role of Management in Soft Skills and Personality Development
Shri Shivaji Arts, Commerce & Science College Parbahni.
INTRODUCTION
Management is the way to success of today’s com-
petitive word .Management is very important is not
only business but also daily life .Therefore we can say
management is play an important role in the develop-
ment of soft skills and personality . It is interesting to
know that besides the basic commonalities of life’s
processes of being born, growing up and passing
away each one of us has a distinct bearing. This can be
attributed to the environment of the home and the
school where one grows up and to the hereditary fac-
tors that combine to influence and shape the person.
He comes to be defined by his values, temperament,
nature, and behavior. If the individual displays consis-
tency in his behavior over time and across situations
then one can ascribe this consistency as representing
his personality. But this behavioral consistency may
not be a stable feature; it may change with the passing
of time and with varying situations. Hence, the most
appropriate definition of personality development is
that of Marie Jahoda’s according to which a healthy
personality actively masters his environment, shows a
certain unity of personality, and is able to perceive the
world and himself correctly (Erikson, 1983) A person
has to have certain skills for effective interaction with
those in his environment—he has to have an ability to
gauge others and accordingly design his act. For that
the basic cognitive processes of assimilation and ac-
commodation are brought into play depending on the
innate nature of the individual which is a gradual out-
come of the process of orientation of his formative
years. His perception of the world and himself are con-
ditioned by this; and the personality grows as it gath-
Soft Skill and Personality Development
Parturkar.M.S.
Dept. of Commerce & Management Science,
ers varied experience. One can say that a vital person-
ality is one that grows acquiring from the successive
stages of life’s experience an increasing capacity to
adapt life’s necessities.
Objective of the research study :-
1) To study the role of management in Soft Skills
and Personality development
2) To study how management are helpful to the Per-
sonality development.
Hypothesis of the research study -
1) The management play an important role in Soft
Skills and Personality development
2) The management is helpful to the Soft skills &
Personality development.
3) The management include various tools those are
necessary to Personality development.
Research Methodology of the research study.:-
The present research paper is totally depends upon
secondary data .The data collect from all ready pub-
lish research materials, books, journals ,internet
website.etc.
Some Important Point To understands The Con-
cept of personality
Aspects of Personality
Personality development is always referred to as
a ‘psycho-social task’ meaning that the process serves
a dual function. It is not only a psychological but also
a social endeavor. The individual starts to develop a
value system right from his childhood. It encompasses
44 Educ. Res. J. character building qualities such as
accountability, honesty, integrity, trust, choices, respon-
sibility, anger and especially self-esteem. On the basis
of these he goes on to build relationships in the work
(86) ISBN - 978-81-925458-3-7
place and in the society. At the social level he has to fit
in various roles such as familial, occupational and so-
cietal. In order to meet the differing requirements of
each sphere he has to have an inherent ability that is
consistent, comprehensive and systematic so that in the
external world he is able to prove his worth by carry-
ing out his commitments and thus establish himself
and create an image by which he is recognized.
Establishing a Self –Image
The establishing a Self-Image is possible with the
help of soft skills and c and management are helpful to
maintain the soft skills and personality development.
People or situations using better tact and diplomacy.
Hence, establishing self image is identity formation
which is a result of a combined process of introspec-
tion, experimentation with selected roles and critical
reevaluation in the light of social feedback. It can be
termed as identity formation which is a dynamic force
in one’s life affecting future directions in one’s career,
one’s interpersonal relations, and one’s participation
as a citizen in society (Damon, 1983).
Building of Social Skills
In the present day there is a gradual alienation of
man from man and as such it is leading to disintegra-
tion of social values. Building of social skills are very
necessary to the increase personality development .we
can say that management is crucial role play in this
particulars Building of social skills .The parable of the
Good Samaritan has lost its didactic significance, in
fact people turn blind eye or lend deaf ear to the cries
of help of the suffering or the poor for not wanting to
waste time and effort unnecessarily and also for fear
of getting embroiled in the complex and winding legal
procedures that may ensue. This beside, the race in
upward mobility has brought in aloofness and a deep-
rooted indifference leading to the erosion of values.
Training for Building Relationships
Social skills training can guide one in the build-
ing of relationships. The purpose of relationship build-
ing is to ability to deal with these types of situations.
Moreover, the problem may be compounded by the fact
Soft Skill and Personality Development (87)
that the individual is receiving reinforcement from close
friends or the home environment may be such that be-
haviors of this type are encouraged, so one should cul-
tivate appropriate social skills in order to get along
smoothly with everyone. Therefore, social learning
treatment methods may be incorporated to help both
the genders. It will help the males get rid of their fear
and general inability to comfortably communicate with
women. And for The performance of social skills is
more important in the home and community as at these
places emotional and adjustment problems arise. For
improving this aspect particular techniques are used
according to the response or behavioral assessment of
the individuals; they are active participation, role-play-
ing, direct behavioral observation, self-report, question-
naires, self-ratings, training of self-therapy via deci-
sion-making, self-reinforcement, self-regulation strat-
egies and social problem-solving methods. The behav-
iors that are reinforced in the training are eye contact,
verbal reinforcement, head orientation position, facial
expression, and pleasantness of vocal expressions. Self-
control strategies are one of the more highly empha-
sized ones. The aspects of problem-solving that can be
practiced in the sessions are:
a) recognizing a situation as a problem b) defining the
problem completely c) generating multiple solutions
d) evaluating the probable negative and positive con-
sequences of each solution e) determining the best so-
lution, and f) developing the best solution, and g) de-
veloping a plan for implementing the solution.
Training for Communication Skills
In order to improve conversational skills the fo-
cus has to be laid on: i.) ear training through listening
to the topics related to one’s field of work. ii) Talking
about oneself iii) initiating conversations, and iv) Re-
questing others. These techniques are based on behav-
ior that has been influenced by processes such as per-
ceptions, thoughts, beliefs, images, and self-instruc-
tions. For example if a person perceives that people
are friendly, he may initiate social responses such as
greetings leading to conversation, which may generate
positive consequences for that person such as social
ISBN - 978-81-925458-3-7
reinforcement and other positive social consequences
from others also. The training should be given in natu-
ralistic settings to ensure that it is effective and power-
ful. The content of the training programme should ad-
dress specific skill deficits at specific phase levels.
There are some individuals who are socially withdrawn
and inhibited and approach the group in a cautious and
timid manner; while there are the aggressive ones who
force themselves on the group, frequently altering the
course of action by making themselves the centre of
attention. In brief, there are a number of issues that
need to be considered when developing a social skills
curriculum. Probably the most important of these is
the individual’s ever-changing developmental status.
Developing and Implementing a Curriculum with
the students
Youngsters can be helped by being placed in a
structured environment e.g. a school that provides an
organized and structured environment where high stan-
dards exist. The individuals’ inappropriate actions and
choices can be confronted, given consequences and
redirected. They can be motivated by fixing rewards
so as to reinforce appropriate actions and choices and
directed to follow a rigorous daily schedule and a firm
set of rules. Positive behaviors can be rewarded by
additional privileges. The school or program takes the
responsibility to ascertain that each student’s level of
commitment is directed toward making changes for his
integral enhancement. The student can be exposed to a
series of highly effective ‘educational seminars’ de-
signed to teach character building. Workshops can also
be organized where the students can share their expe-
riences and collectively find solution to the problems.
Other aids which can be used are audio and video tapes,
selective reading material with a follow up of daily
progress sessions.\ Activities also form an important
aspect of providing a participatory mode, enabling stu-
dents to interact with each other. They provide a proper
balance of recreation, exercise, learning and social
opportunities.
CONCLUSION
The management pays an important role in devel-
Soft Skill and Personality Development
opment of soft skills and personality .Therefore we can
also say management is helpful to development of soft
skills and personality .The process of education needs
to be reorganized and reformed to see that the product
it generates is of value. This can be achieved by pro-
viding him meaningful counseling, mentoring and
need- based training. All these will adequately equip
him with life-coping skills and transform him into a
vibrant and effusive personality having depth of wis-
dom. Lastly we can say development of soft skills and
personality is not possible without help of management.
References
soft skills and personality : Yadav D.S. Diamond Pub-
lication Pune.
Role of management in Personality Development.:
I.M.Panday .S.C. Publication Delhi.
Damon W (1983). Adolescent Personality and Identity
Formation, Social and Personality Development. New
York:
W.W. Norton, pp. 405.
Erikson EH 1983). The Life Cycle Epigenesist of Iden-
tity/ Identity
Confusion in Life History and Case History, Social and
Personality Development. ed. William Damon New
York:
W.W. Norton, pp. 409.
Johnny L, Matson, Thomas H. Ollendick, (1988). En-
hancing
Children’s Social Skills: Assessment and Training, New
York:
Peragamon Press.
Kenneth E, Boulding, (1956).The Image, University
of
Michigan: University of Michigan Press.
Radhika Srinivas, (2006).“Study humanities, be hu-
man” in The
Times of India, January 2, 2006.
www.google.com/ Soft Skill and Personality develop-
ment.
www.google.com/ Role of management in Personlity.
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 31 Personality Development and Sports
Dr. Anand S. Bhatt
Director of Physical Education
Adarsh Education Society’s Arts, Commerce &
Science College, Hingoli.
ABSTRACT
Personality development is the development of the
organized pattern of behaviors and attitudes that makes
a person distinctive. Personality development occurs
by the ongoing interaction of temperament, character
and environment. Personality is what makes a person
a unique person, and it is recognizable soon after birth.
Sports are one of the important elements of child’s
personality development. It is a medium that provides
the child an opportunity for fullest self-expression,
freddom and pleasure. It is also a creative activity.
Moreover, sports are refreshing and rejuvenation. It is
helpful in developing habit of sharing cooperation,
mixing up with others, being assertive and leadership
quality.
Introduction:
Human bodies are made for motion. Whether for
long purposeful strides across a backcourt, or for the
expressive creation of a dance, there is something very
magnetic and totally captivating about physical activi-
ties. It challenges and it satisfies, it excites and it calms,
it wins our allegiance with a coupling urge that may be
an answer to some fundamental human needs. We are
enlivened and rejuvenated by the pure joy of move-
ment. Modern sport has its roots deeply embedded in
the history of western society. In classical Greek soci-
ety the body developed through vigorous and graceful
physical movement was the epitome of beauty. The
importance of physical excellence is readily evident in
the culture of this period. The more beautiful the body,
the better the man or woman in pantheistic terms. The
Olympian gods were accorded characteristics that were
Soft Skill and Personality Development
Mr. Sachin L. Patki
Asst. Prof., Dept of English
Adarsh Education Society’s Arts, Commerce &
Science College, Hingoli.
values of their society – strength, beauty, courage, wis-
dom and athletic ability.
The term ‘personality’ is derived from the Latin
word Persona, which was the name given to the masks
that actors and characters the portrayed. The term per-
sonality has been defined in various ways by the psy-
chologists who worked on the development of person-
ality and the variables influencing its development. The
inability of various existing definition to describe per-
sonality in acceptable terms led G. W. Allport (1948)
to engage in trying to discover some useful sugges-
tions. After evaluating some of the definitions of per-
sonality, he concluded that “Personality is dynamic
organization within the individual of those psycho-
physical systems that determine the unique adjustment
to his environment”.
Although G. W. Allport tried to give a compre-
hensive definition of the term personality by recogniz-
ing its dynamic nature and organizational aspects and
by emphasizing the role of it can play in an individual’s
adjustment to his environment. All the psychologists
agree on the certain basic common characteristics. One
basic fact is that personality is unique. No two indi-
viduals have alike personality. The second fact regard-
ing personality is that it is the product of its own func-
tioning. What we do today depends on our accumu-
lated experiences of that past. The experiences are ac-
cumulated day after day and shape our personality by
continuous interaction with the external environment.
The third characteristic of the most definition is that
they stress the need to understand the meaning of indi-
vidual differences. Personality is what makes individu-
als unique, it is only through the study of personality
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that the relevant differences among individuals can be
made clear.
Personality Development and Sports:
Personality plays a paramount role in sports. It is
a challenge in sports participation, which produces per-
sonality. Personality is likely to be greater in higher
competitive sports, than that in relatively non-competi-
tive sports. Body is the plinth of personality. Good per-
sonality must have a good physique, good appearance,
good bearing, good health etc. The common men as-
sessment of personality veers around the body struc-
ture and physical appearance. The sound mind exists
only in a sound body. The body structure of an indi-
vidual is matter of heredity but certain qualities may
be acquired during the year of growth and develop-
ment, social interaction, education and training which
go to improve personality. In modern sports, psycho-
logical preparation of a team is an important as teach-
ing them the different skills of a game with scientific
methods. Most of the coaches and physical education
experts agree that the physical characteristics, skill and
training of the players are extremely important, but they
also feel that good mental and psychological prepara-
tion for competition is a necessary component for suc-
cess.
The growing knowledge about aptitude, abilities,
and skills has just begun to explain performance dif-
ferences, in terms of depending in some extent on the
individual’s unique and personal and behavioral dis-
positions. Such dispositions that an individual brings
to a performance are not fully understood, neither as
to the nature of the predisposition nor as to the predic-
tive value. This is not surprising, given that the field of
personality traits theories within psychology is a com-
plex and imprecise science. Yet these theories purport
to deal with such issues as the permanence of person-
ality states, the effects of cognitive and perceptual
styles, the nature of motivation and the individual’s
mode of interpreting learning experiences. The physi-
cal education literature dealing with personality fac-
tors and their effects on performance is heavy with
implied and stated links between personality develop-
Soft Skill and Personality Development
ment and involvement in appropriately conducted pro-
grams of planned physical activity, games and dance.
A sportsman is motivated to achieve and has the
determination and perseverance to do whatever work
is necessary. This person is more a leader than a fol-
lower and may object more than most when restricted
or prevented from doing things in his or her own way.
There is a close relationship between sports and per-
sonality. A study by Howard, Cunningham, and
Rechnitzer (1987) used longitudinal data to determine
the effects of personality on the natural decline in fit-
ness in 121 middle aged men. Fitness measures in-
cluded grip strength, predicted body fatness and pre-
dicted maximum oxygen intake. It was found that the
second order personality dimension, introversion-ex-
troversion, was related to grip strength and predicted
maximum oxygen uptake but not to body fatness.
Improvement of Personality through Sports
There are following suggestions for improving
personality through sports –
· Sports activities should be based on interests and
needs of students, facilities and staff available. There
is an important place for co-education at the higher
education leveling such sports.
· Educational institutes must provide opportunities
for practicing right living and learning all the sports’
skills and habits necessary in way of life.
· Most of the opportunities for developing person-
ality, skill developing and the best habits formation can
be provided through the cooperative efforts of princi-
pals, teacher-staff, students and community too.
· Sport teachers should be competent in guiding of
every sport field which is oriented for developing per-
sonality of the students.
· Sport teachers should motivate in different ways,
so that the students grow and improve their personal-
ity.
· Sportsmen need adequate and appropriate space,
indoors and outdoors, ample and suitable play materi-
als, varied and stimulating programmes offering
through which they develop strong and well coordi-
nated bodies, increase understanding of the relation-
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ship of body care to physical performance, gain com- References:
mand of satisfying physical skills and enlarge their 1. Bucher, Charles. Administration of Physical Edu-
range of active, healthful, recreational pursuits. cation and Athletic Program. London: C.V. Mosby
· Provision should be made for close physical edu- Company, St. Louis, 1983.
cation programmes at the primary, secondary, higher 2. Shaffer, David. Social and Personality Develop-
secondary and higher education level. ment. Independence KT: Wadsworth Publishing,
· The students need at least one daily period of suf- 1999.
ficiently strenuous guided activities to develop in 3. Shiner, R. and Caspi. “Personality Differences in
strength, flexibility and agility for developing their Childhood and adolescence: measurement, devel-
personality. opment and consequences”. Journal of Child Psy-
· A system of standardized and meaningful records chology & Psychiatry. 44, Sport and Human De-
keeping are essential, to insure continuity and progres- velopment.
sion at each education level. These records would show 4. Humphrey, James. Child Development through
the sports engaged in by the students, progress made, Sports. Routledge, 2003.
weaknesses, measurement and evaluation results which 5. Chaudhari, Raysing. “Sports and Personality De-
would be helpful in planning purposeful physical edu- velopment”. University News, 24-26 (2010).
cation programmes and for developing their personal- 6. Dey, Chandana. “Role of Sports for Wholesome
ity. Personality Development”. University News, 21-
Conclusion: 23 (2010).
It can be said that sport and recreation programs
are creating environments that are safe and promote
stable relationships between children and adults, and
among children themselves. They are providing chil-
dren of all ages with opportunities to express them-
selves, to contribute their voice, opinions and ideas,
and to become agents for change. They are helping to
build communities and are contributing to a positive
personality development. Sports are able to increase
physical efficiency, mental alertness and the develop-
ment of certain qualities like perseverance, team spirit,
leadership, obedience to rules, moderation in victory
and balance in defeat. All these qualities are helpful
for developing personality of the sportsmen. We may
sum up the importance sports with a quotation from
Aldous Huxley, Like every other instrument that man
has invented sports can be used for good purpose, used
well, it can teach endurance and courage, a sense of
fair play and a respect for rules, coordinated efforts
and subordination of personal interest to those of the
group.

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 32 Facts about Group Discussion
Dr. S.P. Poul, A.K. Kandere, R.K. Deshmukh and Dr. G.L. Kadam
Assistant Professors, Rajiv Gandhi College of Agriculture,
V.N.M.K.V, Parbhani
Group Discussion is important part of any private
company, management Business Schools, Banks and
some other organizations. Group discussion shows your
group leadership qualities and how you adjust with
different peoples.
Prerequisites of a group discussion:
1. Knowledge: You have sound knowledge of the
topics. You have all facts and figures of current topics
socio-economic conditions, cultural, political news.
Reading habit helps lots in group discussion.
2. Listening: This is important necessity of group
discussion which often forgets by candidates. You have
to listen all the points of your colleagues.
3. Presentation: You have to present your knowl-
edge in good manner. This is the skill that you have to
acquire by practice.
4. Initiation: If are familiar with the topic then you
have to initiate the topic. Give the importance and in-
troductory part of topics and give brief outline of the
topics.
5. Body language: This plays vital in selection as it
transmits signals about your frame of mind. Facial ex-
pressions and body gestures communicate more than
spoken words.
6. Communication skills: Communication is two
way process. You have to effectively communicate your
thoughts to listeners.
7. Cooperation: Candidate should possess coopera-
tive attitude. It avoids unhealthy conflict. Good sup-
Soft Skill and Personality Development (92)
port with colleague ensures a good relationship with
others and eventually brings success.
Myths regarding group discussion
1. You should be aggressive: You have to be au-
dible, but that does not mean you have to shout or pre-
vent others from speaking. If you give chance to oth-
ers, then it exhibits your leadership qualities and co-
operative nature.
2. You should speak in favour: You can discuss
topics in favour or against. You should feel comfort-
able and natural while discussing the topic.
3. You should cut down your opponents: Listen-
ing is better communication skills than speaking. Do
not interrupt the speakers.
4. You should speak more: The listener is always
in an advantageous position compared to the speaker.
You must speak to the point. Do not unnecessarily
stretch to the point and become repetitions. You should
have fair knowledge of the given topic.
5. You should make others agree to your point: It
is totally wrong. You have not gone to fight a legal
battle that you should make others agree to your view-
points.
6. You should be an individual speaker: In the
group discussion everyone has to get chance to speak.
You cannot speak as like in debate.
Doe’s of a group discussion:
1. You have to listen to others. It is not necessary to
initiate a group discussion.
ISBN - 978-81-925458-3-7
2. Initiate the discussion if you are familiar with the Don’ts of a group discussion:
topic. 1. Do not be aggressive and loud while putting your
3. Speak to the point without repetition. Your speech points.
should cover all points but not discuss unneces- 2. Do not interrupt others speakers.
sary points. 3. Do not speak first if you are unfamiliar with the
4. Your presentation should support with facts and topic.
figures. 4. Do not exhibit your emotions while discussion.
5. You can Interfere discussion is turning out to the 5. Do not change your opinion. Stick to your point.
topics. Discussion should stick up to the topics. 6. Do not ask irrelevant questions.
6. You have to put your points gently and politely 7. Do not stop others abruptly.
infont of your colleague. 8. Do not get nervous if anything happens against
7. Be natural in your behavior. Your speech should you.
be natural. Don’t use unusual pronunciation and Candidate should positively present his knowledge,
toning. presentation, leadership, communication qualities in
8. Fallow all the formalities. Say thank you at the the group discussion. You have to remove all the myths
end of your speech. regarding group discussion and mark your identity.
9. Think before you speak. You have supportive
points to your statement.

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 33 Creating an Effective curriculum Vitae
Curriculum vitae are written to apply for a job
within the different field. It is a summary of a person’s
professional history and qualifications usually used
when applying for a job.
The word ‘curriculum’, in the American sense is
resume which means the race of life. It is a short one
page resume. But curriculum is usually lengthy, often
spanning across several pages than bio–data, it is more
descriptive.
It is written to apply for a job within the different
field. It’s a summary of a person’s professional history
and qualifications usually used when applying for a
job
Having the full CV, is always a good idea as you
never know when a good opportunity will come up.
Keep CV updated at all the times, adding any relevant
courses or qualifications. Because it is an essential tool
in your job search & career.
A resume is defined as a short account of one’s
career and qualifications, usually prepared by a job ap-
plicant. Every person who composes a resume should,
by definition, by explaining his or her experience.
If everyone’s doing the same thing, how do you
set yourself apart?
To increase your chances of being noticed for a
position, keep in mind the following tips when you are
preparing your resume. Remember to check your re-
sume over when it is complete to make sure each area
is adequately addressed.
Image
The first impression created by a letter and resume
is lasting, so make sure it’s crisp, positive, and profes-
sional in appearance and content. Be wary of using spe-
cialty papers or other products to attempt to make your
resume stand out.
Soft Skill and Personality Development
Pimparne N M
Dept of English,
Bahirji Smarak Mahavidyalaya, Basmath
Accuracy
Ensure the grammar, spelling, dates, job titles, ad-
dresses, and phone numbers are accurate. Errors raise
questions about other work habits.
Length
Even the most senior, seasoned executives can
present their backgrounds in two to three pages. Make
sure priority messages are communicated concisely us-
ing a targeted information style.
Education or Professional Status
It is critical to accurately represent information on
education credentials, achievements, and professional
status. Unclear or overstated representations can raise
red flags about an applicant’s honesty and integrity.
Chronology
A reverse chronology style is most, beneficial be-
cause it presents the most recent and usually the most
significant position and achievements first. Formative
positions should be highlighted to signal career build-
ing blocks and to help establish promotional sequence.
Company or Organization
Do not assume that the reader will know the orga-
nization name, size and scope, or the industry prod-
ucts and services. Outline this information in one or
two brief sentences.
Position Information
Briefly describe the scope and responsibilities of
each position held. Provide just enough strategic in-
formation for general understanding.
Achievements
Under each position, outline significant achieve-
ments that illustrate skills and abilities. The challenge
is simply to demonstrate that your contribution was
value – added during your employment.
Outside Interests
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 Briefly outline outside interests that demonstrate
leadership experience beyond your career. It can be ben-
eficial to outline major awards or community achieve-
ments.
Covering Letters
A well – crafted covering letter that bridges the
applicant’s background and strengths with the job re-
sponsibilities and challengers is critical. Carefully dem-
onstrate insight into the position, company, and indus-
try.
References
Supply business references only when requested.
References are your allies in executive searches and
should be informed of your interest at the appropriate
time. Notify all reference of your motivation and plans
so they are not blind – sided during reference check-
ing.
The CV Layout
Well, you should aim for a good, clear layout. Try
not to write in long sentences, but keep this short, con-
cise and to the point. There is no space for rambling.
Avoid fancy fonts and layouts, something simple will
do. Highlight headings in bold or capitals. Sometimes
if you really think a word is important, then use bold.
But don’t use italic or underlining. Make sure that tables
are laid out correctly. Make sure that all time in your
recent history is accounted for somewhere or other –
any ‘gaps’ will appear suspicious; if there is no account
for what you did from 1997 – 2000, for instance, then
they will most probably smell a rat. As already men-
tioned, arrange information in reverse chronological
order, so that most recent (and make sure they are most
impressive) details about you come first. Even if you
have shown the same skills in each placement, then
make sure that the ones you consider most relevant and
most important for the jobs are the ones that you high-
light in your most recent placement, that way they will
stand out and it will look like you have developed them
recently which will definitely be a good point in the
eyes of whoever reads the CV
Great Words to Use on Your CV
Well, obviously you need to make sure that you
use correct English, and spell things correctly.
Then you need to try and ensure that you use posi-
Soft Skill and Personality Development
tive language, and specific language.
Don’t use ‘stuff’ and ‘things’.
Use active language if you can.
Here is a list of fantastic, active, energetic words
to use on your CV to get you started:-
accomplished, accelerated, arranged, earned, en-
couraged, enabled, evaluated, examined, foresaw, for-
mulated, published, produced, created, scheduled, set
up, shaped, started, structured, supervised, instructed,
integrated, launched, transformed, took over, targeted,
updated …
as you can see, these sound impressive and active
– so try and use such positive vocabulary as this in
your answers.
Common CV Spelling Mistakes
Remember to use a spelling checker. If you don’t have
one, then get a relative or literate friend to check for
you, beware of common errors.
CV Design
· Use good quality A4 paper – 2 sides are ideal
· Go for space (the white space on the CV can be
used very effectively) clear typeface, font size and use
descriptive headings
· Avoid long paragraphs. Use short sentences and
bullet points to keep it simple and concise
· Allocate space according to the importance of the
information. You degree should receive more cover-
age than you’re a levels. GCSEs should be summa-
rized
· Start with your recent careers experience (usually
most relevant) and work backwards. Focus on the most
important and relevant aspects and emphasis them.
Make sure that particularly relevant information is not
hidden in the middle of a paragraph or consigned to
page two
· Keep all relevant information together on one page
e.g. All education on page one/all work experience page
two depending on their importance to the application
· Use active verbs to describe your experience, i.e.
“this project involved coordinating the work of four
people”; “this job involved liasing with customers” or
“this position involved leading a small team of volun-
teers”
· Always check spelling and punctuation. Don’t rely
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on your spell – checker – ask a friend to proof read
your CV for you
· Try to refer to what you achieved, not simply your
responsibilities; this tells the reader about your com-
petence
· Remember – whatever you do this is your chance
to talk about you. It is not called ‘your personal sales
document’ for nothing!
· Use with a covering letter – this should give a con-
text to your CV
@… The 5 Best ways to make sure your CV or re-
sume does get thrown aside:
· You don’t include a powerful cover letter
· The same cover letter doesn’t include all the in-
formation the employer specified
· The cover letter contains spelling, grammar or typo
errors
· Your skills and qualifications don’t match the job
description or person specification
· You really want to avoid your CV always ending
up in the bin don’t you, so when writing your cover
letters, be sure to:
· Customize the cover letter to the particular job
you’re applying for
· Emphasize exactly how expect to contribute to the
company or organization
· Show interest and enthusiasm in the advertised
job.
· Tell them you know about what they do and why
you are interested in joining them
· Illustrate how your skills match the job descrip-
tion
· Check carefully for spelling errors and typos
· Address your letter by name to the person adver-
tising (ring for the name if possible)
@… Your cover letter will get much better results if
you show that:
· You know what employers want
· Your strengths have the edge over the competi-
tion
@… Avoid including unnecessary information such as:
· Titles and heading – it should be obvious as to
what document this is
· Reason for leaving – this will be covered in the
Soft Skill and Personality Development
interview.
· Salary details – this can knock you out of conten-
tion before you have started.
· Photographers – unless it is applicable to the type
of work you are involved in e.g. modeling.
· Weaknesses – never tell readers what you do not
have or what you have not had the opportunity to do
yet.
· Jargon – ensure your Curriculum Vitae is reader
friendly to as many people as possible.
· References – you can state that they are available
on request, but it is inappropriate and unprofessional
to include them in your CV.
· Marital status, Religion, Nationality, Children etc.
– this has no bearing on your to do the job.
Finally, you should select a format of Curriculum Vi-
tae which is most suited to you and your background…
WHY SOME CVs WIN INTERVIEWS AND OTH-
ERS DO NOT
@… A professionally written CV will win you an in-
terview because it is –
· Well – written, starting with a profile statement
that highlights desired capabilities
· Designed so that important facts can be read
quickly and easily
· Preceded by a well – written cover letter, formally
introducing yourself and elaborating on … highly rel-
evant areas of the CV
· Presented on two pages or less – just the right
amount of information
· Laser printed on quality paper
· Thermally bound, standing out from the rest and
showing the extra effort expended…in its preparation
@… The first impression that your CV makes will be
its last if it is –
· Poorly written and organized
· Missing a profile statement
· Difficult to read
· Without a cover letter
· Too long or too short
· Grammatically incorrect with spelling errors
· Photocopied or inkjet printed on plain paper
· Folded
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 34 Group Discussion: The Gateway to Success
Group Discussion is a method to yardstick
personality traits of candidate. It is a technique to
evaluate different qualities in the candidate and decide
whether she/he is suitable for concerned post or for
admission. The present world of competition desires
multi abilities in the applicant for a particular post to
perform multi tasks. On the other hand, organising
group discussions at institutions provide an opportunity
to improve personal skills and also secure an admission
in a reputed university or college. Regular participation
in group discussion improves candidate’s ability in
holding discussions on current topics and acquiring up
to date knowledge. As a technique it is noteworthy to
improve personal traits but at the same time, it is
essential to measure general awareness of participants.
A well –arranged group discussion appraises the interest
of young participants towards the issues of national
interest. Mostly it is observed that our students crave
to mention their opinion on a certain social issue but
they don’t find a systematic way of expression. Hence,
group discussion becomes a powerful tool of
expression. The present research paper illustrates the
prerequisites of group discussion on one hand whereas
its overall scope on the other to signify how it leads a
candidate to obtain luminous success in personal career.
Group Discussion is an informal discussion in
which participants of the same educational standard
discuss a topic of common interest. It has been used
along with interviews for final selection of candidates.
Group Discussion is poignant to choose best among
Soft Skill and Personality Development
Dr. Durgesh Ravande
Dept. of English,
KKM College, Manwath
the best. As far as number of participants in a group
discussion concerned, it is observed that “Based on the
early works of Robert Bales (1954) most authorities
believe that a group with five to seven members is the
ideal size”(Young: x). With these introductory words,
lets discuss the prerequisites and scope to state
quintessence of group discussion in leading towards
success.
The prerequisites for an effective group discussion
can be listed in the following manner.
Initiation:
It is said that, first impression is the last
impression. Some time it happens to be true. Here are
the useful techniques for initiation.
i) Quotes: Appropriate use of quotations to commence
your argument helps to construct impression in the very
beginning.
ii) Definition: It is an attempt to define the topic or an
important term in the topic.
iii) Shock Statement: It is the best way of grabbing
immediate attention. It helps to create expected
atmosphere.
iv) Use of Facts, Figures and Statistics: Initiation of
group discussion with facts, figures and statistics
demand more accuracy. There is no point in using them
without accuracy. There is a fear of creating bad
impression if the details are based on false information.
v) Short Story: We are good listeners of the story. There
is an enriched tradition of story telling in India. For
immediate impression short story is instrumental. But
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it is necessary to be precise in this regard.
Knowledge:
It is certainly impossible to participate actively in
a group discussion without proper knowledge of the
topic for discussion. The participants should be familiar
with the discussion topic. Without wholesome
knowledge, it is difficult to leave any impression on
listener’s mind. A logical arrangement is a soul of any
impressive discussion. Knowledge of the concerned
subject helps the participants to make their discussion
up to the mark of satisfaction. Knowledge is impossible
without being a voracious reader. Therefore the
participants should be interested in reading to improve
their knowledge of the specific subject. In this way,
group discussion helps to elaborate the depth of reading.
Attentive Listening:
No one can be a good speaker without being a
good listener. Therefore the participants should realize
the importance of attentive listening. It provides an
opportunity to comprehend the arguments of fellow
participants in a systematic way. There should be a
sequence in one’s response if one has harked properly
the others. Hence attentive listening becomes a pivotal
prerequisite for group discussion.
Presentation:
The overall impression one creates on the listener’s
mind relies largely upon the way participant presents
her/his views. Knowledge of the subject is essential
but the presentation is more essential. One who knows
how to present the information; increases the chances
of influencing the listeners. In this way, presentation
has a great deal of importance in the entire process of
group discussion.
Body Language:
It is the most important form of non-verbal
communication. Besides the words, the body of the
speaker forms the major aspect of the discussion.
“Facial expressions and body gestures communicate
Soft Skill and Personality Development
more than spoken words” (Ganguly: 16). Expression,
eye contact, sitting posture, and gestures are not
negligible in overall evaluation of the participant’s
performance. It is rightly said that your body speaks
more than your words. The level of confidence can be
seen through positive articulation of the body.
The voice of the participant should match with
intensity of the subject. The level of the voice should
be as per the need of the subject. It is found that some
participants fail to maintain their voice while expressing
their opinions on the distinctive subject. The eyes,
postures of the body are really advantageous to create
a positive impression on the fellow participants as well
as the listeners. On the other hand, misuse of them
leaves little chance to impress the listeners.
Awareness:
It makes the participants responsible towards her/
his illustration. The participant’s awareness causes a
great deal of help for effective expression.
Communication Skills:
Last but not the least, the communication skills
are helpful to maintain the basic contain of the message.
Instead of being vague in deliberation, they help to
remain stick in one’s presentation. It is also possible to
percept one’s command over language through skilful
communication skills.
On the other hand, the scope for group discussion
can be stated with the help of following points.
Improvement of Personal Skills:
Group Discussion helps to develop personal skills
such as careful listening, respecting other’s views,
maintaining patience, using sophisticated language,
undertaking logical arguments, acquiring summarising
skills through active participation.
Leadership Quality:
Group Discussion strengthens leadership qualities
in the participants. There are two types of leadership:
i) Appointed Leadership ii) Emergent Leadership.
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Participation in group discussion is important to Discussion has been obtaining an edge over a few
improve the leadership qualities in one’s personality. decades. The attitude, awareness, expression and
Decision Making Ability: attentiveness of a candidate can be gauged through her/
It is necessary to acquire ability to take decisions his involvement in group discussion. The students who
in personal life also. There are regular situations in are pursuing key positions in government sector should
group discussion to reach to a particular decision. If realize the significance of group discussion and try their
they are availed, certainly there is a possibility of having level best to improve their capacity to practice the
an ability of making decisions in any circumstances. discussions. Because group discussion can open
In this way, group discussion is helpful for personality avenues of success in their career.
development. References:
Team Spirit: Ganguly,Anand. (2008). Group Discussion: For
Like a member of any sport, member of group Admission and Job. New Delhi: Pustak Mahal.
discussion may experience team spirit through her/his Young,Sue Kathryn & et al. (2007). Group Discussion:
participation. It is also useful in social affairs. It may A Practical Guide to Participation and
initiate genuine feeling to cultivate the attitude of Leadership.IL: Waveland Press.Inc.
acceptance. For any nation or society people with a —Dr. Durgesh B. Ravande,( Assit. Prof.), Department
team spirit are an asset. of English,
Reasoning Ability: KKM College, Manwath, Dist.Parbhani
Regular participation in group discussion at one’s
institution is a benefit in form of reasoning ability. The
participants of a group discussion are always supposed
to reason the facts. Reasoning is necessary to develop
one’s intellectual illustrations on a particular topic.
Creativity:
Group Discussion substantially helps to develop
creativity. The creative ideas with the participants play
a vital role in actual discussion.
Except the over stated points, there can be other views
also to elaborate importance of group discussion.
Conclusion:
In the present scenario, competition in the
professional field is inevitable. The government and
private jobs are not easily available. The employers
look for the most suitable candidates for concerned
posts. Therefore they employ various techniques to
measure ability of the candidate. It is not just securing
first class degrees and getting a good job but proving
your strengths and satisfying your employers. Group

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 35 The Use of Feature Film as an Audio-Visual Aid and Modern Teaching
Presentation Skill: A Case Study of Slumdog Millionaire

Dr. Subhash K. Shinde

Head of the Department of English,
KKM College, Manwath
There is a popular Urdu maxim ‘Ek Nur Admi contemporary costumes, erections, socio-political at-
Dus Nur Jaban’. It means the impression of the hu- mosphere etc. depicted in the films has capacity to en-
man personality is one percent while the language pre- hance the comprehension skills among the students in
sentation occupies more than ten percent. The present a very little span of time. Many universities around
paper aims to explore the intensive need of using fea- the globe have put literary classics in their syllabi of
ture film as an audio-visual aid for enhancing sponta- UG, PG and at M. Phil. level. To name a few: Gone
neous comprehension skills among the students. In with the Wind, Pather Panchali, Godan, Samskara, The
ancient times, the whole teaching and learning process Godfather, Train to Pakistan, The Namesake and so
was condensed into a single art called pedagogy. It on. According to the researcher, the teacher must use
was rather teacher oriented system in which the stu- the available film media for making his teaching pre-
dents had practically no voice. They were only silent sentation skills more effective. The present research
spectators. The rise of democratic ways in all walks of paper has considered the film adaptation of Vikas
life has changed the educational scenario. Modern Swarup’s novel Q & A (2005) to Danny Boyle’s film
educational process is actually a student centered pro- Slumdog Millionaire (2008) in the same light as above.
cess in which the role of the teacher is just like an or- This film adaptation has won eight Oscar Awards. Af-
ganizer / facilitator. Here, a teacher must be a master ter the tremendous success of the film, Vikas Swarup
of the soft skills. Soft skills are quite different from changed the title of the novel as Slumdog Millionaire.
hard skills which are the occupational requirements of
a job and many other activities. In the teaching pre-
sentation skills, especially, used in the 21st century, as
referred to earlier, we are dealing with a system which
is fully devoted for the all-round development of the
students. The modern teaching skills include group
discussions, interview techniques, art of elocution and
so on. The soft skills can also include the develop-
ment of listening, speaking and even writing skills.
Here, student is the SUN of the whole educational sys-
tem while the rest of the teaching presentation skills
are the planets rotating around the SUN. Anyone can-
not deny the importance of modern audio-visual aids
in the educational system. The pictures can certainly
give clear perception and the comprehension becomes
a permanent record on the mind of the students. The

Soft Skill and Personality Development (100) ISBN - 978-81-925458-3-7

Cover of the Novel Q & A, Now Renamed as
Slumdog Millionaire
Swarup’s present novel can be categorized as
the admixture of the fantasy novel, the interactive novel depicts the Power of Providence. It is set in India. The
and the best seller novel. The theme of the novel is
revolving upon a poor boy becoming a billionaire by
the way of answering questions in a quiz show Who
Will Win A Billion?. The success does not become a
bed of roses for him. The novel depicts the Power of
Providence. It further describes the extreme level of
Indian poverty and thus becomes a piece of realism.
The novel Q & A (Now under the title, Slumdog Mil-
lionaire) follows the life of Ram Mohammad Thomas.
He is a forsaken and an uneducated young boy work-
ing at a bar in Mumbai. He has correctly answered
thirteen questions on the fictional game show Who Will
Win A Billion? and has won rupees one billion in In-
dian currency. The people behind the show think that
he has cheated and Ram finds himself in the jail. The
whole book is about him proving his innocence. The
setting of the novel is related to the various spots of
India. They include Mumbai, Delhi and Agra.
Poster of the Film
The film Slumdog Millionaire can be categorized
as a truly commercial film having artistic approach in
its production. It is an admixture of adventure film
Soft Skill and Personality Development (101)
plus romance. The film Slumdog Millionaire is set on
the theme of a poor boy becoming a millionaire by way
of the answering questions in a quiz show. The film
featured locales are Mumbai and Agra. The film is di-
rected by Danny Boyle. The screenplay of the film is
written by Simon Beaufoy. Music of the film is com-
posed by A. R. Rahman. The film revolves around its
hero Jamal Malik (actor: Dev Patel). Other major char-
acters in the film are Latika (actress: Freida Pinto),
Salim Malik (actor: Madhur Mittal), Actor Irrfan Khan
(Police Inspector) and Prem Kumar (actor: Anil
Kapoor).
Q & A, the novel was accepted by the people of India
as well as of the world. Its screen adaptation further
made it famous and its popularity reached up to the
peak. Cinematic considerations must be made when a
novel is to be successfully adapted to the film. Novel
is a lingual medium while film is a visual one. Film
provides an abundance of details to the spectators
through major changes of light, inflections of colour,
music, camera, physical expressions and so on. The
reader has a far more control over the novel than the
viewer does over the film. The novel and the film are
different in terms of the structures, perception and the
narrative. Hence, no one can really judge the relevance
of the novel or film. It may be necessary to deviate
from the original story while transforming novels into
films. Film adaptation of Slumdog Millionaire is not
an exception to this. Here are certain major deviations
in the movie Slumdog Millionaire which are in fact the
creation of the film director:
1. The novel starts with an incident in which Ram
Mohammad Thomas becomes victorious in the famous
quiz show Who Will Win a Billion? (W3B). He is ar-
rested by the police inspector Godbole and is brought
in the police station for the enquiry. The film opens
with a scene from the police station in which Jamal
Malik faces an attack from a police constable and soon
audience find nameplate - Mumbai 2006 on the screen.
2. The novelist has assigned Ram Mohammad Tho-
mas the role as the hero after considering three major
ISBN - 978-81-925458-3-7
religions in India. Here, we find a major deviation by tional facility along with the entertainment.
assigning Jamal Malik the role as the hero of the film. References
3. The novel describes Nita, a prostitute from Agra, Bandi, Raghu Ram. Adapting Novels into Films. Delhi:
as Ram Mohammad Thomas’ beloved. On the con- Prestige Books, 2009. Print.
trary, the film describes Latika, the childhood friend of <http://en.wikipedia.org/wiki/
Jamal Malik. Reactions_from_India_and_the_Indian_diaspora_to_
4. In the novel, Ram Mohammad Thomas and Salim Slumdog_Millionaire>.Web. 05 October 2013.
are the friends. Here, Salim is a minor character. How- <http://en.wikipedia.org/wiki/Slumdog_Millionaire>.
ever, in the film, Jamal Malik and Salim are the real Web. 05 October 2013.
brothers. The film depicts Salim as an outlaw. Be- < h t t p : / / w w w. v i k a s s w a r u p . n e t / i n d e x _ f i l e s /
sides, he is a major character. Page607.htm>. Web. 05 October 2013.
5. The police inspector is a minor character in the Slumdog Millionaire. Dir. Danny Boyle. Adapt. Simon
novel. The whole complication is solved by Adv Smita Beaufoy. Perf.Dev Patel, Freida Pinto, Madhur
who fights before the judiciary for Ram Mohammad Mittal, Tanny Chheda, Ayush Mahesh Khedekar,
Thomas and becomes successful in acquitting him from Azharuddin Ismail, Rubina Ali, Anil Kapoor and Irrfan
the charges of deception. The film depicts the role of Khan. Fox Searchlight Pictures, 2008. Movie.
the police department as a major one and the police Swarup, Vikas. Slumdog Millionaire. Great Britain:
make an exhaustive enquiry by applying their ‘investi- Black Swan, 2009. Print.
gation methods’. Some of them put a hypothesis in
their mind suspecting innocence of Jamal and after their
enquiry they arrive at a conclusion by which Jamal is
released from the charges.
Along with all these deviations, the film is care-
fully designed and projected. It explored, like the novel,
how the universal theme of the Power of Providence
can be portrayed more vividly and realistically. Slumdog
Millionaire both, the novel and the film, have become
highly successful in terms of fame, sale as well as fas-
cinating projection. It can be employed as an audio-
visual aid, especially, for the students of English lit-
erature to make them sensible about the deep insight
into life and to experience the inexperienced.
The students are expected to watch the feature film
in the academic interest while it is presented as an au-
dio-visual aid for comprehension of the university syl-
labi. The students should pick up many deviations from
the original novel script and the screenplay. It is also
expected that they should silently observe acting skills
from the eminent actors depicted in the films. Some
of them must be able to present such skills at the time
of Annual Social Gathering of the colleges. In short,
the audio-visual aids like films must provide educa-
Soft Skill and Personality Development (102) ISBN - 978-81-925458-3-7
 36 History Education and Personality Development
Every man has a personality. Personality is a mix-
ture of good qualities and good features regarding
behaviour. Behaviour is judged by the deeds done by
everyone. Every man performs according to his per-
sonality. Personality depends upon the hereditary char-
acter and surrounding of a man. The social institutions
are responsible for the shaping a personality of every-
one. The home is a first institution where we get first
lessons about behaviour and personality. The virtues
are inculcated in the mind of an individual in home
and in other institutions. The school and other higher
education institutions are also helpful to everyone to
shape his personality. Here we consider the History
Education enables the personality of an individual.
History Education Means The Knowledge Of Past
History comprises the study of past with the ref-
erences. The chronological study of events is history.
Which happened in past. The analysis of all events will
teach how to live in society. The history also points
out the human development from the beginning of the
human civilization. The morals, values, cultural, eth-
ics are included in the past of every individual, every
society and every nation. Here we must study the his-
torical events thoroughly. We should assimilate the
virtues are from the study of history.
History Education And Sense Of Today :
History Education is also helpful for the sense of
today. As we come to know the past we take sense les-
sons from it. The lacunas of our past should be removed
Soft Skill and Personality Development (103)
Sutawane Parimal Arvind
Head, Department of History,
Shri Shivaji College, Parbhani.
from our personality, our today’s society, Today politi-
cal policies. Here History Education is essential and
importance for the sense of today.
History And Future Planning :
As we know the history, We are able to plan for
our future. In the process of personality development
we can overcome the problems and obstacles. We will
plan for tomorrow as per our past knowledge. We can
also improve our strengths as we had it. Future plan-
ning is not confined to a personality but it also applies
for society and Nations.
History Education And Social Development :
The process of social change continues endlessly.
The social institutions are the carriers of the social
change. The education is a very effective tool of social
change. The History Education teaches us Social
behaviour, political representation. Our behaviour, in-
teraction with social institutions in depended upon the
our qualification. History Education is helpful to de-
velop all types of personal qualities.
History Education And Services :
The service includes all types of services. Gov-
ernment services, social services, service sectors all
services are related to earning and satisfaction History
Education helps up to some society because with the
help of history we know the past of society. The hu-
man settlements processes. From the knowledge of past
we can live and serve our today. History Education
helps us to build the good characters as the History
ISBN - 978-81-925458-3-7
Education has the lessons of ethics. The morals, ethics, manners, etiquettes are inculcated
Considering all above discussion, we can say that with the help of History Education in human personal-
the History Education enables the process of personal- ity. The History Education develops the various skills.
ity development. History Education sows the virtues The history subject is taught from school level. It de-
in our personality. We can take lessons from the his- velops the views of the student. Here we come to a
tory education. We can remove our lacunas with the conclusion that the History Education creates person-
help of history education. History educations help us ality development.
to create a multi- dimential personality. The tolerance Reference Books :
power is increased with the help of history education. 1) N. Jayapalan - Historiography
The process of Nation building, making of social char- 2) Vipul V. Makodia - The Role of Body lan
acters is made easier with history education. The con- guage in Communication.
tribution of an individual to the family; society and 3) Ajay Rai - Intelligence test.
nation is made easier with help of history education. 4) Palat Ragini - Interview Tips.

