persnality development book

1BSIT 31 Personality Development Programme - II

PART - I

AN ANTHOLOGY OF PROGRAMMES

ON

PERSONALITY DEVELOPMENT

: Contributing Author :

Prof. M. N. Appayanna


Module 1

Self-Assessment & Career Planning

1.1 INTRODUCTION

A basic step for Career Planning and preparation for Job Interviews is to give serious thoughtassessing yourself by taking stock of your needs, interests, as well as your strengths andweaknesses. The following self-assessment activities may help you to prepare a complete data

base about yourself, to look into your own self-portrait and plan for betterment of your personality &career.

Try to be honest and accurate in your responses to the undermentioned self-assessment activities.Remember that you are doing this programme for your own benefit and development. It is only a self-improvement aid.

You will be helping yourself if you get an accurate self-portrait so that you get an explicit and truepicture of your credentials, strengths, weaknesses, skills, likes & dislikes, limitations, goals & expectations.This may help you to put in efforts to modify and improve on your weaknesses and enhance your strengths& credentials.

This programme can help you not only for job interviews but also in the preparation of a realistic andappropriate Career Plan.

1.2 SELF-ASSESSMENT ACTIVITIES

A variety of self-assessment exercises are given in the following six sub-articles 1.2.1 to 1.2.6 whichmay help you to prepare a comprehensive self-portrait of your personality, abilities, weaknesses, traits, aswell as your aspirations.


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1.2.1 Self-Assessment Questionnaire

1) What are your strengths?

2) What are your weaknesses?

3) What are your special abilities?

4) How do you feel about your progress so far?

5) How would you describe your standards of performance?

6) What has been your biggest mistake that you can recall?

7) What type of people irritate you?

8) How would your teachers/classmates describe you?

9) In what areas do you need to improve?

10) What further training do you need?

11) Who are the most important people to you? Why?

12) What makes you a good investment for an employer?

13) What constructive criticism have you had from others?

14) Do you consider your progress so far commensurate with your ability?

Here are another set of questions on ACTIVITIES AND INTERESTS

1) In what school and college activities have you participated?

2) What do you enjoy doing other than your studies?

3) What extra-curricular offices have you held?

4) What kind of health problems have you had?

5) How do you manage your time off the college?

6) What else do you read apart from the books pertaining to your college studies?

1.2.2 Who am I?

List ten statements for yourself that answers the question “WHO AM I?”

Module 1 - Self-Assessment & Career Planning


1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

1.2.3 Ranking Values

Rank in order from 1 to 13 the thirteen values given below to reflect their relative importance to you.The definitions given are general and not exhaustive, but are meant as illustrations of what the valuescould mean.

RANK

a) Kindness: Being kind, loving, tender, affectionate to people; helping others; forgiving.

b) Intellectualism: Interest in current affairs; intellectual curiosity; appreciation for art,music, literature etc.; enjoyment of books; reflection, intelligence.

c) Loyalty: Defending honour; helping organize group activity; working to improve prestigeof group; staying committed to the group, person & organisation.

d) Honesty: Never cheating or breaking the law; truthfulness; representing self truthfully;sincerity.

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e) Religiousness: Being devout; living one’s religion on a day-to-day basis, belief in God;prayer; seeking comfort in religion.

f) Independence: Being outspoken; free-thinking, frank: living own life free from controlof others when given a choice; stripping self of social restraint, pressures; independentfinancially, self-reliant, self-sufficient.

g) Acceptance of authority: Obedient, respectful; abiding rules & policies voluntarily;will follow orders; dutiful.

h) Pleasure: Enjoyment, leisurely life, doing what one prefers in choice situations; “givingin” to self.

i) Equality: Fairness, equal opportunity; lack of prejudice, bigotry, favouritisms:brotherhood.

j) Ambition: Achievement,’ getting ahead, having high goals and wants; taking action tobetter self and situation, hardworking.

k) Family: Close familial ties; interest in family and famiIy relationships; parenting.

l) Adventure: Daring, stimulation-seeking, creative, imaginative, active.

m) Affluence: Wealth, material goods, acquisition of material things; ability to livecomfortably.

1.2.4 Skills/Abilities/Knowledge Inventory

a) Education

(Degrees working towards, obtained, courses taken; training progammes, performance, etc.)

b) Experience

i) Jobs:

ii) Experience other than jobs:

What I learned and / or can do now as a result of the above experience.



c) Skill Level Ratings

Use the scale below to select the number that best represents your assessment of yourself on eachitem.

5 - Exceptionally skilled; Outstanding competence

4 - Highly skilled; a strength

3 - Generally competent; proficient

2 - Limited competence; an area of difficulty; an area of little experience/training

1 - Minimal competence; definite problem area; an area of no experience/training

A) People Skills Self-Assessment

a) Supervising, overseing, managing, directing others

b) Coaching, counselling, helping, training, advising

c) Persuading, convincing, selling, influencing others

d) Evaluating, judging, appraising, rating, setting goals for others

e) Entertaining, joking, telling stories, stimulating, captivating, engaging others

f) Organising, co-operating, integrating, co-ordinating

B) Thinking Skills

a) Fixing, diagnosing problems

b) Inventing, developing, setting-up

c) Operating, running

d) Monitoring, inspecting, organising

e) General mechanical ability

C) Data Skills

a) Communicating data in writing

b) Communicating data orally

c) Compiling, integrating, co-ordinating, summarizing

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d) Computing, calculating, figuring, analyzing

e) Conceiving, problem solving, abstract reasoning

1.2.5 Preferred job outcomes

Rate each of the following potential outcomes from a job in the order of importance to you.

Most LeastImportant Important

5 4 3 2 1

a) Status, recognition

b) Money, material rewards

c) Opportunity to learn, grow and develop

d) Opportunity to work with others

e) Opportunity to supervise others

f) Security

g) Working conditions

h) Geographically desirable location

i) Autonomy

j) Variety

k) Challenge



l) Travel

m) Respect of peers, professional colleagues

n) Accomplish socially important work

1.2.6 Professional goals and expectations

1) Where would you like to be professionally in five years? Ten years?

2) In what type of position are you most interested?

3) Which field of work would interest you in a particular organisation?

4) How much money would you like to earn per month after five years? ten years?

5) What kind of job in an organisation do you want to work toward?

6) What do you think determines a person’s progress?

7) How long do you think it will take you to get where you want to go?

8) Why do you think people succeed? fail?

9) Do you prefer any geographical locations? Are you free to relocate?

10) If you could imagine the ideal job for you, what could it be?

11) What are the most important things you do in a job?

12) Aside from money, what do you want most in a job?

13) What are your personal strengths and weaknesses?

14) In your past experience, what has given you the greatest sense of accomplishment?

15) What is YOUR REAL AIM in life?

1.3 CAREER PLANNING

After you have completed the above self-assessment activities, analyse your responses to uncoverany surprises and note down any specific patterns. Summarize the information. You could now begin to

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make some career plans based upon your self-assessment. Such plans are useful whether you currentlyhold a position or are entering the job market in the near future. The purpose of your plan is simply tofocus your thinking about a viable set of career options, goals and preferences.

1.3.1 Career Options

Given the data generated through self-assessment activities given above, what occupational groups,specific positions and types of organisations seem suitable to you?

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1.3.2 Career Goals

State career goals ( for example, jobs you would like to hold, skills abilities/knowledge you would liketo acquire, outcomes you anticipate from your working life, as well as further education you are planning)for the three time-periods indicated below. Try to be realistic.

IMMEDIATE GOALS (in the next year)

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INTERMEDIATE GOALS (two to five years)

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LONG-TERM GOALS (after five years)

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1.4 ACTION PLANNING

Once some broad goals have been identified, action steps are required to attain them. List a few ofthem below for your immediate career goals, Also indicate what you plan to do to remove any obstacles



that inhibit you from realizing your goals. Be very specific and realistic. State actions in concrete terms asto what you really plan to do.

What I How I When I Obstacles Plan to plan plan plan remove to do to do to do obstacles

ACTION 1

ACTION 2

ACTION 3

1.5 CONCLUSIONS

The main aim of the above programme has been to give you a fairly comprehensive self-portrait ofyourself through a series of self-assessment activities on various qualities and traits of your personality, Abrief career planning activity is included in the end to show the usefulness of the programme in careerplanning. The self-assessment programme could also be helpful for your job interviews, particularly inidentifying and attempting for an appropriate job.

1.6 EXERCISES

a) Prepare a brief self-portrait of yourself for a Professional Career.

b) Write about your short-term and long-term Professional goals.

c) List out your Strengths.

d) List out your weaknesses.

e) Prepare a Self-improvement Plan for the next 5 years.

f) If you are un-married, prepare a word-portrait of yourself as well as your prospective life partner that you

look forward to !

12 Module 2 - Tips For Job Interviews

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Module 2

Tips For Job Interviews

2.0 INTRODUCTION

Everyone aspires to have a good job. A job where you are respected. A job where you take pridein your achievements; A job where your efforts are rewarded by a good income with sufficientprospects to use your skills and develop your knowledge and experience. In other words, a job

which gives you total satisfaction.

It is not necessarily the academic or technically meritorious candidate who gets the job. The successfulperson is the one who puts across his credentials in such a way that he convinces the employer that he isbetter than anyone else for that job.

The following tips is not a substitute for efforts on the part of the candidate. It helps a person tounderstand the entire process of job interviews and helps in proper preparation and correct approach tothe interview. If the necessary preparation as indicated is made by the candidate and if he personalisesthe suggestions and tips, he will be able to improve his performance in interviews to a great extent andface the interview with greater self-confidence.

Remember that almost all people who have achieved success in their chosen field of work have doneso not just because they were brilliant or had marvellous strokes of good luck, but rather because theyhave shown dogged determination in achieving their goal and had the capacity for sustained hardwork.

Your chief goals as an interviewee are twofold - first to find out how well the job and the organisationsuits you; the second and the more important goal is how to get selected for the job., The following tips.guidelines and insight to interviews may help you to put in the appropriate efforts and better your performancein the interviews to achieve your final goal of getting the right job.

Module 2 - Tips For Job Interviews


2.1 SELF-ASSESSMENT

The first preparation that you can make for an employment interview is to give some serious thoughtabout yourself by taking stock of your needs, interests and preferred job outcomes. Also, take stock ofyour strengths and weaknesses. Reflect on your goals and ambitions (Please refer to the SELF-ASSESSMENT & CAREER PLANNING Module for preparing an explicit self-portrait).

A good starting point would be to prepare a detailed Resume, which is merely a comprehensive andwell-organised record of your accomplishments. As you prepare it, you will have to review your academicqualifications, knowledge, skills, experiences and other attainments.

2.2 JOB ANALYSIS

The next step is to analyse the job opportunity to find out whether the organisation and the job providesyou the right opportunities keeping in mind your personal capabilities as well as your career goals. You cananalyse the job opportunity under the following steps:

2.2.1 The Firm

Background of the company

Products and services

Capital invested and turnover

Profit performance

Number of employees

Location - factory and branches

Future plans of the company

Competitors

Any important issue of the organisation which has been in the news

YOUR SOURCES OF INFORMATION COULD BE

Balance sheets of the company

Chairman’s speech at the last general body meeting of the company

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Brochures and Pamphlets of the company

Job opportunity announcement

Information and brochures available in the Training and Placement section of your Institution

Talking to the employees of the company, especially to the senior Alumni of your College, orthrough a contact person.

2.2.2 The Appointment

Title of the Job

Number of posts

Method or extent of company training and confirmation

Remuneration levels of staff

Accountability/challenges

Job Safety/Risks

Stresses/hazards

2.2.3 Duties and responsibilities pertaining to the job

Routine/creative type of work

Qualities needed for success

2.2.4 Conditions of Employment

Location/Areas of posting

Remuneration and perks

Days/Hours of work/Leave facilities

Agreement contract/Service bond

Retirement benefits



2.2.5 Promotion Prospects

Criteria

Span periods for assessment for promotion

Prospects for your speciality

2.3 SELECTION EVALUATION

After the above job analysis, prepare a possible list of desirable qualities which the firm would belooking for in a prospective candidate for that particular job. Try to match your capabilities to thesequalities. Try to improve on your shortcomings and enhance on your capabilities.

Listed below are certain qualities which are generally assessed in interviews, priorities & weightagesvarying with the type of job and the organisation.

Enthusiasm

Communication skills

Self-confidence

Emotional stability

Aggressiveness and Initiative

Loyalty

Efficiency

Pleasant personality

Leadership potential

Writing skills

Compatibility with superiors

Work experience of particular type

Moral standards

Managerial skills

Interest in people

Realistic salary expectations

Willingness to accept routine assignments

Poise in interview

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Specialised courses

Good scholastic record

Good personal appearance

Willingness to travel

Preparation for interview

Formulated long-range goals and objectives

Humility

Good health

Extra-curricular activities

2.4 PREPARATION FOR THE INTERVIEW

2.4.1 Familiarity with the interview process

You will be more confident in the interview if you know what to expect than if you do not know aboutit. Personnel selection vary greatly depending on the organisation, the type of job, level of the job and thejob market. Generally job selection is made by one or more of a combination of the following procedures:

a) Preliminary written tests like IQ tests, Language tests, Logical reasoning tests, Aptitude tests,Mathematical skill tests, Technical Knowledge tests, Psychological tests etc.

b) Group Discussions

c) Personal Interview

d) Medical Test

e) For certain types of jobs, other tests like Leadership Potential tests, Group tasks, Physicalendurance tests, special Aptitude tests etc. may also be used for assessment.

But the most common method of screening used for job selection is through a combination of bio-dataor application particulars followed by personal interview. . These days many organisations use writtentests and Group Discussions as a screening test to prepare a short-list from a large number of applicantsfor a final personal interview. Sometimes, they are also used as additional evaluation tests.



2.4.2 Academic Preparation

A sound knowledge of the various subjects pertaining to your professional course is important.Fundamental concepts and their applications are more important than mere accumulation of information.Preparation of a Question Bank with answers for the subjects which you have studied will be a great helpin this regard. This would give you considerable confidence in facing the technical part of the interview. Abroader perspective of the subjects through a study of technical books and journals will give you an edgeover others.

2.4.3 Project work/Dissertation

Considerable weightage is generally given to your Project Work/Dissertation as it is supposed toreflect your own work. In many interviews, a good number of questions will pertain to your project work/dissertation to evaluate your understanding and knowledge of that topic.

A good project work/dissertation and its impressive presentation could be your passport for a job inmany cases. You should have a comprehensive knowledge of the topic including a clear understanding ofthe work presented in your project work/dissertation. You should be able to present your work in a clearand conscise fashion including its practical application. Rehearse the presentation of your project work toget sufficient practice and confidence.

A very common question regarding project work/dissertation could be “why did you choose this particulartopic?” and “what are its practical applications?”

2.4.4 Practical Training

If you have undergone any Practical Training, this will be a credential for you. Volunteer this informationduring the interview when you get an opportunity. Some questioning will generally be there on what youhave learnt or observed during your training. Prepare a brief write-up on the training that you haveundergone so that you can answer questions convincingly on this topic.

2.4.5 Special Attainments

If you have to your credit any other attainments like the writing of a technical paper, participation inseminar talks, fabrication of equipment, winning of a prize in a technical competition etc., list them out indetail and create an opportunity during the interview to project them before the Interview Committee.

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2.4.6 Extra-curricular Activities

If you have distinguished yourself in extra-curricular activities like sports, debates, NCC, NSS, Culturalor any other activity where your leadership and organisational ability is involved, list them out. Suchachievements must be authenticated by certificates. Be sure that you have a broader understanding ofyour field of interest so that you can talk with confidence and authority on those topics. Some weightageis generally given in the interviews for achievements in this field.

2.4.7 Hobbies

If you are interested and proficient in any hobbies like music, drama, painting, photography, literature,HAM etc., it is again a credential for you and sometimes can greatly help in developing a positive rapportwith the interviewer, if he also happens to be interested in it.

2.4.8 General Knowledge and Current Affairs

A professional person like you is expected to be aware of the current events as well as have a broadgeneral knowledge. In many interviews, there will be questions on this topic.

Reading of newspapers and magazines and selective TV-viewing is a desirable habit. Also, participationin activities like QUIZ programmes, debates, seminars, essay writings etc, can give you considerableconfidence in this regard.

2.4.9 Communication Skills

Ability to present your thoughts and ideas fluently in simple and correct language will be a great assetto your interview personality. If you are lacking in this respect, you should definitely do something about it.You can improve your communication skills by consciously working for it. Be bold and take part inseminars, group discussions, elocutions, debates, essay writings etc. If needed, take a special course onimproving your communication skills. Proficiency in communication skills like comprehension, speakingand writing abilities including voice culture carries considerable weightage in the selection criteria foralmost all types of jobs.

2.4.10 Material for the Interview

Go prepared for the interview with all the needed materials. Carry along with you Pen, photographs,



copies of certificates, project work, training reports, technical papers, seminar talks, etc. You may not onlyneed them for preparing for the interview but may also get an opportunity to show the relevant ones to theselection panel.

2.5 PREPARATION OF BIO-DATA

A bio-data (or curriculum vitae) is the single most important document in the entire interview andselection process. It is a document which is your first introduction to the interviewer and explains yourcomplete background - education, experience, achievements and character.

It must be carefully and neatly prepared with complete and relevant information. Keep a standardised,well-prepared format ready with you.

2.6 PARTICIPATION IN THE INTERVIEW

Thorough preparation for the interview will enable you to participate in the interview with confidence.Remember that each interviewer is different from others in characteristic ways, and look for ways toadapt to each one as a unique individual. SOME OF THE CHARACTERISTIC PROFILES OF THEINTERVIEWERS ARE GIVEN BELOW:

a) The Professional Interviewer

He is an experienced and professionally-minded interviewer who prepares himself for the interviewand organises it in the appropriate fashion. He strives to project a positive image of his organisation. Hewill put the interviewee at ease and follows a method to avoid subjective judgements on the qualities of acandidate. His interview process will try to evaluate the qualities of a candidate which are important forthe job under consideration. You can be assured of a proper interview with him.

b) The Braggart

He loves talking about his own achievements and experiences. He has an overwhelming desire toproject his self-image. An interviewee is thus a captive audience for him and he learns very little about theinterviewee. It is best to listen to him but at the same time use your discretion and tact to offer as muchinformation as possible about yourself.

c) The Persecutor

He regards the interviewee as a whipping board. Such an individual is likely to find his authority notaccepted in his own organisation. He is persecuted by others and in turn, he persecutes the helplesscandidate by asking questions which he knows cannot be answered. He prides himself in humiliating the

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interviewee. In such cases, humility is the best stance to take but use your own authority in telling himwhat you know and not what he thinks you don’t know.

d) The Dreamer

He is the one who will let the interviewee do all the talking. He punctuates the proceedings with briefquestions. He sometimes appears distracted as though he is thinking of somethings else. He may notmaintain eye contact. You must respond to this type by saying as much as you can. You will have to sellyourself in order to make an impression on him.

e) The Professor

He has the partronising air of one who is a know-all. He gives those .supercilious smiles which have adiscomforting effect on the interviewee. His questions will be perfect. He would, however, like to end theinterview by giving advice and counsel. Himility works well with him. Show interest in his advice andacknowledge that it is the best you ever got.

f) The Programmer

He approaches the interview as though it were a programme with a definite schedule. He has decidedprecisely what he wants to know and would have, more often than not, written down his questions. Heasks them in a sequence. He is likely to appreciate answers given in a logical and sequential form.

g) The Friend

He has a very open and casual style. The interview gets very personal and punctuated with jokes andlaughter. In light-hearted atmosphere, the interviewer is likely to miss many of the important informationabout you. In such circumstances play along with his mood but punctuate the joviality with some positiveinformation about yourself and your achievements.

h) The Harassed

He is the person who is not organised. He askes you questions but his mind is elsewhere. His interviewis interrupted by other things. It will be difficult for you to concentrate and do well in the interview withhim. You must think of a way of catching his interest and getting his full attention towards you.

Despite such differences in the personality of the interviewers, THE Following SUGGESTIONS ANDTIPS CAN BE USEFUL FOR MOST JOB INTERVIEWS.

2.6.1 Be punctual and fresh

It would be a poor first impression if you are not in time for the interview. Programme your travel planssuch that you take care of travel delays and get sufficient rest and time to refresh and dress properly for



the interview. Be at the venue at least fifteen minutes before the interview. Plan to go to an interview witha fresh mind.

2.6.2 Be dressed for success

It is through Proper clothes and good grooming that you make the first visual impression on others.Though choice of dress vary with people’s taste, it is generally advisible to dress smartly but moderatelyin a style acceptable for the job. A smart and well-groomed person will exude an image of thoroughness,high personal standards and efficiency.

2.6.3 Entering the Interview Room

Prior to the entry, adjust your dress and touch up on your appearance. Before entering, enquire bysaying, “May I come in sirs?”. If permitted, close the door softly behind you and walk in smartly withconfidence towards your chair. Face the interview panel confidently and say, “Good morning/afternoonsirs, my name is.........”. If the members of the interview board want to shake hands with you, then offera firm grip maintaining eye contact and a smile. Ask permission to sit down by saying “May I sit downsir”, if the interviewer has not already asked you to take your seat.

PLEASE REMEMBER THAT DURING THE FIRST FEW MINUTES YOU CAN STRONGLYINFLUENCE, THE INTERVIEWER’S ASSESSMENT OF YOU. HENCE THE FIRST IMPRESSIONTHAT YOU GIVE IN AN INTERVIEW IS VERY IMPORTANT.

2.6.4 Be warm and responsive

Your greeting of the interviewer should be warm, friendly and confident. Make immediate eye contactwith the interviewer. You may feel anxious but remember that the interviewer is after all trying to find asuitable person for a job in his organisation and it is up to you to convince him that you are the suitableperson. It offers you a challenge to communicate on this aspect and try to be as enthusiastic as possibleabout the opportunity. TRY TO MAINTAIN EYE CONTACT AND A CHEERFUL DISPOSITIONRIGHT THROUGH THE INTERVIEW. IT SHOWS SELF-CONFIDENCE, ENTHUSIASM ANDGREATLY ENHANCES THE PERSONAL IMPACT.

2.6.5 Be poised

Your posture during the interview adds or diminishes to your personality. Sit erect with hands kept

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under the table to be used only when emphasising a point or to illustrate through writing. Avoid mannerismslike playing with your tie, button or shaking legs,... etc.

2.6.6 Follow the Interviewer�s lead

Interviewers differ widely in their manner of working. Most interviewers expect to control the interview,and you will only make a bad impression if you try to take over. Follow the interviewers lead in answeringquestions. BUT, IF YOU ARE CLEVER AND TACTFUL, YOU CAN FOCUS THE INTERVIEWTO TOPICS IN WHICH YOU ARE STRONG AND PROJECTS YOU IN A BETTER LIGHT.

2.6.7 Be a good listener

It is imperative for you to listen carefully to the questions being asked. If a question is not clear, seekclarification in a polite way. Seeking clarification is far better than giving an irrelevant answer. WATCHFOR THE VERBAL AND NON-VERBAL CLUES THAT COME YOUR WAY.

2.6.8 Sell yourself

There is no better advice that can be given to you than this. You already know that the interviewerwants to make a judgement of what kind of person you are. Help him do so in a positive way by voluteeringpositive information about you in a brief and lucid way. LIKE A GOOD SALESMAN, STRESS YOURPOSITIVE FEATURES AND DOWNPLAY YOUR NEGATIVE FEATURES. THE OBJECTIVEEVEN WHEN DISCUSSING WEAKNESS SHOULD BE TO MINIMISE THEM OR TURN THEMTO YOUR ADVANTAGE.

2.6.9. Volunteer information

Fill-in any gaps that may be left in your application or bio-data. Facts are not enough. Interviewers willbe impressed by any information that demonstrates your mental effectiveness, enthusiasm, motivationand dedication. They get this information from the way you talk about things as much as from the specificdetails you discuss. As you volunteer information, try to make certain that the interviewer understandshow it makes you ideally qualified and suitable for the job. In other words, be rather pointed in yourexplanations how you are exceptional in some important ways. IF YOU HAVE SOMETHING UNIQUETO OFFER, SELL IT.



2.6.10 Be assertive

Assertiveness is the ability to express your feelings honestly and to take charge of your rights responsibly.It is typified by a healthy self-respect, confidence and a general good feeling about yourself. Perhaps, oneway of describing assertivenss is to contrast it with non-assertive and aggressive behaviours. Non-aggressivebehaviour is characterised by self-denial, inhibition and anxiousness. Aggressive behaviour, on the otherhand, is characterised as being very expressive and self-enhancing at the expense of others. In contrastto the above two extremes, assertive behaviour is a way of selling yourself on your own merits. It displaysgood self-assessment and confidence as also a respect for the rights of others - two things that are highlyvalued in interpersonal relations.

2.6.11 Be frank and honest

In order to sell yourself, you should not lie or distort your answers. REMEMBER THAT NO ONE ISEXPECTED TO KNOW ALL THE ANSWERS. IF YOU DO NOT KNOW THE ANSWER TO AQUESTION, IT IS BETTER TO ACKNOWLEDGE THAT YOU DO NOT KNOW IT, RATHERTHAN TRY TO BLUFF YOUR WAY THROUGH IT. Interviewers are likely to take a stance ofgrilling a candidate if they suspect him of lying. You will often find yourself being interviewed fromdifferent angles to assess certain qualities and sometimes by several individuals within the same organisation.Keep your answers consistent. Comparisons will invariably be made and inconsistencies that are discoveredwill not be to your advantage.

2.6.12 Control your own behaviour

Suppose an interviewer asks you a question that you consider inappropriate, how should you respond?Of course, no one can force you to answer any question and you can evade it or refuse to answer it.However, this is not likely to make a favourable impression on most interviewers. Also, it is unwise toreact to the interviewer lest he becomes hostile. There is a third alternative; Answer an inappropriatequestion carefully, unemotionally, and in a straight-forward manner. This will demonstrate your emotionalstability.

2.6.13 Humour

A little humour or wit thrown into the discussion occasionally enables the interviewer to look at thepleasant side of your personality. But, if you are bad at wit, better to refrain from it.

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2.6.14 Avoid slangs

Present-day youth use slang as an integral part of their daily communication. However, during aninterview slang will not probably be understood and certainly not appreciated. Your communication mustbe as formal and explicit as possible.

2.6.15 Be well-mannered

The way you conduct yourself reflects your upbringing and your culture. Phrases in your conversationsuch as ‘yes please’, ‘thank you’, ‘1 beg your pardon’ etc. shows polish and good heritage. It is alwaysgood to project an air of humility rather than arrogance. Good manners and etiquette enhances yourpersonality.

2.6.16 Loyalty

Any organisation gives a high value for loyalty. Very often the company’s valuable assets or confidentialinformation would be in your hands. An organisation likes to feel secure when hiring you. A commonquestion asked by interviewers to judge this quality is why you left or plan to leave your last or presentorganisation. Never speak against your last or present organisation. The manner in which you uphold yourpast organisation gives the assurance to the interviewer that you would do the same if you were selectedfor their organisation.

2.6.17 Do not break confidence or deal in character assassinations

In either case, you will be demonstrating lack of personal integrity that might lose you the respect ofthe interviewer. If you will do it to others, there is a risk that you might do it in your new job too. You willbe viewed as having a more professional and healthy outlook if you avoid these two errors.

