Lab Manual SSL AY2022-2023

SCTR’s
PUNE INSTITUTE OF COMPUTER

PICT, SEIT
TECHNOLOGY
Soft Skills Laboratory (2022-23)
SECOND YEAR
Information Technology
(2019 Course)
LABORATORY MANUAL
For
SOFT SKILLS LABORATORY

SEMESTER - III
[Subject code: 214449]
[Prepared By]
Mr. Abhijeet C. Karve
Ms. Priyanka M. Makkar
Mr. Vinay V. Thamke
DEPARTMENT
P:F – LTL – UG / 03/ R0 OF INFORMATION
PICT, Pune – 43 TECHNOLGY
Page 1 of 2
PICT, SEIT Soft Skills Laboratory (2022-23)
PUNE INSTITUTE OF COMPUTER TECHNOLOGY

DEPARTMENT OF INFORMATION TECHNOLOGY
LABORATORY MANUAL
AY 2022-23
214449: soft skill LABORATORY
SECOND YEAR – INFORMATION TECHNOLOGY
SEMESTER - III
TEACHING SCHEME EXAMINATION SCHEME
Practical: 2 Hrs/Week Term Work: 25 Marks
:::|| Prepared By ||:::

Mr. Abhijeet c. Karve
Ms. Priyanka M. Makkar
Mr. Vinay V. Thamke
P:F – LTL – UG / 03/ R0 PICT, Pune – 43 Page 2 of 2

INSTITUTE VISION AND MISSION
VISION
Pune Institute of Computer Technology aspires to be the leader in
higher technical education and research of international repute.
MISSION
To be leading and most sought after Institute of education and
research in emerging engineering and technology disciplines that
attracts, retains and sustains gifted individuals of significant potential.
Department VISION AND MISSION

VISION
The department endeavors to be recognized globally as a centre
of academic excellence & research in Information Technology.
MISSION
To inculcate research culture among students by imparting
information technology related fundamental knowledge, recent
technological trends and ethics to get recognized as globally
acceptable and socially responsible professionals.
Pune Institute of Computer Technology
Dhankawadi, Pune – 411043.
Department of Information Technology
List of Lab Experiments

Academic Year : 2022-23 Department : Information Technology
Subject : Soft Skill Lab Class : S.E
Subject Code : 214449 Semester : III
Assignment Problem Statement

No.
Introduction of Self / SWOC Analysis
1. A. Explain how to introduce oneself in a professional manner and presenting oneself
positively Name, Academic Profile, Achievements, Career Aspirations, Personal
Information (hobbies, family, social).
B. Focus on introspection and become aware of one’s Strengths, Weakness,
Opportunities and Challenges. Students can write down their SWOC in a matrix and
the teacher can discuss the gist personally.
Career Goals and Planning

A. Make students understand the difference between a job and a career. Elaborate steps
on how to plan a career. Students can choose a career and they should write down
2 what skills, knowledge, steps need to be successful in that career and how they can
get the right opportunity.
B. Explain to students how to plan short term and long-term goals. Think and write
down their short-term goals and long terms goals. Teacher can read and discuss
(provide basic counselling) about the choices written.
Public Speaking -- (Choose any 2)
A. Prepared Speech Topics will be shared with students, and they will be given 10
minutes to prepare and 3 minutes to deliver followed by Q&A from audience.
Teacher will evaluate each student based on content, communication skills, logical
and cohesive presentation of topic, perspective of student, ability to handle questions
and respond positively.
B. Extempore Speech Various topics will be laid out in front of the audience and each
student is to pick one topic and speak about the topic for 5 minutes followed by
3 Q&A from audience. Teacher will evaluate each student based on ability to think on
his/her feet, content, communication skills, logical and cohesive presentation of
topic, perspective of student, ability to handle questions and respond positively.
C. Reviewing an Editorial article Either using e-paper / printed copy, students have to
select a recent editorial (that is non-controversial), read it and explain to the
audience what the editor’s perspective is and what the student’s perspective is.
D. d. Book Review Each student will orally present to the audience his/her review of a
book that he/she has recently read.
P:F-LTL-UG / 01/ R0
Group Discussion
A. The class will be divided into groups of 8 – 10 students in for a discussion lasting 10
minutes.
4
B. Topics should be topical and non-controversial. After each group finishes its
discussion, the teacher will give critical feedback including areas of improvement.
The teacher should act as a moderator / observer only
Listening and Reading Skills

A. Listening Worksheets to be distributed among students Each student will be given
specifically designed worksheets that contain blanks / matching / MCQs that are
designed to an audio (chosen by the faculty). Students must listen to the audio (only
5 once) and complete the worksheet as the audio plays. This will help reiterate active
listening as well as deriving information (listening to information between the lines)
B. Reading Comprehension Worksheets to be distributed/displayed to students Teacher
will choose reading passages from non-technical domains, design worksheets with
questions for students to answer. This will enhance student’s reading skills by
learning how to skim and scan for information.
Writing Skills (Choose any 2)
A. Letter / Email Writing After explaining to the students the highlights of effective
writing, students can be asked to write (using digital platforms / paper-based) letter
to an organization with the following subject matter,
a. Requesting opportunity to present his/her product.
b. Complaining about a faulty product / service.
c. Apologizing on behalf of one’s team for the error that occurred.
d. Providing explanation for a false accusation by a client.
B. Report Writing After describing various formats to write report and explaining how
to write a report, each student should be asked to write a report (digital/ paper-
based) on any of the following topics, i. Industrial visit. ii. Project participated in. iii.
6 Business / Research Proposal.
C. Resume Writing The teacher should conduct a brief session outlining the importance
of a CV / Resume and students can write / type out their own resumes
a. Share various professional formats.
b. Focus on highlighting individual strengths.
c. Develop personalized professional goals / statement at the beginning of
the resume.
P:F-LTL-UG / 01/ R0
Team Building Activities
The class will be divided into groups of 4-5 students in each group and an activity will be
given to each group. The activities chosen for each team should be competitive and should
7 involve every student in the team. The activities may be conducted indoors or outdoors
depending on infrastructure. While selecting the team, ensure that each team has a mix of
students who have varied skills. The teacher should give critical feedback including areas of
improvement at the end of the activity.
Expert Lecture
Highlighting the need to manage stress and time, experts from the fields of health and
8 fitness, counselling, training, medical or corporate HR may be invited to deliver a
participatory session that focus on helping students to cope with parental, social, peer and
career pressures.
Lateral and Creative Thinking
Every student needs to step out of the linear thinking and develop lateral and creative
thinking. Teacher can develop creative activities in the classroom / lab that will help
students enhance their creative thinking. Some of the suggested activities,
a) Each group (3-4 students) can be given random unrelated items and they will be
given sufficient time to come up with creative ideas on how the objects can be used
9 for activities / purposes other than its intended one.
b) Each student is given a random line and he/she must spin a fictional story and tell it
to the class (3 minutes). Each story should have a beginning, middle and end.
c) Each group (3-4 students) can be given a fictional / hypothetical dangerous situation
and they must find a solution to that problem.
They can present it to the other teams who will then get the opportunity to pick flaws in the
ideas.
Mock Interviews
Student must undergo interview session and the teacher should seek the assistance of
another faculty member / TPO Officer/ Alumni to act as interview panel. Students will be
10 informed beforehand about the job profile that they are appearing the interview for, and
they must come prepared with a printed copy of their resume, formally dressed. Questions
will include technical as well as HR. Interviewer can choose to give problems to solve using
technical skills. Students will be graded based on their technical knowledge, ability to
answer questions well, presentation of self, body language and verbal skills.
Presentation Skills
Every student will have to choose a topic of his/her choice and make a 5-minute
presentation using audio-video aids / PPT. The topic can either be technical or non-
technical. Focus and evaluation of each presentation should be the depth of knowledge
about the topic, originality of perspective on the topic, well-researched or not, verbal and
11
non-verbal skills and ability to answer questions effectively. Plagiarism should be discredit
and students should be instructed about it.
P:F-LTL-UG / 01/ R0
Corporate and Business Etiquette
The teacher can design an interactive session that allows students to be involved in
understanding the requirements of a corporate environment. This can be done using
12
innovative quiz competition in the classroom and the teacher explaining the concept /
relevance of that aspect in the professional context. Alternatively, the teacher can invite
professionals to have an interactive session with students about various aspects of
professional etiquette
Mr. Abhijeet Karve Dr. A. S. Ghotkar

Subject coordinator HOD, IT
P:F-LTL-UG / 01/ R0
Pune Institute of Computer Technology
Dhankawadi, Pune – 411043.
Department of Information Technology
Schedule of Lab Experiments
Academic Year : 2022-23 Department : Information Technology

Subject : Soft Skill Lab Class : S.E
Subject Code : 214449 Semester : III
Assignment Problem Statement Date of

No. Submission
Introduction of Self / SWOC Analysis
1. A. Explain how to introduce oneself in a professional manner and
presenting oneself positively Name, Academic Profile, Achievements,
Career Aspirations, Personal Information (hobbies, family, social).
First Week of
B. Focus on introspection and become aware of one’s Strengths,
September
Weakness, Opportunities and Challenges. Students can write down
their SWOC in a matrix and the teacher can discuss the gist
personally.
Career Goals and Planning
A. Make students understand the difference between a job and a career.
Elaborate steps on how to plan a career. Students can choose a career
and they should write down what skills, knowledge, steps need to be
2 successful in that career and how they can get the right opportunity. Third week of
B. Explain to students how to plan short term and long-term goals. Think September
and write down their short-term goals and long terms goals. Teacher
can read and discuss (provide basic counselling) about the choices
written.
Public Speaking -- (Choose any 2)
A. Prepared Speech Topics will be shared with students, and they will be
given 10 minutes to prepare and 3 minutes to deliver followed by
Q&A from audience. Teacher will evaluate each student based on
content, communication skills, logical and cohesive presentation of
topic, perspective of student, ability to handle questions and respond
3
positively. Fourth Week of
B. Extempore Speech Various topics will be laid out in front of the September
audience and each student is to pick one topic and speak about the
topic for 5 minutes followed by Q&A from audience. Teacher will
evaluate each student based on ability to think on his/her feet, content,
communication skills, logical and cohesive presentation of topic,
perspective of student, ability to handle questions and respond
P:F-LTL-UG / 02/ R1
positively.
C. Reviewing an Editorial article Either using e-paper / printed copy,
students must select a recent editorial (that is non-controversial), read
it and explain to the audience what the editor’s perspective is and what
the student’s perspective is.
D. d. Book Review Each student will orally present to the audience
his/her review of a book that he/she has recently read.
Group Discussion
A. The class will be divided into groups of 8 – 10 students in for a
discussion lasting 10 minutes.
4
B. Topics should be topical and non-controversial. After each group First Week of
October
finishes its discussion, the teacher will give critical feedback including
areas of improvement. The teacher should act as a moderator /
observer only
Listening and Reading Skills

A. Listening Worksheets to be distributed among students Each student
will be given specifically designed worksheets that contain blanks /
matching / MCQs that are designed to an audio (chosen by the
faculty). Students must listen to the audio (only once) and complete
the worksheet as the audio plays. This will help reiterate active
5
listening as well as deriving information (listening to information Third week of
between the lines) October
B. Reading Comprehension Worksheets to be distributed/displayed to
students Teacher will choose reading passages from non-technical
domains, design worksheets with questions for students to answer.
This will enhance student’s reading skills by learning how to skim and
scan for information.
Writing Skills (Choose any 2)
A. Letter / Email Writing After explaining to the students the highlights
of effective writing, students can be asked to write (using digital
platforms / paper-based) letter to an organization with the following
subject matter,
6 a. Requesting opportunity to present his/her product.
Fourth week of
b. Complaining about a faulty product / service.
October
c. Apologizing on behalf of one’s team for the error that
occurred.
d. Providing explanation for a false accusation by a client.
B. Report Writing After describing various formats to write report and
explaining how to write a report, each student should be asked to write
P:F-LTL-UG / 02/ R1
a report (digital/ paper-based) on any of the following topics, i.
Industrial visit. ii. Project participated in. iii. Business / Research
Proposal.
C. Resume Writing The teacher should conduct a brief session outlining
the importance of a CV / Resume and students can write / type out
their own resumes
a. Share various professional formats.
b. Focus on highlighting individual strengths.
c. Develop personalized professional goals / statement at the
beginning of the resume.
Team Building Activities

The class will be divided into groups of 4-5 students in each group and an
activity will be given to each group. The activities chosen for each team
7 should be competitive and should involve every student in the team. The
First week of
activities may be conducted indoors or outdoors depending on infrastructure.
November
While selecting the team, ensure that each team has a mix of students who
have varied skills. The teacher should give critical feedback including areas
of improvement at the end of the activity.
Expert Lecture
Highlighting the need to manage stress and time, experts from the fields of
8
health and fitness, counselling, training, medical or corporate HR may be Second week of
invited to deliver a participatory session that focus on helping students to November
cope with parental, social, peer and career pressures.
Lateral and Creative Thinking
Every student needs to step out of the linear thinking and develop lateral and
creative thinking. Teacher can develop creative activities in the classroom /
lab that will help students enhance their creative thinking. Some of the
suggested activities,
a) Each group (3-4 students) can be given random unrelated items and
they will be given sufficient time to come up with creative ideas on
9 how the objects can be used for activities / purposes other than its Third week of
intended one. November
b) Each student is given a random line and he/she must spin a fictional
story and tell it to the class (3 minutes). Each story should have a
beginning, middle and end.
c) Each group (3-4 students) can be given a fictional / hypothetical
dangerous situation and they must find a solution to that problem.
They can present it to the other teams who will then get the opportunity to
P:F-LTL-UG / 02/ R1
pick flaws in the ideas.
Mock Interviews
Student must undergo interview session and the teacher should seek the
assistance of another faculty member / TPO Officer/ Alumni to act as
interview panel. Students will be informed beforehand about the job profile
10 that they are appearing the interview for, and they must come prepared with a
Fourth week of
printed copy of their resume, formally dressed. Questions will include
November
technical as well as HR. Interviewer can choose to give problems to solve
using technical skills. Students will be graded based on their technical
knowledge, ability to answer questions well, presentation of self, body
language and verbal skills.
Presentation Skills
Every student will have to choose a topic of his/her choice and make a 5-
minute presentation using audio-video aids / PPT. The topic can either be
technical or non-technical. Focus and evaluation of each presentation should
be the depth of knowledge about the topic, originality of perspective on the
11 topic, well-researched or not, verbal and non-verbal skills and ability to
First week of
answer questions effectively. Plagiarism should be discredit and students
December
should be instructed about it.
Corporate and Business Etiquette

The teacher can design an interactive session that allows students to be
involved in understanding the requirements of a corporate environment. This
12 can be done using innovative quiz competition in the classroom and the
Second week of
teacher explaining the concept / relevance of that aspect in the professional
December
context. Alternatively, the teacher can invite professionals to have an
interactive session with students about various aspects of professional
etiquette
Mr. Abhijeet Karve Dr. A. S. Ghotkar

Subject coordinator HOD, IT
P:F-LTL-UG / 02/ R1
PUNE INSTITUTE OF COMPUTER TECHNOLOGY
DHANKWADI, PUNE - 411043
INFORMATION TECHNOLOGY DEPARTMENT
CLASS: S.E. Academic Year 2022 – 2023 SEMESTER: III
SUBJECT: SOFT SKILLS LABORATORY (214449)
Assignment No. 1
Revised on date: 10 – 08 – 2022
TITLE 1. Introduction of Self / SWOC Analysis

a. Explain how to introduce oneself in a professional manner and
presenting oneself positively Name, Academic Profile, Achievements,
Career Aspirations, Personal Information (hobbies, family, social).
PROBLEM Introduce oneself in a professional manner and presenting oneself positively Name,
DEFINITION Academic Profile, Achievements, Career Aspirations, Personal Information
(hobbies, family, social).
OBJECTIVE ➢ To develop student to introduce himself/herself effectively by considering
all the parameters
➢ To emphasize voice projection and eye contact
➢ To introduce basic speaking organization and delivery
➢ To give students opportunities to gain confidence as speakers
APARATUS (S/W) Microsoft Word
REFERENCES 1. Individual past track record
2. Group Discussion & Interview Skills, Priyadarshini Patnaik
3. Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford University
Press
4. Developing Communication Skill: Krishna Mohan, Meera Banerji, - McMillan
India Ltd
STEPS Things to consider when introducing yourself
➢ Dress appropriately
➢ Prepare what to say
➢ Be aware of body language
INSTRUCTIONS ▪ Title
FOR WRITING ▪ Introduce yourself with your Name first
JOURNAL ▪ Write what are points discussed during introduction
▪ Conclusion
P: F-LTL-UG/03/R1 4
Theory Related Explanation:
➢ Self-introduction tips
It is all the way more dreadful for freshers to prepare their self-introduction. Most freshers are of the
view that they don’t have much to talk about. Let us keep this straight: You know you are a fresher; your
interviewer also knows you are a fresher.
In addition to the above-mentioned points, following are some special tips for student:
• Confidence is the key. Maintain good body language and communicate your points well.
• Take this opportunity of self-introduction as your chance to exhibit your qualities in the right
way.
• Talk about your educational background and achievements. Mention relevant certificates
and awards. For example, if you are giving an interview for the profile of ‘content writer’, an
awarded certificate for essay writing is worth mentioning.
• Provide information about your family members. However, do not talk in detail about their
professional achievements. Remember: It is your interview.
• As a fresher, you have leverage that you can talk about your hobbies at length. Showcase your
qualities and personality while mentioning your hobbies. By doing so, you can take charge of
your interview.
General tips for self-introduction

Let us discuss some general tips on how to give a good self-introduction.
• A smile goes a long way
Wear a smile when you go for an interview. A smile adds up to your confidence and balances
your body language. You also come across as a friendly person.
• Greet everyone
A simple ‘hello’ can showcase your etiquettes.
• Introduce when you reach the venue
Inform the concerned person or at the reception of your arrival. You should give a proper
introduction about yourself.
Example:
Hi, my name is Priya. I am here for an interview for the post of ‘Community Banker’. It is scheduled
with Mr. Vikrant at 2:00 p.m.
• Maintain eye contact
It is important that you avoid distractions and maintain eye contact while talking. The idea of
self-introduction is not just limited to get to know about the candidate.
P: F-LTL-UG/03/R1 5
• Prepare
Always prepare your self-introduction according to the job profile you are giving the interview
for. It gives you confidence and leaves a good impression on your interviewers. This preparation
also helps you to keep your introduction concise, and you do not end up giving irrelevant
information.
Things to avoid during self-introduction

Here is a few don'ts to take care of when giving a self-introduction.
• Do not simply narrate the content of your resume and cover letter. Make it sound authentic by
providing examples.
• Do not ask ‘what do you want to know?’. It shows that you are not prepared.
• Do not narrate life stories. Just touch upon an experience if you want to highlight any specific
quality.
• Do not consume a lot of time giving your self-introduction.
P: F-LTL-UG/03/R1 6
TITLE 1. Introduction of Self / SWOC Analysis
b. Focus on introspection and become aware of one’s Strengths, Weakness,
Opportunities and Challenges.
Students can write down their SWOC in a matrix and the teacher can
discuss the gist personally.
PROBLEM Draw a SWOT Table showing your Strength, Weakness, Opportunity, and
DEFINITION Traits.
OBJECTIVE • To disclose your competitive advantages.