Soft Skill and Personality Development (104) ISBN - 978-81-925458-3-7

 37 Role of Library in promoting Reading skills
18th and 19th centuries witnessed great influence
of agricultural and industrial economy in the world.
Today is the 21stcentury, popularly known as “Infor-
mation age” or “computer age” which by implication,
refers as information/knowledge economy. It recog-
nizes that everyone needs to develop the ability to ac-
cess, retrieve and use information and information tech-
nology resources in variety of ways, especially in
achieving economic goals. Reading is crucial for ac-
quisition of lifelong skills suitable for participation and
survival in present day working environment. Educa-
tion –the bedrock of every innovation has consistently
been repositioned and re-defined to suit the recent
knowledge demand. And library is a necessary consid-
eration to carry-out this vital role in making available
and accessible the reading materials needed for find-
ing knowledge
What is Reading Skill
Reading skills refer to the specific abilities that
enable a person to read with independence and inter-
act with the message. Students at the university do a
lot of reading unlike in secondary school. Some tips to
help in having good reading skills are active reading
and styles of reading.
Good readers can understand the individual sen-
tences and the organizational structure of a piece of
writing. They can comprehend ideas, follow arguments,
and detect implications. They know most of the words
in the text already, but they can also determine the
meaning of many of the unfamiliar words from the
context - failing this, they can use their dictionary ef-
fectively to do so. In summary, good readers can ex-
tract from the writing what is important for the par-
Soft Skill and Personality Development
Ramdas B.Tekale
Librarian
Shri Shivaji College, Parbhani
ticular task they are employed in. And they can do it
quickly!
Educational researchers have also found a strong
correlation between reading and vocabulary knowl-
edge. In other words, students who have a large vo-
cabulary are usually good readers. This is not very sur-
prising, since the best way to acquire a large vocabu-
lary is to read extensively, and if you read extensively
you are likely to be or become a good reader!
Why Reading is Important?
Everyone knows reading is important; here list out
8 reasons why reading is important.
1. Explore to New Thing
2. Self Improvement
3. Improve Understanding
4. Preparation to Action
5. Gain Experience from Other People
6. Tools of Communicating
7. Connecting toBrain
8. Boost Imagination and Creativity
Libraries as a Partners in promoting Reading Skills
Libraries have always been at the center of the
university community of Research scholars and stu-
dents engaged in seeking the truth through new knowl-
edge by promoting research findings and complement-
ing the requirements of the curricular in pedagogic
terms. Library professionals serve as a support system,
providing assistance, encouragement and informal ad-
visement to students. In addition, on many campuses,
the library is the custodian of various resources that
support learning, such as audiovisual laboratories and
collections, writing and study skills centers and spe-
cial collections. Their traditional tasks include refer-
(105) ISBN - 978-81-925458-3-7
ence work such as answering students’ questions and
directing them to resources, collection evaluation and
development. These are important responsibilities, but
the newest and perhaps the most interesting role is that
of a liaison or specialist who works with students and
faculty from specific departments and schools. This
includes advocacy (e.g. representing the interests of
their designated school or department at library and
college-wide meetings), assistance, troubleshooting and
more. In addition to traditional bibliographic instruc-
tion, many university librarians have become more
active and involved in instruction.
One way of ameliorating the situation therefore is
to teach the students on the “Use of the Library” as
part of the General Studies Programme of the univer-
sity. The staff, academic and non-academic is assumed
to have had contact with university libraries either at
home or abroad in the process of qualification but the
“Library Guide” or other “Library Brochure” could be
sufficient to assist staff requiring help on citation and
bibliographic documentations. As a tool for educational
development, the contribution of libraries towards suc-
cessful research cannot be quantified. Research has a
vital role to play in projecting scholarly work in the
universities; libraries should therefore have informa-
tive resources capable of sustaining the processes of
intellectual investigation.
Librarians and teaching faculty have many mu-
tual goals and concern. Both want students to develop
a greater understanding of and respect for books, jour-
nals and other intellectual property. Both want to en-
hance student literacy, particularly information literacy
and help students become writers, problem solvers, and
critical thinkers, self-directed and lifelong learners.
Lastly, both want to build the social and learning com-
munity on campus. Librarians and faculty have a great
deal to offer students and each other, especially in this
“Information Age.” To succeed in the university, stu-
dents must be able to: 1) work independently on com-
puters, using electronic databases, online catalogues
and the Internet, as well as print resources; 2) evalu-
ate, analyze and synthesize information and 3) under-
Soft Skill and Personality Development (106)
stand issues of copyright, access, privacy, free speech,
and censorship. Faculty-librarian collaboration can
yield many creative projects that enhance instruction.
These endeavors come in all shapes and sizes. They
may be formal or informal, individual or institutional
or an ongoing process. Traditional bibliographic in-
struction is very broad and covers topics like library
services, general information on the library’s web site,
subscription databases and the use of Internet resources,
which is often offered to incoming students. Course-
integrated instruction is a newer, more focused option
for faculty. These are customized teaching sessions that
emphasize discipline-specific information literacy. The
heart of this type of library instruction is the location
and evaluation of resources including specialized jour-
nals, reference materials, and databases, such as ERIC,
and Science Direct.
While the responsibility for the successful imple-
mentation of reading promotion and instruction is
shared by the entire Institute community, library pro-
grams serve as hubs of literacy learning in the insti-
tute. The following components of library programs
position institutional librarians in leadership roles in
developing reading comprehension strategies and in
promoting free independent reading:
· Academic librarians practice responsive collection
development and support print-rich environments that
reflect the curriculum and the diverse learning needs
of the institutional community.
· Academic libraries provide students, staff, and
families with open, non-restricted access to a varied
high quality collection of reading materials in multiple
formats that reflect academic needs and personal in-
terests
· Classroom teachers, reading specialists, and aca-
demic librarians select materials, promote the curricu-
lar and independent use of resources, including tradi-
tional and alternative materials, and plan learning ex-
periences that offer whole classes, small groups, and
individual learners an interdisciplinary approach to lit-
eracy learning.
· Librarians take a leadership role in organizing and
ISBN - 978-81-925458-3-7
promoting literacy projects and events that engage References:
learners and motivate them to become lifelong read- 1.Vohra, Rubina & Chou, Min , Using internal grant
ers. to Foster Faculty-Librarian collaboration, Chinese
· Classroom and library collaborative instruction is American Librarians Association, May2011,
evidence-based, using research in librarianship, read- No.9,p.1-6.
ing, English-language arts, and educational technol- 2. Awale-Ale, Isabella Idomu, “Faculty-Librarian
ogy in order to maximize student learning. Academic Collaboration on Developing Reading Skillsin
librarians partner with classroom teachers, specialists Tertiary Institutions” (2007).LibraryPhilosophy and
and other literacy colleagues to make decisions about Practice (e-journal).Paper 135
reading initiatives and reading comprehension instruc- 3. Idris Habibu2 & Samuel Ejembi, The Role of
tion, and to develop all learners’ curiosity in, and intel- Schools and Public Libraries in Promoting Reading
lectual access to, appropriate resources in all formats Habit among Children and Adolescents in Nigeria,
and media. Information and knowledge management, Vol.1,
· Opportunities for planned and spontaneous library No.4, 2011
use best serve learners as they identify, analyze, and 4. http://www.ala.org/aasl/sites/ala.org.aasl/files/
synthesize ideas and information by using a wide range content/aaslissues /positionstatements/
of materials in a variety of formats and media. Avail- slroleinreading.pdf
ability of library resources and professional staff at point
of need develops intellectual behaviors that transfer to
future academic pursuits and lifelong academic and
public library use.
· When learners follow an inquiry process they ac-
cess and use reading comprehension strategies. The
skills identified in the Standards for the 21st-Century
Learner align with the reading process.
· Along with classroom and reading specialist col-
leagues, librarians provide and participate in continual
professional development in reading that reflects cur-
rent research in the area of reading instruction and pro-
motion.
Conclusion:
As more institutions of higher education recog-
nize the importance of integrating information literacy
in courses, the collaboration between librarians and
faculty is also growing stronger. In today’s global eco-
nomics, the integration of information literacy with
instruction has become the key to successful student
learning in business and economics fields focused on
global understanding. Both librarians and faculty are
using various collaborative models in developing and
revising such courses.

Soft Skill and Personality Development (107) ISBN - 978-81-925458-3-7

 38 Role of Language and Personality in Communication
Late Sow S.S.M. Arts College, Gangakhed Dist. Parbhani
Introduction
In the present paper my primary attempt is to focus
on the role of language and personality in communica-
tion. In day to day life we communicate with each other,
but we are little aware about the role of language and
personality in communication. Some people are very
effective in conveying their message because of their
use of language and personality they developed. We are
well aware that in the modern scenario there is no limit
to the media that can be used in conveying messages.
We communicate our messages, ideas, feelings etc.
through spoken communication, written communication
or non- verbal communication. Language as well as
Personality plays very vital role in communication.
Communication
Communication is an act of conveying our
thoughts, feelings, ideas to others through language. In
modern scenario it is very necessary to be an effective
communicator to get success in our working field. We
start communicating right from early childhood. When
we are unable to speak at that stage we communicate
our feeling, ideas, thoughts etc. through nonverbal com-
munication. In business communication, we use vari-
ous devices in spoken as well as written communica-
tion. In spoken communication, we communicate our
message through telephone, intercom, conferences, face
to face interaction etc. and in written communication;
we use memo, report, graph, charts, email, fax, telexes,
letters, brochures, advertisement, notice, circulars etc.
There are four directions of communication in a
business organization; downward communication, up-
ward communication, horizontal communication and
grapevine communication. In downward communica-
tion the flow of information is from top to down. Up-
ward communication involves movement of informa-
Soft Skill and Personality Development (108)
Rajiv N. Aherkar
Asstt. Professor in English,
tion from the lower level of an organization to its upper
level. Horizontal or lateral communication is that type
of communication where communication takes place
among the same rank or at the same level in an organi-
zation. Grapevine communication is an informal form
of communication and exists in society. It takes place in
office without official sanction. Grapevine communi-
cation allows the flow of information in all directions
and all levels in the organization.
For effective communication, we need to have
knowledge of culture, attitude and problems besides lan-
guage skills of the people we deal with. It is clear that
knowledge of language as well as personality is very
necessary for effective communication.
Language and Communication
Language is medium of communication. It is a men-
tal faculty which helps us to understand human behav-
ior and response it. Linguists like Ferdinand de Saussure
who considered language as a system of symbols. Lan-
guages, understood as the particular set of speech norms
of a particular community, are also a part of the larger
culture of the community that speaks them. Languages
do not differ only in pronunciation, vocabulary, or gram-
mar, but also through having different “cultures of speak-
ing”. Humans use language as a way of signaling iden-
tity with one cultural group and difference from others.
Even among speakers of one language, several differ-
ent ways of using the language exist, and each is used to
signal affiliation with particular subgroups within a
larger culture. Linguists and anthropologists, particu-
larly sociolinguists, ethno linguists, and linguistic an-
thropologists have specialized in studying how ways of
speaking vary between speech communities.
All languages change as speakers adopt or invent
new ways of speaking and pass them on to other mem-
ISBN - 978-81-925458-3-7
bers of their speech community. Language change hap-
pens at all levels from the phonological level to the lev-
els of vocabulary, morphology, syntax, and discourse.
Even though language change is often initially evalu-
ated negatively by speakers of the language who often
consider changes to be “decay” or a sign of slipping
norms of language usage, it is natural and inevitable.
(Kennison (2013). Introduction to Language Develop-
ment.)
Personality and Communication
There are several definitions of personality. In fact,
every theory of personality can be viewed as an attempt
to define personality and these definitions differ mark-
edly from one another. The term personality is derived
from the Latin word persona, which means mask. If we
consider personality as mask, we view personality as
one’s public self. It is that aspect of ourselves we select
to display to the world. This definition of personality
implies that important aspects of a person remain con-
cealed for some reason. Personality allows a person to
be socially effective. Personality is a composite of fac-
tors because personality is a mixture of genetics, traits,
culture-society, learning, personal choice, unconscious
mechanisms, and cognitive processes.
Personality is the particular combination of emo-
tional, attitudinal and behavioral response patterns of
an individual. Different personality theorists, including
psychologist Freud, present their own definitions of the
word based on their theoretical positions. Personality is
usually broken into components called the Big Five,
which are: openness to experience, conscientiousness,
extroversion, agreeableness, and neuroticism (or emo-
tionality). The biological basis of personality is the
theory that anatomical structures located in the brain
contribute to personality traits. This stems from neu-
ropsychology, which studies how the structure of the
brain relates to various psychological processes and
behaviors. (Storm Paula, “Personality Psychology and
the Workplace”, MLA Forum, 2006)
When we regard personality as public self, it means
we agree that it matters while we communicate. Per-
sonality is combination of emotion, attitude and behav-
ior of an individual and in communication all these as-
pect play most important role. For effective communi-
Soft Skill and Personality Development (109)
cation, a good speaker or listener needs to be conscious
about these factors. If a communicator lacks emotion, it
affects the communication. One of the big fives of per-
sonality is openness to experience and a good commu-
nicator must be open to experience. If a communicator
needs to be a good communicator he/she must be open
to the experience which he/she has to communicate with
his/her audience. In short, personality is our public self
and communication is effective when our public self is
impressive.
To conclude, effective communication occurs when
a desired effect is the result of intentional or uninten-
tional information sharing, which is interpreted between
multiple entities and acted on in a desired way. This
effect also ensures the messages are not distorted dur-
ing the communication process. Effective communica-
tion should generate the desired effect and maintain the
effect, with the potential to increase the effect of the
message. Therefore, effective communication serves the
purpose for which it was planned or designed. Possible
purposes might be to elicit change, generate action, cre-
ate understanding, inform or communicate a certain idea
or point of view. When the desired effect is not achieved,
factors such as barriers to communication are explored,
with the intention being to discover how the communi-
cation has been ineffective. We give importance to the
communicator who has influence over language and
whose personality is effective. We can’t ignore effects
of use of language and personality in communication
References:
Jadhav B.S. and Others (Ed.), ‘ Radiance: Communica-
tion Skills Prose and Poetry” Orient BlackSwan, 2009.
Storm Paula, “Personality Psychology and the Work-
place”, MLA Forum, 2006
Tengse Ajay & others(Ed), ‘ The Spectrum: An Anthol-
ogy of English Prose, Grammar and Communication
Skills’ Mc Millan, Mumbai. 2013.
e-sources
http://dralizadeh.iauq.ac.ir/imagesMasterPage/Files/
dralizadeh/file/chapter14.pdf
h t t p : / / w w w. a b l o n g m a n . c o m / s a m p l e c h a p t e r /
0205798780.pdf
ISBN - 978-81-925458-3-7
 39 Telephonic Conversation
Introduction
Communication, which is one of our most basic
needs, is the process of conveying our thoughts, ideas
and feelings to other using verbal as well as non verbal
signals. It involves sending and receiving information
using a medium that is understood by both the sender
and receiver so that is communication between them.
We are constantly communicating with others for dif-
ferent purposes in all spheres of our life at home, School
work and within Community.
Telephonic Conversation
Telephonic communication is a most important
medium of communication in today‘s world Mobile
Phone became a basic need of human beings. Now a
days Mobile Phones are in large use because we car-
ried it along with us anywhere it provide facility to
contact anyone with in country or abroad at any time .
People write letter to communicates with each
other in previous time but now mobile phones have
replaced informal letter writing to considerable extent.
When we communicates with each other with the
help of landline or cell phone talk we must know ‘Tele-
phone Manners’ we should follow some rules while
talking on telephone.
? Before making a call we should be sure of the
number that we are dialing and then dial it properly
and correctly.
? When we make the call, confirm the number in-
troduce our self by tellling our name and ask for the
person whom we want to speak for example.
Meena: Hello, is it 227555?
Im meena calling/speaking may I speak to Seema,
please
Soft Skill and Personality Development
Syeda Ayesha Anjum
Shiri Shivaji College,
Parbhani
Sneha: Hello I m Sneha calling from Aurangabad can I
talk to Pooja please?
Dr Sondge: Hello I m Dr Sondge from Shri Shivaji
College.Could I Speak to professor Saleem Mohiuddin
please?
Our language should be very polite we when we
are talking on telephone.
We should avoid
Many people ring up and ask What number it is
who is speaking or Pooja?
All there types are considered as bad manners because
we have dialed the number and so we must to know
the number.
We cannot ask number to the received person.
If we have dialed the number, we should introduce our
self first and not ask the name of the person on other
side we cannot be sure that telephone will be picked
up by the same person whom we are trying to talk. So
we cannot directly say ‘Pooja’ because any body from
her family or office could pick up the receiver.
We should introduce our self, ask for the person we
want to talk to if by mistake it is a wrong number, we
always should apologies.
I’m Sorry to have disturb you
Apologise me for disturbing you, Sorry
Extremely Sorry to have disturbed you
When we are receiving the telephone call and we
are working in an office give the number or the name
of our office.
Hello, This is 227445.
Hello, Sanjeevni Hospital.
Hello, Kothari pvt limited.
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Taking and leaving messages Communication thus forms an important and in-
Some time when we answer a phone call or make tegral port of our lives.
one, the person who is needed is either not available or Reference
is busy and cannot take the call at that time caller can (1) Radiance: Communication skills, Prose and Poetry.
leave a message. (2) The Spectrum: An Anthology of
Making inquiries on the Phone English,Prose,Poetry,Grammar and Communica-
We often need to use the telephone to get some tion.
information or make inquiry to find out for example Website: www.blackswan.com
the time of arrival of a train or the last date for the sale www.macmillaneducation.co.in
of application form or whether classes will be held on
a particular days in doing this we have to be clear brief
and polite this will make it ease for us to get informa-
tion we want.
Railway inquiry:- Good morning, Railway inquiry
Caller: Could you tell me when Devigiri Express to
Mumbai leaves please.
Railway inquiry:- At 2:30 pm in afternoon sir
Caller:- Is it a daily train?
Railway inquiry:- Yes sir
Caller:- Thank you very much.
Railway inquiry:- Well come, Sir.
When we are receiving the telephone call and we
are at office be very care full to we cannot offered to
be care less in receiving and reporting messages it is
always a good thing to keep a letter pad or at least a
note book and a pen or pencil near the telephone so we
can take down the messages and pass them to the per-
son concerned.
If we cannot hear the other person on the phone
properly we should politely ask him/her to repeat what/
he has said
While asking about a person to be talked always
address as Mr/Mrs/Dr. But when you are giving your
name,don‘t use,Mr,Mrs,Dr,etc
Conclusion
We should follow certain rules when we are talk-
ing on telephone. We should follow all the manners of
telephone communication and make communication
very effective, Effective communication result in co-
operative where as weak or faulty communication leads
to misunderstanding and failure to achieve the speak-
ers objective.
Soft Skill and Personality Development (111) ISBN - 978-81-925458-3-7
 40 Paragraph Structure in Effective Writing Skills
Introduction
Writing is a productive skill. It is usually expected
to be logical and properly organized compared to re-
corded materials; the volume of writing is far too
greater. Writing can be preserved and can last for a
long time. It can be read and re-read by a person(s)
who can read. Therefore writing must be careful and
effective. Use of appropriate words and structures, it
is necessary to study the various shades of meaning of
words and the contexts in which they can use. The or-
der in which words are placed is also significant. Em-
phasizing in various grammatical mechanism. Writing
involves giving appropriate information, expressing
ideas, making arguments, stating things and develop-
ing a consistent stretch of language.
Sub-skills of writing skills:
1. Knowledge of English grammar,
2. Necessary vocabulary,
3. Punctuation,
4. Sentence structure and having ideas and
5. Developing one’s point(s).
Achieving purpose of writing
Achieve maximum communication, language
should be simple and direct, avoid irrelevance, and
write to the point and precisely.
Paragraph structure
The paragraph is only of visual things; it is a unit
of writing that begins with an indentation a series of
sentences put together for the convenience of the reader.
The paragraph is a sequence of related sentences that
deal with one central idea. This central thought or con-
trolling idea is the most important thing to be consid-
Soft Skill and Personality Development (112)
Deshmukh, J.N.
Asst. Prof. S.S.S. Pawar College,
Purna, Dist. Parbhani.
ered in writing good paragraph.
Characteristics of effective paragraph: Unity:
The topic sentences states the controlling idea to
which everything else in the paragraph must relate. A
paragraph has unity when its controlling idea is clearly
stated and clearly related to that controlling idea. The
unity of a paragraph is achieved through the use of
connectives which link sentences and make transition
from one thought to another smooth. Linking phrases
or linking words like ‘consequently’, ‘hence’, ‘as’,
‘since’, ‘because’, ‘therefore’, ‘however’, ‘first’, etc
which blind sentences together should have been used.
Coherence
The sentences within a paragraph are linked
smoothly so as to provide the reader with an evident
progression from beginning to end.
Adequate development
A good paragraph provides the reader with sense
of wholeness and completeness with no unanswered
questions and no loose ends.
Basic structure of a good paragraph
Topic sentences, body and concluding sentences
Types of paragraphs:
Descriptive paragraphs
A good description enables the readers to recreate
in their mind an adequate mental picture of the thing
described. Use a variety of adjectives while giving a
description of a particular thing.
Narrative paragraph
Narration refers to an account of some person ex-
perience. The sentences in a narrative paragraph fol-
low chronological order.
ISBN - 978-81-925458-3-7
Expository paragraph 3. Vary sentences structure and length, the basic sen-
Expository paragraph means explaining or mak- tence in English has a very simple structure i.e. Sub-
ing something clear. In these paragraphs, ides are ar- ject-Verb-Object (SVO).
ranged in a logical order. 4. Make sure that ideas flow smoothly, in a logical
Types of expository paragraphs order.
1. Division and classification, 5. Finally, make sure that information is relevant and
2. Illustration, well organized.
3. Cause and effects, References
4. Comparison, 1. Patil, Z.N 2000, English for Practical Purposes:
5. Contracts and Macmillan India Limited.
6. Definition. 2. Gokhle Shridhar 1999, Developing Your English:
General guidelines for writing effective paragraph Frank Bros.&co
structure 3. Harold B. Allen 1972, Teaching English as Sec-
1. Maximum ideas thrown together in a paragraph ond Language: TATA McGROW-Hill Publishing
may confuse the reader. Therefore, don’t overload para- Company Ltd.
graph with too many ideas. 4. M.Bhaskaran 1973, Strengthen Your English:
2. Keep things simple. Never burden reader with the Oxford Uni.Press
work of making connections which have omitted.

Soft Skill and Personality Development (113) ISBN - 978-81-925458-3-7

 41 New Trends in Group Discussion
Suyog S. Dodal
Head, Dept. of English
Adarsh College, Hingoli
A group discussion is thus widely used by many
organizations as it serves as a variant of the personal-
ity test and helps in evaluating several candidates at
the same time in one go. The group discussion test was
initially introduced in the West for selecting officers
for the armed forces and is now widely used in ser-
vices selection boards all over India. Over time, this
practice has come to be adopted in governmental and
private organizations as well. No matters what or sphere
of life it is, but every participant, who wish to join a
government or private organization, encounters a very
high standard and level of competition. Moreover,
group discussion has a edge over other methods of judg-
ing a participant’s potential which his or her curricu-
lum vitae, written test or interview cannot do. In a group
discussion, the participants’ behavior and leadership
qualities when interacting in a group come to the fore.
Group discussion is a method used by organiza-
tion to gauge certain personality traits and skills in
communication that they desire when selecting or hir-
ing a candidate for a job. It is, in other words, a simu-
lated exercise in conversation in which several candi-
dates in a group participate and express their views on
a subject of controversial nature. Herein each candi-
date expresses his or her views on topic or subject given
a few minutes prior to the actual discussion by the
evaluators or prospective employers. It is not
preplanned but is spontaneous discussion among
strangers. It helps to check out how she or he behaves,
participates and contributes in a group; How much
Soft Skill and Personality Development (114)
S. U. Fulsawange
Assistant Professor of English
College of Agriculture, Kolhapur
importance he or she gives to the group objective as
well as his or her own; how well he or she listen to
view points of others; and how open minded he is she
is in accepting views contrary to his or her own. Thus,
in other words, the various aspects of group discus-
sion are verbal communication, non-verbal behavior,
conforming to norms, decision-making ability and co-
operation. A talk by a person to oneself is a soliloquy
or a monologue; a talk between two persons, say the
interviewer and the interviewee is a one-to-one dis-
cussion or dialogue; and a group discussion has more
than one or two persons engaged in a discussion in the
presence of an evaluator. The participant has to be well
versed in the subject to be discussed, be able to fore-
see what possible questions might be raised and there-
after articulate his or her views. He or she should be
alert and prompt enough to answer questions and ar-
gue or counter argue. Here acquisition of knowledge
and information on possible topics of discussion come
handy. The knowledge acquired after watching, read-
ing and pondering should be applied to various types
of situation, questions and scenarios that may arise.
Participating in a group discussion is an art which
every individual aspiring to be an officer of any grade
or in order to reach the post of a manager or executive
or any key appointment and be selected for training in
a professional or a specialized course desired. This is
because officers at various levels have to participate in
meetings, seminars and conferences where they may
be expected to express their views extempore on the
ISBN - 978-81-925458-3-7
topic under discussion.
Here let it be understood that there is a vital dif-
ference between public speaking and group discussion
because many among us tend to confuse the two. In
public speaking, you can keep on speeking whatever
you want to convey but there is no public participa-
tion, except to applaud or show disinterest, whereas in
a group discussion, you face a dynamic situation where
the participants express divergent views on the topic
of discussion. It calls for concentrated attention to what
is being discussed and listening to the views of others
before making on-the-spot changes or modification in
your own views for presentation. Here, here you may
have to change your views and concepts as per the
group dynamics and interaction.
No matter what field or sphere of life it is, but
every participant, who wishes to join a government or
private organization, encounters a very high standard
and level of competition. Moreover, group discussion
has an edge over other methods of judging a
participant’s potential which his or her curriculum vi-
tae, written test or interview cannot do. In a group dis-
cussion, the participant’s behavior and leadership quali-
ties when interacting in a group come to the fore.
A group discussion is generally conducted after
the written test to find out how you behave, participate
and contribute in a group, how much importance you
give to the organization’s objectives and how well you
listen to others’ viewpoints before expressing your own.
Organization encourage members of a group to express
their ideas on given subject at short notice and ask them
to the solution to a problem. This arouses the interest
and stimulate the thinking process of the members of
the group, thus encourage them to discuss a subject of
controversial nature in a dispassionate manner and by
maintaining one’s cool.
“The basic aim of a group discussion is to evaluate the
effectiveness of a candidate in a group activity by means
Soft Skill and Personality Development (115)
of team spirit and communication skills displayed by
him during the discussion” (1 p15).
Group Discussion is a test of your ability to think,
your analytical capabilities and your ability to make
your point in a team-based environment.
A group discussion refers to a set of persons
brought together to express their opinion and to the
subsequent exchange of views on the allocated subject
“Group discussion is a way of gauging whether
you as a candidate or participant possess certain per-
sonality traits and skills that are desired by the orga-
nization “( 2p15).
The primary aim of a group discussion is to find
how you function as a part of a team, be it as a mem-
ber or as the leader. Therefore, your interaction in a
team becomes an important criterion for selection in a
company or an organization. You will need to work in
a team and show the best result possible in a group.
This is one of the main reasons why management in-
stitutes include group discussion as a component of
the selection process.
A group discussion may be used either as a screen-
ing test to find out your innate qualities of leadership,
comprehension, free speaking and taking a stand on
any issue or as a test for competency. Hence a group
discussion is a logical extension of admission tests held
to assess a candidate’s overall personality, his or her in
depth understanding of the topic, self confidence, atti-
tude, ability to take initiatives in the discussion, pres-
ence of mind in crisis management and style of talk-
ing. Thus, in short, the purpose of a group discussion
is manifold and helps to judge the inter-personal skills
of the participants and judje how he or she interacts
with the others, besides revealing his or her team spirit
and leadership qualities. It also gauges the candidate’s
style of communication and presentation. It discovers
the type of temperament and nature of the candidate
and his or her ability to cope with the dynamics of the
ISBN - 978-81-925458-3-7
situation. It also finds the personality of the candidate-
whether he or she is self-assured and can assert him-
self or herself if he or she is right.
The style and process of conducting a group dis-
cussion may very but the purpose is same. The group
discussion process generally adopted by B-school for
selection of candidates. Generally a group is made up
of about eight to ten, and in some cases up to 16, per-
sons chosen randomly from the list of candidates
shortlisted, as it is difficult to judge a number of candi-
dates in a limited space of time. Normally two to three
minutes to every participant in a group of ten are allot-
ted to make mental assessment of the topic to be dis-
cussed; however, the group is often told to start right
away. Nevertheless, if it is a matter for case studies,
then 15 to 20 minutes may be given. The discussion is
normally in a semi-circular or a round –table seating
arrangement, with the candidates facing each other. The
seating arrangement may be fixed in advance or there
may be free seating. At the end, a summary of the dis-
cussion is usually made by each candidate.
A group discussion has two essential aspects and
these include the content or the theme of the discus-
sion and how topic is started, presented and ended.
Content is a combination of knowledge and the ability
to create coherent, logical arguments on the basis of
that knowledge. Quality of content and style of pre-
sentation, including what is said and how it is said, are
very essential.
There are most important skills used during the
group discussion. As the saying goes, ‘Personality
makes a man’, it is necessary to cast a first good im-
pact. The movement of the limbs and body should be
relaxed and normal, positive and alert. The candidate’s
body language, voice and manners play a effective role.
You must dress neatly and should not be conscious of
the interviewer or the panel members.
Communication skill
Soft Skill and Personality Development (116)
How do you communicate your viewpoint to oth-
ers? While judging this, not only is the verbal interac-
tion taken into consideration, but the non-verbal cues
are also paid attention to. The verbal part displays the
clarity of thought of a person, and whether the same is
communicated to others. Aptness of language is also
judged through verbal communication. The non-ver-
bal part includes ones expressions and body language.
Many a times individuals get angry if they do not get a
chance to speak or if their viewpoint is not agreed upon.
One should remember that a GD is not a debate, but
merely a discussion. So, one should not display anger
by shouting, thumping the desk or any similar act. Also,
each person’s viewpoint matters, and thus should be
paid attention to.
Listening skill
The ability of a person to listen to others is very
important in a group discussion. So, one should try to
avoid interrupting others. Also, one should maintain
eye contact with the speaker to demonstrate that one is
listening. This also help in getting cues about when is
the speaker going to stop. This is the chance to start
making a point. This initiated statement, if related to
the previous speakers point, catches the attention of
the moderator. This is because agreeing, disagreeing
or elaborating on the previous speakers’ point ensures
that one had been paying attention to what others said.
Speaking without listening to others makes a person a
bad team player and thus such a person is difficult to
work with. While summarizing also, a person who takes
into consideration everybody’s opinion, gets brownie
points.
Reasoning skills
One has to speak relevant to the topic. In the short
span of a GD, if a person can analyze the topic or what
others have spoken and paraphrase the same, then it
indicates that a person’s reasoning skills are good. To
do this, every opinion and especially the topic has to
ISBN - 978-81-925458-3-7
be paid attention to.
Leadership skills
A person, who is able to manoeuvre the flow of
the discussion, is named the leader. A leader also en-
courages opinions from all the members. She/he should
be able to motivate the other members to follow him
in the discussion.
Initiation
Initiative taken by a person shows his/her inclina-
tion to do work. A person who initiates the GD can
make a favorable first impression by making a valid
point. But, if an initiator does not do his job well (stut-
ter or quote wrong fact or figure) then the damage done
can be irreparable.
Assertiveness
A person should make his point in a convincing
manner so that others buy his point.
Flexibility
Many speakers just stick to their argument and
dismiss others’ opinions. In order to work in a group, a
person should be flexible. Moreover, a group discus-
sion is done to elicit the best course of action. There-
fore, if someone makes a better point than another, the
other person should be flexible enough to accept it.
Awareness
A GD also demonstrates the awareness of indi-
viduals. Reading is required to enhance awareness and
Soft Skill and Personality Development
make a good impression.
This paper offers comprehensive coverage of the
standard agenda, an approach that works for any prob-
lem-solving discussion. It emphasizes the creative po-
tential of individuals and urge them to apply that cre-
ative to their discussions, including imaginative ways
to foster equal participation, inventive gathering of
background information and critical assessment of po-
tential solutions to a problem. The prerequisites for
preparation such as knowledge of the subject, impor-
tance of listening, presentation, initation, body lan-
guage, communication skills and co-operation is also
discussed for group discussion.
Reference
Gupta, Manju/Dr Jha, Prem Kant : Group Discussion,
New Delhi, Mahaveer Publicstion, 2009
Jefferson, Richard : Learn the Art of Group Discus-
sions, Chandigarh, Abhishek, 2005.
Kumar, Sankaran : Group Discussion and Public Speak-
ing, Agra, M. I. Publications, 2007.
Jain, Dr. V. K : Business Communication, New Delhi,
S. Chand & Company LTD. 2007.
Raman, Meemakshi : Business Communication, New
Delhi, Oxford University Press,2009.
Rai, Urmila : Business Communication, Mumbai,
Himalaya Publishing House, 2009.
www.wikipidea/group discussion
(117) ISBN - 978-81-925458-3-7
 42 Understanding the Process of Effective Communication to have the
Effective Communication
Abstract
Effective communication is all about conveying
your messages to other people clearly and
unambiguously. It’s also about receiving information
that others are sending to you, with as little distortion
as possible. Regardless of the size of business you are
in – whether a large corporation, a small company, or
even a home-based business – effective communication
skills are essential for success. We start with a look at
some of the key ideas behind successful communication,
and offer a brief quiz that helps you evaluate how
effectively you communicate, so that you can identify
the areas you should focus on for improvement. The
articles that follow help you develop the skills you need
to produce effective and inspiring spoken, written and
electronic communications to individuals and groups.
Key Words: Communication, electronic
communication sender, encoding, channel, decoding,
receiver, feedback,context
Effective communication is all about conveying
your messages to other people clearly and
unambiguously. It’s also about receiving information
that others are sending to you, with as little distortion
as possible. Doing this involves effort from both the
sender of the message and the receiver. And it’s a
process that can be fraught with error, with messages
muddled by the sender, or misinterpreted by the
recipient. When this isn’t detected, it can cause
tremendous confusion, wasted effort and missed
opportunity.
In fact, communication is only successful when
both the sender and the receiver understand the same
information as a result of the communication. By
Soft Skill and Personality Development (118)
Dr. Machindra S. Khandagale
Department of English
Dayanand College of Arts, Latur
successfully getting your message across, you convey
your thoughts and ideas effectively. When not
successful, the thoughts and ideas that you actually send
do not necessarily reflect what you think, causing a
communications breakdown and creating roadblocks
that stand in the way of your goals – both personally
and professionally.
In a recent survey of recruiters from companies
with more than 50,000 employees, communication
skills were cited as the single more important decisive
factor in choosing managers. The survey, conducted
by the University of Pittsburgh’s Katz Business School,
points out that communication skills, including written
and oral presentations, as well as an ability to work
with others, are the main factor contributing to job
success.
In spite of the increasing importance placed on
communication skills, many individuals continue to
struggle, unable to communicate their thoughts and
ideas effectively – whether in verbal or written format.
This inability makes it nearly impossible for them to
compete effectively in the workplace, and stands in the
way of career progression. Being able to communicate
effectively is therefore essential if you want to build a
successful career. To do this, you must understand what
your message is, what audience you are sending it to,
and how it will be perceived. You must also weigh-in
the circumstances surrounding your communications,
such as situational and cultural context.
Problems with communication can pop-up at every
stage of the communication process (which consists
of the sender, encoding, the channel, decoding, the
receiver, feedback and the context – see the diagram
ISBN - 978-81-925458-3-7
below). At each stage, there is the potential for
misunderstanding and confusion.
To be an effective communicator and to get your
point across without misunderstanding and confusion,
your goal should be to lessen the frequency of problems
at each stage of this process, with clear, concise,
accurate, well-planned communications. We follow the
process through below:
A. Source...
As the source of the message, you need to be clear
about why you’re communicating, and what you want
to communicate. You also need to be confident that
the information you’re communicating is useful and
accurate.
B. Message...
The message is the information that you want to
communicate.
C. Encoding...
This is the process of transferring the information
you want to communicate into a form that can be sent
and correctly decoded at the other end. Your success in
encoding depends partly on your ability to convey
information clearly and simply, but also on your ability
to anticipate and eliminate sources of confusion (for
example, cultural issues, mistaken assumptions, and
missing information.)
A key part of this is knowing your audience: Failure to
understand who you are communicating with will result
in delivering messages that are misunderstood.
D. Channel...
Messages are conveyed through channels, with
verbal channels including face-to-face meetings,
telephone and videoconferencing; and written channels
Soft Skill and Personality Development (119)
including letters, emails, memos and reports.
Different channels have different strengths and
weaknesses. For example, it’s not particularly effective
to give a long list of directions verbally, while you’ll
quickly cause problems if you give someone negative
feedback using email.
E. Decoding...
Just as successful encoding is a skill, so is
successful decoding (involving, for example, taking the
time to read a message carefully, or listen actively to
it.) Just as confusion can arise from errors in encoding,
it can also arise from decoding errors. This is
particularly the case if the decoder doesn’t have enough
knowledge to understand the message.
F. Receiver...
Your message is delivered to individual members
of your audience. No doubt, you have in mind the
actions or reactions you hope your message will get
from this audience. Keep in mind, though, that each of
these individuals enters into the communication process
with ideas and feelings that will undoubtedly influence
their understanding of your message, and their
response. To be a successful communicator, you should
consider these before delivering your message, and act
appropriately.
G. Feedback...
Your audience will provide you with feedback, as
verbal and nonverbal reactions to your communicated
message. Pay close attention to this feedback, as it is
the only thing that can give you confidence that your
audience has understood your message. If you find that
there has been a misunderstanding, at least you have
the opportunity to send the message a second time.
H. Context...
The situation in which your message is delivered
is the context. This may include the surrounding
environment or broader culture (corporate culture,
international cultures, and so on).
To deliver your messages effectively, you must
commit to breaking down the barriers that exist within
each of these stages of the communication process.
Let’s begin with the message itself. If your message is
ISBN - 978-81-925458-3-7
too lengthy, disorganized, or contains errors, you can satisfaction/dissatisfaction with subordinates.
expect the message to be misunderstood and Communication Quarterly, 37, 81–90. Print.
misinterpreted. Use of poor verbal and body language Kenworthy, Joanne. 1994. Teaching English
can also confuse the message. Pronunciation. Longman. Print.
Barriers in context tend to stem from senders M. Ediger Marlow. 2004. Teaching English.
offering too much information too fast. When in doubt Successfully. Discovery Publishing House. India. Print.
here, less is oftentimes more. It is best to be mindful of McCroskey, J. C. 1984. The communication
the demands on other people’s time, especially in apprehension perspective. In J. A. Daly & J. C. Print.
today’s ultra-busy society. Once you understand this, Norton, R. W. 1978. Foundations of a communicator
you need to work to understand your audience’s culture, style construct. Human Communication Research, 4,
making sure you can converse and deliver your message 99–112. Print.
to people of different backgrounds and cultures within Tewari,Richa. LSRW Skills for Undergraduates. ELT
your own organization, in your country and even Voices India, February 2011 ISSN : 2230-9136. Print.
abroad.
In the present scenario professionals certainly need
effective and impressive communication skills. There
is a great need to frame course materials and develop
methods and strategies so as to enhance communication
skills of undergraduates. Students require
communication skills to express and share their
experience, knowledge, ideas and thoughts in an
effective manner and to harness a better understanding
and harmony for the common benefit of the society.
Communication skills thus can be developed by
rigorous training programmes and a lot of practice
work. It requires persistent efforts. It is possible by
applying various methods discussion in the classes,
studying famous speeches, mastering the art of oral
presentation and by active participation in
presentations, seminars, workshops, conferences, group
discussions, etc.
References:
Anderson, C. M., & Martin, M. M. 1995. The effects
of communication motives, interaction involvement,
and loneliness on satisfaction: A model of small groups.
Small Group Research, 26, 118–137. Print.
Daly, J. A. 2002. Personality and interpersonal
communication. In M. L. Knapp & J. A. Daly (Eds.),
Handbook of interpersonal communication (3rd ed.,
pp. 133–180). Thousand Oaks, CA: Sage. Print.
Infante, D. A., & Gorden,W. I. 1989. Argumentativeness
and affirming communicator style as predictors of
Soft Skill and Personality Development (120) ISBN - 978-81-925458-3-7
 43 ABCs of Presentation Skill
Dr. Rajesh Latane
Principal,
Arts & Commerce College, Chakan
In this age of cut throat competition, one has to
prove his/her candidature worthy rather better to the
expectation level of employer. Here a little variation
in positive manner really matters. This variation is
something other than educational qualification or good
academic record and that is nothing but skills strongly
required for leading healthy and successful life in or-
ganizational context. These skills are soft skills. Each
one of us is blessed with two kinds of skills; hard skills
and soft skill. Hard skills are the academic and practi-
cal skill obtained through formal education. It is the
core of professional competency for a particular job.
On the complementary side instead of contrary
side, Soft skills refer to the cluster of personality traits,
social graces, language skills etc. Soft skills are occu-
pying unavoidable place not only in organizational
context but also in various spheres of life. These are
social skills required for better interpersonal relations.
As Moss and Tilly comprehensively defines soft skills
as,
“Soft skills,” which are defined as skills, abili-
ties, and traits that pertain
to personality, attitude and behavior rather than
to formal or technical knowledge”
(Moss and Tilly, 2001, p.44)
This definition clarifies that soft skills reflects one’s
inner abilities and unrevealed aspects of personality
which are not always visible through educational quali-
fication in the forms of degrees.
In organizational sector, effective executive is not
defined only by technical expertise or the ability to
memorize and reproduce technical specifications. It is
evaluated by his/her ability and soft skills he possessed
Soft Skill and Personality Development
Girish Kousadikar
Head, Department of English
B.Raghunath ACS College, Parbhani
to maintain good interpersonal relations with the staff.
To establish and to maintain interpersonal relation, one
must have effective presentation skill. The term pre-
sentation is not restricted to formal situations only. The
presentation is a part and parcel of your daily life irre-
spective of situation. To become a professional and
successful presenter, one has to incorporate certain WH
questions. The famous English poet, Rudyard Kipling
beautifully quotes in his poem about these WH ques-
tion as,
I keep six honest serving men
ÿþý
(They taught me all I knew)
Their names are What and Why and When
And How and Where and Who.
(I keep six honest serving men)
ÿþý
ÿþýü
ÿþýüýûúùúø÷û
ÿþýüý ÿþýü
þýÿ
A professional presenter has to pacify these WH
questions through his presentation. If you divide your
presentation into these six parts, your presentation will
be comprehensive and useful. Let’s discuss one by one.
1. WHO:
You should understand your target audience on
the grounds of gender, age and financial condition. The
only way to relate your audience is to address their
(121) ISBN - 978-81-925458-3-7
needs and concerns. Once you are successful in relat- Works cited
ing your audience, they will be familiar with you and Ø Barnes & Noble How to Become A Successful
familiarity has its own appeal. You have to profile Public Speaker, 2011, e-book
your audience well. Dress up as per occasion and role http://www.barnesandnoble.com/w/how-to-become-a-
to be played by keeping in mind your audience. successful-public-speaker-wings-of-success/
2. WHAT : 1105146611?ean=2940013055698
“What” is the soul of your presentation. You Ø www.kipling.org.uk/poems_serving.html
should be very clear about the issues to be presented Ø Moss, P., Tilly, C. (1996). Soft’ skills and race:
and message to be conveyed. It answers the reason An investigation of black men’s employment problems.
behind the presentation on both the sides as a speaker Work and Occupations, 23(3), 252–276
and as a listener.
3. WHEN :
It is yet another important question referring to
time. “When” should clarify and stress the time line
for audience to take an action. e.g. If you appeal audi-
ence to join the course or a scheme in such a way that
they will turn up in huge numbers to enroll themselves
immediately.
4. WHERE :
Where should provide the place of problem and
the location of solution. “Where” works as adverbial
of place. This should lead your audience to find out a
place of relief and problematic area to avoid in future.
5. WHY:
It is said that every human action is motivated to
gain either monetary returns or honor.
It explains why the audience should listen to you and
take action suggested by you. Your presentation has a
certain motif. It deals with the motivating factors in
prompting your audience to act. “Why” answers criti-
cal enquiry related to the topic.
6. HOW:
Last but not the least is “How” which deals with
the process. The theoretical discussion is completed
through above questions. Now step by step directions
are prescribed under this section. If “What” is the soul
then “How” is the body of your presentation.
In nutshell, to become a successful, professional
and reliable speaker in all walks of life, present your-
self neatly. It is essential for you to incorporate these
questions and address the concerns of the audience in
your presentation.
Soft Skill and Personality Development (122) ISBN - 978-81-925458-3-7
 44 Recent Trends in Modes of Communication
According to Webster’s New world Dictionary the
word ‘Communication’ is derived from Latin word
‘Communicare’ or ‘Communicate’ which means ‘to im-
part, to share or to make common’. ‘Communication’ is
the art of transmitting or giving or exchanging of infor-
mation, signals, or messages by talk, gestures, writing,
etc’. Communication is an essential element to achieve
success in any field. It may be written or spoken, verbal
or non – verbal, pictorial or graphic. Listening, speak-
ing, reading, writing, body expressions, colours, ideas,
facts opinions, information and other means all allow
individuals to communicate his views with others. Com-
munication is essential to human beings, animals and all
other live things. It is as essential as food and water for
hunger. Most modern communication devices have
changed the process of communication. In every office
technological advancements and changes are taking place
rapidly, few months new devices are becoming old. Ma-
chines like Computers, fax, Telephones, mobiles are be-
coming routine in the common man’s life. Old means of
Communications are being replaced by the new technol-
ogy. This paper aims to explore the use of new models
and technologies of Communication. There are several
modern means of communications which are being used
by the people in their daily routine use.
Telex
Telex is a worldwide Teletype service providing
instantaneous Communication through a direct dial tele-
printer to teleprinter System. Message can be sent and
received any time of the day. It can be used through the
telegraph office. The direct dial teleprinter machine can
be used to send and receive message. When the sender
types a message on his machine at the same time the
same message gets typed on receiver’s machine also.
There is no problem of viruses in the machine.
Soft Skill and Personality Development
Dnyanoba Mundhe
Head, Dept. of English
Sharda Mahavidyalaya, Parbhani
Fax
A facsimile or fax, is a type of copier which sends
an original document, typed or hand written, electroni-
cally from one place to another place. It is an electronic
medium of communication, using it any one can send
message from one place to another place. In it exact docu-
ment or picture can be received or send. Only difference
between photocopy machine and fax is that fax can send
message at any place and photo copy machine can’t send
it. Transmission of messages through Fax has become
popular because it is very easy to operate and one can
use copies without any further process.
Electronic Mail
Electronic mail is popularly known as e-mail. It is a
message which is sent electronically from one place to
another by using computer. It is a simple and easy way of
transmitting or seeking information. It requires telephone
lines of a private network. There is no need of paper work
because messages is created and send by the computer.
For sending e-mail one needs personal computer and
internet connection. Messages proceed across various
computers till it rich the e-mail box at the destination. If
the receiver is not available the message bounces back
to the sender. It helps to increase the accuracy and effi-
ciency. User of this system can contact anybody at any-
time. E-mail is faster than conventional mail or facsimile
transmission and faster and more versatile than Telex.
E-mail is not only use of text but also in sending sound,
image, video etc.
Internet
Internet is a vast globally connected network which
communicates with each other using a common com-
puter language called protocol. Apart from e-mail, the
World Wide Web (www) is the latest vehicle of business
available on the internet. The internet is a source of in-
(123) ISBN - 978-81-925458-3-7
formation that can be used by millions of people across
the world. It contains data in different forms like text,
sound and graphics and people can access it by paying.
Today internet user are grown from one million to more
than thirty million.
Video Conferencing
Video Conferencing enables two or more parties to
meet at a particular time. The most important benefit is
that flexibility of location is offered. The current models
of video conferencing equipped the user of not only com-
municating but with also various advanced features such
as making presentations, drawing diagrams, holding con-
ference, solving problems. Most of the advanced train-
ing centers are using it through all over the world
Cellular Phones
Cellular phones, popularly known as mobile phones,
are one of the modern means of communication device.
It is most popular means of communication. It is a
cordless phone that’s why one can use it at any place and
any time where there is network. It is not only easy to
use but chief also. This phone is designed on the most
advanced and most popular digital system. The mobile
telephone network is divided into cells, each one con-
trolled by a radio base station i.e. GSM. Today Android
operating system has changed the lifestyle of the people;
everyone is using smart mobile phones for communica-
tion. The video calls can be done by using smart phones.
A videophone enables the caller to see as well as hear
the person at the other end.
Facebook
Facebook, founded in February 2004 by Mark
Zuckerberg and his friends Eduardo Saverin, Andrew
McCollum, Dustin Moskovitz and Chris Hughes, is an
online social networking service. The founders had ini-
tially limited the website’s membership to Harvard Stu-
dents, but now anyone who claims to be at least 13 years
old to become a registered user of the website. After reg-
istering, user may create a personal profile, add other
users as friends, exchange messages, and receive auto-
matic notifications when they update their profile. In
addition to it users may join common – interest user
groups, organized by workplace, school or college. In
January, the company has about 1.15 billion monthly
users. It is the most used social networking service by
Soft Skill and Personality Development (124)
worldwide monthly active users.
Linkedin
Linkedin, founded in December 2002 and launched
on May 5, 2003, is a social networking website for people
in professional occupations. It is mainly used by the reg-
istered members having some level of relationship, called
Connections to maintain a list of contact, details of people.
It is also used to find jobs, people and business opportu-
nities recommend by someone in one’s contact network.
WhatsApp Messenger
It is a proprietary, cross-platform instant messaging
subscription service for smart phones with internet ac-
cess. In addition to text messaging, users can send im-
ages, video and audio media messages to each other.
WhatsApp, founded in 2009 by American Brian Acton
and Ukrainian Jan Koum, is being used to send billion of
messages per day. In a December 2013, WhatsApp
claimed that 400 million active users use the service each
month.
WeChat
WeChat is a mobile text and voice messaging com-
munication service developed by Tencent in China in
January 2011. It provides multimedia communication
with text messaging, Hold-to-Talk voice messaging,
broadcast messaging, photo-video sharing, location shar-
ing and contact information exchange.
All the technological developments and devices are
very useful for communication. With such new techno-
logical advancements we are doing progress and we ar-
rived at a wireless and paperless communication stage.
Modern means of communication are the most neces-
sary part of modern lifestyle. They play very important
role in our day to day life.
References
1. www.wikipedia.org
2. Prof. Shaikh, B.M., Communication Skill, Vidya
Prakashan, Nagpur, 2008.
3. Prof. Dr. Kadvekar S.V. and Prof. Ravindra
Kothavade, Business Communication, Diamond
Publications, Pune, 2009.
4. Patil Z.N. and Valke B.S., English for Practical
Purposes, Macmillan India Limited, Chennai
2008.
ISBN - 978-81-925458-3-7
 45 Study of the Useful Techniques to Develop Purposive Listening (Skill)
of the Students
Shahid Bhagatsingh Mahavidyalaya, Killari, Dist. Latur
Abstract:
In the globalized backdrop, good LSRW skills are
the keys to unlock the doors to success. These skills
help to build strong relationship and better
understanding which are so vital in our personal and
professional life. We were given two ears but only one
mouth. This is because God knew that listening was
twice as hard as talking. People need to practice and
acquire skills to be good listeners, because a speaker
cannot throw you information in the same manner that
a dart player tosses a dart at a passive dartboard.
Information is an intangible substance that must be
sent by the speaker and received by an active listener.
The professional profile of a modern qualified should
include well-developed communication skills and high
English language proficiency to help him achieve
success in the modern highly competitive global work
arena. Making students listen to an English
conversation, showing English documentaries in the
classroom, broadcasting programmes, activating the
College English board, reading famous sayings related
to listening skills and rewarding the super listener after
giving the students a challenging listening quiz may
be advantageous to undergraduates these and other
activities to improve students’ listening skills are also
discussed in this research paper.
Key words: LSRW, communication, proficiency,
intangible, etc
Teaching is a profession that demands a
collaboration of mind, heart and spirit. Teaching
English as a foreign language in primary class calls
Soft Skill and Personality Development (125)
Dr Sandip Pandurangrao Chavan
Department of English
attention to people with involvement, dedication and
love for children. English is becoming more accepted
as an International language. In India, it has become
more or less a part of the primary curriculum. Every
parent is keen to send his or her child to study in a
school where importance is given to development of
English language. Unfortunately, in our country the
non-native speakers of English teach English to
children. Although they are trained teachers, with a
teaching degree, they may not be trained language
teachers.
On the other hand in small cities in India the
students, who are admitted into the schools where
English is taught and due importance is given to the
language, are from backgrounds where they are first or
second generation learners. The students are sent to
school with high hopes from the parents who do not
posses the ability to help them in acquiring this foreign
language at home. Hence, the task of the teacher
becomes all the more difficult and complicated. They
will have to equip themselves to face the required
standards of teaching the language. Teaching is an art
and every teacher has a personal style and specific belief
about the ways children learn. I would say there is no
prescription for getting control of ones teaching
method. There are numerous ways a teacher can equip
her / him and improve drastically to face the challenges
of an English language teacher. Teachers can follow
certain things to improve teaching – learning process.
I. Teachers ideally, should remain receptive to new
ideas and changes in education throughout their careers.
II. Reading plays a major role. It spreads knowledge
ISBN - 978-81-925458-3-7
and banishes ignorance. Hunger for the latest
information, experiments and research should be
carried out in the classroom based on reading. Updating
oneself with the latest teaching methodologies and
education seminars is required.
III. Attending Conferences, Workshops, Teacher
development programs, rejuvenates, enhances and
promotes oneself. It gives opportunity to become more
resourceful and imaginative. The teacher is assisted to
look at what he / she has taught and can refresh ones
mechanical teaching.
IV. Talking with colleagues helps one to exchange and
share their knowledge and learn new techniques.
Ex.: Colleagues observation of one’s class will help Play-way Method / Activity-based Method and
him / her to get a direct feedback regarding the use of Practical Learning
teaching method, shift of methods while teaching, Play-way Method helps Language and Communication.
language use, students’ comprehension and It fosters curiosity, the ability to ask questions, the need
involvement in the topic, ways of interaction and many
to listen, singing, repeat words etc. Children learn in a
more.
best way when they participate in these activities. They
1. Game Based Model Activities for the
are encouraged in what they do and are rewarded
Development of the Four Fold Skills :
adequately. Learning and playing seems to be two facts
Children enjoy games. The aim of introducing a
of the same reality.
lesson through games is to introduce fun learning in
Some Principles of a Play-based
the Classroom. Learning language should be made
Curriculum
enjoyable experience. This also enhances the retention
capability of students. The teacher can easily make C o-operation ? rather than ? competition
materials for games physically or on computers. Games H olistic development ? rather than ? cognitive learning
will certainly break the monotony in the learning alone
process and make teaching and learning lively and I ndividuality c ? rather than ? conformity
interestingly. Students should be actively engaged in L earning as fun ? rather than ? teaching alone
the following activities: D oing to understand ? rather than ? rote learning
Ex.: Crossword puzzles, Story puzzles, Guessing [A] LISTENING SKILL:
words, Forming dialogues, Forming sentences, Listening is a most important skill in learning
Problem solving, Matching words, Gridograms…etc. language. It is a basic skill through which a child learns
Language learning involves linking the four skills - each and everything so language is mainly learnt
Listening, Speaking, Reading and Writing. To motivate through listening. In other words listening requires
the children and make learning interesting and fruitful, careful attention to speech. Listening is a major ground
teachers can adopt the Play-way Method / Activity- for speaking. We as the language teachers are not
based Method and Practical Learning. concerned with ‘Casual Listening’ which has no

