Gyan Ganga Institute of Technology & Sciences

Department of Information Technology

LAB MANUAL

Soft Skills and Interpersonal Communication

IT 506 (HSMC)
 Index

Sr. No. Name of the Assignment Page No.

I Syllabus 3

1 Self assessment and development (Resume, SOP, 9

Goal analysis, SWOT analysis)

2 Verbal And Non Verbal Communication (write up 12

, a document on extempore topic)

3 Personal Interview and Group Discussion ( write 22

up, a document on any one GD topic )

4 Team Building ( write up , activity sheet ) 31

5 Stress Management ( write up on yoga , a feedback 40
document on stress management session )

6 Book Review and PPT ( a review on any book in 44

form of PPT 5 slides )

7 Technical Report writing/ Email etiquettes/ 48

Language Lab/ Letter writing

8 Assertivity Test and score. 51

Course Objectives:
 To encourage the all round development of students by focusing on soft skills.
 To make the engineering students aware of the importance, the role and the content of
soft skills through instruction, knowledge acquisition, demonstration and practice.
 To develop and nurture the soft skills of the students through individual and group
activities.
 To expose students to right attitudinal and behavioural aspects and to build the same
through activities

Course Outcomes:
On completion of the course, student will be able to–
 Effectively communicate through verbal/oral communication and improve the
listening skills
 Write precise briefs or reports and technical documents.
 Actively participate in group discussion / meetings / interviews and prepare &
deliver presentations.
 Become more effective individual through goal/target setting, self motivation and
practicing creative thinking.
 Function effectively in multi-disciplinary and heterogeneous teams through the
knowledge of team work, Inter-personal relationships, conflict management and
leadership quality.

Course Contents

Unit I Self-Development
Introduction to soft skills, Self-Management: Self-Evaluation, Self-Discipline, Self-
Criticism, SelfAwareness, Self-Esteem, Positive Thinking, Perceptions and Attitudes,
Values and Belief Systems, Personal success factors, Handling failure, Knowing Yourself,
identifying one‘s strengths and weaknesses, SWOT analysis, Johari‘s Window, Career
Planning & Goal setting, prioritization, Managing self – emotions, ego, pride, stress;
Personality development.

Unit II Communication Skills

Significance of Communication- types, barriers of communication, effective
communication, Verbal and non-verbal Communication, Speaking Skills – Importance of
speaking effectively, speech process, message, audience, speech. Style, feedback,
conversation and oral skills, fluency and self expression, body language phonetics and
spoken English, speaking techniques, word stress, correct stress patterns, voice quality,
correct tone, types of tones, positive image projection techniques, Public Speaking, Group
discussion, Listening Skills: Virtues of Listening, Barriers and filters, Fundamentals of
Good Listening, Reading Skills: Comprehension, reading research papers,
Communication in a Digital World.

Unit III Language and Writing Skills

Vocabulary: One - Word Substitutes, Words often Confused - Pairs of Words, Synonyms
and Antonyms, Foreign Phrases, Phrasal verbs derived from the dynamic verbs, Business
Writing: Note Making, Letter writing, Writing Formal Letters. Technical Report Writing,
Memo, Notices/Circulars Agenda and Minutes of a Meeting, E-Mail, Essay writing.
Employment Communication: Job Application, Preparation of CV and Resume writing.
Presentation skills: Professional Presentation, Nature of Oral Presentation, Planning a
Presentation, Preparing the Presentation, Delivering the Presentation.

Unit IV Leadership and Team Building

Introduction, Leader and Leadership, Leadership Traits, Culture and Leadership: Salient
Features of Corporate Culture, Leadership Styles, Leadership Trends, Team Building:
Team Development Stages, Types of Teams: Cross-functional Team, Problem-solving
Team, Inter- personal relations: Types of feelings, steps to deal with complex feelings.
Assertiveness and Confidence building. Types of Conflict and resolutions. Emotions,
emotional empathy and emotional intelligence.

Unit V Stress and Time Management

Introduction, Stress in Today‘s Time: Identify the Stress Source, Signs of Stress, Ways to Cope
with Stress : Healthier Ways to Combat Stress, Steps to be Taken in the Organizations :
Open communication, Time Management, Working towards Your Goals, Smart Work,
Prioritize your Tasks,4 Ds of Decision Making.

Unit VI Ethics, Etiquette and Mannerism

Professional Etiquette: Etiquette at Meetings, Etiquette at Dining. Involuntary Awkward
Actions, Public Relations Office(PRO)‘s Etiquettes, Technology Etiquette : Phone
Etiquette, Email Etiquette, Social Media Etiquette, Video Conferencing Etiquette,
Interview Etiquette, Dressing Etiquettes : for Interview, offices and social functions,
Ethical Values: Importance of Work Ethics, Problems in the Absence of Work Ethics.

Books:
Text:
1. Gajendra Singh Chauhan, Sangeeta Sharma: Soft Skills – An Integrated Approach to
Maximize Personality, WILEY INDIA, ISBN:13:9788126556397.

References:
1. Indrajit Bhattacharya, ―An Approach to Communication Skillsǁ, Delhi, Dhanpat Rai,
2008.
2. Simon Sweeney, ―English for Business Communicationǁ, Cambridge
University Press, ISBN 13:978-0521754507.
3. Sanjay Kumar and Pushpa Lata, ―Communication Skillsǁ, Oxford University
Press, ISBN 10:9780199457069.
4. Atkinson and Hilgard's, ―Introduction to Psychologyǁ, 14th Edition, Geoffrey
Loftus, ISBN-10:0155050699 © 2003
5. Kenneth G. Mcgee, ―Heads Up: How to Anticipate Business Surprises & Seize
Opportunities Firstǁ, Harvard Business School Press, Boston, Massachusetts,
2004, ISBN 10:1591392993.
6. Krishnaswami, N. and Sriraman, T, ―Creative English for Communicationǁ,
Macmillan.

Suggested List of Laboratory Assignments

1. SWOT analysis
The students should be made aware of their goals, strengths and weaknesses, attitude,
moral values, self confidence, etiquettes, non-verbal skills, achievements etc. through this
activity. SWOT Analysis, Confidence improvement, values, positive attitude, positive
thinking and self esteem. The concern teacher should prepare a questionnaire which
evaluate students in all the above areas and make them aware about these aspects.
2. Personal & Career Goal setting – Short term & Long term
The teacher should explain to them on how to set goals and provide template to write
their short term and long term goals.
3. Public Speaking
Any one of the following activities may be conducted :
1. Prepared speech (Topics are given in advance, students get 10 minutes to prepare the
speech and 5 minutes to deliver.) 2. Extempore speech (Students deliver speeches
spontaneously for 5 minutes each on a given topic) 3. Story telling (Each student narrates a
fictional or real life story for 5 minutes each) 4. Oral review ( Each student orally presents
a review on a story or a book read by them)
4. Reading and Listening skills
The batch can be divided into pairs. Each pair will be given an article (any topic) by
the teacher. Each pair would come on the stage and read aloud the article one by
one. After reading by each pair, the other students will be asked questions on the
article by the readers. Students will get marks for correct answers and also for their
reading skills. This will evaluate their reading and listening skills. The teacher
should give them guidelines on improving their reading and listening skills. The
teacher should also give passages on various topics to students for evaluating their
reading comprehension.

5. Group discussion
Group discussions could be done for groups of 5-8 students at a time Two rounds of a GD
for each group should be conducted and teacher should give them feedback.
6. Letter/Application writing
Each student will write one formal letter, and one application. The teacher should teach the
students how to write the letter and application. The teacher should give proper format
and layouts.
7. Report writing
The teacher should teach the students how to write report .The teacher should give proper
format and layouts. Each student will write one report based on visit / project / business
proposal etc.
8. Resume writing- Guide students and instruct them to write resume.
9. Presentation Skill
Students should make a presentation on any informative topic of their choice. The topic
may be technical or non-technical. The teacher should guide them on effective presentation
skills. Each student should make a presentation for at least 10 minutes.
10. Team games for team building - Students should make to participate in team activity.
11. Situational games for role playing as leaders
12. Faculty may arrange one or more sessions from following:
Yoga and meditation. Stress management, relaxation exercises, and fitness exercises.
Time management and personal planning sessions.
13. Mock interviews- guide students and conduct mock interviews
PLANNER :-

Sr. Topics Covered Approximate Scheduled week

No. hrs Required (
lect + lab)

st nd
1 Self assessment and development (Resume, SOP, 2 + 4Hr. 1 &2 week
Goal analysis, SWOT analysis)

rd th
2 Verbal And Non Verbal Communication (write up , a 2 + 4Hr. 3 & 4 week
document on extempore topic)

th th
3 Personal Interview and Group Discussion ( write up, 2 + 4Hr. 5 and 6 week
a document on any one GD topic )

4 Team Building ( write up , activity sheet ) 1 + 2 Hr. 7th week

5 Stress Management ( write up on yoga, a feedback 1 + 2 Hr. 8th week
document on stress management session )

6 Book Review ( a review on any book in form of PPT 1 + 2 Hr. 9th week
5 slides ) and PPT

th
7 Technical Report writing/ Email etiquettes/ 1 + 2 Hr. 10 week
Language Lab/ Letter writing

8 Assertivity Test and score. + file checking 1 + 2 Hr. 11th week

 Assignment 1: Self Assessment and Development

Aim / Objective:
1. To learn how to write a good Resume
2. To write Statement Of Purpose
3. To do Goal analysis
4. SWOT analysis; all the above activities for Self assessment and enhancement.
Theory :

Resume - Good resumes don't get candidates jobs, but they do get candidates
invitations to interview for jobs. A good resume has just enough information about the
applicant's qualifications to pique the recruiter's or hiring manager's curiosity, yet not so
much that the recruiter or hiring manager learns everything he needs to know without the
benefit of an interview. Good resumes have format, structure and content characteristics
that lesser resumes lack.