2.6.18 Know your worth

A little prior enquiry and effort will tell you what the current average salaries are for particular jobs.Most of the job descriptions give ranges of pay. It is generally not advisible to bring up the subject ofmoney in a pre-screening interview unless the interviewer mentions it. However, it is a very necessaryissue in any final in-depth interview. At the beginning of your career there is very little scope for bargaining,especially in our country where there is excess of manpower and shortage of jobs. However, if you aresure of your worth, don’t undersell yourself or accept underemployment.



2.6.19 Interviewer fatigue

Most of the time the interview panels conduct interviews the whole day. In such cases, attention startsdeclining as lunch-time approaches and also towards closing-time in the evening. During this decline inattention and alertness the interviewers are falling short of questions, want some lightheartedness to keepthem going and are suddenly time conscious. Should you be unfortunate to have your interview during thisdeclining period, there is a possibility of their making an assessment of you on too little information. It is,therefore, imperative for you to be aware of the situation and take initiative in offering information aboutyourself which is likely to project you in the proper perspective.

2.6.20 Ask good questions

If you listen well to the interviewer, you can pick up information that needs clarification throughquestioning. Generally, you will be given an opportunity to ask questions at the end of the interview. Go tothe interview with good questions about the company and the job. It is up to you to determine whether youfit into the job and whether you want it or not. Questions regarding the job and the organisation, workingconditions, career growth prospects, working relationships, etc., shows your keenness and maturity inrelation to the job.

2.6.21 Don�t be over-anxious about the result

You might like an immediate feedback on your interview but resist the temptation to ask “How did Iperform?”, “May I know the result?”. Interviewers need time to analyse, consult others on the interviewpanel before taking decisions. Also, there may be procedures to be followed before letting you know theresult.

2.6.22 Ending the interview

THE WAY YOU CONCLUDE AN INTERVIEW CAN BE AS VITAL AS THE MAININTERVIEW. THIS MOMENT IS THE LAST IMPRESSION THAT YOU LEAVE WITH THEINTERVIEW PANEL PRIOR TO THEIR POST-INTERVIEW DISCUSSION AND DECISIONTAKING. TRY TO END YOUR INTERVIEW ON A SPARKLING NOTE. Finally, thank theinterviewer and then rise and wish them the time of the day, maintaining eye contact and a pleasant smile.Offer a handshake only if the interviewer does so first. Walk out gently and confidently from the interviewroom and shut the door softly behind you.

It is prudent to wait for sometime at the Interview office if as an after-thought the interviewers wantto clarify anything further from you.

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2.7 POST-INTERVIEW RETROSPECT

It will be a useful habit to reflect and recapitulate the entire interview the same day and to note downall the questions asked by the interviewers as also your answers. Analyse and make a note of yourpositive and negative aspects of your performance. This exercise helps you to self-evaluate yourperformance objectively and give you direction for correct responses in the future interviews. Similarjottings from other interviews will give you an idea of the pattern of questions generally asked in theinterviews and this would give you greater confidence to face future interviews and to perform better inthem.

2.8 SELECTION INSIGHT

It may be educative to have an insight about how judgements are made in selection interviews.

2.8.1 Key Questions

The main selection key criteria depends on the answers to the following questions:

a) Can the person do the job? Does the person has the requisite skills to be effective?

b) Is the candidate motivated?

c) Why does this person want this particular job? Will this person be willing to stay with it?

d) What will be the impact on others of adding this person to a given work unit? Will the person fit inor create disturbances?

2.8.2 Characteristics needed

A second way of knowing about the selection procedure is to examine the characteristics listed in aselection evaluation form. Please refer to 2.8.3 for a listing of the important qualities of a selectionevaluation.

2.8.3 Selection Evaluation Formats

A third insight is by a study of Selection Evaluation Formats used by different organisations. A sampleSelection Evaluation Form is given in Appendix-II.



2.8.4 Interview Format

From a content analysis of various selection interviews, the following workout of an interview agendais given. Anticipate questions on these topics and be prepared with your answers.

1. Work experience

Current job

a) Principal reaponsibilities

b) Principal accomplishments

c) Reason for wanting to leave

d) Relation with others

e) Leadership style

Previous jobs

a) Principal responsibilities

b) Principal accomplishments

c) Reason for changes

2) Education & Training

a) Kinds of education - school, college, post-graduate

b) Reason for choices

c) Specialised courses

d) Major accomplishments

e) Principal influences

f) Specific intellectual skills

3) Family Life

a) Discipline

b) Basic values

c) Activities

d) Influence of family on job

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4) Present activities

a) Special interests

b) Energy level

c) Relation of job to social activities

d) Extra-curricular activities

5) Self-Assessment

a) Strengths

b) Weaknesses

c) Self-image

6) Goals & Expectations

a) Present and Short-term

b) Long-range

7) Management Styles

a) Control

b) View of effectiveness

c) Kind of supervision preferred

2.8.5 Example for a Sales job

Here is another selection insight for a SALES POSITION listed by one of the companies wherein thejob responsibilities and the qualities needed for it have been listed:

JOB RESPONSIBILITIES

a) Initiate contact with potential customers

b) Present oneself well orally and physically

c) Be punctual

d) Keep accurate sales records



e) Interact pleasantly with different types of people

f) Be convincing without being pushy

g) Close as many sales as possible

h) Be promotable

QUALITIES NEEDED

a) Be able to analyse situations

b) Possess self-assurance

c) Be articulate; have good communication

d) Be creative in developing new concepts

e) Be capable of self-direction

f) Possess integrity; be ethical

g) Have a desire to excel

h) Have previous sales experience

i) Be reliable

j) Be ambitious

2.8.6 Reasons for rejection in interviews

It may also be educative to know the common reasons why interviewees get rejected.

a) Poor physical projection

b) Lack of courtesy and manners

c) Over-emphasis on money rather than growth prospects

d) Lack of career plan and goal

e) Dishonest

f) Over-ambitious

g) Immaturity

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h) Condemnation of past organisation and bosses

i) Poor communication skills

j) Disturbed family or marital life

k) No real interest in the job or organisation

1) Lack of knowledge

m) Lack of past achievements

n) Uses influence

o) Lack of mobility in transfers

p) Lazy

q) Low moral standards

r) Non-punctual

s) Extreme ideas and values

t) Bluffer

u) Purely theoretical and no practical outlook

v) Lack of self-confidence

w) Casual approach

2.8.7 Common short-comings of Interviewees

Finally, it is educative to know about the common shortcomings and some of the most frequent complaintsabout interviewees:

a) POOR COMMUNICATION

Lack communication skills; are evasive; do not answer questions directly; give rambling responses;talk too little; talk too much; are nervous.

b) ILL-PREPARED FOR THE INTERVIEW

Have no information about the company or the job; have no questions to ask; have no interviewpreparation etc., training.



c) VAGUE INTERESTS

Lack career goals; do not know what they want.

d) LACK MOTIVATION

Lack enthusiasm; are apathetic; lack interest; do not sell self; are too agreeable.

e) UNREALISTIC EXPECTATIONS

Lack flexibility; too concerned with salary; possess attitude of ‘what you can do for me?’; are immature.

2.9 TYPICAL QUESTIONS IN INTERVIEWS

There are certain typical questions that come up very often in interviews. Some of them are listedbelow along with suggested approach to tackle them.

2.9.1 �Tell us about yourself�

This is a general question in which you can say almost anything about yourself. Unfortunately, most ofthe interviewees use the opportunity to recount their bio-data which is already there in front of the interviewer.Prepare yourself for such a question so that you can tell about those things which are not given in yourbio-data such as your traits, special qualities, achievements, aspirations, motivations and ambitions. A oneor two-sentence answers which are normally given by interviewees convey an impression that there islittle to know about them. You should be able to say a lot without being verbose or self-opinionated. Keepwatch and regulate your statements depending upon the verbal and non-verbal reactions of the interviewer.

2.9.2 �What are your strengths and weaknesses?�

This question is asked to ascertain how much you know about yourself. A person who has good self-knowledge is likely to be more effective in life. However, many interviewees get bowled over this questionbecause they might not have given thought to it or, they shy away from the fear of blowing their owntrumpet. Do a detailed self-analysis on your strengths and weaknesses. A sincere and honest statementof both your strengths and weaknesses is likely to enhance your personality.

2.9.3 �Tell us about your family background�

This question is asked by interviewers in order to determine the social, cultural, religious and economic

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strata you come from. It could reflect on your basic attitudes. The best approach for such a question is tobring out not only the facts of parentage and background but also some of the good principles they havetaught you. For example, while talking about this aspect you may be able to say that you have beenbrought up in a disciplined atmosphere where punctuality, respect for elders etc., is a way of life. You mayalso be able to state about the human values like honesty, truthfulness etc. which you have imbibed fromyour family background. You may also be asked to tell about your brothers and sisters. Emphasize theiraccomplishments and achievements. In all cases, it would be safe to talk about the human values taughtto you irrespective of what background you come from.

2.9.4 �How do you spend your spare time?�

This is a loaded question which can give considerable clue to your personality. If your spare timeactivities are reading, painting, cooking, listening to music and the like, you are likely to be creative,introvert, or a loner. If your sports activities are mainly individual sports such as swimming, athletics,tennis, badminton etc., you are again likely to be interpreted as a loner. Other games like football, hockey,basketball etc. are likely to indicate you as a team man who can get along well with people. Neither ofthese are right or wrong, nor, are they absolutely true indicators. There are jobs such as research, design,quality control etc. which do not require extroverts. But, jobs such as sales, public relations, execution,production etc. require a person with a high degree of interaction and team spirit. Those who appear to begroup-oriented are likely to be preferred, in general.

Another aspect of how you spend your spare time is whether you take on active of passive pursuits. Ifyou are active, you would play games, go on sight-seeing or tours or undertake any activity that involvesphysical energy. While passive pursuits such as reading, listening, to music, watching TV and so oninvolve least physical effort. Interviewers will prefer the passive type for sedentary jobs such as doingdesk work, research, teaching etc, whereas an active person is preferred for jobs which involve travellingor any predominant physical activity.

2.9.5 �Why do you want to leave your present job?�

This question is mainly asked to ascertain your loyalty and motivation for the new job. Never let downyour previous organisation or the people who work for it. You may give reasons regarding location, thequality of work, salary limitations or growth aspirations as some of the many explanations for leaving yourlast job.

2.9.6. �Why did you choose your particular field of work?�

This question is asked to get to know your temperament, attitude, and personal qualities. It is advisible



at this point to bring out your best qualities linking them with the job. For example, you may say that youchose a sales job because you are an extrovert and love travelling and that you enjoy meeting people andcan effectively communicate with them and this job gives you the opportunity to do so. Never give ananswer like that you were advised to take up this job by so and so, or that you don’t like it but you didn’thave any other choice and so on. Whatever maybe your reasons for choosing a particular line, supportand substantiate it fully since you are now applying for the job.

2.9.7 �Why do you want to join this organisation?�

Organisations are concerned about the cost of recruitment and training and would like to ensure thatthe candidate who is recruited is genuinely interested in the job and the organisation and is likely to stickon to the job for a reasonable period of time. Sometimes, to ascertain your interest in the organisation, theinterviewers paint a gloomy picture of the job to see your reactions. The best approach to adopt is toexhibit your keenness and conviction about the job inspite of the negative aspects of the job. Be preparedwith reasons why you like the organisation and the job. Be consistent about your convictions throughoutthe interview.

2.9.8 �Where do you see yourself in 5-10 years time?�

This question is aimed at ascertaining your aspirations. It is necessary that you are reasonably ambitiousin your aspirations so that your performance is conducive for your growth. At the same time, it should berealistic and should not be out of context with reality.

2.9.9 �Are you willing to sign a bond of Service?�

The mention of a bond of service is very disconcerting to most of the potential employees. They thinkthat they are selling themselves to an organisation for a certain period of time. It is important to understandthe company’s point of view. For certain jobs the company plans to invest large amounts in long trainingprogrammes, during which time the employee is learning and is not productive. The company calculatesthat you will provide an adequate return if you stay with them for at least a certain number of years aftertraining, which is called the bond period. The organisation also calculates how much they would lose if youleft before the bond period was over. They fix this as the bond amount and will demand it from you if youleave them during the bond period.

Once you understand this, the idea of signing a bond will not be quite so formidable. YOU SHOULDWEIGH THE VALUE OF THE TRAINING AND EXPERIENCE IN THE COMPANY AGAINSTTHE FACT THAT YOU WILL BE TIED TO THEIR JOB FOR THE BOND PERIOD.

34

The concept of taking a written bond is gradually going out of practice. But, organisations do ask for acommitment for a reasonable period. The possibility of a prospective employee staying for a reasonableperiod is also a factor in the choice of a candidate

2.9.10 �What subjects you liked most during your studies?�

For fresh graduates this question is often asked during interviews. This is mainly to identify youracademic talents and also to put questions on the topics in that subject to find out your depth of knowledge.Be prepared for such a thing so that you give a good impression of yourself, if such an opportunity arises.

2.9.11 �What are your salary expectations?�

Though this is a very sensitive question, you must not feel bashful in stating your expectations as it isyour right to do so. It is important that you prepare yourself rationally and logically to mention and claimwhat you expect as compensation for your job. It would be better if you have enquired from friends oremployees of the organisation regarding the salary structure and what one can reasonably expect.A 15 to 20 percent increase over your previous job is usually considered as rational. Most organisationsmention the salary range in the job advertisement itself, but many mention that they are willing to negotiatedepending on the candidate. While discussing about salary, you must not confine yourself only to theemoluments but also be clear about the other perks that you can expert from the company. You shouldevaluate both the present as well as long-term benefits of your job. Also you should be able to rationallyjustify your desired compensation.

2.10 JOB PERSONALITY EVALUATION

A job personality Evaluation Form is given in Appendix-III. Score honestly for yourself and assessyour Job Personality Grade. It may help you to mirror your self-image. Plan and work for betterment ofyour Job Personality by improving on your shortcomings.

2.11. FINAL EXHORTATION

A fairly comprehensive picture of job interviews has been presented in this monograph to help you tobuild-up a better job personality and to succeed in interviews. Review it to prepare properly and personalizethe tips given for effective and maximum performance in your interviews. Remember that success comesto those who work with a strong motivation, realistic goals, perseverance and planned hard work.

Wish all of you success in your interviews.



APPENDIX-I

FORMAT OF A BIO-DATA

NAME OF POST :

1. Name : (first name, middle name & surname)

2. Date of birth, Age :

3. Address -Present :

Permanent :

Tel. Nos. :

Email id :

4. Father’s Name & Occupation :

5. Martial status :

6. Academic Qualifications :(List out with the most recent qualifications first)

S1. Period Institution/ Degree/ % Marks ClassNo. From To Place Exam.

Passed

7. Work experience:(Commence with the present assignment)

Sl. Period Organisation Designation Last SalaryNo. From To

8. Extra-curricular activities : (list achievements rather than activities)

9. Personal attainments/ distinctions

10. Professional Experience :

11. Professional skills :

12. References :

Date Signature

Photo

36

APPENDIX-II

A SAMPLE SELECTION EVALUATION FORM

5 = UNSATISFACTORY 4 = BELOW AVERAGE 3 = ABOVE AVERAGE1 = OUTSTANDING NR = NOT RATED (Circle appropriate rating)

QUALITIES DESCRIPTION COMMENTS

Academic performance: grades uniformly high;Questions showed depth of purpose and werenonroutine.

College experiences reflect initiative andsuccessful accomplishment. Excelled at outsideactivities and has work goals.

Physical appearance, grooming and manners areneat and appropriate for a professional person.

Good business related work experience; Promiseof practical outlook.

Activities and hobbies demonstrate ability towork with others. Assertive but not aggressive.

No unresolved inconsistencies in the interview.

Poised and relaxed manner in the interview.Knows self; Desired for responsibilityopportunity versus concern over security.

Evidence of logical thinking behind answers toquestions; knows priorities; sets realistic goals.

Responses were readily understood. Articulate;Used good grammar and expressed thoughtsconcisely, Listens well, Responsive.

Intelligence1 2 3 4 5 NR

Responsibility1 2 3 4 5 NR

Appearance and Poise1 2 3 4 5 NR

Experience1 2 3 4 5 NR

Interpersonal Relations1 2 3 4 5 NR

Integrity1 2 3 4 5 NR

SelfConfidence1 2 3 4 5 NR

Maturity1 2 3 4 5 NR

Communication Skills1 2 3 4 5 NR



APPENDIX-II (Contd.)

Circle any adjectives which apply to this candidate

Overall evaluation and reasons for your decision

Candidate

Interviewed by

Office

Date

Interests -1 2 3 4 5 NR

Leadership Potential12345 NR

Evidence of interests outside academics. Hobbiesindicate variety of interests with deepinvolvement

Held several elective offices; Recipient ofleadership awards; wants to exercise leadership.

DeliberateDiscreetDogmaticDullEnergeticEnthusiasticErraticExtrovertOpen-mindedOverbearingPresumptuousPushyPolishedReservedResourcefulResponsible

AggressiveCasualCautiousClosedCockyCompetentConceitedCo-operativeIntrovertIrresponsibleKnowledgeableLazyLoudMotivatedNaiveObservant

FlexibleImaginativeImpulsiveIndifferentIndustriousInflexibleInquisitiveInsecureSelf-reliantShallowTenaciousVacillatingVigorousVulgarWarmWitty

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APPENDIX-III

JOB PERSONALITY EVALUATION

Based on the value assigned to each category in columns 1 to 5, enter your score in column 6. Use thenumber that best fits you. For example, if you judge the degree of articulateness to be midway betweensuperior and good, enter a score of 70. At the end of your evaluation, enter your grade in column 7.

Job Personality Base Score Your RatingTrait

Superior Good Average Unsatis- Poor Your Yourfactory score grade

(1) (2) (3) (4) (5) (6) (7)

THE FACADE ELEMENTS OFJOB PERSONALITY

1. Articulateness 80 60 40 20 0 --

2. Dress 30 22.5 15 7.5 0 --

3. Enthusiasm 30 22.5 25 7.5 0 --

4. Extrovert/introvert 20 15 10 5 0 --

5. FacialAppearance 40 30 20 10 0 --

6. Figure 40 30 20 10 0 --

7. Grooming 50 37.5 25 12.5 0 --

8. Posture 40 30 20 10 0 --

9. Sense ofhumour 30 22.5 15 7.5 0 --

10.Voice 40 30 20 10 0 --

Subtotal

Divide subtotal score by 4to obtain your grade.



APPENDIX-III (Contd.)THE OPERATIONAL ELEMENTS OFJOB PERSONALITY

11. Age 110 82.5 55 27.5 0 --

12.Breadth 40 30 20 10 0 --

13.Common sense/impracticality 50 37.5 25 12.5 0 --

14.Creativity 70 52.5 35 17.5 0 --

15.Education 60 45 30 15 0 --

16.Experience,qualifications,accomplishments 270 202.5 135 67.5 0 --

17.Fairness to others 50 37.5 25 12.5 0 --

18. Health 80 60 40 20 0 --

19. Integrity, honesty 80 60 40 20 0 --

20. Jobeffectiveness 50 37.5 25 12.5 0 --

21.Leadershipcapacity 80 60 40 20 0 --

22.Past success 60 45 30 15 0 --

Subtotal

Divide subtotal by 10 to obtain your grade

TOTAL SCORE

Divide total score by 14 to obtain yourTotal Job Personality Grade

A grade of 100 = Superior; 75 = Good; 50 = Average; 25 = Unsatisfactory; 0 = Poor.

The grade of 100 and 0 should be impossible.

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Summary

1) Before you appear for your interview, try to learn as much as you can about the organisation orcompany.

2) Dress and Manners: Strive to make the best impression possible. Dress rather formally andconservatively for an interview. Personal cleanliness and well-groomed appearance make abetter impression.

3) Follow correct manners and etiquette: Good manners, etiquette and poise leave a favourableimpression.

4) Advance preparation for the interview can greatly improve your ability to do well in the interview.

5) Some common questions that may be asked in interviews are:

a) Tell us something about yourself and your family background

b) Why did you choose your particular field of work?

c) What qualifications do you have that make you feel that you will be successfully your fieldof work?

d) What special courses have you taken to prepare yourself for a job such as this?

e) What jobs have you held in the past, and how would the experience prove useful to you inthis job?

f) what do you know about opportunities in your field?

g) What do you know about our company?

h) What interests you about our products and services?

i) Why do you wish to work for us?

j) Do you work best as part of a team or by yourself?

k) Do you like to travel?

l) Are you willing to go where the company sends you?

m) What future role do you hope to play in our organisation?

n) Why do you want this job? What is there about this part that attracts you?

o) Why did you leave your last job?



p) Explain what you do in your present post?

q) Tell me about some of your achievements ------

r) Are there some people you find it difficult to --------

s) How healthy are you.

t) Who is your favourite author?

u) How would you change things if you got the job?

What is the first thing you would do if you got the job?

v) If you are offered the job, where can you start?

w) Is there anything you would like to ask us?

x) Do you know anyone who work here?

Familiarize yourself with answers to these and similar questions, and if possible, record them on a tapeso that you can hear yourself as the interviewer would. If you are speaking too quickly or too softly, youwill hear these flaws and be able to correct them. It is also helpful to have a friend act as an interviewerand criticize your performance.

The way you respond to questions is very important. To begin, always wait until the interviewer hasfinished the question before answering. Once the question has been asked, take a moment or two toorganise your thoughts, then answer. Do not stray from the subject or run on for long periods of time. Sayonly what you must answer properly, then stop. At the same time, try to avoid one-word “Yes” or “no”answers, which do not allow the interviewer to learn much about you. Do not be afraid to admit that youdon’t know the answer to a question. An honest “I don’t known” is far better than an hastily formulatedand perhaps incorrect response.

ASKING QUESTIONS

Interview is not a one-way street. It is important for you to know the job, the company, and thecommunity are right for you as it is for the company to know that you are right for it. Therefore, do nothesitate to ask questions that have not been covered by the interviewer. Some of your questions mightinclude:

a) What opportunities for advancement are open to a person with my background?

b) Might I expect to be transferred periodically or would I work permanently in this location?

c) Are the hours I would work likely to be regular or variable?

d) What fringe benefits does your company offer its employees and their families?

42

e) What opportunities for furthering my education are available in the area?

f) What recreational and cultural activities do the community and surrounding areas offer?

TIPS FOR SURVIVING AN INTERVIEW

1) Dress appropriately. Be conservative. Do not dress for an interview as you would for the jobyou seek.

2) unkempt beards and long hair my be avoided. Women mould use cosmetics with discretion.

3) Before the interview, make a concerted effort to learn as much about the company as possibleby all resources. Draw up a list of three or four intelligent questions to ask the interviewer.

4) Arrive on time or a few minutes early for the interview.

5) Enter the interviewer’s office with cheerfulness and enthusiasm. Shake hands firmly. Sit upstraight in your chair, keep your hands apart, and make eye contact. Smile.

6) Be prepared to sell yourself. Know three or four really impressive things about yourself thatwould help you on the job, and bring them up at an opportune moment.

7) Listen carefully to everything the interviewer has to say. If he or she mentions skills needed forthe job, be sure to describe similar skills you possess. If the interviewer mentions problems thedepartment has encountered, cite similar problems you have faced and solved.

8) Prepare mental answers to difficult questions the interviewer is likely to throw at you withoutwarning. Some examples are as follows:

a) “Tell me about yourself.” You may briefly discuss about your job and educational historyor hobbies and interests, but keep it short. Use the opportunity to explain why you areright for the job.

b) “What are your strengths? What are your weaknesses?” Most job-hunters have no troubleciting their strengths but suddenly become tongue-tied when asked about their weaknesses.It is best to be sincere about them. Mention what they are and how you are trying toovercome them. For the recent graduate, a common and understandable weakness islack of practical job experience.

c) “What do you think of your last bees?” No matter how-despicable or incompetent theperson you last worked for seemed, do not parade his or her faults before an interviewer.Say a few nice things about your former employer and let it go at that.

d) “How much money are you looking for?” You may cite your previous salary as a negotiableguideline or mention what others in the field are making. It is best to avoid making a flat,take-it-or-leave-it demand.



e) “What do you want to be doing five years from now?” You Should convey to the interviewerthat in five years you expect to have done well enough to have earned one or two majorpromotions.

f) “What are your short-term and long-term goals?” Most employers are looking for hard-working, ambitious people who have a reasonable set of expectations for the future. Ifyou haven’t yet formulated your career goals, do so before going in for the interview.

g) “What did you like best about your previous job (or study)? What did you like least? Whatdid you do best - and worst?” The answers to these questions depend on your ownexperience.

While you are being observed and judged as a potential employee, you, in turn, should be taking a hard,realistic look at the company as a place to work.

EXERCISE

1) Prepare a good Bio-data of yourself.

2) Briefly write out a preparation plan for an interview for Software Engineer’s post.

3) List out your Knowledge and skills which would help you to get selected for a job.

4) Prepare a list of your strengths and weaknesses.

5) Introduce yourself so that you give a comprehensive information about yourself within two minutes.

6) Identify an appropriate career goal for yourself by matching your qualities to the job.

44

Module 3

Tips For Stress Management of JobInterviews

Stress is part and parcel of everyone’s life. Appearing in a job interview is one such commonsituation for graduating students. Here are a few tips which may help the students to handle stressdue to job interviews in a better way:

1) Get as much information as possible about what to expect in each interview. Good preparationhelps you to face an interview with confidence and reduces the pressure to a great extent.

2) Try to relax and stay cool. Concentrate on the task and think on all aspects of the interviewand prepare an Action Plan.

3) Write down the probable qualities that are important and needed for the job in focus and listyour qualifications, credentials & attainments to match them. This exercise can boost yourconfidence to a great extent.

4) Realise that no one can be perfect and cent per cent sure on all aspects of an interview.

5) Keep yourself physically and mentally fit for the occasion. Proper nutrition and sufficientrest are important.

6) Generally, people excel when under pressure if they use the pressure situation as a motivatingfactor to bring out their full capability.

7) Support, help and encouragement from family & friends is always a great comfort.

8) Have a positive attitude and develop self-confidence. Think of your strong points. Be optimistic.It helps.

Module 3 - Tips For Stress Management of Job Interviews

Module 3 - Tips For Stress Management of Job Interviews44


9) If you do not succeed, analyse why you failed. Retrospect and try to learn from your mistakesand improve yourself for the next opportunity.

10) Finally, have a philosophical approach. Don’t get totally dejected if you do not succeed.Heavens is not going to fall on you if you do not get a particular job.

________

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Module 4

Tips For A Fast Start On Your NewJob

A strong early showing can give a rocket boost-up to your career. A fast and impressive start onyour first job can be a trendsetter to your whole career towards success. Because, the fasteryou rise the higher you aim. Conversely, a plodding start induces lower expectations and curtails

ambition levels. Given below are six basic strategies which have helped successful people in their careers.

1) MAKE YOURSELF VISIBLE EARLY: Ensure that your performance on your job is felt andrecognised by others at the earliest.

2) OVERDO YOUR FIRST ASSIGNMENT: Go out of the way and put in all the efforts you canto ensure complete success of your initial assignments. If necessary, double the workload thatyou put in compared to others to achieve your objectives.