Soft Skill and Personality Development (126) ISBN - 978-81-925458-3-7

peculiar purpose in mind. We are concerned with
‘Focused Listening’ which is purposive and aims to
get the information. In focused listening learners know
what they are listening for and this helps them to listen.
Here clear distinction must be made between listening
and hearing. When we listen we made conscious
attention to what is being said.
The first skill that you can practice to be a good
listener is to act like a good listener. We have spent a
lot of our modern lives working at tuning out all of the
information that is thrust at us. It therefore becomes
important to change our physical body language from
that of a deflector to that of a receiver, much like a
satellite dish. Our faces contain most of the receptive
equipment in our bodies, so it is only natural that we
should tilt our faces towards the channel of information.
A second skill is to use the other bodily receptors
besides your ears. You can be a better listener when
you look at the other person. Your eyes pick up the
non-verbal signals that all people send out when they
are speaking. By looking at the speaker, your eyes will
also complete the eye contact that speakers are trying
to make. A speaker will work harder at sending out the
information when they see a receptive audience in
attendance. Your eyes help complete the
communication circuit that must be established
between speaker and listener.
When you have established eye and face contact
with your speaker, you must then react to the speaker
by sending out non-verbal signals. Your face must move
and give the range of emotions that indicate whether
you are following what the speaker has to say. By
moving your face to the information, you can better
concentrate on what the person is saying. Your face
must become an active and contoured catcher of
information.
It is extremely difficult to receive information
when your mouth is moving information out at the same
Soft Skill and Personality Development (127)
time. A good listener will stop talking and use receptive
language instead. Use the I see . . . un hunh . . . oh
really words and phrases that follow and encourage
your speaker’s train of thought. This forces you to react
to the ideas presented, rather than the person. You can
then move to asking questions, instead of giving your
opinion on the information being presented. It is a true
listening skill to use your mouth as a moving receptor
of information rather than a broadcaster.
A final skill is to move your mind to concentrate
on what the speaker is saying. You cannot fully hear
their point of view or process information when you
argue mentally or judge what they are saying before
they have completed. An open mind is a mind that is
receiving and listening to information.
If you really want to listen, you will act like a good
listener. Good listeners are good catchers because they
give their speakers a target and then move that target
to capture the information that is being sent. When good
listeners don’t understand their speakers, they will send
signals to the speaker about what they expect next, or
how the speaker can change the speed of information
delivery to suit the listener. Above all, a good listener
involves all of their face to be an active moving listener.
And moreover he always remembers the following
points to be a good listener-
1. If you are really listening intently, you should feel
tired after your speaker has finished. Effective listening
is an active rather than a passive activity.
2. When you find yourself drifting away during a
listening session, change your body position and
concentrate on using one of the above skills. Once one
of the skills is being used, the other active skills will
come into place as well.
3. Your body position defines whether you will have
the chance of being a good listener or a good deflector.
Good listeners are like poor boxers: they lead with their
faces.
ISBN - 978-81-925458-3-7
4. Meaning cannot just be transmitted as a tangible
substance by the speaker. It must also be stimulated or
aroused in the receiver. The receiver must therefore be
an active participant for the cycle of communication
to be complete.
A good listener learns the language quicker and
more efficiently. So it is very important to think of
activities or techniques which will enable the learners
to listen better and more efficiently. Some useful
techniques, a teacher can use, to develop purposive
listening of the students’ are-
i) Listening Recordings:
Students use headphones and listen to the recorded
information for 3 minutes. They remove the
headphones and attempt the worksheet given bases on
the recorded information. Simple objective type
questions are attempted. Again the headphones are used
and students listen to the same message and
simultaneously self-correction is done.
ii) Theatre Games for Students in Class: Focusing
Energy through Fun:
Teachers may use different theatre games to
augment their lessons taught in the classroom. These
games are designed to focus students’ energy to
encourage listening, develop their confidence to
encourage verbal participation, and cultivate their trust
to foster openness.
iii) Questions based on recordings:
Students sit around a tape-recorder. The teacher
plays a recorded story or message with suitable sound
effects. Students listen, make the sounds, enjoy and
learn the story. At the end, they answer the questions
put to them by their teacher.
Ex.: Story Puzzle :
A farmer, who had a young goat, cut a huge bundle
of grass and wanted to take both of them to the town
across the river to sell. He had also captured a tiger,
which he wanted to give to a zoo. The river could be
Soft Skill and Personality Development (128)
crosses only by using a small boat. This boat could
carry only the weight of two persons at a time.
Question : How did the farmer manage to cross the
river?
a) With goat first, b) With tiger first, c) With
grass first, d) Pass
iv) Games based on Listening Comprehension:
Before the class session, choose a short article
from a newspaper, magazine, or journal to share with
the class. The subject is not important, but the article
should have many details in it. Casually mention at the
beginning of a class period that you will read an
interesting article and would like to share it with them.
Read the article to the class.
After you have finished reading the article, ask
questions based on the article you just heard. Have each
student take out a blank sheet of paper. Ask students
eight to ten questions based on details from the article.
Ask them to write their answers on the sheet of paper.
Have students switch papers and then tell them the
answers. Ask students why they did not remember much
after listening to the story. Discuss how they could
improve their listening skills.
v) Respond to the given situations:
Students are asked to respond to the given
situations, while one student responds other listen to
him and think over their reaction on the same situation.
Ex.: i) A friend has come to see you in your
house. How will you offer him something to drink?
ii) You are in post office. You need three stamps for
a letter to the USA. What do you say?
vi) Detecting Miscommunication due to Poor
Listening Skills:
Before the class session, choose different
dialogues/statements and write them down on chits.
Divide students into groups. There must be at least 6-7
members in each group. Call a member named A from
any group. Offer him/her a chit to read silently. Then,
ISBN - 978-81-925458-3-7
A will go to B and whisper the dialogue of the chit into
the ear of B; B will do the same to C, C to D and so on.
The last member has to utter that dialogue aloud in
front of everyone. Mistakes in pronunciation and poor
listening skills often lead to miscommunication, and
negatively affect the message that one delivers.
vii) Crazy Story:
Ask for three volunteers from the group to
participate. Have the three volunteers lined up in a
straight line in front of the rest of the group. Begin a
story with a basic introduction. Once you complete the
first sentence, the first person in the line has to pick up
the story and ad lib. Every so often, call out “next” and
the next person in the line has to pick up the story.
Record the story with an audio recorder for future
reference. After the game is complete; ask specific
questions about the story that was just told. See how
many people can remember the details of the story. Take
time afterward to process with the entire team about
the importance of listening and understanding.
Every teacher instead of going with the same
traditional heavy ways of teaching English language at
different teaching-learning levels must find out the new
joys techniques of teaching and learning to promote
more interaction between teachers and students and
language learning at the early stage of primary level
will no more remain a nightmare for children. Finally,
I would like to conclude by quoting Karen Gold’s
research theory – “A pat on the back is worth a dozen
curricular innovations at the Primary school level.” So,
remember nothing works like praise from the teacher.
Praise with a pat on the back is the best way to improve
the pace to tangible learning.
References :
Bansal, R.K. 1969. The Intelligibility of Indian English.
CIE Monograph 4. Print.
Billows, F.L. 1962. The Techniques of Language
Teaching. Longmans. Print.
Soft Skill and Personality Development
D.Bhaskara Rao (ed.). 2000. Educational Aspirations
and Scientific Attitudes. Discovery Publishing House.
New Delhi. India. Print.
French, G.G. 1975. Common Errors in English. OUP.
London. Print.
Kenworthy, Joanne. 1994. Teaching English
Pronunciation. Longman. Print.
Kitao, K.,Whydo we teach English? The TESL Journal,
(1996). Print.
Kripa K.Gautam. English Language Teaching. A
Critical Study of methods & approaches. Harman
Publishing House. Delhi. India. Print.
Krishnaswami, N. and T. Sriraman. 1994. English
Teaching in India. T. R. Publications. Madras. Print.
M. Ediger Marlow. 2004. Teaching English.
Successfully. Discovery Publishing House. India. Print.
Quirk, R. 1963. A report on the Teaching of English in
India : Mimeographed June 1963. Print.
R. Tandon. A New Approach to Teaching of English in
India. Tondon Publishing House. India. Print.
Richards, Jack C. 2004. Approaches and Methods in
Language Teaching. London : OUP. Print.
Tewari,Richa. LSRW Skills for Undergraduates. ELT
Voices India, February 2011 ISSN : 2230-9136. Print.
(129) ISBN - 978-81-925458-3-7
 46 Communication, Personality, and Soft Skills : An Overview
Department of English, Shri Shivaji College, Parbhani.
Introduction
From times immortal man’s recognition, reputa-
tion and survival (commercial) has been measured by
the degree of his/her utility to society. Though we pur-
sue different domains, the above formula is perpetu-
ally applied to our success or relative failure in our
profession. We are free to choose any branch of knowl-
edge theoretical, practical, skill based, etc. and satisfy
our individuality but the utility formula makes it obliga-
tory for us to understand the social milieu and to inter-
act with society. Thus, individuality and sociability
become two essentials of our being. Our academic edu-
cation primarily takes care of our individuality and it
can be measured in the form of makes, grades etc. But
our sociability couldnot be mapped on these scales,
with that much certainty.
As society progresses changes occur in means and
manners of production, consumption, and persuasion.
Hence, communication skills, personality development,
and soft skills have become most important issues in
this ultra-globalized era of 21st century. These concepts
are gaining currency in every field.i.e. mass communi-
cation, trade and commerce, administration, bureau-
cracy, medicine, academia, and almost every walk of
life. Institution and organizations are increasingly of-
fering trainings in skills necessary in their field to the
job seekers, novice and working professionals. Uni-
versities and similar institutions are rigorously adding
these elements to their syllabi. So it is of prime impor-
tance for students, teachers and professional to have a
clear idea about what communication, personality, and
soft-skills mean,their scope and relevance.
The present study aims at providing the readers
Soft Skill and Personality Development (130)
P.V. Takey
Assistant Professor,
with an overview of communication, personality, and
soft skills, making clear the shadowy dividing lines
between these three interdependent, overlapping con-
cepts.
Communication
Communication means to communicate or to
share. It is sharing of information. Communication is
as old as human society. We started communication
even before language came into existence. The emer-
gence of language, writing, printing, broadcasting,
multimedia and internet revolutionized communica-
tion. We communicate to share our ideas, beliefs, emo-
tions etc. but in the era of globalization and hierarchi-
cal organizations it has some more purposes to serve.
The definition of communication given by UNESCO
outlines the meaning, function and scope of commu-
nication quite comprehensively, that is-
“Communication maintains and animates life. It cre-
ates a common pool of ideas, strengthens the feeling
of togetherness through exchange of message and trans-
lates thought into action.”
UNESCO – MANY VOICES ONE WORLD…….
(1)
This definition underlines the characteristics of com-
munication, that are –
a) Communication maintains life.
b) It adds meaning to life.
c) It helps in abolishing differences.
d) It aims at harmony.
e) Exchange of information is important.
f) It initiates thought.
g) It is action oriented.
ISBN - 978-81-925458-3-7
Types of Communication
1) Verbal Communication:
2) Non-verbal Communication:
1) Verbal Communication:
Verbal communicationis done by using words. Words
2) Non-verbal Communication:
Non-verbal communication is done without us-
ing words. It often compliments oraldelivery or writ-
ten message, and is less frequently used independently.
In written documents elements like typology, punctua-
tion, and layout of the page serve as non-verbal as-
pects.
Non-verbal aspects of communication are of four types
as-
1) Sign Language:
Maps, diagrams in books, traffic signals etc.
2) Para Language:
It includes tone of voice, pitch, rhythm, volume, pause
or break in sentences etc.
3) Body Language:
It consists of facial expressions, gestures, postures,
personal appearance, eye contact etc.
3) Proxemics or Space Language:
It is personal space language proximity in terms
of distance, gap and time.
Personality:
Like any concept in humanities personality is de-
fined in various ways, different theorists define it dif-
ferently on the basis of their own theoretical positions.
Soft Skill and Personality Development (131)
are used in two ways. So it is classified into two types
I) Oral Communication II) Writ-
ten Communication
Various communication activities that we perform can
be divided between these two classes as follows:
úùûþüý
Psychologists give importance to individual differences
and personality traits. Sociologists focus on impact of
socio cultural factors on personality, and are more prone
to show its universal attributes. Cross-cultural studies
analyzepersonality on both these matrices. So, it be-
comes necessary to define personality, that is
“Personality is the particular combination of emo-
tional, attitudinal, and behavioral response patterns of
an individual.”……
These response patterns depend upon one’s mould
and are influenced by social contexts. So, they may
vary according to situation. A person who has a pleas-
ant disposition at home may be stern at office. Person-
ality is at one and the same time dynamic as well as
organized set of certain personal traits. But to a much
greater degree one’s personality remains constant due
to a distinct personality style, that is, an individual’s
relatively constant inclinations, leanings across con-
texts. Some of the most important personality traits are
a) Openness:
Spontaneity, appreciation of art, ability to feel
emotions as well as curb excess of emotions, curiosity
to know, tendency to take calculated risks, and varied
experience are some of the positive traits that show
ISBN - 978-81-925458-3-7
openness.
b) Conscientiousness:
Devotion to duty, willingness to work, strive to
achieve beyond expectations, advancement by regu-
lating directing once impulses, and disciplined behav-
ior. Persons showing such traits are termed as consci-
entious they work properly and very carefully.
c) Extravism:
They are very energetic, enthusiastic, action ori-
ented, and have agenuine liking for interacting with
people and be engaged with outside world.
d) Agreeableness:
It shows greater concern for harmony. It is an es-
sential quality for good leadership.
e) Neuroticism:
It is a negative personality trait, the less the amount
of it in one’s personality the better. Its characteristics
are anger, anxiety, depression and such type of nega-
tive emotions that makes one pessimistic in approach.
Motivation:
Besides positive traits, another factor that contrib-
utes to personality development is motivation. Moti-
vation encourages us for action. It is defined as –
“Motivation is a psychological feature that induces
and organism to act towards a desired goal and elicits,
controls, and sustains certain goal-directed behavior.”It
can be considered a driving force, a psychological one
that compels or reinforces and action towards a de-
sired goal. Ex-hunger is a motivation that elicit a de-
sire to eat……
Motivation can be of two types
a)Intrinsic motivation
b) Extrinsic motivation
Intrinsic motivation is a person’s inner urge for achiev-
ing something. When somebody does research for the
sake of knowledge or for enjoying the journey of dis-
covering new facts, it is intrinsic motivation for re-
search. On the other hand, extrinsic motivation is the
prospect of outside factors like rewards in the form of
promotions, awards, funding etc. though intrinsic mo-
tivation is much valued importance of extrinsic moti-
vation cannot be denied. There are various theories
Soft Skill and Personality Development
about how motivation works, one of the most famous
is by the prominent psychologist Abraham Maslow’s
theory of ‘Hierarchy of Needs’ which show that every-
one aspires to climb the hierarchy as more basic needs
are gratified. But studies have proved that motivation
can be regulated by conscious efforts. As, Pi-
YuehChong and others in their two phase study ‘Atti-
tudes and Motivations of students taking professional
certificate examination’ observe that -
“In the first phase a questionnaire survey was used to
examine the difference between internal and examine
the difference between internal and external encour-
agement perspectives for those students with and with-
out professional certificates. We found that the intrin-
sic motivation of students with professional certificate
was significantly higher than their extrinsic motiva-
tion...(4)
Soft Skills
In general terms, soft skills are a person’s abilities
to deal with society. Soft skills are as important as hard
skills for better professional growth. Hard skills are
generally associated with a person’s IQ or cognitive
capacities while soft skills with his EQ (Emotional In-
telligence Quotient) EI or emotional intelligence is -
“The ability to deal with ones feelings and understand
the feelings of others in any given situation helps on to
complement academic intelligence/cognitive capacities
(IQ) with a humane understanding of issues. This abil-
ity is known as Emotional Intelligence or EI”…..(5)
Soft skills deal with feelings of an individual as well
as of others. Hard skills are the requirement of a par-
ticular job or occupation. i.e. for a teacher of language
his degree in that language, language abilities, teach-
ing aptitude are his hard-skills, while his ability adopt
with the atmosphere of the class, to empathize with
students, accommodate with colleagues are his soft
skills, his success as a teacher depends on both these.
Soft skills are personal attributes of an individual that
enhance his/her interaction, performance and career
prospects. On the contrary, hard skills are his/her abil-
ity to perform a certain type of activity. Some of the
most important soft skills are
(132) ISBN - 978-81-925458-3-7
Conclusion
For better career prospects it has been customary
to have communicative abilities, a well- defined per-
sonality, and soft skills. This broad overview gives clear
idea about them, showing their difference and interde-
pendence. It aims at helping students for better com-
prehension of these concepts, and incite them to search
for their potential abilities and make over for lacunas
if any, to insure unhampered professional growth.
Soft Skill and Personality Development
References
1) Madhukar R.K, ‘Business Communication’, Vikas
Publishing House, New Delhi, 2005.
2) en.wikipedia.org/ wiki/ Personality.
3) en.wikipedia.org/ wiki/ Motivation.
4) Social Behaviour and Personality Journal, Vol 39,No
10 (2011)
5) en.wikipedia.org/ wiki/ Soft_ skills
(133) ISBN - 978-81-925458-3-7
 47 English Language Teaching in Global Age
According to Education commission the quality
of education depends upon the quality of a teacher. It
is the genuine duty of devoted teacher to impart love
of knowledge among pupils. The success of teacher is
measured by the change he brings in his students. In
the era of globalization the duty of teacher should re-
orient himself through summer courses , workshops,
refresher courses in service education to adopt mod-
ern technologies such as computer, internet, virtual
classrooms etc in order to trains student to face com-
petitive world outside. Teachers should enable learn-
ers to communicate effectively for promoting creative
and critical thinking. It is essential to know about the
new methods of evaluation and newly developed edu-
cational technology. It helps in solving the problems
related to teaching and learning English.
In all disciplines of life turned things global to
local and local to global. It is happened due to mixture
in different cultures, economics systems and influence
of large multinational companies improved communi-
cation. The world came close connected by electronic
communication systems. In a present era the task of
teacher is not limited to lecture of Grammar Transla-
tion method but he has to thrust himself in the world
wide web to survival of pupil as well
There are different methods applied to teach En-
glish such as Grammar Translation method stresses
on structure of foreign language through comparison
and contrast with that of mother tongue where as Di-
rect method stresses on student to think directly in
English. So also Substitution method stresses basic
language sentence learnt at early stage and Dr. West’s
New method emphasizes reading fluently.
Soft Skill and Personality Development (134)
Nakade Meera Murlidhar
Head Deptment of English,
Yoganand College Basmath
All above method emphasizes on intonation pat-
tern, rhythm, repeated use of words, grammatical struc-
tures in a variety of contexts for establishing good pro-
nunciation, broad vocabulary and awareness of gram-
matical structure and syntax. Thus at an early age rep-
etition plays a vital role in learning language. It is ob-
vious that once students have learnt their mother tongue
then the task of learning a second language is made
easier by the intellectual maturity.
It is found that children under 5 to 6 years, re-
garded golden age for learning foreign language be-
cause the brain of the average child is able to handle
the mother tongue spontaneously and almost com-
pletely. It is the developing stage and phonetic and
phonological system is not yet completely dependent
on the Psycholinguistic structure of their mother tongue.
Teaching English in the world of computer and
internet cannot only rely on chalk – board process.
Globalization tremendously changed each and every
aspect of life comprising education. The four aspects
and aims of the language such as listening, speaking,
reading and writing can be effectively dealt by using
computer based communication. That’s why it is pos-
sible to achieve the main goal of ELT to provide an
opportunity for students to develop their above men-
tioned language skills.
Computer is the best tool for classroom activity.
While teaching Grammar translation method combined
with using computer we can easily teach English with
structural, pictorial, analytical, descriptive knowledge.
Computer Based Teaching (CBT) includes reading
practice, spelling, grammar pronunciations, phonetics,
phonetic rules, vocabulary, handwriting technique, dic-
ISBN - 978-81-925458-3-7
tionary, question answers , MCQ tests, short and long
answers test, these skills are effectively taught to stu-
dents, who are responding with great interests to the
new technology. That’s why CBT based study material
is designed for nursery, school and college students.
Internet exhibits what is happening , current things
in the world we can see, watch, update vocabulary, use
of phonetics, translations from many languages through
‘International network’ .Apart from free material that
one can use knowledge from various websites, can join
discussion, share ideas through facebook, which can
connect to innovative and creative educators, guid-
ance from experts in their respective fields.
Virtual classroom exhibits present era is the era
of digitalization then why not education ? Digital li-
brary, digital education is the supreme way to achieve
educational aims and objectives online classroom is
also called as ‘virtual classroom’ or ‘digital classroom’
Soft Skill and Personality Development (135)
with video conferencing is essential, one can share
views by many intellectuals, universities, phonetics
guidance from linguist and language labs through vir-
tual classrooms. Thus ELT could be benefited with
these kinds of classrooms .
In short globalization changed technological, eco-
nomical as well as educational sphere, to meet global
perspectives with the help of computer, internet, digi-
tal classrooms are essential to achieve LSRW skills as
well as needs of learners.
References:
1. Dr. Dilip P. Barad, (2009) Encyclopedia of En-
glish Language and Communication Skills. First edi-
tion.
2. David Graddol, (2006) English Next
3. Urmila Rai and S.M.Rai, (2007) Business com-
munication. Himalaya Publishing House Delhi. Ninth
Revised Edition.
ISBN - 978-81-925458-3-7
 48 The Role of Language in Personality Development
Shri Shivaji College of Arts, Science and Commerce, Parbhani
Key Words:
communication, identity, persistent, investigation,
exhibit, speech process, channelize, approachable, fully
functioning, human knowledge, linguistics.
Language is obviously a vital tool. Not only is it a
means of communicating thoughts and ideas, but it
forges friendships, cultural ties, and economic relation-
ships. The importance of language is essential to every
aspect and interaction in our everyday lives. We use
language to inform the people around us of what we
feel, what we desire, and question/understand the world
around us. We communicate effectively with our words,
gestures, and tone of voice in a multitude of situation.
Would you talk to a small child with the same words
you would in a business meeting. Being able to com-
municate with each other, form bonds, teamwork, and
it’s what separates humans from other animal species.
One of the essential human experiences is the ex-
perience of one’s self. An individual develops a sense
of his own identity through his experiences. He forms
perceptions, attitudes, beliefs, and meanings about him-
self as he grows up; this gathering of meanings is or-
ganized, dynamic, and changeable. It is a self-system
in that it is systematic, hierarchical, and understand-
able. Language capacity and language use provide the
individual with the necessary conditions for perceiv-
ing himself in his environment and for organizing his
perceptions into a holistic self.
Benjamin Lee Whorf (1956) once said that lan-
guage is the best show man puts on. It certainly is the
most characteristic and persistent means man has of
understanding and representing his experience. Lan-
guage cuts across man’s every activity. It is not merely
Soft Skill and Personality Development (136)
Mr Vijay Raosaheb More
Registrar,
a behavior that he exhibits; it has impact upon man’s
perceptions, mental functions, and relationships with
other men, beliefs and meanings.
A person’s use of language channelizes his think-
ing processes. It affects the ways in which he tends to
summarize from his experiences, the ways in which
he establishes a sense of his relationship to others, the
way he generates and manipulates symbols and im-
ages about him. If we look at the speech process itself,
we see the individual finding ways of bringing to pub-
lic shape his personal thoughts, feelings, impressions,
and ideas. In so doing, the individual discovers more
about the experience he attempts to communicate to
others; he has to reflect upon it, symbolize it, and trans-
form it into some communicable state. The other side
of the speech process, speech for oneself, highlights
the tentative, bringing-to-an-understanding process
even more, for through it the individual develops his
characteristic modes of perceiving himself and of re-
lating his experiences to each other.
The fully functioning person has as one of his pri-
mary characteristics a firm sense of his own identity.
That is, he is aware of himself as an approachable in-
dividual with continuing meanings and values. Being
in touch, on the whole, with his experiencing and hav-
ing the capacity to make his experiences available in
other experiences, he has differentiated himself rather
completely from his environment and from other
people. This has occurred through his capacity to sym-
bolize his experiences in a variety of ways and to use
his symbolic functioning as an abstracting process. He
is in command of his perceptual organization in’ that
he does not mistake symbols for the things symbol-
ISBN - 978-81-925458-3-7
ized. He is reality oriented in that he bases his concep-
tions of himself upon an accurate appraisal of situa-
tions and events without the distortion that comes from
feeling threatened in some ways.
The insufficient or partially-functioning person has
different symbolizing characteristics. He is limited to
two valued terms in defining himself so he tends to be
more rigid perceptually, operating in either/or terms.
Thus, he is likely to define himself in negative terms,
in respect to what he is not instead of what he is. He
confuses symbols and the things they represent, which
leads him to reacting to the wrong elements frequently
and distorting the situations he finds himself in, he acts
with a great quantity of unchallenged assumptions
about what is and what is not. Furthermore, if he uses
his language in ways that remove him from direct ref-
erence to his experience he becomes experientially
empty, incapable of knowing what he feels and what
he thinks. Thus, he has a limited amount of personal
experience available to him in new situations, so he is
limited in his being able to respond fully and well.
By and large, the study of language encompasses
investigations from a broad spectrum of human knowl-
edge: philosophy, anthropology, sociology, linguistics,
Soft Skill and Personality Development (137)
semantics, speech, and psychology. In recent year’s lin-
guistics as - a discipline within itself has emerged as a
major theoretical area and Investigations in the rela-
tion among language, thought, perception, and experi-
encing are generating fascinating new understandings
of the role of language in human life. This paper is a
little attempt to focus on the important role of Lan-
guage in Personality development of the Individuals.
References:
1. Brown, R. Language and categories. In J. S.
Bruner, J. J. Goodnow, and G. A. Austin (Eds.),
A Study of Language. New York: Wiley, 1956.
2. Carroll, J. B. Language and thought. Englewood
Cliffs, N. J.:Prentice Hall, 1964.
3. Correll J .J. Language And Self: The Role Of Lan-
guage In Personality Development,
Englewood Cliffs, N. J.:Prentice Hall, 1975
4. Church, J. Language and the discover y of reality.
New York: Random House, 1961
5. Maslow, A. Motivation and Personality. New York:
Harper and Row, 1954.
6. Moustakas, C. E. Creativity and conformity.
Princeton, N. J.: Van Nostrand, 1967.
ISBN - 978-81-925458-3-7
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ISBN - 978-81-925458-3-7
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MMm©, Jm`Z, bmoH gm{hË` VgoM gm{hË` {Z{_©Vr hr ^mfU d 2007, n¥. 440.
boIZmVyZ hmoVo. `m g¥OZm_wiohr Amnë`m ^md^mdZm§Mo {daoMZ 4) Zm§Xo O`lr d Sm°. nm§S o M§. J., "_mZdr {dH mg d
hmoVo. n[aUm_V… Amnbo _Z _moH io ìhm`bm bmJVo Am{U _Z g_m`moOZ', {H Vm~ _hb, Zdr {X„r, 1998, 85.
_moH io Pmë`m_wio Amnë`mbm àgÞ dmQVo. 5) A§^wao H¡ bmg d MmoaKSo àH me, "Ame``wŠV AÜ`mnZ
_ZmoaO § Z … _mZdr ^md^mdZm§Mr, {dMmam§Mr A{^ì`ŠVr åhUOoM nÕVr… _amRr', O`^Ðm àH meZ, Am¡a§Jm~mX, \o ~«wdmar
H Wm, H {dVm, ZmQH , {MÌnQ, JmUr, MMm©, JßnmJmoï r BË`mXr 2010.
hmoV. `m gdmªÀ`m_wio Amnbo _Zmoa§OZ hmoVo. Amnë`mH So
_Zmoa§OZmMr gmYZoMo Oa CnbãY ZgVr Va Amnbo H m` Pmbo
AgVo Agm AmnU {dMmahr H ê eH V Zmhr. AmO Xya{MÌdmUr,
AmH medmUr, E\ .E_., g§JUH , ^«_UÜdZr, hr Aer kmZàmárMr
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Amnbr ^m{fH H m¡eë`m§Mr XoU Amho.
gm_m{OH Am§Va{H« `m … g_mOmV ì`dhma H aVmZm, X¡Z§{XZ
JaOm§Mr nyV©Vm H aVmZm EoH Uo Am{U ~mobUo `m§Mm AZ_mob dmQm
Amho. `m_mÜ`_mVyZ {dMma, ^mdZm d H ënZm§Mr XodmU-KodmU
H aVm H aVm `oVo Am{U gm_m{OH Am§Vaa{H« `m \ bÐþn hmoVo, Ago
åhQbo Va dmdJo RaUma Zmhr.
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Amho Agm'3 ì`ŠVr. AWm©V Ago ì`{ŠV_Ëd Ho di danm§JrËdmZo
KSV Zmhr Va Ë`mgmRr `oWo OmVrMoM Agmdo bmJVmV.
ì`{ŠV_Ëd {dH mg … Zm°_©Z _JÊ`m JVo, ""ì`{ŠV_Ëd åhUOo
earaaMZm, dV©Z {deof, A{^ê Mr, A{^d¥Îmr, ~m¡{ÕH j_Vm,
H b `m§Mm d¡{eîQçnyU© g§Km hmoV..' `mÑïrZo {dMma Ho bm Va
dmMZm_wio Amnbr Xoh~mobr H er Agdr ? Amnbo dV©Z H go
Agmdo ? `m{df`r ldU d dmMZmÛmao _m{hVr {_iVo. AbrH So
Soft Skill and Personality Development (139) ISBN - 978-81-925458-3-7
 50 ys[ku dkS’kY;s
Hkk”kk gk ,d vkReizdVhdj.kkps egRokps lk/kku vkgs-
O;DrhP;k O;DrheRo fodklkr Hkk”ksyk vuU;lk/kkj.k egRo
vkgs- tls O;DrheRo fodklkr Hkk”ksyk egRo vkgs- rlsp
O;fDrP;k ys[ku dkS’kY;kyk gh vkgs- Eg.kwu lqanj fy[kku
fdaok gLrk{kj gk rqeP;k O;DrheRokpk vkjlk vlrks- v{kj
laaqnj vlsy ‘kq/n ys[ku pkaxys vlsy rj iq<P;k okpdkps
eu lq[kkors Hkkf”kd dkS’kY;kpk fodkl >kysyk vlyk rjh
ys[ku dSk’kY;kpk fodkl ek= fo|kF;kZue/;s >kysyk Qkjlk
fnlr ukgh- O;kdjf.kd n`”V;k ‘kq/n vlysys ys[ku vki.kkl
Qkj deh izek.kr vk<Grs-
ys[ku Eg.kts fyfg.ks vki.k T;k fyihr fyfgrks rh
nsoukxjh fyih gks;- fyih T;k fpUgkauh cuyh vkgs- R;k
fpUgkaph ckjk[kMh] O;atus] la;qDrk{kjs] ;kapk okij d:u
fyfg.ks Eg.kts ys[ku gks; v’kk ;k ys[kukps nksu izdkj
iMrkr ,d Eg.kts cfgjax o nqljk varjax cfgjaxkr izek.kc/
n v{kj] pkaxys js[kkVu] v{kjkpk ;skX; vkdkj] ;kpk lekos’k
gksrks- rj varjaxkr ys[kudR;kZyk dkghrjh lkax.k]s izdV
gks.ks] rs lkax.;kph mRdV bPNk vlus- b- pk lekos’k gksrks-
ekuokP;k thoukr ys[kukyk fo’ks”k egRo vkgs- eqnzu
dyspk ‘kks/k ykxY;keqGs ys[kukyk fpjLFkk;h Lo:Ik izkIr
>kys-ys[ku lektkyk fopkj izo`Rr djrs] izjs .kk nsr]s thoukyk
uoh n`”Vh izkIr d:u nsrs- ys[ku Lor%pk vkfo”dkj djrs-
ys[ku ys[kudR;kZyk vkuan feGoqu nsrsp] ijarq R;kp cjkscj
okpdkps gh euksjatu djrs- ;k ys[kukP;k ek/;ekrwu vki.k
Soft Skill and Personality Development
izk- izeksn eksgujko vkM
vkMs
la’kks/kd Lo- jk- rh- e- fo-
ukansM
vkiY;k Hkkkouk] fopkj] vuqHko] xjt] rdzkjh b- xks”Vh
lanHkkZr er ekaMw ‘kdrks- ys[kukyk tls O;fDrxr ikrGhoj
egRokps LFkku vkgs- rlsp lkekftd thoukrgh egRokph
LFkku vkgs- ys[ku gk vkRekfo”dkj vkgs- vkReizdVhdj.kkps
rs ,d izHkkfo lk/ku vkgs- ekuokyk lrr vki.k vkiys eu
dq.kkleksjrjh eksdGs djkos vls okVrs gh bPNk Hkk”k.k vkf.k
ys[ku ;k dkS’kY;krwu iw.kZ gksr-s izR;sd O;fDrpk vkRekfo”dkj
R;kP;k vuqHkokaps o voyksdukps izfrfcac vlrs- ys[kukrwu
laLdkj eqY;kph tk.kho d:u nsrk ;srs-
vk’k;kf’kok; ys[ku vlw ‘kdr ukgh- ys[kukr dks.krk
rjh vFkZ] fopkj] Hkkouk] ;kapk lekos’k vlrks ;k
vk’k;kcjkscjp ys[kukr lqlaxri.kk vl.ks vko’;d vlrs]
ts fopkj ekaMko;kps rs vki.kkl lqlaxr ekaMrk vkys ikfgtsr
vkiY;k ys[kukpk lektkoj dks.krk ifj.kke gksbZy ;kph
tk.kho ys[kudR;kZyk vlus vko’;d vkgs- ‘kCnkaP;k ek/
;ekrwu Hkkousyk Li’kZ dj.;kps izpaM lkeF;Z ys[k.kke/;s
lekfo”V vlrs- ys[ku ‘kq/n vlkos ykxrs ys[kukph lq:okr
v{kjkiklwu gksr-s vkf.k ex R;k ys[kukr ‘kCnlkSna ;Z] vFkZlkSna ;Z]
HkkolkSan;Z] izlkn;qDr] jliw.kZ] thouLi’khZ curs Eg.kwup
ys[ku djrkauk dkgh mf|”Vs MksG;kleksj Bsokoh ykxrkr- rh
iw<hy izek.ks laxrk ;sbZy-
ys[kukph mf|”Vs %
1- Hkk”ksrhy o.kZekyk] mPpkj i/nrh o nsoukxjh fyihpk
ifjp; gks.ks-
(140) ISBN - 978-81-925458-3-7
2- ‘kCn laxzgkr ok< gks.ks-
3- vkdyu ‘kDrh ok<.ks-
4- O;kdjf.kd n‘”V;k ys[ku funks”kZ vlkos-
5- lqokPN o oG.knkj v{kjkr fyfg.ks-
6- vuqys[ku] lqys[ku] Jqrys[ku o LraHkys[ku gh dkS’kY;
fodflr dj.ks-
7- fopkjizorZd ys[ku dj.ks-
8- ekuoh Hkkouk] fopkj] vuqHko izdV dj.ks-
ys[kudk;Z djrkauk ?;ko;kph n{krk %
1- ys[ku lekti;ksxh vlkos-
2- ys[ku djrkauk ys[kudR;kZyk ys[kukP;k ifj.kkekph tk.kho
vlkoh-
3- fopkjkph lqlaxr ekaM.kh vlkoh-
4- ys[ku LoPN o laqnj vlkos-
Soft Skill and Personality Development
ys[ku fodklkBh midze %&
1- dFkk ys[ku] dkO;ys[kukps vk;sktu o lgHkkx uksanokok-
2- fuca/k ys[ku Li/ksZr lgHkkx ?;kok-
3- o‘Rri=krwu ys[ku djkos-
4- fofo/k vad] ekflds] lkIrkghds ;kuk ys[k ikBokosr-
5- fofo/k lkfgfR;d midzekr lgHkkx uksanokok-
lanHkZ %&
1- eax’ks ns’keq[k & f’k[kj ;’kkps
2- MkW- lqjs’k djanhdj & ejkBh v/;kid i/nrh-
3- vjfoan nquk[ks & vk’k;qDr ejkBh v/;kiu
4- e- ck- dqaMys & ejkBhps v/;kiu-
(141) ISBN - 978-81-925458-3-7
 51 Ekqyk[kr
^eqyk[kr* gk ’kCn ^eqykdr* ;k vjch ’kCnkiklwu
ejkBhr vkyk vkgs- HksV] xkB] cksykpkyh] fopkjiwl vlk
^eqykdr* ;k ’kCnkpk vFkZ ’kCndks’kkr ikgko;kl feGrks-
baxzthr eqyk[krhyk ^Interview* EgaVys tkrs- ^,[kk|k
iz;kstukP;k fufeŸkkus nksu fdaok vf/kd O;Drhe/;s fof’k”V
ek/;ekaOnkjs gks.kkjs laHkk”k.k Eg.kts eqyk[kr gks;-*
o‘Ÿki=s] vkdk’kok.kh] nqjn’kZu ;kapk izlkj T;k izek.kkr
ok<r vkgs R;k izek.kkr ^eqyk[kr* gk jpuk izdkj vfr’k;
yksdfiz; gksr vkgs- eqyk[kr ?ks.ks gh uoh dyk o uok
O;olk; Eg.kwugh izLFkkfir gksÅ ikgrks vkgs- ,[kk|k drZ‘Rooku
O;DrhP;k thoukcíy] R;kauh laikfnysY;k ;’kkcíy] R;kaP;k
vk;q”;krhy p< & mrkjkcíy] R;kaP;k vuqHkokCkíy loZ
lkekU; O;DrhaP;k euke/;s dqrwgy vlrs- eqyk[krhe/;s
drZ‘Rooku O;Drh cksyrkr R;keqGs loZlkekU; O;Drhaph
ftKklk r‘Ir gksrs- okpd] izs{kd eqyk[krhe/;s Qkj eksBk
jl ?ksrkr- Eg.kwu eqyk[kr gk jpuk izdkj o‘Ÿki=s] vkdk’kok.kh]
nqjn’kZu] lHkklaesyus ;k ek/;ekae/;s [kwi yksdfiz; >kysyh
fnlwu ;srkr-
eqyk[kr ns.kkjh O;Drh] eqyk[kr ?ks.kkjh O;Drh vkf.k
eqyk[kr T;kaP;klkBh vkgs rks lektkryk ?kVd ;k rhu
lw=kaoj eqyk[krhps LOk:i fuf’pr gksr vlrs- ;kp cjkscj
eqyk[kr T;k ek/;ekrwu izl‘r gks.kkj vkgs ¼o‘Ÿki=s]
vkdk’kok.kh] nqjn’kZu] izdV lHkk bR;knh½ ek/;ekpkgh
eqyk[krhP;k LOk:ikoj ifj.kke gksr vlrks- T;kauh vkiY;k
{ks=kr fo’ks”k vls drZ‘Ro nk[kfoys vkgs v’kk O;Drh
eqyk[krhpk fo”k; gksÅ ’kdrkr- R;kpizek.ks lkekU; ek.kwl
lq/nk eqyk[krhpk fo”k; gksÅ ’kdrks- fp= dk<.kkjs fp=dkj]
eqrhZ r;kj dj.kkjs dykoar] osxosxGs Nan tksikl.kkjh O;Drh]
Soft Skill and Personality Development (142)
Ikzk- vkj- ,l- cMqjs
ejkBh foHkkx
Jh f’kokth egkfo|ky;]ijHk.kh
,[kk|k fo”k;krhy rK] MkWDVj] odhy] izk/;kid] baftfuvj]
iz;ksx’khy ’ksrdjh] C;qVh ikyZj pkyowu iziap lkaHkkG.kkjh
efgyk bR;knh ek.kls ns[khy eqyk[krhpk fo”k; gksÅ ’kdrkr-
eqyk[kr ys[kukps dke nksu VII;kae/;s dsys tkrs- ifgyk
VIik eqyk[kr ?ks.ks gk vlrks rj nqljk VIik eqyk[krhps
ys[ku dj.ks gk vlrks- eqyk[kr ?ks.kkÚ;k O;Drhyk eqyk[kr
?ks.;kiwohZ dkagh iwOkZr;kjh djkoh ykxrs- iwoZr;kjh f’kok;
eqyk[kr izHkko’kkyh gksÅ ’kdr ukgh-
eqyk[krhph iwoZr;kjh
eqyk[kr ?ks.kkjh O;Drh gh vusdkaps izfrfuf/kRo djrs]
gh Hkkouk eqyk[kr ?ks.kkÚ;k O;Drhus ckGxyh ikfgts- T;k
O;Drhph eqyk[kr ?ks.kkj vkgksr R;k O;Drhph iwOkZ HksV gksÅu
ifjp; >kysys vl.ks eqyk[krhP;k n‘“Vhus vko’;d vlrs-
1½ eqyk[krhph [kjh jaxr iz’udrkZp ok<orks- R;klkBh
iz’udR;kZus T;k O;Drhph eqyk[kr ?;ko;kph vkgs R;k
O;DrhP;k dk;Z{ks=kP;k lacaf/kr fo”k;kph iw.kZ ekfgrh d:u
?ksryh ikfgts-
2½ T;k O;Drhph eqyk[kr ?;ko;kph vkgs R;k O;Drhph
ckSf/nd dqor y{kkr ?ksÅu iz’u r;kj djkosr-
3½ eqyk[kr ?ks.kkÚ;k O;Drhauh vusd tk.kdkj yksdka’kh
laidZ lk/kwu fofo/k iz’u tek djkosr- R;kuarj R;k iz’uke/
;s eqyk[kr ?ks.kkÚ;k O;Drhus Lor%ps dkagh iz’u Vkdkosr
R;krwu r;kj >kysY;k iz’ukaiSdh vkd”kZd o egRokps iz’u
fuoMkosr-vkf.k R;krwu ,d iznh?kZ v’kh iz’ukoyh r;kj
djkoh- T;k O;DRkhph eqyk[kr ?;ko;kph vkgs R;k O;Drhyk
rh iz’ukoyh nk[kokoh-
4½ iz’ukaph fuoM gk eqyk[krhpk ;’kkpk egRokpk fud”k
Bjrks- R;klkBh lkekU;kdMwu fo’ks”kkdMs tk.kkjs iz’u Øeokj
ISBN - 978-81-925458-3-7
i/nrhus fuoMkosr-
5½ iz’u lksis o lgt vkdyu gks.kkjs vlkosr-
6½ T;k O;Drhph eqyk[kr ?;ko;kph vkgs R;kaP;k dk;kZph
oSf’k”V;s eqyk[krhrwu LIk”V O;Dr Ogkohr-
Ekqyk[kr ys[ku ra=
1½ eqyk[kr ?ksrkauk fopkjysys iz’u o R;kph eqyk[kr dR;kZauh
fnysyh mRrjs ;kaph O;ofLFkr fVIi.ks ?;kohr- ’kD; vlY;kl
eqyk[kr ?ksrkauk fOgMhvks dWesjk fdaok Vsijs dkWMZjpk okij
djkok-
2½ vki.k ?ksrysY;k fVi.kakP;k vk/kkjs vk/kh etdqjkps ladyu
djkos- uarj iz’uksRrjkpk Øe Bjokok-
3½ eqyk[kr fyfgr vlrkauk eqyk[krhyk vkd”kZd o vFkZiw.kZ
vls izkLrkfod o lekjksikRed fuosnu r;kj djkosr-
4½ T;k O;Drhph eqyk[kr ?ksryh vkgs R;k O;Drhyk
eqyk[krhph fygwu dk<ysyh lafgrk nk[kowu R;k O;Drhph
lgh ?ksÅup izfl/n djkos- eqyk[krhlkscrp eqyk[kr ns.kkÚ;k
O;Drhps O;fDreRo T;k xks”VheqGs [kqyo.kkjh vlrhy v’kk
laca/khps Nk;kfp= fdaok brj ckch eqyk[krdR;kZP;k lY;kusp
fuoMkohr-
5½ eqyk[krhP;k etdqjkph Hkk”kk vyadkjhd o vdkj.k
HkkjnLr vlw u;s- rj vki.k th usgehph Hkk”kk cksyrks rh
Hkk”kk vlkoh-
Soft Skill and Personality Development (143)
6½ eqyk[krhP;k lafgrsl eqyk[krhrhy etdqjk’kh lqlaxr
vl.kkjs vkd”kZd vls ’kh”kZd |kos-
7½ eqyk[kr ?ks.kkÚ;k O;Drhus dehr & deh ’kCnkr lk/ks
o lksis iz’u ekaMkosr- vls iz’u ulrhy rj iz’ukaph mRrjs
^gks* fdaok ^ukgh* v’kh ;s.;kph ’kD;rk vlrs-
8½ eqyk[krhps ys[ku ’kD; rso<;k vukSipkfjd Lo:ikr
fygkoh-
9½ eqyk[kr ns.kkÚ;k O;Drhus O;Dr dsysY;k xks”Vhlaca/kh
dkgh dkj.k vlY;kf’kok; fVdk fVi.kh d: u;s- eqyk[kr
ns.kkÚ;k O;Drhis{kk eqyk[kr ?ks.kkjk O;Drh egRokpk B: u;s
;kph dkGth eqyk[kr ?ks.kkÚ;k O;Drhus ?ksryh ikfgts-
10½ eqyk[kr ?ks.kkÚ;k O;Drhyk R;k fo”k;kph ekfgrh d:u
?;ko;kph vkgs vls eqyk[kr ns.kkÚ;k O;Drhyk okVys ikfgts-
Ekqyk[kr ?ks.kkjk o ns.kkjk nks?kkaphgh euksoLFkk HkkoksRdV
vlsy vkf.k izlaxkps xkaHkh;Z o vkSfpR; vlsy rj v’kh
eqyk[kr vfr’k; ân; HkkoksRdV gksrs-
lanHkZ xzaFk
1½ lqxe ejkBh O;kdj.k ys[ku % eks- jk- okGacs
2½ mi;ksftr ejkBh % MkW- izdk’k esnddj
3½ O;kogkfjd ejkBh % y- jk- ufljkckndj
4½ O;kogkfjd ejkBh % laik- MkW- Lusgy rkojs
5½ lkfgR; tkxj Hkkx 2 % laik- MkW- ek- ek- Tkk/ko
ISBN - 978-81-925458-3-7
 52 eqyk[krhps ra=