• To explore your hopes for sales, productivity, and product development.
• To organize your company for setbacks.
• To permit for the development of emergency arrangements.
REFERENCES i. Individual past track record
ii. Group Discussion & Interview Skills, Priyadarshini Patnaik
iii. Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford University
Press
iv. Developing Communication Skill: Krishna Mohan, Meera Banerji, -
McMillan India Ltd
STEPS 1. Step 1: Information gathering - record all strengths that exist currently.
Then consecutively, record all weaknesses that exist currently.
2. Step 2: What may be - record all opportunities that subsist at some point.
Opportunities are likely future strengths. After that, record all threats
that subsist at some point. Threats are likely potential weaknesses.
3. Step 3: Plan of action - assess your SWOT matrix with an outlook to
making an action plan to deal with each of the four parts.
FOR WRITING ▪ Problem Definition
JOURNAL ▪ Description
▪ Self-assessment
▪ SWOT Table
▪ Conclusion
Concepts related Theory:

• A technique that enables a group or individual to move from everyday problems and traditional
strategies to a fresh prospective.  SWOT analysis looks at your strengths and weaknesses, and the
opportunities and threats your business faces.
• SWOT analysis looks at your strengths and weaknesses, and the opportunities and threats your
business faces.
➢ Strength : Characteristics of the business or a team that give it an advantage over others in the
industry. Positive tangible and intangible attributes, internal to an organization. Beneficial aspects
of the organization or the capabilities of an organization, process capabilities, financial resources,
products and services, customer goodwill and brand loyalty.
➢ Examples - Abundant financial resources, Well-known brand name, Economies of scale, Lower
costs [raw materials or processes], Superior management talent, Better marketing skills, Good
distribution skills, Committed employees.
P: F-LTL-UG/03/R1 7
➢ Weakness:
o Characteristics that place the firm at a disadvantage relative to others. Detract the organization
from its ability to attain the core goal and influence its growth. Weaknesses are the factors which
do not meet the standards we feel they should meet.
o However, weaknesses are controllable. They must be minimized and eliminated. Examples -
Limited financial resources, Weak spending on R & D, Very narrow product line, Limited
distribution, Higher costs, Out-ofdate products / technology, Weak market image, Poor marketing
skills, Limited management skills, Undertrained employees.
➢ Opportunity:
o Chances to make greater profits in the environment - External attractive factors that
represent the reason for an organization to exist & develop. Arise when an organization
can take benefit of conditions in its environment to plan and execute strategies that enable
it to become more profitable.
o Organization should be careful and recognize the opportunities and grasp them whenever
they arise. Examples - Rapid market growth, Rival firms are complacent, changing
customer needs/tastes, New uses for product discovered, Economic boom, Government
deregulation, Sales decline for a substitute product.
➢ Threats:
o External elements in the environment that could cause trouble for the business - External
factors, beyond an organization’s control.
o Arise when conditions in external environment jeopardize the reliability and profitability
of the organization’s business. Compound the vulnerability when they relate to the
weaknesses. Threats are uncontrollable.
o When a threat comes, the stability and survival can be at stake. Examples - Entry of
foreign competitors, Introduction of new substitute products, Product life cycle in decline,
changing customer needs/tastes, Rival firms adopt new strategies, Increased government
regulation, Economic downturn.
P: F-LTL-UG/03/R1 8
➢ Matrix of SWOT Analysis:
HELPFUL HARMFUL
TO ACHIEVING THE TO ACHIEVING THE
OBJECTIVE OBJECTIVE
STRENGTHS WEAKNESSES
What is particularly effective about our Where is our program ineffective in
(ATTRIBUTES OF
program for students, faculty, graduate addressing this specific objective?

ORGANIZATION)
students, school districts, and children as
relates to the specific objective? What resources do we need, but
INTERNAL
lack?
What resources do we have for our
ORIGIN
program (personnel, space, What annoys, frustrates, or

THE
equipment)? disappoints our students?

colleagues? university? schools?
children? (As relates to this
objective.)
OPPORTUNITIES THREATS
Are we hiring new faculty? Is enrollment falling? Changing?
Why?
THE
ORIGIN
Are there new strategic plans or

initiatives in the institution or state or Are budgets being cut?
country that we can jump on (Next Gen.
Science Standards? Common Core?) What are other programs doing that we
OF
aren't? (and is this an opportunity to learn

Is enrollment changing (increasing, and adapt rather than a threat?)
EXTERNAL
reaching a different group of students,

ENVIRONMENT)
etc.)? Are key faculty retiring? (and is this an

(ATTRIBUTES
opportunity and a threat?)

Is the institution interested in new
educational opportunities (such as
inter-department collaborations to
promote Computer Sci or Engg.
Education)?
Benefits of SWOT Analysis:

✓ Knowing the competition
✓ Decision Making
✓ Forecasting
Extra Assignment:
1) Case Study: Assume that a Washing machine manufacturing has recently launched its products.
Perform a SWOT analysis for the same
2) SWOT Analysis of KFC
3) Ask students to draw anything from animal kingdom & then show it to all & then will give you one
word that strikes in their mind first by looking into your drawing, which somehow describes yourself
P: F-LTL-UG/03/R1 9
Assignment No. 2
TITLE Career Goals and Planning
PROBLEM To understand the difference between a job and a career. Elaborate steps
DEFINITION on how to plan a career.
How to choose a career and write down what skills, knowledge, steps need
to be successful in that particular career and how they can get the right
opportunity.
OBJECTIVE
The major objectives of career planning are as follows:
1. To identify positive characteristics of the employees.
2. To develop awareness about each employee’s uniqueness.
3. To respect feelings of other employees.
4. To attract talented employees to the organization.
5. To train employees towards team-building skills.
6. To create healthy ways of dealing with conflicts, emotions, and stress.
APARATUS (S/W) Microsoft Word document
REFERENCES o Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford
University Press
o Developing Communication Skill: Krishna Mohan, Meera Banerji, -
McMillan India Ltd
o English for Business Communication: Simon Sweeney, Cambridge
University Press
STEPS
Step 1: Explore Career Options
Step 2: Conduct Field Research
Step 3: Determine Your Job Target
Step 4: Build Your Credentials and Resume
Step 5: Prepare for Your Job Search
Step 6: Launch Your Job Search

INSTRUCTIONS • Title
FOR WRITING • Problem Definition
JOURNAL • Types of Goal
• Steps & Do’s Don’ts
• Printout
• Conclusion
P: F-LTL-UG/03/R1 10
Concept related theory:
Career & Job Planning:
Definitions:
1. A career may be defined as ‘a sequence of jobs that constitute what a person does for a living’.
2. According to Schermerhorn, Hunt, and Osborn, ‘Career planning is a process of systematically
matching career goals and individual capabilities with opportunities for their fulfillment’.
. Career planning is the process of enhancing an employee’s future value.
4. A career plan is an individual’s choice of occupation, organization, and career path.
Career planning encourages individuals to explore and gather information, which enables them to syn-
thesize, gain competencies, make decisions, set goals and take action. It is a crucial phase of human
resource development that helps the employees in making strategy for work-life balance.
Features of Career Planning and Career Development:
1. It is an ongoing process.
It helps individuals develop skills required to fulfill different career roles.
3. It strengthens work-related activities in the organization.
4. It defines life, career, abilities, and interests of the employees.
5. It can also give professional directions, as they relate to career goals.
Benefits of Career Planning:
1. Career planning ensures a constant supply of promotable employees.
. It helps in improving the loyalty of employees.
3. Career planning encourages an employee’s growth and development.
4. It discourages the negative attitude of superiors who are interested in suppressing the growth of the
subordinates.
5. It ensures that senior management knows about the caliber and capacity of the employees who can
move upwards.
6. It can always create a team of employees prepared enough to meet any contingency.
7. Career planning reduces labor turnover.
8. Every organization prepares succession planning towards which career planning is the first step.
1. Self-exploration and assessment

You first need to understand your needs, strengths, personality, skills, talents, and interests to make
informed academic and career decisions. You can determine these items on your own by making a series
of lists or through a variety of tests, including:
• Value evaluations, which include factors such as the salary level you desire, whether you prefer
frequent interactions with other people or solitude in the workplace, how much you want your
work to contribute to society as a whole and how important prestige is to your work and the rest
of your life.
• Interest evaluations, which gather data about your likes and dislikes regarding a wide array of
activities, people and objects. Many interest profilers, including the Strong-Campbell Interest
Inventory, match your interests with six types: realistic, investigative, artistic, social, enterprising
and conventional. Then, these types are matched with the occupations that fit them best.
• Personality evaluations, which often use online surveys like the Myers-Briggs Type Indicator:
Introversion or Extroversion, Sensing or Intuition, Thinking or Feeling, or Judging or Perceiving.
People with some personality types do better in certain occupations than others. For example, an
introvert might not enjoy working with other people all day.
• Aptitude evaluations, which test your abilities and strengths. They can let you know if you need
more education or training and can also help you decide if you want to spend the time, money and
effort needed to start a brand-new career.
Self-assessment
The first step to successfully plan your career is to understand your own interests, strengths,
weaknesses, and goals. Begin by asking yourself the following questions –
• What do I enjoy doing?
• What motivates me?
• What am I good at? What are the things I am bad at?
• What kind of lifestyle do I want in the future?
• What are my personal goals?
• What are my biggest achievements and failures?
• What qualifications and experience do I have?
• What do I want to be known for?
TITLE Career Goals and Planning
PROBLEM b. To set personal & career short – term & long – term goal
DEFINITION
OBJECTIVE To get first–hand information about the individuals background,
technical skills, other skills, achievements , future goals , hobbies.
Short-term goal objectives help businesses meet long-term objectives,
making them an important element of any business decision.
REFERENCES o Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford
University Press
o Developing Communication Skill: Krishna Mohan, Meera Banerji, -
McMillan India Ltd
o English for Business Communication: Simon Sweeney, Cambridge
University Press
STEPS 1.Get in State
2.Brainstorm Your Life Goals
3.Prioritize
4.Choose the Top 3 Goals
5.Set Deadlines
6.Create an Action-Plan
7.Start Now with Your #1 Goal
JOURNAL • Types of Goal
• Steps & Do’s Don’ts
• Printout
• Conclusion
Concept Related Theory:

Goal setting…
Focuses your sights on something you want to attain
Deals with the why, when, and how of our lives
Turns your daydreams and fantasies into reality
Lets you prioritize the detailed steps needed to reach your dreams
Helps break down overwhelming larger tasks into smaller manageable tasks
Helps to manage your time management more efficiently
Leads to a sense of accomplishment and self-fulfillment
Aids to Successful Goal Setting

1. Brainstorm – List everything you would like to accomplish.
2. Prioritize – Look at your list: decide which goal you would like to work with first. Keep your list of goals
so that you can check on your progress.
3. Describe in Detail – Be very specific: break your goals into objectives, a step-by-step plan so you can
check on your progress.
4. Identify Your Barriers – Look for internal and external blocks to reaching your goals.
5. Develop a Game Plan – Decide ways to overcome the barriers to your goals.
6. Develop a Timeline – Look at your goals and work out a realistic timeline.
7. Reward Yourself – Reward yourself for each step you accomplish towards your goals
Goals for Your Lifetime:

The first step in setting personal goals is to consider what you want to achieve in your lifetime, as setting
lifetime goals gives you the overall perspective that shapes all other aspects of your decision making.
To give a broad, balanced coverage to all important areas in your life, try to set goals in some or
all of the following:
✓ Artistic: Do you want to learn an instrument? Participate in a play? See the Mona Lisa? If so, how can
you make that happen?
✓ Attitude: Is any part of your mindset holding you back? Are there any particular behaviors or habits that
are upsetting to you and would like to change? Do you need any outside support to assist you in these
changes?
✓ Career: What level do you want to reach in your career? How much education will you need?
✓ Education: Is there any knowledge you want to acquire in particular? What information and skills will
you need to achieve your goals?
✓ Family: Do you want to be a parent? Will you wait to have children until you have a good job? After
college? How do you envision your family living? If you already have kids, is there anything you would
like to do for them?
✓ Financial: How much do you want to earn by what stage of your life? Do you want to understand
investments, retirement and 401ks? How can you learn that?
✓ Physical: Are there any athletic goals you want to achieve? How do you want to maintain good health
into old age? What steps are you going to take to achieve this?
✓ Pleasure: How do you want to enjoy yourself? Would you like to take up a hobby or register for a class?
Maybe travel? You should ensure that some of your life is for you!
✓ Public Service: Do you want to make the world a better place by your existence? Are you interested in
volunteer work? Community service, Peace Corps, Habitat for Humanity? Environmental or animal
welfare organizations? How do you want to give back to the world?
One convenient way of creating your list of goals is to brainstorm ideas in each of the following
categories:
What you want to BE
What you want to LEARN
What you want to DO
What you want to HAVE
What you want to GIVE
While you are brainstorming, you’ll want to make sure you think about subcategories of interest to you
such as artistic, attitude, career, education, family, financial, physical, pleasure and public service. Also,
consider what you would do if you had no limitations. For example, what if money and health were not
obstacles for you? Think about people you admire and what it is that they have, do and are that you want
to emulate. Pick four of the above categories and brainstorm goal ideas.
Tips for Setting Long-Term Goals
• Work backwards. Think about what you want to achieve then plan steps going back to what you can
do right now.
• Create a picture of where you want to be in life 10 years from now.
• Think about what you need to do in five years, in one year, and in six months to get to your long-term
goal.
• Write down what you need to do each month to achieve your goals.
• After each monthly goal is achieved, look at your goals and adjust them as needed.
Prioritizing Your Goals

How do you decide what to do first? How do you adjust your goals? This is called prioritizing.
Prioritizing means that you decide what is most important to you right now. All of your goals are
important, but it's impossible to work on all of them at once.
1. Choose what is most important right now.

2. Focus mainly on that goal.
3. Add additional goals as you become comfortable with your efforts.
4. Being flexible is important. Change your focus on goals as your life changes.
Goals must be S.M.A.R.T.