1. Look - Present your resume in a clean, easy-to-read format with sections appropriately
labeled. Most importantly, make sure that your resume is perfect. It should be free of
typographical errors and centered on the page so that it doesn't look cluttered. Resumes that
are visually appealing reflect the applicant's diligence in creating a document with the
reader in mind.

2. Profile Summary - Instead of including an objective at the beginning of your resume, write
a brief profile summary that's geared toward what the employer needs. An objective is a
candidate-focused statement that won't capture the reader's attention, says certified
professional resume writer Cindy Billington. A profile summary, on the other hand, is a
succinct statement that tells the reader who you are and what you have to offer. For
example, write, "Accomplished, enthusiastic marketing expert with more than 15 years of
experience in the non-profit sector, looking for marketing leadership opportunities.
Particularly interested in joining a charitable organization that serves a diverse community
and rewards leaders who bring creativity and innovation to marketing concepts."

3. Grammar - Use fragmented sentences when describing your work history. In fact, resumes
that contain full, grammatically correct sentences can be too wordy and narrative-like. In its
"Guidelines for Writing a Professional Resume," the University of Missouri advises job
seekers to use fragments instead of complete sentences. It also recommends using action
verbs to begin each fragment. "Monitored weekly sales reports to determine impact of
marketing campaigns" is an example of an effective sentence fragment. Good resumes have
short descriptions about the applicant's work history that use a variety of action verbs.

4. Verbiage - Resumes shouldn't contain so much technical language that a lay reader gets
lost. Anyone reading your resume should be able to understand what you do for a living.
Write plainly, yet not so plainly that your resume doesn't pique the reader's interest. After
all, even seasoned recruiters may not be experts in every line of work.
 5. Flow - Follow a resume format that flows seamlessly from introduction to areas of
expertise to work history to education and professional affiliations. Determine the order in
which you list education and work history, based on your career level. Recent graduates or
new entrants to the workforce should place education and academic qualifications above
work history. For seasoned workers with more than 15 or so years of experience, a good
format is one that showcases the applicant's professional competencies, instead of a lengthy
work history that might bore readers.

SOP : Your previous academic background and scores in the standardized tests ( GRE / SAT)
show what you are capable of delivering. The admissions committee also wants to know what
are the motivations that are driving your life at this point in time. Why do you want to pursue the
course you are applying for? How relevant is the course to your long term goals? Since you will
not go through an interview, the admissions committee gets to know about you as a person
through your SOP. SOP is very important. Spend time to get it right. How can you get it right? -
by being honest about yourself and projecting your true self in the SOP. What should you do to
write a good SOP?

Think about yourself and do the following exercise:

 Write down all your past accomplishments - academic, extracurricular, social contributions,
sports - whatever you've done well in life. Also write down all the things that you feel or care for
strongly.
 What is it that you want to do in life? What is the career you want to choose for yourself in the
future and why?
 Write down the area that you want to study further in. How will taking up this course of study
help you achieve your long term career goals that you described above?
 Now, write down why should you have the life that you want? Why should you get all the things
you listed above? What qualifies you to have all the success you desire?

There's another thing you got to do, use the internet or the university prospectus to study about
the university you are applying to and the course you want to study. Then, You MUST mention
in your SOP as to why you chose the university you is applying to. Now, you've got the contents
of your SOP in place. The next step is to write it in the form of an essay. Make sure your SOP is
grammatically correct, is written in a good flow and does not exceed the prescribed word limit.
The SOP should be enthusiastic, friendly and confident in tone. If writing is not your strength,
don't hesitate to take the help of a friend or colleague who can write well.

Goal analysis : Dealing with abstract goals is a regular part of our jobs as education and training
professionals. Goal Analysis will help you describe the meaning of abstract goals so that you can
decide how to go about pursuing them and, more importantly, so you'll know when you have
successfully achieved them. Goal setting is a normal part of everyday life. In many vocational
settings employees must be concerned with performance measures such as productivity output,
customer satisfaction, sales levels and safety standards. Many individuals set personal goals,
especially this time of the year, in the areas of education, health issues, and other life-style
habits. However, just because a goal or objective has been established does not guarantee the
goal will be achieved. In many instances the failure of achieving a goal is directly related to the
lack of clarity or definition of both the goal and the performance needed to accomplish the goal.

SWOT analysis : (alternatively SWOT matrix) is a structured planning method used to

evaluate the strengths, weaknesses, opportunities and threats involved in a project or in a
business venture. A SWOT analysis can be carried out for a product, place, industry or person. It
involves specifying the objective of the business venture or project and identifying the internal
and external factors that are favorable and unfavorable to achieve that objective. Some authors
credit SWOT to Albert Humphrey , who led a convention at the Stanford Research Institute (now
SRI International ) in the 1960s and 1970s using data from Fortune 500 companies. However,
Humphrey himself does not claim the creation of SWOT, and the origins remain obscure. The
degree to which the internal environment of the firm matches with the external environment is
expressed by the concept of strategic fit .

 Strengths: characteristics of the business or project that give it an advantage over others.
 Weaknesses: characteristics that place the business or project at a disadvantage relative to
others.
 Opportunities: elements that the project could exploit to its advantage.
 Threats: elements in the environment that could cause trouble for the business or project.

Identification of SWOTs is important because they can inform later steps in planning to achieve
the objective.

Procedure / Steps:

1. Explanation - How to write a better resume

Activity – study 5 sample resumes of different categories in work profile, education etc.

2. Explanation - How to write SOP

Activity – reading and understanding of a sample SOP

3. Explanation – To set Short Term goals and Long Term Goals

Activity – Each student talk in class about their short term and long term goals in life.

4. Explanation – what is SWOT analysis

Activity – SWOT analysis of self.

Input: Explanations and activities

Outcome: Resume, SOP, Goal, SWOT - 4 formal documents of each student , Knowing
strengths, weaknesses, goals of SELF.
 Assignment 2: Verbal and Non Verbal Communication

Aim / Objective: To learn the various formal ways of verbal (spoken, one to one, group,
speech) as well as non verbal ( gestures, email, chat, letters , ppts, sms) communication

Theory :

1. Why Presentation?

As engineers, it is vitally important to be able to communicate your thoughts and ideas

effectively, using a variety of tools and medium. You will need to develop and use this skill
throughout your years in University; when you attend job interviews and especially when you
start working in the big wide world. But, it is often said that engineers do not possess the ability
to communicate well, basically owing to lack of enough coaching and practice.

Management is the art of getting things done. A Presentation is a fast and potentially effective
method of getting things done through other people. In managing any project, presentations are
used as a formal method for bringing people together to plan, monitor and review its progress.

2. What Can A Presentation Do For You?

Firstly; it puts you on display. Your staff need to see evidence of decisive planning and leadership
so that they are confident in your position as their manager. They need to be motivated and
inspired to undertaking the tasks which you are presenting. Project leaders from other sections
need to be persuaded of the merits of your project and to provide any necessary support. Senior
management should be impressed by your skill and ability so that they provide the resources so
that you and your team can get the job done.

Secondly; it allows you to ask questions and to initiate discussion. It may not be suitable within
the presentation formats of your company to hold a discussion during the presentation itself but it
does allow you to raise the issues, present the problems and at least to establish who amongst the
audience could provide valuable input to your decision making.

Finally; presentations can be fun. They are your chance to speak your mind, and to tell the people
what the world is really like. While you hold the stage, the audience is bound by good manners to
sit still and watch the performance.

3. The Objectives of Communication

The single most important observation is that the objective of communication is not the
transmission but the reception. The whole preparation, presentation and content of a speech must
therefore be geared not to the speaker but to the audience. The presentation of a perfect project
plan is a failure if the audiences do not understand or are not persuaded of its merits. A customers'
 tour is a waste of time if they leave without realizing the full worth of your product. The
objective of communication is to make your message understood and remembered.

The main problem with this objective is, of course, the people to whom you are talking. The
average human being has a very short attention span and a million other things to think about.
Your job in the presentation is to reach through this mental fog and to hold the attention long
enough to make your point.

4. The Plan : Preparing for presentation

It is difficult to overestimate the importance of careful preparation. Five minutes on the floor in
front of senior management could decide the acceptance of a proposal of several months duration
for the manager and the whole team. With so much potentially at stake, the presenter must
concentrate not only upon the facts being presented but upon the style, pace, tone and ultimately
tactics which should be used. As a rule of thumb for an average presentation, no less than 1 hour
should be spent in preparation for 5 minutes of talking.

a. Formulate your Objectives

The starting point in planning any speech is to formulate a precise objective. This should
take the form of a simple, concise statement of intent. For example, the purpose of your
speech may be to obtain funds, to evaluate a proposal, or to motivate your team. No two
objectives will be served equally well by the same presentation; and if you are not sure at
the onset what you are trying to do, it is unlikely that your plan will achieve it.

One question is: how many different objectives can you achieve, in say, 30 minutes - and
the answer: not many. In the end it is far more productive to achieve one goal than to
blunder over several. The best approach is to isolate the essential objective and to list at
most two others which can be addressed providing they do not distract from the main
one. Focus is key. If you do not focus upon your objective, it is unlikely that the audience
will.

b. Identify the Audience

The next task is to consider the audience to determine how best to achieve your
objectives in the context of these people. Essentially this is done by identifying their aims
and objectives while attending your presentation. If you can somehow convince them
they are achieving those aims while at the same time achieving your own, you will find a
helpful and receptive audience. For instance, if you are seeking approval for a new
product plan from senior management it is useful to know and understand their main
objectives. If they are currently worried that their product range is out of date and old
fashioned, you would emphasize the innovative aspects of your new product; if they are
fearful about product diversification you would then emphasize how well your new
product fits within the existing catalogue.
 This principal of matching the audience aims, however, goes beyond the simple
salesmanship of an idea - it is the simplest and most effective manner of obtaining their
attention at the beginning. If your opening remarks imply that you understand their
problem and that you have a solution, then they will be flattered at your attention and
attentive to your every word.