izk- ns’keq[k jkgqy dY;kujko izk- tk/ko dkosjh txUukFk MkW- ikSG lafni iqaMyhdjko
lg- xzaFkiky laxhr foHkkx lg- izk/;kid
jktho xka/kh Ñf”k egkfo|ky] ijHk.kh Jh f’kokth egkfo|ky;] ijHk.kh jktho xka/kh Ñf”k egkfo|ky;] ijHk.kh
lkj & eqyk[kr gh ,d ijh{kkp vlrs lksU;kpk V —— Vision and Visualization (mesnokjkpk n‘”Vhdksu
dl tlk ,dnkp ykxrks R;kp izek.ks rqeph cq/nh pkrq;Z] I —— Innovation and In-depth Learning
gtjtckchi.kk ;kphgh ijh{kkp vlrs- eqyk[kr gs ,d ‘kkL= (mesnokjkdMs vlysys ukfo.; vf.k l[kksy Kku izkIr dj.;kph

o dyk vkgs ;k ‘kkL=kpk vH;kl d#u mesnokjkyk vkiys {kerk )

;’k laiknu djrk ;srs- E —— Endurance (mesnokjkph lguf’kyrk )
W —— Willingness to undertake responsibilities
dG ‘kCn % baVjO;w
(mesnokjkph bPNk’kDrh )
eqyk[kr gh vkiyh fdaer Bjors R;keqGs Lolaoknkps
eqyk[krhps Lo#i %
lk/ku cuoqu eqyk[kr fnY;kl vki.k thoukrhy dqBY;kgh
iz’udR;kZus iz’u fopkj.ks vkf.k eqyk[kr ns.kkÚ;kus R;k
{ks=kr ;’k feGow ‘kdrks- eqyk[kr gh ,d ijh{kkp vlrs-
iz’ukph mRrjs ns.ks vls eqyk[krhps Lo#i vlrs- eqyk[kr
lksU;kpk dl tlk ,dnkp ykxrks R;kp izek.ks rqeps cq/
nsrkauk vkiyk uSlfxZd LoHkko tlk vkgs rlsp orZu dsysys
nhpkrq;Z] {kerk] pk.k{ki.kk] d/kh & d/kh gtjtckchi.kk
;ksX; vlrs- ;keqGs eqyk[kr gh lgtrsus gksrs- Eg.kqup
;kphgh ijh{kk vlrs-
vkiyk uSlfxZd LoHkko u nkcrk ts mesnokj eqyk[krhl
eqyk[kr nsrkauk ikGko;kph iF;s o eqyk[krhps ra=
lkeksjs tkrkr R;kauk fudkykph d/khp dkGth ulrs-
;kapk vki.k ;k ppkZl=kr fopkj djr vkgksr-
eqyk[krhr cgqnk Lor% cÌy cksykos ykxrs- R;klkBh mRre
eqyk[kr Eg.kts dk; \
vkRefo’okl vlkok ykxrks- mesnokjkyk T;k dkeklkBh
,dk O;Drhus nqlÚ;k O;Drhps euksxr tk.k.;klkBh
vtZ dsyk vkgs R;k {ks=kr vki.k dls ;ksX; vkgksr gs iVowu
fopkjysys iz’u Eg.ktsgh eqyk[kr gks;- rlsp vf/kdjh
nsrk vkys ikfgts- dks.kR;kgh iz’ukps mRrj fdrhgh ‘kkari.ks
oxkZus inkoj ue.;k vk/kh ;ksX;R;k rikl.khlkBh ?ksrysyh
vkf.k fopkiqoZd nsrks R;koj mesnokjkph gq’kkjh fnlwu ;srs-
iz’uksRrjs Eg.kts eqyk[kr gks;-
mesnokjkph d<h.k ifj{kk ?ks.;kis{kk fjDr tkxs djhrk Lor%
baxzth e/;s eqyk[krhyk baVjO;q (Interview) gk
pkaxyk mesnokj fuoM.;kph tckcnkjh eqyk[krdRkZ;koj vlrs-
‘kCn okijyk tkrks- baVjO;q ;k ‘kCnkpk vFkZ ,[kkn;k
Eg.kwu R;k tkxsdjhrk ^ehp dlk ;ksX; vkf.k mi;qDr vkgs*
ifjfLFkrhps n`”; ikg.ks fdaok fo’kh”B fopkjkP;k >jksD;krqu
gs dGr u dGr i.ks eqyk[kr ns.kkÚ;k.ks nk[kowu |ko;kps
,[kk|kP;k O;DrheRokps ewY;ekiu dj.ks vlk gksrks-
vlrs-
I —— Insight into personality (O;Drhps varjax )
eqyk[krhps izdkj %
N —— Need (uksdjhph vko’;drk )
v½ eqyk[krhps gsrquwlkjs iM.;kr vkysys izdkj
T —— Tenacity of purpose (mesnokjkpk ‘kq/n gsrq )
1½ cksMZ fdaok iWuy (leqg) eqyk[kr
E —— Evaluation (mesnokjkph fo’ys’k.k {kerk )
2½ LVªsl baVjO;q (r.kko ) eqyk[kr
R —— Responsibility (mesnokjkph izfrlkn {kerk )
Soft Skill and Personality Development (144) ISBN - 978-81-925458-3-7
 3½ xV eqyk[kr & xV ppkZleqg eqyk[krhlkBh iqoZ vko’;drk %
& xV dk;Z (xzqi VkLd) eqyk[krhph r;kjh dj.;klkBh mesnokjkr iq<hy ckchaph
& Mk;ykWu iWuy vko”;drk vkgs-
4½ izR;{k fdaok la?kVhr eqyk[kr 1½ O;fDreRo & izFke n’kZukokj eqqyk[krhps ;’k voyacqu
5½ vizR;{k o vla?kVukRed eqyk[krh vlrs-
6½ vWizks>y baVjO;q (ijQkWeZUl) eqyk[kr 2½ iks’kk[k & baVjO;qyk tkrkauk iks’kk[k gk fuVusVdk
7½ dkWUlhyhax baVjO;q vlkok R;keqGs mesnokjkpk vkRefo’okl ok<rks-
c½ eqyk[kr ns.kkÚ;k o#u frps izdkj % 3½ laokn dkS’kY; & eqyk[kr ?ks.kkÚ;k iWuyP;k
1½ mesnokj fuoMhph eqyk[kr var%dj.kki;Zar iksgksp.;kph rhoz vkdka{kk euk’kh ckGxkoh]
2½ izlh/n O;fDrph eqyk[kr rh vkdka{kk vkiY;k vfoZHkkokrqu l{kersus
3½ uksdjhlkBhph eqyk[kr izdV gksmu fnY;kl eqyk[kr ;’kLoh gksrs-
eqyk[krhrhy ?kVd % 4½ lo;h & vuko”;d loph VkGkO;kr-
mesnokjkyk eqyk[krhph r;kjh djrkauk iq<hy ?kVdkapk 5½ ldkjkRed n‘f”Vhdksu o fopkj’kSyh & eqyk[krh
lfoLrj vH;kl djkok ykxrks njE;k.k mesnokj mRlkgh vlyk ikfgts- ,iY;kr yiysys
1½ O;Drhxr ekfgrh @ck;ksMsVk xq.k O;Dr dj.;kps mRlkg eqyk[kr gs ,d izHkkoh ek/;e
2½ okLrO; (fo|kF;kZaps eqG fBdk.k) vkgs-
3½ ‘kS{kf.kd ik’oZHkwfe 6½ lknjhdj.k & lknjhdj.k gs eqyk[krhP;k ;’kkP;k
4½ vH;kl ckg; xks”Vhe/khy jl n‘”Vhus egRokps vlrs-
5½ oSdYihd fo”k; 7½ uk ilarh m?kMi.ks u n’kZo.;kph dyk & eqyk[krhP;k
6½ pkyw ?kMkeksMh fo”k;h ekfgrh njE;k.k tj ,[kknk iz’u mesnokjkl vuko”;d okVyk rj
7½ inkpk ilarh dze R;k cÌyph uk ilarh R;kus m?kMi.ks n’kZoq u;s-
8½ uksdjh fo”k;d ekfgrh 8½ izkek.khd iz;Ru & eqyk[krhr fopkjysY;k loZp iz’ukaph
eqyk[krhlkBh iq<hy ckchaoj y{k Bso.ks % mRrjs izkek.khd ijhJekpk vankt ?ksmu n;koh-
1½ osGs vk/kh iksgpk eqyk[kr gs ,d ‘kkL= vkgs- R;kp cjkscj rh ,d dyk
2½ eqyk[kr eaMGkckcr ekfgrhph teok teo ns[khy vkgs- eqyk[krhe/;s R;k mesnokjkP;k laiq.kZ
3½ iqoZr;kjh O;DrheRokph l[kksy rikl.kh rlsp dkVsdksj fujh{k.k d#u
4½ uSlfxZd lgti.kk R;kps okLrohd ewY;eki.k dsys tkrs- Eg.kqu eqyk[krhiqohZ
5 ½ vWihvjUl (Appearance) fu;kstuc| r;kjh dj.ks gk eqyk[krhrhy ;’kkpk egRokpk
6½ vkRefo’okl ik;k curks- v’kk r;kjh eqGs eqyk[kr ns.kkÚ;k mesnokjkph
7½ lgtrk fpark o uSjk’; rj nqjp gksrsp] R;kf’kok; R;kP;krhy
8½ ‘kS{kf.kd ekfgrh ldkjkRed n`”Vhdks.k vkf.k vkRefo’okl ok<rks-
9½ uezrk lanHkZ xzaFk %
10½ nsgcksyh ckxkMs] t;izd’k] eqyk[kr ra= o ea=]lkdsr izdk’ku] vkSjxa kckn
11½ ldkjkRed n‘”Vhdks.k www.bookganga.com, www.wikipedia.org/wiki
divamarathi.bhaskar.com/magazine
12½ f’kLr
Soft Skill and Personality Development (145) ISBN - 978-81-925458-3-7
 53 vkjksX; o O;DrheRo ijLijlaca/k % ,d v/;;u
MkW- ns’keq[k vkj-ch-
‘kkjhjhd f’k{k.k foHkkx
ukxukFk egkfo|ky;] vkSa<k ¼uk-½
ekuorsP;k lqjokrhiklwu ekuokph leqg d:u jkg.;kph
izo‘Rrh fnlwu ;srs- vkiY;k lgdk;kZcjkscj rks vkiY;k
thoukph okVpky djhr vlrks- ekuoizk.kh gk ekuosRrj
izk.;kis{kk fdrh rjh ckcrhr Js”B vkgs- ekuokph laLd‘rh]
Hkk”kk] vkn’kZdkph O;oLFkk ;krwu R;kph izxYHkrk Li”V gksrs-
izkphu o e/;;qxhu dky[kaMkrhy fopkjoarkuh oSKkfud
n‘”Vhdksu u BsoY;keqGs izkphu fopkj vkn’kZoknh okVrkr-
ijarq 19 O;k ‘krdkr ckS/nhd {ks«kkr dzkarh ?kMwu ;sow ykxyh-
i‘Fohoj o vodk’kkr ?kM.kkÚ;k ?kVuk T;kizek.ks fofgr
fu;ekus ?kMrkr r’;kp ekuoh thoukr ?kM.kkÚ;k ?kVuklq/nk
fof’k”V fu;ekus ?kMrkr vls ekuokus fl/n dsys- 18 O;k o
19 O;k ‘krdkrhy vkS|ksfxd dzkarheqGs ijaijkxr fopkji/
nrhae/;s veqykxz cny ?kMowu vk.kyk o O;Drhps vkjksX;
o O;DrheRokph tM.k?kM.k ;k vuq”kaxkus ;s.kkÚ;k fopkjkyk
egRo izkIr vkgs- ^tku gS rks tgku gS* v’kk mDrhyk egRo
izkIr >kys-
Lokra«;izkIrhuarj vki.k yksd’kkgh ‘kkluiz.kkyhpk fLodkj
dsyy s k vkgs- Lokra«;] lerk] lekula/kh ;k lkj[;k yksd’kkgh
eqY;kauk ekuoh thoukr egRoiw.kZ LFkku izkIr >kysys vkgs]
ijarq O;Drh e;kZfnr vFkkZus Lora«k vlrs- lektkph dkgh ca/
kus vlrkr- O;Drhyk lektkr ts vuqHko ;srkr o t’kh
ifjfLFkrh fuekZ.k gksrs R;kizek.ks O;Drhps O;DrheRo vkdkjkyk
;sr vlrs- R;kpizek.ks O;Drhps O;DrheRokpk lac/a k O;DrhP;k
vkjksX;k’kh ns[khy vkgs-
izR;sd O;Drhyk vkiY;k thoukr drZO;iwrrZ ls kBh fudksi
‘kfjj izd`rh vl.ks vko’;d vkgs- rh O;Drhph izkFkfed
xjt vkgs- rlsp ns’kkyk le`/n o ‘kDrh’kkyh cuo.;klkBh
fujksxh ukxfjd fuekZ.k gks.ks xjtsps vkgs- fujksxh jkg.ks gk
izR;sd O;Drhpk eqyHkwr vf/kdkj vkgs- rOnrp fujksxh ‘kfjjkr
fujksxh eu jkgr vlrs- ‘A Sound mind in a sound
Soft Skill and Personality Development
MkW- ns’keq[k ‘kkey ek/kojko
lekt’kkL«k foHkkxizeq[k
ukxukFk egkfo|ky;] vkSa<k ¼uk-½
body’ vls EgVys tkrs-
v/;;ukps egRo %
vk/kqfuddkGkae/;s thouke/;s xfreRo izkIr >kysys vkgs-
izR;sd O;Drh lrr r.kkok[kkyh okojr vkgs- o Li/ksZP;k
;qxkea/;s O;DrheRokpkgh fodkl ?kMkok;pk vkgs- v’kk
ifjfLFkrhe/;s rk.k&r.kkokps fujlu dj.ks] vkjksX; pkaxys
Bso.ks] larqfyr vkgkj ?ks.ks ;k ckcrhr tkx:drk ckGx.ks
vko’;d vkgs- rjp O;fDreRo pkaxys ?kMr vlrs- O;Drhps
ckg;:i ikgwu O;Drhps vkjksX; pkaxys vkgs] vFkok rh
O;Drh fujksxh vkgs- izHkkoh O;fDreRokph vkgs] vls Eg.k.ks
pqdhps vkgs o vkjksX; Eg.kts dk; ! o O;fDreRokph
tM.k&?kM.k d’kh gksrs R;koj ifj.kke dj.kkjs ?kVd dks.krs
! gs tk.kw.k ?ks.;kP;k n‘”Vhus g;k fo”k;kps egRo vkgs-
gk fo”k; vH;klklkBh izkekf.kd o fOnfr;d ra«kkpk
voya c dj.;kr vkys y k vkgs - vkS a < k rkyq D ;krhy
egkfo|ky;hu fo|kFkhZ o [ksGkMw ;kaps v/;;u dj.;kr
vkys vkgs-
v/;k;ukph mfn”V;s %
1- vkjksX; Eg.kts dk; tk.kwu ?ks.ks
2- vkjksX;koj ifj.kke dj.kkÚ;k ?kVdkaph ekfgrh ?ks.ks
3- vkjksX;kP;k leL;sph ekfgrh ?ks.ks
4- O;DrheRo fodkl Eg.kts dk; tk.kw.k ?ks.ks
5- O;DrheRokoj ifj.kke dj.kkÚ;k ?kVdkaph ekfgrh ?ks.ks
6- vkjksX; o O;DrheRo ijLijlaca/k tk.kwu ?ks.ks
vkjksX; Eg.kts dk; %
vkjksX; oLrw ulqu ,d ekufld voLFkk vkgs- rlsp
vkjksX; gk vlk xq.k vkgs dh tks O;Drhyk vusd dkG
tx.;klkBh ;ksX; cuforks rlsp vkjksX; gh ,d lrr
pky.kkjh iz f dz ; k vkgs vkjks X ; Eg.kts jks x fda o k
v’kDri.kk&;kaP;kiklwu eqDrh uOgs rj laiw.kZi.ks ‘kkfjfjd]
(146) ISBN - 978-81-925458-3-7
ekufld o lkekftd lqfLFkrh gks;- ‘If wealth is lost
something is lost, But Health is lost every-
thing is lost’ vls EgVys tkrs- <kscGeukus fujksxh
jkgk.ks vFkok jksxeqDr vl.ks Eg.kts vkjksX; vls ekuys
tkrs- ,[kk|k O;Drhyk pkaxY;k fjrhus thou tx.;klkBh
pkaxY;k fjrhus dkeZ dj.;kl T;k xq.kkauh ekirk ;srs R;kl
vkjksX; Eg.krkr- rlsp mRlkgh o ;’kLoh thoukps lk/ku
Eg.kts vkjksX; gks; vkjksX; gs ,d fdaok nksu fnolkr izkIr
djrk ;sr ukgh- rj vkjksX; gs ifjfLFkrh] okrkoj.k] vkgkj]
foJkarh] ‘kkfjfjd fLFkrh] O;k;ke o vuqoaf’kdrk v’;k
vusd ?kVdkauh feGwu curs-
vkjksX;kps izdkj %
O;Drhyk nSufnau thou tx.;klkBh o O;fDreRo fodkl
?kMowu vk.k.;klkBh ‘kkfjfjd o vkjksX;k cjkscjp ekufld
fodkl gks.ks vko’;d vkgs o R;kvuq”kaxkus vkjksX;kps izdkj
vH;kl.ks vo’;d vkgsr rs <kscGeukus rhu izdkj vkgsr-
‘kkfjjhd vkjksX;] ekufld vkjksX; o lkekftd vkjksX;-
‘kfjfjd vkjksX; ¼Physicl Helath½%
O;Drhps ‘kkfjjhd vkjksX; pkaxys Bso.;klkBh fofo/k
?kVdkyk egRo vkys vkgs- R;ke/;s O;k;ke gk ?kVd egRokpk
vkgs lokZaxhu O;k;kekeqGs lokZaxkpk fodkl gksrks- O;k;kekeqGs
ekalis’kh fdz;k’khy gksÅu ‘kfjjkrhy fofo/k laLFkse/;s cny
gksÅu fdz;k’khy gksrkr- ‘kkfjjhd vkjksX; pkaxys jkg.;klkBh
vkgkjkps egRo vkgs- larqfyr vkgkjkps egRo vkgs- ekuo gk
vkgkjkf’kok; 30 rs 40 fnolkais{kk tkLr txq ‘kdr ukgh-
viqÚ;k vgkjkeqGs dqiks”k.k gksrs o ‘kfjjkph >ht Hk:u fu?kr
ukgh- R;kp cjkscj ‘kkfjjhd vkjksX;klkBh Ropsph LoPNrk]
gkrik;] thHk] ukd] MksGs] b- vo;okph LoPNrk egRokph
vlrs- T;kizek.ks pkaxY;k lobZ vl.ks vko’;d vkgs- tls
yodj mB.ks] O;k;ke dj.ks] ukLrk dj.ks ;kiklwu vkjksX;
pkaxys jk[krk ;srs- vk/kqfud dkGkr O;Drh ;a=kizek.ks e’khu
cur pkyyk vkgs- ijarq O;Drhyk vkjke fdaok foJkarh ?ks.ks
vko’;d vkgs- rlsp iqjs’kh >ksi ?ks.ks vko’;d vkgs-
ekufld vkjksX; ¼Mental Helath½%
O;Drh vkjksX;oku vkgs vls tsaOgk EgVys tkrs rsaOgk
‘kkfjfjd o ekufld vkjksX;kyk lkj[ksp egRo vlrs- ‘kkfjfjd
viaxRo vlsy rj ,dosGsl O;Drh txq ‘kdrs ijarq ekufld
vkjksX; O;ofLFkr ulsy rj O;DrhP;k thoukyk vFkZ jkgr
Soft Skill and Personality Development
ukgh-
O;DrheRokpk lerksy o ,dkRehd fodkl Eg.kts
ekufld vkjksX; gks;- rlsp ekufld vkjksX; Eg.kts O;DrhP;k
O;fDreRokPkk] frP;k xq.kkapk o voxq.kkapk vH;kl gks;
O;DrhP;k ekufld vkjksX;k’kh laca/khr xjtk HkkxY;k ukghr
rj ekufld vkjksX; fc?kMrs- O;Drhyk ekufld lqj{krsrsph
xjt vlrs- euksfodkj tMysyh O;Drh lek;kstu lk/kq
‘kdr ukgh rsOa gk ekufld vkjksX; fc?kMrs- Hkksorkyph ifjfLFkrh
o dkSVwafcd okrkoj.k ;ksX; ulsy rj vi;’k] oSQY; o
la?k”kZ ;krwu Hkkofud@ekufld la?k”kZ ?kMrks-
lkekftd vkjksX; Social Helath %
lektkpk fodkl ?kMowu vk.k;pk vlsy rj lektkrhy
izR;sd O;Drhps vkjksX; gs fujksxh vl.ks vko’;d vkgs o
izR;sd O;Drhps vkjksX; mRre jk[k.;klkBh ?kj] ifjlj] ‘kq/
n gok] ‘kq/n ik.kh Hkjiwj lq;Zizdk’k feG.ks vko’;d vkgs-
lkekftd vkjksX; pkaxys jkg.;klkBh izR;sd ukxfjdkyk
vkjksX;kP;k n`”Vhsdksukrqu oS|fd; lqfo/kk feG.ks vko’;d
vkgs- lkekftd vkjksX;kps fofo/k ?kVd vkgsr- T;kae/;s
Hkjiwj lq;Zizdk’k] ?kjkrhy LokLFko/kZd okrkoj.k] rlsp
lektkrhy loZ ?kVdkalkBh izkFkfed vkjksX;dsanz o iqjs’;k
oS|fd; lqfo/kk] lkoZtfud LoPNrkx`g o lkoZtfud LoPNrsph
vko’;drk vkgs- ts.ksd:u lalxZtU; jksxkauk izfrca/k ?kky.ks
‘kD; gksrs- rlsp lektkrhy izR;sd O;Drhyk ‘kq/n ik.kh]
LoPN gok feGkyh rjp lkekftd vkjksX; pkaxys jkghy-
rlsp O;Drhyk okbZV lobZ] O;lus ;keqGs lkekftd vkjksX;
/kksD;kr ;srs lkoZtfud fBdk.kh Fkqad.ks] jLR;kr dpjk Vkd.ks]
;keqGs lkekftd vkjksX; pkaxys jkgr ukgh-
vkjksX; leL;k %
O;Drhps ‘kkfjfjd o ekufld vkjksX; pkaxys jkghys
ukghrj R;kpk ifj.kke O;Drhoj] R;kP;k dqVwac] i;kZ;kus
lekt o jk”Vªkoj gksrks- o R;krqup vkjksX;fo”k;d leL;sph
fufeZrh gksrs o R;ke/;s O;DrhP;k thoukoj R;kP;k
O;DrheRokoj gks.kkjk foijhr ifj.kke gh egRoiw.kZ leL;k
gks;-
O;DrheRo Eg.kts dk; %
O;DrheRo gk ‘kCn lokZaP;k ifjp;kpk vkgs o R;kpk
okij vki.k O;ogkjkr usgehp djhr vlrks- ,[kk|k O;Drhph
(147) ISBN - 978-81-925458-3-7
nqlÚ;koj Nki ikM.;kP;k xq.k/kekZyk mns’kqup gk ‘kCn okijyk
tkrks- ijarq vls ckg;:i vFkok fnl.ks O;DrheRokyk ,d
Hkkx vlq ‘kdrks- O;fDreRokk baxzth e/;s ‘Personality’
gk ‘kCn okijyk tkrks- o gk ‘kCn ‘Persona’ ‘kCnkiklwu
fuekZ.k >kyk vkgs o R;kpk vFkZ eq[koVk vlk gksrks o gk
ukVdkae/;s dke dj.kkÚ;k O;DrhP;k lanHkkZr okijyk tkrks
dkj.k uVkyk fofo/k Hkwfedk ikj ikMkO;k ykxrkr o O;Drhyk
lq/nk fofo/k lkekftd Hkqfedk ikj ikMkO;k ykxrkr ijarq
R;kyk eq[koVk okijrk ;sr ukgh rj tckcnkjhus ikj ikMkO;k
ykxrkr o R;klkBh vko’;d xq.kkaph tksikluk O;Drhyk
djkoh ykxrs- R;keqGs rls O;fDreRo cu.;kyk egRo vlrs-
^izR;sd ekuql gk dkgh vFkkZus brjkalkj[kk vlrks] dkgh
ek.kqlk lkj[kk vlrks dks.kklkj[kkgh ulrks Eg.kts dsoG
R;kP;k lkj[kkp vlrks*] R;kykp O;DrheRo EgVys tkrs-
O;Drhps O;fDreRo gs tUetkr o laikfnr xq.koSf’k”V;kauh
feGwu vkdkjkyk ;sr vlrs- o R;k vuq”kaxkus O;DrhP;k
ekufld o ‘kkfjfjd ?kM.khps ,d fdz;k’khy la?kVu Eg.kts
O;DrheRo gks;- O;Drhps lkekftd orZu R;kP;k O;fDreRokpk
vfo”dkj vlrs- izR;sd O;Drhyk O;DrheRo vlrs- O;DrheRo
Eg.kts ‘kfjjpuk] orZui/nrh] vfHk:ph] vfHko`Rrh] ckSf/nd
o Hkkofud lkeF;Z ;kapk leqPp; Eg.kts O;DrheRo gks;-
,dk O;Drhps O;DrheRo nqlÚ;kgqu osxGs vlrs ijarq ,[kk|k
O;Drhyk vftckr O;DrheRo ulrs vls gksr ukgh- dkj.k
O;fDreRokph TkM.k&?kM.k dkgh ?kVdkaeqGs gksr vlrs-
tSfod&HkkSfrd ?kVd (Biological/Physical Factor)
lkekftd @ lkaLd‘frd ?kVd (Socio-cultural Factor)
tSfod&HkkSfrd ?kVd ¼Biological/Physical Factor½
O;DrheRokph tM.k&?kM.k gksr vlrkauk tSfod o
HkkSfrd ?kVdkyk vR;ar egRo vlrs- O;DrhP;k ‘kkfjjhd
tM.k&?kM.k gh vuqoa’kkuqlkj gksr vlrs- fof’k”V ‘kkfjjhd
jpuk] ‘kkfjjhd y{k.ks o esanqph jpuk gh vuqoa’k i/nrhus
O;Drhyk ykHkysyh vlrkr o g;k ‘kkfjfjd tM.k&?kM.ks
cjkscjp ekufld ?kM.k gh egRokph vlrs vkbZ&ofMy
eqykaps O;fDreRo ?kMfor vlrkr- ygkui.kkiklqu R;kyk
feG.kkjh vuqHkqrh R;kaP;ke/;s pSrU; fuekZ.k djrs o R;kps
[kksy ifj.kke frP;k thoukoj >kysys vlrkr- R;kpcjkscj
Lor% cíyph tk.kho gh egRokph vlrs- R;keqGps O;DrhP;k
LoRokpk fodkl gksrks- vuqoa’k ?kVdkOnkjs vkjksX; o vktkj
Soft Skill and Personality Development (148)
gh O;Drhyk izkIr gksrkr- R;keqGs vkjksX; O;fDreRokpk
toGpk laca/k vkgs-
lkekftd @ lkaLd‘frd ?kVd (Socio-cultural Factor½
tSfod vFkok vuqoa’k ?kVdkizek.ksp ifjfLFkrh gh ?kVd
gh O;DrheRo ?kM.;klkBh ifj.kke dj.kkjk vkgs- T;kae/;s
HkkSfrd ifjfLFkrh] laLd‘rh o O;Drhxr vuqHko o leqg
vuqHko ;k ?kVdkyk egRo vkgs-
O;Drh T;k leqgkae/;s jkgrks R;k leqgkrhy eqY;s o
ifjfLFkrh ;kapk ifj.kke O;DrhP;k O;fDreRokoj gksrks- rlsp
ygkui.kkiklwu izR;sd O;Drhoj gksr vl.kkÚ;k laLdkjkpk
Blk O;DrheRokoj meVr vlrks- O;Drhps [kk.ks&fi.ks]
okx.ks&cksy.ks] vkpkj&fopkj b vfHk:phOnkjk O;fDrps
O;fDreRo ?kMr vlrs- vkjksX; fo”k;d tk.kho o lo;h
g;k O;fDreRokpkp Hkkx vlrs O;fDrPks ekufld vkjksX;kph
o O;fDreRokpk toGpk laca/k vlrks- O;Drhyk ;s.kkÚ;k
oS;fDrd o lkekftd vuqHkokrqu fofo/k /kkj.kk fuekZ.k gksr
vlrs- lkekftd vkjksX; gs O;fDreRok’kh laca/khr vkgs-
vkjksX; o O;fDreRo ijLij laca/k %
O;Drhps oS;fDrd LokLF; gs R;kP;k pkaxY;k okbZV
lobZoj voyacwu vlrs- pkaxY;k lo;h O;Drhyk pkaxY;k
cuorkr rj okbZV lo;h fouk’kkdMs ?ksowu tkrkr- rlsp
;ksX; vkgkj] >ksi o OkS;fDrd LoPNrk] Ropsph LoPNrk gh
O;Drhps vkjksX; pkaxys Bsors R;kpizek.ks O;DrheRokph
tM.k&?kM.k pkaxyh gksrs- O;Drhyk tj vklk/; vktkj
>kys rj R;kP;k O;DrheRo fodklkae/;s rks vMlj Bjrks-
rlsp lalxZtU; jksxkoj izfrca/kkRed mik; dsys xsys ukgh rj
R;kP;k O;DrhP;k vkjksX;koj o O;fDreRokoj xafHkj ifj.kke
gksrks-
fu”d”kZ % vkjksX; o O;fDrEkRo ;kaP;kr ijLij laca/k vkgs-
vukjksX;kpk O;DrhP;k O;fDreRokoj foifjr ifj.kke gksrks-
xz k eh.k egkfo|ky;hu 50 VDds ;q o d@;q o rha u k
‘kkfjfjd@ekufld jksxkph ekfgrh ukgh- egkfo|ky;hu
;qod@;qorhauk ySafxd f’k{k.k ns.;kph xjt vkgs-
mik; %
vkjksX; o O;fDreRokP;k lanHkkZr tk.kho&tkx‘rh gks.ks
vko’;d- lektkrhy O;fDrP;k ekufldrse/;s cny ?kMowu
vk.krs- vkjksX; fodklkP;k ;kstuk jkcfo.ks vko’;d vkgs-
egkfo|ky;hu fo|kF;kZauk vkjksX; f’k{k.k ns.;kph xjt vkgs-
ISBN - 978-81-925458-3-7
 54 O;DrheRo fodklkr lektkph Hkwfedk % ,d lekt’kkL=h; v/;;u
izk-MkW-fouksn tk/ko
lekt’kkL= foHkkxizeq[k]
ekLVj fnukukFk eaxs’kdj egkfo|ky;] vkSjkn ¼’kgktuh½ rk-fuyaxk
^ekuo gk lekt’khy o lektizh; izk.kh vkgs* vls
gtkjks o”kkZiwohZ vWfjLVkWVy ;k xzhd fopkjoarkus EgVys vkgs
Eg.ktsp ekuokyk lektkph xjt vkgs R;kyk lektkr jkg.ks
vkoMrs] lektkf’kok; rks thoar jkgw ‘kdr ukgh- ekuo gk
ijkoaych vkgs brj izk.kh ok i’kwis{kk R;kpk ijkoaycu dkG
gk vf/kd vkgs- vkiY;k xjtkaP;k iwrrZ ls kBh brjkaoj voycwua
jgkos ykxrs- ;k xjt iwrhZlkBhp R;kaus vusd xVkaph fufeZrh
dsyh vkgs o ;k xV&miXkVkrwup lektkph fufeZrh >kyh
vkgs-
lekt vfLrRokr ;s.;kiwohZ ekuo ,d&,dVk jgkr
gksrk- jkukoukr HkVdwu feGsy rs [kkÅu rks vkiyh miftohdk
djr gksrk ;k dkGkr ekuokP;k xjtk e;kZfnr gksR;k R;keqqGs
R;kyk lewg d#u jgkos gh dYiukgh uOgrh ijarq tltlk
cny gksr xsyk rlr’kk ekuokP;k xjtkgh ck<r xsY;k- ;k
ok<R;k xjtkaP;k iwrZrslkBh R;kyk brjkaP;k lgdk;kZph
vko’;drk okVw ykxyh mnk-f’kdkj dj.;klkBh] ’ksrh
dj.;klkBh brjkaP;k lgdk;kZph xjt okVw ykxyh- o ;krwup
izFke ekuokus dqaVwc ;k xVkph fufeZrh dsyh o iq<s dkGkP;k
vks?kkr v’kkp vusd xjtkaP;k iqrZrslkBh osxosXkG;k xVkaph
o laLFkkph fufeZrh >kyh- ;k osxosxG;k xVkaP;k o laLFkkP;k
,d=hdj.kkrwup lektkph fufEkZrh >kyh-
;k lektkpk fodkl osxosxG;k voLFksrwu gksr xsyk-
;ke/;s f’kdkj o [kkn;ladyu dj.kkjk lekt] ckxk;rh
lekt] i’kqikyd lekt] Ñ”kd lekt] vkSn;ksfxd lekt
o vktpk vkSn;ksxksŸkj lekt v’kk osxosxG;k voLFkk
fnlwu ;srkr- ;k izR;sd voLFskr xjtkaP;k iwrZrls kBh ekuokyk
Soft Skill and Personality Development (149)
izk-Vh-vkj-fQlfQl
-Vh-vkj-fQlfQls
lekt’kkL= foHkkx]
Jh f’kokth egkfo|ky;]ijHk.kh
lektkph vko’;drk okVw ykxyh gksrh- tltlk fodkl
gksr xsyk rlr’kh lektkph vko’;drk vf/kdp ok<r
xsyh- lq#okrhiklwup O;Drh o lekt ;kapk vrwV vlk laca/
k jkfgyk vkgs- lektkf’kok; O;Drh thoar jkgw ‘kdr ukgh
Eg.kwup vusd fopkjoarkuh lektkps egRo izfriknu dsysys
vkgs- lekt’kkL=kr lekt Js”B dh O;Drh gk okn fnlwu
;sr vlyk rjh O;DrhP;k lokZxa h.k fodklkP;k –“Vhus lektkps
egRo vuU;lk/kkj.k vkgs rs dks.kkykgh ukdkjrk ;s.kkj ukgh-
r’kh O;DrhP;k O;DrheRokph tM.k?kM.k gh lektkrp gksr
vlrs R;kP;k fofo/k xjtkaph iwrZrk gh lektkrp gksr
vlrs- O;Drh lektkr jkgwup vkiY;k xjtkaph iwrZrk djr
vlrks-
O;Drh o lekt ,dkp uk.;kP;k nksu cktw vkgsr-
R;keqGs O;Drh Js”B dh lekt vlk iz’up mnHkor ukgh
lektklkBh O;Drhph t’kh vko’;drk vkgs r’khp
O;DrhlkBh] O;DrhP;k O;DrheRo fodklklkBh lektkphgh
vko’;drk vlrs-
lekt
dsoG O;Drhps ,d=hdj.k Eg.kts lekt ulrks rj
R;k O;Drhe/khy vkarjfdz;k Eg.kts lekt vlrks Eg.kwu
O;Drh&O;Drhe/khy vkrajfdz;slkBh lektkph vko’;drk
vlrs-
;k lektkr O;Drh&O;Drhe/khy vkarjfdz;srwu fuekZ.k
>kkysys lewg]la?kVu]laLFkk]ewY;s]fu;eus]ntkZ]Hkwfedk ;kaps
,d=hdj.k vlrs
v’e;qxhu laLÑrhpk lekt rs vkSn;ksxksŸkj]mŸkjvk/
ISBN - 978-81-925458-3-7
kwfud laLÑrhpk lekt v’kh gtkjks o”kkZiklwu ekuo lektkph
okVpky vfojri.ks] v[kaM pkyw vkgs- O;Drh v’kk lektkr
jkgwup ?kMrks rhps O;DrheRogh ?kMrs rsOgk R;k R;k lektkpk
izHkko O;Drhoj iMr vkysyk vkgs- izk.kh vkf.k ekuo
;kaP;kr tks Qjd fnlwu ;srks R;kr lektkphp Hkwfedk egRokph
vkgs-
O;DrheRo
O;DrheRo fodkl ;k ladYiusyk vkt [kqi egRo
izkIr >kysys vkgs- O;ogkjkr lqanj fnl.ks Eg.kts O;DrheRo
vlk O;DrheRokpk vFkZ ?ksryk tkrks- O;DrheRo gk ‘kCn
lkekU;r% ,[kkn;k O;DrhP;k ‘kkjhfjd oSf’k”V;kauk fdaok
frP;k ckg; Lo#ikyk mnns’kwup okijyk tkrks ijarq
lekt’kkL=h;–“V;k O;Drhph oSf’k”V;s vkf.k frph xq.koŸkk
;kaph xksGkcsjht Eg.kts O;DrheRo v’kh O;DrheRokph O;k[;k
dsyh tkrs- O;DrheRokyk lkekftd vkf.k Hkkofud v’kk
nksUgh cktw vlrkr- O;DrheRokP;k ekufld cktwbrdhp
lkekftd cktwgh egRokph vlrs- O;DrhP;k lewgthoukrhy
lgHkkxkeqGsp fryk vkiY;k O;DrheRo fodkl d#u ?ks.ks
‘kD; gksrs-
O;DrheRo fodklkr lektkph Hkwfedk
vkt O;DrheRofodklkyk egRo izkIr >kY;keqGs
O;DrheRo fodklkph vusd lk/kus vfLRkRokr vkyh vkgsr
;kiSdh lekt gs lk/ku O;DrheRo fodklkps eqG vkf.k
vR;ar egRokps vls lk/ku vkgs- izR;sd O;Drhps O;DrheRo
gs vfOnrh; vlrs o ;k O;DrheRokP;k tM.k?kM.khr lektkph
Hkwfedk gh vR;ar egRokph jkfgysyh vkgs- ekuo o i’kqi{kh
;kaP;kr tks Qjd vkt fnlrks R;ke/;s lektkph Hkwfedkp
egRokph Bjyh vkgs- uotkr vHkZd dkgh tSfod {kerk
?ksÅu tUekl ;srs R;kP;kr ekuork]lkekftdrk fuekZ.k d#u
fryk ,d tckcnkj fdz;k’khy ?kVd cufo.ks ghp lektkph
ifgyh vko’;d xjt vlrs o rh xjt lektkrp iw.kZ
dsyh tkrs- O;DrhP;k O;DrheRokyk lektvisf{kr oG.k
Soft Skill and Personality Development (150)
ns.;kps dk;Z lektp djr vlrks- lektp O;DrheRo
fodklkP;k –f”Vus vko’;d rh O;oLFkk djr vlrks ,dw.kp
lkekftdj.kkP;k ek/;ekrwu O;DrheRokph tM.k?kM.k gGwgGw
lektp djr vlrks- O;Drh lkekftdj.kkP;k izfdz;srwu
vkiY;k HkksorkyP;k lkekftd ifjfLFkrhrwu O;DrheRoyk
vko’;d v’kk vusd xks”Vh vkRelkr djr vlrs o ;k
f’kd.;kP;k izfdz;srwup O;DrheRo gGwgGw vkdkjkl ;sr
vlrs- O;DrheRo fodklklkBh T;k ckch egRokP;k vlrkr
R;k ckch O;Drhyk ns.;ke/;s lektkph Hkwfedk egRokph
vlrs- O;DrheRo fodklkr lektkph vl.kkjh Hkwfedk iq<hy
izek.ks lkaxrk ;sbZYk-
O;Drhyk okx.kwdhps /kMs ns.ks] O;Drhyk Hkfedk/kkjdkps
/kMs ns.ks] O;Drhyk lektkr lkekftd LFkku izkIr d#u ns.ks]
O;Drhyk lqlaLdkjhr dj.ks] lektkpk tckcnkj ukxfjd
?kMfo.ks] ;Drhe/;s pkaxY;k xq.kkaph iSnkl dj.ks] ,dRokP;k
Hkkousps chtkjksi.k dj.ks] uSjk’;koj fu;a=.k Bsowu uSjk’; nwj
dj.ks] O;Drhyk ;ksX; dkekps cf{kl o v;ksX; dkekph
f’k{kk nsÅu ;ksX; dk;\v;ksX; dk;\ ;kps f’k{k.k ns.ks]
O;Drhe/;s vkadk{kk fuekZ.k dj.ks] O;Drhyk orZuizdkjkps
vkdyu d#u ns.ks] thoukr mi;qDr Bjrhy v’kh dkS’kY;
f’kdfo.ks] O;Drhyk ekufld lqj{kk ns.ks] O;Drhps ikyuiks”k.k
dj.ks] lekftdj.kkP;k ek/;ekrwu #<h]izFkk]ijaijk]pkaxY;k lo;h
f’kdfo.ks] O;Drhyk vkjksX;fo”k;d f’k{k.k ns.ks] O;DrhP;k
Lopk fodkl ?kMwu vk.k.ks] O;Drhyk vkfFkZd fdz;kaps f’k{k.k
ns.ks] O;Drhpk ekufld fodkl ?kMowu vk.k.ks] lkekftd
ewY;s vaxh ckufo.ks] O;Drhyk /kkfeZd f’k{k.k ns.ks] O;Drhyk
jktdh; f’k{k.k ns.ks]O;DrhP;k orZukoj fu;a=.k Bso.ks b-
ofjy loZ ckch g;k O;DrhP;k lokZaxh.k O;DrheRo
fodklklkBh egRokP;k vkgsr- lektkyk tckcnkj ukxfjdkaph
vko’;drk vlrs o vls tckcnkj ukxfjd ?kMfo.;klkBh
ojhy loZ ckch egRokP;k Bjrkr ;k loZ ckcheqGs O;Drhps
O;DrheRo mBwu fnlrs- O;DrhP;k O;DrheRoklkBh vko’;d
ISBN - 978-81-925458-3-7
vl.kkÚ;k loZ ckch lektkdMwu feGrkr Eg.kwu O;DrhP;k O;DrhP;k fofo/k xjtkaph iwrZrk dsyh tkrs rlsp O;DrhP;k
O;DrheRo fodklkr lektkph Hkwfedk egRokph vkgs- Hkkjrh; O;DrheRo fodklklkBh vko’;d vl.kkjs ?kVdgh lektkrp
lektkrhy N=irh f’kokth jkts]Lokeh foosdkaun]e-xka/kh]e- vlrkr- lektp O;DrheRo fodklkph eqG o egRoiw.kZ
T;krhck Qqys]jkt”khZ ‘kkgw]MkW-ckcklkgsc vkacsMdj]MkW-,-ih-ts- v’kh laLFkk vkgs- d/kh uOgs ,o<h vktP;k xqarkxaqrhP;k
vCnqy dyke]enj rsjls k]bafnjk xka/kh ;klkj[;k egku O;Drhpk lektkr O;DrheRo fodklklkBh letkph xjt fuekZ.k >kysyh
O;DrheRo fodkl gk lektkrwup ?kMwu vkysyk vkgs- vkgs] lektkf’kok; O;DrheRo fodkl gk fopkjlq/nk djrk
vkt lektkr izpaM izxrh ?kMwu vkyh vkgs- ;kposGh ;s.kkj ukgh Eg.ktsp O;DrhP;k O;DrheRo fodklkr lektkph
ek.kwl]ek.klkiklwu nqjkor pkyyk vkgs rlsp rks lektkiklwugh Hkwfedk vR;ae egRokph v’kh vkgs vls vH;klko#u fnlwu
nqj tkr vkgs- ;ka=hd midj.kk’kh vf/kd lac/k vkY;keqGs ;sbZy-
rks ,dkdh cuyk vkgs ,o<sp ukgh rj O;Drh ekufld– lanHkZ xzaFk
f”Vusgh dedqor cuyk vkgs ;krwup vkRegR;slkj[;k ekxkZpkgh 1½ izk-T;ksrh MksbZQksMs & lekt’kkL=kph #ijs”kk
vk/kkj ?ksryk tkr vkgs fdaok xqUgsxkjhdMs oGyk vkgs ;krwu 2½ jke vkgqtk & Hkkjrh; lkekftd O;oLFkk
foÑr O;DreRo fuekZ.k gksr vkgsr ;keqGs lektO;oLFksykp 3½ jkor gfjÑ”.k & lekt’kkL= dks’k
/kksdk fuekZ.k >kyk vkgs- vkt izk/;kid]MkWDVj]baftfu;j 4½ izk-T;krh MksbZQksMs & eqyHkwr lkekftd fopkj
v’kk mPpf’kf{kr yksdkae/;s ?kMwu ;s.kkÚ;k vkRegR;k g;k 5½ MkW-ltZsjko lkGaq[ks & lekt’kkL=krhy eqyHkwr ladYiuk
dqaVwc]xV]lekt O;Drh bR;knhiklwu nwj jkg.;kpkp ifj.kke 6½ izk-uh-l-oS| & lekt’kkL=h; fopkj ijaijk
vkgs- lektkeqGs ok lektkus fnysY;k f’kdo.kwdheqGs v’kk
,dkdh vl.kkÚ;k O;Drhe/;s lkekftdrk fuekZ.k djrk ;srs
o R;kyk lektkr jkgk;yk l{ke cuowu R;kP;k O;DrheRokyk
ufou fn’kk nsrk ;srs-
fu”d”kZ
vWfjLVkWVy] gCkZV LisUlj] Mj[kkbZe ;kj[;k fopkjoarkuh
lektkps O;DrhP;k–f”Vus] O;DrheRo fodklkP;k–f”Vus lektkps
egRo vksG[kys vkgs Eg.kwup R;kuh lektkyk O;Drhis{kk
Js”B LFkku fnys vkgs- lekt dks.krkgh vlks R;k lektkpk
fodkl gk pkaxY;k O;DrheRo vl.kkÚ;k O;Drhojp voaycwu
vlrks o vls O;DrheRo lektkrp ?kMr vlrs Eg.kwu
O;DrheRo fodklkr lektkph Hkwfedk vR;ar egRokph
jkghysyh vkgs] rh vktgh vkgs o mn;kgh jkghy ;kr
‘kadkp ukgh- lekt ulsy rj O;Drhps O;DrheRo ?kM.kkj
ukgh T;k lektkr O;DrheRo fodklkP;k –f”Vus iz;Ru dsys
tk.kkj ukgh vlk lekt i’kqor vlsy Eg.kwu lektkrp