S = Specific
M = Measurable
A = Achievable / Affordable
R = Realistic / Relevant
T = Time bound
10 steps to goal setting:

Step 1: Identify your goals
Step 2: Write you goals down
Step 3: Needs Analysis
Step 4: List Benefits & Obstacles
Step 5: List Objectives
Step 6: Create a plan of action
Step 7: Share your goals
Step 8: Continuously Act on & assess your goals & objectives
Step 9: Celebrate
Step 10: Periodically evaluate your Goals
Assignment No. 3
TITLE Public Speech
PROBLEM a) To write full text of speech & deliver the same
DEFINITION
OBJECTIVE ▪
To understand & use different patterns for structuring speech
▪
To recognize & utilize the methods for delivering your speeches according to
the requirement
▪ To explore ways to make your speeches according to the requirement
APARATUS (S/W) Dias, mike
REFERENCES ▪ Communication Skills: Sanjay Kumar and Pushpa Lata , Oxford
University Press
▪ Individual student can search the topics from books, magazines, web,
presentation CDs, newspapers, etc. for finding related information.
▪ John Collin, “Perfect Presentation”, Video Arts MARSHALL
STEPS 1. Selection of topic.
2. Research the topic of the speech thoroughly.
3. Analysis and arrangement of ideas logically.
4. Prepare well for your speech
5. Strategically overcome your nervousness
6. Start your speech innovatively using proper body language
7. End your speech on an emphatic note
8. Feedback about the speech considering points
INSTRUCTIONS 1. Title
FOR WRITING 2. Problem Definition
JOURNAL 3. Introduction & types of speech
4. Description of effective speech along with the Dos and Don’ts.
5. Conclusion
Learning Outcome: Students should be able to–

➢ utilize eye contact, body language & voice to their advantage in a speech
➢ figure out the nuances of public speaking tasks
➢ learn how to deliver different types of speeches

Definition: “A structured, prepared & speech – based means of communicating information, ideas, or
arguments to a group of interested people in order to inform or persuade them”
Types of Oral Presentations:

1) The impromptu speech
2) The memorized speech
3) The manuscript speech
4) The extemporaneous speech
Preparing contents: 3 As
➢ Analyze your AUDIENCE.
➢ Define what ACTION, you want them to take.
➢ Arrange your ARGUMENT to move them
Choosing an appropriate pattern:

I. Chronological pattern
II. Casual Pattern
III. Spatial Pattern
IV. Topical Pattern
Broadly speaking, you can render your speeches

interesting & captivating by working on
following strategies:
 Make your beginnings catchy
 Use humor & wit
 Use body language appropriately
 Employ proper voice modulation
 Use examples and instances
 End emphatically
Delivering Different types of speech:

I. Welcome / Introductory Speech
II. Vote of Thanks Speeches
III. Farewell Speeches
Speaking from Memory

Advantages Disadvantages
 Memorizing an entire speech helps the  It is generally seen that speaking from
speaker put across his/her ideas with requisite memory makes a speaker rely too much on it
flair, tone, & tenor
 The method requires a lot of practice &  Since the entire speech is memorized by the
rehearsal, which in turn, helps the speaker to speaker, forgetting some part of it may result
be well prepared for the speech in a derailment of the speaker’s momentum
 Since the speaker is usually well-prepared s/he  As the entire text is already memorized by the
can maintain better eye contact with the speaker, it does not give him/her much room
audience while delivering the speech for creativity and originality
 With this method, the speaker has the  While choosing this pattern, the speaker binds
advantage of casting & recasting the entire him/herself to expressing certain views which
text of the speech, & making it as impressive s/he cannot change even if the situation so
& emphatic as possible warrants
 The method may smack of a person’s lack of
experience when s/he endeavors to choose it
Speaking from Manuscript

Advantages Disadvantages
 Since the entire speech is written & to be read  As the speaker reads from the manuscript, the
out from the manuscript, it adds to the entire speech–making process looks too
confidence of an inexperienced speaker formal & monotonous at times
 As the entire text is already written, the margin  Since the speech is already written, the
of error is minimal speaker does not have the chance to make
changes at the time of delivery, if required
 In situations where accuracy is extremely  As the entire speech has to be uttered verbatim
important, this method of delivery is quite from the script, it lacks originality &
useful spontaneity
Assessment of Presentation based on–

Style of speech, Introduction to topic, Eye Contact, Rate, Enunciation, Pitch, Pauses, Emphasis,
Appearance, Body language & Gestures, Visual Aids, audience awareness
Review questions:
1) ‘Speeches are not just meant to be spoken; they also are required to be made interesting & entertaining
to the audience.’ What are the strategies that can make a speech interesting & entertaining to the
audience? Discuss & substantiate with approximate examples.
2) In delivering speech, patterns of organization & modes of delivery play a very significant role. Highlight
the importance & suitability of each of these patterns & methods generally employed in the speech –
making process
3) ‘There is no substitute for wit & humor in public speaking situations.’ Do you agree with this statement?
Offer elaborate comments to substantiate your point of view.
4) ‘Public speaking is as much about non – verbal communication as it is about its verbal aspects.’ Elucidate
the statement with proper examples.
TITLE
Public Speaking
PROBLEM
DEFINITION B. Extempore Speech: To speak for a minute or two on any given topic without any
preparation during your personal Interview.
OBJECTIVE •
The purpose of the Extemporaneous Public Speaking Leadership
Development Event is to develop the ability of students to express themselves
on a given subject without having prepared or rehearsed its content in advance,
therefore causing them to formulate their remarks for presentation in a limited
period.
APARATUS (S/W) Audio Recording, Notebook
REFERENCES Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford University Press
YouTube
Google, Story Books
http://www.articlesbase.com/self-improvement-articles/how-to-develop-reading-
skills-297612.html#ixzz0svLfTnIn
STEPS
Keep following Flow of Extempore Speech:
•Grab a pen and a piece of paper
•Hijack the topic & make it your own
•Jot down interesting or significant points
•Feel free to acknowledge that you have not prepared for a speech
•Begin with your introductory sentence, elaborate it, then start working your
way to your ending sentence
•As you deliver your speech, concentrate on diction and tone
JOURNAL • Description & types of listening
• Consequences of poor listening
• Listening vs hearing
• Benefits of Effective reading
• Dos and don’ts
• Prepared speech
• Conclusion
Objective:
▪ To help participants look at the effects of good and bad habits in listening, and to help them
identify their own bad habits and develop a plan for eliminating them.
▪ To examine the powerful rapport–building effect of matching the talker’s pace, even when you
cannot see each other.
▪ To help participants identify and practice the non-verbal behaviors essential for good listening.
▪ To help participants to look in detail at the process of empathizing, which is the key skill in
dealing with the emotions of others, and to learn how to identify a feeling and reflect it back to
demonstrate understanding.
Prerequisite: Good understanding of English language
Learning Outcome:
▪ Understand how listening is different from hearing
▪ Learn about the different types of listening so that you can use them effectively, as & when required
▪ Identify the major causes of poor listening
▪ Know the various techniques to improve your listening skills
▪ Understand the importance of reading in achieving success both in academic & professional life
▪ Acquire various types of reading skills that one may employ while reading different kinds of texts
Concept related Theory:

How to Get through Extempore Speech: 7 Tips to Get Full Marks
To get ready for Extempore Round, following expert tips can prove very helpful in your extempore
speech. Please remember Extempore speech is delivered on any random topic given to you so it throws
good challenge to you as the audience is also well learned and you cannot befool them. So, following
key tips on Extempore speech can sure make your speech a good one:
1. Topic Knowledge –Good to Have but Not Necessary: It is not necessary that you know much
about the suddenly given topic and it can be beyond your imagination, your study or working
area. For example, a student of Arts, if given a topic on physics may not be aware about it. But
with right approach in extempore speech delivery, you can crack the round leading to final
selection.
2. Think First: You will get 10-15 seconds to think on the random extempore speech topic given
to you, before you start delivering your extempore speech to the panellists or audience in front of
you. Gather your thoughts, make them coherent rest can be added when you are speaking
spontaneously.
3. Frame Outline: How to start with your Extempore speech becomes a challenge when you do not
know or know too much about the topic. So, make a short outline frame with the first para about
the topic. This will make maximum impact how you begin. The rest of your extempore speech
will move around the framed opinion.
4. Be Audible Enough: You need not to shout nor must be too low on volume. Make sure that you
are audible enough and are continuing with your extempore speech coherently
5. No Bluff: There is no point to unnecessarily bluff and be irrelevant. Even if you wish to take the
topic of extempore speech in your domain of knowledge, switch gradually by giving some
illustration, example, quote, data. This will make a positive impact
6. Remain Calm & Cool: No need to be hyperactive or bully type of speaker. If you can go on with
your extempore speech for a minute or so and can make desired impact, it will be better than a
long 3-minute extempore speech which has no substance
7. Conclude with a Positive Note: Unlike a Group Discussion round which is held in a group,
Extempore speech round is one to one. Accordingly, your Extempore Speech is carefully heard
by highly qualified panellists. If you remain negative while concluding the extempore speech on
the topic, it may not yield desired result. So, it is better to conclude with a positive note and if
possible present a brief solution to the problem, in case the topic demands it and if you can present
it.
Why Extempore is Important?
Through the Extempore speech, The MBA colleges test your speaking skills, flow of thought, way of
presenting your ideas which are very much needed to groom leadership qualities in you before offering
you admission.
B- Schools are now widely employing extempore as a part of their selection process because of its
impromptu nature, which pulls out a candidate out of his/her comfort zone. Through extempore they
usually test your presence of mind, flow of thought, speaking skills, and way of presenting your ideas in
a scenario with limited time and under pressure. So in order to do well in extempore we have mentioned
a few points.
TITLE Public Speaking
PROBLEM Reviewing an Editorial article

DEFINITION To select a recent editorial (that is non-controversial), read it and explain it in front of
audience.
OBJECTIVE
1. Introduction, body, and conclusion like other news stories
2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the
writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials
engage issues, not personalities and refrain from name-calling or other petty tactics
of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe
about a problem, but a good editorial should take a pro-active approach to making
the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion.
Give it some punch.
APARATUS Discussion Room and sitting arrangement.
REFERENCES ▪ Individual student can search the current topics for discussion from magazines,
web, presentation CDs, newspapers, etc. for finding related information.
▪ “Technical Writing process and product”, Sharon Gerson, Steven Gerson,
Pearson education Asia, LPE Third edition.
▪ ‘How to prepare for Group Discussion & Interview’, 2nd edition by Hari
Mohan Prasad & Rajnish Mohan, The McGraw–Hill Companies
▪ ‘Group Discussion & Interview Skills’ by Priyadarshini Patnaik, Foundation
STEPS ▪ Selection of topic.
▪ Collection of material and classification.
▪ Analysis and arrangement of ideas logically.
▪ Select the medium of presentation.
▪ Prepare the presentation.
▪ Conclusion about the discussion.
▪ Feedback & selection of students for the interview
JOURNAL ▪ Definition, description, and types.
▪ Dos & Don'ts of GD.
▪ Difference between GD & debate
▪ Conclusion
Learning Outcome:
▪ To identify & analyze the social processes that impact on group development and performance.
▪ To acquire the skills necessary to intervene & improve individual and group performance in an
organizational context.
▪ enable to anticipate what to expect in a group discussion
▪ To expose students to right attitudinal & behavioral aspects, & to build the same through activities.
▪ To enhance ethics, etiquettes, leadership skills & interpersonal communication with active participation
Pre – requisites:
o Planning & preparation
o Knowledge with self – confidence
o Body Language, personal appearance, power of speech & listening skills
o Being calm & cool
o Analyse the social, economic issues logistically.
o Cooperation
Theory related to concept:

The purpose of a summary is to give the reader a clear, objective picture of the original text. Most importantly, the
summary restates only the main points of a text or a lecture without giving examples or details, such as dates, numbers,
or statistics.
Guidelines for writing a summary of an article:
• State the main ideas of the article.
• Identify the most important details that support the main ideas.
• Write your summary in your own words; avoid copying phrases and sentences from the article unless they’re direct
quotations.
• Express the underlying meaning of the article, not just the superficial details.
• Your summary should be about one third of the length of the original article.
Your summary should include:
Introduction
• Start with a summary or overview of the article which includes the author’s name and the title of the
article.
• Finish with a thesis statement that states the main idea of the article.
Body Paragraphs
• The number of paragraphs in your summary depends on the length of the original article.
• Your summary should be about one third the length of the original article. For a one-paragraph
summary, discuss each supporting point in a separate sentence. Give 1-2 explanations for each
supporting point. For a multi-paragraph summary, discuss each supporting point in a separate
paragraph.
• Start each body paragraph with a topic sentence.
• Each paragraph focuses on a separate main idea and just the most important details from the article.
• Put the ideas from the essay into your own words. Avoid copying phrases and sentences from the article.
• Use transitional words and phrases to connect ideas.
Concluding Paragraph
• Summarize the main idea and the underlying meaning of the article.
TITLE Public Speaking
PROBLEM d. Book Review
DEFINITION To present orally in front of the audience his/her review of a book that he/she has
recently read.
OBJECTIVE • A book review serves the purpose of helping others to decide if they should or
want to read a particular book or not.
• This is done by reading and evaluating a given book and summing it up in
terms of how well it has been written and/or how well the author has handled
the subject matter.
• A review can explore the positive or negative elements (or both) of a book.
REFERENCES • Developing Communication Skill: Krishna Mohan, Meera Banerji, - McMillan
India Ltd.
• English for Business Communication: Simon Sweeney, Cambridge University
Press
• Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford University
Press
STEPS 1. BEGIN WITH A BRIEF SUMMARY OF THE BOOK
2. PICK OUT THE MOST IMPORTANT ASPECTS OF THE BOOK
3. INCLUDE BRIEF QUOTES AS EXAMPLES
4. WRITE A CONCLUSION THAT SUMMARISES EVERYTHING

FOR WRITING • Problem Definition,
JOURNAL • Dos and
Dos and don’ts of writing Letter,
a Report,
types
types
of of
Letters
reports
• Structure of letter
selected report.
• Conclusion

Introduction
If you love to read, at some point you will want to share a book you love with others. You may already
do this by talking about books with friends. If you want to share your ideas with more people than your
circle of friends, the way you do that is by writing a review. By publishing the reviews, you write, you
can share your ideas about books with other readers around the world.
Process: What should I write about?
Deciding what to say about the book can be challenging. Use the following ideas as a guide but remember
that you should not put all of this into a single review — that would make for a very long review! Choose
the things that fit this book best.
General Information
What the reader ought to know
• What kind of book is it? (Picture book? Historical fiction? Nonfiction? Fantasy? Adventure?)
• Does the book belong to a series?
• How long is the book? Is it an easy or a challenging read?
• Is there anything that would be helpful for the reader to know about the author? For instance, is
the author an expert in the field, the author of other popular books, or a first-time author?
• How does the book compare to other books on the same topic or in the same genre?
• Is the book written in a formal or informal style? Is the language remarkable in any way?
• What ages is the book geared to?
• Is the book written in normal prose? If it is written in poetic form, does it rhyme?
Common Features
While book reviews vary in tone, subject, and style, they share some common features. These
include:
1. A review gives the reader a concise summary of the content. This includes a description
of the research topic and scope of analysis as well as an overview of the book's overall
perspective, argument, and purpose.
2. A review offers a critical assessment of the content in relation to other studies on the
same topic. This involves documenting your reactions to the work under review --what
strikes you as noteworthy or important, whether or not the arguments made by the
author(s) were effective or persuasive, and how the work enhanced your un derstanding
of the research problem under investigation.
3. In addition to analysing a book's strengths and weaknesses, a scholarly review often
recommends whether readers would value the work for its authenticity and overall
quality. This measure of quality includes both the author's ideas and arguments and
covers practical issues, such as, readability and language, organization and layout,
indexing, and, if needed, the use of non-textual elements.
4. To maintain your focus, always keep in mind that most assignments ask you to discuss a
book's treatment of its topic, not the topic itself. Your key sentences should say, "This
book shows...,” "The study demonstrates...," or “The author argues...," rather than "This
happened...” or “This is the case....”
Assignment No 4
TITLE Reading & Listening Skills

PROBLEM Listen Carefully and understand the any audio/video clip and then answer the
DEFINITION questions being asked and summarize the topic in your own words
OBJECTIVE • To improve listening skills and inculcate a habit of active listening.
• Listen to obtain information, understand others and to learn.
• To make a conscious effort to hear not only the words that another person is
saying but, more importantly, try to understand and interpret the complete
message
• Learn to develop competence in reading comprehension tasks
• Get to know the basic hurdles in efficient reading & the tips to overcome them
APARATUS (S/W) Audio Recording, Video/Audio used for listening
REFERENCES Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford University Press
YouTube
STEPS • Listen to the comprehension carefully & then choose the appropriate
answer from the sheet that is a best match. (Listening through headphone)
• The reader will read a short story & every student would write the same
story in their own words and summarize (Listening verbal language)
JOURNAL • Description & types of listening
• Consequences of poor listening
• Listening vs hearing
• Benefits of Effective reading
• Dos and don’ts
• Prepared speech
• Conclusion
Objective:
▪ To help participants look at the effects of good and bad habits in listening, and to help them
identify their own bad habits and develop a plan for eliminating them.
▪ To examine the powerful rapport–building effect of matching the talker’s pace, even when you
cannot see each other.
▪ To help participants identify and practice the non-verbal behaviors essential for good listening.
▪ To help participants to look in detail at the process of empathizing, which is the key skill in
dealing with the emotions of others, and to learn how to identify a feeling and reflect it back to
demonstrate understanding.
Prerequisite: Good understanding of English language
Learning Outcome:
• Understand how listening is different from hearing
• Learn about the different types of listening so that you can use them effectively, as & when
required
• Identify the major causes of poor listening
• Know the various techniques to improve your listening skills
• Understand the importance of reading in achieving success both in academic & professional life
• Acquire various types of reading skills that one may employ while reading different kinds of texts
Theory:
Active Listening Skills