5. Structure

All speeches should have a definite structure or format; a talk without a structure is a woolly
mess. If you do not order your thoughts into a structured manner, the audience will not be able to
follow them. Having established the aim of your presentation you should choose the most
appropriate structure to achieve it.

However, the structure must not get in the way of the main message. If it is too complex, too
convoluted or simply too noticeable the audience will be distracted. If a section is unnecessary to
the achievement of your fundamental objectives, pluck it out.

a. Sequential Argument

One of the simplest structures is that of sequential argument which consists of a series of
linked statements ultimately leading to a conclusion. However, this simplicity can only be
achieved by careful and deliberate delineation between each section. One technique is the
use of frequent reminders to the audience of the main point which have proceeded and
explicit explanation of how the next topic will lead on from this.

b. Hierarchical Decomposition

In hierarchical decomposition the main topic is broken down into sub-topics and each
sub-topics into smaller topics until eventually everything is broken down into very small
basic units. In written communication this is a very powerful technique because it allows
the reader to re-order the presentation at will, and to return to omitted topics at a later
date. In verbal communication the audience is restricted to the order of the presenter and
the hierarchy should be kept simple reinforced. As with sequential argument it is useful
to summarize each section at its conclusion and to introduce each major new section with
a statement of how it lies in the hierarchical order.

c. Question Orientated

The aim of many presentations given by managers is to either explain a previous decision
or to seek approval for a plan of action. In these cases, the format can be question
orientated. The format is to introduce the problem and any relevant background, and then
to outline the various solutions to that problem listing the advantages and disadvantages
of each solution in turn. Finally, all possible options are summarized in terms of their
pro's and con's, and either the preferred solution is presented for endorsement by the
 audience or a discussion is initiated leading to the decision. One trick for obtaining the
desired outcome is to establish during the presentation the criteria by which the various
options are to be judged; this alone should allow you to obtain your desired outcome.

d. Pyramid

In a newspaper, the story is introduced in its entirety in a catchy first paragraph. The next
few paragraphs repeat the same information only giving further details to each point. The
next section repeats the entire story again, but developing certain themes within each of
the sub-points and again adding more information. This is repeated until the reporter runs
out of story. The editor then simply decides upon the newsworthiness of the report and
cuts from the bottom to the appropriate number of column inches. There are two main
advantages to this style for presentations. Firstly, it can increase the audience’s
receptiveness to the main ideas. Since at every stage of the pyramid they have already
become familiar with the ideas and indeed know what to expect next. This sense of deja
vu can falsely give the impression that what they are hearing are their own ideas. The
second advantage is that the duration of the talk can be easily altered by cutting the talk
in exactly the same way as the newspaper editor might have done to the news story. This
degree of flexibility may be useful if the same presentation is to be used several times in
different situations.

e. The Meaty Sandwich

The simplest and most direct format remains the meaty sandwich. This is the simple
beginning-middle-end format in which the main meat of the exposition is contained in the
middle and is preceded by an introduction and followed by a summary and conclusion.
This is really the appropriate format for all small sub-sections in all the previous
structures. If the talk is short enough, or the topic simple enough, it can indeed form the
entirety of the presentation.

6. The Beginning

It is imperative to plan your beginning carefully; there are five main elements:

a. Get their attention

Too often in a speech, the first few minutes of the presentation are lost while people
adjust their coats, drift in with coffee and finish the conversation they were having with
the person next to them. You only have a limited time and every minute is precious to
you so, from the beginning, make sure they pay attention.

b. Establish a theme
 Basically, you need to start the audience thinking about the subject matter of your
presentation. This can be done by a statement of your main objective, unless for some
reason you wish to keep it hidden. They will each have some experience or opinions on
this and at the beginning you must make them bring that experience into their own minds.

c. Present a structure

If you explain briefly at the beginning of a talk how it is to proceed, then the audience
will know what to expect. This can help to establish the theme and also provide
something concrete to hold their attention. Ultimately, it provides a sense of security in
the promise that this speech too will end.

d. Create a rapport

If you can win the audience over in the first minute, you will keep them for the
remainder. You should plan exactly how you wish to appear to them and use the
beginning to establish that relationship. You may be presenting yourself as their friend, as
an expert, perhaps even as a judge, but whatever role you choose you must establish it at
the very beginning.

7. The Ending

The final impression you make on the audience is the one they will remember. Thus it is worth
planning your last few sentences with extreme care.

As with the beginning, it is necessary first to get their attention, which will have wandered. This
requires a change of pace, a new visual aid or perhaps the introduction of one final culminating
idea. In some formats the ending will be a summary of the main points of the talk. One of the
greatest mistakes is to tell the audience that this is going to be a summary because at that moment
they simply switch off. Indeed it is best that the ending comes unexpectedly with that final vital
phrase left hanging in the air and ringing round their memories. Alternatively the ending can be a
flourish, with the pace and voice leading the audience through the final crescendo to the
inevitable conclusion.

8. Visual Aids

Most people expect visual reinforcement for any verbal message being delivered. While it would
be unfair to blame television entirely for this, it is useful to understand what the audience is
accustomed to, for two reasons: firstly, you can meet their expectations using the overhead
projector, a slide show, or even a video presentation; secondly, if you depart from the framework
of a square picture flashed before their eyes, and use a different format, then that novelty will be
most arresting.
 With traditional visual aids however, there are a few rules which should be followed to ensure
they are used effectively. Most are common sense, and most are commonly ignored. As with all
elements of a speech, each different view foil should have a distinct purpose - and if it has no
purpose it should be removed. With that purpose firmly in mind you should design the view foil
for that purpose. Some view foils are there to reinforce the verbal message and so to assist in
recall; others are used to explain information which can be more easily displayed than discussed:
and some view foils are designed simply for entertainment and thus to pace the presentation.

If your view foil is scruffy then your audience will notice that, and not what is written upon it. Do
not clutter a view foil or it will confuse rather than assist. Do not simply photocopy information if
there is more data on the page than you wish to present; in these cases, the data should be
extracted before being displayed. Make sure that your writing can be read from the back of the
room. Talk to the audience, not the visual aid.

9. The Delivery : the verbal and non-verbal aspects

Whatever you say and whatever you show; it is you, yourself which will remain the focus of the
audience's attention. If you but strut and fret your hour upon the stage and then are gone, no-one
will remember what you said. The presenter has the power both to kill the message and to
enhance it a hundred times beyond its worth. Your job as a manager is to use the potential of the
presentation to ensure that the audience is motivated and inspired rather than disconcerted or
distracted. There are five key facets of the human body which deserve attention in presentation
skills: the eyes, the voice, the expression, the appearance, and how you stand.

a. The Eyes

During the presentation you should enhance your rapport with the audience by
establishing eye contact with each and every member of the audience as often as possible.
For small groups this is clearly possible but it can also be achieved in large auditoriums
since the further the audience is away from the presenter the harder it is to tell precisely
where he or she is looking. Thus by simply staring at a group of people at the back of a
lecture theatre it is possible to convince each of them individually that he or she is the
object of your attention. During presentations, try to hold your gaze fixed in specific
directions for five or six seconds at a time. Shortly after each change in position, a slight
smile will convince each person in that direction that you have seen and acknowledged
them.

b. The Voice

After the eyes comes the voice, and the two most important aspects of the voice for the
public speaker are projection and variation. The main difference comes in the degree of
feedback which you can expect from the person to whom you are talking. In ordinary
conversation you can see from the expression, perhaps a subtle movement of the eye,
when a word or phrase has been missed or misunderstood. In front of an audience you
 have to make sure that this never happens. The simple advice is to slow down and to take
your time. Remember the audience is constrained by good manners not to interrupt you
so there is no need to maintain a constant flow of sound. A safe style is to be slightly
louder and slightly slower. As you get used to the sound, you can adjust it by watching
the audience.

A monotone speech is both boring and soporific, so it is important to try to vary the pitch
and speed of your presentation. At the very least, each new sub-section should be
preceded by a pause and a change in tone to emphasize the delineation. If tonal variation
does not come to you naturally try making use of rhetorical questions throughout your
speech, since most British accents rise naturally at the end of a question.

c. Expression

The audience watches your face. If you are looking listless or distracted then they will be
listless and distracted; if you are smiling, they will be wondering why and listen to find
out. In normal conversation your meaning is enhanced by facial reinforcement. Thus in a
speech you must compensate both for stage nerves and for the distance between yourself
and the audience. The message is quite simply: make sure that your facial expressions are
natural, only more so.

d. Appearance

There are many guides to management and presentation styles which lay heavy emphasis
upon the way you dress and in the last analysis this is a matter of personal choice. That
choice should however be deliberately made. When you are giving a presentation you
must dress for the audience, not for yourself; if they think you look out of place, then you
are.

As an aside, it is my personal opinion that there exists a code of conduct among engineers
which emphasizes the scruffy look and that in many organizations this tends to set the
engineer apart, especially from management. It conveys the subliminal message that the
engineer and the manager are not part of the same group and so hinders communication.

e. Stance

When an actor initially learns a new character part, he or she will instinctively adopt a
distinct posture or stance to convey that character. It follows therefore that while you are
on stage, your stance and posture will convey a great deal about you. The least you must
do is make sure your stance does not convey boredom; at best, you can use your whole
body as a dynamic tool to reinforce your rapport with the audience.