Soft Skill and Personality Development (151) ISBN - 978-81-925458-3-7

 55 O;fDreRo fodkl vkf.k Hkk”kk % ,d vuqca/k
^Hkk”kk* O;fDreRo fodklkr egRokph Hkwfedk ctkors-
T;k O;fDrph Hkk”kk vpwd vkgs- v’kk ek.klkps O;fDreRo
izHkkoh Bjrs- Hkk”ksf’kok; O;fDreRo v/kqjs vkgs- O;fDreRo
Qqyfo.;kr egRokps ;ksxnku Hkk”kk djrs- brds vkxGs osxGs
ewY;s Hkk”ksyk vkgs- Hkk”kseqGsp dks.kR;kgh ek.klkyk vkdkj
vkf.k mdkj izkIr gksrks- dks.kR;kgh O;Drhus Hkk”ksyk nqyZf{kr
d:u pkyr ukgh- tks dks.kh Hkk”kk pkaxyh voxr djsy]
R;kyk lektkr Hkk”ks e q G s lUeku feGrks - dks . kR;kgh
O;fDreRokyk lkat’ak‘xkj Hkk”kk d:u nsrs- brdh izpaM tknw
Hkk”ksRk vkgs-
vkiY;k eukrhy fopkj] Hkkouk] dYiuk O;Dr
dj.;klkBh Hkk”kk gs ifj.kkedkjd o izHkkoh ek/;e vkgs-
nksu O;fDre/;s laokn lk/k.;klkBh Hkk”kk vxR;kph vkgs-
Hkk”ksps mRd‘“Vi.ks mi;kstu djrk ;sr vlsy rj O;ogkji.k
mRrei.ks ikj iMrks- ^ek.klkus Hkk”kk fuekZ.k dsyh o Hkk”ksus
ek.kwl ?kMfoyk* vls Hkk”kk vH;kldkps er vkgs- ek.klke/
;s ifjorZu QDr Hkk”kseqGsp gksrs- Hkk”kk ekuokyk izkIr >kysyh
uSlfxZd ns.kxh vkgs- ekuo Hkk”kk:i ns.kxh gGwgGw fodflr
d:u laiw.kZ ekuotkrhe/;s ifjorZu >kys vkgs- brdh nwjnE;
ifjorZukph fde;k Hkk”kse/;s lkekoysyh vkgs- Eg.kwu Hkk”kseqGs
ekuokyk vkn’kZ thou izkIr >kysyh vkgs- ^Hkk”kk gh vftZr
laiRrh vkgs* dks.kR;kgh ekuokyk Hkk”kk mitr izkIr gksr
ukgh- rh iz;Rulkgk;klkus f’kdkoh ykxrs- rsOa gkp rh ek.klkyk
dk;kikyVkps lkeF;Z nsrs- brds vuU;lk/kkj.k vls egRo
O;fDRkP;k thoukr Hkk”ksyk vkgs-
^ loZ {ks=krhy Kkukpk] ekuoh O;ogkjkpk ,deso vk/
kkj Eg.kts Hkk”kk* dks.kR;kgh ek.klkyk nSuafnu thou txr
vlrkuk Hkk”ksf’kok; rj.kksik; ukgh- Hkk”kk ek.klkyk uok
Soft Skill and Personality Development (152)
Ikzk- dY;k.k xksiuj
ejkBh foHkkx
jkt”khZ ’kkgw egkfo|ky;] ijHk.kh
fopkj] uo tx] uoh Lk‘“Vh] uoh ewY;s bR;knh okpdkyk
nsrs- Eg.kwu Hkk”kk ekuoh thoukps vfoHkkT; Hkkx vkgs-
ekuokyk Hkk”ks iklwu vyx djrk ;sr ukgh vkf.k Hkk”ksyk
ekuokiklwu osxG djrk ;sr ukgh- Eg.kwu Hkk”kk vkf.k ekuo
ijLijkoyach ?kVd vkgsr- ekuokyk Hkk”ksiklwu Qkjdr ?ksrk
;sr ukgh- ^Hkk”kk* gk ekuoh O;fDreRokpk ik;k vkgs- ,o<sp
ukgh rj Hkk”kk ekuokpk vyadkj vkgs- funkZs”k o vpwd
Hkk”kseqGs ekuoh thoukyk lkSan;Z izkIr gksrs- Eg.kwu Hkk”kk
cgqxw.kh vkReizdVhdj.kkpk ekSY;oku nkfx.kk vkgs- Hkk”kk
vkRelkr dj.;klkBh izR;sd ek.klkyk lk/kuk] vkjk/kuk
djkoh ykxrs- rsaOgkp Hkk”kk ekuokyk mrqax f’k[kjki;Zar ?ksÅu
tkrs] Eg.kwu Hkk”kk ekuokyk rkjrsgh rlsp ekjrsgh- ,o<h
yofpdrk o rkBjrk Hkk”kse/;s vkgs-
Ekkuokyk ,dkis{kk vusd Hkk”kk lqyHki.ks ;sr vlY;kl
R;kps O;fDreRo cgqlaiUUk gks.;kl enr gksrs- ek.klkP;k
O;fDreRokps varjax o cfgjax gs nksu egRokps ?kVd vkgsr-
ek.kwl ckg;jaxkus dlk fnlrks] ;kis{kk varjhd vfHkO;fDr
dkS’kY; dls ekaMrks]R;koj izHkkoh O;fDreRo voyacwu vkgs-
Hkk”kk ek.klkph rgku] Hkwd Hkkxors rlsp vkYgkngh nsrs-
mRd‘“V Hkk”kk ;s.ks ijhiw.kZ ek.klkps ijhek.k vkgs- Hkk”ksf’kok;
dks.krkgh O;ogkj lgt laiUUk gksr ukgh- Hkk”kk ekuokph
izR;sd {ks=krhy Kkulathouh vkgs- Hkk”kk ek.klkps O;fDreRo
jaxors vkf.k O;fDreRokrwu Hkk”ksph izxYHkrk tk.kors-
O;fDreRokP;k ckcrhr eyk ek;dsy vWta y s ks ;kaps er egRokps
okVrs-^ eh f’kYi cuor vlyks rjh f’kYi cuor ukgh rj
R;k nxMkyk udks vlysyk Hkkx dk<wu Vkdrks- ex R;krwu
vkiksvki f’kYi fl/n gksrs-* izLrqr f’kYikps mnkgj.k ekuoh
O;fDreRokyk o Hkk”skyk ftoar ykxw iMrs- O;fDreRokyk
ISBN - 978-81-925458-3-7
ifjiw.kZrk ;s.;klkBh ek.klkr Hkkf”kd dkS’kY; eqj.ks vko’;d
vkgs- Jo.k] Hkk”k.k] okpu] ys[ku gh Hkkf”kd dkS’kY; ifjiw.kZ
O;fDRkeRokph prqlw=h vkgs- rlsp Hkk”khd dkS’kY; lokZxiw.kZ
O;fDreRokph enkj vkgs- dks.kR;kgh dkS’kY;kf’kok; O;fDreRo
lq:i gksr ukgh- Eg.kwu Hkkf”kd dkS’kY; O;fDreRokpk vk/
kkjHkwr ik;k vkgs-
^Hkk”kk* oS;fDrd] lkekftd] vkfFkZd] jktdh; b- O;ogkj
lqjGhri.ks ikj ikM.kkjs ek/;e vkgs- dks.krkgh ek.kwl Hkk”ksrwu
izdV gksrks- Hkk”kkp ek.klkyk ?kMor vlrs- ekuokl nSuafnu
xjtk] O;ogkj iw.kZ djr vlrkuk brjka’kh laokn lk/kkok
ykxrks- O;ogkj iw.kZRokP;k laoknkps ek/;e Hkk”kk vkgs- Hkk”ksrwu
ek.kwl lq[kdj gksrks rlsp eq[kdj gksrks- Hkk”ksus ek.klkps eu
eksdGs gksrs- Hkkf”kd dkS’kY; ek.klkP;k fodklkP;k ik;Ú;k
vkgsr- Hkkf”kd ik;Ú;k ;k ekuoh thoukr p<R;kØekus
ekxZØe.k djrkr- R;krwu ek.kwl ?kMyk tkrks gh Hkkf”kd
dkS’kY; O;fDreRofodklkph xq:fdYYkh vkgs- R;krhy ifgys
dkS’kY; Jo.k vkgs-
^Jo.k* Hkkf”kd dkS’kY;krhy eqyHkwr dkS’kY; vkgs- ;k
dkS’kY;kojp O;fDRkeRokph laiw.kZ bekjr mHkh vlrs- gh
dkS’kY;kph ifgyh voLFkk vkgs- Jo.k Hkk”ksrhy vaxHkwr iSyw
vkgs- gk iSyw Hkk”kk f’kd.;kpk vkjaHk fcanw vkgs-^cksy.kkÚ;kyk
rhp xks”V iqUgk lkax.;kph osG tks ;sÅ nsr ukgh R;kps Jo.k
dkS’kY; fuf’prp pkaxY;kizrhps vkgs-* Jo.k dkS’kY;
ekuohthoukrhy ekSf[kd ’kDrh vkgs- ;kiklwu ekuokyk
ekfgrh] Kku feGrs- pkaxY;k Jo.kkiklwu ekuokyk vkuan
feGrks- Jo.kkryk vkuan rkRdkfyd {k.kkph ikorh vlrs-
T;k O;fDrps Jo.k ’kDrh’kkyh vkgs] R;k O;Drhps O;fDreRo
ukoh.;iw.kZ vlrs( Eg.kwu Jo.k O;fDRkeRokps ifgys vadqj
vkgs- gk Hkk”kspk vadqj brj dkS’kY;kauk izksRlkghr djrks-
o‘{kkP;k osxosxG;k vo;okizek.ks O;DrhP;k eukr Hkk”ksps
vo;o r;kj gksrkr- R;kr ’kk[kk]iq”i]Qqys] Qkan;k] yrkosyh
b- lqxa/k:ih ’kCnkrwu ekuoh O;fDreRokpk o‘{k r;kj gksrks-
;kykp vki.k O;fDreRofodkl Eg.krks-
dks.krkgh euq”; ekuoh thoukr ijhiw.kZ ulrks- R;kyk
iw.kZRokdMs tk.;klkBh brjkaph enr ?;koh ykxrs- rlsp
Soft Skill and Personality Development
,desdk’kh laokn lk/kkok ykxrks( Eg.ktsp R;kyk cksykos
ykxrs- ;kpkp vFkZ eukrhy fopkj nqlÚ;ki;Zra iksgpfo.;klkBh
^Hkk”k.k* dkS’kY; vifjgk;Z vkgs- ^T;kdjhrk cksyk;ps rks gsrw
ts.ks d:u lk/; gksbZy- v’kk izdkjP;k ifj.kkedkjd
cksy.;kP;k ’kSyhyk mRre laHkk”k.k Eg.krk ;sbZy-* Hkk”k.k]
laHkk”k.k ekuoh thoukrhy dyk vkgs- gh dyk lgk ^l*
dkj ;k lw=ke/;s xqaQyh ikfgts] rsaOgkp O;DrhP;k thoukyk
eksy izkIr gksrs- T;kaP;kdMs Hkk”k.k dkS’kY; voxr vkgs] rks
lektkr mRrei.ks thou txrks- T;k O;Drhps cksy.ks izHkkoh
o ifj.kkedkjd vkgs- rks O;Drh izR;sd {ks=kr vkiyk Blk
meVforks-
^nqlÚ;kP;k fyfg.;krhy vk’k; uhV letwu ?ks.ks gk
okpu dkS’kY;kpk iz/kku mís’k vkgs-* okpukeqGs ekuokP;k
d{kk le‘/n gksrkr- okpu ek.klkyk vkuan vkf.k Kku nsrs-
Kku thou tx.;kps lk/ku vkgs- okpu:ih lk/ku laiw.kZ
ekuohthoukyk va/kkjkrwu izdk’kkdMs ?ksÅu tkrs- okpUkkus
ek.kwl cgqJ‘r gksrks rlsp okpukyk ’kk’or:i ys[kukeqGs
izkIr gksrs- ys[ku vktP;k dkGkPkh xjt >kysyh vkgs-
fy[khr ekfgrh nh?kZdkG dsaOgkgh okprk ;srs- ys[ku phjdkG
Hkfo”;kr dkeh ;s.kkjs dkS’kY; vkgs- loZp dkS’kY;kps ek/;e
Hkk”kk vkgs- Eg.kwu O;fDRkeRo fodklkr Hkk”kk egRokpk ?kVd
vkgs- Hkk”kk dkS’kY;kpk dsanzfcanw vkgs- rlsp ekuoh
O;fDreRokP;k ?kksMnkSMhph mTkkZ vkgs- Hkk”ksus ek.kwl ifjiw.kZr%
lqLkaLd‘r gksrks- rlsp Hkk”kk ek.klkyk cG nsrs vkf.k
vkRefo’oklgh nsrs-
lanHkZ xazFk
1½ lkfgR;xkFkk laiknd % MkW- ek- ek- tk/ko
2½ O;fDreROk fodkl o Hkk”kk % MkW- e/kqdj eksdk’kh
3½ okpu o ys[ku dkS’kY;s % MkW- m”kk f[kjs]Jherh
vatyh lk;xkodj
4½ Jo.k o laHkk”k.k dkS’kY;s % lkS- fo|k okMnsdj
(153) ISBN - 978-81-925458-3-7
 56 [ksG o O;DrheRo fodkl
vktps ;qx gs foKku ;wx vkgs- foKkukus dsysY;k izxrhus
thou vkjkenk;h >kys vkgs- ekuokps ‘kkjhjhd Je deh
>kys vkgs o R;kP;k HkkSrhd lqfo/kk e/;s ok< >kyh vkgs-
R;keqGs vk/kwfud ;wxkrhy ekuo vkG’kh cur pkyyk vkgs-
foKkukus dsysY;k la’kks/kukus osxosxG;k vktkjkoj vkS”k/k
miyC/k >kyh vkgsr] i.k ;keqGs ekuokaP;k ljkljh vk;wZeku
ok< >kysyh ukgh rj vk;weZ ku ?kVys vkgs- vktP;k foKku;qxkr
[ksGkyk egRo izkIr >kys vkgs- vktP;k /kdk/kdhP;k nSuanhu
thoukr ek.klkyk Lor%P;k ‘kjhjkdMs y{k n~;k;yk osG
ukgh o ;krwu rks osxosxG;k vktkjkyk cGh iMr vkgs-
R;kph jksx izrhdkj ‘kDrh deh >kyh vkgs- ;kpk ijh.kke
ekuokP;k ‘kjhj o eukoj gksr vkgs-
[ksG [ksG.ks gh ekuokph lgt izo‘Rrh vkgs- dkyZ
ekDlZP;k ers] ^^Hkkoh vk;w”;krhy gkypkyhph jaxhr rkyhe
Eg.kts [ksG gks;] [ksGkrwup ekuokpk] ‘kkjhjhd] ekulhd]
ckS/nhd] vkRehd fodkl ?kMrks- R;kp cjkscj ‘kkjhjhd o
ekulhd ok< gksrs- [ksGkewGs ipufdz;k lw/kkjrs] o ‘kkjhjhd
{kerk ok<rs o eu ,dkxzg gks.;kl enr gksrs- [ksGkeqGs
fjdkE;k osGspk ln mi;ksx gksrks- [ksGk eqGs ‘kjhj] eu] cq/
nh ;kapk fodkl dzec/n i/nrhus gksrks- [ksGkP;k ek/;ekrwu
[ksGkMw ,desdkaP;k lkuh/;kr ;srkr- R;keqGs R;kaP;k fopkjkph
nsok.k&?ksoku gksrs- ,dsdkeaP;k Hkk”kk fo”k;h ekfgrh gksrs o
;krwup eS=h] ln~Hkkouk o ,desdkauk lgdk;Z dj.;kph
Hkkouk fuekZ.k gksrs-
Soft Skill and Personality Development (154)
MkW-veksylhag n- xkSre
‘kkjhjhd f’k{k.k foHkkx izeq[k]
Jh f’kokth egkfo|ky;] ijHk.kh
[ksG gh ,d dyk vkgs- R;kp izek.ks rs ,d ‘kkL= gh
vkgs- vktP;k vk/kwfud ;wxkr [ksGkps Lo:Ik gh cnyr
pkyys vkgs- baVjusVP;k ek/;ekrwu tx gs v/khd toG
vkys vkgs- txkP;k dks.kR;kgh dkuk dksiÚ;kr [ksGyk tkr
vlysyk [ksG vkiY;kyk usVP;k ek/;ekrwu ?kjclY;k
igko;kl feGr vkgs- R;keqGs brj {ks=k izek.ks [ksGkP;k
{ks=kr gh izxrh >kyh vkgs- thoukr d`rh’khy jkg.ks] gkypky
dj.ks ;kyk egRo vkgs o ;k d`rh’hyrsrwup ekuokpk
fodkl >kyk vkgs- [ksG o ‘kkjhjhd f’k{k.k ;kr dkgh
‘kkjhjhd gkypkyh dsY;k tkrr R;krwu Hkkoh vk;q”;kr
thou tx.;kpk vuwHko feGrks o v’kk izdkjs feGkysY;k
vuwHkokrwup iw<hy thoukr thou txr vlrkauk lektk’kh
lek;kstu d:u thou pkaxY;k izdkjs tx.;kl enr gksrs-
thouke/;s pakxys okbZV izlax ;sr vlrkr- vkuan izlaxh
fgjkowu u tkrk o okbZV izlaxh /ks;Zkus ifjfLFkrhoj ekr dj.ks
gs [ksGkP;k ek/;ekrwu f’kdko;kl feGrs- [ksGkrwu [ksGkMqP;k
O;DrhekRokpk fodkl gksrks- pkaxys O;DrheRo gs thou
pkaxY;k i/nrhus tx.;kl enr djrs] pkaxY;k O;DrheRokpk
izHkko brjkaoj iMrks yksd rqeP;kdMs vkdZ”khr gksrkr- pkaxys
O;DrheRo vl.kkÚ;kyk [kwi eh= vlrkr- izR;sdkyk R;kP;k
fo”k;h vknj fuekZ.k gksrks-
[ksG o ‘kkjhjhd f’k{k.kkrwu vkn’kZ ukxjhd fuekZ.k
gksrkr- [ksG [ksGr vlrkauk [ksGkMwP;k vaxkr lgdk;Z dj.;kph
Hkkouk] usr`Ro xq.k] gkj ipo.;kph {kerk] izkek.khdi.kk] ca/
ISBN - 978-81-925458-3-7
kwHkko] /kkMl] f’kykMwo`Rrh ;k lnxq.kkapk fodkl gksrks- ;kp
cjkscj [ksGkrwu uohu vkOgku isy.;kph {kerk fuekZ.k gksrs-
rlsp fpdkVh o lgu’khyrk ;kapk gh fodkl gks.;kl enr
gksrs- ;k xq.kkapk nSunhu thoukr thou txr vlrkauk mi;ksx
gksrs o vkiY;k O;drheRokpk izHkko brjkoj iMrks- [ksG gs
O;DrheRokpk fodklkps ,d lk/ku vkgs vls EgaVys rj
pwdhps gks.kkj ukgh- [ksG o ‘kkjhjhd f’k{k.kkP;k ek/;ekrwu
‘kjhj fujksxh jkg.;kl enr gksrks- eu vkuanhr jkgrs ;kewGs
vki.k ts dke djrks rs pkaxY;k izdkjs o deh osGsr iw.kZ
djrks- [ksGkewGs ldkjkRd izo`Rrh fuekZ.k gksrs- lektkdMs
ikg.;kpk n`”Vhdksu ldkjkRed >kY;kus dks.kR;kgh dkekr
;’kp feGrs- [ksGkewGs vkiY;k vaxkr f’kLr fuekZ.k gksrs o
Soft Skill and Personality Development (155)
f’kLrhps ekuoh thoukr Qkj egRo vkgs- f’kLrizh; thou
txus gs izR;sdkps drZO; vkgs- ;kewGs osGsph cpr gksrs-
izR;sd dk;Z osGsoj iw.kZ gksrs o ;krqu lektke/;s vkiys
osxG LFkku fuekZ.k gksrs-
[ksGkeqGs izkek.khdi.kk fuekZ.k gksrks- ;k xq.kkps lektkr
Qkj egRo vkgs- izkek.khd vlus gh pakxyh lo; vkgs-
vki.k vkiY;k dk;kZ’kh] O;olk;k’kh izkek.khd vlkos-
dks.kk’khgh [kksVs u cksyus o lR;kpk voyac dj.ks ;kewGs
lektkr ,d izfr”Bk fuekZ.k gksrs- v’kk izdkjs [ksGkrwu
fodlhr gks.;kÚ;k lnxw.kkeqGs ekuokps O;fDreRokpk fodl
gks.;kl enr gksrs o ;krwup lektkpk fodkl gksrks o
ns’kkP;k fodklkyk enr gksrs-
ISBN - 978-81-925458-3-7
 57 O;fDreRo fodklkr lektkph Hkwfedk
izkLrkfod
vkiY;k nSufa nu thouke/;s ^ilZuWfyVh* ;k baxt
z h ‘kCnkpk
vki.k usgehp okij djrks- dk; ilZuWfyVh vkgs\ R;kph
^ilZuWfyVh* d’kh vkgs\ veqd ,dkyk ilZuWfyVhp ukgh-
veqd ,d vkn’kZ O;fDreRo vkgs- v’kh okD; vkiY;k
lHkksorkyh vki.k usgehp ,sdrks- njjkstP;k O;ogkjkr]
cksyhHkk”ksr ilZuWfyVh ;k ‘kCnkpk vFkZ O;fDrph ‘kjhj;”Vh]
O;Drh fnlrs d’kh\ ,o<kp e;kZnhr vFkZ ?ksryk tkrks-
izR;sd O;fDrps Lora= vls O;fDreRo vlrs- O;ogkjhdn`”V;k
O;fDreRo ;kpk vFkZ vki.k O;fDrph ‘kjhfjd Bso.k] O;fDrP;k
fnl.;k’kh tksMrks- Eg.ktsp O;fDrph dsoG ‘kkjhfjd
xq.koSf’k”V;sp y{kkr ?ksrks- ijarw ^O;fDreRo* gh r’kh Qkj
O;kid ladYiuk vkgs-
O;fDreRokpk vFkZ
ekul’kkL=h; o lekt’kkL=h; n‘”V;k O;fDreRokpk
vFkZ fHkUu vkgs- ek= loZlk/kkj.ki.ks O;fDreRo eg.kts O;fDrph
‘kkjhfjd xq.koSf’k”;s vf/kd lkekftd xq.koSf’k”V;s ;kaP;k
,d=hdj.kkyk vki.k O;fDreRo vls lacks/krks- rj O;fDeeRokpk
vFkZ Li”V djrkauk yqaMcx cxZ gk fopkjoar Eg.krks ^O;fDrP;k
vfHko‘Rrh] lo;h vkf.k xq.koSf’k”V;s ;kaP;k la?kVhr Lo:ikP;k
lkdY;kyk O;fDreRo vls Eg.krkr*- ,- ,- VªWaDlyj gk
fopkjkoar O;fDreRokP;k lanHkkZr Eg.krks ^lkekftd ifjfLFkhrhr
?kM.kk&;k O;fDrhP;k orZukP;k xksGkcsjtsyk O;fDreRo vls
Eg.krkr-* baxzthe/;s O;fDreRokyk Personality vlk
‘kCn vkgs- gk ‘kCn yWVhu Hkk”ksrhy Persona ;k ‘kCnkph
fufeZrh vlqu yWVhu Hkk”ksr ;kpk vFkZ ukVdkr dke djrkauk
?kyko;kpk eq[koVk vlk gksrks- ;kyk vuql:up ekul’kkL=K
dkyZ ;qax ;kus ijlksuk pk vFkZ O;fDrph lkekftd Hkwfedk
Soft Skill and Personality Development
vjfoan ,p- guqears
lekt’kkL= foHkkx izeq[k]
jkt”khZ ‘kkgw egkfo|ky;] ijHk.kh
vlk ?ksryk vkgs- 1937 yk vkyiksVZ ;k ekul’kkL=Kkus ;k
laKsyk O;kid vFkZ ns.;kpk iz;Ru dsyk-
FkksMD;kr O;fDrph ‘kkjhfjd xq.koSf’k”V;s vf/kd lkekftd
xq.k oSf’k”V;s ;kaP;k ,d=hdj.kkykp O;fDreRo v’kh laKk
vkgs-
O;fDreRo fodklkph ladYiuk
251663360 O;fDreRo fodkl Eg.ktsp O;fDrph ‘kkfjjhd
xq.koSf’k”V;s] LoHkko] orZufo’ks”k] vfHk:ph] vfHko`Rrh] {kerk]
lgdk;Zo`Rrh] lo;h] Hkko.kk] Hkk”kk] dkS’kY;] dyk] Kku] J/
nk] laLdkj] ewY; o lekt vkn’kZ letsy v’kk loZ xq.kkaP;k
fodklkyk ^O;fDreRo fodkl* v’kh laKk vkgs- rj ekul’kkL=K
lXeaM QzkbM r.kko deh dj.;kdjhrk O;fDr ufou ekxZ
flXea
vkRelkr djrs gs ts ufou ekxZ vkRelkr dj.;kph th
izfdz;k vkgs rhykp ^O;fDeRo fodkl* vls Eg.krkr vlk rks
^O;fDreRo fodklkpk* vFkZ lkaxrks- ^lektk T;k laLd`rhrhy
fu;eus ewY;] J/nk] lo;h vfHko`Rrh f’kdwu ?ksmu O;fDrP;k
lektk’kh gks.kk&;k vkarjfdz;srqu fodflr gks.kkjh izfdz;k
Eg.ktsp O;fDreRo fodklkph izfdz;k gks;*- vlkgh
O;fDreRokpk vFkZ ?ksryk tkrks- lq i z f l/n ekul’kkL=K
flxeaMQzkbZM ;kP;k ers O;fDrP;k O;fDreRokpk ik;k gk
tUekiklqu lq:okrhP;k ikp o”kkZrp r;kj gksrks vkf.k R;kiq<s
R;kpk fodkl gksrks- vkRefo’okl] fo/kk;d n`”Vhdks.k] oDr`Ro]
dk;Z{kerk] laHkk”k.k dkS’kY;] osGsps fu;kstu] rkurukokps
fu;kstu] fu.kZ;{kerk vkf.k usr`Ro gs O;fDreRo fodklkps
iSyw vkgsr-
O;fDreRo fodlkr ekul’kkLrzh; ?kVdkaps tls ;ksxnku
vlrs rlsp fdacgquk R;kis{kkgh vf/kd lektkps lkekftd
?kVdkaps ;ksxnku vlrs- gs lanHkkZlghr Li”V dj.;klkBh Eg.kwu
(156) ISBN - 978-81-925458-3-7
eh gk ‘kks/k fuca/k fyfgyk vkgs- ;k ‘kks/kfuca/kkPkk mn~ns’k
iq<hy izek.ks vkgsr-
mn~ns’k
1- O;fDreRo fodkl o lekt ;krhy ijLij laca/k ‘kks/kus
2- lkekftdj.kkph lk/kus O;fDreRo fodklke/;s d’kk izdkjs
Hwfedk ctkorkr ;kpk vH;kl dj.ks-
3- O;fDreRo fodklkoj tSfod ¼ekul’kkL=h;½ ?kVdkapk
vf/kd izHkko iMrks dk\ lkekftd ?kVdkapk
izHkko vf/kd iMrks ;kpk ‘kks/k ?ks.ks-
;k ‘kks/k fuca/kk djhrk [kkyhy x`fgrds x`fgr /kjyh
vkgsr-
x‘fgrds
1- O;fDreRo fodklke/;s tSfod ?kVdkais{kk lkekftd
?kVdkapk izHkko vf/kd tk.korks-
2- O;fDreRo fodklkr dqVwac] ‘kstkj] ‘kkGk] leo;Ld
fe=kapk lewg] laLd`rh ;kaps ;ksxnku lokZf/kd
vlrs-
3- lkekftdj.k gs O;fDreRo fodklkps izHkkoh ek/;e vkgs-
O;fDreRo fodkl gh ,d izfdz;k vkgs
ekul’kkL=h; o lekt’kkL=h;n‘”V;k vFkZ tjh fHkUu
vlyk rjh ,dckc ek= fuf’pr vkgs dh O;fDregRo gs
vkiksvki fodflr gksr ukgh rj O;fDreRokpk fodkl ?kMoqu
vk.kkok ykxrks- dkj.k O;fDreRo fodkl gh ,d izfdz;k
vkgs- QzkbZMP;k ers O;fDreRokpk <kpk gk ifgY;k ikp
ok”kkZr tjh r;kj gksr vlyk rjh O;fDreRo fodklkph
izfdz;k gh vtUe pky.kkjh vkgs- dsoG fof’k”V o;kr
O;fDreRo fodlhr gksrs vls ukgh fdaok deh dkyko/khr
vkSipkjhd ‘kS{kf.kd laLFksr pkj fHkarhP;k vkrgh O;fDreRo
vkdkj gksr ukgh- O;Drhus fof’k”V v’kk ,[kkn;k {ks=kr
uSiq.; feGfoys rj R;kyk ns[khy
251664384O;fDreRo fodkl >kyk vls Eg.kus mfpr
Bj.kkj ukgh rj thoukP;k fofo/k {ks=kr ;’kLoh gks.ks] brjkaoj
vkiyk izHkko ikM.ks] fofo/k dyk] xq.k] dkS’kY;] {kerk]
lo;h] Hkk”kk] Hkkouk] lknjhdj.k] Jo.k] Hkk”k.k] okpu] ys[ku]
[ksG] foKku] ;kapk fodkl gks.ks ;kyk O;fDreRo fodkl vls
Soft Skill and Personality Development (157)
EgVys tkrs vkf.k gs loZ lk/; dj.ks ,dk fof’k”V o;kr
‘kD; gksr ukgh gs tUekiklwu rs e`R;wi;ZUr vkRelkr djkos
ykxrs Eg.kwu O;fDreRo fodkl gh ,d izfdz;k Bjyh vkgs-
O;fDeeRo fodklkr lektkph Hwfedk
izfl/n fopkjoar vWfjLVkWLVyP;k ers ^euq”; gk lektf’ky
izk.kh vkgs-* ;kpk vFkZ vlk dh O;fDr lektkf’kok; jkgw
‘kdr ukgh- Eg.ktsp O;fDrpk fodkl gk leqg vFkok
lektkeqGsp ‘kD; gksrks- ^lekt Eg.kts fuOoG O;fDrapk
lewg uOgs] rj lewgkrhy lnL;kae/;s fo|eku vlysyh rh
lac/a kkph O;oLFkk vlrs- fdacky ;ax lektkph O;k[;k djrkuk
Eg.krks] leku lo;h] dYiuk] o vfHko`Rrh vl.kk&;k tkLrhr
tkLr LFkwy Lo:ikPkk lewg Eg.kts elkt gks;-* lekt gh
vewrZ ladYiuk vlyh rjh [k&;k vFkkZus yksdkaps ijLij
lkekftd lac/ak o vkarjfdz;k ;kykp lekt v’kh ladYiuk
vkgs-
vkiY;k dsoG ‘kkjhfjd fdz;k oxGrk ¼R;kgh fof’k”V
o;k uarj½ ckdhP;k izkFkfed o nqî;e v’kk nksUgh Lo:ikP;k
xjtk iw.kZ dj.;klkBh O;fDryk lektkojp vkoyacwu jkgkos
ykxrs- dkj.k O;fDr ¼eqy½ tUer% ijkoyach vlrs- O;fDrP;k
g;k xjtk laLFkk] lewg] xV&mixV] eaMGs] leqnk;] dqVwac]
;kaP;k lgkî;kus iw.kZ gksrkr- gs loZ lektkpsp ?kVd vkgsr-
;k lokZaP;k enrhusp O;fDrps O;fDreRo vkdkj ?ksr vlrs-
O;fDrps O;DrheRo ts fodflr gksrs rs dsoG lektkeqGsp
gksrs- veqd ,dkps O;fDreRo mBqu fnlrs ;kpk vFkZ brjkais{kk
rh O;fDr izHkkoh vlrs- R;klkBh R;kph brjka’kh vizR;{k
rqykuk djkoh ykxrs- v’kh gh rqyuk dj.;kph i/nr ulrh
rj O;fDreRo gh ladYiukp vLrhRokr vkyh ulrh- dkj.k
O;fDreRo eg.kts O;fDr lektkr okojr vlrkauk brjkaoj
frph vuqdwy vkf.k izfrdwy Nki iM.ks Eg.kts O;fDreRo
gks;-* lektkr O;fDryk tks gh ntkZ izkIr >kysyk vlrks rks
lektkeqGsp vlrks- O;fDr eksBh gks.;kr lektkps fo’ks”k
;ksxnku vlrs- dkj.k O;fDr dks.kR;k uk dks.kR;k leqgkpk]
xV&mixVkpk lnL; vlrs- R;krwu R;kps O;fDreRo vkdkj
?ksr vlrs- Eg.kwu O;fDrps vfLrRo lewgk f’kok; ‘kqU;
vlrs- O;fDrP;k O;fDreRokP;k tM.k ?kM.khoj lHkksorkyP;k
ISBN - 978-81-925458-3-7
ifjfLFkrhpk fu.kZ;kd vlk izHkko Mr vlkrs-
lkekftdj.k% O;fDreRo fodklkps izHkkoh ek/;e
251659264 oj mYys[kY;k izek.ks O;fDreRo fodkl gh
,d izfdz;k vkgs- rh ,dk fof’k”V o;kr fodflr gksrs vls
ukgh- O;fDreRo fodklklkBhph loZp dkS’kY; tUekus vkiksvki
izkIr gksr ukgh rj rh vkRelkr djkoh ykxrkr- R;klkBh
fo’ks”k iz;Ru djkos ykxrkr Eg.ktsp rs f’kdkos ykxrs vkf.k
lektkr pkaxY;k izdkjs thou tx.;klkBh T;k ckch f’kdkO;k
ykxrkr R;kykp lektk’kkL=kr lkekftdj.k vls Eg.krkr-
lkekftdj.kkP;k lanHkkZr ,-MCY;w fxzu Eg.krks dh] lkekftdj.k
gh ,d v’kh izfdz;k vkgs dh ftP;k}kjs eqy lkaLd‘frd
?kVdRos] LoRo] vkf.k O;fDreRo izkIr djrs] Eg.ktsp ,dk
vFkkZus vizR;{kfjR;k O;fDrps O;fDreRo gs lkekftdj.kkP;k
ek/;ekrqu fodflr gksr vlrs- T;kps lkekftdj.k >kys vkgs
R;kpsp O;fDreRo fodflr gksr vlrs- ‘kkjhfjd] ekufld]
lkekftd] lkaLd‘frdn‘”V;k eqykyk ifjiDo thou tx.;kyk
izksRlkghr dj.;klkBh lkekftdj.k vkR;ko’;d Bjrs-
O;fDreRo fodklkoj ifj.kke dj.kkjs lkekftd ?kVd
O;fDreRo fodklkr ‘kkfjjhd ?kVd tls egRokps vlrkr
rlsp lkekftd ?kVd rso<sp egRoiq.kZ vlrkr- O;fDrP;k
O;fDreRokoj dqVcaw ] ‘kkGk] lekt ;kpk izHkko iMrks- O;fDreRo
fodklke/;s Hkk”kk] Kku] J/nk] dyk] laLdkj] ewY;] izek.kds]
laLd`rh o fofo/k izdkjph dkS’kY; gs lkekftd ?kVd egRokps
vlrkr- vkf.k gh loZ dkS’kY;] xq.k lektkr jkgwup fodflr
gksrkr- O;fDreRo fodklke/;s dqVwac gk lkekftd ?kVd
vR;ar egRokph Hkwfedk ctkorks-
ckydkpk lektkr lokZr vxksnj dqVwacka’kh laca/k ;srks-
;sFksp R;kyk] ‘kkjhfjd] ekufld] lkekftd] vkfFkZd] /kkfeZd]
v’kk loZ izdkjP;k Kkukph f’knksjh feGrs- ftpk rks O;fDreRo
fodklke/;s mi;ksx d:u ?ksr vlrks- R;kP;k {kerk] lo;h]
vfHk:ph] dyk dqVwackr fodflr gksr vlrkr- vkiY;k
Hkwfedk] tckcnk&;k ;k lokZaph tk.kho dqVwackr d:u fnyh
tkrs- FkksMD;kr] dqVwackrwup ckydkyk loZ izdkjps Kku feGr
vlrs- T;k ckydkyk dqVcaw Eg.kts R;krhy lHkklnkapk lgokl
ykHkrks rh eqya lektkr pkaxY;k izdkjsp thou txrkr rj
Soft Skill and Personality Development (158)
T;k eqykauk dkSVwafcd lq[k ykHkr ukgh R;kaP;k O;fDreRokoj
foifjr ifj.kke gks.;kph ‘kD;rk vlrs- dqVwackP;k lkekftd]
vkfFkZd] ntkZo:u O;fDrps O;fDreRo vkdkj ?ksr vlrs-
O;fDreRo fodklkr dqVcwa kcjkscjp ikB’kkGk ¼vkSipkjhd
f’k{k.k ns.kk&;k loZ ‘kS- laLFkk½ gk ?kVd ns[khy egRokph
Hkqfedk ctkorks- ‘kkGsP;k ek/;ekrwu O;fDryk ckg; txkph
vksG[k gksrs- Hkk”kk] Kku] dkS’kY;] O;olkf;d Kku] eqY;]
izek.kds laLd`rh ;k loZ ckchph vksG[k ‘kkGsrwup gksrs th
O;fDreRo fodlkl enr dj.kkjh vlrs- ‘kkGsrhy f’k{kd o
‘kkGsps okrkoj.k ;kpk fo+|kF;kZaoj izHkko iMrks- [k&;k vFkkZus
fo|kF;kZyk loZ izdkjps Kku o R;kP;k vaxh {kerk] dkS’kY;]
lo;h] yko.;kps dke] R;kP;k lqIr xq.kkaukoko ns.;kps dke]
‘kq/n Lo:ikph Li/kkZ d:u vkiyk fodkl d:u ?ks.;kps
lkeF;Z] ‘kkGsP;k ek/;ekrwu feGoqu fnys tkrs- Eg.kts ‘kkGk
gk ?kVd O;fDreRo fodklkr eksykph Hkwfedk ctkorks-
251660288 O;fDrps O;fDeRo fodflr dj.kk&;ke/;s
izR;{k vizR;{k ‘kstkjh ns[khy dkj.khHkwr Bjrkr- ygku o;kr
eqy ‘kstk&;kadMs vf/kd tk.ks&;s.ks djrkr R;k ek/;ekrwu
R;kauk laLd`rh] Hkk”kk] lgdk;Zo`Rrh] jkguheku] vkpkj&fopkj
;kaph vksG[k gksrs] R;kpk O;fDreRo fodklkoj ifj.kke
gksrks- Eg.kqu pkaxys ‘kstkjh ykHkys rj O;DrheRokyk ;ksX;
oG.k ykxrs vU;Fkk ‘kstkjh pkaxys ulrhy rj <oG;k
‘kstkjh ioGk cka/kyk ok.k ukgh i.k xq.k ykxyk ;kpk iz;R;
vkY;kf’kok; jkgr ukgh-
leo;LdkaP;k lewgkeqGs ns[khy O;fDreRo vkdkj ?ksr
vlrs- vkiys fe= dks.krs vkgsr\ R;kaP;k lo;h dks.kR;k
vkgsr- R;koj vkiY;k Hkkoukauk okV eksdGhd:u ns.;kps
,deso fBdk.k Eg.ktsp fe=kapk
251665408leo;Ldkapk xV] ts Kku dqVwac] ‘kkGk] ofMy/
kk&;k O;fDr nsÅ ‘kdr ukghr- R;kps Kku dsoG leo;Ld
lewgkps lnL;p nsÅ ‘kdrkr- ts ,dk fof’k”V o;kr vo’;d
lq/nk vlrs- f[kykMho`Rrh] ‘kq/n Lo:ikph Li/kkZ] lgdk;kZyk]
lkglho`Rrh] fuLokFkhZi.kk] mPpre /;s; b- O;fDreRo fodklkBh
vko’;d vl.kk&;k ckch leo;LdkaP;k leqgkdMwup feGr
vlrkr- Eg.kwu leo;Ld fe=kapk lokZr tkLr izHkko O;fDreRo
ISBN - 978-81-925458-3-7
fodklkoj gksr vlrks-
O;fDreRo fodkldj.;ke/;s vku[kh dks.kR;k lkekftd
?kVdkps ;ksxnku jkfgys vlsy rj rs Eg.ktsp laLd‘rh gks;-
laLd‘rh vkf.k O;fDreRo g;k ,dkp uk.;kP;k nksu cktw
vkgsr- R;k ,desdkaiklqu osxG;k djrkr ;sow ‘kdr ukghr-
dWVsy ;k ekul’kkL=KkP;k ers lkaLd‘frd ?kVdkapk
O;fDreRo fodklkoj egRoiw.kZ ifj.kke gksr vklrks- txkrhy
cgqrka’kh ekul’kkL=K o lekt’kkL=Kkauh laLd‘rhd ?kVdkapk
O;fDreRo fodklkoj ifj.kke gksr vlY;kps ekU; dsys vkgs-
Eg.kwu xkMZu vkyiksVZ gk fopkjoar eg.krks ^O;fDr T;k
lektkr vkf.k laLd‘frr jkgkrs] ok<rs] orZu djrs R;kpk
frP;k orZukoj o ftou’kSyhoj izHkko iMrrks-*
lektkPkk ?kVd Eg.kwu O;fDr ts Kku] J/nk] dyk]
uhrhrRos vkf.k :<h o rRle brj {kerk vkf.k lo;h izkIr
d:u ?ksrs R;k lokZaP;k lafeJ ,dhdj.kkyk laLd‘rh vls
Eg.krkr* vls er Vk;yj gk fopkjoar izfriknu djrks-
laLd‘rhe/;s O;fDr vkiY;k loZ izdkjP;k xjtk iw.kZ
dj.;klkBh T;k HkkSfrd o vHkkSfrd ckchpk mi;ksx d:u
?ksrks R;k lokZapk laLd‘rhe/;s lekos’k gksrks- O;fDrus dks.kR;k
izlaxh dks.krs orZu djkos\ dks.kkcjkscj dlk O;ogkj djkok\
dk; [kkos\ dks.krs oL= ifj/kku djkosr\ dks.kkcjkscj ySafxd