Active listening is an essential mentoring skill. One of the most common mistakes one can make is
confusing hearing and listening. Hearing is merely noting that someone is speaking. Listening, however,
is making sense of what is heard and requires the individual to constantly pay attention, interpret, and
remember what is heard. Hearing is passive; listening is active. The passive listener is much like a tape
recorder. If the speaker is providing a clear message, the listener will probably get most of what is said.
For mentors, this is not enough. They must be active listeners.
Active listening requires the listener to hear the words and identify the feelings associated with the words.
We should be able to understand the speaker from his or her point of view. There are four essential
requirements for active listening:
• Intensity
• Empathy
• Acceptance
• Willingness to take responsibility for completeness
Suggestions for Improving Active Listening Skills

• Make Eye Contact: Lack of eye contact may be interpreted as disinterest or disapproval. Making
eye contact with the speaker focuses attention, reduces the chance of distraction, and is
encouraging to the speaker.
• Exhibit Affirmative Nods and Appropriate Facial Expressions: The effective listener shows
signs of being interested in what is said through nonverbal signs. Together with good eye contact,
non–verbal expressions convey active listening.
• Avoid Distracting Actions or Gestures: Do not look at other people, play with pens or pencils,
shuffle papers, or the like. These activities make the speaker feel like the listener is not interested
in what is being said.
• Ask Questions: Questioning helps ensure clarification of what the speaker is saying, facilitates
understanding, and lets the speaker know that the listener is engaged.
• Paraphrase: Paraphrasing means restating what the individual has said in different words. This
technique allows the listener to verify that the message was received correctly.
• Avoid Interrupting the Speaker: Allow the speaker to complete his or her thought before
responding, and do not anticipate what he/she will say.
• Do Not Talk Too Much: Talking is easier than listening intently to someone else. An active
listener recognizes that it is impossible to talk and listen acutely at the same time.
Tips for Effective Reading:
 Never read a passage in a laid – back manner
 Divide the passage in proper thought units
 Carefully observe the function of introducers, developers, and terminators
 Pay special attention to the beginning
 Closely follow the ending of each paragraph and the entire passage
 Anticipate ideas and views as they unfold in the passage
 Pay special attention to linkers
 Assign to the passage a suitable title
Differences between efficient & inefficient readers:
An Efficient Reader An Inefficient Reader

➢ Always read for ideas & information ➢ Tries to read words
➢ Reads group of words / multi – phrases ➢ Reads word by word
➢ Quickly adjust his / her speed of reading ➢ Reads the text from the beginning till the end
to the nature of the text
➢ Sets the purpose of reading right in the ➢ Reads everything & deliberately goes slow while
beginning reading
➢ Reads smoothly ➢ Reads the information again & again to figure out
a clear understanding of the text
➢ Visualizes ideas ➢ Vocalizes or sub – vocalizes words while reading
➢ Has a good vocabulary in that subject ➢ Has limited vocabulary which hampers his / her
speed & understanding
➢ Continuously keeps improving his / her ➢ Rarely attempts speed reading
pace of reading
➢ Properly tries to sort out the material as ➢ Reads everything indiscriminately
critical , interesting , analytical , etc
Types of Reading:
1. Skimming: used to understand the gist or main idea
2. Scanning: used to find a particular piece of information
3. Extensive reading: used for pleasure & general understanding
4. Intensive reading: Accurate reading for comprehensive understanding
Review Questions:
1) What is Active Listening?
2) What do you mean by Empathy? Explain with an example.
3) What do you mean by effective reading skills? Discuss the major benefits of artful reading.
4) What is the role of speed in reading process? Discuss the kind of relation that can be observed between
speed & understanding.
5) What are the major faulty reading habits? Discuss them in detail.
Assignment No 5
TITLE Group Discussion

PROBLEM ▪ Participating in group discussions on current affairs / social issues / ethics and
DEFINITION etiquettes.
OBJECTIVE ▪
To present the discussion in an effective, convincing and time bound manner.
▪
To observe presentation skill of material along with individual oratory skills.
▪
Learn in detail about the various personality traits, viz; awareness, initiation,
body language, paralinguistic features, confidence, etc. that are assessed during
group discussions
▪ Learn how to perform as a team players &also emerge as a leader in a group
APARATUS Discussion Room and sitting arrangement.
REFERENCES ▪ Individual student can search the current topics for discussion from magazines,
web, presentation CDs, newspapers for finding related information.
▪ “Technical Writing process and product”, Sharon Gerson, Steven Gerson,
Pearson education Asia, LPE Third edition.
▪ ‘How to prepare for Group Discussion & Interview’, 2nd edition by Hari
Mohan Prasad & Rajnish Mohan, The McGraw–Hill Companies
▪ ‘Group Discussion & Interview Skills’ by Priyadarshini Patnaik, Foundation
STEPS ▪ Selection of topic.
▪ Selection of group members
▪ Collection of material and classification.
▪ Analysis and arrangement of ideas logically.
▪ Select the medium of presentation.
▪ Prepare the presentation.
▪ Conclusion about the discussion.
▪ Feedback & selection of students for the interview
JOURNAL ▪ Definition, description, and types.
▪ Dos & Don'ts of GD.
▪ Difference between GD & debate
▪ Conclusion
Learning Outcome:
▪ To identify & analyze the social processes that impact on group development and performance.
▪ To acquire the skills necessary to intervene & improve individual and group performance in an
organizational context.
▪ enable to anticipate what to expect in a group discussion
▪ To expose students to right attitudinal & behavioral aspects, & to build the same through activities.
▪ To enhance ethics, etiquettes, leadership skills & interpersonal communication with active participation
Theory:
Definition of Group Discussion: “GD is like a chemical process in which the elements are modified &
combined but not lost” . It is used to refer to a situation in which a small number of persons meet face –
to – face & through free oral interaction among themselves exchange information or attempt to reach
decision on shared problems. Discussion is act of talking or writing about something in detail & from
several points of view by talking to someone else about it.
Types of GD:
• Structured & unstructured
• Chairman type of GD
• Role play
Topics of GD:
• Controversial GD topic
• Abstract GD topic
• Case study GD topic
Success in Group Discussion:

• Be Assertive
• A Patient Listener
• Right Language
• Be Analytical & Fact – oriented
• Accept Criticism
• Maximize Participation
• Respect Other Speakers
• Show Leadership Ability
• Be Precise
Types of Leadership
• Coercive
• Delegator
• Coach
• Democratic
• Autocratic
• Teacher
• Facilitator
Personality traits:
• Reasoning ability
• Leadership
• Openness
• Assertiveness
• Initiative
• Motivation
• Attentive listening
• Awareness
Some differences between real – life problem – solving group discussions & group discussions for
employment are mentioned below :
Problem – solving group discussions Group discussion for employment
Genuine Mock scenario
Team spirit Competition
Group interest given priority Attempting to balance between being a part of the
team & asserting one’s individuality
Problem – solving Simulated
Cohesive , members know each other Not cohesive , members may or may not know one
another
Has a leader ( or doesn’t matter who the leader is Struggle for leadership
Difference between Open GD & Closed GD formats:
Open GD Closed GD
Loose format , anyone can begin Lots are drawn. a sequence or order is generated .
Discussion speak accordingly
Fight for survival , one may not get a chance to Everyone gets a break
speak
Good to find out leadership potential & team – More effective in observing communication ,
based skills conceptualization & insight
Beginning & closing are key points No such issue involved
Interpersonal skills can be explored Not much scope for exploring interpersonal skills
Difficult to evaluate Easy to evaluate
Dos Don’ts
✓ Sit comfortably ▪ Be in a hurry
✓ Keep track of time ▪ Be silent
✓ Share time fairly ▪ Dominate vocally / physically
✓ Encourage participation from others ▪ Assume the role of the chairperson
✓ Rope in the reticent/diffident ones ▪ Be belligerent
✓ Listen to the topic ▪ Take extreme stance
✓ Organize ideas ▪ Look at evaluators
✓ Speak at the earliest ▪ Appear to be impatient / restless
✓ Allow supporters to back your ideas ▪ Get emotional
✓ Sound cogent & convincing ▪ Use slang
✓ Avoid skirmishes and heated debates ▪ Throw all ideas at one shot
Hints for self – improvement:
• Whether you articulated your words clearly & distinctly & put the required stress on appropriate
syllables
• Whether you regulated the speed of your speech & paused wherever necessary to make your
presentation clear & effective
• Whether your judgment , what you said was grasped by other participants & reflected in their
responses
• Whether your intervention , if any , annoyed the concerned speaker
• Whether you keep your mind focused all the time on what was being said
Review Questions:
• Explain the types of group discussion
• Perform group discussion in the given topic related to current affairs
• Distinguish between Group discussion & Debate
• Explain doe’s and don’t during group discussion
Assignment No 6
TITLE Email/Letter /Report Writing.

PROBLEM To submit a written business document application / Letter.
DEFINITION • Email/Letter Writing
• Report Writing
OBJECTIVE • Individual will be able to demonstrate the skills of Letter writing and learn
how this may affect the workplace.
• Students will extend their abilities to write effectively in a well-defined
structure for a variety of purpose.
• Understand the various elements of business letters
APARATUS (S/W) Microsoft Word, Gmail Account
REFERENCES • Developing Communication Skill: Krishna Mohan, Meera Banerji, - McMillan
India Ltd.
• English for Business Communication: Simon Sweeney, Cambridge University
Press
• Communication Skills: Sanjay Kumar and Pushpa Lata, Oxford University
Press
STEPS • Name of organization / unit (Letter head)
• Date.
• Inside Address
• Salutations
• Body of Letter
• Concluding Remarks
• Complementary close
FOR WRITING •• Problem
Problem Definition,
Definition,
JOURNAL •• Dos
Dos and don’ts of
and don’ts ofwriting
writingaEmail,
Report,Letter
types of reports
•• Structure of selected
Structure of letter report.
• Conclusion
• Conclusion
Learning outcome:
▪ Learn different layouts of a letter, such as intended layout , semi – block layout & full block layout
▪ Acquire various specific features of effective letter writing
▪ Understand effective ways of email writing
Theory:
A written or printed communication directed to a person or organization.
Types of Letters:
• Business Letters
• Personal Letters
Conduct the exercise based on variety of Business Letters viz;
• Acceptance Letter
• Acknowledgement Letter
• Adjustment Letter
• Application Letter
• Complaint Letter
• Cover Letter
• Inquiry Letter
• Order Letter
• Refusal Letter
• Response Letter
• Sales Letter
• Thank you letter
• Apology letter
General Letter Layout / Styles:

• Block style
• Semi – block style
• Modified block style
General Parts of every Business Letters:

• Heading (sender’s return address and date)
• Inside Address (recipient’s address)
• Salutation (greeting)
• Body (paragraphs)
• Complimentary Close
• Signature Line (with or without title)
• Enclosure (optional)
• cc notation (copies sent to others)
• Sender / typist initials (optional)
Email Writing:
In the information age, email has become the dominant form of communication. Being able to write a
polished, professional email is now a critical skill both in college and the workplace.
Informal
• Written to friends and family
• Accuracy and grammar (spelling and punctuation) are not important
• You can make up your own rules
Hi Anne,
I miss you so much! Can’t wait to see you on Friday. I miss my bestie! Maybe we can go to the movies
or dinner or just chill and watch TV and catch up, whichever you want.
Jules
Formal:
• Written to a professor, colleague, boss, business, etc.
• Must always be professional
• Accurate grammar, punctuation, and spelling necessary
Dear Professor,
I was unable to attend class today due to a doctor’s appointment. When you have a moment, could please
let me know what I missed and what homework I need to have completed for Friday?
Thank you,
Julia Smith
Email Format
From:
To:
Subject:
Body of email:
• Salutation:
➢ Use of informal greeting
➢ Dear Mr./Mrs.
➢ Respected Sir/Madam
➢ Hello, Hi
• Body Paragraphs:
It is important to remember that an email needs to be concise. The first sentence, known as the opening
sentence, can be a greeting if the situation allows it.
➢ I hope all is well with you.
➢ Thank you for your prompt response
At the end of your last paragraph, you should provide a “thank you” or “call to action” depending on the
subject of your email.
➢ Thank you for your assistance with…
➢ Thank you for your time and I look forward to hearing back from you.
➢ Please feel free to call or email me if you have any questions.
➢ I would appreciate it if this could be taken care of promptly.
• Closing:
Like the salutation, the closing of a formal email can be the same as the closing to a letter. However,
unlike the salutation, there are more options for a closing.
➢ Thank you
➢ Best regards
➢ Sincerely
Report Writing:
• Title Section – This includes the name of the author(s) and the date of report preparation.
• Summary – There needs to be a summary of the major points, conclusions, and
recommendations. It needs to be short as it is a general overview of the report. Some people will
read the summary and only skim the report, so make sure you include all the relevant information.
It would be best to write this last so you will include everything, even the points that might be
added at the last minute.
• Introduction – The first page of the report needs to have an introduction. You will explain the
problem and show the reader why the report is being made. You need to give a definition of terms
if you did not include these in the title section and explain how the details of the report are
arranged.
• Body – This is the main section of the report. There needs to be several sections, with each
having a subtitle. Information is usually arranged in order of importance with the most important
information coming first.
• Conclusion – This is where everything comes together. Keep this section free of jargon as most
people will read the Summary and Conclusion.
Rules:
• Use names and pronouns
• Limit yourself to one idea per sentence
• Be as clear and specific as possible.
• Use simple language
• Stick to observable facts.
• Write in paragraphs.
• Use active voice.
• Use bullet style
Review Question:
• Define steps involved in writing email
• How to write effective email
• Explain different types of letter writing
• How to write effective report
Assignment No 7
TITLE Team Building Activities

PROBLEM The class will be divided into groups of 4-5 students in each group and an activity
DEFINITION will be given to each group.
The activities chosen for each team should be competitive and should involve every
student in the team. The activities may be conducted indoors or outdoors depending
on infrastructure. While selecting the team, ensure that each team has a mix of
students who have varied skills. The teacher should give critical feedback including
areas of improvement at the end of the activity.
OBJECTIVE To make students able to work in a team to complete a task
APARATUS (S/W) Activity can be performed indoor or outdoor
REFERENCES 1. https://www.workamajig.com/blog/team-building-activities
2. https://blog.vantagecircle.com/team-building-activities-for-work/
3. https://www.huddle.com/blog/team-building-activities/
STEPS Team Activity Involves:

1. Forming
2. Storming
3. Norming
4. Performing
JOURNAL ▪ Description
▪ Game/Act played/Ad Making/Skits
▪ Description of effective team.
▪ Conclusion
Steps Explained:
Stage 1 - Forming
Forming is the first stage and occurs as your players begin each new season. Your returning players are
a year older (and hopefully wiser) and your new freshmen and/or transfers are trying to figure out what
is going on. This initial stage involves excitement as well as uncertainty because some players are not
even sure if they are going to make the final cuts. Others know they will make the team but are unsure
about the role they might play. Experienced players will be trying to get a feel for the newcomers to see
if they can help the team or if their position might be threatened. On the surface, most people will be
cordial and friendly as they meet and interact with the new team members, but internally there are often
a lot of unanswered questions that can cause stress.
Stage 2 - Storming
The second stage occurs when a group of individuals with various wants, needs and insecurities starts to
more closely interact and compete with one another. Inevitably, because of the various personalities and
individual goals on your team, conflicts between players, coaches, staff (and any combination of these
groups) will surely arise. Players will be testing your standards just as you will test theirs. Individuals
will be overtly and covertly vying for starting positions and leadership roles. Work ethics and positive
and negative attitudes will be exposed. Your team will begin to discover who is playing what positions
and roles and how much playing time each person might get. Remember that each player enters the
season with a certain set of expectations of how things should be for them individually and for the rest
of the team. Naturally conflict arises when the expectations and desires of various individuals come into
contact.
What many coaches do not fully understand and appreciate is that the Storming stage is a necessary and
important stage of team development. Your goal as a coach is not to prevent conflict from happening,
which of course is impossible, but to handle and channel conflict into effective individual and team
development. Your approach to conflict is a crucial variable in successful team building. You may even
want to alert your team to the fact that not everyone is going to agree and like each other 100% of the
time and that this is a normal and necessary part of team development. The biggest key is how
constructively your team handles the inevitable conflict. Typically, we take time on the front end to teach
our players some conflict management skills in an effort to weather the Storming stage.
Stage 3 - Norming
The Norming stage occurs when your team begins to settle on a set of rules and standards as to how
things will be done. Norming relates to your team's standards in practices, the classroom, weight training,
conditioning, mental training, social life, etc. Occasionally, these standards are formally written and
agreed upon but typically they evolve unobtrusively over time as "this is the way we do things."
Obviously, your team's norms and standards concerning attitude, work ethic, team support, academics,
etc. have a tremendous impact on the success of your team. As a coach, it is important that the team
norms you establish help to create and foster a successful environment. During my work with teams, I
encourage the players to openly discuss, establish and monitor the standards they want to commit
themselves to - both on and off the field.
Stage 4 - Performing
The Performing stage is the eventual goal of all teams. This stage follows Norming and occurs only after
effective standards are in place and firmly embraced by the team. The team begins performing as a
cohesive unit that respects and trusts each other. They know what to expect from each other and this
yields a sense of comfort, confidence, and consistency. Coaches talk a lot about peaking at the end of the
season. This Performing stage is exactly the "peaking" that coaches are trying to achieve - when the team
is jellying and working as a well-oiled machine.
Unfortunately, the Performing stage is not a guaranteed aspect of your season. Performing requires that
your team has constructively handled the conflict of the Storming stage. Not only do you need to
overcome the conflict, but you and your team also must be sure that you have set effective rules and
standards in the Norming stage in order to ascend to the Performing stage.
Assignment No 8
TITLE Expert Lecture