The perennial problem is what to do with your hands. These must not wave aimlessly
through the air, or fiddle constantly with a pen, or (worst of all visually) juggle change in
 your trouser pockets. The key is to keep your hands still, except when used in unison with
your speech. To train them initially, find a safe resting place which is comfortable for
you, and aim to return them there when any gesture is completed.

10. The Techniques of Speech

Every speaker has a set of "tricks of the trade" which he or she holds dear - the following are a
short selection of such advice taken from various sources.

a. Make an impression

The average audience is very busy: they have husbands and wives, schedules and
slippages, cars and mortgages; and although they will be trying very hard to concentrate
on your speech, their minds will inevitably stray. Your job is to do something, anything,
which captures their attention and makes a lasting impression upon them. Once you have
planned your speech and honed it down to its few salient points, isolate the most
important and devise some method to make it stick.

b. Repeat, Repeat

The average audience is very busy: they have husbands or wives etc, etc - but repetition
makes them hear. The average audience is easily distracted, and their attention will slip
during the most important message of your speech - so repeat it. You don't necessarily
have to use the resonant tonal sounds of the repeated phrase, but simply make the point
again and again and again with different explanations and in different ways. The classic
advice of the Sergeant Major is: "First you tell them what you are going to tell them, then
you tell them, then you tell them what you told them!"

c. Draw a Sign

Research into teaching has yielded the following observation: "We found that students
who failed to get the point did so because they were not looking for it". If the audience
knows when to listen, they will. So tell them: the important point is...

d. Draw a Picture

The human brain is used to dealing with images, and this ability can be used to make the
message more memorable. This means using metaphors or analogies to express your
message. Thus a phrase like "we need to increase the market penetration before there will
be sufficient profits for a pay related bonus" becomes "we need a bigger slice of the cake
before the feast".

e. Jokes
The set piece joke can work very well, but it can also lead to disaster. You must choose a
joke which is apt, and one which will not offend any member of the audience. This
 advice tends to rule out all racist, sexist or generally rude jokes. If this seems to rule out
all the jokes you can think of, then you should avoid jokes in a speech.

Amusing asides are also useful in maintaining the attention of the audience, and for
relieving the tension of the speech. If this comes naturally to you, then it is a useful tool
for pacing your delivery to allow periods of relaxation in between your sign-posted major
points.

f. Short and Sweet

One way to polish the presentation of the main point of your speech is to consider it thus.
The day before your presentation, you are called to the office of the divisional vice-
president; there you are introduced to the managing director and a representative of the
company's major share holder; "O.K." says the vice president "we hear you have got
something to say, we'll give you 30 seconds, GO". Can you do it?

If you can crystallize your thoughts and combine your main message with some
memorable phrase or imagery, and present them both in 30 seconds then you have either
the perfect ending or the basis for a fine presentation.

g. The Narrative

Everyone loves a story and stories can both instruct and convey a message: Zen
Philosophy is recorded in its stories, and Christianity was originally taught in parables. If
you can weave your message into a story or a personal anecdote, then you can have them
wanting to hear your every word - even if you have to make it up.

11. Rehearsal

There is no substitute for rehearsal. You can do it in front of a mirror, or to an empty theatre. In
both cases, you should accentuate your gestures and vocal projection so that you get used to the
sound and sight of yourself. Do not be put off by the mirror - remember: you see a lot less of
yourself than your friends do.

12. Relaxation

If you get nervous just before the show, either concentrate on controlling your breathing or
welcome the extra adrenaline. The good news is that the audience will never notice your nerves
nearly as much as you think. Similarly, if you dry-up in the middle - smile, look at your notes,
and take your time. The silence will seem long to you, but less so to the audience.

13. Conclusion
Once the speech is over and you have calmed down, you should try to honestly evaluate your
performance. Either alone, or with the help of a friend in the audience, decide what was the least
successful aspect of your presentation and resolve to concentrate on that point in the next talk you
 give. If it is a problem associated with the preparation, then deal with it there; if it is a problem
with your delivery, write yourself a reminder note and put it in front of you at the next talk.

Procedure / Steps :

Explanation - How to speak/present one self and basics of verbal as well as nonverbal
communication skills, email etiquettes etc.

Activity – Extempore on current national/international social/sports/political/other issues. (

duration : 3 min each)

Input : knowledge about verbal nonverbal communication

Outcome : An extempore delivered by every student in the batch and a document for the same,
Increase in Confidence related to expressing views and speaking in public.
 Assignment 3: Personal Interview and Group Discussion

Aim / Objective: To learn how PI and GDs are conducted and how to prepare for them.

Theory :

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 note-taking 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 prepared at all
times 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 have to 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 or not 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 fairly 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 fairly 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 definitely
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 hair.
 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. Definitely 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 twin-sets.
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!
 Panty-hose 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 actually 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 total 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 actually sit down. Few interviewees know this but the
interview panel needs a little quiet time to discuss the previous candidate before
they get around to the next one. So your silence till you actually get seated would be
very valuable. Try and keep a bag with you for all your papers and certificates;
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 actually. 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, make a decision, 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 work station 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 follow the job description fairly 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.

7. GROUP DISCUSSION:
A group discussion (GD) is a simulated exercise, where you cannot suddenly put up a
show, since the evaluators will see through you easily. In this page you can find tips on
GD and how to handle them to ensure a positive outcome.
Here's how most group discussions work:

Normally groups of 8-10 candidates are formed into a leaderless group, and are given a
specific situation to analyze and discuss within a given time limit.
The group may be given a case study and asked to come out with a solution for a
problem.
The group may be given a topic and asked to discuss on the same.
A panel will observe the proceedings and evaluate the members of the group.

a. The first implication is that you should be noticed by the panel. Merely making a
meaningful contribution and helping the group arrive at a consensus is not enough.
You have to be seen by the evaluating panel to have made the meaningful
contribution. What does that mean in practice?
 You must ensure that the group hears you. If the group hears you, so will the
evaluator. That does not mean that you shout at the top of your voice and be
noticed for the wrong reasons.
  You have to be assertive. If you are not a very assertive person, you will
have to simply learn to be assertive for those 15 minutes. Remember,
assertiveness does not mean being bull-headed or being arrogant.
 And most importantly, you have to make your chances. Many group
discussion participants often complain that they did not get a chance to
speak. The fact is that in no group discussion will you get a chance to speak.
There is nothing more unacceptable in a GD than keeping one's mouth shut
or just murmuring things which are inaudible.
Participate in as many practice GDs as possible before you attend the actual GD. There
is nothing like practice to help you overcome the fear of talking in a GD.
b. The second important implication is that making just any sort of contribution is
not enough. Your contribution has to be meaningful. A meaningful contribution
suggests that
 You have a good knowledge base
 You are able to put forth your arguments logically and are a good
communicator.
 The quality of what you said is more valuable than the quantity. There is
this myth amongst many group discussion participants that the way to
succeed in a group discussion is by speaking loudly and at great length. One
could not be more wrong. You must have meat in your arguments.

Therefore, think things through carefully.

Always enter the room with a piece of paper and a pen. In the first two minutes jot down
as many ideas as you can.

c. When you jot down points, keep these pointers in

mind.
If it is a topic where you are expected to take a stand, say for example, "Should
India sign the Comprehensive Test Ban Treaty?" note down points for both sides of
the argument. It will be useful on two counts -
 One, if you do not start the GD and are not amongst the first five speakers
and find that everyone in the group is talking for the topic, then it makes
sense to take the alternate approach and oppose the topic even if you
initially intended to talk for the topic.
 Second, it helps to have knowledge of how group members who take a stand
diametrically opposite to yours will put forth their argument and be prepared
with counter arguments.
d. Everybody else will state the obvious. So highlight some points that are not
obvious. The different perspective that you bring to the group will be highly
 appreciated by the panel. Some pointers on being relevant while having a different
perspective are:
 Be careful that the "something different" you state is still relevant to the
topic being debated.
 Can you take the group ahead if it is stuck at one point?
 Can you take it in a fresh and more relevant direction?
e. The last implication is that you must be clearly seen to be attempting to build a
consensus.
 Gaining support or influencing colleagues is the mantra adopted by many a
successful Business Leaders.
 Nobody expects a group of ten intelligent, assertive people, all with different
points of view on a controversial subject to actually achieve a consensus.
But what matters is "Did you make attempts to build a consensus?"
 The reason why an attempt to build a consensus is important is because in
most work situations you will have to work with people in a team, accept
joint responsibilities and take decisions as a group.
 You must demonstrate the fact that you are capable and inclined to work as
part of a team.

Procedure / Steps :

Explanation – know how’s of a GD and PI

Activity – GD on any current issue

Input : PI and GD Know how’s

Outcome : A document on any one of the given GD topic , know how’s of a GD, Increase in
confidence with respect to the group discussions and assertiveness, basic preparations for
appearing PIs for e.g. dressing right !
 Assignment 4: Team Building

Aim / Objective: To learn the basics of Team building and how to apply them in IT industry
Project Team.

Theory :

1. Johari Window

The Johari Window model is a simple and useful tool for illustrating and improving self-
awareness, and mutual understanding between individuals within a group. The Johari
Window tool can also be used to assess and improve a group's relationship with other
groups. The Johari Window model was developed by American psychologists Joseph
Luft and Harry Ingham in the 1950's, while researching group dynamics. Today the
Johari Window model is especially relevant due to modern emphasis on, and influence
of, 'soft' skills, behavior, empathy, cooperation, inter-group development and
interpersonal development.