laca/k Bsokosr\ v’kk vusd iz’ukaps ekxZn’kZu laLd‘rh djrs
vkf.k ;kyk vuql:up O;fDr lektlaer orZu djrs- Eg.kwu
O;fDrps O;fDreRo fodflr gksr vlrs-
fu”d”kZ
1- O;fDreRo fodkl gh ,d izfdz;k vkgs-
2- lektkf’kok; O;fDreRokpk fodkl gks.ks ‘kD; ukgh-
3- O;fDreRo fodklkr ‘kkfjjhd o lkekftd vls nksUgh
?kVd rso<;kp ize.kkr egRokps vkgsr-
4- O;fDreRo fodklkoj vkSipkjfd o vukSipkfjd v’kk
nksUgh izdkjP;k lkekftdj.kkP;k lk/kukapk
izHkko iMrks-
5- laLd‘rh% gk O;fDreRo fodklkoj ifj.kke dj.kkjk
vR;ar egRokpk ?kVd vkgs- 251661312
lekjksi
Soft Skill and Personality Development
^O;fDreRo fodkl* gh Qkj O;kid ladYiuk vkgs-
;ke/;s ‘kkjhfjd] ekufld] o lkekftd v’kk rhUgh izdkjP;k
xq.koSf’k”V;kapk lekos’k gksrks- O;fDreRo gs dkagh letklgth
Qqyr ukgh R;klkBh ‘kjhfjd {kerk] ekufld xq.k vlkos
ykxrkr- rn~orp lkekftd xq.k vkRelkr djkos ykxrkr-
O;fDreRo fodklkoj ekufld ?kVdkapk izHkko vf/kd iMrks
dh lkekftd ?kVdkapk izHkko vf/kd iMrks ;kpk vH;kl
dsyk vlrk nksUgh ?kVdkapkgh rso<kp izHkko iMrks vls y{kkr
;sr-s Eg.kwu O;fDreRo fodlkP;k izfdz;es /;s lkekftd ?kVdkauk
nqyZf{kr d:u pky.kkj ukgh- FkksMD;kr thoukP;k fofo/k
{ks=kr uSiq.; feGfo.ks o vkiY;k lokZafx.k fodkl dj.ks
;kykp O;fDreRo fodkl vls Eg.krk ;sbZy vkf.k gs loZ
lektkrwu ‘kD; gks.kkj vkgs Eg.kwu O;fDreRo fodklkr
lektkph Hkwfedk egRokph vkgs-
lanHkZ
1- O;fDreRo fl/nkar & MkW- ch-,u- cosZ] fo|k
izdk’ku ukxiwj
2- lekt’kkL=h; ladYiuk vkf.k fl/nkar &
MkW- izfni vkxykos] lkbZukFk izdk’ku ukxiwj
3- lkekU; ek.kl’kkL= & izk- j- fo- iafMr] MkW- v-
fo- dqGd.khZ] MkW- p- fo- xksjs] fiaiGkiqjs vWUM da-
ifCy’klZ] ukxiwj
4- ‘kS{kf.kd o izk;ksfxd ekul’kkL= & izk- ok-uk-
nkaMsdj] Jhfo|k izdk’ku] iq.ks
5- lekt’kkL=krhy eqyHkwr ladYiuk & MkW-
ltZsjko lkGwa[ks] izksfQ’kUV iCyhf’kax gkml] iq.ks
6- lqxae lkekftd ekul’kkL= & MkW- nk- /kks-
dkpksGs] dSykl ifCyds’ku] vkSjaxkckn
7- mikn~?kkr:i lekt’kkL= & MkW- nk-/kks-
dkpksGs] dSykl ifCyds’ku] vkSjaxkckn
8- lqxae lkekftd ekul’kkL= & izk- ,l-,u-
xansokj] fo|kHkkjrh izdk’ku] ykrwj 251662336
(159) ISBN - 978-81-925458-3-7
 58 O;fDrRo fodkl esa Hkk”kk dk ;ksxnku
izLrkouk
O;fDr ds leLr fdz;kdykiksa esa mldk O;fDrRo ifjyf{kr
gksrk gSA O;fDrRo dks le>us ds fy, mlds ckg;
vkdkj&izdkj] os’kHkw”kk] pky&<ky] vknr ds lkFk mlds
vkarfjd xq.kksa] LoHkko] fopkj] vfHko‘fRr] vfHk:fp bR;kfn
ckrsa Hkh mruh gh egRoiw.kZ gksrh gSaA O;fDrRo ds dkj.k gh
,d O;fDr nwljs ls fHkUu gksrh gSA O;fDrRo O;fDr ds mu
xq.kksa ls lacaf/kr gksrk gs] ftlds vk/kkj ij ,d O;fDr dks
nwljs O;fDr ls vyx fd;k tk ldrk gSA bl izdkj ge
ns[krs gSa fd O;fDrRo dks O;fDr ds ckg; ,oa vkarfjd
LFkk;h xq.kksa dk leUo; dgk tk ldrk gSA O;fDrRo ds
fofHkUu vk;keksa dks le>rs gq, fon~okuksa us O;fDrRo dh
vusd ifjHkk”kk,Wa izLrqr dh gSaA lkFk gh yxHkx lHkh fon~okuksa
us ;g Hkh ekuk gS fd O;fDrRo laca/kh muds fopkj ,oa
ekU;rk vafre ugha gSA
‘kks/kkfo”k; dk mn~ns’; &
izLrqr ‘kks/kizi= ds fuEu mn~ns’; gSa&
1- O;fDrRo dh vo/kkj.kk dk foospu djuk
2- ekuo iz;qDr Hkk”kk dk egRo izfrikfnr djuk
3- O;fDr ds O;fDrRo fodkl esa Hkk”kk ds ;ksxnku dks
le>uk
4- O;fDrRo vkSj Hkk”kk ds var%laca/kksa dk v/;;u djuk
fo”k; foospu
Hkk”kk dk mlds iz;ksxdrkZ ds O;fDrRo ls vR;ar ?kfu”B
laca/k gksrk gSA O;fDrRo ;g vR;ar O;kid ,oa cgqvk;keh
vo/kkj.kk gSA ^O;fDrRo* ;g lkekU; vFkZ esa ^O;fDr* dk
Hkkookpd :i gSA ;g O;fDr ls lacaf/kr lHkh fo’ks”krkvksa
,oa xq.kksa&nks”kksa ds fy, iz;qDr gksrk gSA lkekU;r% O;fDr ds
Soft Skill and Personality Development (160)
MkW- lat; tk/ko
fganh foHkkx]
Jh f’kokth egkfo|ky;] ijHk.kh
ckgjh fn[kkos dks] :i&jax] dn&dkBh rFkk mldh os’kHkw”kk
dks O;fDrRo ds :i esa ns[kk tkrk gSA vaxzsth ‘kCn Person-
ality’ dk vuqokn O;fDrRo gSA ’Personality’ ‘kCn ewyr%
ySfVu ‘kCn ‘Persona’ ls cuk gSA ftldk vFkZ gksrk gS
eq[kkSVkA ukVd esa vfHku; djus okys uk;d&ukf;dk ftl
izdkj vius psgjs ij eq[kkSVk yxkrs Fks] mls ’Persona’ dgk
tkrk gSA blh ‘kCn ds ‘kkfCnd vFkZ dks /ofur djrs gq,
O;fDrRo dk foospu ckgjh os’kHkw”kk rFkk fn[kkos ds vk/kkj
ij fd;k x;kA lkekU; izpyu esa fdlh O;fDr ds ckg+;
vkHkkl dks gh O;fDrRo dgk tkrk gSA ijarq euksfoKku esa
O;fdrRo dks O;fdr ds ekufld ,oa ‘kjhfjd xq.kksa ds
laxBu ds :i esa Lohdkj fd;k x;k gS] tks fdlh ifjfLFkfr
ds izfr O;fDr dh fof’kf”V izfrfdz;kvksa }kjk ifjpkfyr gksrs
gSaA tc dksbZ O;fDr ilanhnk <ax ls O;ogkj djrk gS]
vkd”kZd fn[krk gS] mnkj O;ogkj djrk gS] vU; yksxksa ds
lkFk vklkuh ls ?kqy&feydj viuh Hkkoksa dh vfHkO;fDr
djrk gS] rFkk lkekftd :i ls okaNuh xq.kksa dh vfHkO;fDr
djrk gS] rks mls ,d mRre O;fDrRo okyk O;fDr le>kk
tkrk gSA ;gk O;fDrRo dks le>us ij[kus dk vk/kkj mRre
<ax ls ckrphr djus dh {kerk dks ekuk x;k gSA
O;fDrRo dh ifjHkk”kk
O;fDrRo ds fofHkUu i{kksa dks vk/kkj ekurs gq, euksoKS kfudksa
us O;fDrRo dk oLrqfu”B foospu djus dk iz;kl fd;k gSA
fon~okuksa us O;fDrRo dh vusd ifjHkk”kk,Wa izLrqr dh gSaA buesa
ftruh lekurk gS] mlruh gh fo”kerk,Wa Hkh fn[kkbZ nsrh gSaA
;gh dkj.k gS fd vkt rd dksbZ Hkh fon~okku O;fDrRo dh
oLrqfu”B ,oa loZlEer ifjHkk”kk nsus esa lQy ugha gqvk gSA
O;fDrRo dk Lo:i fu/kkZfjr djus ds fy, fon‘okuksa dh
ISBN - 978-81-925458-3-7
ifjHkk”kkvksa dk foospu djuk vfuok;Z gS & ekVZu fizal &
“ dh vfHkO;fDr dj ldrk gSA vius HkkokuqHkwfr dh iw.kZ ,oa
Personality is the sum total for all the biological
innate dispositions, impulses, tendencies,
appetitesm and instincts of the individual and the
acquired dispositions and tendencies” vFkkZr ^^
O;fDrRo O;fDr ds lHkh tSfod tUetkr izd‘fr] euksosx]
vfHkyk”kk] ewyizo‘fRr rFkk vftZr izd‘fr ,oa izo‘fRr ds
;ksx dks dgrs gSaA**1
fxyQksMZ & “ It is in individual differences that we
find the logical key to personality. An individual’s
personality, then, is his unique pattern of traints.”
vFkkZr O;fDrxr ^^fofHkUurk;sagh O;fDrRo dk irk djus dh
rkfdZd dqath gSA vr% fdlh O;fDr ds ‘khyxq.kksa ds viwoZ
izfr:i dks O;fDrRo dgrs gSaA**2
izfl) euksfoKkuh Qzk;M ds vuqlkj] ^^ bM]bZxks rFkk lqij
bZxks ds laxBu dks O;fDrRo dgrs gSaA **3
O;fDrRo dh loZekU; ifjHkk”kk izLrqr djus dk iz;kl vkyiksVZ
uked euksoSKkfud us fd;k gSA muds }kjk izLrqr O;fDrRo
dh ifjHkk”kk euksoSKkfudksa dks ekU; gS D;ksa fd ;g vR;ar
foLr‘r gS& ^^ O;fDrRo O;fDr ds Hkhrj mu euks’kkjhfjd
ra=ksa dk xfr’khy ;k xR;kRed laxBu gS tks okrkoj.k esa
mlds viwoZ lek;kstu dks fu/kkZfjr djrk gSA** 4 vkyiksVZ
dh ;g ifjHkk”kk O;fDrRo dh vo/kkj.kk dks Li”V djus esa
dkQh enr djrh gSA O;fDrRo ds Hkhrjh xq.kksa rFkk ckgjh
xq.k vFkkZr O;ogkj nksuksa dk leku mYys[k fd;k gS] ijarq
mUgksaus O;fDrRo ds Hkhrjh xq.kksa ij rqyukRed :i ls vf/kd
cy fn;k gSA
euq”; vkSj Hkk”kk
fopkj djus dh {kerk ds dkj.k rFkk mu fopkjksa dks
lqO;ofLFkr Hkk”kk ds ek/;e ls izdV djus dh {kerk ds
dkj.k gh euq”; lalkj ds vU; izkf.k;ksa dh vis{kk Js”B
le>k tkrk gSA vuqHkoksa dh lai‘Drrk rFkk le; dh
vko’;drk ds dkj.k euq”; dh Hkk”kk esa fujarj ifjoZru gksrk
jgk gSA Hkk”kk dk tks fodlu’khy :i ge vkt ns[krs gSa] og
fuf’pr gh ekuoh; Hkkoksa dh vfHkO;fDr dk loksZRd‘”V ek/
;e gSA bl ek/;e ds }kjk gh euq”; vius fopkjks]a HkkokuqHkwfr;ksa
Soft Skill and Personality Development
lQy vfHkO;fDr ds fy, og o.kkZRed izrhdksa dk lgkjk
ysrk gSA
euksoSKkfud n‘f”V ls Hkk”kk dk iz’u lkewfgd rFkk
lkaLd‘frd Hkkouk ls tqMk gqvk gksrk gSA lekt esa izR;sd
O;fDr dk viuk ,d Lora= vfLrRo gksrk gSA egknsoh oekZ
bl laca/k esa fy[krh gSa] ^^ Hkk”kk ekuo ds O;f”Vxr O;fDrRo
dk Hkh vax gS vkSj lef”Vxr O;fDrRo dk HkhA ** 5 viuh
izcy vuqHkwfr dh lVhd vfHkO;fDr ds fy, Hkk”kk dk lgt
iz;ksx djus dh {kerk djus okyk O;fDr vkt okLro esa
lHkh n‘f”V ls lQy ekuk tkrk gSA og vius O;fDrRo ls
izHkkfor djrk gSA vFkZO;oLfkk ds HkweMa yhdj.k vkSj mnkjhdj.k
ds ncko esa vkt izk|ksfxdh dh vko’;drk c< xbZ gSA
okLro esa ;g pqukSfr Hkkjr tSls cgqHkkf”kd ns’k ds fy,
vR;ar tfVy cu tkrh gSA bl fLFkfr esa Hkk”kkvksa ij vf/kdkj
j[kus okyk vR;ar vkRefo’okliwoZd fLFkfr;ksa dks laHkkyrk
gqvk viuk izHkko LFkkfir djrk gSA
O;fDrRo ds fodkl esa Hkk”kk dk vRa;r egRoiw.kZ LFkku
gksrk gSA O;fDrRo dk fuekZ.k ,dk,d ugha gksrkA O;fDrRo
fodkl esa rhu rRoksa dk fo’ks”k egRo ekuk x;k gS& 1-
oa’k&ijaijk] 2- okrkoj.k rFkk 3- }U}A fdlh Hkh O;fDr dk
O;fDrRo ewyr% mldh oa’k&ijaijk] mlds ekrk&firk rFkk
muds iwoZtksa ds O;fDrRo dk fefJr :i gksrk gSA ifjokj rFkk
lekt dh Hkk”kk dks vkRelkr djrs gq, og vius O;fDrRo
dks fodflr djrk tkrk gSA Hkk”kk vkRelkr djus dh izfdz;k
vR;ar lw{e rFkk euksoSKkfud gksrh gSA O;fDr ftl lewg esa
tUe ysrk gS rFkk ftl okrkoj.k esa iyrk&c<rk gS] ml
lewg rFkk ifjokj esa iz;qDr Hkk”kk dks og vkRelkr dj ysrk
gSA
Hkk”kk dsoy ‘kCnksa dk lewg ugha gS A Hkk”kk lkFkZd ‘kCnksa
dh ,d O;ofLFkr dMh gS A vkt fo’o esa iz;ksx dh tkus
okyh Hkk”kkvksa dh fuf’pr la[;k ugha crkbZ tk ldrh fdarq
;g vuqeku yx;k tkrk gS fd fo’o esa yxHkx rhu gtkj
Hkk”kk,Wa cksyh tkrh gSA Hkkf”kd lewg ds :i esa Hkkjr dh
igpku lfn;ksa ls jgh gSA ;g igpku Hkk”kk ds :i esa bruh
(161) ISBN - 978-81-925458-3-7
lqn`< gS fd og ;gkWa dh lafeJ iajijkdk vfHkUu vax cu x;h 1- O;fDrRo ,d O;kid rFkk cgqvk;keh vo/kkj.kk gSA
gSA cgqHkkf”kdrk Hkkjr ds fy, dHkh Hkh vojks/k ugha cu 2- O;fDrRo dk fodkl fujarj :i ls gksrk jgrk gSA
ldhA vk/kqfud dky esa f’k{kk ds {ks= esa gq, ifjorZuksa ds nkSj 3- O;fDrRo fodkl esa Hkk”kk dh Hkwfedk vge~ gksrh gSA
esa Hkh cgqHkkf”kd ds dkj.k dksbZ fo’ks”k fnDdr fuekZ.k ugha 4- Lo;a vfHkO;fDr ds fy, Hkk”kk dk izHkkoh iz;ksx djus
dhA Hkk”kk dks gfFk;kj cuk dj Hkkjrh; ,drk ij vk?kkr okys O;fDr dk O;fDrRo izHk’o’kkyh gksrk gSA
jdus dh ijaijk fQj Hkh ;gkWa ugha iui ikbZ gS A ;g Hkkjrh; 5- O;fDrRo vkSj Hkk”kk ,d nwljs ds iwjd gSaA
lerkewyd fparu ds izHkko dk gh |ksrd gS A lanHkZ ladsr %
Hkk”kk dsoy laizs”k.k dk gh lk/ku ugh ugha gS cfYd ;g 1- O;fDrRo euksfoKku] e/kq vkLFkkuk] i‘ 2
rks O;fDr dks lkekftd cukus dk ,d vR;ar izHkkoh lk/ku 2- &ogh& i‘ 2
Hkh gSA Hkk”kk ds ek/;e ls gh O;fDr dk lkekftddj.k gksrk 3- euksfoKku esa iz;ksx ,oa ijh{k.k] eqgen lqySeku] i‘-
gSA Hkk”kk ds ek/;e ls gh O;fDr lekt ds lkFk tqM tkrk gS 512
vkSj bl tqM tkus dh izfdz;k esa gh o lkekftd curk pyrk 4- vk/kqfud lkekU; euksfoKku] v:.k dqekj flag] i‘-
gSA Hkk”kk vf/kxe vkSj Hkk”kk f’k{k.k dks Hkh blfy, ,d 48
vuojr pyus okyh izfdz;k ekuk x;k gSA Hkk”kk f’k{kk ds 5- Hkk”kk fparu] egknsoh oekZ] i‘- 83
dkj.k gh O;fDrRo dk lkekftdj.k gksrk gSA O;fDr ds
lkekftdj.k vFkkZr vius lewps vfLrRo ds lkFk lekt esa
fdz;kjr jgus dk vkRefo’okl Hkk”kk ds dkj.k gh vk tkrk
gSA
O;fDrRo fodkl esa Hkk”kk f’k{k.k dk viuk fof’k”V
egRo gSA Hkk”kk dks fl[krs le; ,d vksj Hkk”kk dk Lo:i
,oa lajpuk gksrh gS rks nwljh vksj ekuo eu ,oa ekuoh;
O;ogkj Hkh tqM tkrk gSA ;g ekuk tkrk gS fd euq”;] cksyus
okyk izk.kkh gSA ijarq lp rks ;g gS fd euq”; dsoy cksyrk
gh ugha cfYd ckrphr djrk gSA vFkkZr nks O;fDr esa laokn
gksrk gSA
Hkk”kk vkSj O;fDr dks Lora= lanHkZ esa foosfpr ugha fd;k
tk ldrkA O;fDrRo esa Lo;a izdVhdj.k dks fo’ks”k egRo
fn;k tkrk gSA Lo;a izdVhdj.k eas Hkk”kk dh Hkwfedk vR;ar
egRoiw.kZ gksrh gSA Hkk”kk dk izHkkoh iz;ksx djus okys O;fDr
dk O;fDrRo izHkkoksRiknd gksrk gSA vFkkZr Hkk”kk vkSj O;fDrRo]
nksuksa esa fdlh ,d dks ge nwljs ls vyx dj u rks le>
ldrs gS ifjHkkf”kr dj ldrs gSaA
fu”d”kZ &
mi;qZDr foospu ds vk/kkj ij tks fu”d”kZ lkeus vkrs gSa]
os blizdkj gSa &
Soft Skill and Personality Development (162) ISBN - 978-81-925458-3-7
 59 O;DrheRo fodkl o lknjhdj.k dkS’kY;s
izLrkouk
O;DrheRo fodkl gh ladYiuk O;DrhP;k fto.kkr
egRoiq.kZ ?kVd vkgs- gk fodkl O;Drhpk ‘kkfjjhd]ekufld
Hkkofud o lkekftd fodkl gksr vlrks- ;k fodklkkrqu
fo”kk fiaM ?kMr vlrks- O;Drhpk ?kMysyk fiaM Eg.kts
O;DrheRo gks;- lkekftd #< ladsr gk laLdkjkpk Hkkx vkgs
vkf.k gs laLdkj ckyi.khp gks.ks vko’;d vlrs dkj.k ex
gs ladsr ok<R;k o;k cjkscj iDds gksrkr- vkf.k iq<s R;kps
pkxY;k lo;hr #ikkUrj gksrs- ygkui.khP;k laLdkjrqu
O;DrheRo Qqyk;yk vkf.k fodkflr Ogk;yk osG ykxr
ukgh- laLdkjkpk ik;k iDdk vlysyh O;kDrh txkP;k ikBhoj
dqBsgh xsyh rjh vkRefo’oklkus ;’kLoh gksrs- R;keqGsp
pkaxY;k lo;h vkf.k pkaxys okx.ks ;kykp O;DrheRo
fodklkpk ik;k ekuys tkrs-
O;DrheRo fodkl Eg.kts ,d lrr xfrf’ky v’kh
izfdz;k dh T;ke/;s O;DrhP;k
A½ ‘kkfjjkpk b½ cqf/npk c ½ eukpk
d½ vkRE;kpk loZ cktqus ] loZ fn’kkus loZ vaxkus ] loZ
iSyquh ] loZ –”Vhdksukrqu fodkl
A½ ?kMoqu vk.k.ks b) fVdoqu Bsous c)o‘fnxr djrs
gks;
1½ ‘kkfjjhd ‘kDrhPkk fodkl %&
fujksxh cGdV ]rk.k lgu dj.kkjsk] yophd vkjksX;laiUu
dk;Z{ke v’kh banzh; vlysyh vkjksX; izfrdkj ‘kDrh o
ipu’kDrh vlysys ‘kjhj
2½ ‘kkar o iqjs’kh >ksi ?ks.ks-
3½ fu;kferi.ks izek.kkf’kj lkrfod vkgkj ?ks.ks-
4½ fu;fer o njjkst O;k;ke ?ks.ks-
5½uSlfxZd fo/kh osGsoj dj.ks
ckSf/kd ‘kDrhpk fodkl
Soft Skill and Personality Development
MkW- tkoGs Ogh-Mh-
lg;ksxh izk/;kid] ok.khT; foHkkx izew[k la’kks/kd ekxZn’kZd
Jh- f’kokth egkfo|kY; ijHk.kh-
1½ f’k{k.k ] izf’k{k.k] lkjklkj fopkj ‘kDrh
2½ vkdyu ‘kDrh ] izfrHkk ‘kDrh ]foosd ‘kDrh ] Rojhr
vpqd fu.kZ; ?ks.;kph ‘kDrh
ekufld ‘kDrhpk fodkl
1½ fuHkZ;rk &vkLFkk& fu”Îk] fiz;rk /kS;Z lkgl R;kxHkkouk
U;k; uezrk d‘rKRrk vklkoh-
2½ laosnuf’kyrk o lgnz;rk vloh
v½ ‡n;kyk dkagh ckspko ykxr-
c½ ckspysys [kqiko ykxr
d½ [kqiysys O;Dr Ogko ykxr-
M½ O;Dr gks.;klkBh fopkj iqoZd n‘j”Vhph fu;ktsc/n
izR;k{k d‘rh djkoh ykxrs-
3½ fo/kk;d & jpukRed ekufld ‘kDrh ok<fo.;klkBh
v½ pkaxys fe= ]pkaxY;k lo;h ]pkaxY;k iqLrdkps okpu
c½ f’krhy Ogk;yk f’kdko vkf.k thoukr lgtrk vk.kkoh
vkf.k vkaun yqVkok-
d½ terhy]iprhy ,o<s /kksd fLodkjkosrs=
4 ½ vkfRed ‘kDrhnpk fodkl
1½ ekuoh fto.k veqY;] nqfeZG vkgs-
2½ eqR;q vVy vkgs i.k eqR;qph osG fuf’pr ukgh- Eg.kqu
tksi;Zar ftor vkgksr rks Ik;Zar
fo/kk;d d‘rh djkO;kr=
3½ loZxq.k laiUu dks.kh ukgh- Eg.kqu vkgs rlk xq.k nks”kklfgr
Lor%pk o brjkpk fLodkj
djkok-
4½ vkRek vej vkgs ‘kjhj uk’oar vkgs-
5½ izjes’ojh ‘kDrhl vl.kkjk vkiyk lac/k letqu ?;kok
o R;kuqlkj fto.k dk;Z djhr jkgos-
vkiys f’kf{k.k vkf.k O;DrheRo vkiY;k cksy.;krqu
(163) ISBN - 978-81-925458-3-7
izfrfcaachr gksr vlrs- vkiys cksy.ks mPp ntkZps vlsy rj
yksd vkiY;kdMs lgt vkdf”kZr gksrkr-
rqeP;k laokn dkS’kY;kus dkgh vkMpu vkgs dh ukgh gs
‘kks/k.;kpk lokZr lksik ekxZ Eg.kts rqeps cksy.ks ,sd.kjkP;k
izfrdzzh;k tkuqu ?ksus gks;- cksy.;kpk ifgYkk fu;e vlk vkgs
dh rqEgh pkaxY;k izdkjs cksyq ‘ksdr ulky rj ,sd.kkÚ;kaP;k
izfrdzh;k vk/kkj vlrkr-
ljGi.ks cksy.kkjh O;kDrh ,sd.kkÚ;k lokZaukp dVkaGk
vkurs ijurq eq+íslqn cksy.kkÚ;k O;kDrhps cksy.ks dkGthiqoZd
,dys tkrs-
rqeP;k cksy.;kpk osx tkLRk vlsy fdaok rqEgh gGq
cksyr vlky rj o rqEkps cksy.ks R;kauk let.;kl vo?kM
tkr vlsy rj rs iqUgk rqEgkyk eq/nk fopkjrkr fdaok uarj
lkxrkr ;kP;k vFkZ rqeP;k cksy.;kr dkgh rjh =qVh vkgs ;k
dMs y{k ns.ks vR;r vko’;d vlrs rqeps cksy.ks letkoqu
lkx.;klkBh rqEgh vleFkZ vkgs ;kaph tk.kho rqEgkyk gks.ks
vko’;d vkgs-
cksy.;krhy ‘kCnkr vukok’;d ‘kCn okij.ks]dedqor
O;kdj.;kpkk okij dj.ks R;keqGs ,sd.kkÚ;kP;k udkjkRed
n`”Vhdksu gksrks -;k dMs y{k ns.ks vko’;d vkgs- udkjkRed
n`”VhdksukeqGs lkxhrsysyk Hkkx letr ulrks Eg.kqu ;k xks”Vh
dMs y{k ns.ks vko’;d vlrs
vkiys cksy.ks brjkoj izHkko Vkdrs dk ;kph mtG.kh
vki.kp djko;kl ikfgts o R;kizek.ks cny dj.ks vko’;d
vlrs
o‘/nkcjkscj laHkk”k.k djrkauk R;kaph eRrs Bke >kysyh
vlrkr- R;kaps eq/ns [kksMqu dk<.ks vR;r vko?kM vlrs
dkgh eq/nkP;ka ckcrhr rqEkph vlaerh vlsy rj iqUgk eq/nk
letkoqu ?ks.;kpk iz;ZUr djkok T;keqGs ofMy/kkjh O;Drhpk
eku jkgqu rqEkkP;koj fVadk dj.;kph la/kh nsoq u;s-
barjkP;k cksy.;kyk nkn ns.ks gh dyk vkgs R;kps nksu
ekxZ vkgsr-
1½ dq.;kpk rjh cktqus fot; feGoh.;klkBh ÅLiqri.ks nkn
ns.ks
2½ dq.kkph rjh cktq lkoj.ks
pqdhP;k fBdkauh nkn fnyh rj R;kpk foijhr izfj.kke
gksoqu viekfur ?kVuka ?kMqu ;soq ‘kdrs
Soft Skill and Personality Development (164)
nqlÚ;kP;k vkoMh fuoMh ckcr pkaxyh izfrdzh;k O;Dr
dsY;kus R;kuk rj pkaxys okVrsp ijarq R;kP;k eukr rqePks
LFkku ÅPpkors
izkekf.kd i.ks nkn ns.ks ;k lkj[ks pkaxys dkghp ulrs
rqeP;k izfrLizf/k xVkcjkscj laHkk”k.k djrkaukk dVqrk d’kh
deh djrk ;sbZy; ;kdMs y{k ns.ks egRokps vlrs eqykaue/
;s laHkk”k.k dkS’kY;k fodflr dj.ks vR;ar egRokps vlrs
cgqrsd rs dgh xks”Vh ikgqup f’kdr vklrkr nksu O;Drh
cksyr vlrkauk e/;s cksyus pkaxys ulrs vlH; vkf.k
On‘hvkFkhZ ‘kCn d# u;s- T;keqGs Hkkouk nq[koyk tkrkr –
vkoktkrhy p< mRRkkj rqeP;k cksy.;kph y; o cksy.;kpk
vkokt ;k dMs nqjy{k pky.kkj ukgh R;keqGs xSjlet gks.;kph
‘kdrk vlrs-
fud”kZ %&
rqeps laHkk”k.k dkS’kY; ok<fo.;klkBh ljko gkp ,deso
ekxZ vkgs brjkps fuj{k.k djk brjkps laHkk”k.k ,sdr vlrkauk
rqEgkyk vkoM.kkÚ;k ckch vkf.k Okkd‘izpkj g;kph ukasn ?;k
rlsp R;kpk vkiY;k laHkk”k.kkr okij dj.;kpk iz;ZaURk djk
;ksX; izdkjs cksyrk ;s.s gs pkaxY;k okx.;kps fun‘’kZd vkgs-
vkf.k rs vkRelkr dj.ks dks.kkykgh ‘ksD; vkgs-
lanHkZ laqph
1 O;DrheRo fodklkps izHkkoh ekxZ & flek xqIrk
2 O;DrheRo fodklkph vk/kqfud Kkus’ojh Hkkx 1&
izk- t;izdk’k ckxMs
3 O;DrheRo fodklkph vk/kqfud Kkus’ojh Hkkx 2&
izk- t;izdk’k ckxMs
4 ;’k rqeP;k gkrkr & f’ko [ksjk
5 etsr txko dl & f’kojkt xksysZ
6 txk i.k lUekukau & f’ko [ksjk
7 eh ftad.kkjkp & duZy izeksnu ejkBs
8. www.marathimatinet/personality -development.
ISBN - 978-81-925458-3-7
 60 ^^O;fDreRo fodkl vkf.k Hkk”kk**
^Ekk.klkus Hkk”kk fuekZ.k dsyh o Hkk”ksus ek.kwl ?kMfoyk*]
vls EgVys tkrs- ;ko:u ekuoh thoukrhy vuU;lk/kkj.k
egRo y{kkr ;srs- ekuokyk vkiys fopkj] Hkkouk vf/kd
pkaxY;kizdkjs izdV dj.;klkBh Hkk”ksbrds izHkkoh ek/;e nqljs
ukgh- Jo.k] Hkk”k.k] ys[ku okpu g~;k loZ xks”Vhapk laca/k
Hkk”ks’kh ;sr vlrks-
Eg.kwu larJs”B rqdkjke egkjkt Eg.krkr]
^^vlk/; rs lk/; dfjrk lk;klA
r;k dkj.ks vH;kl rqdk Eg.ksAA**
rj jkenkl Lokeh Eg.krkr]
^^mRrexq.k vH;kflrk ;srhA
voxq.k vo?ksph lkaMwu tkrhAA
Hkk”kk gh ,d dyk vkgs vkf.k dks.krhgh dyk vkRelkr
djko;kps Eg.kts R;k dysph dyslkBh miluk] lk/kuk djkoh
ykxrs- tls fgjk tjh fulZxr% miyC/k gksr vlyk rjhgh
R;kyk iSyw ikMY;kuarj vkf.k lqo.kZ dksan.kkr cloY;kuarj
rks vf/kd pedrks] vf/kd rstLoh fnlrks- Eg.kwup ek.klkus
ifgY;kank LOkr%p Lor%pk uhV ifjp; d#u ?ks.ks vko’;d
vkgs- vkiY;ktoG dks.krs xq.k vkgsr\ ’kks/kwu R;k xq.kkapk
fodkl dsyk ikfgts- ts xq.k vkiY;ktoG ukghr rs vkRelkr
d#u ?ks.;klkBh ;ksX; fn’ksus iz;Ru djk;yk ikfgts- Eg.kts
R;kP;k O;fDreRokr Hkj iMsy-
O;DrhP;k O;fDreROk fodklkps vf/k”Bku Eg.kts Hkk”kk
gks;- lekt O;ogkjkps loZJs”B lk/ku Eg.kwu Hkk”ksyk vuU;
lk/kkj.k egRo vkgs- Hkk”ks}kjs ek.kwl vkiY;k oS;fDrd]
dkSVqafcd] lkekftd] O;kogkfjd xjtkaph iwrZrk djr vlrks-
thoufo”k;d tkf.kok vkf.k laLd‘rh ;kapk vfr?kfu”B laca/
k Hkk”ks’kh vkgs- laLd‘frpk fopkj o ekxksok Hkk”kseqGsp ?ksrk
Soft Skill and Personality Development
izk- Jhnsoh dMxs @ vkusjko
ejkBh foHkkx izeq[k
Jh f’kokth egkfo|ky; ijHk.kh-
;srks- rlsp laLd‘frps ogup Hkk”ksrwu gksr vlrs- O;DrhP;k
tM.k?kM.khr laLd‘frpk egRoiw.kZ okVk vlwu gh laLd‘rh
Hkk”ksus vkdkjkyk vkysyh vlrs- Eg.kwup ekuoh O;fDreRokyk
vkdkj ns.;kr- Hkk”ksps vuU;lk/kkj.k egRo vkgs-
vktps ekuoh thou gs xfreku >kY;keqGs /kdk/kdhps
thou cur pkyys vkgs- R;kr vl.kkjs cny] ns’kkph
cnyrh vkfFkZd /kksj.ks] uouohu ra=Kku] m|ksx{ks=kaps cnyrs
Lo#i] tkxfrdhdj.k bR;knh ik’oZHkwehoj vusd Hkk”kk ek.klkyk
vkRelkr d#u tkxfrd ikrGhoj laidZ lk/krk ;srks-
usr‘Roxq.k o laHkk”k.k dkS’kY; vkRelkr dsY;kl ns’k fons’kkr
dke dj.;kph la/kh feGrs- Hkk”kk gs lekt thoukrhy izHkkoh
’kL= vlwu laiw.kZ O;ogkj fofue; Hkk”ksoj vkgs-
^^loZ {ks=krhy Kkukpk o ekuoh O;ogkjkpk ,deso vk/
kkj Eg.kts Hkk”kk-** O;Drhph fopkj’kDrh] dYiuk’kDrh]
vfHkO;DrhlkBh Hkk”ksyk i;kZ; ukgh- Hkk”kk gh thoukps vfoHkkT;
vax vkgs- ek.kwl] O;Drh Hkk”ksf’kok; txw ’kdr ukgh- Hkk”kk]
fopkj] Hkkoukaph okgd vkgs- vkReizdVhdj.k o vkRefuosnu
gs Hkk”ksrwu gksr vlY;keqGs O;fDreRo fodkl o Hkk”kk ;kaps
laca/k ?kfu”B vkgs-
O;fDreRo fodkl vkf.k Hkk”kk gs ikgrkuk vkiY;kyk
O;fDreROkkph ladYiuk y{kkr ?ks.ks egRokps vkgs-
vktps ;qx gs Li/ksZps ;qx vkgs- izR;sd O;Drh vkiY;k
O;fDreRokfo”k;h tkx:d >kyh vkgs- O;Drhps fnl.ks] cksy.ks]
fof’k”B lo;h] LoHkko oSf’k”V~;s] vkd”kZd ’kjhj;”Vh] pkfj«;
bR;knh ckg~; o varxZr ?kVdkapk lekos’k O;fDreRokr gksr
vlrks-
“How to make your communication more Effective”
iz H kkoh Hkk”kk letw u ?ks . ;kph {kerk leks j P;k
(165) ISBN - 978-81-925458-3-7
O;fDrleqgkph ekufldrk] vMp.kh R;kyk iqjd vl.kkjs Lej.kkr Bsowu nsrkr] R;k lokZaph csjht Eg.kts Hkk”kk gks;-**
ek/;e mnk- dkSu cusxk djksMirh vkgs- laokn ,dkiklwu Hkk”kkH;kld lksL;wj-
nqlÚ;ki;Zar iksgkspfo.;kps fopkj gks;- Hkk”kk gh vkuqoaf’kd ukgh] rj rh iz;RuiwoZd lk/; d#u
“Mothers approach of Management she don’t have vkRelkr djkoh ykxrs- dqVwac lekt o lHkksorkyP;k Hkkf”kd
M.L.D.L.C.L. 6th pay, Extra work payment.” VIKAS
okrkoj.kkrwu O;Drhps O;fDreRo vkdkj ?ksr vlrs- Eg.kwu
AMATE.
Hkk”kspk okij o mi;kstu leiZdi.ks gks.ks xjtsps vkgs-
v’kk i/nrhps eWustesaV ekuoh thoukr vlys ikfgts- “Take up an idea, Make that one idea, your life, think
^^vkbZ tsOgk vkbZ gksrs rsaOgk R;k ckGklkscr vkbZpkgh tUe of it. Dream of it, Live on idea, let the brain, muscles,
gksrks- dkj.k R;k vk/kh rh vkbZ ulrs rj eqyxh vlrs-** Nerveb, every part of your body be Full of that idea,
And just leave every Other idea alone.” Dr. Pandhari
fodkl vkeVs- Pande.
baxzthr O;fDreRokyk ^ilZuWfyVh* gk ’kCn okijyk tkrks- “This is the way to success”
“Personality is developed by Greek word persona.”
’kjhj;”Vh vkf.k maph os’kHkw”kk] ds’kHkw”kk] vaxkoj nkxnkfxus “Life long learning.”
v’kk ckg~;kax n’kZukus O;fDreRokph vksG[k gksrsp vls Enogh energy, enough knowledge, my purpose of Dis-
cusses of Student, Students problem solve.
ukgh rj Hkkf”kd laoknkph dkS’kY;s] Hkk”ksps Kku] orZu] Honesty, sensivity, transperinty. Daily to Change to day.
d‘frf’kyrk] fu.kZ ; {kerk] fopkj’kDrh] f’k{k.k] All of us change.
uksdjh&O;olk;] jkg.kheku] thou’kSyh] ;kaP;k ljfelGhrwu Lor%yk cnyk-
ts r;kj gksrs R;kl ^O;fDreRo* vls Eg.krkr- lanHkZlwfp%
O;fDreRpkph O;k[;k % 1½ oDr‘Ro ,d dyk & MkW- uandqekj ejkBs-
oqMoFkZ 2½ ;’k rqeP;k gkrkr & f’ko[ksjk-
^^O;fDrP;k lai.w kZ orZukph xq.kkRedrk Eg.kts O;fDreRo 3½ O;kogkfjd ejkBh & laiknd & ek-ek- tk/ko
gks;-**
th-,-fdacy
^^O;Drhaps brjkadMwu osxGsi.k nk[kfo.kkjs vkf.k brj
yksd frP;k’kh dls okxrkr gs fuf’pr dj.kkjs lk/kkj.ki.ks
frP;k Lo#ikps] oSf’k”V~;kaps vuU;lk/kkj.k la?kVu Eg.kts
O;fDreROk**
ojhy O;k[;ko#u dsoG ckg~; xq.kkapkp lekos’k gksr
ukgh] rj O;Drhph ekufld tM.k?kM.k vkf.k var% Lo#ikpkgh
lekos’k gksrks-
ekuoh thoukP;k lokZaxkyk Hkk”ksups vkdkj fnysyk vkgs-
fyf[kr Hkk”kk o ekSf[kd Hkk”kk vls Hkk”ksps nksu vaxs vkgsr-
^^ Hkk”kk Eg.kts O;ogkjkl izo‘Rr dj.kkÚ;k lkFkZ o
vfUor /ofuapk lewg gks;-** & d‘-ik- dqyd.khZ-
^^lektkrhy loZ O;Drh T;k Hkkf”kd i/nrh vkiY;k
Soft Skill and Personality Development (166) ISBN - 978-81-925458-3-7
 61 Hkk”kk&O;fDreRo fodkl lk/k.;kps lk/ku