PROBLEM Highlighting the need to manage stress and time, experts from the fields of health
DEFINITION and fitness, counselling, training, medical or corporate HR may be invited to
deliver a participatory session that focus on helping students to cope with parental,
social, peer and career pressures.
OBJECTIVE • To understand importance of good health
• To know difference between fit and healthy human
• To understand Stress management techniques
APARATUS (S/W)
REFERENCES 1. https://blog.myfitnesspal.com/
2. https://www.acefitness.org/education-and-resources/lifestyle/blog/
3. https://breakingmuscle.com/
STEPS • Organizing expert session of counsellor or corporate HR
• Collecting student feedback
JOURNAL • Dos and don’ts
• Techniques to handle stress
• Time management
• Importance of teamwork
• Conclusion
Assignment No 9
TITLE Lateral and Creative Thinking

PROBLEM Every student needs to step out of the linear thinking and develop lateral and
DEFINITION creative thinking. Teacher can develop creative activities in the classroom / lab
that will help students enhance their creative thinking. Some of the suggested
activities,
i. Each group (3-4 students) can be given random unrelated items and they will be
given sufficient time to come up with creative ideas on how the objects can be used
for activities / purposes other than its intended one.
ii. Each student is given a random line and he/she has to spin a fictional story and
tell it to the class (3 minutes). Each story should have a beginning, middle and end.
iii. Each group (3-4 students) can be given a fictional / hypothetical dangerous
situation and they have to find a solution to that problem. They can present it to
the other teams who will then get the opportunity to pick flaws in the ideas.
OBJECTIVE • To understand meaning of Lateral thinking
• To understand creative thinking
• Working as a supportive team member
APARATUS (S/W)
REFERENCES 1. https://strengthstheatre.com/creative-thinking-vs-lateral-thinking/
2. https://www.cortthinking.com/teaching-thinking/creativity-and-
lateral-thinking
STEPS • Creating team of 3-4 students
• Providing multiple objects to a team to perform creative activity
• Each student is asked to narrate a story from a given line
JOURNAL • Creative thinking
• Lateral thinking
• Benefits of creative thinking in team activity
• Conclusion
Lateral Thinking
1. Lateral thinking is a non-linear way of thinking, i.e., seeking solutions in more than one direction
and trying to achieve a single solution or multiple solutions that can be either one of these or a
combination of many of these approaches.
2. Lateral thinking always involves an indirect and creative approach. While using lateral thinking
as a practice, one should refrain from using the traditional approach of vertical thinking.
Sometimes ridiculous ideas also lead to more creative and productive ideas.
3. Practicing immediate, unobvious reasoning is also a very effective tool for lateral thinking. This
involves giving random and quick simulations to the brain for logical as well as illogical ideas.
4. Evolving ideas that may not be logically perfect is an important aspect of understanding the
lateral thinking. This way the brain doesn’t limit its imaginations and thus innovative ideas and
concepts can be easily generated.
5. Lateral thinking gives birth to more than one possibility or multiple solutions for the same
problem. There can be more than one way of looking at the same problem thereby broadening
one’s thinking towards situations.
6. The lateral thinking, being generative, helps achieve better creative ideas. Unlike traditional
thinking where a set pattern is used for thinking, lateral thinking allows or rather encourages one
to be more and more generative than selective. Hence, it is a more positive thinking for problem-
solving
How Lateral Thinking is used?

1. looking at things, new ways of organizing things, new ways of presenting things, new ideas about
ideas…
2. Problem Solving – Problem is a simple difference between what one has and what one wants, but
the most important aspect of this i.e., approach to problem-solving is characterized by lateral
thinking tools.
3. Process perceptual choice – Natural patterning behavior of the mind to follow ideas is through
perceptions and intuitive calculations. Hence this becomes a subjective (generative or risk taking)
approach and not selective (fixed and methodical).
4. Periodic reassessment – Challenging all assumptions – thereby rechecking and reassuring about
assumptions made through non-linear thinking. Deliberate and unjustified attempt to look at
things in a new way.
5. Prevent sharp divisions and egocentric assessment – Lateral thinking keeps a tab on counter
arrogance and rigidity due to its positive approach towards thinking.
Assignment No 10
TITLE Mock Interviews

PROBLEM ▪ To conduct the different types of interview process for the students
DEFINITION
OBJECTIVE ▪ Understand what an interview is & its importance in selection process
▪ Familiarize yourself with interview process
▪ Learn in detail various personality traits that are assessed during interviews
▪ Get to know different types of interviews held
▪ Learn dos & don’ts for achieving success in interviews
APARATUS Interview room & sitting arrangements
REFERENCES ▪ IndraJit Bhattacharya, “An Approach to Communication Skills”, Delhi,
DhanpatRai, 2008
▪ Simon Sweeney, “English for Business Communication”, Cambridge
University Press, ISBN 13:978-0521754507
▪ Sanjay Kumar and Pushpa Lata, “Communication Skills”, Oxford University
Press, ISBN 10:9780199457069
▪ Atkinson and Hilgard, “Introduction to Psychology”, 14th Edition, Geoffrey
Loftus, ISBN10:0155050699, 2003
▪ Kenneth G. Mcgee, “Heads Up: How to Anticipate Business Surprises & Seize
Opportunities
STEPS ▪ Selection of students for the interview
▪ Selection of panel members for interview
▪ Conducting multiple different types of interview session
▪ Observe the participant & instructor
▪ Conclusion of interview with feedback
JOURNAL ▪ Definition, description and types.
▪ Dos & Don'ts of interviews.
▪ Difference between the various types of interviews
▪ Conclusion
Learning Outcome:
▪ To adopt rules and regulations to be followed during mock interviews.
▪ Candidate must practice mock interview before appearing for actual interview process.
Pre – requisites:
o Planning & preparation
o Knowledge with self – confidence
o Body Language, personal appearance, power of speech & listening skills
o Being calm & cool
o Analyse the social, economic issues logistically.
o Cooperation
Theory related to concept:
Definition of Interview: The word ‘interview’ comes from ‘inter’ & ‘view’. ‘Inter’ means in between
& ‘view’ means to see. In fact, an interview is a process in which the employer gets an opportunity to
see whether the candidate is suitable for the position vacant, & the candidate tries to prove that he / she
possesses the desired skills & knowledge.
Mock interview:
▪ A mock interview is a simulation interview.
▪ Although your mock interviewer is well experienced in conducting the interview, he/she may be
unable to answer specific questions about your field.
▪ The role of the mock interviewer during this portion of the interview is to advise you on appropriate
questions to ask and guide you to resources that may provide you with tips on appropriate questions
to ask.
Purpose:
▪ To simulate actual interview conditions to provide a more comfortable interview experience.
▪ To provide feedback that will aid you in assessing current strengths and weaknesses regarding your
interviewing skills.
▪ To help you with the interview process: developing confidence and enhancing skills.
You will be evaluated on the following:

 Appearance: Dress appropriately for the interview.
 Greeting/Introduction: We recommend that you stand to greet your interviewer with a handshake,
using his/her name. Also, make good eye contact with the interviewer, smile, and be professional.
 Body Language: During the interview, be aware of your eye contact, subtle use of hands while
speaking, good posture, etc.
 Attitude: Your attitude toward work and working with others is crucial in the hiring process. Be sure
to convey an attitude that is enthusiastic, sincere, and genuine.
 Responses to the Interview Questions: Do your research and practice, practice, practice! Know your
goals and be able to express them to the interviewer.
 Oral Communication: Speak clearly and concisely. Try to think out your response before answering
a question.
 Preparation: Prepare questions for your interviewer and research the position and/or
company/organization/agency for which you are interviewing. If applying to graduate school, it is
important to have knowledge on the particular program and be able to articulate why you want to
further your education in that field.
Prepare yourself:
▪ Interviews can be a very intimidating task if you are unprepared.
▪ Preparation and practice are key ingredients to a successful interview!
▪ You must be able to talk about yourself with confidence.
▪ Exploring and understanding yourself allows you to answer interview questions as effectively as
possible.
▪ It is vital to understand your attributes and personality so that you can convey those positive
qualities to the interviewer.
Know the Employer:

▪ Do your homework! Be prepared for an interviewer to ask questions about his/her organization.
▪ Researching the company/organization/agency shows genuine interest in the career opportunity and
it allows you to gain valuable information as well.
▪ By learning about the company/organization/agency you can see if it is a place where you would
like to find employment.
▪ Also, this time spent will help generate questions to ask the employer during the interview process.
▪ The Internet will have a lot of information to offer and is a good place to start your research.
▪ The questions will prepare you for possible questions that employers may ask.
▪ A survey revealed that the following factors were most important when interviewing a candidate:
✓ Skills & experience 10%
✓ Education 10%
✓ First impression 40%
✓ Personal characteristics 40%
1. Types of Interviews
a. Panel Interview/Board Interview

Candidates are interviewed by two or more individuals. This process is commonly used
by governments and large organizations. It is important to maintain eye contact with the
person asking the question and give an answer with an example to support it. Always
acknowledge the other interviewers' presence by making eye contact while answering
rotating questions. Direct your attention at the beginning and end of your response to the
person who asked you that question. The questions asked in the interview are often set
out in advance. The board may already have decided which answers they will
accept/prefer for the questions. Ignore notetaking by board members. Obtain employers'
names prior to the interview and use them during the conversation.
b. One-On-One Interviews
Candidates are interviewed by one person. These interviews tend to be more informal,
however, it always depends on the employer's style. The interviewer will often have a
series of prepared questions but may have some flexibility in their choices. It is important
to maintain eye contact with the person interviewing you.
c. Impromptu Interviews
This interview commonly occurs when employers are approached directly and tends to
be very informal and unstructured. Applicants should be always prepared for on-the-spot
interviews, especially in situations such as a job fair or a cold call. It is an ideal time for
employers to ask the candidate some basic questions to determine whether he/she may be
interested in formally interviewing the candidate.
d. Second Interviews or Follow-Up Interviews
Employers invite those applicants they are seriously considering as an employee
following a screening or initial interview. These interviews are generally conducted by
middle or senior management, together or separately. Applicants can expect more in-
depth questions, and the employer will be expecting a greater level of preparation on the
part of the candidate. Applicants should continue to research the employer following the
first interview and be prepared to use any information gained through the previous
interview to their advantage.
e. Dinner Interviews
The interviews may be structured, informal, or socially situated, such as in a restaurant.
Don't be the only one at the table to order an alcoholic drink, and if you have an alcoholic
drink, stop at one. Decide what to eat quickly, some interviewers will ask you to order
first (don't appear indecisive). Avoid potentially messy foods, such as spaghetti. Be
prepared for the conversation to abruptly change from 'friendly chat' to direct interview
questions, however, don't underestimate the value of casual discussion, some employers
place a great value on it.
f. Telephone Interviews
Have a copy of your resume and any points you want to remember to say nearby. If you
are on your home telephone, make sure that all roommates or family members are aware
of the interview (avoids loud stereos, etc.). Speak a bit slower than usual. It is crucial that
you convey your enthusiasm verbally since the interviewer cannot see your face. If there
are pauses, don't worry, the interviewer is likely just making some notes.
g. Group Interviews
Employers bringing several candidates together in a group situation to solve a problem
are testing your ability to work in a team environment. They want to know how you will
present information to other people, offer suggestions, relate to other ideas, and work to
solve a problem. In short, they are testing your interpersonal skills. It is difficult to prepare
for this type of interview except to remember what is being testing and to use the skills
you must be the best team player and/or leader you can be. Some employers will take you
to meet the staff who would be your co-workers if hired. This is a very casual type of
interview but leaving a positive and friendly impression is no less critical.
2. The Personal Interview

Interview is an opportunity for both the employer and the applicant to gather information. The
employer wants to know if you, the applicant, have the skills, knowledge, self-confidence, and
motivation necessary for the job. At this point you can be confident that the employer saw
something of interest in your resume. He or she also wants to determine whether you will fit in
with the organization's current employees and philosophy. Similarly, you will want to evaluate
the position and the organization and determine if they will fit into your career plans. The
interview is a two-way exchange of information. It is an opportunity for both parties to market
themselves. The employer is selling the organization to you, and you are marketing your skills,
knowledge, and personality to the employer.
3. Interview Preparation
Research is a critical part of preparing for an interview. If you haven't done your homework, it is
going to be obvious. Spend time researching and thinking about yourself, the occupation, the
organization, and questions you might ask at the end of the interview.
a. Step 1: Know Yourself
The first step in preparing for an interview is to do a thorough self-assessment so that
you will know what you have to offer an employer. It is very important to develop a
complete inventory of skills, experience, and personal attributes that you can use to
market yourself to employers at any time during the interview process. In developing this
inventory, it is easiest to start with experience. Once you have a detailed list of activities
that you have done (past jobs, extra-curricular involvements, volunteer work, school
projects, etc.), it is easy to identify your skills. When doing the research on yourself,
identifying your experience and skills is important.
b. Step 2: Know the Occupation
The second step in preparing for an interview is to research the occupation. This is
necessary because in order to present a convincing argument that you have the experience
and skills required for that occupation, you must first know what those requirements and
duties are. With this information uncovered, you can then match the skills you have (using
the complete skills/experience inventory you have just prepared) with the skills you know
people in that occupational field need. The resulting "shortlist" will be the one that you
need to emphasize during the interview.
It is also in your best interest to identify the approximate starting salary for that position,
or those similar. It is also a good way to meet people working in the field. Read articles
about people in the occupation, and articles written by people in the occupation. Sources
include newspapers, magazines, and the internet. Find out what the future trends are in
the area.
c. Step 3: Know the Organization
The more you know about an organization, the better prepared you will be to discuss how
you can meet its needs. Most medium- to large-sized organizations publish information
about themselves. Many companies have internet home pages which you can locate by
searching by industry and company name.
If the organization is small, or fairly new, there may not be much information published.
In this case, it will be necessary to do an information interview. Contact someone within
the organization, introduce yourself, explain that you are considering moving into the
field, and ask if it would be possible to meet with him/her to inquire about the
company/organization and about what exactly the position would involve.
d. Step 4: Prepare Questions
Having completed your background research, you are now ready to prepare questions to
ask the interviewer(s). Try to think of questions for which the answer was not readily
available in company literature. Intelligent well-thought-out questions will demonstrate
your genuine interest in the position. Be careful how many questions you ask, however,
as too many can imply you feel the interview was not successfully run. Pick your
questions with care - this is your chance to gather information, so ask about what you
really want to know. Avoid sounding critical by mentioning negative information you
may have discovered. This is one of the most effective ways to compare different
employers, so for issues of particular importance to you (for example, whether they
support staff upgrading), you should ask the same questions of each employer.
It is very important to ask the last question because employers want to hire individuals
who are interested in the position - and asking this question helps to demonstrate interest
on your part. Exercise judgment when asking questions to an employer.
4. Dressing Right for The Interview

Your application's fate depends not just on how well you answer the interview questions, but also
on how well you project yourself physically. The first impression your interviewer makes about
you is based on the way you the right dressing is a measure of the seriousness that you place on
the position, as a person normally spends time on his looks if he considers an event important
enough. Besides, given two equally good applicants, the company may choose to hire the person
who is dressed more professionally. Here are some tips to give you a head start.
a. Men
Long - sleeved shirt and dark slacks. White is still the safest and the best color for shirts.
The color is also appropriate for our tropical weather. Also acceptable: pale shades such as
beige, blue, and other pastels.
Tuck in the shirt and do not roll up the sleeves. Never wear a short-sleeved shirt to an
interview or any business purpose. Wearing a short-sleeved shirt will destroy your
executive image.
• Ties. Optional. But if you do wear one, choose a conservative pattern. Solids, small
polka dots, diagonal stripes, small repeating shapes, subtle plaids, and paisleys are
all acceptable.
• Belts. Belts should match your shoes. Those with smaller buckles with squared lines
look more professional.
• Socks. Black socks are the best, followed by blue or gray, depending on your attire.
Never wear white socks! Check your sock length, too--no skin should show when
you sit down or cross your legs.
• Shoes. Black or burgundy leather shoes with laces on them because tassel loafers
are very casual. Other suitable colors are brown, cordovan and navy.
• Hair. Keep neat, short, and preferably parted on the side. And shave off all those
facial hairs.
• Jewelry. Wear no or little jewelry. The watch and wedding ring are the only
acceptable pieces of jewelry to go with the male attire. Thin gold or leather strapped
watches look professional but not digital watches. Also, avoid political or religious
insignias, necklaces, or bracelets. No pierced body parts and cover up your tattoos!
• Accessories. As much as possible, use leather briefcases or folders to hold copies of
your resume. Use narrow briefcases and avoid plastic folders and plastic ball pens
as they are out of place.
b. Women
Three-piece business suits, blouse and skirt or slacks, and cardigan twinsets. Sleeveless
shirts should be rejected. Short-sleeved blouses are okay when they are tailor-cut or have
features such as a sports collar or double breast design to create a business-like look. Skirts
can either be long provided it does not create a Cinderella or barn-dance look or short where
it falls no shorter than two inches from the knee. Nothing too revealing, please!
• Pantyhose or stockings. A must for professional grooming, but nothing with overly
fussy patterns. Bring an extra pair just in case the ones you are wearing run.
• Shoes. Closed shoes or pumps with at least 1½-inch heels suggest a more
professional look. Dark colors are best.
• Hair. Hair longer than shoulder length should be worn up or pulled back. Don't let
it fall in front of your face and don't keep trying to fix it during the interview. Avoid
large hair ornaments and trendy hairstyles.
• Make-up. Be subtle; natural is the key word. Light shades of lip coloring and nail
polish are recommended.
• Jewelry. Be conservative. Studs of gold, silver or pearls are best. Do away with
gaudy fashion jewelers, and those that clank and make noise when one moves.
• Accessories. Folders and bags should blend well with the total professional look.
Women should match their purse with their shoe color.
5. Etiquette that you should have