3) ACQUIRE FULL KNOWLEDGE ABOUT ALL ASPECTS OF YOUR ORGANISATION:Take initiative to gather information and understand all aspects of your Organisation. If youbecome a knowledgeable and authoritative information person in the organisation, it can be agreat advantage to your career growth.

4) TAKE INITIATIVE AND ACCEPT RESPONSIBILITY: Management values a new employeewho takes the initiative to grab a challenge and puts in his best efforts to make a success of it.Self-confidence and boldness brings out latent capabilities of individuals in a far greater measurethan most of us realise.

5) ACCELERATE YOUR ENTHUSIASM: An enthusiastic newcomer can spark and light up awhole department. Even cynical old hands are likely to give a helping hand to an enthusiasticnew person. If you want to be enthusiastic, act enthusiastic; Inner enthusiasm follows, and it is

Module 4 - Tips For a Fast Start on Your New Job

Module 4 - Tips For a Fast Start on Your New Job46


likely to have an echo effect on colleagues and bosses.

6) BE BOLD TO CHANGE ENTRENCHED METHODS: Realise that there is always scope tothink new on any assignment. You could be creative on any type of job. Any innovation orimprovement introduced by you would be a great credential for your career.

The above are some of the essential and important traits of successful achievers. The greatest advantageof a fast start on a new job is the early creation of a winning mystique in you. Even if you have been a littleslow in the beginning, you can still start off on the above track imagining that tomorrow morning you areon your first day on a new job.

EXERCISE

1) List out your short-term and long-term goals in your professional life.

2) Prepare an Action Plan to achieve your goals.

3) Plan out a strategy to make a good impression on your first job.

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Module 5

Tap Your Hidden Potential

5.1 INTRODUCTION

Most of us have unexpected levels of capability and potential. But for majority of people it liesdormant most of the time. Human being is like a machine which, if not used, gets rusted andclogged due to disuse. If you start tapping and using. your potential, your efficiency and success

increases considerably.

Recollect the frequent occasions when you could hardly keep your eyes open in the classroom or atthe study table. Yet, you would be totally alert and active for hours together in activities like games ordoing tasks which you really liked.

Here are a few hints to tap your hidden potential so that you bring out your full capabilities on any taskthat you undertake.

5.2 PHYSICAL FITNESS

Physical fitness is a prime necessity to have your full energy for any work. Cultivate the right habits tobuild up and maintain your best physical ability.

5.3 POSITIVE ATTITUDE

Positive outlook is an important key to tap your inner resources. Appreciation and encouragement arewonderful catalysts which trigger people to unexpected levels of work and efficiency. Use it on others aswell as on yourself to accomplish your tasks.

Module 5 - Tap Your Hidden Potential

Module 5 - Tap Your Hidden Potential48


5.4 SET PRIORITIES

To accomplish tasks efficiently, . it is necessary to set your priorities clear. Mental lassitude is oftencured by a clearly set goal. You must realise that you cannot do too many things at the same time. But youare likely to achieve many things if you start working on tasks one after another, choosing them accordingto the order of importance to you.

5.5 MAKE COMMITMENTS

Working against firm deadlines generally brings out your best capabilities for any task. Deadlines bringout a flood of energy and talent from persons. If an extenally imposed deadline is not available, set one foryourself and take it seriously. Make it public to keep up your prestige and it helps.

5.6 BE PRAGMATIC

Dont try for perfection at each stage. It delays and results in setback. Try for reasonable excellencecommensurate with the time frame. Enjoy the accomplishments as you progress.It acts like a motivator.

5.7 BEGIN AND KEEP GOING

Take time for wise planning but start soon. Whatever you can do or think you can do - begin it. Onceyou begin any task, it gives you the necessary momentum to convert your potential energy to kineticenergy.

5.8 EXERCISE

1) List out your qualities among the potentials given in this module.

2) How do you propose to overcome the deficient potentials.

50 Module 6 - Time Management

Module 6

Time Management

6.1 ANALYSING USE OF TIME

At home and at work, everybody can benefit from finding new ways to use time as efficiently aspossible. Time is our most valuable resource. By analyzing time usage on a regular basis, itis possible to understand the most efficient ways to use time, both in and out of the workplace.

People’s attitudes towards time are complex and variable. If you want to use your time efficiently toaccomplish all that you need to do at work and at home, you need to be aware of the current habits andattitudes that shape our use of time.

l Assessing your day. There are always competing demands on your time. It is very easy tospend too much time on routine things, such as reading mail, at the expense of high-priority,productive tasks.

l Costing your time. It is a sobering exercise to calculate exactly how much our time costs andthen realize how much of it is not being spent effectively.

l Keeping a time log. Maintaining a daily log of how much time you spend on particular activitiesis fundamental to managing your time more effectively.

l Reviewing a time log. To analyse your time log, allocate all of the time chunks that you haverecorded into categories according to the nature of each task, and calculate the amount of timespent on each type of task, such as meetings, reading and replying to mail, helping colleagues, ormaking phone calls. Now calculate the percentage of time spent on each task. This will give youa better picture of your working day and will enable you to assess how you can allocate yourtime more effectively.

Module 6 - Time Management50


l Looking for patterns. Now that you have established how your time is being allocated, ask

yourself if the breakdown meets your expectations of your working day.

l Estimating efficiency. Ideal time allocation as per research indicate that effective manager’s

spend 15%, 25% and 60% of their time on routine tasks, ongoing projects and for planning and

development respectively. Compare your time allocation percentages with the ideal time allocation

and find ways to utilize your time more efficiently.

6.2 TWELVE TIPS FOR TIME MANAGEMENT

Introduction

If you had a bank that credited to your account each morning with Rs.86,400/-, that carried over no

balance from day to day - allowed you to keep no cash in your account - and every evening cancelled

whatever part of the amount you had failed to use during the day, what would you do? Draw out every

rupee every day, of course, and use it to your advantage.

Well, you have such a bank - and its name is Time. Each morning it credits you with 86,400 seconds.

Every night it rules off as lost whatever of this you have failed to invest to good purpose. It carries over

no balances. It allows no overdrafts. If you fail to use the day’s deposits, the loss is yours. There is no

going back. There is no drawing against tomorrow. It is up to each of us to invest this precious fund of

hours, minutes and seconds in order to get from it the utmost in wealth, health, success and happiness.

Generally few people use their time effectively. But one can develop certain habits and techniques in

Time Management which could be of great help. The following twelve tips could be useful in this regard.

6.2.1 Plan

You need to plan your day. Otherwise, you’ll allocate your time according to whatever happens from

time to time during the day and you will find yourself making the fatal mistake of dealing primarily with

problems rather than on opportunities. Start each day by making a general schedule, with particular

emphasis on the two or three major things you would like to accomplish - including things that will achieve

long term goals. Write down all the things that have to be done and estimate how long they are going to

take. Set deadlines with sufficient safety margins so that you complete jobs ahead of deadlines. Remember

studies prove what commonsense tells us: the more time we spend planning a project, the less total time

is required for it. Don’t let today’s routine work crowd out your planned schedule.

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6.2.2 Concentrate

Of all the principles of time management, none is more basic than concentration. People who haveserious time management problems invariably are trying to do too many things at once. The amount oftime spent on a project is not what counts: it’s the amount of uninterrupted time. Few problems can resistan all out attack; few can be solved piecemeal.

6.2.3 Take Breaks

Flow with your attention span rather than go against it. To work for long periods without taking a breakis not effective use of time. Energy decreases, boredom sets in, and physical stress and tension accumulate.Switching off for a few minutes from a mental task to something physical - light exercise, walking aroundor even changing from a sitting position to a standing position for a while can provide relief.

Merely resting, however, is often the best course, and you should not think of a rest-break as poor useof time. Refreshing not only increases your efficiency but also relieves tension which is beneficial for yourhealth.

6.2.4 Avoid Clutter

Some people have a constant swirl of papers on their desks and assume that somehow the mostimportant matters will float to the top. In most cases, however, clutter hinders concentration and cancreate tension and frustration - a feeling of being ‘buried under’.

Whenever you find your table becoming chaotic, take time out to reorganize. Go through all yourpapers (making generous use of the wastepaper basket) and divide them into categories: 1) Immediateaction 2) Low priority 3) Pending 4) Reading material. Put the highest priority item from your first pileyour desk, then put everything else out of sight. Remember, you can think of only one thing at a time, andyou can work on only one task at a time. So, focus all your attention on the most important one. A finalpoint; clearing the desk completely, or at least organizing it, each evening should be standard practice. Itgets the next day off to a good start.

6.2.5 Don�t be a Perfectionist

There is a difference between striving for excellence and striving for perfection. The first is attainable,gratifying and healthy. The second is often unattainable and frustrating. It’s also unnecessary waste oftime. Be practical in this regard.

Module 6 - Time Management


6.2.6 Don�t be Afraid to say no

Of all the time-saving techniques ever developed, perhaps the most effective is frequent use of theword NO. Learn to decline, tactfully but firmly, every request that does not contribute to your goals. If youpoint out that your motivation is not to get out of work but to save your time to do a better job on the reallyimportant things, you’ll have a good chance of avoiding unproductive tasks. Remember, many people whoworry about offending others wind up living according to other people’s priorities.

6.2.7 Don�t Procrastinate

Procrastination is usually a deeprooted habit. But we can change our habits provided we use the rightsystem. William James, the father of Americal Psychology, discussed such a system in his famous work‘Principles of Psychology’. It works as follows:

a) Decide to start changing as soon as you finish reading this article, while you are motivated.Taking that first step promptly is important.

b) Don’t try to do too much too quickly. Just force yourself right now to do one thing you have beenputting off. Beginning from tomorrow morning start each day by doing one task on your schedulewhich you have been putting off.

Analyse the reasons for putting off a particular task. Thinking on the task and analysing the risks andrewards associated with it helps you in motivation.

6.2.8 Apply Radical Surgery

Time-wasting activities are like cancers. They drain off vitality and have a tendency to grow. The onlycure is radical surgery. If you are wasting your time in activities that bore you, divert you from your realgoals and sap your energy, cut them out, once and for all.

The principle applies to personal habits, routines and activities as much as to ones associated with yourwork. Check your engagement diary, your extracurricular activities, your reading list, your televisionviewing habits and axe everything that doesn’t give you a feeling of accomplishment or satisfaction.

6.2.9 Delegate

Use a two-phased approach: first educate the people concerning the rules; second, select capableleaders and give them full authority over routine matters, so that you can concentrate on major decisions.

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One caution: giving subordinates jobs that neither you nor anyone else wants to do isn’t delegating, it’sassigning. Learn to delegate the challenging and rewarding tasks, along with sufficient authority to makenecessary decisions. It can help to free your time.

6.2.10 Don�t be a �Workaholic�

Most successful executives work long hours, but they don’t let work interfere with the really importantthings in life, such as friends and family. This differentiates from the workaholic who becomes addicted towork just as people become addicted to alcohol.

6.2.11 Don�t get into Finish Mania

A compulsive completer’s life can be too neat, tight and narrow. They are likely to end as workaholics.Compulsive completers risk being stuck in a dead-end job in order not to be a quitter. Evaluate the payoffof such patience.

6.2.12 Be Pragmatic

Above all, cultivate a sense of humour. When something prevents you from completing a task thatseems urgently important, take a minute to look around, and enjoy the respite. You may even laugh at thesituation. Getting on in one’s life may be more important than finishing a task which gives you limitedreturns.

Above all else, good time management involves an awareness that today is all we ever have to workwith. The past is irretrievably gone, the future is only a concept. Keep the slogan ‘Do it now’ on your deskin front of you. Here is a quotation by an unknown philosopher-

“Yesterday is a cancelled cheque

Tomorrow is a promissory note

Today is ready cash, Use it”.



6.3 TIME MANAGEMENT SCHEDULE

1. GENERAL SCHEDULE

2. DAY�S TASKS (Immediate)

3. MAJOR TASK (Long-term)

Assessment : (Record your feelings about today’s achievements)

(Programme your next day’s Management Schedule at the end of the day).

Sl Time Engagement/Task Allotted ResultsNo. Time

Sl Tasks Allotted ResultsNo. Time

1)

2)

3)

Sl Tasks Allotted ResultsNo. Time

1)

2)

3)

CARRY-OVER LIST

1)

2)

3)

RESULTS INDICATOR

- Completed

X - Incomplete

O - Not attended to

P

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6.4 ASSESSING YOUR TIME MANAGEMENT ABILITY

The key to successful management is the possession of good time-management skills. Find out wellyou manage your time by responding to the following statements, and mark the options that are closest toyour experience. Be as honest as you can: if your answer is “never” , mark option 1; if it is “occasionally”mark option 2; if it is “frequently” mark option 3; and if it is “always” mark option 4. Add yourscores together, and refer to the Analysis to see how you scored. Use your answers to identify the areasthat need most improvement.

1 2 3 4

I arrive on time and prepared for meetings.

I ensure that a clock is visible in the room wheremeetings are held.

The meetings I organize achieve their purpose.

The meetings I organize finish on time.

I open my mail as soon as it arrives on my desk.

I “skim-read” any relevant newspaper and magazinearticles.

I cross my name off the circulation list for magazinesand journals I do not read.

I read my faxes on the day on which I receive them.

I am able to complete tasks without interruptions fromcolleagues.

I decide how many times I can be interrupted in aday.

I reserve certain hours for visits from colleagues.

I close my office door when I want to thinkstrategically.

I tell telephone callers that I will return their calls,and do so.

I limit the duration of my telephone calls.

I allow a colleague or secretary to screen mytelephone calls.

I decide how many telephone calls I can deal withpersonally in a day.



Your score

Analysis

32 - 64: Learn to use your time efficiently, and reduce the time you spend working in unproductiveand labour-intensive ways.

I “skim-read” internal memos as soon as I receivethem.

I read internal memos thoroughly later.

I keep the contents of my in-tray to a manageablesize.

I clear my desk of all paperwork.

I delegate tasks to colleagues that I could do myself.

I follow up on the work I have delegated.

I encourage subordinates to limit their reports to oneside of paper.

I consider who needs to know the information I amcirculating.

I achieve the right balance between thinking-timeand action-time.

I make a list of things to do each day.

I keep work to a certain number of hours every day-and no more.

I make an effort to keep in touch personally with mystaff.

I concentrate on the positive attributes of each ofmy colleagues.

I make sure I know about the latest informationtechnology.

I store e-mail messages in order to read them lateron screen.

I perform housekeeping checks on my computerfiles.

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65 - 95: You have reasonable time-management skills, but they could improve.

96 - 128: You use your time very efficiently; keep looking for new ways to further streamlineyour work practices.

EXERCISES

1) Prepare a time log if how you are utilising your time and note down your own reactions to your time

management.

2) Identify your weaknesses on time management and put in a plan to overcome it.

3) Prepare a time commitment plan for the Semester allocating time for studies in two modules of (12+4=16)

weeks of time in a Semester.



Module 7

Basic Aspects of PersonalityDevelopment

Personality is the overall impression that a person creates on others. It is the integrated image of allthe psychological, intellectual, emotional and physical characteristics of an individual as they arepresented to other people. A good personality is vital for success in the professional as well as

personal life. It depends on a number of qualities but few of the important ones are given below. Awarenessof these qualities along with self-appraisal and efforts for improvement of shortcomings can greatly helpin the development of a good personality.

1) Physical appearance

2) Communication skills

3) Knowledge

4) Skills - Professional and Personal

5) Self-confidence

6) Personal qualities

7) Health

8) Activities and Interests

9) Achievement and Success

A brief insight to the above qualities is given in the following paragraphs :


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7.1 PHYSICAL APPEARANCE

Visual impact is the first impression that you make on others. Factors which help are cleanliness,proper clothing, smartness and cheerfulness. Try to be at your visual best always.

7.2 COMMUNICATION SKILLS

Communication skills play a very important role in your personality rating. Communication Skillscomprises of speaking ability, comprehension, voice culture as well as writing skills. Also, if you are agood conversationalist as well as a good listener and genuinely interested in other people, you can winmany friends and make a good impression on others.

7.3 KNOWLEDGE

A wide and perspective knowledge in addition to depth in your own field of study greatly helps in thebuilding up of your personality. This needs wide reading and assimilation, observation and inquisitivenessto learn and also interaction with learned and experienced people.

7.4 SKILLS - (PROFESSIONAL AND PERSONAL)

Development of pertinent skills needed for your professional work and personal life greatly enhancesyour personality. Some of the important ones are leadership skills, organisational skills, practical skills inyour field, human management skills, entertainment skills including some basic skills like first-aid, cooking,driving etc.

7.5 SELF-CONFIDENCE

It is the confidence in one’s own powers which helps in taking up responsibilities and initiative to dothings. Self-confidence can greatly perk up your image and help you in giving a dynamic personality.Courage, logical analysis and successful experiences greatly help in boosting up your self-confidence.

7.6 PERSONAL QUALITIES

To a great extent, it is the personal qualities which constitute and give shape to your personality. Some

Module 7 - Basic Aspects of Personality Development


of the important qualities which help towards a good personality build-up are the following: character andmorality; etiquette and manners; discipline; work ethics; time management; friendliness and love; humour;optimism and cheerful attitude; helpful nature; humility; maturity and emotional stability.

7.7 HEALTH

Good and robust health is an essential and necessary quality for a good personality. Without goodhealth you become ineffective even if you possess all other qualities and achievements.

7.8 ACTIVITIES AND INTERESTS

An active interest in a wide variety of things like sports, cultural activities, social activities, as well asinterest in some hobbies go a long way in giving an alrounded personality to an individual.

7.9 ACHIEVEMENTS AND SUCCESS

Finally, achievements and success are factors which enhances your personality and image. They, inturn, bring popularity and more opportunities. They are great motivating factors which will give a boost toyour personality.

EXERCISES

1) Apart from the above nine qualities mentioned on Personality Development, can you add a few more qualities

which are helpful for a Total Personality Development.

2) Identify the shortcomings in your Personality and prepare an Action Plan for improvement within a reasonable

time frame.

62 Module 8 - Human Engineering

Module 8

Human Engineering

8.1 INTRODUCTION

Good human relations and management of people is a vital and essential quality for success in anyfield of life. A detailed investigation conducted by the Carnegie Institute of Technology hasrevealed that for success even in a highly technical field as engineering and technology only

about 15% is due to technical knowledge and almost 85% is due to skills in human engineering,communication, personality and the ability to lead people. It is easier to find people with mere technicalability but it is quite difficult to find persons who have not only technical knowledge but also the ability toassume leadership and to arouse enthusiasm among men including ability to communicate effectively -these are the persons who are most likely to reach the higher echelons of success in the professional life.

Dealing with people is perhaps the biggest problem one faces in life. It is rightly said that the key factorin any management is human relations. John D. Rockfeller once said, “The ability to deal with people is ahighly valuable commodity and I will pay more for that ability than any under the sun”.

This write-up attempts to provide an insight to the basic aspects of this important and difficult subjectof Human Engineering.

8.2 HUMAN NATURE

Two fundamental truths have made human relations the complex study that it is. Firstly, we are alldifferent and secondly, we act and react differently to our environment. Two other lesser known truthsare: Normal persons are never fully satisfied and that no one is perfect.

Recognition and acceptance of the above facts is in itself a step in the right direction. It teaches us not

Module 8 - Human Engineering52


to be discouraged by our difficulties in human :-relations and that it would be more abnormal to expectsimple answers.

When dealing with people we should remember that we are not dealing with creatures of logic. We aredealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.

The famous psychologist Dr. Sigmund Freud has said that all human activity springs from two motives- the sex urge and the desire to be great. Prof. John Dewey, the well known philosopher of America,phrases it a bit differently; He says, “The deepest urge in human nature is the desire to be important”.Almost every human adult wants:

a) Health and safety

b) Food

c) Sleep

d) Money and the things money will buy

e) Well-being of his family

f) A feeling of importance

Human nature cannot be easily changed but we can try to understand it, and when understood, it canbe better directed and controlled.

Given below is a synthesized chart of human needs and work goals as per Maslow’s hierarchy ofneeds and also according to Herzberg’s categories of goals. A study of this chart gives an insight to thebasis of human needs and motivation.

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Maslow�s hierarchy of needs theory

Abraham Maslow who is known as the father of humanist psychology has set out a theory of humanistneeds. According to Maslow, human needs form a hierarchy. They are like a pyramid with the physicalneeds at the base while self-realization is at the apex. Let us briefly review the hierarchy of needs.

The physical needs

Consider any person without any job and without any other source of income. He is without food. Heis starving. In such circumstances he wants nothing but some food. Food is a physical need which is amost pressing one. Other basic needs are air, water, clothing, sleep, shelter and sex.

Module 8 - Human Engineering

SELF-FULFILMENT

AchievementChallenging WorkGrowth PotentialJob ResponsibilityAdvancementRecognition &Status

MOTIVATIONAL FORCES

Reach-potential

ESTEEM

SOCIAL

SAFETY

PHYSIO-LOGICAL

MAINTENANCEOR HYGIENIC

FACTORS

MASLOW’S HIERARCHY OF NEEDS THEORY HERZBERG’S CATEGORIES OFGOAL

HungerThirstSEx

SecurityProtection

LoveBelonging

EgoRespect

U P P E R L E V E L S

L O W E R L E V E L S

Interpersonal RelationsSupervisionCompany policyWorkng conditionsJob SecuritySalary & Belefits


The safety needs

Let us say the man is fortunate and finds a job. He gets food but assume that his work is dangerousand the job is temporary. He now seeks safety. He wants to protect himself while at work and he strivesto ensure that his employment is permanent.

The social needs

Consider that his management is sympathetic and he has a safe and permanent job. But still, he is nothappy and contented because he feels lonely. Now he begins to look around for friends. Man is a socialbeing. His quest for friends, their company and love is eternal and irrepressible. This now becomes hismost pressing need. He cannot work properly without his workmates.

The esteem needs

Even when surrounded by loving friends, inwardly he is unhappy. He feels insecure. He is tortured bya sense of inferiority complex. He now badly requires some measure of self-confidence and self-respect.He must be able to assure himself that he can work independently, can do difficult jobs and stand on hisown legs.

A stage is reached when he feels that he has developed a good measure of confidence. But he isassailed by fresh doubts.. He now wants this inward feeling to be confirmed by others. He seeks appreciationand recognition without which he feels uneasy. These are now his dominant desires.

Self-realisation

When appreciation and recognition are forthcoming in abundant measure, his mind turns its focusinwards and he wonders whether he has in fact fully realised his potential, whether he has reached hissummit of his performance. Self-realisation is the supreme goal in human life.

Man is never fully satisfied. He is always in search of something which he does not possess. Hetherefore remains active. It is the unsatisfied need that motivates a person. A contented person becomesinactive and apathetic. A healthy and ambitious person strives to achieve self-perfection.

Herzberg�s motivation-hygiene theory

This celebrated theory was developed by Prof. Frederick Herzberg in his book ‘Work and the natureof man’.

The performance of a person is influenced by a variety of factors such as his salary, company’sgeneral policy, prospects for promotion, nature of work and opportunities, for creative work. Accordingto Herzberg, these factors may be classified into two categories - hygienic factors and motivationalfactors. More specifically, the hygienic factors are salary, company policy and administration, supervision,

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interpersonal relations and working conditions. The motivator factors are achievement, recognition,interesting and challenging work, responsibility and advancement for growth.

The hygienic factors satisfy the animal needs of man. It is only the motivator factors which satisfy thetruly human or psychological needs. Salary, for instance, is an animal need and it cannot, according toHerzberg, motivate a man to achieve peak performance. It is the urge for psychological growth, inherentinterest in challenging work, that makes a man work to the best of his capacity.

We have seen that man wants to grow psychologically. Animals have no such urge. Psychologicalgrowth has several aspects - knowledge, understanding, creativity, capacity to deal with ambiguous situationsand maturity. This theory has several far-reaching implications. The first is that hygienic factors such aswages and salaries do not lead to improved performance. It is the motivational factors like recognition,responsible work and advancement that alone can make executives truly dynamic. Another conclusionthat emerges from this theory is that it is through work that a person develops himself psychologically. Itis therefore in everyone’s own interest to take maximum interest in one’s own work.

How to motivate

Herzberg has classified traditional incentives as various types of KITA, meaning kicks. The traditionalidea was to kick an employee in order to make him work. These methods according to Herzberg areuseless.

Negative physical KITA

This literally means kicking the employee. It has several grave disadvantages. The possibility of theemployee kicking back is ever present. This is a bad method which has gone out of fashion.

Negative psychological KITA

This is mental torture in place of physical punishment. It may take several forms such as reprimandand demotion. But it does not motivate. The employees resent humiliation and lose interest in work.

Positive KITA

This takes the form of incentives, financial or otherwise. A range of new positive KITA practiceshave been evolved such as reduction in working hours, increased salaries & fringe benefits, trainingprogrammes, etc.

According to Herzberg they do not produce any worthwhile results. They do not really motivatepeople.

Job enrichment: People work better only when the work is intrinsically interesting or, if there is scopefor initiative, creativity and when the job is challenging. In other words, work should provide an opportunityfor psychological growth. Jobs need to be structured and enriched to give this opportunity. This is the onlyway to motivate people to peak performance. Inequitable salaries and wages are hygienic factors. They



are like stumbling blocks and should, of course, be removed. But that does not guarantee excellence inwork which is the product of genuine interest and total dedication to the task. Meaningful work alone canlead people to peak performance.

Summarizing, we can say that the average person’s five basic needs for human happiness are:

a) the need to be himself, with importance.

b) the need to grow.

c) the need to achieve, with recognition.

d) the need to belong, and

e) the need to contributed

8.3 PRINCIPLES OF HUMAN MANAGEMENT

8.3.l Avoid criticism

Remember that 99 times out of a 100, no man ever criticises himself for anything, no matter howeverwrong he may be. It is human nature that the wrongdoer blames everybody but himself.

Criticism is futile because it puts a man on the defensive and usually makes him strive to justifyhimself. Criticism is also dangerous because it wounds a man’s precious pride, hurts his sense of importanceand arouses his resentment. Let us realise that the person we are going to correct and condemn willprobably justify himself and condemn us in return.

One should learn not to act impulsively. Never file a complaint or make a criticism immediately after athing has happened. Sleep on your grudge first and cool off.

Remember that sharp criticisms and rebukes almost invariably end in futility.

8.3.2 Be liberal in your appreciation

Let us remember that everybody likes a compliment. Prof. William James of Harvard has said, “Thedeepest principle in human nature is the craving to be appreciated”. The rare individual whohonestly satisfies this heart hunger will hold people in the palm of his hand.

Charles Schwab, who was paid a million dollars salary per year by Andrew Carnegie way back in the

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early part of the last century, has said that he was paid his salary largely because of his ability to deal withpeople. Here is the secret of his ability in his own words; “I consider my ability to arouse enthusiasmamong the men the greatest asset I possess, and the way to bring out the best in a man is by appreciationand encouragement. There is nothing else that so kills the ambition of a man as criticisms from hissupervisors. I never criticise anyone. I believe in giving a man incentive to work. So I am anxious topraise and loathe to find fault. If I like anything I am hearty in my approbation and lavish in my praise”.Schwab declared, “I have yet to find a man, however great or exalted his station, who did not do betterwork and put forth greater effort under a spirit of approval than he would ever do under a spirit ofcriticism”.