Interestingly, Luft and Ingham called their Johari Window model 'Johari' after combining
their first names, Joe and Harry. In early publications the word actually appears as
'JoHari'. The Johari Window soon became a widely used model for understanding and
training self-awareness, personal development, improving communications, interpersonal
relationships, group dynamics, team development and inter-group relationships

The Johari Window model is also referred to as a 'disclosure/feedback model of self

awareness', and by some people an 'information processing tool'. The Johari Window
actually represents information - feelings, experience, views, attitudes, skills, intentions,
motivation, etc - within or about a person - in relation to their group, from four
perspectives, which are described below. The Johari Window model can also be used to
represent the same information for a group in relation to other groups. Johari Window
terminology refers to 'self' and 'others': 'self' means oneself, ie, the person subject to the
Johari Window analysis. 'Others' means other people in the person's group or team.

The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. Each of
these regions contains and represents the information - feelings, motivation, etc - known
about the person, in terms of whether the information is known or unknown by the
person, and whether the information is known or unknown by others in the group.

The Johari Window's four regions, (areas, quadrants, or perspectives) are as follows,
showing the quadrant numbers and commonly used names:

a. Johari Window Four Regions:

 i. what is known by the person about him/herself and is also known by others -
open area, open self, free area, free self, or 'the arena'
ii. what is unknown by the person about him/herself but which others know - blind
area, blind self, or 'blind spot'
iii. what the person knows about him/herself that others do not know - hidden
area, hidden self, avoided area, avoided self or 'facade'
iv. what is unknown by the person about him/herself and is also unknown by others
- unknown area or unknown self

b. Significance of Each Quadrant:

i. johari quadrant 1 - 'open self/area' or 'free area' or 'public area', or 'arena'

The aim in any group should always be to develop the 'open area' for every
person, because when we work in this area with others we are at our most
effective and productive and the group is at its most productive too. The open free
area, or 'the arena', can be seen as the space where good communications and
cooperation occur, free from distractions, mistrust, confusion, conflict and
misunderstanding.

Established team members logically tend to have larger open areas than new team
members. New team members start with relatively small open areas because
relatively little knowledge about the new team member is shared.

The size of the open area can be expanded horizontally into the blind space, by
seeking and actively listening to feedback from other group members. This
process is known as 'feedback solicitation'. Also, other group members can help a
team member expand their open area by offering feedback, sensitively of course.
The size of the open area can also be expanded vertically downwards into the
hidden or avoided space by the person's disclosure of information, feelings, etc
about him/herself to the group and group members. Also, group members can
help a person expand their open area into the hidden area by asking the person
about him/herself. Managers and team leaders can play an important role in
facilitating feedback and disclosure among group members, and in directly giving
feedback to individuals about their own blind areas. Leaders also have a big
responsibility to promote a culture and expectation for open, honest, positive,
helpful, constructive, sensitive communications, and the sharing of knowledge
throughout their organization. Top performing groups, departments, companies
and organizations always tend to have a culture of open positive communication,
so encouraging the positive development of the 'open area' or 'open self' for
everyone is a simple yet fundamental aspect of effective leadership.
ii. johari quadrant 2 - 'blind self' or 'blind area' or 'blindspot'

By seeking or soliciting feedback from others, the aim should be to reduce this
area and thereby to increase the open area; i.e. to increase self-awareness.
This blind area is not an effective or productive space for individuals or groups.
This blind area could also be referred to as ignorance about oneself, or issues in
which one is deluded. A blind area could also include issues that others are
deliberately withholding from a person. We all know how difficult it is to work
well when kept in the dark. No-one works well when subject to 'mushroom
management'. People who are 'thick-skinned' tend to have a large 'blind area'.

Group members and managers can take some responsibility for helping an
individual to reduce their blind area - in turn increasing the open area - by
giving sensitive feedback and encouraging disclosure. Managers should
promote a climate of non-judgmental feedback, and group response to
individual disclosure, which reduces fear and therefore encourages both
processes to happen. The extent to which an individual seeks feedback, and the
issues on which feedback is sought, must always be at the individual's own
discretion.

iii. johari quadrant 3 - 'hidden self' or 'hidden area' or 'avoided self/area' or

'facade'

This hidden or avoided self represents information, feelings, etc, anything that a
person knows about him/self, but which is not revealed or is kept hidden from
others. The hidden area could also include sensitivities, fears, hidden agendas,
manipulative intentions, secrets - anything that a person knows but does not
reveal, for whatever reason. It's natural for very personal and private
information and feelings to remain hidden, indeed, certain information, feelings
and experiences have no bearing on work, and so can and should remain hidden.
However, typically, a lot of hidden information is not very personal, it is work-
or performance-related, and so is better positioned in the open area.

Relevant hidden information and feelings, etc, should be moved into the open
area through the process of 'disclosure' - hence the Johari Window terminology
'self-disclosure' and 'exposure process', thereby increasing the open area. This
enables better understanding, cooperation, trust, team-working effectiveness and
productivity. Reducing hidden areas also reduces the potential for confusion,
misunderstanding, poor communication, etc, which all distract from and
undermine team effectiveness.
 Organizational culture and working atmosphere have a major influence on
group members' preparedness to disclose their hidden selves. Most people fear
judgment or vulnerability and therefore hold back hidden information and
feelings, etc, that if moved into the open area, i.e. known by the group as well,
would enhance mutual understanding, and thereby improve group awareness,
enabling better individual performance and group effectiveness.

The extent to which an individual discloses personal feelings and information,

and the issues which are disclosed, and to whom, must always be at the
individual's own discretion. Some people are more keen and able than others to
disclose. People should disclose at a pace and depth that they find personally
comfortable.

iv. johari quadrant 4 - 'unknown self' or 'area of unknown activity' or

'unknown area'

Large unknown areas would typically be expected in younger people, and

people who lack experience or self-belief.

Examples of unknown factors are:

 an ability that is under-estimated or un-tried through lack of opportunity,

encouragement, confidence or training
 a natural ability or aptitude that a person doesn't realize they possess
 a fear or aversion that a person does not know they have
 an unknown illness
 repressed or subconscious feelings
 conditioned behavior or attitudes from childhood

The processes by which this information and knowledge can be uncovered are
various, and can be prompted through self-discovery or observation by others,
or in certain situations through collective or mutual discovery. Counseling can
also uncover unknown issues, but this would then be known to the person and
by one other, rather than by a group.

Again as with disclosure and soliciting feedback, the process of self discovery is
a sensitive one. Uncovering 'hidden talents' is not so sensitive as unknown
feelings. Providing people with the opportunity to try new things, with no great
pressure to succeed, is often a useful way to discover unknown abilities, and
thereby reduce the unknown area.
 Managers and leaders can help by creating an environment that encourages self-
discovery, and to promote the processes of self discovery, constructive
observation and feedback among team members. This helps people to fulfill
more of their potential and thereby to achieve more, and to contribute more to
organizational performance.

The unknown area could also include repressed or subconscious feelings rooted
in formative events and traumatic past experiences, which can stay unknown for
a lifetime. In a work or organizational context the Johari Window should not be
used to address issues of a clinical nature.
2. Abraham Maslow's Hierarchy of Needs Motivational Model
Abraham Maslow developed the Hierarchy of Needs model in 1940-50's USA. Maslow's
Hierarchy of Needs remains valid today for understanding human motivation and for
management training. Abraham Maslow's key book, Motivation and Personality, was first
published in 1954 (second edition 1970). Maslow was born in New York in 1908 and
died in 1970, although various publications appear in Maslow's name in later years.
Maslow's PhD in psychology in 1934 at the University of Wisconsin formed the basis of
his motivational research, initially studying rhesus monkeys. Maslow later moved to New
York's Brooklyn College. Maslow's original five-stage Hierarchy of Needs model is
attributable to Maslow; later versions are not. Maslow's Hierarchy of Needs was later
variously developed by other people.

Each of us is motivated by needs. Our most basic needs are inborn, having evolved over
tens of thousands of years. Abraham Maslow's Hierarchy of Needs helps to explain how
these needs motivate us all.

Maslow's Hierarchy of Needs states that we must satisfy each need in turn, starting with
the first, which deals with the most obvious needs for survival itself.

Only when the lower order needs of physical and emotional well-being are satisfied are
we concerned with the higher order needs of influence and personal development.

Conversely, if the things that satisfy our lower order needs are swept away, we are no
longer concerned about the maintenance of our higher order needs.
 Maslow's Self-Actuali
Actualizing characteristics
o The processes of soliciting feedback and disclosure, in case of Johari Window,
striving to discover information and feelings in order to widen the open area
relates to the process of 'self-actualization' .
o keen sense of reality - aware of real situations - objective judgment, rather than
subjective
o see problems in terms of challenges and situations requiring solutions, rather
than see
problems as personal complaints or excuses
o need for privacy and comfortable being alone
o reliant on own experiences and judgment - independent - not reliant on culture
and environment to form opinions and views
o not susceptible to social pressures - non-conformist
o democratic, fair and non-discriminating - embracing and enjoying all cultures,
races and individual styles
o socially compassionate - possessing humanity
o accepting others as they are and not trying to change people
o comfortable with oneself - despite any unconventional tendencies
o a few close intimate friends rather than many surface relationships
ationships
 o sense of humor directed at oneself or the human condition, rather than at the
expense of others
o spontaneous and natural - true to oneself, rather than being how others want
o excited and interested in everything, even ordinary things
o creative, inventive and original
o seek peak experiences that leave a lasting impression

3. Emotional Intelligence Theory (EQ - Emotional Quotient)

Emotional Intelligence - EQ - is a relatively recent behavioral model, rising to prominence

with Daniel Goleman's 1995 Book called 'Emotional Intelligence'. The early Emotional
Intelligence theory was originally developed during the 1970's and 80's by the work and
writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John
Mayer (New Hampshire). Emotional Intelligence is increasingly relevant to organizational
development and developing people because the EQ principles provide a new way to
understand and assess people's behaviors, management styles, attitudes, interpersonal
skills, and potential. Emotional Intelligence is an important consideration in human
resources planning, job profiling, recruitment interviewing and selection, management
development, customer relations and customer service, and more.