Remember that you are selling an entire package and the packaging in this case, is as relevant as
the product inside. Ultimately you are presenting yourself as a valuable professional to a new job
environment. And you can't do that without minding the basic interview etiquette to get you ahead
of the rest of the pack.
An interview is the sum of many parts. It's not just what you say but how you say it that matters
equally. So, it's good to brush up on more than just your training skills when you do go in for an
interview.
a. ENTRANCE AND INTRODUCTION

The best way to enter an interview is to knock, ask for permission to enter and then wait for
a while before you sit down. Few interviewees know this, but the interview panel needs a
little quiet time to discuss the previous candidate before they get around to the next one. So,
your silence till you get seated would be very valuable. Try and keep a bag with you for all
your papers and certificates; make sure this bag is an unobtrusive as possible.
b.ATTITUDE AND RESPONSE
This is a grey area for most interview candidates. Cultivating the right attitude as an
interviewee requires a lot of patience and reading between the lines. Most interviewers like
to give a lead to the candidate in the way they ask the question, so it's entirely up to you to
note facial expressions and the tone of the words.
Do you show your certificates immediately to the interview panel?
Not till you are asked. You might already have sent in your resume, so you shouldn't try
and offload all your achievements and skills onto the panel till a turn in the interview leads
to such a situation.
6. Types of Interview Questions
Interviewers use five different types of questions - directive, non-directive, hypothetical, behavior
descriptive, and stress. Being aware of the different types can help you in the preparation stage
as you build your skills inventory. It may also help you focus in on exactly what is being asked
and what the employer is looking for in specific questions.
a. Directive Questions
The interviewer determines the focus of your answer. The information that the interviewer
wants is very clear. If you have completed the research on yourself, this type of question
should be easy to answer.
Example: "What skills do you have that relate to this position?"
b.Non-Directive Questions
You determine the focus of your answer. The interviewer asks a general question and does
not ask for specific information. The most common non-directive question is
"Tell me about yourself."
When answering the question, keep in mind that the employer is interested in knowing how
your background and personality qualify you for the job. In your answer, you should cover
four areas: your education, related experience, skills and abilities, and personal attributes.
As you talk about these areas, relate them to the job you are seeking. Decide what your
response will be before starting to speak, this helps to keep responses concise.
c. Hypothetical or Scenario Questions
When asking a hypothetical question, the interviewer describes a situation, which you may
encounter in the position and asks how you would react in a similar situation. This is a good
way to test problem-solving abilities. When answering this type of question, try applying a
simple problem-solving model to it - gather information, evaluate the information, priories
the information, seek advice, weigh the alternatives, decide, communicate the decision,
monitor the results and modify if necessary.
Example: "Suppose you are working your first day in our laboratory, and a fire at nearby
workstation breaks out. What would you do?"
d.Behavior Descriptive or Behavioral Questions
This type of question is becoming increasingly popular in interview situations. It asks what
you did in a particular situation rather than what you would do. Situations chosen usually
to follow the job description closely. Some employers feel that examples of past
performance will help them to predict future performance in similar situations. There is no
right or wrong answer to this type of question, but keep in mind that you should relate the
answer to the position. If you are interviewing for a research position, talk about a research
project you completed.
Example: "Give me an example of a work situation in which you were proud of your
performance."
When preparing for this type of questioning, it is crucial that you review the skills and
qualities that the position would require and identify specific examples from your past
which demonstrated those traits.
e. Stress Questions
Some questions will surprise you and possibly make you feel uncomfortable during an
interview. For
Example:” Which do you prefer, fruits or vegetables?"
There are many reasons why an interviewer might ask such questions. They may want to
see how you react in difficult situations, or they may simply be trying to test your sense of
humor. Such questions may directly challenge an opinion that you have just stated or say
something negative about you or a reference
The best way to deal with this type of question is to recognize what is happening. The
interviewer is trying to elicit a reaction from you. Stay calm, and do not become defensive.
If humor comes naturally to you, you might try using it in your response, but it is important
to respond to the question. What you say is not nearly as important as maintaining your
composure.
Interview Tips and Suggestions:
▪ Have a positive attitude. Keep all your answers as positive as possible.
▪ Pay attention to your non-verbal’s (i.e., eye contact, voice projection, posture, nervous habits).
▪ Express your qualifications. Come up with a list of six to eight adjectives that you use to describe
yourself. Think of examples that demonstrate these adjectives. When you are asked to tell the
employer about yourself, use these adjectives and examples to do just that.
▪ The first few minutes of the interview are the most important. It is at this time that you really want
to sell yourself and get the interviewer interested in you. That is why it is important to package
yourself and your qualifications. Having a set agenda of what you want to get across during the
interview will help (i.e., education, background, experience, strengths, goals, accomplishments,
challenges)
▪ Always try to relate what you are saying and how it can benefit the company/organization/agency
with which you are interviewing. It is important to be familiar with the employer prior to the
interview so you can know what type of person they seek, as well as what the position requires.
▪ If you get stuck on a question, it is okay to pause. Often, you can simply say, “That’s a very good
question; let me take a minute to think about that.” Although a short pause is okay, try to avoid a
lengthy one. Employers can tell if you are just buying time to make something up.
▪ It is important to end the interview on a positive note, either reiterating your interest in the position
or telling the recruiter you look forward to hearing from him/her soon. Don’t forget to thank the
employer for his/her time and interest.
▪ In addition to knowing information about the company/organization/agency, always have questions

prepared to ask the interviewer.
▪ Grades may be a topic. If your grades are low, be prepared to have an explanation.
Don’t Leave Home Without Reading This Advice!
Tips for Success:

Dos:
1) Find out about the company / institute
2) Practice
3) Greet interviewers enthusiastically & sit comfortably
4) Dress smartly to make a good first impression
5) Be mentally alert
6) Stay positive
7) Focus on what you have to offer, not what you want
8) Appear confident
9) Be prepared to ask the interviewer questions
10) Thank the interviewer before leaving
Don’ts:
1) Don’t tell lies
2) Don’t blame your circumstances
3) Don’t find faults with your earlier employer or company
4) Don’t make tall claims about your skills
5) Don’t fidget about in your chair
6) Don’t use vocalized pauses while answering
7) Don’t look down or make furtive eye contact with interviewers
8) Don’t bluff about issues you are not aware of.
9) Don’t keep on simpering sheepishly or answer emotionally
10) Don’t exhibit your nervousness
Review Questions:
1) Your placements are going to commence next month. What preparations will you make to get
through the job interview
2) Discuss the ways, adopting which, you will exhibit confidence during an interview?
3) Discuss the various qualities of candidate that are evaluated during an interview
4) How will you combat your nervousness before & during an interview?
Extra assignment: Perform telephonic interview or audio record clip for the question ‘Tell about
yourself’.
Assignment No 11
TITLE Presentation Skills
PROBLEM Multimedia based oral presentation of information highlighting the importance of
DEFINITION (business or technical) topic.
OBJECTIVE ▪ To present the topic in an effective, convincing and time bound manner.
▪ To observe presentation skill of material along with individual oratory skills.
▪ Deliver effective just – a – minute (JAM) presentations
APARATUS (S/W) Microsoft power point & Computer and projector
REFERENCES ▪ Individual student can search the topics from books, magazines, web,
presentation CDs, newspapers, internet, etc. for finding related
information.
▪ John Collin, “Perfect Presentation”, Video Arts MARSHALL
STEPS 1. Selection of topic.
2. Collection of material and classification.
3. Analysis and arrangement of ideas logically.
4. Select the medium of presentation.
5. Prepare the presentation.
6. Feedback about the presentation considering points
INSTRUCTIONS 1. Title
FOR WRITING 2. Problem Definition
JOURNAL 3. Description of effective presentation along with the Dos and Don’ts.
4. Printout of some of the slides of the
5. Conclusion
Learning Outcome: Students should be able to–

➢ utilize eye contact, body language & voice to their advantage in a presentation
➢ develop visual aids that reflect good instructional design properties
➢ respond to questions in an effective manner.
➢ combat stage fright while making professional presentations

Definition: “A structured, prepared & speech – based means of communicating information, ideas, or
arguments to a group of interested people in order to inform or persuade them ”
Types of Oral Presentations:

1) The impromptu speech
2) The memorized speech
3) The manuscript speech
4) The extemporaneous speech
Preparing contents: 3 As
➢ Analyze your AUDIENCE.
➢ Define what ACTION, you want them to take.
➢ Arrange your ARGUMENT to move them
In all presentations, hence, good research about the topic, vivid language, effective slides, substantial
data, good use of wit and humor, a captivating beginning, and an emphatic ending create a lasting impact
on the listeners.
A good presentation is a “POPTA” presentation.
P – Purpose
O – Organization
P – Preparation
T – Time
A – Audience
Assessment of Presentation based on–

Style, Eye Contact, Rate, Enunciation, Pitch, Pauses, Emphasis, Appearance, Body language & Gestures,
Visual Aids
Presentation skills can be defined as a set of abilities that enable an individual to interact with the
audience; transmit the messages with clarity; engage the audience in the presentation; and interpret and
understand the mindsets of the listeners. These skills refine the way you put forward your messages and
enhance your persuasive powers.
The present era places great emphasis on good presentation skills. This is because they play an important
role in convincing the clients and customers. Internally, management with good presentation skills is
better able to communicate the mission and vision of the organization to the employees.
Importance of Presentation Skills

Interaction with others is a routine job of businesses in today’s world. The importance of good
presentation skills is established based on following points:
• They help an individual in enhancing his own growth opportunities. In addition, it also grooms
the personality of the presenter and elevates his levels of confidence.
• In case of striking deals and gaining clients, it is essential for the business professionals to
understand the audience. Good presentation skills enable an individual to mold his message according to
the traits of the audience. This increases the probability of successful transmission of messages.
• Lastly, business professionals must arrange seminars and give presentations almost every day.
Having good presentation skills not only increases an individual’s chances of success, but also enable
him to add greatly to the organization.
How to Improve Presentation Skills

Development of good presentation skills requires efforts and hard work. To improve your presentation
skills, you must:
• Research the Audience before Presenting: This will enable you to better understand the traits
of the audience. You can then develop messages that can be better understood by your target audience.
For instance, in case of an analytical audience, you can add more facts and figures in your presentation.
• Structure your Presentation Effectively: The best way to do this is to start with telling the
audience, in the introduction, what you are going to present. Follow this by presenting the idea and finish
off the presentation by repeating the main points.
• Do a lot of Practice: Rehearse but do not go for memorizing the presentation. Rehearsals reduce
your anxiety and enable you to look confident on the presentation day. Make sure you practice out loud,
as it enables you to identify and eliminate errors more efficiently. Do not memorize anything as it will
make your presentation look mechanical. This can reduce the degree of audience engagement.
Presentation Skills and Techniques

Presentations skills and public speaking skills are very useful in many aspects of work and life.
Effective presentations and public speaking skills are important in business, sales and selling, training,
teaching, lecturing, and generally feeling comfortable speaking to a group of people.
Developing the confidence and capability to give good presentations, and to stand up in front of an
audience and speak well, are also extremely helpful competencies for self-development and social
situations.
Presentation skills and public speaking abilities are not limited to certain special people - anyone can
give a good presentation or perform public speaking to a professional and impressive standard. Like most
specialisms, this requires preparation and practice.
The formats and purposes of presentations can be very different, for example: oral (spoken), multimedia
(using various media - visuals, audio, etc.), PowerPoint presentations, short impromptu presentations,
long planned presentations, educational or training sessions, lectures, and simply giving a talk on a
subject to a group on a voluntary basis for pleasure. Even speeches at weddings and eulogies at funerals
are types of presentations.
Yet every successful presentation uses broadly the essential techniques and structures explained here.
Fear of Public Speaking and Presentations
You are not alone if the thought of speaking in public scares you. On the contrary.
Everyone feels fearful of presenting and public speaking to one degree or another.
Giving a presentation is very worrying for many people. Presenting or speaking to an audience regularly
tops the list in surveys of people's top fears - more than heights, flying or dying.
Here is a popular saying (which features in many presentations) about giving presentations and public
speaking:
"Most people would prefer to be lying in the casket rather than giving the eulogy."
I first heard a speaker called Michelle Ray use this quote in the early 1990s. The quote is often credited
to Jerry Seinfeld, although the basic message is much older. For example (thanks Dr N Ashraf) the
ancient Tamil work Thirukkural (also called Tirrukural) includes the following words in its aptly titled
chapter, Fearlessness in an Assembly:
"Many are ready to even die in battle, but few can face an assembly without nerves."
Couplet 723, from Thirukkural/Tirrukural, also called the Kural - a seminal guide to life and ethics
attributed to the Tamil poet Thiruvalluvar, said to have lived between about 200-10BC.
I am grateful also to R Ersapah for an alternative translation of couplet 723, and below, a more modern
literal interpretation:
"Many encountering death in face of foe will hold their ground, who speak undaunted in the council hall
are rarely found."
In more modern language this means:
"Many indeed may (fearlessly) die in the presence of (their) foes; (but) few are those who are fearless in
the assembly (of the learned)."
This is further evidence that speaking in public is not just a modern fear - this fear has been in humankind
for at least 2,000 years.
Understanding and Overcoming Fear

The key to managing and controlling anything is first to understand it, especially its causes.
The cause of fear is (a feeling of) insecurity and/or an unfamiliar or uncontrollable threat.
In the context of presentations and public speaking this is usually due to:
• Lack of confidence, and/or
• Lack of control (or a feeling of not having control) - over the situation, other people (the
audience) and our own reactions and feelings
• And (in some cases) possibly a bad memory or experience from our past
The effects of these are heightened according to the size of the audience, and potentially also the nature
of the audience/situation - which combine to represent a perceived uncontrollable threat to us at a very
basic and instinctive level (which we imagine in the form or critical judgement, embarrassment,
humiliation, etc.).
This 'audience' aspect is illustrated by the following:
"Most of us would not feel very fearful if required to give a presentation to a class of 30 five-year-old
children, but we would feel somewhat more fearful if required to give a presentation to an interview
panel of three high court judges. So, audience size is not everything - it's the nature of the situation and
audience too."
As such audience size and situation are circumstantial factors which can influence the degree of anxiety,
but they are not causal factors in themselves. The causes exist because of the pressure to command,
control, impress, etc.
Confidence and Control

The two big causal factors (low confidence and control) stem typically from:
• Inadequate preparation/rehearsal, and/or
• Low experience.
If we have a bad memory which is triggering a fear response, then it is likely that the original situation
we recall, and which prompts our feelings of anxiety, resulted from one or both above factors.
Preparation and rehearsal are usually very manageable elements. It's a matter of making the effort to
prepare and rehearse before the task is upon us. Presentations which do not work well usually do so
because they have not been properly prepared and rehearsed.
Experience can be gained simply by seeking opportunities for public speaking and presenting to people
and groups, wherever you feel most comfortable (and then try speaking to groups where you feel less
comfortable). Given that humankind and society everywhere are arranged in all sorts of groups - schools
and colleges, evening classes, voluntary groups, open-mic nights, debating societies, public meetings,
conferences, the local pub, sports and hobby clubs, hospitals, old people's homes, etc., etc. - there are
countless groups everywhere of people and potential audiences by which you can gain speaking and
presenting experience - this is not so difficult to achieve.
So, experience, is actually just another manageable element before the task, although more time and
imagination is required than in preparing and rehearsing a particular presentation.
Besides these preparatory points, it's useful to consider that fear relates to stress.
Stress can be managed in various ways. Understanding stress and stress management methods can be
very helpful in reducing the anxiety we feel before and while giving presentations and public speaking.
Physiology, Chemistry, Stress