We should differentiate appreciation from flattery. Flattery is shallow, selfish and insincere. It seldomworks with discerning people. It ought to fail and usually does. On the other hand, appreciation is sincere,comes from the heart; and is unselfish. Let’s cease thinking of our own accomplishments and our wants.Let us try to figure out the other man’s good points. Then forget flattery. Give honest & sincere appreciation.Be hearty in your appreciation and lavish in your praise and people will cherish your words and treasurethem for a life time.

There is only one way to get anybody to do anything - yes, just one way - and that is by making theother person want to do it. It is the only voluntary and willing way.

All other methods like coercion, threat, authority, etc., have undesirable repercussions and will notresult in a wholehearted effort. What does people want? Sigmund Freud says, it is ‘the desire to be great’.Prof. John Dewey puts it differently as ‘the desire to be important’. The person who honestly satisfies thiskey craving will easily win over people.

It is wisely said that praise is the finest, the cheapest and possibly the best tool ofmanagement.

8.3.3 Look from the other person�s point of view

The only way to influence a person is to talk about what he wants and showing him how to get it.Remember that action springs out from what we fundamentally desire. The best piece of advice whichcan be given to would be persuaders whether in business, in the home, in the school, or in any field is:‘First arouse in the other person an eager want. He who can do this has the whole world withhim. He who cannot walks a lonely way’.

Tomorrow you may want to persuade somebody to do something. Before you speak, pause and ask:“How can I make him want to do this?”. You must first put yourself in the other man’s shoes and see theproblem as he sees it. Always try to see the result of your decision from the other man’s point of view.Consider all the angles. Don’t be impulsive.

Here is one of the best bits of advice ever given about the fine art of human relationship. “If there is



one secret of success” said Henry Ford, “It lies in the ability to get the other person’s point ofview and see things from his angles as well as your own”. That is so simple, so obvious. Yet 90%of the people on this earth ignore it 90% of the time.

If a salesman can show us how his services or his merchandise will help us solve our problems, hewon’t need to sell us. We will buy. And, remember, a customer likes to feel that he is buying and not beingsold.

Success in dealing with people depends on a sympathetic grasp of the other man’s point of view.Remember that even if the other person is totally wrong, he does’nt think so. Don’t condemn him. Try tounderstand him. There is a reason why the other person thinks and acts as he does. Ferret out the hiddenreason and you have the key to his action and perhaps also to his personality.

8.3.4 Become genuinely interested in other people

You can make more friends in two months by becoming interested in other people than you can in twoyears by trying to get other people interested in you. If we merely try to impress people and get peopleinterested in us, we will never have many true and sincere friends. Alfred Alder, the famous ViennesePsychologist says, “It is the individual who is not interested in his fellow men who has the greatestdifficulties in life and provides the greatest injury to others. It is from among such individuals that allhuman failures spring”.

8.3.5 If you want people to like you, smile

Action speaks louder than words, and a smile says, “I like you; you make me happy; I am glad to seeyou”. Charles Schwab once said that his smile had been worth a million dollars. For Schwab’s personality,his charm and ability to make people like him were almost wholly responsible for his extra-ordinarysuccess; and one of the delightful factors in his personality was his captivating smile.

An insincere grin? No, that does’nt fool anybody. We know it is mechanical and we resent it. Weknow that there will not be anything behind that smile except the person’s teeth. But a real smile, a heart-warming smile, a smile that comes from within is always a sure passport in human relations.

You must have a good time meeting people if you expect them to have a good time meeting you. Aman rarely succeeds at anything unless he has fun doing it.

If you don’t feel like smiling, then what? Two things: First force yourself a smile. If you are aloneforce yourself to whistle or hum a tune or sing. Secondly, act as if you were already happy, and this willtend to make you happy. Here is the way the late Prof. William James of Harvard puts it: “Action seemsto follow feeling, but really action and feeling go together; and by regulating the action which is under the

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more direct control of the will, we can indirectly regulate the feeling, which is not. Thus the sovereignvoluntary path to cheerfulness, if our cheerfulness be lost, is to sit up cheerfully and to act and speak as ifcheerfulness were already there . . . ”

Keep your mind on the great and splendid things you would like to do and then, as the days go glidingby, you will find yourself unconsciously seizing upon the opportunities that are required for the fulfillmentof your desire. We tune ourselves to the task on which our hearts are fixed.

There is an ancient Chinese proverb which says, “A man without a smiling face must not open ashop”.

8.3.6 Remember the names of Persons

A man’s name is to him the sweetest and the most important sound. An average man is moreinterested in his name than he is in all the other names on earth put together. Remember that name andcall it easily, and you have paid him a subtle and very effective compliment. But forget or mis-spell it - andyou have placed yourself at a sharp disadvantage. So, build up a system and put in the required effort forremembering names.

8.3.7 Make personal contact

There is no substitute for personal contact among individuals. People often dislike persons whom theydo not know. But once they get to know them it is a different matter altogether.

8.3.8 Be a good listener

Exclusive attention to the person who is speaking to you is very important. Nothing else is soflattering as that. If you aspire to be a good conversationalist, be an attentive listener! Yes, to beinteresting, be interested! Ask questions that the other man enjoys answering. Encourage him to talkabout himself and his accomplishments. That is a sure way to make people to like you.

8.3.9 Talk in terms of the other man�s interests

The royal road to a man’s heart is to talk to him about the things he treasures most. So, if you are keento make a person like you, you take the trouble to find out what he is interested in and what he enjoystalking about. If you are able to engage him in conversation on a topic of his passion, you are most likelyto win over him.



8.3.10 Make the other person feel important

This is one all important law of human conduct. If we obey that law, we shall almost never get intotrouble. In fact, that law if obeyed, will bring us countless friends and constant happiness. The desire to beimportant and the craving for appreciation is the deepest urge in human nature.

You want approval of those with whom you come in contact. You want recognition of your true worth.You want a feeling that you are important in your little world. You don’t want to listen to cheap, insincereflattery but you do crave for sincere appreciation. You want your friends and associates to be, as CharlesSchwab puts it, “Hearty in their approbation and lavish in their praise”. All of us want that.

So let us obey this golden rule and follow what Jesus Christ summed it up in one thought, “Do untoothers as you would have others do unto you.”

8. 3.11 Avoid arguments

There is only one way under the high heaven to get the best of an argument - and that is toavoid it.

You can’t win an argument. You can’t because, if you lose it, you lose it; And if you win, then also youlose it. Why? Well, suppose you triumph over the other man and shoot his argument full of holes and winyour point. Then what? You may feel fine. But what about him? You have made him feel inferior. Youhave hurt his pride. He will resent your triumph. And remember, a man convinced against his will is of thesame opinion still.

If you argue and rankle and contradict, you may achieve a victory sometimes; But it will be an emptyvictory because you will never get your opponent’s goodwill. Buddha said, “Hatred is never ended byhatred but by love”. A misunderstanding is never ended by an argument but by tact, diplomacy,conciliation and a sympathetic desire to see the other person’s view-point.

8.3.12 Never tell a man he is wrong

It does’nt pay to tell a man he is wrong. Be diplomatic; It will help you gain your point. If you are goingto prove anything, don’t let anybody know it. Do it subtly, so adroitly that no one will feel that you are doingit.

You will never get into trouble by admitting that you may be wrong. That will stop all arguments andinspire the other fellow to be just as fair and open and broad-minded as you are. It may make him want toadmit he too, may be wrong. Show respect for the other man’s opinions.

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8.3.13 If you are wrong, admit it

Any fool can try to defend his mistakes - and most fools do - but it raises one above the herd and givesone a feeling of nobility and exultation to admit one’s mistakes.

When we are right let us win people gently and tactfully to our way of thinking and when we arewrong - and that will be surprisingly often if we are honest with ourselves - let us admit our mistakesquickly and emphatically. This technique will produce astonishing results.

8.3.14 Avoid punishments to correct persons

Punishment generally results in more harm than good. When you have to work with people day afterday, when so much depends on their co-operation, punishment is not the remedy for better work. It onlycreates resentment. Avoid punishment as far as possible.

8.3.15 Firmness is also necessary

While there is everything to be said for sympathy, diplomacy and patience, you must never forget thatkindness must be backed by a determination to see that the job is well done. Be sympathetic, beunderstanding; but let your men know that you insist on the highest standards of work and that you won’tcompromise on this. And if they do not conform they must know that you will take the sternest measures.Make it clear that behind your velvet glove methods there is a steely determination to get a task well done.One of the essentials of good management is that you must get rid of people who have to be removed.

8.3.16 Use the human touch

The personal and “human touch is very important in human relations. If one of your men looks unwell,ask him about it. If he takes leave to look after his sick wife, find out how she is when he comes back. Besincere in your concern about your men. Personal visits in times of crisis as well as important socialoccasions leave a lasting impression on men. But, very often we entirely ignore such an approach.

8.3.17 Never belittle people

If you treat the other person in a casual manner, belittling him, he is going to remember it for a longtime. Be considerate and thoughtful in your behaviour with people.



8.3.18 Avoid anger

It is astonishing the enormous damage a few angry words can do to human relations. A smoothrunning relationship of a life-time can be ruined. This is happening all the time simply because people just”do not think. They forget to put a check on their tongues and act impulsively.

8.3.19 Be sympathetic

Three-fourths of the people you will meet tomorrow are hungering and thirsting for sympathy. Give itto them and they will love you.

8.3.20 To win people, begin in a friendly way

Abraham Lincoln said, “A drop of honey catches more flies than a gallon of gall”. So with men. If youwant to win a man to your cause, first convince him that you are his sincere friend. Therein is a drop ofhoney that catches his heart which is the high road to his reason.

If a man’s heart is frankling with discord and ill-feeling towards you, you can’t win him towards yourway of thinking with all the logic available in this world. They can’t be forced or driven to agree with youor me. But they may possibly be led to, if we are gentle and friendly.

So, when you wish to win people to your way of thinking, begin in a friendly way. Friendly, sympathetic,soft-spoken, appreciative approach always wins.

8.3.21 Begin your talk emphasizing on the things on which you agree

In talking with people, don’t begin by discussing on things on which you differ. Begin by emphasizingthe things on which you agree. Get the other person saying ‘Yes’, ‘Yes’, at the outset. Keep him, ifpossible, from saying ‘No’.

A ‘No’ response is a most difficult handicap to overcome. When a person has said’ No’, all his prideand personality demands that he remains consistent with himself. Hence, it is of the greatest importancethat we start a person in the affirmative direction.

The ‘Socratic method’ is based on getting a ‘Yes’, ‘Yes’ response. The wise Socrates used to askquestions with which his opponent would have to agree. He kept on winning one admission after anotherthat almost without realising, his opponent found himself embracing a conclusion that he would haveutterly denied before.

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So, if you want to win people to your way of thinking, get the other person say ‘Yes’, ‘Yes’, immediately.

8.3.22 Let the other man do all his talking

Most people, when trying to win others to their way of thinking, do too much talking themselves. It isalways better to let the other man talk himself out. Listen patiently and with an open mind. Be sincereabout it. Encourage him to express his ideas fully. The truth is that even friends would rather talk to usabout their achievements than listen our achievements. Let us minimise talking about our achievements.Let us be modest. That always makes a hit.

8.3.23 If you want to get co-operation, let the other fellow feel that the idea is his

No man likes to feel that he is being dictated to do a thing or he is being sold something. We muchprefer to feel that we are acting on our own ideas or buying on our own accord. We like to be consultedabout our wishes, our wants, our thoughts.

It is always wise to consult the other man and show respect for his advice. When you accomplish atask, it is good to let them feel that the idea was theirs. Is it not wiser to make suggestions rather than tryto ram your opinions down the throats of other people?

William James once remarked that “self-expression is the dominant necessity of human nature”. Whynot use the same psychology in our work and profession? When we have a brilliant idea to be implemented,instead of making the other person think that it is ours, why not let him feel that he has also contributed tothe idea which will ensure a whole-hearted effort from him.

8.3.24 Appeal to the nobler motives

Most of us, being idealists at heart, like to think of the motives that sound good. So, in order to changepeople appeal to the nobler motives.

People are generally honest and want to discharge their obligations. The exceptions to that rule arecomparatively few and individuals will in most cases react favourably if you make them feel that youconsider them honest, upright and fair.



8.3.25 Dramatise your ideas

If you want to win people to your way of thinking, dramatise your ideas. Merely stating the idea is notenough. The idea has to be made vivid, interesting and dramatic. You have to use showmanship.

8.3.26 Stimulate competition

The way to get things done from people is to stimulate competition - kindle the desire to excel.

The desire to excel! The challenge! It is an infallible way of appealing to men of spirit. Everysuccessful man loves the challenge of the game itself - the chance for self-expression, the chance toprove his worth, to excel, to win. It is the desire for a feeling of importance.

So, if you want to get things done from men - spirited men, men of mettle - throw up a challenge.

8.3.27 Sense of belonging

Build up fellowship in the organisation by encouraging suitable activities. Good fellowship and a senseof belonging to the group among its members results in better teamwork and cooperation. It is necessaryto build up pride for the organisation among its members

8.4 SUMMARY OF BASIC PRINCIPLES

Basically, people work for love and money and seldom have enough of either. So, if you give toppriority to supporting and rewarding people with scope for evolving themselves, you will be blessed withresults.

The basic principle to get others committed to doing things for you is: Let them know what you expect,examine what is done, support those things that are done well and overlook those non-critical things thatare not done well. It is also necessary to thank and recognise the positive contributions of persons withwhom you work.

In other words, the basic principles in good human relations are:

a) Appreciate the accomplishments of the persons.

b) Avoid destructive criticism; Don’t correct someone right after the act. Hold off till next time andsuggest in a challenging way to the person to make positive contribution.

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c) Informally visit the people you manage. Don’t look for problems. Look for strengths and thingswell done - even little things. Make something out of every positive thing you can find. Sincerecompliments and thank you-s are so rare they stand out in the memory of persons for years.

d) Write down everything positive you can find. Use the power of the written word to bring out thebring out the best

8.5 A MODEL APPROACH TO A HUMAN RELATIONS PROBLEM

When an honest difference of opinion exists between you and another human being, three possibilitiesare likely to exist:

a) You are right and the other person is wrong

b) The other person is right and you are wrong

c) You are partly right and the other person is also partly right

Solution:

Preliminary

a) Have an open mind

b) control temper and keep discussions friendly

c) Separate facts from opinion, sentiment and imagination

Then, follow these five steps:

1) Meeting

a) Greet the person - pleasantly

b) Recognise and listen to the situation - sympathetically

c) Accept responsibility - willingly

2) Get the facts

a) Let the person tell his story - completely

b) Listen and question - patiently



c) Check his story - if necessary

d) Add your own facts and obtain others

3) Solve

a) Put all facts in order

b) Summarize the facts

c) Weigh the facts and analyse

d) Develop solution

4) Present

a) Present the solution clearly - explain why?

b) Check to see if he understands the solution - including why?

c) Check if the solution results in the desired reaction

d) Review and revise - if necessary

5) Follow up

a) Check later to see if expected results are actually achieved

b) Review and revise until the desired results are achieved

8.6 NINE WAYS TO CHANGE PEOPLE WITHOUT GIVING OFFENCE OR AROUSING RESENTMENT

8.6.1 Begin with honest praise and appreciation

It is always easier to listen to unpleasant things after we have heard some praise of our good points so,if you must find fault, first appreciate the good points in the other person.

8.6.2 Call attention to people�s mistakes indirectly

If you have to criticise and not be hated for it, don’t directly condemn it. Tell it indirectly.

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8.6.3 Give suggestions instead of giving direct orders

A technique of giving suggestions rather than curt orders makes the other person co-operate ratherthan rebel. It saves a man’s pride and gives him a feeling of importance.

8.6.4 Talk about your own mistakes before criticizing the other person

It is’nt nearly so difficult to listen to a recital of your own faults if the criticizer begins humbly byadmitting that he too is far from infallible.

8.6.5 Let the other man save his face

It is important, that our actions, however inevitable, does not hurt the other person’s pride. How oftenwe ride roughshod over the feelings of others, getting our own way, finding faults, issuing threats, criticisinga person in front of others without even bothering about the hurt to the ‘other person’s pride? Whereas afew minutes thought, a considerate word or two, a genuine understanding of the other person’s attitudewould go a long way in alleviating the sting.

8.6.6 To spur men to success, be hearty in your approbation and lavish in your praise

If you and I inspire the people with whom we come in contact to a realisation of the hidden treasuresthey possess, we can do far more than change people. We can literally transform them. Prof. WilliamJamees of Harvard, the distinguished psychologist & philosopher of America has said, “Compared withwhat we ought to be we are only half awake. We are only using a small part of our physical and mentalresources. Stating the thing broadly, the human individual lives far within his limits. He possesses powersof various sorts which he habitually fails to use”. And one of these powers which we are not using to thefullest extent is the magic ability to praise people and inspire them with a realisation of their latentpotentialities.

So, to change people, praise the slightest improvement, and praise every improvement.

8.6.7 Give a man a fine reputation to live up to

If you want to improve a person in a certain respect, act as though that particular trait were already



one of his outstanding characteristics. It might well be to assume and state openly that the other personhas the virtue you want him to develop. If you give him a fine reputation to live up to, most of the time hewill put in prodigious efforts to live up to it rather than see you disillusioned. The average man can be ledreadily if you show him that you respect him for some kind of ability.

8.6.8 Make the fault seem easy to correct

If you tell a person that he is stupid or dumb at certain thing, and that he has no gift for it, and that heis doing it all wrong, you would have destroyed almost every incentive for him to try to improve. But, usethe opposite technique-be liberal with your encouragement; make the thing easy to do; let the other knowthat you have faith in his ability to do it, and that he has an undeveloped flair for it - and he will practice andput in all his effort in order to excel.

So, if you want to change people, use encouragement. Make the fault you want to correct seem easyto correct .Make the thing you want the other person to do seem easy to do.

8.6.9 Make people glad to do what you want

If you make the other person feel happy about the things you suggest, he will in all probability put in hisbest effort.

8.7 CONCLUSION

Some of the important and established guiding principles for efficient and effective human managementhave been discussed in this monograph. It requires conscious and assiduous practice to integrate theseprinciples into a personalised skill. It also requires considerable mental discipline and effort to develop thisvaluable trait. It must be realised that though human engineering is an art, it is a scientific art, and one canimprove his skills in man management by study, practice and review.

Remember that an improved skill in human management can totally transform and uplift a person’sfuture.

EXERCISES

1) List out your good qualities pertaining to Human Engineering.

2) List out the qualities in you that need improvement from the point of view of Man Management skills in

Human Engineering.

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Module 9

Characteristics of Successful People

An analysis of the characteristics of successful people have revealed the following common traitsamong them:

9.1 COMMON SENSE

This is the most prevalent quality among the top achievers. Common Sense means the ability to rendersound, practical judgements on everyday affairs. To do this, one has to sweep aside extraneous ideas andget right to the core of what matters. The key ability for success is simplification. This ability enables aperson to reduce a complex problem to a simple one. Common Sense is to some extent an in-born trait, butone can develop and increase it by analysis, observation and learning from experience.

9.2. KNOWING ONE�S OWN FIELD

Specialised knowledge in one’s field is the second most common trait among successful men. Successfulachievers need to have a practical understanding of the crafts in their field. This knowledge can come notonly through formal education but also through self-education. On any assignment, it is important to do thenecessary homework.

Nothing helps success more than knowing what one is doing. It reduces the risks and works like aninsurance policy for one’s own ability.

Module 9 - Characteristics of Successful People

Module 9 - Characteristics of Successful People80


9.3 SELF-RELIANCE

Top achievers rely primarily on their own resources and abilities. Self-reliance is not how you feel orhow good you are; rather, it’s whether you have the shrewdness to take definitve action to get thingsmoving in your life. It includes will power and the ability to set goals. Will power encompasses the abilityto be a self-starter and to perservere after a project has begun.

9.4. GENERAL INTELLIGENCE

This is essential for outstanding achievement because it involves the natural ability to comprehenddifficult concepts quickly and to analyse them clearly and incisively. The general intelligence includes anextensive vocabulary and good reading and writing skills besides IQ. It has been found that an enquiringmind and broad-ranging interests are fundamental to success.

9.5. ABILITY TO GET THINGS DONE

Successful people are generally very efficient in accomplishing their tasks. Three important qualitiesrequired for this are: Organisational ability, good work habits and diligence.

Besides the five abilities listed above, there are other factors that influence success; leadership, creativity,relationship with others and of course, luck. But the above five qualities stand out. If you cultivate thesetraits, chances are you will succeed.

EXERCISES

1) Identify a role model who has been successful and list out two or three qualities other than those listed in this

module.

2) List out some of the important principles of human engineering in which you are good at.

3) List out some of the important principles of human engineering in which you need improvement. Prepare an

Action Plan for improvement of those qualities.

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Module 10

The ten successful traits for an IT-Tyro

10.1 THE TEN SUCCESSFUL TRAITS FOR AN IT-TYRO

(1) Self-learning ability

(2) Be an eternal student

(3) Effective communication

(4) Human engineering

(5) Time management

(6) Leadership and team work

(7) Stress management

(8) Extrovertness and travel

(9) Good health

(10) Self-motivation, goal setting and calculated risk-taking

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Module 10 - The ten successful traits for an IT-Tyro

Module 10 - The ten successful traits for an IT-Tyro


PART - II

EFFECTIVE COMMUNICATION

: Contributing Author :

Dr. S. Thiruvenkataswami


Unit 1

What is Communication Skills?

1.0 OBJECTIVES

In this unit on communication skills you will learn what communication skills are, their importance, andthe procedure for acquiring them. After reading this unit you will be able to

l Understand the true nature of communication skills

l Use the opportunities in the environment to improve your communication skills on a daily basis.

l Improve your vocabulary

l Construct and us active and passive voice sentence constructions.

1.1 INTRODUCTION: IMPORTANCE OF ACQUIRINGCOMMUNICATION SKILLS

Communication skills, you all know, is very important for your survival in the modern world. It isnecessary for the purposes of better study and education, getting good jobs and being successful inwhatever be the job, winning social respect and for better relationship at home as well as at home andoffice.

You all know that company’s conduct tests and also interviews to test candidates’ communicationskills in addition to the subject knowledge. Any entrance exam to a higher institute either in India orabroad contains tests in assessing your communication skills.


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In daily life I am sure you appreciate a person who is better in his communication. In brief people whoare better in communication skills have more opportunities for success in life. I am sure you are allinterested in improving your communication skills.

Check your progress 1

Give any three reasons why you think it is important to improve communication skills.

1.2 WHAT ARE COMMUNICATION SKILLS

Communication is defined in many ways and no one definition is complete. Each definition conveys aparticular point of view. But each of them can only contain a partial view of this dynamic process ofcommunication. To acquire good communication skills, it is important to have a complete and full pictureof communication skills.

Read the following statements, which attempt to define ‘communication and say if you would agree ordisagree with each of the statements about communication. Write one or two sentences in support of yourview whether you agree or disagree. As human being each one of us have a particular view ofcommunication skills. Think deeply and use your own thoughts and feelings to answer these questions.

l Communication skills means the ability to express our views and understand others views.

______________________________________________________________________

l Communication means exchanging views though language or body language.

______________________________________________________________________

l Development of communication skill involves improvement of language ability. .

______________________________________________________________________

l Language alone is not enough for effective communication. It means personality development.

______________________________________________________________________

You must have thought about communication in many ways. Communication, in fact, is a sum total ofall the ideas contained in these definitions and not just any one of them in isolation. It is both language andpersonality development.

Communication failures take place not only because of not knowing the language but also due toseveral reasons related to one’s personality. Courage,. Confidence, logical thinking and several otheraspects of personality are also important in communication. Sense of humour is another aspect whichhelps during the communication process. Most of you would agree that you like listening to a teacher who

Unit 1 - What is Communication Skills?


is jovial and has a sense of humour. Don’t you? Therefore it is not only improving language but it is animprovement of several personality traits.

Check your Progress 2

a. What is the difference between language skill and communication skills?

b. How can communication skills be improved?

c. What are communication skills?

1.3 HOW TO LEARN TO COMMUNICATE?

In the previous section you learnt what is COMMUNICATION SKILL. Now you need to reflect onhow to improve your communication skills. Just as there are partial views of what is communication, thereare incomplete views about how to improve communication. Some might think that they should improvetheir language (grammar/vocabulary/sentence structures) to improve communication. Some other maybelieve in improving their spoken ability alone is enough to improve communication.. There is also a viewthat communication would automatically improve without consciously doing anything about it. Let usdiscuss some of these view points to helping you decide on a correct path to improve communication.After reading this section you should be able plan your own self-activities to improve your communicationskills.

Now go through the list of activities given below. Read them carefully and think how usefuleach one of them is for improving communication skills. You may classify them into the followingcategories: Very Useful Useful Not so useful

1. Reading books

2. Reading newspapers, magazine

3. Listening to news channels on TV

4. Listening to news on Radio

5. Improving vocabulary

6. Learning grammar

7. Watching serials on TV

8. Speaking in the language in a variety of situations

9. Improving pronunciation

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10.Improving body language

11.Improving dressing styles

12.Logical thought process

13.Developing a Sense of humour

14.Making use of a dictionary

15.Reading books on communication skills

Well, as Communication is a skill, one can acquire it only by practice. There is no other way to improve

writing than to communicate in real life. Communication can take place through speech, writing, andbody language. Listening and reading are also acts of communication. Therefore in the list of activitiesmentioned above all the activities are useful in some way or the other. But the degree of usefulness differ.One would waste time if he pursue the ‘not so useful’ activities. He is likely to profit if he know which arethe ‘useful’ and the ‘very useful’ activities. Once you decide on these aspects you can profit by doing theright things to achieve good skills in communication.

After you categorized the above activities under the three headings given above, look at the way it hasbeen done for you. Do you agree/disagree with it. Why?

Very Useful : 1,2,3,4,8,9, 12,

Useful : 5,6,7,10,11,13

Not so useful : 14,15


Can Communication skills be developed by reading books on ‘communication skills’? Why?

1.4 CERTAIN DOs TO IMPROVE COMMUNICATION SKILLS

This section aims at arriving at a checklist to follow while improving our communication skills. This willbe very useful to improving communication skills in less time. It is certainly useful to follow a systematicprocedure rather than all sorts of unplanned activities for developing communication skills without muchof our time being wasted.

First of all. you should develop a strong desire to improve your communication skills. For this purposeyou should know why you need to improve and what kind of communication skills you need to improve.Because there nothing as one kind of a communication skill for all. Hotel receptionists need communicationskills different from that of an air hostess. This is true of each and every profession and walk of life.



Secondly you should know what to do to improving the kind of communication skills that you want todevelop.

Thirdly, you should sincerely practice the different activities that you have thought useful for thispurpose. Unlike subjects communication skills cannot be directly learnt from a teacher, a dictionary or abook. This needs more practice than mere reading about it. You need to practice talking to people in manysituations whenever there is an opportunity. Listening is also very important in communication. Analyseyour own listening traits and try to improve your listening ability consciously. It will be an useful activity totake notes while listening to TV, radio or even lectures. This is a effective way of improving your listening.In addition to speaking and listening you should also read any book or other materials including newspapers,magazines. Writing is also very important. In the word of IT revolution, writing is becoming more andmore important. It is important to write short sentences, paragraphs etc., on a daily basis and improvegradually. Finally, Communication is a skill. It needs practice.