The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are
wider areas of emotional intelligence that dictate and enable how successful we are.
Success requires more than IQ (Intelligence Quotient), which has tended to be the
traditional measure of intelligence, ignoring essential behavioral and character elements.
We've all met people who are academically brilliant and yet are socially and inter-
personally inept. And we know that despite possessing a high IQ rating, success does not
automatically follow.

 emotional intelligence - two aspects

This is the essential premise of EQ: to be successful requires the effective awareness,
control and management of one's own emotions, and those of other people. EQ
embraces two aspects of intelligence:

o Understanding yourself, your goals, intentions, responses, behavior and all.

o Understanding others, and their feelings.
 emotional intelligence - the five domains

Goleman identified the five 'domains' of EQ as:

o Knowing your emotions.

o Managing your own emotions.
p Motivating yourself.
 o Recognizing and understanding other people's emotions.
o Managing relationships, i.e., managing the emotions of others.

Emotional Intelligence embraces and draws from numerous other branches of

behavioral, emotional and communications theories, such as NLP (Neuro-Linguistic
Programming),
Transactional Analysis, and empathy. By developing our Emotional Intelligence in
these areas and the five EQ domains we can become more productive and successful at
what we do, and help others to be more productive and successful too. The process and
outcomes of Emotional Intelligence development also contain many elements known to
reduce stress for individuals and organizations, by decreasing conflict, improving
relationships and understanding, and increasing stability, continuity and harmony.

4. Bruce Tuckman's 1965 Forming Storming Norming Performing Team-Development

Model

Dr Bruce Tuckman published his Forming Storming Norming Performing model in 1965.
He added a fifth stage, Adjourning, in the 1970's. The Forming Storming Norming
Performing theory is an elegant and helpful explanation of team development and
behavior. Similarities can be seen with other models, such as Tannenbaum and Schmidt
Continuum and especially with Hersey and Blanchard's Situational Leadership® model,
developed about the same time.

Tuckman's model explains that as the team develops maturity and ability, relationships
establish, and the leader changes leadership style. Beginning with a directing style, moving
through coaching, then participating, finishing delegating and almost detached. At this
point the team may produce a successor leader and the previous leader can move on to
develop a new team. This progression of team behavior and leadership style can be seen
clearly in the Tannenbaum and Schmidt Continuum - the authority and freedom extended
by the leader to the team increases while the control of the leader reduces. In Tuckman's
Forming Storming Norming Performing model, Hersey's and Blanchard's Situational
Leadership® model and in Tannenbaum and Schmidt's Continuum, we see the same

Features of each phase:

 Forming - stage 1

High dependence on leader for guidance and direction. Little agreement on team aims
other than received from leader. Individual roles and responsibilities are unclear.
Leader must be prepared to answer lots of questions about the team's purpose,
objectives and external relationships. Processes are often ignored.

 Storming - stage 2
 Decisions don't come easily within group. Team members vie for position as they
attempt to establish themselves in relation to other team members and the leader, who
might receive challenges from team members. Clarity of purpose increases but plenty
of uncertainties persist. Cliques and factions form and there may be power struggles.
The team needs to be focused on its goals to avoid becoming distracted by
relationships and emotional issues. Compromises may be required to enable progress.
 Norming - stage 3

Agreement and consensus is largely forms among team, who respond well to
facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions
are made by group agreement. Smaller decisions may be delegated to individuals or
small teams within group. Commitment and unity is strong. The team may engage in
fun and social activities. The team discusses and develops its processes and working
style. There is general respect for the leader and some of leadership is more shared by
the team.

 Performing - stage 4
The team is more strategically aware; the team knows clearly why it is doing what it is
doing. The team has a shared vision and is able to stand on its own feet with no
interference or participation from the leader. There is a focus on over-achieving goals,
and the team makes most of the decisions against criteria agreed with the leader. The
team has a high degree of autonomy. Disagreements occur but now they are resolved
within the team positively and necessary changes to processes and structure are made
by the team. The team is able to work towards achieving the goal, and also to attend to
relationship, style and process issues along the way. Team members look after each
other. The team requires delegated tasks and projects from the leader. The team does
not need to be instructed or assisted. Team members might ask for assistance from the
leader with personal and interpersonal development. Leader delegates and oversees.

Procedure / Steps :
Explanation - How to build a good Team , How to understand needs in the Team, how to
work and give positive outcome while working inside the Team, Leadership skills.
Activity –Team building activity on following topics – Green India, Green IT,
Domestic violence, India tomorrow, A day on the GGITS campus etc. ( duration :
1hr.30 min each Team )
Input: knowledge about team building
Outcome: An activity sheet generated by each Team in group og 4 to 5 students on the
above mentioned topics in the mentioned duration. Also presentation of 5 min by every Team
Leader on that project. Experiencing the Team spirit, working for a task deadline along
with randomly chosen people in a group, inculcating Leadership qualities in self.
 Assignment 5: Stress Management with Yoga

Aim / Objective: To understand Stress! , To learn how to deal with it. Here Yoga technique
is given in the write up but we do conduct and elaborate on other small but important life
techniques for managing stress in the session.

Theory:

Workplace stress is a serious employment issue that eats away at profits, reduces
efficiencyand makes good staff hand in their notice...

Just look at these statements:

 Stress affects one in five of the working population from the newest recruit in the post
room to the board of directors.
 It is now the single biggest cause of sickness in the UK.
 Over 105 million days are lost to stress each year – costing UK employers £1.24 billion
 Are stress levels in your organization becoming a risk management issue?
 Do you know the cultural & commercial cost of stress and absence to your
organization?
 Are you aware that for serious infringements responsible managers could face up to
two years in jail.
 How is stress impacting productivity and efficiency?

1. What is Yoga?
Yoga is a complete science of life that originated in India many thousands of years ago. It
is the oldest system of personal development in the world encompassing the entire body,
mind and spirit. It is the union between a person's own consciousness and the universal
consciousness. It had a profound understanding of man's essential nature and of what he
needs to live in harmony with himself and his environment. They perceived the physical
body as a vehicle, with the mind as driver, the soul as man's true identity, and action,
emotion and intelligence as the three forces which pull the body-vehicle. In order for
these to be integrated, these three forces must be in balance. Taking into account the
interrelationship between body and mind, the Yogis formulated a unique method for
maintaining this balance - a method that combines all the movements you need for
physical health with the Breathing and Meditation techniques that Ensure peace of mind.

Yoga is a method of learning that aims to attain the unity of mind, body, and spirit
through these three main Yoga structures: Exercise, Breathing, and Meditation. The
exercises of Yoga are designed to put pressure on the Glandular Systems of the body,
 thereby increasing its efficiency and total health. The body is looked upon as the primary
instrument that enables us to work and evolve in the world, a Yoga student; therefore,
treats it with great care and respect. The Breathing Techniques are based on the concept
that breath is the source of life in the body. Yoga
students gently increase their breath control to improve the health and the function of
both body and mind. These two systems prepare the body and mind for Meditation,
making it easier for students to achieve a quiet mind and be free from everyday stress.
Regular daily practice of all three parts of this structure of Yoga produce a clear, bright
mind and a strong, capable body.

2. The System of Yoga:

One basic assumption of the Yoga Sutras is that the body and the mind are part of one
continuum of existence, the mind being more subtle than the body. This is the foundation
of the yogic view of health. The interaction of body and mind is the central concern of the
entire science. It is believed that as the body and mind are brought into balance and
health, the individual will be able to perceive his true nature; this will allow life to be
lived through him more freely and spontaneously.

Yoga first attempts to reach the mind, where health begins, for mental choices strongly
affect the health of the body. Choices of food, types of exercise, which thoughts to think,
etc. all affect the body. As practiced traditionally in India, Yoga includes a set of ethical
imperatives and moral precepts, including diet, exercise, and meditative aspects. In the
West, Yoga focuses primarily on postures (gentle stretching exercises), breathing
exercises, and meditation. Yoga is frequently used in Western medicine to enhance health
and treat chronic disease as well as stress.

Yoga therapy begins with relaxation. Living in an age of anxiety, we are often
unconscious of our tensions. We are often depressed, tired, and an easy victim of
diseases. There are a number of reasons for our stressful life. Often it is lack of rest,
anxiety, tension and fatigue. These are constantly draining our health energies
continuously. Thus, the first priority is to get us into a relaxed state. Yoga employs
asanas, pranayama (breathing exercises) and meditation and/or visualization.

a. Asanas or Yoga postures:

Postures are gentle stretching movements designed to help balance the mind and
body. The Yoga Postures are designed to rejuvenate the brain, spine, glands and
 internal organs. They work by increasing the blood and prana supply to these areas
and by stimulating them with a gentle squeezing action. The asanas were designed
with economy of time and effort in mind. Most of them work on more than one
aspect of the body at the same time. For example, the twist asana benefits the spine,
adrenal glands, liver, pancreas and kidneys. The Yoga Asanas produce their
beneficial effect on the organs and glands in three ways:

The position of the asana causes an increase in blood circulation to the specific
target organ or gland.
The position of the asana often produces a slight squeezing of the organ or gland.
This has the effect of massaging the organ or gland and stimulating it.

Deep breathing and visualizing the target area sends an extra supply of prana to the
area.