iokj uank xksihukFk]

fDoUl v/;kid egkfo|kay;]
ijHk.kh-
O;Drhpk larqfyr fodkl lk/k.ks gs f’k{k.kkps /;s; vlrs-
vkgs- rs /;s; xkB.;klkBh vki.k lkjsp iz;Ru’khy vlrks- ck;cye/;s vls lkafxrys vkgs dh] Know Thyself
;k larqfyr fodklkr ckS/nhd] Hkkofud o ekufld rlsp Eg.kts Lor%yk vksG[kk vkiY;kyk vkiys xq.k vksG[krk
dk;kZRed fodklkpk lekos’k vlrks- gk loZ fodkl izkeq[;kus vkys ikfgts O;fDreRo fodkl lk/k.;klkBh iq<hy xq.kkapk
Hkk”ksoj voyacwu vlrks- fodkl egRokpk Bjrks-
O;fDreRo fodklkr ckS/nhd fodklkyk fo’ks”k egRo —2 —
vkgs- Hkk”ksf’kok; ek.klkyk fopkj djrk ;sr ukgh- vla[; —2—
‘kCn o okD;jpuk ;kaP;k vk/kkjs vki.k fopkj djr vlrks- 1- xq.k laink %&
Jo.k okpu Hkk”k.k o ys[ku gh mnf”V;s ekr`Hkk”ksP;k vH;klkrqu v- ‘kkjhfjd xq.k
lk/; gksrkr- fo|kF;kZea /;s vkRefo’okl Hkk”ksP;k vk/kkjs fu.kkZ.k c- vkokt
gksr vlrks- Hkk”ksP;k ek/;ekrqu KkuizkIrh] fopkjfufeZrh] Hkkouk d- iks’kk[k
fodkl] vkRekfo”dkj laLd`rhj{k.k] laLd`rh lao/kZu o 2- ekufld xq.k %&
O;fDreRo fodkl b- xks”Vh ?kMrkr- v- usr‘Ro
ts ts O;Dr gksr vlrs rs O;fDreRo gks;- O;fDreRokpk c-dYiuk pkrq;Z
fodkl gh lrr pky.kkjh izfdz;k vkgs- vkiys ‘kjhj] gkoHkko d- usr‘Ro
cksy.ks] okx.ks iks’kk[k nql&;kcn~nyP;k Hkkouk&izse&jkx M- fujh{k.k
vkfRefo’okl R;k loZ xks”Vh vkiY;ke/kqu O;Dr gksr vlrkr- b- vkRefo’okl
ygku ewy izse] jkx] vkuan ;k lkj[;k Hkkouk Hkk”ksP;k Q- vkuanho‘Rrh
ek/;ekrqu O;Dr dj.;kP;k iz;Rukr vlrkr- izFke ewy 3- lkekftd xq.k %&
Jo.k djrs Jo.k gs xzg.kkRed vlrs- uarj rs cksyw ykxrs- v- O;Drhauk HksV.;kps dkS’kY;
cksy.ks fdaok Hkk”k.k gs izdVhdj.kkRed vlrs- Hkk”ksP;k ek/ c- fopkj izHkkoh jhrhus O;Dr dj.;kps dkS’kY;-
;ekrqu Hkkofodkl lk/kyk tkrks- ;k Hkkofodklkrqu eqykaps d- lkStU;
O;fDreRo vkdkjr vlrs- lokZafxu O;fDreRo fodklklkBh M- lfg”.kqrk
Jo.k] okpu] Hkk”k.k ys[ku ;k {kerk vfo”dkjkph xjt b- fo”Vkpkj
Soft Skill and Personality Development (167) ISBN - 978-81-925458-3-7
4- pkfj«;fo”k;d xq.k %&
v- izkekf.kdi.kk
c- m|ksxfiz;rk
xq.kkaps egRo %&
laLd‘re/;s opu vkgs dh] ‘kjhjek|a [kyw /keZlk/kue~!
mRre vkjksX; gh ;’kLoh thoukph xq:fdYyh vkgs-
lHkksorkyh vl.kk&;k ykskdkauk vknj nk[kfo.;kpk
,d ekxZ Eg.kts LoPN o uhVusVdk iks’kk[k gks;-
—3—
—3—
usr‘RokP;k xq.kkaph loZ= vko’;drk vlrs- ;k xq.kkaeG
O;Drh mPp ikrGhoj iksprkr vls fnlqu ;srs- usr‘Ro ;kpk
vFkZ lai.q kZ ekxZ n’kZukph vis{kk u Bsork dk;Z dj.ks- fufj{k.kkrqu
dGr udGr O;fDreRo fodkl gksr vlrks- vkRefo’okl
gk dk;kZP;k ;’kfLorspk ik;kp vkgs-
Soft Skill and Personality Development
Hkk”ksoj izHkqRo vlsy rj O;Drh vkRefo’oklkus cksyw
‘kdrks-
vkuanh o‘Rrh& thoukdMs vkuanh o‘Rrhus ikg.;kph eukyk
lo; ykoyh ikfgts- Hkkf”kd dksMs lksMforkauk eukyk vkuan
gksrks o vkRefo’okl ok<rks- Hkk”ksP;k ek/;ekrqu okn
laokn nsoku ?ksoku fopkj fofue; djrk ;srs-
ojhy loZ xq.kkaeqGs O;Drhps O;fDreRo laiUu gksr
vlrs-
‘There is always a room for improvement ‘ ts laLFksps
rs O;Drhps O;Drh fodklkyk e;kZnk ulrs O;fDrfodkl gh
q s lrr pky.kkjh izfdz;k vkgs-
xzaFk lanHkZ %&
1- eqyk[krhpk ea= o uksdjhph geh& izk- MkW- Hkkmlkgsc
fuefxjhdj
2- f’k[kj ;’kkps& eaxs’k ns’keq[k
(168) ISBN - 978-81-925458-3-7
 62 O;fDrRo ds fodkl esa Hkk”kk rFkk laokn dkS’ky dk egRo
fdlh O;fDr dks ns[kus ds ckn mldh ‘kkjhfjd jpuk]
psgjk] ckr djus dh i/nfr] dk;Z dkS’ky] izHkkoh usr`Ro]
laikfnr xq.k] izkIr Kku] lkoZtfud thou esa vkpj.k] vU;ksa
ds izfr ns[kus dk n`f”Vdks.k vkfn xq.kksa ls tc ge izHkkfor
gksrs gSa] mls gh ekul’kkL=h; n`f”V ls vkn’kZ O;fDrRo dgk
tkrk gS A O;fDrRo ‘kCn ewyr% ySfVu ds Persona ‘kCn dk
fgUnh #i gS A ftldk vFkZ gS&Hkwfedk vFkok eq[kkSVk A
Persona ‘kCn ls gh Personality ‘kCn cuk gS A
O;fDrRo dh ifjHkk”kk %
vusd fon~okuksa us O;fDrRo dks vius&vius <ax ls ifjHkkf”kr
djus dk iz;Ru fd;k gS A
1- oMl~oFkZ % ^^O;fDr ds lexz vkpj.k dh xq.kkRedrk gh
O;fDrRo gS A**
2- vWMEl % ^^ekuo vkpj.k ds n~okjk fn[kkbZ nsusokyh
izfrfdz;kRed vkpj.k dh lkewfgd vfHkO;fDr O;fDrRo
dgykrk gS A**
3- ukeZu % ^^O;fDr dk ‘kkjhfjd xBu] vkpj.k] vko’;drk]
vfHk#fp] vfHko`fRr] {kerk vkSj vfHk{kerk dk fo’ks”k laxBu
gh O;fDrRo gS A**
vaxzsth ds dSfEczt vUrjk”Vªh; ‘kCndks’k ds vuqlkj ^^vki
ftl izdkj ds O;fDr gSa] ogh vkidk O;fDrRo gS vkSj og
vkids vkpj.k] laosnu’khyrk rFkk fopkjksa ls O;Dr gksrk gS
A**
ykaxeSu ds ‘kCndks”k ds vuqlkj ^^fdlh O;fDr dk iwjk
LoHkko rFkk pfj= gh O;fDRkRo dgykrk gS A**
izHkkoh O;fDRkRo ds fy, vko’;d xq.k %
fdlh Hkh O;fDr dk O;fDrRo ,d ;k nks xq.kksa ls rS;kj ugha
gksrk] tc O;fDr vf/kd ls vf/kd xq.kksa dks vkRelkr djus
Soft Skill and Personality Development (169)
MkW- ‘ks”kjko fyackth jkBksM
fgUnh foHkkxk/;{k ,o~e ‘kks/k funs’kd
Jh f’kokth egkfo|ky;] ijHk.kh
dh ykylk j[krk gS vkSj mls izkIr djus dk iz;Ru djrk gS
rc gh O;fDr ds O;fDrRo esa fu[kkj vkrk gS A leqUur
O;fDRkRo ds izeq[k xq.k bl izdkj gS&
1- vius vki esa fo’okl
Lokeh foosdkuanth viuh vUrfuZfgr fnO;rk esa fo’okl dks
O;fDrRo fodkl dk ewy vk/kkj ekurs Fks A vius vki ij
Hkjkslk djusokyk O;fDr gh ,d lqn‘< pfj=okyk csgrj
bUlku gks ldrk gS A
2- ldkjkRed fopkj
vkn’kZ O;fDrRo ds fy, fdlh Hkh O;fDr ds ikl ldkjkRed
fopkjksa dk gksuk vko’;d gS A euq”; dks nqcZyrk dk
frjLdkj djuk pkfg, A ,d lqn‘< pfj= ds fuekZ.k ds fy,
lRdk;Z djuk] ifo= fparu djuk vko’;d gS A
3- vkn’kZ vkpj.k
ogh O;fDr Js”B gks ldrk ftldk oS;fDrd vkSj lkoZtfud
thou esa fd;k x;k vkpj.k ekuoksfpr ;k vkn’kZ ls ;qDr
gks A
4- izfrHkk ,o~e Kku
mUur O;fDrRookys O;fDr ds ikl Kku ,o~e izfrHkk dk gksuk
Hkh vko’;d gS A Kku vkSj izfrHkk ds vHkko esa O;fDr
viuk vkRefo’okl [kks nsrk gS A
5- pfj= dh egkurk
csnkx vkSj pfj= laiUu O;fDr dk O;fDrRo gh lQyrk dh
mWapkbZ;ksa dks Nwrk gS A blfy, dgk x;k gS fd pfj=ghu
O;fDr dHkh Hkh lUeku dk gdnkj ugha gksrk A
6- okd~iVwrk
O;fDr ds O;fDrRo esa fu[kkj ykus ds fy, okd~iVwrk dk xq.k
gksuk Hkh vko’;d gS A Hkk”kk ij izHkwRo j[kusokyk vPNk
ISBN - 978-81-925458-3-7
oDrk vius oDrO; ls lHkh yksxksa dks izsfjr] izHkkfor vkSj
mRlkfgr dj ldrk gS A
7- fu.kZ; {kerk
lQy O;fDr esa fu.kZ; ysus dh {kerk gksrh gS A fdlh Hkh
dk;Z dh lQyrk fu.kZ;ksa ij gh vk/kkfjr gksrh gS A le; ij
vkSj lgh fu.kZ; ysusokyk O;fDr gh vius thou esa ;‘k
izkIr dj ldrk gS A
8- fouezrk
fdlh Hkh O;fDr ds O;fDrRo dks laiw.kZ cukus esa fouezrk #ih
xq.k vge Hkwfedk fuHkkrk gS A O;fDr dh egkurk mlds
fouez Hkko ls gh Li”V gksrh gS A
blds vfrjhDr vkRefuHkZrk] R;kx vkSj lsok] laxBu dkS’kY;]
izkekf.kdrk] lkgl] vkfn xq.k vkn’kZ O;fDrRo ds fy,
vko’;d gS A
O;fDrRo vkSj Hkk”kk dk laca/k %
fdlh Hkh O;fDr ds O;fDrRo dks izHkkoh cukus esa Hkk”kk
viuh vge Hkwfedk fuHkkrh gS A O;fDr dk ‘kCnKku]
mPpkj.kxr Li”Vrk] mfpr voljksa ij Hkk”kk dk iz;ksx mlds
O;fDrRo dh Lora= igpku cukrk gS A Kku laiUu O;fDr
Hkk”kk iz;ksx vkSj laokn dkS’ky ls vius O;fDrRo dh {kerk
dks lkfcr djrk gS A O;fDr dh vkRe’kfDr] n`<rk] fueZyrk]
fo’okl] /kS;Z] {kek vkfn dk Kku mldh ok.khls gh gks tkrk
gS A ok.kh dh ‘kfDr leLr izkf.k;ksa esa pSrU; #i ls
fon~;eku gS A izHkkoh O;fDrRo ds fy, Hkk”kk ,d ‘kL= Hkh
gS vkSj O;fDr;ksa ds chp laokn LFkkfir djus dk lsrw Hkh A
izHkkoh O;fDrRo ds fy, laokn dkS’ky %
1- izHkkoh vkSj vFkZiw.kZ laokn ls gh O;fDrRo dh igpku
gksrh gS
fdlh vifjfpr O;fDr dh ckrfpr ;k laoknksa dks lqudj
ge mudh f’k{kk] muij gq;s laLdkj vkSj O;fDrRo dk
vuqeku yxk ysrs gSa A O;fDr vius O;ogkj esa ifj”d‘r rFkk
izHkkoh laoknksa dk iz;ksx djrk gS rks og vknj&lUeku dk
gDdnkj gks tkrk gS A
2- iBuh;rk
fdlh Hkh O;fDr ds O;fDrRo fuekZ.k esa vPNs iqLrdksa dh
Soft Skill and Personality Development (170)
Hkwfedk egRoiw.kZ gksrh gS A bl txr esa egku yksx Js”B
iqLrdksa dk v/;;u dj lQy gq, gSa A ,d txg xq#nso
johanzukFk Bkdqj us ,slk dgk gS& ^xzaFk gh xq# gS A*
3- ‘kCn laink
vkil esa Js”B laokn LFkkfir djus ds fy, O;fDr ds ikl
Hkk”kk dh ‘kCnlaink dk gksuk vko’;d gS A ‘kCn laink izkIr
djus ds fy, O;fDr dks v/;;u ds izfr #fp c<kdj vf/
kd ls vf/kd v/;u dj Kku izkIr djuk vko’;d gS A
O;fDr ds ikl ftrus vf/kd ‘kCn gksrs gaS] og mruh gh
lgtrk rFkk Li”Vrk ds lkFk vius fopkj nqljksa ds lkeus
izLrqr dj ldrk gS A
4- Jzo.k ,o~e fparu
mRd‘”B oDrk cuus ds fy, lcls igys vPNs fopkjksa dks
lquuk vko’;d gS A tks fopkj geus lqus gSa mlij fparu Hkh
djuk pkfg, A gj ,d O;fDr dks vius thou esa oSpkfjd
ifjiDork izkIr djus ds fy, Jo.k rFkk fparu t#jh gS A
5- Laokn dkS’ky ls lQyrk izkIr gks ldrh gS
O;fDr ds fopkjksa dh izHkkoh vfHkO;fDr laokn dkS’ky dh
lgHkkfxrk ls laHko gS A vusd oDrk vius izHkkoh laoknksa ds
ek/;e ls gh thou esa lQy gq, gSa A
bl izdkj ge dg ldrs gSa fd fdlh Hkh O;fDr ds
O;fDrRo esa fodkl Hkk”kk rFkk izHkkoh laokn dkS’ky ls gksrk
gS A ekuo Hkk”kk ds ek/;e ls fparu vkSj euu ds lkFk vius
fopkjksa dks nqljksa rd lQyrk ls igqWapk ikrk gS A Hkk”kk ekuo
fopkjksa dh iw.kZ lkFkZd vkSj l’kDr laokfgdk gS] ftlds ek/
;e ls Li”V rFkk ljy #i esa fopkj&fofue; laHko gksrk gS
A
lanHkZ %
1- dqN fopkj& izsepan
2- O;fDrRo dk fodkl % Lokeh foosdkuan
3- Pkfj=& fuekZ.k dSls djsa \ &Lokeh cq/kkuUn
ISBN - 978-81-925458-3-7
 63 O;DrheRo fodklke/;s Hkk”ksph Hkwfedk
izLrkouk %
O;fDreRo fodklke/;s Hkk”ksps vUkU;lk/kkj.k egRo vkgs-
txkrhy ;’kLoh egku O;Drhe/;s vl.kkjh vykSfdd cqf/
neRrk gh Hkk”ksoj izHkqRo fuekZ.k d:u izkIr >kkyh vkgs-
O;”Bh vkf.k le”Bhpk vkarjleUo; vfr’k; egRokpk vkgs-
R;krqup O;fDreRo r;kj gks.;kl enr gksrs- O;fDreRokP;k
ok<hlkBh Hkk”ksoj izHkqRo vl.ks tls vko’;d vkgs- R;kpizek.ks
lkfgR;] lekt] laLd‘rh o bfrgklkpk lai.q kZ vH;kl vl.ksgh
dzeizkIr vkgs- ;k loZ xks”Vhapk iqjd Qk;nk laHkk”k.kke/kqu
Hkk”ks}kjs gks.;kl enr gksrs-
Hkk”kk dsoG fopkj vFkok Hkkouk vfHkO;Dr dj.;kps
lk/ku ukgh- rj rh laLd‘rh o lH;rsph okfgdk vkgs- Hkk”kk
ekUkokph ewY;eoku laiRRkh vkgs- Hkk”kk lektkP;k fodklkpk
o laLdkjkpk vkjlk vkgs- Hkk”kk ekuoh laLd‘rh] lH;rk o
lkekftdrspk ewG vk/kkj vkgs-
l‘”Vhe/;s vusd thotarw o lw{e izk.kh vkgsr T;kaph
la[;k yk[kksaoj vkgs- dkagh rj MksG;kauk fnlrkr o dkgh
lq{en’khZ ;a=k}kjsp ikgkos ykxrkr- v’kk ifjfLFkrhr QDr
ekuo izk.kh vfr’k; HkkX;oku vkgs fd R;kyk laidkZlkBh
Hkk”kspk vk/kkj feGrks- dfcjkaP;k ‘kCnkr lkaxko;kps >kys rj
‘pkj dksl ij cnys ikuh vkB dksl ij ck.kh’ LFkG] dkG
ifjfLFkrhuqlkj Hkk”kse/;s cny ?kMr vlrks R;kpk lq;ksx
mi;ksx d:u O;fDreRokpk fodkl dj.ks vko’;d vkgs-
Hkk”kk %
Hkk”kk ‘kCn] laLd`rP;k ‘Hkk”k’ /kkrqiklqu r;kj >kyk
vkgs- ;kpk ‘kkfCnd vFkZ vkgs & O;Dr ok.kh vFkok cksy.ks-
fo’o ekuo lH;rsus vkt ,dfoLkkO;k ‘krdkr inkiZ.k dsys
vkgs- tkxrhdhdj.kkP;k ;k ;qxkr loZp {ks=kr veqykxz
Soft Skill and Personality Development (171)
MkW- lqjs’k ‘ksGds]
lg;ksxh izk/;kid] ukxukFk egkfo|ky;]
vkSa<k
ifjorZu ?kMqu ;sr vkgs- R;krp Hkk”kse/;sgh cny >kysyk
fnlqu ;srks- fodflr o izHkko’khy Hkk”ksps oSf’k”V; vls dh]
R;kr vusd vR;ko’;d ‘kCn brj Hkk”ksdMqu fLodkj.ks
xjtsps >kys vkgs- T;keqGs O;ogkjkr mRRkqax O;fDreRo Li”V
gksrs- Hkk”kk vkf.k lektkpk ijLij laca/k vkgs- Hkk”kk QDr
fopkjfouhe;kps lk/ku ulqu R;keqGs cÚ;kp ckchaps Kku
feGrs- izHkkoh O;DrheRoklkBh Hkk”kk ,d ‘kL= vkf.k nksu
O;fDre/;s laokn lk/kU;klkBh lsrw lq/nk vkgs- Hkk”kseqGs
izkeq[;kus cq/nh] foKku] dyk] lkfgR;] jktdh;] vkfFkZd]
lkekftd] /kkfeZd] lkaLd`rhd] vkS|ksfxd bR;knhaps Kku izkIr
dj.ks lks;hps gksrs- Eg.kqu Hkk”ksf’kok; lektkph fufeZrh ‘kD;
ukgh o lektp Hkk”kspk fuekZrk vkgs- vFkkZr nksUgh ,daesdkaoj
vk/kkfjr vkgsr- lekt lajpusrhy O;fDr gk ?kVd vkgs-
R;kps O;DrheRo cgqvk;keh gks.;klkBh dsoG mRre
Hkk”kkfHkO;Drh vko’;d ulqu loZ {ks=krhy Kku ?ks.ks gh
xjtsps vkgs- R;krwup R;kP;k O;fDreRokpk ;ksX; fodkl
gksÅ ‘kdrks-
O;fDreRo %
O;fDreRo ‘kCn] eqGr% yWVhu & Persona ps :i
vkgs- T;kpk vFkZ vkgs Hkwfedk- O;fDreRokph O;k[;k djhr
vlrkauk oqMl~oFkZ Eg.krkr ‘‘O;fDrP;k laiq.kZ vkpj.kkph
xq.kkRedrk Eg.kts O;fDrEkRo gks; -’’
dks.kR;kgh O;fDryk ikfgY;kuarj R;kph ‘kkjhfjd jpuk]
psgjk] cksy.;kph in/kr] dk;ZdkS’kY;] izHkkoh usr`Ro] laikfnr
xq.k] izkIr Kku] lkoZtfud thoukrhy vkpj.k] brjkaizrh
ikg.;kpk n`”Vhdks.k bR;knh xq.kkaeqGs tsaOgk vki.k vkdf”kZr
gksrks- R;kykp ekul’kkL=h; n`”Vhdks.kkrqu vkn’kZ O;DrheRo
EgVys tkrs-
ISBN - 978-81-925458-3-7
 Kkulaink izkIr O;Drh thoukP;k dqBY;kgh {ks=kr ;’kLoh lkfgR; o laLd‘rhpk bfrgkl vksG[k.ks dBh.k >kys vlrs-
dkefxjh dj.;klkBh l{ke vlrks- vkt loZp {ks=kr dekyhph vfrizkphu ekuoh bfrgklkph vksG[k gh igkMkaojhy ‘khykys[k
Li/kkZ fuekZ.k >kyh vkgs- R;kr izpaM KkudkS’kY; vlqugh fdaok Hkksti=kaoj fyghysY;k dykd‘rh eqGsp >kyh vkgs-
R;kpk dykRedrsus tks mi;ksx djrks rks O;Drh ljdkjh] dks.kR;kgh O;DrhP;k O;fDrEkRokyk izHkkoh Bj.;klkBh
[kktxh fdaok m|ksxkP;k {ks=kr fu’phrp ;’kLoh gksrks- mRd‘”V Hkk”ksph Hkwfedk egRokph vkgs- Hkk”ksf’kok; ekuokP;k fopkjkaps
laokn dkS’kY;p dk;Zfl/nhps izFke lksiku vkgs- izHkkoh vfLrRo ukgh-
O;DrheRoklkBh vusd dkS’kY;kaps vl.ks vko’;d vkgs- lanHkZ %
R;ke/;s & 1- Hkk”kk’kkL= & MkW- xtsaUnz xMdj
1- Hkk”ksps ifjiq.kZ Kku vl.ks vko’;d vkgs- 2- mi;ksftr ejkBh & MkW- ek/ko cloars
2- ‘kCnlaink ve;kZfnr vl.ks vko’;d vkgs- 3- ejkBh lqxe O;kdj.k & jk- ‘ka- okfGacs
3- voxr Hkk”ksP;k ekud :ikpk vH;kl vko’;d vkgs-
4- laHkk”k.k djhr vlrkauk ‘kCn vkf.k okD;kaPks iw.kZ mPpkj.k
gks.ks vko’;d vkgs-
5- ;’kLoh oDrk gks.;klkBh mRre Jksrk gks.ks vko’;d
vkgs-
6- vkoktke/;s tknqbZ izHkko] e‘nqrk] vkReh;rk] Li”Vrk
vko’;d vkgs-
7- thoukuqHkko o lkekU; Kku vko’;d vkgs-
8- vkd”kZd O;fDreRoklkscrp ldkjkRed fopkj o vkn’kZ
vkpj.k vko’;d vkgs-
9- laHkk”k.k djhr vlrkauk ‘kkjhfjd Hkk”kspk ¼ckWMh yWaXost½
ns[khy mi;ksx vko’;d vkgs-
10- osGsps Hkku jk[kqu larqfyr Hkk”kspk okij o fu.kZ;
{kerk vko’;d vkgs-
11- osG] Jksrk o fo”k;kph izklafxdrk vksG[kqu
Hkk”kkfHkO;Drh gks.ks xjtsps vkgs-
12- Hkk”kse/;s fouezrslkscrp vknj;qDr Hkko gh vko’;d
vkgs-
13- mRRke Hkk”kk‘kSyhps Kku vko’;d vkgs-
14- la?kVu dkS’kY; o okd~iVqrk vko’;d vkgs-
15- Hkk”kse/;s ek/kq;Z o vkstLohrk xq.k vko’;d vkgs-
lkjka’k %
Hkk”kk izokghr unh izek.ks vkgs- R;k izokgke/;s vusd
lekt] lH;rk o laLdrh lkekoysY;k vkgsr- ekuoh lH;rse/
;s tj Hkk”ksps vfLrRo ulrs rj—— dfork] dFkk] dyk]
Soft Skill and Personality Development (172) ISBN - 978-81-925458-3-7
 64 eqyk[krhps ra=] dkS’kY;s
izLrkouk
fopkj] Hkkouk] ;ksX;rk] cq/nheRrk] gsrw] drZRo bR;knh
ckch tk.kwu ?ks.;klkBh eqyk[kr gs egRokps lk/ku vkgs-
eqyk[krhe/kwu lacaf/krkaps O;fDreRo izfrfcachr gksrs- eqyk[kr
uksdjh feGfo.;klkBh fnyh tkrs- ;ksX; tckcnkj mesnokj
feGkok Eg.kwu eqyk[krh ?ksrY;k tkrkr- izlkje/;ekrhy
i=dkj fofo/k O;fDraP;k eqyk[krh ?ksÅu R;k tursleksj ek/
;ekOnkjs ekaMr vlrkr- R;keqGs ekfgrh feGrs] Kku izkIr
gksrs] f’k{k.k feGrs] fofo/k O;fDr] fujfujkG;k {ks=kr fof’k”V
gsrwus ,desdkauk fu;feri.ks HksVrkr] laokn djrkr ;klq/nk
eqyk[krhp vlrkr- ?kjkleksjhy ‘kstkjh ,desdka’kh laokn
lk/krkr- R;klkBh ,desdkauk dkgh osG nsrkr- iz’u
fopkjrkr] mRrjs nsrkr] ekfgrh] ?kVukØe lkaxrkr- ;k lokZauk
eqyk[kr Eg.krk ;srs- ;k osxosxG;k Lo#ikP;k eqyk[krh
lokZalkBh vR;ar egRokP;k rlsp vifjgk;Z vlrkr- laokn
lk/kus gs R;ke/khy egRokps lq= vlys rjh R;kikBhekxs deh
vf/kd mi;ksxkph mfn”Vs vlrkr- izHkkoh eqyk[kr ;’kLoh
gksrsp vls ukgh( ijarq rh fnY;kps lek/kku lacaf/krkuk fuf’pr
gksrs- ;kekxs laokn egRoiw.kZ Bjrks- eqyk[krhpk laca/k FksV
mfÌ”ViwrhZ’kh vlwu R;ke/;s lokZaxh.k fodkl nMysyk vkgs-
fodklklkBh laokn] R;klkBh eqyk[kr ek/;e egRoiw.kZ vkgs-
gs lokZauh vksG[kwu eqyk[kr ra= vkf.k dkS’kY;s vkRelkr
dj.;kph xjt vkgs-
mÌs’k
1- eqyk[krhps loZO;kih egRo Li”V d#u lkax.ks-
2- eqyk[krhps ra= izfriknhr dj.ks-
3- eqyk[krhps izdkj lkax.ks-
4- izHkkoh eqyk[krhlkBh dks.krh dkS’kY;s vlkoh ykxrkr
Soft Skill and Personality Development (173)
MkW- jkekuan ckiwjko O;ogkjs
lgk¸;d izk/;kid] o‘Rri= fo|k o tu laokn foHkkx]
Jh f’kokth egkfo|ky;] ijHk.kh-
gs Li”V d#u lkax.ks-
5- izR;{k eqyk[kr nsrkuk djko;kph r;kjh izfriknhr dj.ks-
6- izR;{k eqyk[kr ?ksrkuk ?;ko;kph dkGth] tckcnkjh
lkax.ks-
la’kks/ku i/nrh
izLrqr ‘kks/kfuca/kkpk fo”k; ^eqyk[krhps ra=] dkS’kY;s*
vlk vkgs- R;kOnkjs eqyk[kr Eg.kts dk;] eqyk[krhps fofo/
k mÌs’k] eqyk[krhps Lo#i] izdkj] ra=] dkS’kY;s] r;kjh]
izR;{k eqyk[kr d’kh |koh vkf.k ?;koh- ¼i=dkfjrsP;k vuq’kaxkus
rlsp fofo/k inkalkBh½ ;kcÌyph ekfgrh lknj dsyh vkgs-
eqyk[krhe/khy laokn dkS’kY;kapk mgkiksg d#u lokZaxh.k
mi;qDrrscÌy ppkZ dsyh vkgs- R;kvuq#i ‘kks/kfuca/kkph
ekaM.kh djhr vlrkuk o.kZukRed] fo’ys”k.kkRed i/nrhpk
izkeq[;kus voyac dsyk vkgs- fofo/k xzFa kkapk] fu;rdkfydkae/
khy ekfgrhpk vk/kkj ?ksryk vkgs- ys[kdkus Lor% vkiyh
ers] n`f”Vdksu] vuqHko] fujh{k.ks ;kvk/kkjkoj ‘kks/kfuca/kkph
ekaM.kh dsyh vkgs-
eqyk[krhph mf̔Vs
eqyk[krhps mÌs’k fofo/k vkgsr- dsanz] jkT; ljdkjP;k
fofo/k [kkR;kae/;s fofo/k inkaph Hkjrh dj.;klkBh R;k R;k
inklkBh ;ksX;] yk;d] U;k; ns.kkjk mesnokj ‘kks/k.ks- R;kph
Hkjrh dj.ks gk eqyk[krhpk egRokpk mÌs’k vkgs- ;k mÌs’kkP;k
iwrhZlkBh Hkjiwj vkf.k eksB;k izek.kkoj eqyk[krh fnY;k]
?ksrY;k tkrkr- loZlk/kkj.ki.ks eqyk[kr gk ‘kCn ;keqGsp
vf/kd izek.kkr ifjfpr vkgs- [kktxh laLFkk] la?kVuk] fofo/
k daiU;k] lsok{ks=ke/;s eksB;k izek.kkr uksdjHkjrh lkrR;kus
djkoh ykxrs- R;klkBh ‘ksoVP;k VI;kr eqyk[krh ?ksÅu
mesnokjkaph fuoM dsyh tkrs- dsna hz ; yksdlsok vk;ksx] egkjk”Vª
ISBN - 978-81-925458-3-7
yksdlsok vk;ksx] jsYos Hkjrh cksMZ] ilksZuy foHkkxkekQZr
dsY;k tk.kkÚ;k mesnokjkaP;k fuoMhlkBh eqyk[krh ?ksrY;k
tkrkr-
R;k R;k inklkBh mesnokjkaph xq.koRrk rikl.ks o R;kOnkjs
R;kaph vafre fuoM dj.ks gk mÌs’k ;k eqyk[krhpk vlrks-
fofo/k izlkjek/;ekrhy i=dkj drZcxkj O;fDrpa drZRo]
dkefxjh brjkauk ekfgr d#u ns.;klkBh] ,[kk|k egRokP;k
fo”k;koj eksB;k inkoj] izfl/n vlysY;k O;fDrph ers
tk.kwu ?ksÅu okpdkauk lkax.;klkBh eqyk[krh ?ksrkr- vykSdhd
dk;sZ dj.kkÚ;k] vkOgkus isy.kkÚ;k vlkekU; O;fDraP;k eqyk[krh
?ksrkr- m|ksxirh] jktdkj.kh] fp=dkj] laxhrdkj] ØhMkiÍw]
geky] vf/kdkjh] lektlsod] ckydkexkj bR;knhaP;k eqyk[krh
?ksrY;k tkÅ ‘kdrkr- dqrwgy] dk;Z] ekfgrh] drZRo] brjkauk
ekfgr d#u ns.;klkBh eqyk[krh ?ksrY;k tkrkr-
fofo/k dk;kZph ¼uO;k½ vksG[k] fopkjlj.kh] ers] thoui/
nrh] vuqHko eqyk[krhOnkjs tk.kwu ?ksrY;k tkrkr- eu
eksdGs ¼fjdkes½ dj.;klkBh] Hkkoukauk okV d#u ns.;klkBh]
vkiY;ktoG th ekfgrh] fopkj] d‘rh vkgs rh brjkauk
lkax.;klkBh dks.kR;kgh vkSipkfjdrsf’kok; lgt i/nrhus
laoknkOnkjs eqyk[kr gksrs- toGhdrk ok<fo.;klkBh] fofo/k
dk;sZ iw.kZ dj.;klkBh enr Ogkoh ;k gsrwusgh eqyk[kr ?ksryh
tkrs- LoHkko] fopkj] gsrw] tk.kwu ?ks.;klkBh eqyk[krh ?ksrY;k
tkrkr- Lusg] izse] vknj] toGhdrk] d‘rKrk O;Dr
dj.;kklkBh eqyk[krh ?ksrY;k tkrkr-
eqyk[krhph ladYiuk
egkjk”Vª yksdlsok vk;ksxkus eqyk[krhyk ^O;fDreRo
pkp.kh* vls EgVys vkgs- eqyk[krhpk vFkZ mesnokjkps
O;fDreRo lacaf/kr inklkBh ;ksX; o l{ke vkgs fdaok ukgh
;kph rikl.kh dj.ks gks;- O;fDreRokps fofo/k iSyw ¼vaxs½
eqyk[krhe/;s fopkjkr ?ksryh tkrkr- ekufld] Hkkofud
vkf.k lkekftd dy ;kph iMrkG.kh dsyh tkrs-
i=dkjkaP;kOnkjs ?ksrY;k tk.kkÚ;k eqyk[krhph ladYiuk
FkksMh osxGh okVrs- lacaf/krkaps drZRo] fopkj tk.kwu ?ksÅu ek/
;ekOnkjs okpdkaleksj Bso.;klkBh dsysyh d‘rh Eg.kts
eqyk[kr- eqyk[kr ns.kkÚ;kdMwu vf/kdkf/kd egRoiw.kZ ekfgrh
Soft Skill and Personality Development (174)
dk<wu ?ksryh tkrs o rh fodklklkBh] mi;ksxklkBh okpdkauk
lkafxryh tkrs-
eqyk[krhps Lo#i
fuoMhlkBh mesnokjkph eqyk[kr gh fnukad] osG Bjowu
?ksryh tkrs- eqyk[kr ?ks.;klkBh fofo/k {ks=krhy rKkaps
iWuy vlrs- ;ke/khy rK tk.kdkj] vuqHkoh vlrkr- ;k
rKkaleksj eqyk[kr T;kaph ?;ko;kph vkgs- R;kaph lai.w kZ dkxni=s
vlrkr- R;ke/;s fnysY;k ekfgrhP;k vuq”kaxkus rK mesnokjkph
pkpi.kh] iMrkG.kh] ‘kgkfu’kk eqyk[krh njE;ku djhr
vlrkr- izlkjek/;ekrhy i=dkj eqyk[kr ?ks.;klkBh lacaf/
krkaph osG ekxrkr- lacaf/kr rK o i=dkj vkikiY;k ¼nks?ks
feGowu vkikiyh½ lks;hph osG fuf’pr djrkr- R;kosGsr
BjysY;k fBdk.kh ,df=r ;srkr vkf.k eqyk[krhph izfØ;k
iw.kZ gksrs-
eqyk[kr nqgsjh laoknkoj vk/kkfjr izfØ;k vlwu R;ke/;s
eqyk[kr ?ks.kkjk vkf.k eqyk[kr ns.kkjk gs nksUgh ?kVd leikrGhoj
izfØ;snjE;ku lgHkkxh vlkos ykxrkr- ekfgrh] fopkj]
dYiuk fdaok Hkkouk nqlÚ;kl ns.ks vFkok ?ks.ks gh th
nsok.k?ksok.khph izfØ;k vkgs ;kykp laokn Eg.krk ;sbZy- gk