1.5 READING COMPREHENSION

Reading is an important component of communication skills. In order to improve your reading youneed to practice reading regularly. In this section you will find passages on reading comprehension. Youshould read the passage, understand the content thoroughly and answer the following questions. Youshould also learn all the new words in each of the passages with the help of a dictionary.

Passage 1

The sea is blue for the same reason that the sky is blue. The blue of the sea is caused by the scatteringof sunlight by tiny particles suspended in the water. Blue light, being of short wavelength, is scatteredmore efficiently than light of longer wavelengths.

Although waters of the ocean are commonly some shade of blue, especially in tropical or subtropicalregions, green water is commonly seen near coasts. This is caused by yellow pigments being mixed withblue water. Microscopic floating plants (Phytoplankton) are one source of the yellow pigment. Othermicroscopic plants may color the water brown or brownish-red. Near the shore silt of sediment insuspension can give waters a brownish hue; outflow of large rivers can often be observed many offshoreby the coloration of suspended soil particles.

1. All ocean water is the same shade of blue

(A) in all places

(B) at all times

(C) hardly ever

(D) because all light waves are the same length

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2. Blue light is

(A) a short wavelength

(B) a long wavelength

(C) about equal to all other wavelengths

(D) not scatterable

3. Green water near coastlines is almost always caused by

(A) sand color

(B) red pigments in coastal waters

(C) blue pigment

(D) reflected light and yellow pigment from plant life

4. Phytoplankton are

(A) short light rays

(B) suspended soil particles

(C) microscopic floating plants

(D) long light rays

5. The main idea of this passage is

(A) light causes sea color

(B) sea coloration is varied because of a combination of length of light waves andmicroscopic plantlife and silt.

(C) microscopic plantlife causes sea color

(D) water composition causes sea color

Passage 2

Each child has his individual pattern of social, as well as physical, development. Some of it depends onhis home life and his relationships with the people who love him. Children in large families learn how toget along with others through normal brother-sister play and tussles. An only child, on the other hand, mayhave to learn his lessons in social living through hard experiences on the playground or in the classroom.Twins who always have one another to learn on may be slow in responding to others because they do notneed anyone else.



A child who is constantly scolded and made to feel he does everything wrong may have a difficult timedeveloping socially. He may be so afraid of displeasing the adults around him that he keeps to himself(where he can’t get into trouble), or he may take the opposite route and go out of his way to createtrouble. Like the isolated child, he too may return to infantile pleasures, developing habits that will satisfyhim, But create barriers toward social contact.

1. The main idea in this passage is that

(A) twins are slower in developing than single children

(B) only children take longer to develop

(C) children develop socially, physically and developmentally according to an individualpattern

(D) secure children take longer to develop

2. The social development of a child can be affected by

(A) habits

(B) infantile pleasures

(C) patterns

(D) the number of siblings

3. One inference that can be drawn from this passage is that

(A) continual scolding is not harmful to the child

(B) continual scolding inhibits healthy social development

(C) continual scolding does not affect physical development

(D) continual scolding has adverse effects on the disciplinarian

4. Where does the passage say the only child learns his social lessons ?

(A) Home and school

(B) Playground and classroom

(C) Playground and home

(D) All of the above

5. Home life and people who live with the child affect his development

(A) partially

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(B) at no time

(C) totally

(D) in no noticeable ways

Passage 3

The major debilitating symptoms of Alzheimer’s disease include serious forgetfulness – particularlyabout recent events – and confusion. At first, the individual experiences only minor and almost imperceptiblesymptoms that the often attributed to emotional upsets or other physical illnesses. Gradually, however,the person may neglect to turn off the oven, may misplace things, may recheck to see if a task was done,may take longer to complete a chore that was previously routine, or may repeat already answeredquestions. As the disease progresses, memory loss and such changes in personality, mood, and behaviouras confusion, irritability, restlessness, and agitation, are likely to appear. Judgement, concentration,orientation, writing, reading, speech, motor behaviour, and naming of objects may also be affected. Evenwhen a loving and caring family is available to give support, the victim of Alzheimer’s disease is mostlikely to spend his or her last days in a nursing home or long-term care institution. At this time, there is nocure.

51. This passage implies that victims of Alzheimer’s disease may

(A) not remember childhood events

(B) suffer a gradual worsening of cognitive functions

(C) incur personality and behavioral changes.

(D) spend their last days in a long-term care facility

52. Symptoms of Alzheimer’s disease include

(A) enhanced motor skills

(B) loss of appetite

(C) forgetfulness and confusion

(D) laziness

53. In the passage, “debilitating” means

(A) to make feeble

(B) capability

(C) to strengthen

(D) stamina



54. The cure for Alzheimer’s disease is

(A) bed rest

(B) hospitalization

(C) there is no cure

(D) long-term care

55. According to the passage, a person with Alzheimer’s disease might not be able to

(A) walk

(B) remember the answer to a question which was already asked

(C) remain awake

(D) drive a car

1.6 VOCABULARY BUILDING

Vocabulary is very important for effective communication. The best way to improve your vocabularyis to learn new words in their context from the texts that you read such as newspapers, magazines,textbooks and so on. Some students tend to read word lists from some books and memorise their meaning.Others try to learn words and their meanings from the dictionary. Both of them are not very helpful. Anyword that is learnt without a context is not very useful , particularly, in English language. English wordshave meaning only in context.

Secondly, words have different meaning in different contexts. Whenever you come across a newword it is better to know the meaning of the word in other contexts as well.

When you learn the meaning of words, do the following.

Look at the word in the context. Guess the contextual meaning with the help of the available clues inthe context. Then consult a dictionary to confirm the guess. Go a step further and find out the meaning ofthe word in other contexts as well.

You will find a short text below with a few words italicized. The italicized words are presumed to bedifficult words for you. Guess the meaning of these words from the context and when you are convincedyour guess is right go to a dictionary to confirm your guess. Then find the other meanings also for thesame word.

Striking a balance between work and family life, and finding time to pursue personal interests is one ofthe most challenging issues that confront working people these days. The increase in the number of

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working women, breakdown of the institution of traditional family system, growing number of single-parent families and the changing demands of work have all contributed to greater career – life conflict

For Example the word, ‘balance’ in the above text means ‘ to have something in between’. But thewords balance can be use in many other senses. Given below are the different meanings possible forbalance as a noun and also as a verb.

Similarly meanings are given for other words also. Find out which is the contextual meaning as itappears in the passage and what are the other meanings of the word. balance noun

1 a state where things are of equal weight or force; equilibrium:

The toddler wobbled and lost his balance (= started to fall sideways).

She had to hold onto the railings to keep her balance (= to stop herself from falling).

New tax measures are designed to redress the balance (= make the situation more equal)between rich and poor.

We must strike a balance between reckless spending and penny-pinching (= try to have somethingbetween these two things).

2 The balance on a piece of electronic equipment for playing music is the particular mixture ofdifferent sounds, or the device which controls this.

3. A device used for weighing things. It consists of two dishes hanging on a bar which shows whenthe contents of both dishes weigh the same.

balance verb

1 to be in a position where you will stand without falling to either side, or to put something in thisposition:

The flamingoes balanced gracefully on one leg.

She balanced a huge pot effortlessly on her head and walked down to the river.

2 to give several things equal amounts of importance, time or money so that a situation is successful:I struggle to balance work and family commitments.

3 to arrange a system that relates to money so that the amount of money spent is not more thanthe amount received:

Stringent measures were introduced so that the government could balance its budget/the economy.

issue noun

a subject or problem which people are thinking and talking about:



environmental/ethical/personal issues

As employers we need to be seen to be addressing (= dealing with) these issues sympathetically.

Don’t worry about who will do it - that’s just a side issue (= not the main problem).

issues plural noun

have issues (with sb/sth) to have difficulty or disagreement with someone or something:

All the people in the study had low self-esteem and had issues with their bodies.

Anna has major issues with her employer.

issue noun

1 a set of newspapers or magazines published at the same time or a single copy of a newspaperor magazine:

There’s an article on motorbikes in the latest/next issue.

An old issue of ‘Homes and Gardens’ lay on the table.

2 An issue of shares is when a company gives people the chance to buy part of it or gives extrashares to people who already own some.

Pursue

pursue verb

1 to follow someone or something, usually to try to catch or kill them:

The car was pursued by helicopters.

The hunters spent hours pursuing their prey.

He was killed by the driver of a stolen car who was being hotly pursued by the police.

2 to try very hard to persuade someone to accept a job:

The company has been pursuing Holton for some time, but so far he has rejected all their offers.

3 to try to discover information about a subject:

We will not be pursuing this matter any further.

The police are currently pursuing several lines of inquiry into the case.

I don’t think this idea is worth pursuing any further. The press has pursued this story relentlessly.

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4 to try very hard to persuade someone to have a relationship with you:

He’s been pursuing her for months and yet she’s so clearly not interested.

pursue verb

1 to follow someone or something, usually to try to catch or kill them:

The car was pursued by helicopters.

The hunters spent hours pursuing their prey.

He was killed by the driver of a stolen car who was being hotly pursued by the police.

2 to try very hard to persuade someone to accept a job:

The company has been pursuing Holton for some time, but so far he has rejected all their offers.

3 to try to discover information about a subject:

We will not be pursuing this matter any further.

The police are currently pursuing several lines of inquiry into the case.

I don’t think this idea is worth pursuing any further.

The press has pursued this story relentlessly.

4 to try very hard to persuade someone to have a relationship with you:

He’s been pursuing her for months and yet she’s so clearly not interested.

Breakdown

breakdown noun

a failure to work or be successful:

I had a breakdown (= my car stopped working) in the middle of the road.

Both sides blamed each other for the breakdown of talks.

See also break down (MACHINE).

breakdown noun

a division of something into smaller parts:

We asked for a breakdown of the accident figures into day time and night time.

The rate of breakdown of muscle protein was assessed.



breakdown noun

a nervous breakdown

conflict noun

1 an active disagreement between people with opposing opinions or principles:

There was a lot of conflict between him and his father.

It was an unpopular policy and caused a number of conflicts within the party.

His outspoken views would frequently bring him into conflict with the president.

2 fighting between two or more groups of people or countries:

We wish to avoid conflict between our countries if at all possible.

conflict verb

1 If beliefs, needs, or facts, etc. conflict, they are very different and cannot easily exist together orboth be true:

The results of the new research would seem to conflict with existing theories.

2 to fight or disagree actively:

If the two sides conflict with each other again, it will be disastrous for party unity


Write 2 sentences using each of the following words in two different meanings balance, issue, issues,pursue, conflict and breakdown

1.7 LET US SUM UP

In this unit you learnt what are communication skills and also why it is necessary to improve yourcommunication skills. You were also taught how to improve your communication skills. In addition the unitfocused on improved your reading skills, vocabulary and the grammatical item , ‘active-passive’ voicetransformation.

1.8 SAMPLE EXAMINATION QUESTIONS

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1.9 ANSWERS TO CHECK YOUR PROGRESS

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Unit 2

At College

2.0 OBJECTIVES

In this unit an attempt is made to train you in the art of basic conversation in different contexts in aschool. In the process an attempt is made to provide you with simple language, which are commonlyused in day to day conversation.

Impart skills in reading comprehension

Teach you how to avoid common errors that we likely to commit in the use of English

2.1 INTRODUCTION: CONVERSATION SKILLS

One of the basic components of communication skills is oral communication. In India we have asituation wherein even after 8 to 10 years of learning English at Schools before joining a degree programme,students do not gain the needed amount of proficiency in English Language. This is mainly because oflack of exposure to spoken English. Our traditional classes in English have always focused on reading andwriting skills as they are very important for examinations. Spoken English is not tested and most studentsin public schools and even many private schools do not have sufficient motivation to speak in English

But in the context of modern India, spoken English is of great importance. It is important for all walksof life. It is useful to get a good job. It is necessary for social prestige and respect. It is very important topursue further studies abroad or try for a job in another country. Nowadays many Indians migrate tocountries like, Canada, Australia and New Zealand and for this purpose of spoken English is important.

Spoken English is not difficult to acquire. In out mother tongue most of us begin to speak even before

BSIT 31 Personality Development Programme - II 99

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we learn to read or write. But in English we do not gain confidence to speak even after knowing how toread and write. It is primarily due to lack of practice.

It is also important to know the different features of spoken English that are important to note. One ofthe main features is clarity. We should be able to speak in such a way that the listener does not have anystrain in understanding. As long as we are able to communicate and the listen can understand us easily,spoken English can be said to be successful. Listen may not be able to follow us easily for the followingreasons. First of all we should not speak too fast that other cannot understand or too slow where otherswill be bored or even go to sleep. Secondly we should use the right choice of words or vocabulary. Weshould also be able to construct grammatically acceptable sentences. Pronunciation is also very important.As Indians our pronunciation is likely to be influenced by our mother tongue. We should practicepronunciation where we come out of such influence and are intelligible to all without any problem. Thelanguage that we use also is important. We should be grammatically correct . We should also be capableof using good style of language. Finally spoken English is different from written English and this differenceis important to be maintained in speech. Short utterances, pauses, repetitions and certain amount ofsacrificing grammar are common to speech.


1. Why do many of us find it difficult to speak in English?

2. Name any four reasons why English is important for us.

3. Is spoken English difficult . Why?

4. What are the different features of spoken English

2.2 IN THE CLASS

Practice reading the conversation given below and answer the questions given below. You can callyour friend to be your partner to practice this dialogue.

Basavappa : Good Morning, Sri. How are you?

Srinidhi : Fine Basu. Getting on well? How about you?

Basavappa : I am fine. It has been a long time to have seen you

Srinidhi : Well,,, I was traveling quite often these days

Basavappa : I see. I am sure you enjoyed your travels.

Srinidhi : I always like traveling. It is great fun to see new places and meet new people. Iam sure you like traveling too.

Unit 2 - At College


Basavappa : Well. I do like to travel. I haven’t had many chances. I am planning to visit Delhithis December

Srinidhi : Delhi will be very cold in December. You need to carry warm clothes

Basavappa : I like winter. It is my favourite season. I don’t even wear too many warm clothes.I wear only if it is absolutely necessary.

Srinidhi : That is very interesting. But I cant stand cold. I need warm clothes even for mildwinters.

Basavappa : You wont be able to live in cold places, then.

Srinidhi : I can live but with lot difficulty.

Basavappa : Well Sri. Which is your most favourite city.

Srinidhi : I like Bangalore.

Basavappa : Why. I don’t like Bangalore. It is very noisy and polluted. Traffic jams are anightmare. I like a smaller place.

Srinidhi : Well Bangalore is a city of opportunities, the software hub of India. It has lot oflife. I love this place.

Basavappa : Alright Sri, I should be moving to my office now. It is time I left. Okay. See youand all the best.

Srinidhi : Bye. All the best.


a. Read the text below and answer the questions below:

Someone with a great desire to learn is said to be highly motivated. Motivation is very important inwhat one learns and how quickly one learns it. A motivated person will generally learn faster and moreefficiently than an unmotivated one. To learn efficiently, a person must intend to learn (intentional learning).However, incidental learning – learning that is not intended but which results simply from exposure tomaterial – sometimes does occur. The degree of incidental learning does not approach that of intentionallearning in real-life situations.

1. The passage implies that if a student studies for an exam, he is practicing

(A) incidental learning

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(B) intentional learning

(C) residual learning

(D) motivational learning

2. In the passage, “motivation” means

(A) dread

(B) repulsion

(C) neglect

(D) impulsion

3. According to the passage, in order to learn by intentional learning, one must be

(A) highly motivated

(B) unmotivated

(C) tired of learning

(D) in need of learning

b. Read the following passage carefully and answer the questions given at theend.

Albert Einstein was a great physicist whose reasearches into the working of the universe helped otherscientists create such things as nuclear energy, space travel and television. Stories about him show thathe had a great sense of humour. One such tells that as a young man with a growing reputation, hereceived many invitations to go to universities to explain his theories. On these trips he was alwayschauffeured by the same person…..a man called Hans. Hans often said to him, “It’s a pleasure to drivea genius like you, Dr. Einstein.”

One evening, on their way to a remote university, Einstein said, “I wish I didn’t have to give my lecturetonight, Hans. I am so tired. But I can’t let my audience down, can I ?”

“You need not to”, said Hans, “we will change places, and I’ll give the lecture for you. I’ve listenedto it dozens of times. I don’t understand it, but I know it by heart. And no one knows you at theuniversity, do they ? No one will find out. Einstein eventually agreed with Hans, but said to him, ‘Don’ttry to answer any questions, whatever you do.

They changed places, and at the university Hans was greeted and led to the platform in a great hallcrowded with professors and students. Einstein joined the audience and listened to Hans give his lectureperfectly, and joined in the applause at the end.

Unit 2 - At College


However, before Hans could get off the platform, a professor shouted from the audience, “I’d like toask you a question. It’s very difficult, but please answer it.” He then asked a question so difficult thatHans had no idea what he was talking about.

Einstein thought, “Oh dear, now we are in trouble.” But Hans just laughed and said. “That’s not adifficult question, sir. In fact, it is so easy even my driver knows how to answer it. Hans, stand upand……”.

Einstein stood up and answered the question perfectly. They left the university, with Einstein driving.A little later, Hans offered to take over from him. “No, my friend”, laughed Einstein, “it is a pleasureto drive a genius like you.”

1. Say whether the following statements are true, false or unknown.

(a) As Hans listened to the lecture of Einstein, he understood it well(True/False/Unknown)

(b) The question asked by the professor was that Hans had no idea of it.

(True/False/Unknown)

(c) When the professor had asked a difficult question, Einstein thought that they were in trouble.


(d) They left the university with Hans driving.


(e) “It is a pleasure to drive a genius like you”. These words were first spoken by Einstein


2. Answer the following in a phrase or sentence each.

(i) What kind of a story is this ?

a)fictional b)Amussing c)true

(ii) What did Einstein study ?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(iii) Which of the following qualities made him a great scientist ?

a)modesty b)interest in space travel

c)curiosity d)sense of humour

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(iv) Why did Hans give lecture in place of Einstein ?

…………………………………………………………………………..

(v) Did Hans perform well ? Pick out words from the story in support of your answer.

………………………………………………………………………………

………………………………………………………………………………

(vi) What was Han’s reply to the question of the professor ?

Ans: ………………………………………………………………………..

…………………………………………………………………………

(vii) Einstein called Hans a genius because he :

a)impersonated Einstein b)had memorized Einstein’s lecture

c)had presence of mind d)did not let Einstein down

(i) Describe the physical appearance of William Gilbert Grace in a line or two

Ans: …………………………………………………………………… . . .

……………………………………………………………………… .

(ii) What is the record of Grace as a batsman and bowler ?

Ans: …………………………………………………………………….. . .

………………………………………………………………………...

(iii) How did he consider cricket ?

Ans: ……………………………………………………………………......

…………………………………………………………………………

(iv)In what aspect, should the credit go to Grace regarding the game of cricket?

Ans: …………………………………………………………………….....

…………………………………………………………………..........

(i) What happened to her ?

Ans: ……………………………………………………………………......

………………………………………………………………….. . . ...

Unit 2 - At College


2.4 COMMON ERRORS

One of the common errors in our use of language is translation from our mother tongue. When wespeak or write in English we should take care to avoid translation from our mother tongue which are notintelligible to the native speakers. We should overcome common errors by constant practice.

The sentences given below are examples of sentences with common errors. Identify the error andcorrect the same.

1. He has not given his final exams yet

2. He discusses about politics

3. My sister is getting her ears bored this evening

4. She sings well. Is n’t it?

5. He couldn’t cope up with the class

6. Can you describe about that picture

7. Rain is coming very heavily.

8. Sugar is available freely in the market.

9. They sings very well

10.The teacher is giving a lecture

2.5 LET US SUM UP

In this unit you learnt what are communication skills and also why it is necessary to improve yourcommunication skills. You were also taught how to improve your communication skills. In addition the unitfocused on improved your reading skills, vocabulary and the grammatical item , ‘active-passive’ voicetransformation.


2.7 TO CHECK YOUR PROGRESS

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Unit 3

What are Writing Skills?

3.0 OBJECTIVES

In this unit of the block on writing we will discuss issues relating to the skills underlying writing ingeneral with a view to raising your awareness of the concept of writing as a skill, and increasing youunderstanding of the different sub skills involved in writing.. After reading this unit you will be able to

l analyse a piece of writing and understand its merits and demerits.

l provide opportunities for yourself to improve your writing on your own.

l understand the importance of writing skills.

l improve your insights into acquiring effective writing ability (the right methodology).

3.1 INTRODUCTION

IMPORTANCE OF ACQUIRING WRITING SKILLS

Improving writing skills is very important because, it still remains a difficult skill to acquire among thenon-natives. One of the reasons, perhaps, is that unlike spoken language which offers certain flexibility orliberty with grammar, vocabulary, and even textual organization, the written language is rather rigid andfollows certain rules, and conventions. Though learners apparently tend to view speaking as more difficultthan writing, they finally realize that writing is equally or even more difficult.

Secondly, many important decisions are taken based on written texts. Students need to write examinations,project work, and laboratory report for their academic purposes. Later, even in one’s career good writing

Unit 3 - What are Writing Skills?

Unit 3 - What are Writing Skills?106


ability is a great asset. The importance of writing can be emphasised by referring to the fact that thefollow up investigations proved that better technical communication could have averted or at least minimisedhuman loss at the nuclear meltdown at Chernobyl, Bhopal Chemical Plant Disaster and the tragedy of theChallenger space shuttle.

Thirdly, it is generally observed that non native user of English such as the Indians have not confrontedmuch of written English outside their text books and hence tend to translate from their mother tongue.They do not also realize that written English is markedly different from the spoken English. Thereforethey tend to write like the language of speech. As a result of these reasons it is important that you shouldfocus consciously on improving your written English.


Give any three reasons why you think it is important to improve writing skills. Expand each of thesereasons into a paragraph each.

3.2 WHAT ARE WRITING SKILLS

Writing skill is defined in many ways and no one definition is complete and encompassing all featuresof writing. Each of the definitions conveys a particular view point which can only be a partial view of thisdynamic process of writing. To acquire good writing ability, it is important to gain a develop a completeand holistic view of writing as a skill.

Read the following statements, which attempt to define ‘writing’ and say if you would agree or disagreewith each of the statements about writing. Write one or two sentences in support of each your views.Reflect on your own perception to answer this part.

l Writing is a process of encoding message in a language.

____________________________________________________________________

____________________________________________________________________

l Writing is a means to express or transmit ideas to the reader or the readers using the writtencode.

____________________________________________________________________

____________________________________________________________________

l Writing is a productive skill unlike reading which is a receptive skill. The writer produced language

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to express his ideas whereas a reader receives the ideas from the writer. Therefore writing is areverse process of reading.

____________________________________________________________________

____________________________________________________________________

l Writing is knowing vocabulary, and grammar

____________________________________________________________________

____________________________________________________________________

l Writing is easier than Speaking because we have more time to think.

____________________________________________________________________

____________________________________________________________________

l Improving writing means improving hand writing.

____________________________________________________________________

____________________________________________________________________

l Learning writing involves knowing how to punctuate

____________________________________________________________________

____________________________________________________________________

l Writing is related to thought process. It is the ability of the mind to think or organize ideas in acoherent (logical) and cohesive (sense of unity or completeness of and idea) fashion.

____________________________________________________________________

____________________________________________________________________

You must have thought about writing in multifarious ways. Writing is, in fact, a sum total of all the ideascontained in these definitions and not just any one of them in isolation.

It is a process of encoding in writing one’s thoughts and ideas in a way that the reader is able to get themessage exactly and accurately. Writer, therefore has to keep his audience in mind while writing andmodify his language, thought process and several other aspects considering the fact that whatever hewrites should be received by his readers effectively.

It is, in fact, a reverse process of reading because in reading you decode message and in writing youencode message. In either case it is important to have a good knowledge of the language as you deal with



for both encoding and decoding.

Knowledge of appropriate vocabulary and also the grammatical rules certainly play an important rolein writing. A special feature of words in English is that the words have multiple meanings in variouscontexts. In fact, words do not have meaning in isolation and have meaning only in the context. Forexample let us look at the word, ‘cold’. Read the following sentences to see how the meaning changes ineach of the contexts. This is true for most words in English. A good knowledge of the vocabulary wouldmean a knowledge of the multiple usages for each of the words.

The weather is cold.

There is a cold war. We should do something before it erupts into a war.

He has cold. He needs to consult a doctor.

He was rather cold when I visited him. So I left his place soon

It is cold -blooded murder

Written language is distinctly different from the spoken language as it aims at communicating with anaudience, who are distant and solely depend on the writing to understand the message, unlike speech,wherein the listeners have the advantage of body gestures, tone, repetition and other characteristics ofspeech. Written sentences observe all the grammatical rules of sentences strictly, whereas the languageof speech could take certain liberties with grammar. One could speak in broken utterances, words orphrases and a lot of meaning is conveyed through body language too.

Handwriting is also an important aspect of written language. Bad handwriting can intrude smoothreading. Anyhow it is only a mechanical aspect. It does not strictly relate to a writing skill.

In addition to these features of language, certain features aspects to mental though processes such ascoherence (logical development of ideas) and cohesion (unity of thought) are also very important inwriting. If the writing is incoherent, it would fail in communication in spite of best language traits. Thesame is true if the text lacks unity of thought. Coherence and Cohesion are interdependent and relatedfeatures of writing.


a. Show the difference between the language of speech and the language of writing by suitableillustrations.

b. Supply suitable punctuation marks including capitals letters to the text given below:

an englishman a scotsman and a welsh man were stranded on a small island in the atlantic oceanone day they found a magic lamp when they rubbed it a genie appeared and granted each ofthem one wish.

i d like to be back in birmingham said the english man puff he disappeared

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3.3 HOW TO LEARN TO WRITE? (AWARENESS RAISING)

In the previous section you learnt what is writing. Now you need to reflect on how to improve yourwriting. Just as there are partial views of what is writing, people do hold incomplete views about how toimprove writing. Some might think that they should improve their grammar/vocabulary/sentence structuresto improve writing. Some other may believe in improving their writing through wide reading. There is alsoa view that writing would automatically improve without consciously doing anything about it. Let usdiscuss some of these view points to helping you decide on a correct path to improve written English.After reading this section you should be able plan your own self activities to improve your writing skills.

Let us first all check your views on improving writing. Think of your own methods or strategy forimproving writing and write down all the activities that you have been involved in for the purpose ofimproving your writing:

_________________________________________________________________________

_________________________________________________________________________

__________________

Now go through the list given below. Mention the activities

l that you have included in the list of activities that you made just now

l that are not included here you have mentioned in your list

l which you think are not useful. Give reasons.

l that are most useful

1. Reading books silently

2. Reading books aloud

3. Listening to TV

4. Writing sentences using difficult words

5. Improving vocabulary

6. Learning grammar

7. Writing paragraphs on familiar ideas

8. Writing essays on familiar topics

9. Writing letters, emails etc.



10.Learning proverbs

11.Learning punctuation

12.Taking dictation

13.Reading pictures

14.Reading newspaper

15.Speaking in English daily

Well, as writing is a skill, one can acquire it only by practice. There is no other way to improve writingthan to write, review, rewrite several times till the writer is satisfied that the piece of writing is good.Therefore in the list of activities mentioned above all the writing activities are useful to improve writing.Reading, listening and speaking may have their influence on our writing but they play a less importantrole. They will be useful only if we practice writing. If we are in the habit of writing, then our reading ,speaking and listening activities also help. If we do not write anything original and only depend on otheractivities that would not serve the purpose. The act of writing and rewriting the same text till our satisfactionis called the process approach to writing.