Fear of public speaking is strongly related to stress - see the causes of stress and stress management.
A common physical reaction in people when having to speak in public is a release of adrenaline and
cortisol into our systems, which is sometimes likened to drinking several cups of coffee. Even
experienced speakers feel their heart thumping very excitedly indeed.
This sensational reaction to speaking in public is certainly not only felt by novices, and even some of the
great professional actors and entertainers suffer with real physical sickness before taking the stage or
podium.
So, you are not alone. Speaking in public is genuinely scary for most people, including many who
outwardly seem very calm.
Our primitive brain shuts down normal functions as the 'fight or flight' impulse takes over - see FEAR
under the acronyms section (note: there is some adult content among these acronyms for training and
presentations).
But don't worry - every person in your audience wants you to succeed. The audience is on your side (if
only because they are very pleased that it's you up there in the spotlight speaking and not them).
All you need to do is follow the guidelines contained on this page, and everything will be fine. As the
saying goes, don't try to get rid of the butterflies - just get them flying in formation.
Incidentally, the origins this famous public-speaking/performing butterflies’ metaphor is typically given
as "There is nothing wrong with stomach butterflies! You just have to get them to fly in formation!" -
see the attribution information for the butterflies metaphor on the inspirational quotes page.
So, how do you calm the butterflies and get them flying in formation?
The answer (where butterflies equate to fear) is clear and simple in the following maxim:
To calm the butterflies, you must be relaxed. To be relaxed you must be confident. To be
confident you must be prepared and rehearsed.
Good preparation is the key to confidence, which is the key to being relaxed, and this calms the
butterflies, (i.e., overcomes the fear).
Put another way, according to logical ' cause and effect':
Preparation + Rehearsal > Confidence > Calm > = Fearlessness
Good preparation and rehearsal will reduce your nerves by 75%, increase the likelihood of avoiding
errors to 95%. (Source: Fred Pryor Organization, a significant provider of seminars and open presentation
events.)
And so, this is the most important rule for effective presentations and public speaking:
Prepare, which means plan it, and practice/rehearse it.
Then you'll be in control, and confident.
Your audience will see this and respond accordingly, which in turn will help build your confidence, and
you even start to enjoy yourself too.
And remember that there is a cumulative effect:
Every successful presentation that you create and deliver generates more experience and confidence for
you, which makes every future presentation easier and more successful for you, and so it goes, until every
last butterfly is calmed.
Tips for Effective Presentations

1. Preparation and knowledge (of subject and the presentation itself) are the pre-requisites
for a successful presentation, which importantly produce confidence and control, in turn
important for relaxing the presenter, and the audience.
2. As a presenter, remember and apply Eleanor Roosevelt's maxim that "no-one can
intimidate me without my permission". When you are a presenter, you are in charge. The
audience generally accepts this, and you are within your rights to control anyone who
does not.
3. Also remember that "depth of conviction counts more than height of logic, and enthusiasm
is worth more than knowledge", (which is apparently attributed to David Peebles, about
whom I have no further details - please let me know if you do). Passion is therefore a very
powerful component in any successful presentation.
4. Good presenting is about entertaining as well as conveying information. As well, people
retain more if they are enjoying themselves and feeling relaxed. So, whatever your subject
and audience, try to find ways to make the content and delivery enjoyable - even the most
serious of occasions, and the driest of subjects, can be lifted to an enjoyable or even an
amusing level one way or another with a little research, imagination, and humor.
5. Enjoyment and humor are mostly in the preparation. These effects are not easily produced
spontaneously. You don't need to be a natural stand-up comedian to inject enjoyment and
humor into a presentation or talk. It's the content that enables it, which is very definitely
within your control.
6. Research and studies generally indicate that in presentations you have between 4 - 7
seconds in which to make a positive impact and good opening impression, so make sure
you have a good, strong, solid introduction, and rehearse it until it is 'second nature' to
you and an action of 'unconscious competence'.
7. Try to build your own credibility in your introduction, and create a safe comfortable
environment for your audience, which you will do quite naturally if you appear to be
comfortable yourself.
8. Smiling helps a lot. It will relax you and the audience. In addition to giving you a relaxed
calm appearance, smiling actually releases helpful 'happy' chemicals into your nervous
system, and makes you feel good.
9. So does taking a few deep slow breaths make you feel relaxed - low down from the pit of
your stomach - before you take to the stage.
10. Avoid starting with a joke unless you are supremely confident - jokes are high risk things
at the best of times, let alone at the start of a presentation.
I was sent this excellent and simple idea for a presentation - actually used in a job
interview - which will perhaps prompt similar ideas and adaptations for your own
situations.
At the start of the presentation the letters T, E, A, and M - fridge magnets - were given to
members of the audience.
At the end of the presentation the speaker made the point that individually the letters
meant little, but together they made a team
This powerful use of simple props created a wonderful connection between start and
finish, and supported a concept in a memorable and impactful way. (Thanks P Hodgson)
N.B. There is a big difference between telling a joke and injecting enjoyment and humor
(US spelling, humor) into your talk. Jokes are risky. Enjoyment and humor are safe. A
joke requires quite a special skill in its delivery. Joke-telling is something of an art form.
Only a few people can do it well without specific training. A joke creates pressure on the
audience to laugh at a critical moment. A joke creates tension - that's why it's funny (when
it works). This tension equates to an expectation in the listener, which produces a small
degree of pleasure when the joke works well, but a very unhelpful awkwardness if the
joke is not well-delivered or well-received. A joke also has the potential to offend, and
jokes are culturally very sensitive - different people like different jokes. Even experienced
comedians can 'die' on stage if their jokes and delivery are at odds with the audience type
or mood. On the other hand, enjoyment and humor are much more general, they are not
dependent on creating a tension or the expectation of a punchline. Enjoyment and humor
can be injected in very many ways - for example a few funny quotes or examples; a bit of
audience participation; an amusing prop; an amusing picture or cartoon; an amusing story
(not a joke). Another way to realize the difference between jokes and enjoyment is
consider that you are merely seeking to make people smile and be mildly amused - not to
have them belly-laughing in the aisles.
11. Apologizing to the audience can also affect the moods and atmospheres of presentations...
Generally try to avoid starting a presentation with an apology - unless you've really made
a serious error, or an apology is part of your plans, or an intentional humorous device.
Usually, audiences will forgive you far more than you forgive yourself. Apologizing for
trivial matters can cause audiences to feel uncomfortable, and may also give the
impression that you are not in control or confident.
If you do have to apologies for something, make the apology briefly and clearly, and if
possible try to make light of it (unless it's really serious of course).
It is normal to make mistakes, and even the most experienced professional speakers and
presenters make mistakes, so just relax and keep calm if (when) you make one.
In acknowledging minor mistakes it is usually better to keep the mood light and relaxed,
with phrases such as:
o "Observant delegates among you perhaps will have noticed (refer to the error) ..."
o "Welcome everyone. Who among you has noticed my deliberate mistake?"
o "Welcome everyone. You might have noticed the experimental 'deliberate
mistake' icebreaker this morning (refer to the mistake). Could you split into groups
of three; analyses the situation, and prepare a two-minute presentation as to how
the 'corrective-action loop' might be applied to minimize the chances of this
happening again...... No, seriously..."
12. Try to start on time even if some of the audience is late. Waiting too long undermines
your confidence, and the audience's respect for you.
13. The average attention span of an average listener is apparently (according to various
sources I've seen over the years) between five and ten minutes for any single unbroken
subject. Younger 'PlayStation' and 'texter' generations will have even less tolerance than
this, so structure your content accordingly.
14. Any audience will begin to wriggle and feel less comfortable in their seats after about 40
minutes of sitting listening/watching. So, presentations which are longer than this time
should include a reason for the audience to move a little, or ideally stand up and move
about, after about 40 minutes.
15. Break up the content so that no single item takes longer than a few minutes, and between
each item try to inject something amusing, amazing, remarkable or spicy - a picture, a
quote, a bit of audience interaction - anything to break it up and keep people attentive.
16. Staying too long (ten minutes or more) on the same subject in the same mode of delivery
will send people into a trance-like state, when they are not properly listening, watching or
concentrating on the presentation - often called the MEGO state (My Eyes Glaze Over).
So break it up, and inject diversions and variety - in terms of content and media (the
different ways you can communicate to people or engage their interest).
Using a variety of media and movement will maintain maximum interest.
Think of it like this - the audience can be stimulated via several senses - not just audio
and visual (listening and watching) - consider including content and activity which
addresses the other senses too - touch certainly - taste maybe, smell maybe - anything's
possible if you use your imagination. The more senses you can stimulate the more your
audience will remain attentive and engaged.
17. You can stimulate other things in your audience besides the usual 'senses'.
You can use content and activities to stimulate feelings, emotions, memories, and even
physical movement.
Simply asking the audience to stand up, or snap their fingers, or blink their eyes (assuming
you give them a good reason for doing so) immediately stimulates physical awareness and
involvement.
Passing several props or samples around is also a great way to stimulate physical activity
and involvement.
18. Quotes are a wonderful and easy way to stimulate emotions and feelings, and of course
quotes can be used to illustrate and emphasize just about any point or concept you can
imagine.
Research and collect good quotations and include then in your notes. Memorize one or
two if you can because this makes the delivery seem more powerful.
See the funny quotations and inspirational quotes webpages for ideas and examples.
Always credit the source of quotes you use.
Interestingly, Bobby Kennedy once famously failed to credit George Bernard Shaw when
he said that "Some men see things as they are and ask 'why?'; I dare to dream of things
that never were and ask 'why not?'.".
19. Failing to attribute a quote undermines a speaker's integrity and professionalism.
Conversely, giving credit to someone else is rightly seen as a positive and dignified
behavior.
Having quotes and other devices is important to give your presentation depth and texture,
as well as keeping your audience interested... "If the only tool in your toolbox is a hammer,
you'll treat everything as a nail." (Abraham Maslow)
20. So don't just speak at people. Give them a variety of content, and different methods of
delivery - and activities too if possible.
21. Be daring and bold and have fun. Use props and pass them around if you can. The more
senses you can stimulate the more fun your audience will have and the more they'll
remember.
22. Some trainers of public speaking warn that passing props around can cause a loss of
control or chaos. This is true, and I argue that it's good. It's far better to keep people active
and engaged, even if it all needs a little additional control. Better to have an audience
slightly chaotic than bored to death.
23. Planned chaos is a wonderful way to keep people involved and enjoying themselves. Clap
your hands a couple of times and say calmly "Okay now - let's crack on," or something
similarly confident and un-phased, and you will be back in control, with the audience
refreshed for another 5-10 minutes.
24. Create analogies and themes and use props to illustrate and reinforce them.
For example a bag of fresh lemons works well: they look great, they smell great, they feel
great, and they're cheap, so you can give out loads and not ask for them back - all you
have to do is think of an excuse to use them!
25. Here are examples of fun, humor, interest, participation and diversion that you can use to
bring your presentation to life and keep your audience attentive and enjoying themselves.
Some people in the presentation field refer to these presentational elements as 'spice'. Like
the spice of a meal, spice in a presentation gives it a lift - stimulates the senses and adds
texture and richness. Here are examples of the many sorts of 'spice' elements you can add
to a presentation:
o Stories
o Questions and 'hands-up' feedback
o Pictures, cartoons, and video-clips
o Diagrams
o Video-clips and sound-clips
o Surveys and statistics
o Straw polls (a series of hands-up votes/reactions which you record and then
announce results)
o Inviting a volunteer to take the stage with you (for a carefully planned reason)
o Audience participation exercises
o Asking the audience to do something physical (clapping, deep breathing, blinking,
finger-snapping, shouting, and other more inventive ideas)
o Asking the audience to engage with each other (for example introductions to
person in next chair)
o Funny quotations (be careful not to offend anyone)
o Inspirational quotations
o Acronyms
o Props, samples, physical objects (see the visual aids ideas page)
o Examples and case-study references
o Fables and analogies
o Prizes, awards and recognizing people/achievements
o Book recommendations
o Fascinating facts (research is easy these days about virtually any subject)
o Statistics (which dramatically improve audience 'buy-in' if you're trying to
persuade)
o Games and exercises and icebreakers
o Body language, and the changing tone and pitch of your voice.
26. For long presentations of more than an hour or two, such as training sessions, aim to have
a 'rest' break every 45-60 minutes for people to get up and stretch their legs, otherwise
you'll be losing their attention regardless of the amount of variety and diversion 'spice'
you include.
27. Take the pressure off yourself by not speaking all the time. Get the audience doing things
and make use of all the communications senses available.
28. Interestingly the use of visual aids generally heightens retention of the spoken word - by
70% or more. The figure is demonstrably and substantially more than 70% for certain
things, for example: try memorizing a person's face from purely a verbal description,
compared with seeing the face. A verbal or written description is only fractionally as
memorable as actually seeing anything which has more than a basic level of complexity.
29. Some people refer to the following figures about information retention, which are taken
from Edgar Dale's theory called the Cone of Experience:
Edgar Dale's Cone of Experience
o Read 10%
o Heard 20%
o Seen 30%
o Heard and Seen 50%
o Said 70%
o Said and Done 90%
30. So use visual aids a lot in your presentations. Your voice is not the only or main tool at
your disposal. Get visuals working fully for you, and your presentations will be more
engaging, and a lot easier for you to deliver and enjoy.
Tips for Using Visual Aids

1. For printed visual aids with several paragraphs of text, use serif fonts (a font is a typeface)
for quicker readability.
2. For computer and LCD projectors use sans serif fonts, especially if the point size (letter
size) is quite small.
3. Arial is a sans serif font. Times is a serif font. (A serif font has the extra little crosslines
at the ends of the strokes of the letters. Interestingly, serif fonts originated in the days of
engraving, before printing, when the engraver needed a neat exit from each letter.)
4. Extensive sections of text can be read more quickly in serif font because the words have
a horizontal flow, but serif fonts have a more old-fashioned traditional appearance than
sans serif, and so stylistically can seem old-fashioned, which does not fit certain
presentations.
5. If you need to comply with a company/corporate typeface (font/letter design) you'll maybe
have no choice of lettering style. If you are creating and delivering the presentation for a
company or organization of any sort then ask if there is a recommended/compulsory
'house' typeface, and if so, then use it, along with corporate colour/color schemes and
branding. Marketing departments usually keep this information.
6. Generally, try to use no more than two different typefaces (fonts) and no more than two
size/bold/italic variants, or the text presentation becomes confused and very distracting to
read quickly and easily.
7. Whatever - try to select fonts and point sizes that are the best fit for your medium and
purpose.
8. If in doubt simply pick a good readable serif font and use it big and bold about 20-30pt
for headings, and 14 - 16-point size for the body text.
9. Absolutely avoid using upper case (capital letters) in lots of body text, because people
need to be able to read word-shapes as well as the letters, and of course upper-case (capital
letters) makes every word a rectangle, which takes much longer to read, and becomes
uncomfortable and tiring. Upper-case is acceptable for short headings if you really must
use it, but even for headings lower-case lettering is best. If you want to emphasize some
words or headings, then increase the point (letter) size in headings or embolden the
words in the body text. Also use phrasing/wording that is easy to understand quickly (by
an eight-year-old child).
For example:
10. See the marketing and advertising section for lots of tips and secrets about presenting
written/typed/electronic/printed words.
11. See also the writing tips on this website for good general guidance and tips about writing
effectively, so that your audience can read, understand, and absorb what you want to
communicate to them.
12. Your own written cue/prompt cards and notes - Create your own prompts and notes
to suit your purpose and situation. Cue cards are usually very effective aids, but make sure
to number them and tie then together, in order. In the pressure of a presentation, it is
very easy to accidentally shuffle or drop your cue cards, which is then a serious nuisance
and distraction for any presenter. A single ' at-a-glance' timetable sheet is a useful aid
for any presenter, especially for presentations longer than half an hour, where keeping
track is more challenging. A timetable on one sheet is also useful to monitor your timing
and pace.
Preparation and Creating Your Presentation