laokn eqyk[krhe/khy e/;orhZ ?kVd vlwu laiw.kZ eqyk[kr
R;kojp vk/kkjysyh vlrs- izs{kd] lans’k] L=ksr ¼laoknd½]
okfguh ¼ek/;e½ gs laoknkrhy egRokps ?kVd vkgsr- nksu
O;fDrae/khy leksjkleksjPkk laokn] lewg laokn] tulaokn]
vkRelaokn gs laokn gs izeq[k izdkj vkgsr- uksdjhlkBh fnysyh
eqyk[kr lewg laokn vkgs- i=dkjkauh ?ksrysyh eqyk[kr gh
nksu O;fDre/khy laoknkpk izdkj vkgs- tsOgk ghp eqyk[kr
izdkf’kr] izLkkfjr] iz{ksfir gksrs rsOgk rks tulaokn Bjrks-
eqyk[krhps izdkj
eqyk[krhps izkeq[;kus rhu izdkj vkgsr-
1- LikWV baVjáw % iwoZdYiuk u nsrk ,desdkaph osG u
Bjfork vpkud HksVhr ?ksrysyh] fnysyh eqyk[kr-
2- fQYM baVjáw % osG Bjowu] ,[kk|k fof’k”B fBdk.kh
tkÅu ?ksrysyh] fnysyh eqyk[kr-
3- LVqfMvks baVjáw % vkdk’kok.kh] nwjfp=ok.kh ek/;ekP;k
LVwfMvkse/;s cksykowu] tkÅu ?ksrysyh] fnysyh eqyk[kr-
ISBN - 978-81-925458-3-7
jsdkWMhZxa ] izlkj.k&iz{ksi.k] FksV iz{ksi.k] izlkj.kklkBh gh eqyk[kr
?ksryh tkrs-
eqyk[krhps ra= vkf.k dkS’kY;s
eqyk[kr |k;ph fdaok ?;k;ph vlyh rjh R;klkBh
dkgh ra=] dkS’kY;s vko’;d vkgsr- eqyk[kr ns.;klkBh
pka x yk vkokt] la o kn] dkS ’ kY;s egRokph vlrkr-
letwrnkji.kk] la;e] ;ksX; vkokt] ekfgrh] fopkj] cksy.ks
letwu ?ks.;kph {kerk vko’;d vlrs- Lor%ojpk fo’okl]
vkRefo’okl] l{ke Hkk”kk] lq;ksX; iks’kk[k] loZ fo”k;kaps
fdeku Kku] lqKrk] O;ogkj{kerk] ‘kCnQsd] [kjs cksy.ks]
fopkjiwoZd cksy.ks] Bkei.ks cksy.ks vko’;d vlrs-
vkiY;k ifjljkrhy lkekftd] ‘kS{kf.kd] jktdh;]
HkkSxksfyd ekfgrh- T;k inklkBh eqyk[kr vkgs R;kcÌy
vko’;d fdeku ekfgrh vfHkizsr vlrs- vpwd fu.kZ;
{kerk] ;ksX; n`f”Vdksu vkf.k ers izHkkoh Hkk”ksr O;Dr dj.ks
vko’;d vlrs- uezi.ks mRrjs ns.ks egRokps vkgs- eqyk[kr
?ks.kkÚ;kapk eku jk[k.ks] izfriz’u u dj.ks] eqyk[krh njE;ku
‘kkar jkgk.ks vko’;d vkgs- ,dk fo”k;krwu nqlÚ;k fo”k;kr-
,dk iz’ukP;k mRrjkrwu nqlÚ;k iz’ukP;k mRrjkdMs lgt]
rkRdkG vkf.k frrD;kp izHkkohi.ks tkrk vkys ikfgts- ers]
fopkj] Hkwfedkaph iquZcka/k.kh o iquZekaM.kh djrk vkyh ikfgts-
Bkei.kk] usedsi.kk] lqlq=rk] Li”Vrk vko’;d vkgs-
xqGxqGhr] MGeGhr] xksa/kGysys] fOn/kk eufLFkrhr d/khgh
jkgw u;s- Vksdkph Hkwehdk] ers] fujk’kkokn VkGkok- [kksVh
ekfgrh] v/kZoV lR; ekfgrh d/khgh lkaxw u;s- loZ mYys[k
vknjiwod Z djkosr- nsgcksyh] psgÚ;kojhy gkoHkko] n‘”Vh{ksi]
gkrokjs ;ksX; izdkjs Bsokosr-
izlkjek/;ekrhy i=dkj T;k eqyk[krh ?ksrkr R;klkBhps
osxGs ra= vkf.k dkS’kY; vlkoh ykxrkr- i=dkjkauk T;k
O;fDrph eqyk[kr ?;k;ph vkgs R;k O;fDrph osG R;kaP;k
lks;huqlkj ?ksryh ikfgts- vkiY;k eqyk[krhps gsrw R;kposGh
lkafxrys ikfgts- eqyk[krhpk fo”k; lkafxrY;kus lacaf/kr
O;fDr r;kjh d# ‘kdrkr- eqyk[krhe/;s dk;] fdrh] dks.krh
ekfgrh lkaxk;ph] vkdMsokjh] iwjkos bR;knh r;kjh d# ‘kdrkr-
^T;k O;fDrph eqyk[kr ?;k;ph vkgs- R;k O;fDrps eu
Soft Skill and Personality Development
vkf.k ers i=dkjkyk ftadrk vkys ikfgts- R;klkBh lgt
izHkkoh laokn egRokpk Bjrks- fdeku R;k fo”k;krhy vH;kl
vlkok ykxrks vU;Fkk lacaf/krkyk cksyrs dj.;ke/;s eksBs
vMFkGs fuekZ.k gksrkr-
eqyk[kr ns.kkjk cksyrkuk izokgkr vkY;kuarj R;kyk
Fkkacow u;s] vkMow u;s e/;sp iz’u fopk# u;s- ;kosGh rks
ts dkgh lkaxrks vkgs rs egRokps ulys rjhgh dnkfpr
R;kiyhdMs Qkj egRokps dkgh nMysys vlw ‘kdrs ;kph
tk.kho i=dkjkauh Bsokoh- cksyrkauk FkkacfoY;kl eqyk[kr
ns.kkjk nq[kkoyk tkr vlrks- R;keqGs rks ukjkt gksrks- iq<ps
cksy.ks vkVksirks ?ksÅ ‘kdrks- cksy.ks Fkkacow ‘kdrks- eqyk[kr
?ks.kkÚ;k i=dkjkus vki.k Qkj eksBs vkgksr] eqyk[kr ns.kkÚ;kgwu
Js”B] ekfgrxkj vkgksr vls letw u;s- lgu’khyrsus]
letwrnkjius eqyk[kr ns.kkÚ;kps Eg.k.ks] ekfgrh] fopkj ,sdwu
?;kosr- eksB;k fpdkVhus] ftÌhus fo”k;kPkk ikBiwjkok djkok-
isuus fygwu ?ks.;kP;k vFkok jsdkWMhZaxP;k HkkuxMhr vftckr
iMw u;s- eukr loZ ekfgrh lkBowu Bsokoh] gs vuqHko] Kkukus
‘kD; vkgs-
dkgh eksBh drZRooku ek.kla daVkGok.ks cksyrkr rsOgk
i=dkjkus Lor% daVkGwu tkÅ u;s- mRlkgh jkgwu eqyk[kr
izokgh cuokoh- tksi;Zar eqyk[kr ?ks.;kps gsrw iw.kZr% lk/;
gksr ukghr rksi;Zar NksVs NksVs iz’u fopk#u vf/kdkf/kd
ekfgrh dk<wu ?;koh- eqyk[kr ns.kkjk o ?ks.kkjk i=dkj ;k
nks?kkaukgh xsysYkk osG y{kkr ;sÅ u;s- ;ke/;s eqyk[krhps
laiw.kZ ;’k] dyk] dkS’kY;s] ra= lekoysyh vkgsr-
izR;{k eqyk[kr
izR;{k eqyk[kr lq# >kY;kuarj i=dkjkus ‘kkar] lko/k
jgkos- eqyk[kr ns.kkÚ;k O;fDrP;k cksy.;ke/kwu ,[kknh
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Soft Skill and Personality Development (183) ISBN - 978-81-925458-3-7
 67 O;fäeŸo fodklkr Jo.k dkS”kY;kps egŸo
Tkxkr ifgys ikÅy BsoY;kiklwup eqykP;k dkukoj
fofo/k vkokt iMrkr -,sd.;kph izfØ;k rsaOgkiklwu lq#
gksrs- rlsp ewy osxosxGs vkokt ]/ouh dk<rs - R;krwup
iw<s cks.;kpk fodkl gksrks - gh Jo.k kph o cksy.;kph
dkS”kY;s ;ksX; i/nrhus fodflr >kyh rj R;kP;k jkstP;k
thoukr] O;fDreŸo fodklkr vkf.k v/;;ukr [kwip Qk;nk
gksrks-
Jo.k dkS”kY;kph ekfgrh lkaxr vlrkuk laokn
izfØ;sr dehr deh nksu O;fDraph xjt vlrs- ,d O;fDr
lans”k ]lwpuk]ekfgrh ns.;klkBh rj nwljh O;fDr lans”k
]lwpuk]ekfgrh ?ks.;klkBh ykxrs - ekfgrh fyf[kr Lo:ikr
feGr vlsy rj rh ?ks.kkÚ;ktoG okpu & dkS”kY; vlkos
ykxrs - ijarq ekfgrh rksaMh fadaok /ofueqfnzr feGr vlsy
rj rh xzg.k dj.kkÚ;ktoG Jo.k dkS”kY; ykxrs -
Jo.k dj.;klkBh dkS”kY;kph xjt dk;\ vlk iz”u
rqeP;k eukr Mksdko.ks LoHkkfod vkgs dkj.k cfgjsi.kk ulysY;k
O;fDr[ksfjt loZptu vk;q”;Hkj Jo.k dj.;krp vlrkr-
vls vkiY;kyk okVrs i.k vlk fopkj djk dh vkiY;k
vorhHkksorh fuekZ.k gks.kkÚ;k loZp vkoktakps vki.k Jo.k
djrks dk\ rqepk vuqHko vlsy dh vorhHkksorh vkoktakiSdh
dkghdMsp vki.k ^dku nsrks* vkf.k T;k vkoktakdMs vki.k
dku nsrks R;akps rjh Jo.k iw.kZka”kkus gksrs dk \ ;k iz”ukps
mRrj ns.;klkBh jsfMvksojhy ckrE;k ,sdk o /ofueqfnzr djk
,sdysY;k ckrE;k fygwu dk<k- rqEgh fygwu dk<ysY;k
ckrE;k iqUgk ,ssdk vkf.k R;kph vpqdrk riklwu ?;k -
fdrh vpwdi.ks rqEgh ckrE;k fygwu dk<w z”kdky \ckrE;k
fygwu dk<.;kr >kysY;k pqdkaps dkj.k vkiY;kdMwu Jo.kfØ;k
i/nrf”kji.ks gksr ukgh – th xks”V vkrkp rqEgh Jo.k
Soft Skill and Personality Development (184)
v’kksd Hkkuqnkljko dsanzs
ejkBh foHkkx izeq[k]
dS-lkS-‘ks”kkckbZ lhrkjke eqa<s dyk egkfo|ky;]xaxk[ksM]
dsysY;k ckrE;kaP;k laHkkZr ?kMyh rhp oDR;kps Hkk”k.k
]fujfujkGh fuosnus ]lwpuk ]laHk”k.k ;kaps Jo.k djrkuk
?kMRsk – Eg.kwu ]Jo.kkiklwu tkLrhr tkLr Qk;nk d:.k?;k;pk
vlsy rj Jo.kkcÌy o R;kP;k”kh fuxMhr dkS”kY;kcÌy i/
nrf”kji.ks Kku feGfoys ikfgts-
l/;k rqEgh Jo.k&ys[ku&okpu&cksy.ks gh vH;kl
dkS”kY;s izkIr dj.;kph tksikl.;kpk iz;Ru djhr vkgkr
R;kiSdh Jo.k gs R;kiSdh Jo.k gs Hkkf”kd dkS”kY;rys ik;kHkwr
dkS”kY; vkgs – vFkZkr ik;kHkwr dkS”kY; tso<s pkaxys rso<h
R;koj vk./kkjysyh brj dkS”kY;sgh izHkkoh Bjrhy -
cksyrk u ;s.kkjs ygku eqy Jo.kkrwu Hkk”ksrhy ”kCn ] ”kCnleqg]
okD;kph jpuk] bR;knh vksG[krs o uarj vkRelkr d:u
oki: ykxrs- gk vuqHko Hkk’kk fodklkrhy Jo.k dkS”kY;kps
egRRo Li”V djrks-
d”kkps Jo.k djk;ps ;klac/khph vkiyh fuoM
vpwd vlsy ] Jo.k dsysY;k xks”Vh uk ;ksX; lanHkkZph
ik”oZHkweh vki.k nsr vlw vkf.k feG.kkÚ;k Kkukpk [kjs
&[kksVsi.k Bjowu Jo.k &fØ%;k pkyw Bsor vlw rj esanwr
Kkukps ladyu O;ofLFkr gksr jkgrs- ;klkBh ;ksX; izdkjs
fodflr dsysys Jo.k & dkS”kY; Lor%toG gos-
izHkkoh Jo.k & dkS”kY; Lor%toG vl.ks Eg.ktsp
lektkr okojrkuk ykx.kkjs fopkjkP;k vknku&iznkukps ,d
egRRokps lk/ku Lor%dMs vl.ks vkrk rqeP;k eukr iz”u
vlsy dh vkiys Jo.k ;ksX;izdkjs ?kMys vkgs fdaok ukgh
gs vksG[k;ps dls \JksR;kdMwu Jo.k ;ksX; izdkjs ?kMys
vkgs fdaok ukgh gs R;kP;k izfrlknkRed d‘rhrwu letrs-
;k d‘rho oDR;kyk cksy.;kph d‘rh dks.R;k fn”ksus d”kh
pkyw Bsokoh ;kps ekxZn”kZu djrkr- Eg.kts Jo.kkus Jksrkp
ISBN - 978-81-925458-3-7
uOgs rj oDrkgh Kkukus@vuqHkokus@ekfgrhus le‘/n gksr - rlsp Jo.k gs Hkkf”kd dkS”kY;krys ik;kHkwr dkS”kY;
jkgrks- vkgs -
Jo.k Eg.kts tk.khoiwoZd fdaok vtk.krk ?kM.kkjh v”kh Jo.k Eg.kts tkf.kiwoZd fdaok vtk.krk ?kM.kkjh v”kh
fdz;k dh ftP;keqGs ,dk O;Drhe/khy fdaok nksu O;fDre/ fdz;k dh ftP;keqGs ,dk O;fDre/khy fdaok nksu O;fDre/
khy ekSf[kd rlsp eukr vfHkizsr vlysys o v”kkCnhsd khy eSf[kd rlsp eukr vfHkizsr vlysys o v”kkfCnd
psrd tkf.kosP;k ikrGhoj fdaok n‘”; Lo:ikr :ikarfjr psrd ikrGhoj fdaok n‘”; Lo:ikr :ikarfjr dsys tkrkr-
dsys tkrkr- Jo.k djrkuk oDR;kpk izR;sd “kCn Yk{kkr Bso.;kpk vkVkfiVk
Jo.kklac/khP;k vkrki;Zra P;k vkiY;k letqrhr dnkfpr u djrk R;kP;k dFkukrhy ekfgfrpk lkjka”k cufoU;kph
vkdyu o vFkhZdj.k ;kauk LFkku fnys xsys ulsy( ijarq d‘rh lrr dsyh ikfgts –cksy.kkÚ;kP;k fopkjkapk lkjka “k
ojhy O;k[;k ikfgY;kl Jo.k dkS”kY;kr vkdyu o vFkhZdj.k e;kZfnr osGkr djRkk ;s.ks ]gk nsf[ky Jo.k& dkS”kY;kpk
;k nkUgh fdz;kuk LFkku fnys vkgs- Eg.ktsp Jo.k gh egRRokpk Hkkx vkgs-
fu’dz;i.ks ?kM.kkjh fdz;k ulqu rh vkiY;k lfdz; lgHkkxkus lanHkZ%
?kM.kkjh fdz;k vkgs- gs y{kkr ?krys ikfgts - MkW- u-jk- ikjlful] ^ izxr ‘kS{kf.kd ekul’kkL=*
vkiY;kyk l{ke dku vkgsr Eg.kts vki.k Jo.kdjrks iz-Jh-lkBs] ^ eukfp;s xqaQh*
vls ukgh (;koj FkksMk fopkj d:-vkrkp ikgk uk! rqEgh gs ns- n- okMsdj] ^ v/kqfud ekul;kkL=*
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pkyysys vlsy ]nwjn”kZuoj ckrE;k fdaok vk.k[kh dkgh v-g- Hkkos] ^ laHkk”k.k pkrq;Z*
dk;Zdze pkyw vlsy ]FkksMD;kr fujfujkG;k /ouhL=ksrkdMwu http://dralizadeh.iauq.ac.ir/imagesMasterPage/Files/
dralizadeh/file/chapter14.pdf
fuekZ.k >kysys /ouh rqeP;k ckº;d.kZkrwu izos”k d:u
d.kZiVykoj vknGr vlrhy - ;k izfdz;sr fofo/k /
ouh&laosnuk gks.;kph fdz;k Eg.kts ,sd.;kph fdz;k! /
ouhL=ksr ftrdk rqeP;kiklqu toG frrdh ,sd.;kph vkrkp
o.kZu dsysyh fdz;k toGtoG rqeP;klHkkxkf”kok;p
ifj.kkedkjd gksrs-
;ko:u vls Eg.krk ;sbZy dh],sd.ks gh HkkSfrd fdz;k
vkgs- ;kr /ofufpUgkrwu esanwe/;s T;k ckSf/nd o Hkkofud
izfdz;srwu vFkZcks/k gksrks ]rh izfdz;k >kY;k[ksjht Jo.k gksr
ukgh - Eg.ktsp Jo.k fdz;sr ,sd.;kph fdz;k varHkZwr vkgs
vkf.k Jo.k fdz;slkBh ,sd.;kph fdz;k ik;kHkwr vkgs -
Lkkjka”k %& Jo.kkiklwu O;fDreRRo fodkllk/k.;klkBh
tkLrhr tkLr Qk;nk d:u ?;k;pk vlsy rj Jo.kkc}y
o R;kP;k fuxfMr dkS”kY;kc}y i/nrf”kj Kku feGfoys
ikfgts- Jo.k& dkS”kY; tk.khoiwoZd tksiklys ikfgts ]dkj.k
Jo.k& dkS”kY;kP;k cGkoj ;ksX; ekfgrh xzg.k dj.ks o
frps lqfofgr fpjdky jkgrhy vls Bls cufous ;ksX; gksbZy
Soft Skill and Personality Development (185) ISBN - 978-81-925458-3-7
 68 _¥Xw H m¡eë`o Am{U ì`{º _Ëd {dH mg
O;fDreRo fodkl gk euq”;kpk LFkk;h Hkko vlrks-
izR;sd O;Drhyk vkiY;k oS;fDrd thoukr lq/kkj.kk Ogkoh
vls okVr vlrs- T;k O;Drhph vusd vaxkuh lq/kkj.kk gksr
vlrs R;k O;DrhP;k O;DrheRokpk fodkl gksr vkgs- vls
EgVys tkrs-
O;fDreRoke/;s euq”;kP;k vusdfo/k ckchapk lekos’k gksrks-
;ke/;s ‘kkjhjhd] ckS/nhd] ekufld o vkRehd cktqpa k lekos’k
gksrks- ;k loZ cktqae/;s lq/kkj.kk gks.ks Eg.kts O;fDreRokr lq/
kkj.kk >kkyh fdaok O;fDreRokpk fodkl >kkyk vls EgVys
tkrs- O;fDreRokpk fodkl gh lrr pky.kkjh o xfreku
izfdz;k vkgs- O;fDreRokr lq/kkj.kk vkiksvki gksr ulrs rj
rh ?kMoqu vk.kkoh ykxrs rlsp R;kr lrr ok< djkoh
ykxrs-
O;fDreRo fodklklkBh vko’;d vl.kkjs xq.k @ dkS’kY;s
O;fDreRo fodklklkBh [kkyhy xq.kkaph vko’;drk vlrs-
izkekf.kdi.kk] lpksVh] pkfj+«;] f’kLr] fpdkVh] dkVdlj]
midzef’kyrk] ifjJe] yksdkr felG.;kph Hkkouk] mRlkg]
cq/nheRrk] dYidrk] /kS;Z] nqjn‘“Vh] vkRefo’okl] U;k¸;cq/
nh] izse] ftOgkGk] fu”Bk] leiZ.kkph Hkkouk] fu.kZ; {kerk]
rRijrk] cnykauk lkeksjs tk.;kph r;kjh] usr‘Ro xq.k]
lnlnfoosd cq/nh] lkaf?kd o‘Rrh] pkaxY;k lo;h] lkStU;]
fo’okl] fouezrk] brjka izrh vknj] izlUurk] ldkjkRed @
vk’kkoknh n‘“Vhdksu] fo’ys”k.k {kerk] mPp vfHk#ph bR;knh-
O;fDreRo fodklkrhy vkMFkGs
[kkyhy izdkjps nks”k fdaok vkMFkGs O;fDreRo fodklkyk
ck/kk vk.krkr-
vKku] vkGl] Ons’k] dzk/s k] vgadkj] U;quxaM] O;luka/
krk] csf’kLri.kk] fHkrh] tckcnkjh VkG.;kph o‘Rrh] fu”dzh;rk]
Soft Skill and Personality Development (186)
MkW- ,l-,l- lksGads
lg;ksxh izk/;kid]
Jh- f’kokth egkfoÄ;ky;] ijHk.kh
vfu;ferrk] vlgdkj] vletaL;i.kk] cnykauk fojks/k
dj.;kph o‘Rrh] udkjkRed n‘“Vhdksu] ltZuf’kyrspk vHkko]
mnkflurk] uSjk’;] pkfj«;kpk vHkko] izsj.kspk vHkko] la?k
Hkkouspk vHkko] fo’ys”k.k {kerk ul.ks bR;knh-
lokZaxh.k O;fDreRo fodkl
izR;sd euq”; vkiY;k ekuoh thoukpk loZ cktwauh
lerksy fodkl lk/k.;kpk iz;Ru djrks- Eg.ktsp rks Lor%ps
lokZxa h.k O;fDreRo Qqyorks ;ke/;s oS;fDrd ftou] dkSVfaq cd
ftou] O;olk;hd ftou] lkekftd thou] /kkfeZd ftou]
lkaLd‘frd ftou] la?kVhr ftou bR;knhae/;s lq/kkj.kk ?kMoqu
vk.krks-
O;fDreRo fodklklkBh [kkyhy xks”Vh djk-
fodlhr O;fDreRoke/;s [kkyhy lq/kkj.kkapk vkarHkkZo gksrks-
‘kkjhjhd fodkl % fujksxh] cGdV] dk;Z{ke] vkjksX; laiUu
‘kjhj Eg.kts ‘kkjhjhd fodkl-
ekufld fodkl % ;kr /kS;Z] fuHkZ;rk] vkLFkk] fu”Bk] uezrk]
d‘rKrk] U;f;drk] bR;knh xq.kkaph tksikluk djkoh-
n‘“Vhdksu fodkl % ;klkBh eukoj lqlaLdkj Ogkosr] oSKkfud
n‘“Vh tksiklkoh] lnkpkj] fufreRrk] foosd] Ik;kZoj.kkpk
lerksy lk/kkok-
dkS’kY; fodkl % dkS’kY;kapk fodkl dj.;klkBh tkLrhr
tkLr vuqHko ?;kosr- ;kstukiqoZd dk;Z djkos ;kstusizek.ks
dk;Z gksr ulrhy rj R;kph dkj.ks ‘kks/kkoh o R;koj nq#Lrh
mik; ;kstkosr- P D C A cycle. Plan, Do, Check, Act.
Kkukpk fodkl @ ‘kS{kf.kd fodkl % ;kr lacaf/kr {ks=kkrhy
dkekckcrps f’k{k.k] izf’k{k.k o vuqHko ?;kosr] Hkk”ksoj
izHkqRo vlkos ;klkBh okpu] euu] fparu o ppkZ djkoh-
brjkadMqu ;ksX; rks lYyk o ekxZn’kZu ?;kos-
ISBN - 978-81-925458-3-7
ekSyhd lk/kukapk dkVdljhus okij % osG] iSlk] ‘kfDr] vko’;d vlysys xq.k @ dkS’kY; fodlhr d#u O;fDrxr]
ekfgrh o ra=Kku bR;knhapk iqjsiqj o dkVdljhus okij djkok- dkSVqachd] lkekftd fodklkrqu jk”Vzh; o i;kZ;kus tkxfrd
lkrR;kus lq/kkj.kspk ea= % O;fDreRo fodklklkBh vkiY;k lq/kkj.kk ?kMoqu vk.k.ks gh dkGkph xjt fuekZ.k >kkyh vkgs-
xq.k fdaok dkS’kY;kr lkrR;kus o tk.khoiwoZd lq/kkj.kk ?kMoqu R;kdjhrk lokZauh ojhy xq.kkaph tksikluk d#u vkiY;k
vk.kkO;kr- O;fDreRokpk lokZaxh.k fodkl dj.ks vko’;d vkgs-
laiq.kZ xq.koRrk O;oLFkkiu % thou ‘kSyhr lq/kkj.kk rlsp lanHkZ %
xq.koRrk o mRd`”Vrk vk.k.;kdjhrk lai.q kZ xq.koRrk O;oLFkkiu izk- t;izdk’k ckxMs] ‘O;fDreRo fodklkph vk/kqfud
dj.ks] xq.koRrsph geh ns.ks o fu;a=.k dj.ks bR;knh xks”Vh Kkus’ojh’ lkdsr izdk’ku] vkSjaxkckn
djkO;kr- f’ko [ksjk] ‘;’k rqeP;k gkrkr’ eWdfeyu bafM;k fyfeVsM]
SWOT Analysis (SWOT ) eqacbZ]
S-Strengths % vkiY;kdMs dks.kR;k pkaxY;k xks”Vh] dkS’kY;s] lhek xqIrk] ‘O;fDreRo fodklkps izHkkoh ekxZ’ (pkaxY;k
xq.k bR;knh tesP;k cktq vkgsr rs tk.kwu ?;k- lo;h pkaxys okx.ks)
W-Weaknesses % vkiY;kr dks.kR;k mf.kok] nks”k] O;ax o =qVh (vuqokn % lq/khj lsosdj] lkdsr izdk’ku] vkSjaxkckn
vkgsr rs vksG[kk-
O-Opportunities % vkiY;k leksj dks.kR;k la/kh vkgsr fdaok
Hkfo”;kr R;k ;sm ?kkrY;k vkgsr R;kapk vpqd vankt ?ksmu
la/khaps tkLrhr tkLr ‘kks”k.k dsys ikfgts-
T-Threats (/kksds) % vkiY;k leksj dks.krs /kksds vkgsr fdaok
Hkfo”;kr fuekZ.k gks.kkj vkgsr ;kpk vpqd vankt ?;kok-
ojhy fo’ys”k.kkrqu cyLFkkus o la/khae/;s ok<
dj.;klkBh iz;Ru djkosr vkf.k nks”k] mf.kok] leL;k] rlsp
/kksds deh dj.;klkBh iz;Ru djkosr-
;kf’kok; pkaxys fe= tksMk R;kapk vknj djk] izlUu
jkgk] mPp vfHk#ph ckGxk] fu;ekaps ikyu djk] pkaxys
vkpj.k Bsok] pkaxY;k lo;h Bsok] dVwrk VkGk] jkxkoj
vkoj ?kkyk] brjka’kh pkaxys laca/k Bsok] brjkapk vknj djk]
d‘rKrsph Hkkouk tksiklk] dBksj ifjJe djk] vkReizfr”Bk
fuekZ.k djk] vi;’kkus ukmesn gksm udk] fouezrk vaxh
ckGxk] dk;ZrRij jkgk] eqY;kaph tksikl.kk djk] eqY; uSfrdrsyk
cG nsrkr] lnln foosd cq/nhyk tkx‘r djrkr- eqY;kaph
ti.kqd dj.ks lokZpa s drZO; vkgs- ;kpcjkscj laHkk”k.k dkS’kY;
tksiklk] vgoky dkS’kY;] orZ.kqd dkS’kY;] lknjhdj.k
dkS’kY;] izksRlkgu @ izsj.kk dkS’kY;] laokn dkS’kY; fuekZ.k
djk] r.kkokps O;oLFkkiu djk
v’kk izdkjs O;fDreRokpk fodkl o R;kdjhrk
Soft Skill and Personality Development (187) ISBN - 978-81-925458-3-7
 69 lekt vkf.k O;fDreRo
eksjs ,e- MCY;w-
f’kokth fo/kh egkfo|ky;]
ijHk.kh-
vkiY;k nSufnu O;ogkjkr lekt gk ‘kCn usgfep
okijyk tkrks- Lkektke/;s vusd yksd vlrkr ijarq ;k
yksdkaP;k leqPp;kyk lekt EgVY;k tkr ukgh- rj ekuok
ekuok ef/ky lac/kkph O;oLFkk Eg.kts lekt gks;- ;kpkp
vFkZ lektke/;s ekuoh fdaok lkekftd lac/k egRokps vlrkr-
eWd vk;Ogj vkf.k ist ;kuh lkekftd lac/kkaps tkGs Eg.kts
lekt gks;- ,fyl vkf.k fyisV~> ;kaP;k erkuqlkj lekt
Eg.kts yksdkapk vlk leqg dh T;kr fuf’Pkr HkwHkkx ]
lkis{k] Loa;iw.kZrk ]lkekftd vkarjfdz;k vkf.k laLdzrh gh
oSf’k”V;s vlrkr-
lektkps Lo#i Li”V dj.kkjh dkgh loZlk/kkj.k oSf’k”V;s
vkgsr R;ke/;s lkek.; HkwHkkx] fo’kky leqg] yksadkpk leqg]
lkekftd vkarjfdz;k] LFkkf;Ro] vkRefuHkZjrk] lkekU; thou
i/nrh] jktdh; Lokra=] b- O;Drh vkf.k lekt gs ijLij
lacf/kr vkgsr- O;Drhf’kok; lektkps vfLrRo ukgh- vkf.k
lektkf’kok; O;Drhyk vFkZ ukgh- O;Drh lektkr jkgwup
Lor%pk fodkl djrs- eWd vk;Ogj vkf.k ist ;kaP;k ers
ekuoke/;s ekuoh izdzrhpk fodkl dsoG rsOgkp gksm ‘kdrks]
tsOgk rh lkekftd O;Drh vlrs- lektkf’kok; ekuokpk
fodkl gksm ‘kdr ukgh- fdaXtys MsfOgl ;kuh EgVys dh
tsOgk O;Drh gh lgdk;Z] la?k”kZ] vis{kk] vkn’kZ vkf.k lk/kuk
lfgr lk/kukP;k lkscr vlrs- rsOgkap lektkpk fodkl
gksrks- Eg.ktsp O;Drh vkf.k lekt gs ,d nwl;kps iwjd
vkgsr-
O;Drh o lekt ;kaP;k vrqV ukrslac/kkeqGs laLdzrh
vkf.k O;fDreRo ;kapk fudVpk lac/k vk<Grks- nSufnu
O;ogkjkr vkiu O;fDreRo gh ladYiuk vki.k usgfep
okijrks lkekU;r% O;ogkjke/;s O;fDreRokpk vFkZ e;kZfnr
Soft Skill and Personality Development (188)
lq;Zoa’kh fOg- ,e-
lekt’kkL= foHkkx]
;’koarjko pOgk.k egkfo|ky; vacktksxkbZ-
vFkkZus okijyk tkrks- dkj.k lkekU; ek.klkP;k nzf”Vus O;Drhph
‘kjhj;”Vh] jax#i] iks’kk[k ;kaps izHkko ikM.kkjs lafeJ.k Eg.kts
O;fDreRo gks;- ekuo gk lekt’khy o lektfiz; izk.kh
vkgs- vls fo/kku vkWjsLVkVyus b-l-iw- dkGkr dsY;kizekus
lektkiklwu O;Drh gk nwj jkgw ‘kdr ukgh- O;fDryk vkiY;k
ukukfo/k iw.kZ dj.;klkBh R;kyk vusd O;Drh’kh] leqgk’kh
lac/k izLFkihr djkos ykxr vlrkr- lektkr Lolaj{k.k ]
xjtiwrhZ] var%izsj.kk]ukrslac/k b- vusd dkj.kkuh O;Drh
,deadkaP;k laidkZr ;srkr- ijLijk’kh lkekthd lac/k izLrkihr
djrkr- dqVwac] ‘kstkj] [ksGxMh] laoxMh ;klkj[ks vusdfo/
k lkekftd leqg ;krwu fuekZu gksrkr- rkRi;Z O;Drh ,dkdh
thou tx.ks v’kD;izk; vkgs- Eg.kqup O;Drhpk O;Drh’kh
vxj leqgk’kh ;s.kkjk laidZ] ;kaP;krhy vU;ksU; vkarjfdz;k
R;krwu fuekZu >kysys lkekftd lac/k ] xjtkiwrhZrwu fuekZ.k
>kysys eaMG] la?kVuk] laLFkk] leqnk; ;k lokZaps okLrO;
T;kr vkgs- rs Eg.ktsp lekt gks;- nSufnu O;ogkjkr vkiu
O;DrheRo pkaxys vkgs vls tsaOgk Eg.krks rsaOgk rh fof’k”V
O;Drh fnlk;yk vkd”kZd] jax#ikus pkaxyh iks”kk[kkus BkdBhd
vkgs vlsp R;kyk Eg.kk;ps vlrs-
O;fDreRokpk vFkZ %
1- Mhoj % ekul’kkL=h; vkf.k lkekU; Lo#ikr O;fDreRo
gk ‘kCn osxosxG;k vFkZkus okij.;kr vkyk vkgs- O;fDreRo
gs O;fDrP;k v’kk ‘kkjhfjd] ekufld] uSfrd vkf.k lkekftd
xq.kkps lqla?kfVr vkf.k xfr’khy la?kVu vkgs- dh ] ts O;fDr
vU; O;fDRkP;k lkscr njjkstP;k lkekthd thoukP;k vknku
iznkuke/;s ,d nql-;kP;k izrh izn’khZr djrkr-
2- ukWeZu eu % O;fDreRo Eg.kts O;fDrph ‘kjhjjpuk]
orZufo’ks”k] vfHk#ph] vfHkozrh rlsp {kerk vkf.k ;ksX;rk
ISBN - 978-81-925458-3-7
;k lokZaps oSf’k”V;iw.kZ ,dhdj.k gks;-
ofjy O;k[;so#u O;fDreRokph ladYiuk Li”V gksrs-
rlsp O;fDreRo Eg.kts ‘kkjhfjd] ekufld] oSf’k”V;kps la?kVu
gks;] O;fDreRo O;fDrP;k xq.kkps vFkZiw.kZ la?kVu gks;]
O;fDreRo oSf’k”V;iw.kZ vlrs- O;fDryk O;fDreRo tUer%p
izkIr gksr ukgh] R;kpk fodkl gksrks] O;fDreRokps ckg;
vkf.k varxZr vls nksu iSyw vlrkr] O;fDreRo cjspls
LFkk;h vlrs] O;fDreRo ifjorZu’khy ns[khy vlrs-
HkSkfrd okrkoj.k] vkuqoaf’kdrk] laLdzrh vkf.k fof’k”V
vuwHko gs pkj O;fDreRokps fu/kkZjd vkgsr- O;fDreRokps
fu/kkZ j u dj.;ke/;s la L dz r hps fo’ks ” k ;ks x nku vkgs -
lkekftdj.kkP;k izfdz;srwu O;Drh vkiY;k lektkph laLdzrh
Soft Skill and Personality Development
vkRelkr djhr vlrs- O;Drh T;k lektkr tUe ?ksrs vkf.k
ok<rs R;k laLdzrhpk O;DrhP;k lo;h] {kerk nzf”Vdksu b-
ifj.kke iMr vlrks- R;kpizekus O;fDreRokpk fodkl gk
izkeq[;kus Hkk”ksoj voyacwu vlrks-
lanHkZxzaFk %
1- Ekkuo fodkl vkf.k ‘kS{kf.kd mRdz”Vrk % cksjhdj fnudj
2- Lkekt’kkL= ladYiuk vkf.k fl/nkar % MkW- iznhi vkxYkkos
3- lektO;oLFkk vkf.k lkekftd ifjorZu % izk- djok ts-
ih-
4- Hkkjrh; Lkadzrh dks’k % Jh tks’kh egknso-
5- Lkekt’kkL=krhy ewyHkwr ladYiuk % MkW- lkGqa[ks ltsZjko
6- Lkekt’kkL= dks’k % jkor gfjdz”.k-
(189) ISBN - 978-81-925458-3-7