Can writing be learnt by listening to lectures. Give reasons.

3.4 PROCESS APPROACH TO �WRITING�

Writing is a process activity. It is not a one time product. Most of us, perhaps, write once and thenleave it at that. But while writing important documents such as thesis, proposals, reports or even importantpersonal letters, for that matter, a first draft is written first and then this draft is revised twice or eventhrice till the final version. Even the final product is called only a final ‘draft’. This implies that it is possibleto further improve this final draft. In fact, one abandons writing at the end and not really revise it toperfection. In this sense writing is a continuous process rather than a one time product.

Looking at writing as a process activity has implications for improving our writing. The act of revisingone draft to the next is helpful in not only improving the quality of the writing under consideration, but alsovery useful in improving one writing skills in general. But in order to use it for the latter purpose, it isimportant to attempt this activity of improving upon drafts in a systematic fashion. Normally people dependon their intuition and on certain general principles like checking for grammatical mistakes and spellingmistakes for writing revised drafts. It has its own advantages. But if it is done systematically following achecklist of certain features to look at while revising drafts, then it would be a more productive experiencefor improving writing.

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This section aims at arriving at a checklist to follow while improving our writing from one draft to theother improved version. This would certainly help in realising one’s drawbacks in writing and thereforevery useful to improving writing in the longer run. It is certainly more useful to follow a systematicprocedure for revising or redrafting one’s writing than depending on intuition alone.

3.4.1 Checklist for revising drafts

Instead of depending one’s intuition and general overall knowledge of language for revising drafts inprocess writing, it would be better to follow the following checklist of activities. Given below are the hedifferent sub skills of writing that one should look for

l Syntax at the sentence level ( Right order of words in a sentence )

l Syntax at the paragraph level ( Right order of sentences in a paragraph)

l Coherence ( Use of Linking Devices etc.,)

l Choice of vocabulary (relevance, appropriacy,etc)

l Cohesion ( Unity of thought or conveying fullest meaning; absence of ambiguity or half finishedideas/meaning)

l Use of appropriate and varied structures

l Punctuation Marks

l Style, format, use of non verbal devices, following conventions etc.,

l Grammaticality



Self Check Exercise 4

Given below are the first drafts of three different texts. Write the second and the final draftsfor the text making use of the checklist given above.

a. decision making

Some people decide fastly. Other took a lot of time to think and think and think and then in thefinal end do not decide. It can be called a ‘non-decision syndrom’Hamelet is a good play writtenby Shakekspeare. Shakespeare thought decision making was important. He wants to convey thatmessage through the character of Hamlet who meets with utter failure because of his inability todecide and as a result delay most of his actions. From the character of Hamlet and his failure wecan learnt that decision should be made on time and not delayed it further.

b. censorship in the Internet.

I don’t understand how anybody can argue for total freedom from censorship on the Internet.….. There are controls on sex and violence in other media: why not on the Internet? That is just thepoint: the Internet is not like all other media. It is selfish peabrains like Mr. Janovic who one dayruin the Internet. The Internet not for childs, the Internet for adults. If peple want a pure anduncorrupt internet, they shouldmake there own internet and not ruining our internet. Childs mustbe be controlled. Parents let them run wild in the street. They taking drugs and killing people.

c. A new class member

This is about Basavaraju, is a new member of the English Debating Class at Humayun Universitycommunity College. There many classes Humayun. He generally likes his life in Humayun locatedin Delhi, but he doesn’t like his apartment. He is 27 years old. Basavaraju is from Belgaum. He ismarried and he has three beautiful childs.her childs are yuoung. So he no work right now. In hisfree time he sing and also write songs.

3.5 LET US SUM UP

In this unit you learnt the different sub skills of writing and also how to go about improving your writingin a systematic fashion. An attempt was made dispel some of the false notions about writing and also theway to improve the writing ability. Process Writing has been suggested as the best approach to improveone’s writing.

You also learnt that the only way to improve your writing is to practice writing as much as possible.Activities like reading , listening and speaking cannot directly promote writing skills But these activitieswill certainly be helpful while trying to improve writing. While practicing writing, one need not limit himself

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to one kind of writing such as diary writing, letter writing or writing emails and so on. One could practicewriting of any kind.

Finally a point was made that it is important to analyse our own writing with a view to improving themto our best. We need to write the second, third and fourth drafts of what ever we write. Each successivedraft should be an improvement on the previous draft. For the purpose of writing the revised drafts of atext it will be useful to follow a checklist and a systematic procedure instead of depending on our intuition.One is certain of improving his or her writing skills if they follow the process approach to improvingwriting.


1. Mention the different sub skills of writing. Discuss the importance of each one of them

2. What are the differences between the language of speech and the language of writing

3. Why is process writing an useful approach to improve writing

4. Why are punctuations necessary in writing. Mention any five punctuation marks that youwould use frequently. Give 2 instances of usage for each of them.

5. Writing is a reverse process of reading. Discuss.

6. Write a paragraph on the influence of television on children. Write the second and thirddrafts of the same pointing out the changes made on each occasion.

7. Why is writing an important skill to acquire. Suggest certain steps to improve writing.


Check Your Progress 1

l Three reasons why I think it is important to improve writing skills are:

l It is not an easy skill because written language follows strict rules of grammar. As non nativespeakers it is difficult to master these skills easily. Therefore it is important to focus more onimproving writing.

l Writing is important for academic as well career purposes

l Reports, Letters and many other written documents play a crucial role in our lives.




a}

Language of Speech Language of Writing

Broken Utterances, Words, Phrases Mostly Full Sentences

Use of body gestures Not possible

Repetitions allowed for emphasis No repetition

Use of Pauses, Fillers to indicate sense groups Use of punctuations

Liberty with grammar No liberty with grammar

Use of short forms I’ll, That’s etc., Such short forms not used

Illustration

1. “Sorry, I shouldn’t have done that.”

“That’s alright.”

“I shall take care from now.”

2. I am very sorry for having done that rather abruptly. I

understand now that I should not have behaved that way.

The first Illustration is taken from the language of speech whereas the second one is taken from thelanguage of writing.

b} An Englishman, a Scotsman and a Welsh man were stranded on a small island in the Atlanticocean. One day they found a magic lamp. When they rubbed it, a genie appeared and granted eachof them one wish.

“I d like to be back in Birmingham,” said the Englishman. Puff! he disappeared.


Writing skills cannot be learnt by listening. Because listening and writing are two different skills andpractice in one cannot develop the other.

Listening is a receptive skills and writing is a productive skill and these two different skills havedifferent kinds of demands on the user.

Finally it is possible to see many people who can listen and understand a language but not be able towrite. This clearly shows how the training for these skills are also different.

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Self Check Exercise 4

Given below is the second and third drafts of the text on ‘decision making’. Texts b and c can bewritten in a similar fashion.

a. Decision making

Second Draft

Some people decide fast. Other take a lot of time to think and decide. Even after much time theydo not decide. It can be called a ‘non-decision’ syndrome. In his play, Hamlet, Shakekspearestresses the importance of making timely decisions. Shakespeare convey the message from thefailure of Hamlet that inability to decide has resulted in a big failure in life.

Second Draft

Decision making is important for one’s life. Some people decide fast whereas others don’t. Stillworse are people who suffer from a disease called‘non-decision’ syndrome. These are people whonever decide at all. In his play, Hamlet, Shakekspeare brings out the importance of making timelydecisions through his character, Hamlet. Hamlet fails miserably because of lack of timely decisionin life.



Unit 4

Practising Writing Skills

4.0 OBJECTIVES

In this unit of the block on writing you will be trained in the skills of writing. In the previous unit youlearnt about writing skills and how to acquire them. This unit would follow up on the theoreticalinsights and provide practice in writing. After this unit you will be able to

l Write paragraphs and

l Write letters

effectively caring for all the sub skills of writing.

4.1 INTRODUCTION

SUB SKILLS OF WRITING

In the previous unit you learnt that some of the sub skills of writing are

l the ability to write syntactically correct sentences

l the ability to arrange the sentences in a paragraph in the correct order

l appropriate use of linking devices to connect sentences within a paragraph

l use of appropriate vocabulary

l use of correct punctuations


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l grammatical accuracy

l ability to handle a variety of sentence structures

l writing coherently

l writing cohesively and so on

In addition to these skills of writing, it is necessary to learn the conventions or the formats that arefollowing in different types of writing such as letters, CVs, reports, memos, descriptions, processes,instructions and so on. The formats or the layouts of different types of writing are very important.

In this unit you will learn to write paragraphs and letters and in the process you will gain adequatepractice in the different sub skills of writing as well.

4.2 WRITING PARAGRAPHS

4.2.1. Why do we need paragraphs?

Paragraphs are similar to punctuation marks. Will it be possible to read a text that does not have anypunctuation marks? The readers will experience a similar difficulty in reading a text that does not haveany paragraphs.


Read the passages, A and B given below and say which one reads better and say why.?

Passage A

Hi Ram,

I can hardly believe it as I write this to you even now. I have been crying for two days now and I haveto tell you this. I know you won’t be surprised but honestly, the only thing that really, truly causes me tobelieve this is that its happening TO ME AND IN MY LIFE. Recently, I kept hearing a commotion goingon in my attic. It sounded like the Army/Navy game was being played up there. After listening for daysand nights, I decided that somehow, someway rats had gotten into my attic and was having a field day.The repairing charges for the attic is estimated to be Rs. 50,000/- I certainly could not imagine where themoney could possibly come from to cover such an expense and I was beside myself in despair.

Passage B

Hi Ram,

Unit 4 - Practising Writing Skills?


I can hardly believe that I would write this to you even now. I have been crying for two days now andI have to tell you this. I know you won’t be surprised but honestly, the only thing that really, truly causesme to believe this is that its happening TO ME AND IN MY LIFE.

Recently, I kept hearing a commotion going on in my attic. It sounded like the Army/Navy game wasbeing played up there. After listening for days and nights, I found out that somehow, someway rats hadgotten into my attic and were having a field day.

The repairing charges for the attic is estimated to be Rs. 50,000/- I certainly could not imagine wherethe money could possibly come from to cover such an expense and I was beside myself in despair.

4.2.2. What are paragraphs?

Paragraphs, as you know, are groups of sentences that help to arrange a written matter in smaller bitsthat makes it easier to read. Usually each paragraph revolves around one main idea. When you finishreading one paragraph you have been an idea. Subsequent paragraphs would deal with different ideas.This is a good way for the writers to convey their messages in easy stages.

The main idea in the paragraph is stated in a sentence called the topic sentence. All other sentencesin the paragraph are directly related to the topic sentence. Sentences, which do not contribute to the mainidea, do not have any place in the paragraph. In other words a good paragraph will not have any sentencethat is unrelated to the main idea.

Coherence is another hallmark of a good paragraph. It basically means logicality. All the sentences ina paragraph would be logically organized with respect to their meaning. Unrelated or incoherent sentencesare likely hamper the quality of a paragraph.

Cohesion is yet another feature important in any writing including paragraph writing. It primarily meansunity of thought. A paragraph is cohesive because it deals with one idea and this idea is expressed in acomplete sense.

Sentences in a good paragraph are well connected by suitable linking devices. Linking devices arewords like First of all, Secondly, Later, Consequently and so on. These words link one sentence and thefollowing sentence. They also signal the kind of relationship between two sentences. For example, linkingdevices such as whereas, on the one hand…… on the other.., establish a relationship of comparison andcontrast.

4.2.2.1. Rearrange the following jumbled sentences in the rightorder observing the principles of coherence and cohesion.

a. Not only does this increase their tolerance of violent behavior in other, but most authorities now

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concede that under certain conditions, some children will imitate anti-social acts that they witnesson television.

b. For one thing, recent studies tend to show that TV stifles creative imagination.

c. Some teachers feel that television has taken away the child’s ability to form mental pictures inhis own mind, resulting in children who cannot understand a simple story without visual illustrations.

d. Many people are worried about what television has done to the generation of American childrenwho have grown up watching it.

e. The third area for concern is the serious complain frequently made by elementary school teachersthat children exhibit low tolerance for the frustrations of learning.

f. Because they have been conditioned to see all problems resolved in 30 or 60 minutes on TV,they are quickly discouraged by any activity that promises less than instant gratification.

g. Secondly, too much TV too early tends to cause children to withdraw from real-life experiences.

h. But perhaps the most serious result is the impact of television violence on children, who havecome to regard it as an everyday thing.

i. Thus, they grow up to be passive spectators who can only respond to action, but not initiate it.

The sentences given above in the jumbled order have been rearranged into a coherent paragraph andgiven below. This paragraph shows all the characteristics of a good paragraph, namely, a well definedtopic sentence (T), appropriate linking devices (LD), Coherence (logical arrangement of sentences in theright order) (CR) , and cohesion (unity of thought) (CH)

Many people are worried about what television has done to the generation of Americanchildren who have grown up watching it (T). For one thing (LD) recent studies tend to show thatTV stifles creative imagination. Thus (LD) they grow up to be passive spectators who can only respondto action, but not initiate it. Some teachers feel that television has taken away the child’s ability to formmental pictures in his own mind, resulting in children who cannot understand a simple story without visualillustrations. Secondly(CR), too much TV too early tends to cause children to withdraw from real-lifeexperiences. The third area for concern (LD) is the serious complain frequently made by elementaryschool teachers that children exhibit low tolerance for the frustrations of learning. Because they havebeen conditioned to see all problems resolved in 30 or 60 minutes on TV, they are quickly discouraged byany activity that promises less than instant gratification Not only does this (LD) increase their toleranceof violent behavior in other, but most authorities now concede that under certain conditions, some childrenwill imitate anti-social acts that they witness on television. But (LD) perhaps the most serious result is theimpact of television violence on children, who have come to regard it as an everyday thing.

As there are no sentences that are irrelevant and hanging lose and also that all the sentences are wellconnected by appropriate linking devices, the paragraph can be said to be coherent (CR). It is also said to



be cohesive (CH) because it convey a complete sense. The idea contained in the topic sentence hasbeen fully covered.

4.2.2.2 Identifying features of �a good� paragraph

Read through the following paragraphs and state which one is good and state reasons foryour decision.

Paragraph A

Teenagers spend a lot of time playing computer games. Long hours spent gazing at the monitor canhurt the eye. Time spent on computer games is time away from studies. Often parents and teachersobject because this seems a great way for teenagers to waste time. May be this is true or may be not.Computer games are addictive. You can go on playing in order to increase your score but very often, afterplaying for a long time, fatigue and boredom set in. Another good thing about playing computer games isthat it teaches eye-hand co-ordination. Also teenagers learn to look out for all the various options in morecomplex games. This is a problem-solving approach, so there are benefits from playing computer games.

Paragraph B

Teenagers spend a lot of time playing computer games. Often parents and teachers object becausethis seems to be a great way of teenagers to waste time. And to some extent they are right. Computergames are quite addictive……… once started on a game, it is difficult not to go on and on aiming forincreasing scores. But one can hope that fatigue and some degree of boredom will set in at last, so that theteenager gets unhooked. Granted it is not always so. It is important to remember that computer gameshave their benefits as well. To begin with , they promote a certain level of eye-hand-coordination. Also asgames get more complex, teenagers learn to look for all possible options and for ways to beat the game.As a result, it can be a fun way for them to acquire a problem-solving approach.

I am sure you would have rightly concluded that Paragraph B is better than Paragraph A

Paragraph A lacks coherence and as a result meaning does not emerge smoothly. Paragraph B displaysa coherent development of the idea. Some of the problems in paragraph A are:

l It does not have proper linking devices. On the other hand it has misleading linking devices. Forexample, ‘another good thing about playing computer games’ (without mentioning any goodthings before this sentence, the linking device ‘another’ is meaningless and also misleading.)

l Sentences are not logically arranged

l It includes certain unnecessary sentences

Eg ‘Long hours spent gazing at the monitor can hurt the eye.’

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l All the sentences do not contribute to the central idea.

l Meaning comes out only after some struggle and difficulty.

whereas Paragraph B exhibits coherence, and cohesion. It merits are:

m It has made good use of linking device.

m The first three sentences of the paragraph use pronouns ‘they’, and ‘this’ to refer to computergames and parents and teachers. They link the sentences very well.

m Key words are repeated to get across the meaning more effectively. The repetitive use of thewords ‘computer games’ lends the paragraph a sense of unity. It is also responsible for thesmooth flow of words. But repetition of words unnecessarily can make the paragraph tediousand unreadable.

m Use of like meaning words instead of repeating the same word is also a kind of linking device.The words ‘benefit’, ‘learn’ and ‘acquire’ are used while discussing the advantages of a computergames.

m Apart from linking words, which are usually found in the beginning of a sentence certain shortsentences or utterances signal the position or sequence of ideas. They help the readers to getthe meaning easily just as signposts make it easier for a traveler to find his way.

m In this paragraph sentences like ‘Granted it is not always so’ is one such example which expressesthe possibility of a contradiction of views from the positive effects of computer games to thenegative effects. ‘To begin with’ is another example of such a linking device.

m Sentences are logically arranged. (For example the sentence, ‘ it is important to remember thatcomputer games have their benefits as well’ marks a transition from the arguments againstcomputer games to arguments in favour of the same. This is absent in the paragraph A. Anotherexample of logicality and sequencing is that the paragraph B mentions the simple benefit of eye-hand co-ordination before mentioning the more complex problem solving benefit.)

m It does not include irrelevant sentences

m All the sentences are directly related to the topic sentence. Meaning emerges smoothly andeffortlessly.

4.2.3 How to write a paragraph?

After having discussed paragraph writing at length, you should take some tips for writing goodparagraphs. First of all, it is important to think and conceive of an idea to express in clear terms. Once the



idea is clear, try to expand the idea logically (coherence) and also fully (cohesion). Once you have mentallydecided on what to express and how to express, proceed to the next stage which is putting the ideas downon a piece of paper.

Check for all the characteristic features of a paragraph and write revised drafts till you are convincedthat you have written the best paragraph possible. While revising, editing or redrafting the paragraph thetips provided to you in the previous chapter on ‘What are writing skills?’ would be useful. Well you willcertainly find it useful to redraft your paragraph for a. a good topic sentence, b. an appropriate linkingdevice, c. proper sequencing of ideas d. avoidance of unnecessary details, e. avoidance of meaninglessrepetitions, f. punctuations and g. grammaticality


1.

a. What is a paragraph

b. What is a topic sentence? Why is it important?

c. What is coherence? How is coherence achieved in a paragraph

d. What is cohesion? Why is cohesion important in a paragraph

e. What are linking devices? Why are they important?

2. Rearrange the jumbled sentences into the correct order observing the principles of coherence andcohesion.

1. Everyone eats more than usual, and at the end of the day we are as stuffed (full) as the turkey.

2. In my family everyone brings a special dish for the thanksgiving meal.

3. My aunt bakes a turkey and fills it with stuffing, a mixture of bread and spices.

4. Thanks giving is a family celebration

5. They prepare many traditional foods such as turkey, sweet potatoes and cranberry sauce

6. On this day the Americans remember the first thanksgiving feast of the early American colonists.

7. My relatives also make vegetables, salads, and at least four pies

4.3 WRITING LETTERS

In this section you will be guided to learn the format, content, organizational pattern and the nature of

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language to be used in both personal and official letters., you will be exposed to the different practices,customs and norms in such writing. You will be enabled to choose the best way to write for the specificpurpose.

An attempt is made to take you to a higher level from your present level of knowledge and skills inletter writing. All of you have learnt how to write personal and official letters and are familiar with thedifferences between them in terms of format, tone and language. Here you would be enabled to improvethe organizational pattern of the content of the letter, and also to be flexible in choosing an appropriateformat instead of being rigid about one particular format.


a. Name the different parts of a formal or official letter

b. Reflect and recall the main differences between personal and official letters? Write at leastthree differences.

1.

2.

3.

4.3.1 Sample Letters

Look at the following letters and bring out the differences between the formal and informalletters.

a. Formal letter

Given below is a formal thanks letter from a candidate to the Manager of company afterthe interview for a post



953 Montieth RoadChennai600 023

July 15, 2005

Ms. AmsaveniManagerLunar Solutions Inc.1295 Thane RoadMumbai ,400 034Dear Amsaveni,

I would like to sincerely thank you for the time that you spent with me last Thursday, briefing me onyour company’s background and operations, and interviewing me for the position of AdministiveCo-Ordinator in your organization.

I was very pleased with the interview from my perspective, as I hope you were from yours. Nowthat I have met you and some of your colleagues, and know more about the activities of LunarSolutions, I am even more excited about the possibility of working with you and your team than Iwas before the interview. I feel that this job would be a perfect fit for my skills and abilities, and thatI would definitely be a value-added addition to your company.

If you have any follow-up questions, please don’t hesitate to call me at (613) 820-7359 or by e-mailat [email protected]. I look forward to hearing from you in the near future.

Yours sincerely,

Jason Alexus

b. Informal letter

Given below is an informal letter from Ravi to his friend Raju

June 15, 2005

Dear Raju,

I am fine. How are you? It’s been long since I heard from you. I thought I would get in touch with youto say Hi and break this long silence.

I have been rather busy these days. I am doing a course on Multimedia with Arena Soft. It is damn

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good. The institute gives you a cozy room, good air-conditioning, nice location…. everything is good. Thecourse is good too. I am taught photoshop, director and flash. Very interesting. I would always be remindedof your art work , creativity, and imagination. This course would best suit you, I bet.

Well you have chosen to be a doctor, so you may not be interested in this course. Well with a meregraduation in economics, I find my future rather gloomy in the job market. I need to equip myself withsome skills relevant to today’s job. I think this course would place me at a good position. Let us see… Doyou think that it is a good idea to pursue this course. It is damn expensive…they charge me Rs.30000/ forevery six moths and it is a 18 month course. Well….

I want to meet you sometime. Why don’t you come down this weekend? It is a holiday on Friday too.Let us go cycling into the countryside, swim in the well, pluck and eat mangoes. There is a festival of thevillage deity this weekend. The place would be very colourful and lively. What do you say? Let me knowsoon if you would come. I shall make all the arrangements.

Ok, Raju, Bye! Hope to hear from you soon.

Love,

Ravi


List the differences between these two letters in

m Format ( position of ‘from’, ‘to’ addresses, salutation, complementary close, Punctuationmarks in the addresses etc.,)

m Body ( organization of the content )

m Language ( features of formal and informal language)

4.3.2 The parts of a formal letter

Given below is an formal letter with the different parts labeled for your reference



A BangaloreJuly 14, 2005

B

To

The Sub Inspector of PolicePolice StationSeshadripuramBangalore

Sir, C

Sub: Complaint against theft of Motor Cycle D

E1

I would like to lodge a complaint against the theft of my motor cycle.

E2

My motor cycle ( Bajaj - Pulsar) with registration number KA 36 3412 has been stolen from thepremises of National College, Seshadripuram, Bangalore around 7 PM, February 10, 2005. The vehiclewas kept in the parking area around the canteen and locked around 6 PM.

E3

It is a 2004 model, crimson blue in colour and is in brand new condition. Its engine number isC43534343980. On the handle bar, my name ‘Shiv” is engraved. On the rear number plate there is a glowsign caption ‘STOP’. The RC book, Insurance papers and my driving license are kept in the glove kit.

E4

I kindly request you to look into the matter and do the needful to recover the motor cycle at theearliest.

Thanking you,

F Yours Sincerely,

(K. Shivanna)

12-09-87, 2nd Street,Seshadripuram

Bangalore 560 007Tel : 2304 2987

Email : [email protected]

Encl: A recent photograph of the motorcycle. Copy of the registration certificate G

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4.3.2.1 The Layout / Format of a Letter

The lay out / Format of a letter is as important as or even more important than the content of a letter.The appearance of the letter has a ‘first-appeal’ on the reader. Even the materials used such as thequality and size of paper, the kind of letter head, the type of ink or print (laser jet, ink jet etc.) used, the typeof envelope, and even the way stamps are stuck play a crucial role in creating the desired appeal.

Several types of layouts are prevalent across the globe. There is no one rigid format as the format forany kind of letter. It depends on several contextual factors such as the socio cultural beliefs and expectations.Hence it is good to be aware of the various formats and styles in writing and choose the best that fits theoccasion.

The lay out of a letter includes the positioning of the different parts of the letter, and use of appropriatepunctuation marks.

Now look at the sample letter given above and label the different parts marked A to G.

Did you find all the parts of the letter which you had mentioned under Self Check Exercise 2 and didyou also find them in the places as expected by you.

What are the differences? Well as pointed out earlier, letters can follow different formats and there isno one fixed way. However we cannot write them in whatever fashion we like. We need to follow apattern, which is in practice and recognized in most circumstances.

In the section below you will different ways of writing dates, the different positions for the differentparts of a letter and also differences in punctuation mark. They have also been labeled. This sectionshould give you ideas for different formats/lay outs for letters. In addition the different parts of the bodyof the letter are also labeled. The parts show how the body of the text needs to be organized.

You need to decide an appropriate format for your letter depending on the situation. Looking at differentletters from varied sources will help you in making this choice. The model letters you might find on theweb also can be a good source for reference.

4.3.2.2 Different ways of laying out the different parts of a letter:

Warangal Warangal,

1st August 2004 / August 1, 2004 1st August 2004 / August 1,2004

From From

——————— Open ———————, Closed

———————— Type ———————, Type

———————— ————————.



To To

——————— Open ———————, Closed

———————— Type ———————, Type

———————— ————————.

Respected Sir,/Madam,

Sir, /Madam,

Dear Sir,

Dear Mr. Rajan,

Sub:

Ref:

———————————————————————————————————————

—————————————————————————————————————————————————————————————————————————————————— (Purpose / Why of the letter) First part of the letter

———————————————————————————————————————

———————————————————————————————————————————

l ———————————

l ———————————

l ———————————

l ———————————

(Details appropriate and necessary to the addressee) Second part of the letter

———————————————————————————————————————————————————————————————————————————————

———————— (Intent / What the letter seeks to do) Third part of the letter

Thanking you,

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Yours Sincerely,/ Yours Faithfully, Yours Sincerely,

(RAJ NARAIN) (RAJ NARAIN)

————————— —————————

————————— —————————

Encl:

1 a

2 b

CC:

—————————

—————————

Note the following points:

l Date could be written after the From / To Addresses also

l ‘From address’ is written either in on top left or right sides or after the subscription in the end.It is placed at the end in many cases these days. The reason is that by placing the ‘From’Address below, we give more prominence/importance to the receiver.

l Subject or Title is written either after or before salutation

l The labels ‘From’/’To’ may or may not be explicitly mentioned as they become obvious fromtheir position in the letter or even otherwise.

4.3.2 Organisation of the body of the letter.

Just the format for a letter is important, the organization of the body of the letter also is important.Usually the body of a letter contains the following three parts:

l The purpose

l Relevant details

l Intent or what the letter wants the addressee to do?

In the section 4.3.2.2 the pattern of organization of the body has been pointed out. It has also beenshown that each of these parts are written in a separate paragraph. This pattern is applicable to mostformal letters.