This is a sequential step-by-step process - a list of the main action points - for creating and preparing a
successful and effective presentation - large or small. The process includes preparing, creating, checking,
rehearsing, refining, and finalizing the presentation.
1. Think about your audience, your aims, their expectations, the surroundings, the facilities
available, and what type of presentation you are going to give (lecture style, informative,
participative, etc.).
2. What are your aims? To inform, inspire and entertain, maybe to demonstrate and prove,
and maybe to persuade.
3. How do you want the audience to react?
4. Thinking about these things will help you ensure that your presentation is going to achieve
its purpose.
5. Clearly identify your subject and your purpose to yourself, and then let the creative
process take over for a while to gather all the possible ideas for subject matter and how
you could present it.
6. Think about interesting ways to convey and illustrate and bring your points to life, so that
your presentation is full of interesting things (think of these as 'spices') to stimulate as
many senses as possible. A presentation is not restricted to spoken and visual words - you
can use physical samples and props, sound and video, body movement, audience
participation, games and questions, statistics, amazing facts, quotes, and lots more ideas
to support your points and keep the audience engaged.
7. Use brainstorming and 'mind-mapping' methods (mind-mapping is sketching out ideas in
extensions, like the branches of a tree, from a central idea or aim). Both processes involve
freely putting random ideas and connections on a piece of paper - the bigger the sheet the
better - using different colored pens will help too.
8. Don't try to write the presentation in detail until you have decided on the content you need
and created a rough structure from your random collected ideas and material. See
the brainstorming process - it's very helpful and relevant for creating and writing
presentations.
9. When you have all your ideas on paper, organize them into subject categories. Three
categories often work best. Does it flow? Is there a logical sequence that people will
follow, and which makes you feel comfortable?
10. Use the 'rule of three' to structure the presentation where possible, because sets of three
have a natural balance and flow. A simple approach is to have three main sections. Each
section has three sub-sections. Each of these can have three sub-sections, and so on. A 30-
minute presentation is unlikely to need more than three sections, with three sub-sections
each. A three-day training course presentation need have no more than four levels of three,
giving 81 sub-sections in all. Simple!
11. Presentations almost always take longer to deliver than you imagine.
12. When you have a rough draft of your presentation you should practice it, as if you
were in front of an audience and check the timings. If your timings are not right -
(usually you will have too much material) - then you can now adjust the amount of content
and avoid unnecessarily refining sections that need to be cut out. Or if you are short of
content, you can expand the presentation material accordingly, or take longer to explain
the content you already have.
13. You must create a strong introduction and a strong close.
14. You must tell people what you're going to speak about and the purpose or aim of your
presentation.
15. And if you finish with a stirring quotation or a stunning statistic, you must, before
this, summarize what you have spoken about and if appropriate, demand an action
from your audience, even if it is to go away and think about what you have said.
16. Essentially the structure of all good presentations is to: "Tell'em what you're gonna
tell'em. Tell'em. Then tell'em what you told'em." (Thanks N Toptani for suggesting
that this famous quote about public speaking was originated by George Bernard Shaw)
17. When you have structured your presentation, it will have an opening, a middle with
headed sections of subject matter, and a close, with opportunity for questions, if relevant.
This is still a somewhat flat 'single-dimensional' script. Practice it in its rough form,
which is effectively a 'read-through' rather than a fully formed presentation with all aids
and equipment.
18. Next you bring it to life as a fully formed presentation - give it space and life and
physicality and character - by blending in your presentation methods, aids, props, and
devices, as appropriate. This entails the equipment and materials you use, case studies,
examples, quotations, analogies, questions and answers, individual and syndicate
exercises, interesting statistics, samples, visual and physical aids, and any other
presentation aid you think will work. This stage often requires more time than you
imagine if you must source props and materials.
19. Practice your presentation in rough full form with all your aids and devices. Review and
record the timings. They will be different compared to earlier simple read-throughs.
Amend and refine the presentation accordingly. Practice at this stage is essential to build
your competence and confidence - especially in handling and managing the aids and
devices you plan to use - and to rehearse the pace and timings. You'll probably be amazed
at this stage to realize how much longer the presentation takes to deliver than you
imagined when you were simply reading on your cards or notes.
20. If your presentation entails audio-visual (AV) support and equipment provision by
specialist providers, then ensure you control the environment and these services. If there
are audio-visual aspects happening that you don't understand, then seek clarification. You
must understand, manage, and control these services - do not assume that providers know
what you need - tell the providers what you want, and ask what you need to know.
21. Ask an honest and tactful friend to listen and watch you practice. Ask for his/her
comments about how you can improve, especially your body-language and movement,
your pace and voice, and whether everything you present and say can be easily
understood. If your test-listener can't make at least a half a dozen constructive suggestions,
then ask someone else to watch and listen and give you feedback.
22. Refine your presentation, taking account of the feedback you receive, and your own
judgement. Test the presentation again if there are major changes and repeat this cycle of
refinement and testing until you are satisfied.
23. Produce the presentation materials and organize the equipment, and ensure you are
comfortable with your method of reading from notes, cards etc.
24. Practice your presentation it in its refined full form. Amend and refine as necessary, and
if possible, have a final rehearsal in the real setting, especially if the venue/situation is
strange to you.
25. Take nothing for granted. Don't guess or make assumptions about anything that could
influence your success. Check and double-check, and plan contingencies for anything that
might go wrong.
26. Plan and control the layout of the room as much as you are able. If you are a speaker at
someone else's event, you'll not have complete control in this, but if it's your event then
take care to position yourself, your equipment and your audience and the seating plan so
that it suits you and the situation. For instance, don't lay out a room theatre-style if you
want people to participate in teams; use cabaret-layout instead. Use a boardroom layout
(everyone around a big, long table) if you want a cooperative debating approach for a
group up to 10-12 people. Consider splitting people into sub-groups if the total group size
is more than 10-12 people. (See guidance on managing groups sizes in
the teambuilding section.)
27. Make sure, when the room/venue is prepared, that (before delegates arrive) everyone will
be able to see you, and all of the visual displays (screen, wipe board, etc.).
28. Make sure you understand, and if appropriate control and convey, the domestic
arrangements (fire drill, catering, smoking, messages, coffee, and lunch breaks etc). If you
are running/starting the event, then this is your responsibility. It is also good to remind
people of these arrangements when restarting after a lunchbreak. So, build these aspects
into your presentation and timings if they are required.
Delivering Presentations Successfully

1. The day before your presentation see again the notes about calming your butterflies -
i.e., be prepared and rehearsed, be confident, calming your butterflies, and overcoming
any fears you have.
2. In the half-hour before your presentation: Relax. If you are not relaxed, then try to
find a way to become so. Think about breathing slowly and deeply. Think about calming
relaxing things. Smile. If despite all your preparations you remain scared, a good way to
overcome your fear is just to do it. Paraphrasing the great philosopher Friedrich Nietzsche.
"What doesn't kill you makes you stronger." Remember you are not alone among
presenters in having these feelings, and the audience is on your side. Remember also,
initial impact is made and audience mood towards you is established in the first 4-7
seconds. So go for it.
3. Start with your solid practiced opening, and smile. Enjoy it. Or look like you are enjoying
it.
4. Be firm, be confident and be in control; the stage is yours, and the audience is on your
side.
5. Introduce yourself and tell them what you’re going to tell them. Tell them why you
are telling them it; why it's important, and why it's you that's telling them.
6. Tell the audience how long your presentation will last and explain when in the
presentation that the audience is able to ask questions.
7. It is generally easier to deliver and manage a presentation if you tell the audience to ask
their questions at the end. For a more participative and involving presentation you can
allow questions at any time, but ensure you keep firm control of your timings, and the
audience.
8. If your audience is more than about 30-40 people then it can become difficult to take
questions during the presentation, so for large groups, and certainly groups exceeding 100
people it's generally best to take questions at the end of the presentation.
9. By the time you've done this introduction you've established your authority, created
respect and credibility, and overcome the worst of your nerves. You are probably enjoying
it. If you're just giving a short presentation, then by the time you've done all this you've
completed a quarter of it!
10. Be aware of your own body language and remember what advice you got from your friend
on your practice run. You are the most powerful visual aid of all, so use your body
movement and position well. Don't stand in front of the screen when the projector is on.
11. If people talk amongst themselves just stop and look at them. Say nothing, just look. You
will be amazed at the effect, and how quickly your authority increases. This silent tactic
usually works with a chaotic audience too.
12. If you really need to change things during the presentation, then change them and explain
to the audience why you are doing it if that helps you and them.
13. If you want a respite or some thinking time, asking the audience a question, or involving
them in an exercise takes the pressure off you, and gives you a bit of breathing space.
14. Pausing is fine. A pause tends to seem like an age when you're up there presenting, but
actually the audience won't notice a pause, and will not think a pause is a mistake, unless
you draw attention to it. An occasional pause is perfectly fine, and very reasonably helps
you to concentrate on what you're going to say next.
15. Keep control. No-one will question your authority when you have control, so don't give
it up.
16. If you don't know the answer to a question, then say so and deal with it later. You have
the right to defer questions until the end (on the grounds that you may well be covering it
in the presentation later anyway, or just simply because you say so).
17. Close positively and firmly, thank the audience, and accept plaudits graciously.
Summary
Creating presentations: Step-by-Step
This is the basic sequence of actions for creating and preparing a presentation up to the point of delivering
the presentation to an audience:
1. Define purpose
2. Gather content and presentation ideas
3. Structure the subject matter (sections, headings, order)
4. Develop how to present it (style, elements, props, equipment)
5. Prepare presentation (wording, design, materials, equipment)
6. Practice and rehearsals (get feedback, refinement)
7. Plan venue, control the environment
8. 'Dress rehearsal' if warranted
9. Relax and prepare yourself - confidence and control
And in a little more detail.
Prepare the Presentation
Consider:
1. What's the purpose?
2. For whom?
3. What outcomes and reactions are you seeking?
Consider the more detailed nature of:
1. Subject and content, audience needs, type of presentation, equipment and venue.
2. Create and gather ideas - brainstorm, mind-map, initially random, be innovative and
daring.
3. Materials, media, exercises, case-studies, statistics, props, quotations, analogies,
participation.
4. Anticipate questions, know your subject and reference points
5. Decide your notes system - cue cards, sheet notes.
Create and Design the Presentation
1. Plan the structure - sections, order, headings, intro/middle/close.
2. Tell'em what you're gonna tell'em, tell'em, tell'em what you told'em.
3. Use the ' rule of three'
4. Points of interest ('spice') and activities - early impact - create a credible impression.
5. Consider audience attention span and audience profile to get the language and tone right
6. Build the presentation, prepare equipment, prepare materials and props, and create your
prompts or notes.
7. Dry-run practice, timings, fallbacks/contingencies.
8. Practice full presentation ('dress rehearsal'), get feedback, refine, practice and practice.
Practice gives you control. Control gives you confidence. Confidence and control
overcome fear.
Deliver your Presentation

1. Relax.
2. If necessary, revisit your notes about how to relax yourself. Stress can be managed, and
to a small degree it is part of the presentation experience. Butterflies are exciting and
beautiful, even if they are not in perfect formation.
3. You have prepared and practiced, so your presentation will succeed and be enjoyable.
4. Smile.
5. The audience is on your side.
6. Use a solid well-rehearsed opening, make immediate friendly impact.
7. "Tell'em what you're gonna tell'em, tell'em, then tell'em what you told'em."
8. Use confident body-language, control, firmness, confidence, speak your audience's
language, accentuate the positive (be positive and upbeat).
9. Pause when you need to and don't apologize for it - pausing is perfectly okay.
10. Use audience participation where possible, be clear, calm, close powerfully and simply
and gratefully, and have fun!
Assignment No 12
TITLE Corporate and Business Etiquette
PROBLEM External session on Corporate Manners & Etiquettes and Effective Leadership
DEFINITION
OBJECTIVE To learn and understand importance of teamwork
To learn to handle stress and decision making
To learn time management techniques to improve performance
REFERENCES • Developing Communication Skill: Krishna Mohan, Meera Banerji, -
McMillan India Ltd
• English for Business Communication: Simon Sweeney, Cambridge
University Press
• Change Your Thoughts, Change Your Life: Wayne Dyer, Hay House India,
• 8 Habits of Highly Effective People: Stephen Covey Pocket Books, ISBN-
13
• The Power of Your Subconscious Mind: Dr Joseph Murphy Manu
Graphics
STEPS • Session conduction
• Description of the contents delivered
• Time management
JOURNAL • Dos and don’ts
• Time management
• Conclusion
It is essential for every individual to behave in a socially acceptable way.
Etiquette refers to good manners which help an individual leave his mark in the society.
An individual must know how to behave at the workplace. There is a huge difference between college
and professional life. One needs to be disciplined at the workplace.
Corporate Etiquette refers to set of rules an individual must follow while he is at work. One must
respect his organization and maintain the decorum of the place.
Corporate Etiquette refers to behaving sensibly and appropriately at the workplace to create an
everlasting impression. No one would take you seriously if you do not behave well at the workplace.
Remember we can’t behave the same way at workplace as we behave at our homes. One needs to be
professional and organized.
It is important to behave well at the workplace to earn respect and appreciation.
Let us go through some Do’s and Don’ts at workplace:
▪ Never adopt a casual attitude at work. Your office pays you for your hard work and not
for loitering around.
▪ Don’t peep into other’s cubicles and workstations. Knock before entering anyone’s
cabin. Respect each other’s privacy.
▪ Put your hand phone in the silent or vibrating mode at the workplace. Loud ring
tones are totally unprofessional and disturb other people.
▪ Don’t open anyone else’s notepads registers or files without his permission.
▪ It is bad manners to sneeze or cough in public without covering your mouth. Use a
handkerchief or tissue for the same.
▪ Popping chewing gums in front of coworkers is simply not expected out of a professional.
▪ Stay away from nasty politics at the workplace. Avoid playing blame games.
▪ Keep your workstation clean and tidy. Throw unwanted paper in dustbin and keep files
in their respective drawers. Put a label on top of each file to avoid unnecessary searching.
▪ Never criticize or make fun of any of your colleagues. Remember fighting leads to no
solution. There are several other ways to express displeasure. Sit with your colleagues,
discuss issues face to face and decide on something which is mutually acceptable.
▪ Take care of your pitch and tone at the workplace. Never shout on anyone or use foul
words. It is unprofessional to lash out at others under pressure. Stay calm and think
rationally.
▪ Never attend meetings or seminars without a notepad and pen. It is little tough to
remember each, and everything discussed in the meeting. Jot down the important points
for future reference. Wait for your turn to speak.
▪ Pass on information to all related recipients in the desired form. Communicate
through written modes of communication preferably through emails. Keep your reporting
boss in the loop. Make sure your email signatures are correct.
▪ Reach office on time. One must adhere to the guidelines and policies of the organization.
Discipline must be maintained at the workplace.
▪ No organization likes to have a shabbily dressed employee. Shave daily and do not use
strong perfumes.
▪ Never wear revealing clothes to work. Body piercing and tattoo are a strict no at the
workplace. Females should avoid wearing heavy jewelry to work.
▪ Don’t pass lewd comments to any of your fellow workers.
▪ While having lunch together, do not start till the others have received their food.
Make sure your spoon and fork do not make a clattering sound. Eat slowly to avoid
burping in public.
▪ Respect your fellow workers and help them whenever required.
▪ It is unethical to share confidential data with external parties and any other individual who
is not related to the organization. Data in any form must not be passed to anyone outside
the organization.
▪ Office Stationery is meant to be used only at work. Taking any office property back home
is equivalent to stealing.
▪ Make sure you turn off the monitor while you go out for lunch or tea breaks. Switch
off the fans, lights, printer, fax machine, scanner before you leave for the day.
▪ Don’t bring your personal work to office. Avoid taking kids to office unless and until
there is an emergency.
▪ Park your car at the space allocated to you. Don’t Park your vehicle at the entrance as
it might obstruct someone’s way.
▪ Never ever drink while you are at work. Smoke only at the smoking zones.
▪ Do not leave the restroom with taps on.
▪ Female Employees should stick to minimal make up.

Lab Manual SSL AY2022-2023

Uploaded by

Copyright:

Available Formats

Lab Manual SSL AY2022-2023

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lab Manual SSL AY2022-2023

Uploaded by

Copyright:

Available Formats

SCTR’s

PUNE INSTITUTE OF COMPUTER

SOFT SKILLS LABORATORY

PUNE INSTITUTE OF COMPUTER TECHNOLOGY

214449: soft skill LABORATORY

SECOND YEAR – INFORMATION TECHNOLOGY

TEACHING SCHEME EXAMINATION SCHEME

Practical: 2 Hrs/Week Term Work: 25 Marks

:::|| Prepared By ||:::

Ms. Priyanka M. Makkar

Mr. Vinay V. Thamke

P:F – LTL – UG / 03/ R0 PICT, Pune – 43 Page 2 of 2

Department VISION AND MISSION

List of Lab Experiments

Assignment Problem Statement

Career Goals and Planning

Listening and Reading Skills

Mr. Abhijeet Karve Dr. A. S. Ghotkar

Schedule of Lab Experiments

Academic Year : 2022-23 Department : Information Technology

Assignment Problem Statement Date of

Listening and Reading Skills

Team Building Activities

Corporate and Business Etiquette

Mr. Abhijeet Karve Dr. A. S. Ghotkar

CLASS: S.E. Academic Year 2022 – 2023 SEMESTER: III

SUBJECT: SOFT SKILLS LABORATORY (214449)

TITLE 1. Introduction of Self / SWOC Analysis

General tips for self-introduction

Things to avoid during self-introduction

OBJECTIVE • To disclose your competitive advantages.

Concepts related Theory:

program for students, faculty, graduate addressing this specific objective?

program (personnel, space, What annoys, frustrates, or

equipment)? disappoints our students?

Are there new strategic plans or

aren't? (and is this an opportunity to learn

reaching a different group of students,

etc.)? Are key faculty retiring? (and is this an

opportunity and a threat?)

Benefits of SWOT Analysis:

Step 2: Conduct Field Research

Step 3: Determine Your Job Target

Step 4: Build Your Credentials and Resume

Step 5: Prepare for Your Job Search

Step 6: Launch Your Job Search

2. According to Schermerhorn, Hunt, and Osborn, ‘Career planning is a process of systematically

. Career planning is the process of enhancing an employee’s future value.

4. A career plan is an individual’s choice of occupation, organization, and career path.

Features of Career Planning and Career Development:

It helps individuals develop skills required to fulfill different career roles.

3. It strengthens work-related activities in the organization.

4. It defines life, career, abilities, and interests of the employees.

5. It can also give professional directions, as they relate to career goals.

Benefits of Career Planning:

1. Career planning ensures a constant supply of promotable employees.

. It helps in improving the loyalty of employees.

3. Career planning encourages an employee’s growth and development.

7. Career planning reduces labor turnover.

1. Self-exploration and assessment