Yoga's effect on the spine is to increase its flexibility. This ensures a good nerve
supply to all parts of the body, since the nerves from the spine go to all the organs
and glands.

b. Pranayam or the breathing techniques:

Pranayamas are specially developed breathing techniques. Yoga breathing produces
a huge storage of energy in the solar plexus area. This will cause the body to radiate
vitality and, if any sickness is developing, the body can call upon some of this
energy reserve to combat the disease. Yoga breathing also improves brain function
(intelligence and memory), as well as increasing the elimination of toxins from the
system. The total effect of Yoga asanas and breathing is to produce a state of high
vitality and rejuvenation.

c. Meditation and positive thinking:

The benefits of the postures are greater if you concentrate the healing action where
it is needed. You can incorporate a variety of affirmations, meditation/concentration
practices and visualization. Meditation and concentration is covered in detail
elsewhere. Many times focusing on an object or sound (like clicking of a clock) can
help us concentrate and leave our distracting thoughts away. An affirmation is a
declaratory statement of yourself. They are inner-self conditioners. Our inner mind
will believe everything we say with conviction and emotional force. It take some
persistent repetitions to get the desired result. Typical affirmations that can be used
are:
  I am at my desired weight (for dieters)
 My lungs are pure and clean (for smokers who want to get out of the
habit)
 I feel continuously alert, vital and useful (general), etc.

Even more powerful technique than affirmation is visualization. Here, we show our
subconscious mind a picture of what we are talking about. Forming such picture
inside your mind is called visualization. To be effective, visualization should
involve all senses, not just sight. Imagine the state or thing we want. How does it
feel when we have it? What will you be with it? What does it feel? What does it
look like? How does it sound? How does it taste? How does it smell? For healing
therapy, visualize the state without the condition. For example, for those trying to
lose weight, visualize yourself in the desired weight and physical condition and
imagine the life in the new state. In other words, you should mentally see the
affected area as it receives fresh blood circulation, oxygen and physical massage. A
diabetic should visualize the healing energies flowing into the pancreas, near the
stomach. A rheumatic can concentrate on the release of synovial fluid. Synovial
fluid is a lubricant and also disperses waste matter which can cause stiffness
at joints.

Thus, most effective Yoga therapy involves a three-pronged attack. When you
practice postures, you are strengthening the body. When you control your breathing,
you are creating a chemical and emotional balance. And when you concentrate your
mind on affirmations, you are practicing the power of prayer. But when all three
approaches are synthesized, you are entering the most powerful mystery of healing:
the basic harmony of life.

3. Health benefits of yoga:

a. Yoga for men :

Yoga can help Men deal with stressful events from work or school, finances, family
issues, and a lot of other things.

b. Yoga for women

Yoga can help Women cope with stress and hormonal changes, and to generally
develop themselves. The Practice of Yoga can alleviate Menstrual Pain and hassles
caused by Dysmenorrheal and Premenstrual Syndrome. Yoga also helps women to cope
with the stages associated with hormonal, physical and psychological changes, like
pregnancy and menopause.
 c. Yoga for the elderly:
Growing Old is also the time when you are more susceptible to some ailments that are
linked to Old Age like Arthritis, Rheumatism, and Hypertension. Regular practice of
yoga helps in prevention as well as cure of these ailments.

d. Yoga for mental health:

Mental health is the balance of all aspects of life - the social, physical, spiritual and
emotional. It is the psychological state of well-being. Yoga concentrates on the same,
thus improving one’s mental health. It also helps fight anxiety and depression.

e. Yoga for physical health:

Regular practice of yoga makes one physically fit by strengthening one’s various
systems, thus helping alleviate various physical disorders such as respiratory allergies
and cold, hypertension, diabetes, obesity, coronary artery disease, migraine, headache,
heartburn and Irritable Bowel Syndrome, asthma and bronchitis, arthritis and so on

Procedure / Steps: Explanation – to know stress exists, types of stress and techniques to reduce
the stress.

Activity – singing, clapping, exercises, other stress bursting activities

Input: A two hour session on stress management , Art of illness PPT, how to reduce anxiety.

Outcome: A stress free class ! All students grasp some things to deal with their internal/
external stress.
 Assignment 6: Book Review and PPT

Aim / Objective: To learn how to make a formal power point presentation. To review a book
and present it in form of power point slides.

Theory:

A book review is a form of literary criticism in which a book is analyzed based on

content, style, and merit. A book review can be a primary source opinion piece, summary
review or scholarly review. Books can be reviewed for printed periodicals, magazines
and newspapers, as school work, or for book web sites on the Internet. A book review's
length may vary from a single paragraph to a substantial essay. Such a review may
evaluate the book on the basis of personal taste. Reviewers may use the occasion of a
book
ook review for a display of learning or to promulgate their own ideas on the topic of a
fiction or non-fiction
fiction work.

There are a number of journals devoted to book reviews, and reviews are indexed
in databases such as Book Review Index and Kirkus Reviews; but many more book
reviews can be found in newspaper databases as well as scholarly databases such as Arts
and Humanities Citation Index, Social Sciences Citation Index and discipline-specific
d
databases

 Top Ten Slide Tips: PowerPoint uses slides with a horizontal or “Landscape”
orientation. The software was designed as a convenient way to display graphical
information that would support the speaker and supplement the presentation. The slides
themselves were never meant to be the “star of the show” (the star, of course, is your
audience). People came to hear you and be moved or informed (or both) by you and your y
message. Don’t let your message and your ability to tell a story get derailed by slides that
are unnecessarily complicated, busy, or full of what Edward Tufte calls “chart junk.”
Nothing in your slide should be superfluous, ever. Your slides should have hav plenty of
“white space” or “negative space.” Do not feel compelled to fill empty areas on your
slide with your logo or other unnecessary graphics or text boxes that do not contribute to
better understanding.

1. Keep it Simple - The less clutter you have on your slide, the more powerful your
visual message will become.
2. Limit bullet points & text - Your presentation is for the benefit of the audience.
But boring an audience with bullet point after bullet point is of little benefit to
them. Which brings us to the issue of text. The best slides may have no text at all.
This may sound insane given the dependency of text slides today, but the best
PowerPoint slides will be virtually meaningless with out the narration (that is
you). Remember, the slides are meant to support the narration of the speaker, not
make the speaker superfluous. Many people often say something like this: “Sorry
I missed your presentation. I hear it was great. Can you just send me your
 PowerPoint slides?” But if they are good slides, they will be of little use without
you. Instead of a copy of your PowerPoint slides, it is far better to prepare a
written document which highlights your content from the presentation and
expands on that content. Audiences are much better served receiving a detailed,
written handout as a takeaway from the presentation, rather than a mere copy of
your PowerPoint slides. If you have a detailed handout or publication for the
audience to be passed out after your talk, you need not feel compelled to fill your
PowerPoint slides with a great deal of text.
3. Limit transitions & builds (animation) - Use object builds and slide transitions
judiciously. Object builds (also called animations), such as bullet points, should
not be animated on every slide. Some animation is a good thing, but stick to the
most subtle and professional (similar to what you might see on the evening TV
news broadcast). A simple “Wipe Left-to-Right” (from the “Animations” menu)
is good for a bullet point, but a “Move” or “Fly” for example is too tedious and
slow (and yet, is used in many presentations today). Listeners will get bored very
quickly if they are asked to endure slide after slide of animation. For transitions
between slides, use no more than two-three different types of transition effects
and do not place transition effects between all slides
4. Use high-quality graphics - You can take your own high-quality photographs with
your digital camera, purchase professional stock photography, or use the plethora
of high-quality images available on line (be cautious of copyright issues,
however). Never simply stretch a small, low-resolution photo to make it fit your
layout – doing so will degrade the resolution even further. Avoid using
PowerPoint Clip Art or other cartoonish line art. Again, if it is included in the
software, your audience has seen it a million times before. It may have been
interesting in 1993, but today the inclusion of such clip art often undermines the
professionalism of the presenter. There are exceptions, of course, and not all
PowerPoint art is dreadful, but use carefully and judiciously. Often use images of
people in my slides, as photography of people tends to help the audience connect
with the slide on a more emotional level. If the photographic image is secondary
in importance, then I decrease the opacity and add a Gaussian Blur or motion
filter in Photoshop. If the photographic image is the primary area I want the
audience to notice (such as a picture of a product), then the image can be more
pronounced and little (or no) text is needed.
5. Have a visual theme, but avoid using PowerPoint templates - You clearly need a
consistent visual theme throughout your presentation, but most templates included
in PowerPoint have been seen by your audience countless times (and besides, the
templates are not all that great to begin with). Your audience expects a unique
presentation with new (at least to them) content, otherwise why would they be
attending your talk? No audience will be excited about a cookie-cutter
presentation, and we must therefore shy away from any supporting visuals, such
as the ubiquitous PowerPoint Design Template, that suggests your presentation is
formulaic or prepackaged. You can make your own background templates which
will be more tailored to your needs. You can then save the PowerPoint file as a
Design Template (.pot) and the new template will appear among your standard
 Microsoft templates for your future use. You can also purchase professional
templates on-line (for example: www.powerpointtemplatespro.com).
6. Use appropriate charts –Pie charts, bar charts, line charts.
7. Use color well - Color evokes feelings. Color is emotional. The right color can
help persuade and motivate. Studies show that color usage can increase interest
and improve learning comprehension and retention. You do not need to be an
expert in color theory, but it’s good for business professionals to know at least a
bit on the subject. Colors can be divided into two general categories: Cool (such
as blue and green) and Warm (such as orange and red). Cool colors work best for
backgrounds as they appear to recede away from us into the background. Warm
colors generally work best for objects in the foreground (such as text) because
they appear to be coming at us. It is no surprise, then, that the most ubiquitous
PowerPoint slide color scheme includes a blue background with yellow text. You
do not need to feel compelled to use this color scheme, though you may choose to
use a variation of those colors. If you will be presenting in a dark room (such as a
large hall), then a dark background (dark blue, grey, etc.) with white or light text
will work fine. But if you plan to keep most of the lights on (which is highly
advisable) then a white background with black or dark text works much better. In
rooms with a good deal of ambient light, a screen image with a dark background
and light text tends to washout, but dark text on a light background will maintain
its visual intensity a bit better
8. Choose your fonts well - Fonts communicate subtle messages in and of
themselves, which is why you should choose fonts deliberately. Use the same font
set throughout your entire slide presentation, and use no more than two
complementary fonts (e.g., Arial and Arial Bold). Make sure you know the
difference between a Serif font (e.g., Times New Roman) and a Sans-Serif font
(Helvetica or Arial). Serif fonts were designed to be used in documents filled with
lots of text. Serif fonts are said to be easier to read at small point sizes, but for on
screen presentations the serifs tend to get lost due to the relatively low resolution
of projectors. San-serif fonts are generally best for PowerPoint presentations, but
try to avoid the ubiquitous Helvetica. I often choose to use Gill Sans as it is
somewhere in between a serif and a sans-serif font and is professional yet friendly
and “conversational.” Regardless of what font you choose, make sure the text can
be read from the back of the room.
9. Use video or audio- Use video and audio when appropriate. Using video clips to
show concrete examples promotes active cognitive processing, which is the
natural way people learn.
10. Spend time in the slide sorter- people comprehend better when information is
presented in small chunks or segments. By getting out of the Slide View and into
the Slide Sorter view, you can see how the logical flow of your presentation is
progressing. In this view you may decide to break up one slide into, say, two-
three slides so that your presentation has a more natural and logical flow or
process. In this view you will be able to capture more of the gestalt of your entire
presentation from the point of view of your audience. You will be able to notice
 more extraneous pieces of visual data that can be removed to increase visual
clarity and improve communication.