4.3.3 The Language and Style

Language and style in the body of the letter varies from a formal letter to an informal letter. Formalletters aim at clarity, precision and accurate information. In addition the tone of the language needs to beformal. Passive voice constructions are frequently used in formal letters. Vocabulary is also chosencarefully to avoid any ambiguity. Grammaticality, spelling and all other aspects of good writing are alsoimportant.

Informal letters can permit informal tone and use of language. Certain spoken utterances are permissiblein informal letters as they help to establish a closer rapport with the addressee. The organizational patternis not that strict as the one suggested for the formal letter.

4.4 LET US SUM UP

In this unit you learnt the different sub skills of writing and also how to go about improving your writingin a systematic fashion. An attempt was made to dispel some of the false notions about writing and alsothe way to improve the writing ability. Process Writing has been suggested as the best approach toimprove one’s writing.


4.5.1 Write paragraphs on the following topics using theinformation in the table given below:

A.Email and Post are similar in some respects but differ in others

B. Email and Telephone differ in many ways

C. Post and Fax are different in many respects

D.Fax is very different from an email

E. Telephone communication is entirely different from that of a post

F. Telephone and a Fax share certain common features.

G. Email is preferable for many reasons.

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Comparison of Communication Techniques

4.5.2 Answer the following questions observing different format,appropriate language and organization pattern.

l Write a letter to the district collector inviting him/her to be the chief guest for your school daycelebrations.

l Write a letter to the Commissioner of your corporation complaining against the lack of properhygienic conditions in your residential area

l Write a letter to the controller of examinations of your university informing that you have receivedthe wrong set of certificates and also ask for the correct ones.

l Write a letter to your friend studying in another city and staying in a hostel enquiring about hishostel life and also expressing how much you miss him/her.

l Write a letter to your father asking for an additional pocket money for the month of April givingvalid reasons. Imagine you are staying in a hostel.

Features Email Post Fax Telephone

Transmission Speed Moderate Low High High

Quantity of Information

Large Large Moderate Low

Data management Very Easy Not so easy Not so easy Difficult

Transmission to one or many

Very Easy Easy Not so easy Difficult

Security Low High Moderate Moderate

Formality Moderate Varies Varies Varies

Accountability Moderate High Low Low





Passage A and Passage B convey the same meaning. The only difference between them is that theformer has no paragraph division whereas the latter has paragraph divisions. Each of the paragraphs inpassage B has an idea and these ideas flow smoothly from one para to the other. I am sure you wouldagree with me that Passage B reads much more lucidly and the reader is more happy to read andunderstand this passage


1. a. ref. 10. 2.2 para 1

b. ref 10. 2.2 para 2

c. ref 10. 2.2 para 3

d. ref 10. 2.2 para 4

e. ref 10. 2.2 para 5

2. 4,6,2,5,3,7,1


a.

A. From Address. B……….To Address

C……. Salutation D….. .. Subject

E……….. Reference F——— Body

G—— Subscription H Date and place

I… Enclosures J CC

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b. Differences between personal and official letters

Personal Letters Official Letters


Personal Letters Official Letters Format is flexible and different for different people.

Format is more important. There are conventions and expectations. Certain standard formats are used.

Language is simple. Spoken language is used. Abbreviations, personal symbols etc. are allowed. Most of the sentences are in the active voice.

Language is official. Use of passive voice is more common. Most of the sentences are in the passive voice. Abbreviations, personal symbols etc. are not allowed

Length of the letter is not rigid. Often personal letters are rather long. Sometimes, they may be very short too.

Length is important. It should not be very long. It should be precise and to the point. Should not write more or less.

10.3.1.a Formal Letter 10.3.1.b Informal Letter A. Format

From ( Right Aligned) To (Left Aligned before From) Open Type Addresses Salutation Use of full name Complementary Close (left aligned ) Yours sincerely

B. Body Organisation pattern First Para Purpose Second Para Details Third Para Intent C. Language Formal Language of writing

A. Format From ( not mentioned) To (not mentioned) Salutation Use of first name Complementary Close (left aligned ) Love

B. Body No Strict Organisation Pattern

C. Language Informal Language of speech



Unit 5

Reading for Meaning

5.0 OBJECTIVES

In this unit you will be trained

l To read for surface and deeper levels of meaning in a text

l To understand what is reading and how to read

l To report sentences from direct speech to indirect speech

5.1 INTRODUCTION

Reading is an important communication skill. With respect to communication in English you spendmore time in reading and understanding texts or some reading materials than writing, speaking or listening.You read for a variety of purposes. Some of them are examinations, learning a subject, pleasure, informationand so on.

Reading is a meaningless activity if it is done without understanding. Some people tend to wronglyunderstand reading as an activity of reading aloud a text. Reading aloud is possible without understanding.That cannot be considered as reading. Reading means understanding a text.

Reading is of different types. You do not read for every purpose the same way. For instance, the wayyou would read text books for your examinations would be different from the way you would readnewspapers for information. If you are reading a novel for pleasure, it would again be a different kind ofreading. I am sure you would agree with me.


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What is the difference in each of these different kinds of reading. The difference main lies in the wayyou understand the meaning of the text. Sometimes it is enough if you understand just for the time being.You need not remember it always. Then you would read for surface level meaning. When you read textbooks you read for a deeper understanding, concept forming and also remembering for writing theexaminations. This is a deeper level of reading. Therefore depending on the level of understanding orcomprehension the kind of reading varies from a surface level reading to deeper levels of reading such asconcept forming, interpretation, critical evaluation, etc.,


1. What is reading?

2. What are the different kinds of reading?

3. Why is loud reading not ‘reading’?

4. Why is reading important?

5.2 WHY, WHAT AND HOW OF READING

Read the transcript of the following lecture delivered by a university teacher and answer the questionsgiven below.

Good Morning. Welcome to the Institute Lecture on ‘Why, How and What of Reading’ from theDepartment of Humanities and Social Sciences.

The purpose of this lecture is two fold. One is to encourage you to get into the habit of reading andsecondly, throw light on what to read and how to read. As students of a professional institute, reading isvery important in your lives. In case you are not yet in the habit of reading, I wish that you would take tothis good habit from today.

Right – why should we develop the reading habit? All of you know we read for a variety of purposes.Without the ability to read we will be utterly handicapped for several of social, emotional, academic andcareer oriented needs. We will become dependent on someone else who can read. We will be losers inmany respects. Don’t you all agree?

It is not just that illiterates, who cannot read at all, are alone at a loss. Even as literates those of us whohave better reading skills are likely to get more benefits than others. In brief our social upward mobilityand success in life depends quite a lot on the degree of proficiency in our reading skills. Higher ourproficiency, better are we placed to make the best of opportunities around us.

According to me, there are at least seven distinct benefits of good reading ability.. Firstly, it is important

Unit 5 - Reading for Meaning


to collect information from many sources. You regularly need to read newspapers, magazines, pamphlets,telephone/railway directories and a whole lot of other things regularly. Don’t you?

Secondly, it is very important for academic purposes from the primary to the tertiary levels of education.You need to read text books for making notes, writing exams, developing concepts. It is very important formany other academic purposes too.

Thirdly, it is well known that reading a wide variety of materials is a great help for language enhancement.We have an opportunity to encounter ‘the best’ in language in works of art (books). When you read anumber of books you encounter several new words and varied sentence structures and you tend toimitate those, which are impressive to you. Some people consciously read for improvement of languagenoting down difficult words, expressions, and other attractive features. Wide reading helps in enlargingone’s vocabulary, ability to handle a range of structures and thus develop his/her writing ability. It alsohelps in improving the speed of reading

Though reading is an important activity for everyone interested in improving language, it is of particularsignificance to the non-natives who learn the language. Because, in reading there is an opportunity to beexposed to the native variety of language. Though it is possible to be exposed to native variety of languagein speech too such as in TV, multimedia presentation and so on, confronting native language in print iseasier and more common. Printed books are easily available, easy to use and is within the reach ofcommon man.

The next area for concern is reading for pleasure. Reading is a great pastime for many. It has been apassion for several great people. Good reading skills are necessary to get into this habit. Reading books isa rich source of aesthetic experience cherished by many in all ages and all walks of life.

Well . . .Do you know that reading is one of the best ways to improve your personality?. When youread a novel, or any other book of art, you have an opportunity to look at life in many facets. Each bookis a slice of life portrayed from the viewpoint of the author, which may be different from our own perception.As we encounter coherent thought processes of the artists in their works of art on a regular basis, ourmind also gets polished and becomes coherent. Thus reading many works of art helps in enlarging thearea of our perception leading to development of our personality.

After all development of personality is largely nothing but improvement of logical and cohesive thinkingprocess. It refers to one’s perception of life around, ability to think coherently and analyse problems orissues, and finally the way one would carry himself about. As reading contributes to the development ofall these features, it is considered one of the best tools to improve one’s personality. The development ofthinking processes is inconspicuous and hence many fail recognize the fact that reading can develop one’spersonality traits.

For many of the daily needs we depend on our ability to read. We need to read signposts, bill boards,name plates, telephone directories, instruction materials, operation manuals and several others. Well, thisrequires a lower order reading ability. But all the same there is a demand on our ability to read.

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Finally, it is a wonderful tool for maintaining successful social as well as official interaction. We needto read and write emails, sms etc frequently these days keep in touch with our friends, relatives andcolleagues. Lots of other important documents such as reports, proposals, and other kinds of writing at theoffices pose a great demand on one’s reading ability.

Now let us focus on the issue of what to read and how to read. Well this depends on the purpose forwhich we read. If we want to write examinations we need to read the concerned books in the area in away that helps us to face the examination successfully. If we are reading for information, the kind ofmaterial that we read and the way we would read would be different. To illustrate this point, let mecompare reading a railway time table for the purpose of planning a travel to reading a text book for anexam. I am sure, the difference is obvious. You will certainly not make notes, form a hypothesis, recallfrom memory and consolidate learning while reading a railway directory. On the other hand, you wouldwill do all this while preparing for a test. Isn’t that true? Similarly the purpose of reading would dictatewhat to read and how to read.

For improvement of personality and general awareness I would like to share some of my thoughts withyou. First of all, do not miss reading newspapers and magazines. It improves your awareness of currentnews and also opens you up to a host of opportunities available around you. It helps you to be update withmany things around you.

Secondly, read good books of art. You could read novels, biographies, scriptures or what ever thatyou are interested in. It is useful to read a variety of materials than reading just one kind of books. Readingfull length books is important. Because, you have a better opportunity in these books to exercise your mindfor a longer time, think deeper, become analytical, self reflective and so on.

Thirdly, read journals and reference books to deepen your knowledge in the subject area of interest.In modern days of specialism this is very important. Mere text books and classroom lectures are notgoing to help you much. You need deeper knowledge and perception and this can happen only by widerreading of subject books.

The next issue is , ‘How to Read’? Well first of all, read joyfully. Do not do it as a monotonous actof drudgery. Interest in reading is not inborn. It can easily be cultivated. It needs a start in the habit ofreading. After the initial start, things would certainly flow smooth.

Secondly, read with maximum understanding. Do not read what you don’t enjoy and that you don’tunderstand. Do not read what goes above your head or that which is too low for you in terms of contentand language. You would grow and profit only when you grapple with something a bit more than yourpresent level..

Thirdly, it will be useful to make notes while you read. These notes can be used to recall the contentand also to tell someone else about what you have read. It is a very useful activity to talk about what youread to someone. During this process, your ideas gain clarity and also crystallize. Finally, I appeal to youto read on a regular basis.




a. The two purposes of this lecture are

1. ______________________________________________________

2. _______________________________________________________

b. Who, according to the author, would become dependent on others?

c. What does the phrase make the best of the opportunities refer to?

d. Who will be able to make the best of the opportunities?

e. Reading has many advantages. They are

1. helps us to gather information 2. ________________________________

3.____________________________ 4________________________________

5.____________________________ 6________________________________

7.____________________________

c. Bring out the differences between reading for gathering information(A) and reading foracademic purposes(B).

A B

We do not make notes Usually, we make notes

_______________________ ________________________

_______________________ ________________________

d Does the passage suggest that reading helps to improve writing skills? Support your answerwith evidence from text. Do you agree with the view. Why

e. Does the speaker emphasise the need for exposure to the native variety of English.?

f. Do Indians have good opportunity for exposure to native variety of language.? How?

g. Why does the speaker say that reading is a good source of entertainment?

h. Does the speaker say that reading leads to one’s success in life. Which slide supports this view.

i. How does reading a novel improve one’s personality?

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j. Which benefit of reading, according to the author, is not known to many people.

k. Name some materials that people need to read on a day to day basis.

l. How does our ability to read help in maintaining good social interaction ? Identify the examplessuggested by the speaker in this regard. Can you add to the list?

h. What does the speaker suggest the students to read. Why?

i. Why should one not read without interest?


Read the following passages and answer the questions.

1. One day Mohandas met sheik Mehtab, a friend of his elder brother. Sheik had a badreputation. Mohandas knew this, yet he was much impressed by Sheik because he was tall andstrong.

Sheik was a meat-eater and he often told Mohandas that if he ate meat he would also growtall and strong.

There was also at that time a reform movement for a change in the orthodox ways of life.Mohandas himself had heard that many well-to-do people had started eating meant, so he triedmeat. He did not like the taste of meat but as time went on he started to like meat curries.

Whenever Mohandas had a meat meal outside, he had to give his mother some excuse fornot eating his dinner. He knew that his parents would not forgive him if they knew he had eatenmeat. He was not against eating meat then, but he was against telling a lie to his mother. Thisfeeling was gnawing at his heart and finally he decided not to touch meat again.

Mohandas had also taken to smoking with Sheik, his brother, and another relative. He hadto pilfer small amounts of money here and there with which to buy cigarettes.


1. ‘Sheik had a bad reputation……yet he was much impressed by Sheik.’ Why was Mohandasimpressed by Sheik?

2. What did Sheik advice Mohandas ?

3. ‘He was not against eating meat. ‘What was Mohandas against?

4. Why did Mohandas have to steal money ?



2. Read the following passage carefully.

There were two American brothers. Their names were Wilbur and Orville Wright. In 1903these two clever brothers did something very important – so important that it changed thehistory of the world ! They made the first aeroplane with an enine. People had flown glidersbefore, but gliders don’t heave engines and they can only fly where the wind takes them. Butwhen an aeroplane has an engine, the pilot can fly it wherever he likes.

Perhaps you have traveled in an aeroplane. Even if you have not, you may have seen manyaeroplanes of all shapes and sizes and you know how comfortable they are and how very fastthey can fly. They can fly at a spead of fifteen kilometers every minute.

But the aeroplane made in 1903 by the Wright brothers was not like those we see today. Itwas made mostly of wood and canvas and wire. The first flight lasted for twelve seconds. Thatwas only eighty-five years ago. Give people were there to see this. Even though the aeroplanedid not fly more than a few metres, the people looking at it were very excited. They knew thatone day aeroplanes would become bigger and more powerful. The important thing was that thisaeroplane really had flown and had really been driven by an engine.

Just like George Stephenson, who made the first successful railway engine, the Wrightbrothers kept making their engines better and better. They made longer and longer flights. Atlast their plane was able to stay in the air for a whole minute, flying against the wind. It was nota very well-made machine and did not fly higher than a house, but it flew for nearly threehundred metres. The Wright brothers had succeeded. They had shown men how to fly.


1. What was the important thing the Wright Brothers did in 1903?

2. How was the plane made by the Wright brothers different from the modern planes?

3. How the experiment was conducted by the Wright brothers an important event?

3. MARKS GAINER

The story told here happened more than seventy years ago. India was not a free country atthat time. The British were ruling the country and the Indian People were fighting for freedom.People followed great men like Mahatma Gandhi and Jawaharlal Nehru in the fight against theBritish. In 1923 the Congress was holding its meeting at Kakinada, Andhra Pradesh. A KhadiExhibition was also being herd there.

A little girl was standing at the gate of the exhibition. She was about fourteen years old.She was told not to let anyone into the exhibition hall without a ticket. Jawaharlal Nehru cameto the exhibition grounds and wanted to go in. He had neither a ticket nor the money to buy on.

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The girl at the gate stopped hi. “You can’t go in unless you have a ticket sir, she told the greatman. People who had put up the exhibition came running to the gate. “Do you know who youare stopping ?” asked one of them.

“Yes, I do, “ said the girl. “It is Jawaharlal Nehru. But I’m only following the rules”.

Then they bought a ticket for Nehru, and he went into the exhibition hall. The country needsgirls like her who can do their duty with courage,” said Nehru as he went in.

The little girl’s name was Durgabai. When she grew up, she worked hard and helped manypeople. She lid many things for the women of India all her life


1. Who was the little girl in the story?

2. Against Whom were the Indians fighting ? For what ?

3. What did the Congress do in Kakinada in 1923 ?

4. Why did Durgabai not let Jawaharlal Nehru in the Exhibition hall ?

5. Who bought a ticket for Nehru ?

4.

Two thousand years age a rich man named Diogenses lived in Greece. He owned so manythings that he was always busy; but he was never happy. One day Diogenses invited his friendsto a party. Afterwards he gave them everything he owned, even his clothes. Then he told them“Friends, I,m going away tomorrow. We won’t be seeing each other for quite some time”.Where are you going?” asked his friends. “I don’t know, “ said Diogenes. “I’ll be going roundplaces, looking for a little happiness”.

“How will you live? Who can be happy without money? Asked his friends. Diogenessuddenly got down on all fours and began to bark. One man asked, “What does that mean?

“That means, I’ll be living a simple life, just like a dog. A dog doesn’t have money, but he’sstill happy”.

Diogenes went to the city of Corinth. The people of Corinth had heard about Diogense.They leaned out of their windows in order to have a good look at him. “A man can’t live withouta roof over his head”, said one man. “A man does not need a house in order to live, “saidDiongenes, and he went to sleep on some temple steps. One day Alexander the Great went toCorinth in order to meet this strange man. He found Diogenes asleep on the temple steps.“Wake up,” he said, “I am Alexander. Diogenes opened his eyes to great the king. Then heshut them again. “Is there any thing I can do to make you a happier person?” asked Alexander.



“Yes, said Diogenes. “You can step aside so as not to block the warming sun”” Is that all?” saidAlexander, amazed. Without another word, he went away.


Read the following sentences which are related to the passage. These are among the six sentenceswhich agree with the statements in the passage. Write the letters indicating the six true statements in youranswer book.

A.Diogenes owned so many things that he was always happy.

B. He gave away all his things to his friends in the party.

C. He told his friends that he was going to such a place where there was happiness.

D.According to Diogenes, a dog led a simple life end was happy.

E. The people of Corinth had already heard about Diogenes.

F. They leaned out of their windows to have a good look at Diogenes.

G. A man in Corinth said that man did not need a house to live.

H.Diogenes slept on the steps of a temple in Corinth.

I. Diogenes stood up and greeted Alexander.

J. He asked Alexander to step aside so that he could have the warmth of the sun.

5.4 TESTING READING COMPREHENSION

A Birthday Letter

[Jawaharlal Nehru (1889-1964) is too well known to need any special introduction. Besidesbeing a great leader and administrator, he was also one of India’s reputed writers. His chief worksare his Autobiography. The Discovery of India, Glimpses of World History, and Letters from aFather to his Daughter. The letter that is produced below is one of the several that JawaharlalNehru wrote to his daughter, Indira, from the Nainital prison in the early thirties]

On your birthday, you have been in the habit of receiving presents and good wishes. Good wishes youwill still have in full measure, but what present can I send you from Naini Prison? My presents cannot bevery material or solid. They can only be of the air and of the mind and spirit, such goods as a fairy mighthave bestowed on you, things that even the high walls of prison cannot stop.

You know, sweetheart, how I dislike sermonizing and doling out good advice. When I am tempted to

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do this, I always thing of the story of a ‘very wise man’ I once read. Perhaps one day you will yourselfread the book which contains this story.

Thirteen hundred years ago, there came a great traveler from China to India in search of wisdom andknowledge. His name was Hiuen ‘Tsang’ and over the deserts and mountains of the North he came,braving many dangers, facing and overcoming many obstacles—so great was his thirst for knowledge;and he spent many years in India learning himself and teaching others, especially at the great Universityof Nalanda, which existed then near the city that use to be called Pataliputra and is now known as patna.Hiuen Tsang became very learned himself and he was given the title of ‘Master of the Law’—the Lawof the Buddha; and he journeyed all over India and saw and studied the people that lived in this greatcountry, in those far—off days. Later, he wrote a book of his travels, and it is this book which contains thestory that comes to my mind.

It is about a man from South India who came to Karnasuvarna, which was a city somewhere near themodern Bhagalpur, in Bihar; and this man, it is written, wore round his waist copper plates, and on hishead he carried a lighted torch. Staff in hand, with proud bearing and lofty steps, he wandered about inthis strange attire. And when anyone asked him the reason for his curious attire, he told him that hiswisdom was so great that he was afraid his belly would burst if he did not wear copper plates round it;and, because he was moved with pity for the ignorant people round about him, who lived in darkness, hecarried the light on his head.

Well, I am quite sure that there is no danger of my ever bursting with too much wisdom, and so thereis not need for me to wear copper plates. And, in any event, I hope that my wisdom, such of it as Ipossess, does not live in my belly. Wherever it may reside, there is plenty of room still for more of it andthere is no change of there being no room left. If I am so limited in wisdom, how can I pose as a wiseman and distribute good advice to others?. And so I have always thought that the best way to find outwhat is right and what is not right, what should be done and what should not be done, is not by givingsermons, but by talking and discussing, and out of discussion sometimes a little bit of truth comes out. Ihave liked my talks with you and we have discussed many things, worlds; so none of us need ever bebored or imagine, like the very foolish and conceited person whose story Hiuen Tsang has told us that wehave learned everything worth learning and become very wise. And perhaps, it is as well that we do notbecome very wise; for the very wise, if any such there are, must sometimes feel rather sad that there isnothing more to learn. They must miss the joy of discovery and of learning new things—the greatadventure that all of us who care to may have.

I must not, therefore, sermonize. But what am I to do then?. A letter can hardly take the place of atalk; at best, it is a one-sided affair. So, if I say anything that sounds like good advice, do not take it as ifit were a bad pill to swallow. Imagine that I have made a suggestion to you for you to thing over, as if wereally were having a talk.

In history we read of great periods in the life of nations, of great men and women, and great deedsperformed, and sometimes in our dreams and reveries we imagine ourselves back in those times and



doing brave deeds like the heroes and heroines of old. Do you remember how fascinated you were whenyou first read the story of Jeanne d’ Arc, and how your ambition was to be something like her? Ordinarymen and women are not usually heroic. They think of their daily bread and butter, of their children, of theirhousehold worries and the like. But a time comes when a whole nation becomes full of faith for a greatcause, and then even simple, ordinary men and women become heroes, and history becomes stirring andepoch-making. Great leaders have something in them which inspires a whole nation and makes them dogreat deeds.

The year you were born in, 1917, was one of the memorable years of history, when a great leader, witha heart full of love and sympathy for the poor and suffering, made his people write a noble and never-to-be forgotten chapter of history. In the very month in which you were born, Lenin started the greatrevolution which has changed the face of Russia and Siberia. And today in India another great leader,also full of love for all who suffer and passionately eager to help them, has inspired our people to greatendeavor and nobles artifice, so that they may again be free and the starving and the poor and theoppressed may have their burdens removed from them. Bapuji lies in prison, but the magic of his messagesteals into the hearth of India’s millions, and men and women and even little children, come out of theirshells and become. India’s soldiers of freedom. In India today were are making history, and you and I arefortunate to see this happening before our eyes and to take some part ourselves in this great drama.

How shall we bear ourselves in this great movement? What part shall we play in it? I cannot say whatpart will fall to our lot; but, whatever it may be let us remember that we can do nothing which may bringdiscredit to our cause or dishonour to over people. If we are to be India’s soldiers, we have India’s honourin our keeping, and that honour is sacred trust. Often we may be in doubt as to what to do. It is no easymatter to decide what is right and what is not. One little test I shall ask you to apply whenever you are indoubt. It may help you. Never do anything in secret or anything that you would wish to hide. For thedesire to hide anything means that you are afraid, and fear is a bad thing and unworthy of you, Be brave,and all the rest follows. If you are brave, you will not fear and will not do anything of which you areashamed. You know that in our great Freedom Movement, under Bapuji’s leadership, there is no room forsecrecy or hiding. We have nothing to hide. We are not afraid to do what we do and say what we say.We work in the sun and in the light. Even so, in over private lives, let us make friends wish the sun andwork in the light do nothing secretly or furtively, privacy, of course, we may have and should have, but thatis a very different thing from secrecy. And if you do so my dear, you will grow up a child of the light,unafraid and serene and unruffled whatever may happen.

I have written a very long letter to you. And yet there is so much I would like to tell you. How cana letter contain it?

You are fortunate, I have said, in being a witness to this great struggle for freedom that is going on inour country. You are also very fortunate in having a very brave and wonderful little woman for yourMummie, and if you are ever in doubt or in trouble, you cannot have a better friend.

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Goodbye, little one, and may you grow up into a brave soldier in India’s service!

With all my love and good wishes.

1. Pick out difficult words from this text and with the help of a dictionary write the meaningof the each of the word as it is seen in the context of the letter. Secondly write also theother possible meanings for the same word. The first one is done for you

measure amount, quantity, degree (meaning in the context)

measuregauge, calculate, evaluate, assess

2. Read the text carefully and carefully construct at least ten comprehension questionscovering the entire text. The first one is done for you.

Why die Nehru decide to present only a letter and not any other material gift to hisdaughter Indira on her 13th birthday?

3. Read the text carefully and carefully construct at least ten multiple choice typecomprehension questions covering the entire text. The first one is done for you.

Why was Nehru not able to convey everything that he wanted in his letter?

a. He did not have time to write.

b. In prison one cannot write long letters.

c. He was weak

d. Letter was not sufficient to convey all his thoughts.

Ans. d

4. Write a summary of the letter without losing meaning of the text in about 150 words.

5. Write a paragraph on Nehru’s love for his daughter based on this letter

6. Do you find any morals that you like to take from this letter. If Yes, what are they. Whydo you like them.

5.5 DIRECT- INDIRECT SPEECH

1. Illustration

a. Look at the following sentences:

i. He said, “I do not like apples.”

ii. He told that he did not like apples. (Statement)



i. She said to Ram, “Why did you break the glass?”

ii. She asked Ram why he had broken the glass.(Question)

i. The student told the teacher, “ will you please help me to learn mathematics this evening”.

ii. The student requested the teacher to help him to learn mathematics that evening(Request)

i. The tourist said, “What a lovely river this is!”

ii. The tourist exclaimed that that was a very lovely river. Q

(Exclamatory)

i. The officer said, “Get my shoes polished soon.”

ii. The officer commanded the servant to get his shoes polishedimmediately.(Order)

b. you know that all the sentences labeled i are written in direct speech and those sentences labeledii are written in indirect speech.

Some of the differences or changes between direct and indirect speech utterances, as you observe,are:

1. Punctuation Marks

2. Change in tense

3. Change in word order particularly in questions and exclamatory sentences

4. Change in pronouns

5. Introduction of a connecting word and a reporting word in indirect speech.

6. Change of special words like this into that.

These are the six main changes when you transfer sentences from direct to indirect speech. I am sureyou have learnt transformation of sentences from direct to indirect and vice versa in your lower classes.But the above six points will be a clue to self check if you have introduced all the changes when youchange sentences from direct to indirect speech.