Procedure / Steps :

Explanation – On how to make PPTs and review a book.

Activity – To see and analyze a set of sample, different types of PPTs

Input: A one hour session on how to review a book and a two hour session on how to make PPT
slides.

Outcome: Formal PPTs on the book selected by students in a group of

two. Art of reviewing and making PPT.

Assignment 7: Technical Report writing/ Email etiquettes/ Language Lab/
Letter writing

Aim / Objective: In our modern times, the art of letter-writing should not be forgotten. The
dangers of email, the bashed-out "R U OK? I am gr8" ugliness of texting, the over-impulsive
angry phone -call - all these fade into white noise beside the elegant, deliberated simplicity of a
note written by hand. Crisp vellum stationery, the elegant flow of letters pouring across a page:
these are the building blocks of our civilization. Yes, we now have the printed word but do we
want future civilizations to believe that ours was an age of bank statements and bureaucracy?

Writing by hand focuses the mind. There is no delete button, no backspace, so words must be
considered and chosen carefully before being committed to paper, making their meaning all the
more succinct. Handwritten notes are both personal and permanent.

Theory: The sign-off depends on the salutation. As a broad rule, if you addressed the letter to
'Dear Mr Debrett' the sign off is 'yours sincerely'. If addressed to 'Dear Sir/Madam', then 'Yours
faithfully' is correct. For more personal correspondence, letters can begin with something
informal such as 'Dear John'; sign-off such as 'With love', 'Best wishes' or 'Love from' are usual.

As a general rule, a thank-you letter should always be handwritten and sent within a week
to ten days of an event or receipt of a present.

 Thank You for presents

Thank-you letters are necessary to acknowledge presents given for Christmas, christenings,
weddings, birthdays and anniversaries. Refer to the present directly and include some details to
personalize the tone of the letter. Remember that in our digital age, a handwritten letter is always
appreciated so, for maximum impact, make the effort to write promptly.

 Children thank you

It is appropriate for parents to respond on behalf of their offspring before the child is able to
write. The child should write their own, however, as soon as they can. Children should be
encouraged to specifically refer to the present in the letter, and make a detailed comment about it
('Thank you for the teddy you gave me for my birthday. I have named him Edward'). An extra
sentence of topical news about the child's life adds a personal touch (‘for my birthday treat, I am
going to the cinema with my friends'). Traditionally, children should always write a thank-you
letter for presents, but it is becoming more permissible for children to say thank you in person if
the giver is there when the present is actually opened. Much will depend on the expectations of
particular families or individuals.

 Thank you after an event

When thanking someone after an event, the form of the invitation signals the appropriate format
of a thank you. Engraved invitation cards require a formal thank you letter. An at Home card
suggests a short letter or note. Traditionally addressed to the hostess, nowadays letters can be
addressed to the host, hostess or couple as appropriate. A verbal, telephone or email invitation
needs only a telephone call of thanks after the event; telephone and email are interchangeable if
all parties use both frequently.

 Other thank you

Thank-you letters should also be sent after being a guest in someone else's home, for example
after staying for a weekend or Christmas. Support during a key event or task - bereavement,
wedding, reference for a job - should also be acknowledged with a brief letter of thanks.
Nowadays, however, email is generally acceptable for brief and informal thank you.

A letter of condolence should be sent promptly after the death announcement. It should be
well thought out and appropriate to the relationship with the deceased or their family.

 Practicalities: Letters are written to the individual closest to the deceased; this is
usually a spouse, partner, parent or sibling. Some people may write to the family member of
their own generation they know best, or indeed to more than one person. The letter should be
always be handwritten and never be typed. Email should not be used, except in international
circumstances. It is best to opt for classic stationery such as good quality writing paper or a
neutral blank greetings card; special condolence cards can seem less thoughtful.
2. Formal Lunches and Dinners

Invitations to these events are engraved on card of good texture, usually about W6 x H4½ inches
(15 x 11 cm) in size, or slightly larger if necessary. They are prepared in the name of both the
host and hostess. If time is short they may be printed, rather than engraved. The most traditional
and formal style is ‘Request(s) the pleasure of the company of…’. Depending on the style of the
invitation, the guests’ names may be handwritten on the next line. Alternatively, guests’ names
are handwritten in the top left-hand corner. In this instance, the invitation would read ‘Request
the pleasure of your company’. If the luncheon or dinner is to take place at an address other than
that to which the replies are to be sent - at a hotel, for example - this is stated on a line after the
date. The time may be placed either after the date or at the bottom right-hand corner before, or in
place of, the dress code.

Procedure / Steps :
 Explanation – On how to write formal letters, email/chat/sms etiquettes, for

some batches if the expertise is available we do take language labs too.

Activity – To see and analyze a set of sample letters and to write a formal letter of
resignation/joining for e.g.

Input: A two hour session on how to write letters.

Outcome: Formal letter and understanding email/sms/chat etiquettes. Art of writing letters.
 Assignment 8: Assertivity Test and Score.

Aim / Objective: How to say NO

Theory: Assertiveness is the quality of being self-assured and confident without being
aggressive. In the field of psychology and psychotherapy, it is a learnable skill and mode of
communication. Dorland's Medical Dictionary defines assertiveness as: "a form of behavior
characterized by a confident declaration or affirmation of a statement without need of proof; this
affirms the person's rights or point of view without either aggressively threatening the rights of
another (assuming a position of dominance) or submissively permitting another to ignore or deny
one's rights or point of view". Assertive communication involves respect for the boundaries of
oneself and others. It also presumes an interest in the fulfillment of needs and wants through
cooperation.

According to the textbook Cognitive Behavior Therapy (2008), "Assertive communication of

personal opinions, needs, and boundaries has been ... conceptualized as the behavioral middle
ground, lying between ineffective passive and aggressive responses". Such communication
"emphasizes expressing feelings forthrightly, but in a way that will not spiral into aggression”. If
others' actions threaten one's boundaries, one communicates this to prevent escalation. In
contrast, "aggressive communication" judges, threatens, lies, breaks confidences, stonewalls, and
violates others' boundaries. At the opposite end of the dialectic is "passive communication".
Victims may passively permit others to violate their boundaries. At a later time, they may come
back and attack with a sense of impunity or righteous indignation. Assertive communication
attempts to transcend these extremes by appealing to the shared interest of all parties; it "focuses
on the issue, not the person”. Aggressive and/or passive communication, on the other hand, may
mark a relationship's end, and reduce self-respect.

Techniques of assertiveness can vary widely. Manuel Smith, in his 1975 book When I Say No, I
Feel Guilty, offered some of the following behaviors:

 Broken record : The "broken record" technique consists of simply repeating your
requests or your refusals every time you are met with resistance. The term comes from
vinyl records, the surface of which when scratched would lead the needle of a record
player to loop over the same few seconds of the recording indefinitely. "As with a broken
record, the key to this approach is repetition ... where your partner will not take no for an
answer."A disadvantage with this technique is that when resistance continues, your
requests may lose power every time you have to repeat them. If the requests are repeated
too often, it can backfire on the authority of your words. In these cases, it is necessary to
have some sanctions on hand.
 Fogging: Fogging consists of finding some limited truth to agree with in what an
antagonist is saying. More specifically, one can agree in part or agree in principle.
 Negative inquiry: Negative inquiry consists of requesting further, more specific criticism.
 Negative assertion: Negative assertion is agreement with criticism without letting
up demand.
 I-statements: I-statements can be used to voice one's feelings and wishes from a personal
position without expressing a judgment about the other person or blaming one's feelings
on them.

Procedure / Steps:

Explanation – On what is Assertiveness and difference between it and Aggressiveness.

Activity – A role play conduction per batch with student volunteers for a case
“In restaurant served stale food and students reaction to it”

Input: Two hour session on assertivity explanation , conduction of self scoring assertivity test
and a role play per batch.

Outcome: Self assessed Assertivity Test score for each student. Art of saying “NO”.

Self assessed Assertivity Test score is .(out of 10)