Change the following sentences from direct to indirect speech.

1. They said, “We do not go to the computer centre from tomorrow.”

2. He said, “I hat to go late.”

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3. Sita said, “ Why have you given me only 3 marks for this answer?”

4. Govind said, “ Did you pay my fee yesterday?”

5. Peter said, “ Will you please show me the way to Lal Bagh.”

6. Mary said, “ Can you kindly lift this bag for me.”

7. The child said, “Oh! What a long snake! “

8. She said,” What a pity I have answered all the question wrong in the exam!”

9. The officer said to his subordinates , “ You should report by 5 o’clock in the morning.”

10. The teacher said, “ All of you should submit the record notes by tomorrow evening.”



Unit 6

On the Job

6.0 OBJECTIVES

In this unit an attempt is made to

l Prepare you for social conversation

l Train you in transferring information from non verbal to verbal communication

l Reading a short story

l Familiarize you to the structure of statements and questions

6.1 INTRODUCTION

In spoken English you are often judged by the way you greet a person, begin a conversation and also

the way you progress and end it. The language used, the body gestures, tone and all other aspects of

spoken language plays a role in making a lasting impression on someone. In this unit an attempt is made

to raise your awareness on this issue and also expose to the kind of language used such contexts.

It is also necessary in several job situations that you need interpret data from a non verbal device.

Nowadays invitations for even personal functions contain a route map of the venue. It is not really easy to


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comprehend or understand a map if one is not experienced in doing it. This unit tries to provide experience

in transferring information from non verbal to verbal communication.

Reading a short story is an excellent habit. It is a reading for pleasure. At the same time it is a creative

activity for we tend to make several inferences that are not explicitly stated in the short story. In this unit

you will read a short story for appreciation of a literary piece of writing.

Finally, one of the common drawbacks in our oral and written communication is not getting the right

syntax (order of words in a sentence). This is particularly important while constructing interrogatory

sentences. The word order in a statement and that in a question are distinctly different. But this difference

is not often maintained. The unit address this issue and trains you in selecting the right word order for a

question and a statement.

6.2 GREETING AND CLOSING IN A CONVERSATION

i) Greetings and Taking leave (Hi and Bye)

In day-to-day life you would often come across situations wherein you need to greet people, develop

a conversation and also be able to end it politely, observing certain general codes of etiquette. In this

section you will learn certain expressions that are useful in such situations. When you meet your friends

or strangers , you greet them and say something to begin a conversation and then towards the end of the

conversation you need to signal that the talk is closing.

a. Beginning a conversation.

1. You are given certain expressions that are generally used for greeting and starting, developing

and ending a conversation. Using the rubric in the table given below practice the dialogue

preferably with a partner. When you speak to your partner care for appropriate tone,

pronunciation and intonation patterns. Mind your body language too.

Unit 6 - On the Job


Greeting and Beginning of a conversation by candidate A

B’s Response to A A’s Response

Hi! How are you?

Fine, thanks. How about you? Alright. Getting On. How do you do? Not too bad and what about you

I am fine too Fine, Thanks. Excellent/Great/Wonderful

Good Morning Morning Hi, Nice to see you

Morning A very good morning It is really nice meeting you

How are you?/ How do you do? How is life? Thanks. I have been looking forward to this meeting.

Hello, How do you do?

Good/Not too bad/Great Very Well Excellent Great. Pulling On

How is life? How are things with you? How is it going? How is family? And how about you?

2. Using the expressions given above write FIVE short dialogues of greetings and beginning aconversation between different pairs of people.

Example: Teacher (T) and a student (S)

S : Good Morning, Sir

T : Good Morning. How are you?.

S : I am fine. Thank you. It has been long since I met you, Sir, How are you?.

T : Great, Doing pretty well. What do you do now?

S : I am joining my masters course in the University of Texas, USA next month.

T : Excellent, Congratulations.

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You may write dialogues between the following pairs of people.

a. Two friends meeting after a long time.

b. Student meeting the manager of a bank the first time.

c. A teacher meeting the head of the department of English.

d. Meeting a stranger introduced by your friend.

(Practice enacting these dialogues in the class. Let each of the enactment be observed and analysedfor all features of speech.)

b. Developing a conversation

During social conversations, we tend to develop the talk in many ways. General and informalconversations are usually developed around certain common topic areas. Some of the topic areas usefulfor extending our conversation are Travel, Health, Work, Place of living, Education, Likes and Dislikes,Food Habitsand several others.

Normally people develop their topics by

l Exchanging opinions,

(In my opinion/view, I think/feel, I suggest/recommend/advise)

l Expressing agreement and disagreements

(I don’t agree, I don’t think, It may not….,

That is a great/lovely/fine idea, I too like that)

l Making suggestions,

(It would be useful if, It would be nice if, It would be better if)

l Seeking clarifications

(Do you think……, Will that be Ok, It is fine, but…….)

1. Using i) the suggested topic areas and ii). the different functions generally performing during thedevelopment of a casual conversation and the accompanying expressions given above, writeFIVE short dialogues of developing a conversation between the same pairs of people as in theprevious section:



Unit 6 - On the Job



d. Meeting a stranger introduced by your friend.

Example Teacher (T) and a student (S)

S: Can I ask you a few questions regarding my trip to the US. (seeking Clarification)

T: Sure. What can I do for you?.

S: Can you suggest the kind of clothes I need to take with me?

T: Well.. I would advise you to take minimal clothes… couple of formal and informal wears. Youshould not forget to take warm clothes. You should take a couple of thick-soled leather shoes aswell. But … actually,,,, , everything is available there which suits their conditions in every respect.You can buy them there. I guess it is more sensible though you might spend a bit more.

S. Thanks very much. I quite agree with you. I am after all… going to be paid more and I shouldn’thesitate spending for basic necessities.

c. Ending of a conversation

Normally before completing a conversation, people send signals to the partner and partners asthe case may be, that they are rounding off or winding up the conversation. Some of the usefulexpressions in such a situation are given below.

1. Using. the expressions given above write FIVE short dialogues of developing a conversationbetween the same pairs of people as in the previous section:



Ending of a conversation by A B’s Response

Alright. When do we meet again?

Bye for now

It is time I moved

See you soon/later

Bye

Shall keep/stay/be in touch

It was nice meeting you. Well

See you soon

Bye

Right

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d. Meeting a stranger introduced by your friend

Example Teacher (T) and a student (S)

T: That is good. Alright. Best Wishes. Keep in touch

S: Thank you sir, I shall certainly keep in touch with you. Once again thanks very much for all thatyou have done for me. I shall remember your teaching and training life long. Bye

T: Bye.. Bye… All the best.

6.3 NON VERBAL COMMUNICATION

i. Transferring information from a non verbal mode

In technical and business writing it is common to represent information using graphic or nonverbal forms. Some of the non verbal modes of communication that are tables, pie charts, barcharts, line graphs, flow charts, tree diagrams etc.,

Non verbal communication is useful in technical and business writing because it presentsinformation in a very clear and precise manner. It facilitates easy and deeper comprehensionamongst readers. It is possible to grasp a lot of data and make comparisons and contrasts by amere glance.

As students of IT, it is very important to acquire the skill of interpreting graphic data and alsoencoding information in a suitable graphic media In this section you will learn to interpret graphiccommunication and also transfer them into the verbal mode.

Look at the following graphic representation about the distribution of students from differentstates in a class and read the description given below.

Unit 6 - On the Job


Description

AP: Andhra Pradesh TN: Tamil Nadu OR: Orissa MP: Madhya Pradesh HP: Himachal Pradesh UP: Uttar Pradesh KER: Kerala KAR:Karnataka

KER KAR 5% 13% UP AP 25% 14% HP8% MP 11% OR TN 13% 11%

Introductory Statement (what the graphic representation is about) Details in full (statement of the quanity, state, Linking Devices Summing up Statement

The pie chart shows the distribution of students from different states in a class. The maximum number of students in the class is drawn from Andhra Pradesh accounting for a quarter of the strength of the of the class.(25% of the class ). This is closed followed by students from Uttar Pradesh who occupy 14% of the strength of the class. This is again closely followed in the case of Tamil Nadu and Karnataka with 13 % of the class strength in each. Simiilary, the states of Orissa and Madhya Pradesh have an equal share of students, namely, 11% of the total number of students in each. The next lesser number of students are seen in Himanachal Pradesh with 8 % of the students. Kerala, one of the small states, in the country occupies the last position in terms of the number of students in class with a meager 5% . The distribution of students in the class is more or less in at least four states, namely, UP, TN, KAR, OR and MP wherein the percentage of students ranges from 11 to 14. AP tops the list whereas Kerala occupies the last position in their share of students in the class.

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It is seen in the description above that all the details contained in the pie chart are faithfully transferredin the text. There is no omission or distortion of any fact. If one were to reconstruct the pie chart on thebasis of the description, it is easily possible. It is, in fact, a quality of good transfer of information to makeit convenient to reconstruct the graphic device.

The description has an introductory statement, details and a summing up statement. The sentences arewell connected. The language is lucid and clear. It is also marked by apt vocabulary and a good range ofsentence structures.

i. Transfer the information presented in the flow chart into a well written text

a. The Process of Opening a Saving Account in a bank

Collection of an Saving Account Opening Form

Filling in all the details (Affixing Specimen Signatures, Obtaining Introduction)

Submission of the form at SB Counter with initial deposit Request for ATM card

Opening of the Account and Issue of a passbook

ii. Transfer the information presented in the bar chart into a well written text

b. Reasons for Smoking

Curiosity

Influence of friends

Habit

Easy Availability

Sign of Manliness

Good source of relaxation

10 20 30 40 Percentage of people

Unit 6 - On the Job


6.4 READING A SHORT STORY

A. Read the following story and answer the following questions

THE NIGHT AT THE HOTEL

1. The night receptionist regretfully shrugged his shoulders. “It’s all we have available, “he said.“And at this late hour you won’t find a single’ any where. It’s up to you, of course, if you wantto try other hotels. Let me tell you, though, even this free bed in a double room will doubt begone should you decide to come back for it later.”

2. “Very well,” Schwamm said, “I’ll take it. Only, I’m sure you’ll understand. I should like toknow with whom I am sharing the room. Not that I’m afraid, I have no reason to be. Is mypartner—as I suppose one might almost call a person with whom one is to spend a might—already in the room?”

“Yes, He’s probably asleep.”

3. Schwamm filled out the registration forms and handed them back to the receptionist; then hemounted the stairs.

4. As he came within sight of the room number, Schwamm instinctively’ slowed down, held hisbreath in the hope of hearing some noise the stranger might make, then bent low for a peepthrough the keyhole. The room was dark. Schwamm pressed down the door handle, shut thedoor again begin him and started groping’ for the light switch. Suddenly he froze’: a voice at hiselbow deep but firm, called out;

5. “Hold it ! Please don’t turn on the light. You’d do me a favour if you left the room dark.”

“We you waiting for me?” Schwamm asked, quite startled’. The stranger didn’t answerhim but said.

Don’t fall over my crutches or run into my suitcase which I put somewhere in themiddle of the room. Let me direct you to your bed : take three steps along the wall, makea left turn, then take another three steps and you’ll be able to tough the bedpost”.

6. Schwamm obeyed. He reached his bed safely undressed and slipped under the covers. Helistened to the other’s breathing and felt sure he wouldn’t fall asleep soon.

“By the way, “ he volunteered after a while, hesitatingly. “my name is Schwamm,”

“ It is ? “ said the other, “Are you here to attend a congress ? “

“No. I probably have the strangest reason imaginable for coming into town.” Schwammsaid.

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7. A train at the nearby railway station switched to another track. The earth trembled slightly, andthe beds in which the two men lay vibrated.

8. In a tone of somewhat apprehensive cheerfulness, Schwamm explained: “I have a small son, alittle scamp”, and it’s for his sake I came to town. He’s extremely sensitive, and like a mimosa”he reacts to the slightest irritation. He has a soul of grills, the little rascal. Every morning on hisway to school he has to wait at the railway crossing for the early morning train to go by. Andthere he stands, the small fellow, and waves, waves furiously and eagerly and desperately.

“ Yes, and………………….?”

9. “Then,” Schwamm said, “he goes on to his school. But when he returns home: he acts bewilderedand in a daze, and some times even breaks out in tears. He can’t do his homework, he doesn’twant to play or talk to any one. This has been going on for months, day after day. The boy issimply making himself sick”

“What’s the reason for his behaviour ?”

“You see, “said Schwamm, “ this is the strange thing: the boy waves and sad for him tonote—none of the passengers ever waves back. And he takes this so to heart that we—my wife and I—are highly worried about him.”

“And so you, Her Schwamm, are going to assuage the boy’s misery by taking the earlytrain tomorrow morning and wave back at him? “

“ Yes, “ Schwamm said, “Yes, “

10. “Children, “ the stranger said, “mean nothing to me. I hate them and avoid them, because—not to put a fine point on it” –they took away my wife. She died giving birth to our firstborn.

“ I.m very sorry, “ Schwamm said, sitting up in bed.

The other said : “ You are taking the Kurzbach ain, are you ? “

Schwamm fell back on his pillow; pulled the covers, over his head, lay lost in thought fora while, and then asleep.

When he awoke the next morning he was alone in room. He looked at his watch, andwas shocked to see the morning train would leave in five minutes, leaving 1 no chance tocatch it.

That afternoon—he couldn’t afford to spend another in town—he returned home,downhearted and ‘pointed.

His son met him at the door, beaming all over wildly elated. He threw himself at Schwammwith rightly closed fists and shouting.

Unit 6 - On the Job


“A man waved today ! Waved for ever so long !”

“With a cane. And then he tied his hand kerchief to the cane and held it out of thewindow, and held it there until I couldn’t see it any longer.”

1. Who do you appreciate more ‘the stranger’ or ‘Schwamm’? Why?

2. What kind of a boy is Schwamm’s son? Do you like to be like him. Why?

3. Comment on Schwamm as a loving father

4. Why did Schwamm hate children? Did he really hate them? How do you know.

5. What is the central idea of this short story. Is there any message by the author.

6. Write a critical appreciation of the short story in about 100 words.

B. Read the following story and summarise in your own words withoutlosing the basic meaning of the story

I had compartment on the train to myself up to Rohana, and then a girl got on. The couple seeing hereoff were probably her parents; they seemed very anxious about here comfort, and the woman gave thegirl detailed instructions as to where to keep her things, when not to lean out of windows, and how to avoidspeaking to strangers.

As I was blind, I could not tell what the girl looked like, but I knew she wore slippers from the waythey slapped against here heals, and I liked the sound of here voice.

‘Are you going all the way to Dehra Dun?’ I asked here as the train pulled out of the station.

I must have been sitting in a dark corner, because my voice startled her. She gave a little exclamation,and said, ‘I didn’t know any one else was here’.

Well, it often happens that people with good eyesight fail to see what is right in front of them. Theyhave too much to observe, I suppose, whereas those who cannot see take in what registers most tellinglyon their senses.

‘I didn’t see you either, at first,’ I said. ‘But I heard you come in.’ I wondered if I should be above toprevent here from discovering that I couldn’t see. I thought: Provided I keep to my seat, it shouldn’t betoo difficult.

‘I’ m getting down at Saharanpur,’ the girl said. ‘My aunt is meeting me there, Where are you going?’

‘To Dehra Dun, and then to Mussoorie.’ I replied. ‘Oh, lucky you! I wish I were going to Mussoorie.I love the mountains. Especially in October.’

‘Yes, this is the best time,’ I said calling on my memories when I could see. “The hills are covered

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with wild dahlias, the sun is delicious, and at night you can sit in front of a long fire and drink a little brandy.Most of the tourists have gone, and the roads are quiet and almost deserted.’

She was silent, and I wondered if my words had touched here, or whether she thought me a Romanticfool. Then I made mistake.

‘What is it like outside?’ I asked .

She was silent, and I wondered if my words had touched here, or whether she thought me a romanticfool. Then I made a mistake.

‘What is it like outside?’ I asked.

She seemed to find nothing strange in the question. Had she noticed that I could not see? But here nextquestion removed my doubts. ‘Why ‘why don’t you look out of the window?’ she asked quite naturally.

I moved easily along the berth and felt for the window ledge. The window was open, and I faced it,making a pretence of studying the landscape.

In my mind’s eye, I could see the telegraph posts flashing by. ‘Have you noticed.’ I ventured, ‘that thetrees seem to be moving while we seem to be standing still?

‘That always happens.’ she said.

I turned from the window and faced the girl, and for a while we sat in silence.

‘You have an interesting face,’ I commented. I was becoming quite daring, but it was a safe remark;few girls can resist flattery.

She laughed pleasantly, a clear, ringing laugh. ‘It’s nice to be told that, she said. ‘I’ m so tired of peopletelling me that I have a pretty face!’

Oh, so you do have a pretty face, thought I, and aloud I said: ‘Well, an interesting face can also bepretty.’

‘You are very gallant.’ She said. ‘But why are you so serious?’

‘We’ll soon be at your station.’ I said rather abruptly.

“Thank goodness it’s a short journey. I can’t bear to sit in a train for more than two or three hours.’

Yet, I was prepared to sit there for almost any length of time, just to listen to here talking. Her voicehad the sparkle of a mountain stream. As soon as she left the train, she would forget out brief encounter;but it would stay with me for the rest of the journey, and for some time after.

The engine’s whistle shrieked, the carriage wheels changed their sound and rhythm. The girl got up to

Unit 6 - On the Job


collect her things. I wondered if she wore her hair in a bun, or if it hung down loose over here shoulders,or if it was cut very short.

The train drew slowly into the station. Outside, there was the shouting of porters and vendors and,near the carriage door, a high-pitched female voice that must have belonged to the girl’s aunt.

‘Good-bye,’ said the girl

6.5 STATEMENTS AND QUESTIONS AND TAGS

A. Syntax of statements and tags

In English Language, the structure of a statement is always Subject followed by Verb.

a. He (Subject) is (Verb) a boy.

b. They ( Subject) don’t listen (Verb) to the parents.

In English Language, the structure of a question is always Verb followed by the subject and often thesubject is arrested between two parts of a verb.

a. Is (verb) he (subject) a boy’?

b. Don’t they (subject ) listen to parents ?

Don’t listen is the verb and the subject is arrested in between.

In spoken English in our country very often statements are uttered as questions by pronouncing themwith a raising tone. For example

a. You did your home work. instead of Did you do your homework?

b. You brought tiffin today. instead of Did you bring tiffin today?

c. You have done your homework. instead of Have you done your home work?

Don’t you agree such utterances are common by students as well as teachers? Well this is to adviseyou that though it may be permissible in spoken English to use the syntax of the statement with a risingintonation, this should not be made a regular practice. There is appropriacy and elegance only in using theright syntax in such contexts.

EXERCISE

a. Convert the following statements into interrogative sentences

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b. Ram has not paid the telephone bill.

c. Mary did not come to school today.

d. The school is reopening on August 1, 2005.

e. The suicide bombers escaped from the police.

B. �TAG Questions� is another area where Indian go wrong often.

In English language the rule governing the use of tag questions is that the subject in the tag will agreewith the subject in the main statement.

Another rule is that if the statement is in positive, the tag will be in negative. If the statement is innegative then the tag will be in positive.

For example

a. He goes to school. Doesn’t he?

b. The umbrella is wet. Isn’t it?

c. They have bought a car. Haven’t they?

d. He doesn’t play tennis. Does he?

e. Peter met with an accident. Didn’t he?

But ‘Isn’t it?’ is commonly used as a tag for all cases irrespective of whatever be the subject in thegiven statement. For instance it is possible to replace all the tags in the 5 examples cited above into isn’tit. Isn’t it? (here it is a right use of isn’t it, because the subject of this sentence is it).

Supply appropriate tags the statement given below:

a. The principal has declared a holiday tomorrow

b. The police have not caught the thief

c. The government is going very slow

d. It is not raining now

e. I look good

f. She doesn’t dance well

g. Ram had made a fortune in his business

h. The software industry has a great future in India

i. Today it is not necessary to got to the US for better salary

j. The ceremony was postponed.

Unit 6 - On the Job


Unit 7

Presentations and Public Speaking

7.0 OBJECTIVES

At the end of this unit you will be able to

l prepare a presentation and also make a presentation effectively

l know what is public speaking and also participate in public speaking more confidently.

7.1 INTRODUCTION

In modern times, oral communication is becoming very important. For several purposes. As studentsof B.Sc.(IT)/MSc.(IT), you should be acceptable to a software house whether national or a multinationalone. In either case oral communication plays a very crucial role. As most of the software businessrevolves around interaction with the client face to face on on-shore sites or through media on off shoresites, oral communication is very important to a software house. Well it is important to any industry forthat matter.

It is important not only on job, but also for getting a job itself. Most companies today depend on oraltests for selection of candidates for jobs. These tests include participating in group discussions, makingpresentations, public speaking and facing interview.


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7.2 FEATURES OF PRESENTATION AND PUBLIC SPEAKING

In this unit attempt is made to help you improve your presentation and public speaking skills.

In order to make a successful presentation one has to take the following steps:

7.3 BE CLEAR ABOUT THE OCCASION

The speaker should be clear about the purpose of his presentation. The organization of the matter,presentation technique and all other aspects would be guided by the purpose of the presentation. Thedifferent purposes for which presentations are generally made are: launching a new product, starting atraining course, presenting a new business plan, making a marketing or sales proposal, contribution to aseminar / conference and so on. The presentation techniques would vary from one purpose to the other

7.4 ANALYSIS OF THE AUDIENCE

It is very important to know who the presentation is meant for. The age, sex, nationality, motivationlevel, background knowledge, qualification and other features of the audience has a great influence on thekind of presentation that you are going to make.

Analysis of the audience takes place not only before the presentation starts, it should continue evenduring the course of the presentation. It is necessary to fine tune and modify the presentation according toaudience response. Otherwise the presentation is likely to go either above the heads of the audience or betoo elementary for them. If it has to be pitched at their levels, it is important to analyse the audience beforeand during the presentation. Audience response such as claps, smiles, stares, whispers, silence and everyother kind of repose should send signals to the speaker.

7.5 AN IDEA OF THE PHYSICAL SETTING

The speaker should be aware of the location wherein he is making his presentation. Taking the locationfor granted may result in utter disaster sometimes. The size of the room, seating arrangement, roomtemperature, lighting controls, public address system, audio-visual system, acoustics, computer projectionand all other infrastructure available in the room should be inspected before hand and the speaker shouldhave a grip on all these facilities. This would help in seating the audience comfortably, plan the speakersown movements in the location and make several other decisions.

Unit 7 - Presentations and Public Speaking


7.6 PLAN THE PRESENTATION

It is needless to point out that the presentation has to be well planned and even rehearsed once ortwice. It is important to plan the organization of the presentation, time for delivery, provision for questionand answer session and so on.

The content would usually be presented as follows:

Introduction or the Beginning: statement of objectives, creating an interest in the presentation,state the reasons for the presentation and also build up an appropriate expectation among the audience asto what is to follow.

Middle: This part should take care of the order of presentation of ideas (chronological, in order ofimportance, sequential and so on). Planning appropriate visuals, illustrations and other devices should alsobe a concern at this stage. The speaker should also take care to infuse a sense of humour so that theaudience is not bored and withdrawn from the presentation. It is very important to see that the audienceare always interested and involved in the presentation.

End: It is very important to sum up what has been said. The speaker should use this part of thepresentation to achieve the purpose of his presentation.

7.7 METHOD OF PRESENTATION

Presentations are made in many ways. Sometimes the paper is just read. Sometimes speakers memorizethe entire presentation, make note cards and deliver the speech with the help of the note cards or a powerpoint presentation. The third way is to do it extempore. In this method the speaker has only the main pointsin the form of note cards. He has not memorized the text before hand. He would deliver it natural on thespot.

Well all the three types have their own advantages and disadvantages. It depends a lot on who thespeaker is. If the speaker is very good in reading a paper naturally and make the audience understandevery idea that is conveyed reading a paper is alright. But the disadvantage in reading is in the proper useof language. Since the audience are going to listen to the speech and not read the speech, the language ofthe presentation should be closer to the language of speech than the language of writing. If the writtenlanguage were used, it would be very difficult for the audience to follow. Some of the characteristics ofspoken language are, broken utterance, meaningful repetition, colloquial expressions, meaningful pauses,appropriate body gestures and simple language.

If the presentation is a memorized one, it would be easy for the audience to understand as long as itsounds natural. If the speaker gives an impression that it is memorized, then the audience will tend to loseinterest. The deliver can become mechanical. But in the hands of a talented presenter even a memorizedspeech can be delivered as normal as possible.

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Extempore Presentation is very good provided the speaker is a proficient user of the language. Heshould also be an experienced speaker to handle an extempore efficiently.

7.8 USE OF BODY LANGUAGE

In face to face communication, body language plays an important role. The main rule about bodylanguage is that it should not be distractive to the audience. It should be a used as an additional support toeffective communication. Some of the dos and don’ts about body language in a presentation are:

Dos

Establish a good eye contact

Look confident

Be dressed neat ( care for appropriate colour and design of your dress)

Sound interested in the audience (polite tone, pleasing mannerisms)

Use facial gestures effectively to provide instant feedback to the audience

Acknowledge audience response appropriately by using gestures.

Don�ts

Do not distract the audience by unnecessary movements of your hands legs.

Do not cover your face with your hands, hand kerchief, pencil, pen or any other material.

Do not stare at a section of the audience

Do not ignore any part of the audience

Do not show fatigue, or disinterested ness.

7.9 REHEARSE THE PRESENTATION

It will be a very useful idea to rehearse in front of a mirror the full presentation. Try to anticipateaudience response to each and every part of your presentation . Ask yourself How will the audiencereceive your presentation rather than asking yourself ‘How do I perform?’.



7.10 USE OF VISUALS

l Visuals are very important in a presentation whether it is a power point presentation or apresentation on a OHP or even the use of a black board.

l The visuals should, first of all be, be visible to the audience. It should have the correct size,attractive font and an interesting lay out.

l Audience should be able to understand the visual easily

l A pointer or a stick should be used efficiently to point the visuals.

l The speaker should look at the audience and not show his back and look at the visuals.

l The content in each slide should be limited. If there is too much information , then the slide willpose difficulty for the audience.

l Information on the slide should be relevant, essential and accurate.

7.11 SAMPLE PRESENTATION

Given below is a presentation by a lecturer in an university on the topic Why, How and What ofReading’.

Comment on the presentation on the basis of the characteristics of a presentation presented undersection 7.0. The slides of the power point is also included in the presentation.

168 Unit 7 - Presentations and Public Speaking

Lecturer:

Good Morning. Welcome to the Institute Lecture on ‘Why, How and What of Reading’ from theDepartment of Humanities and Social Sciences.

170 Unit 7 - Presentations and Public Speaking


reference

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7.12 LET US SUM UP

This unit should have helped you to understand how to prepare for a presentation. Since presentationis a skill, it is not enough to stop with reading the theoretical description of a presentation. You need topractice making presentations to gain proficiency in this important art. Public speaking is similar topresentation in all respects . Therefore the discussion under this section should help you in making publicspeaking as well. The only difference in public speaking is that audience may be very varied unlike in apresentation wherein the audience may belong to a specific group.

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persnality development book

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