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Unit 4: Introduction to Personality & Personality Development

Definition of Personality (1/2)

 Personality is an important factor influencing an employee's behavior. Individual traits and attributes
reflect an employee's personality. The relationship between supervisor and employees is reflected in
their personalities. Some employees are ambitious, others are silent, anxious and amusing. These
qualities make up personalities.

 Personality traits reveal various types of persons and therefore predict their behaviour. Personality is
a significant variable of behaviour and includes a large number of qualities which cannot be easily
changed.

 Personality is composed of several characteristics. These characteristics form different personalities

that are reflected in behaviour. Personality is influenced by several factors such as family,
characteristics, learning, social influences, psychological features, etc

 The most frequently used definition of personality was by GORDON ALLPORT. According to him
personality is ―the dynamic organization within the individuals of those psycho physical systems
that determines his unique adjustments to his environments. Hence personality is a sum total of
ways in which an individual reacts and interacts with others.

 Personality can be defined as consistency in a person’s way of operating — that is, long-term
consistency in their particular ways of perceiving, thinking, acting and reacting as a person.

 It is this individual consistency in thought patterns, behaviour patterns and emotional patterns which
defines personality.

Components of Personality (1/2)

Personality is made up of the characteristic patterns of thoughts, feelings and behaviors that make a
person unique. In addition to this, personality arises from within the individual and remains fairly
consistent throughout life.

 Some of the fundamental characteristics of personality include:

 Consistency - There is generally a recognizable order and regularity to behaviors. Essentially,

people act in the same ways or similar ways in a variety of situations.

 Psychological and physiological - Personality is a psychological construct, but research suggests

that it is also influenced by biological processes and needs.

 It impacts behaviors and actions - Personality does not just influence how we move and respond in
our environment; it also causes us to act in certain ways.

 Multiple expressions - Personality is displayed in more than just behavior. It can also be seen in our
thoughts, feelings, close relationships and other social interactions.

Determinants of Personality (1/7)

 Personality does not evolve by a single factor. It is a mixture of a lot of things. Some of those factors
are psychological, some are physical, some are biological and some are even hereditary.
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 Personality is the outcome of a continuous personal quality development process. The role of
personality becomes clear in a particular situation. Personality is recognized in a situation. It is the
result of personal quality interaction in a particular condition.

 The factors that determine personality are myriad, but nature and nurture really are the fundamental
building blocks of the personality. Everyone on the planet has an individual personality that is
reflective of their genetics and upbringing; however, each person's free will is also a vital factor that
will play a role in their overall happiness.

Enormously the following five factors of personality are contributing to the formation and
development of human personality.

 Biological Factors

 Social Factors

 Cultural Factors

 Physical Environment

 Situational Factors

1. Biological Factors of Personality

 Biological factors of personality are very important for the formation of human personality. Children
are born in a family: inherit many traits and features from their parents. Children get physical and
psychological characteristics from their parents which becomes a part of their personalities.

 A normal healthy man has some physical similarities such as two hands, five senses, two eyes and
these biological similarities help to explain some of the similarities in the behavior.

 It separates individuals from one another and their various physical characteristics, except identical
twins having the same physical qualities. So. biological factors of personality are responsible for the
development of personality.

2. Social Factors of Personality

 When an individual interact with other persons in his/her group, give and take relationship takes
place and it affects the personality of an individual. Social factors of personality are responsible for
the formation of personality. When an individual has group experience and contact with others, their
personality get influenced by others. The influence may be bad or good, depending on the
association.

 In a society every person plays a specific role and status. For example in our society youngers are
expected to be respectful for elders. Many other social factors like environment, group life, family,
media with which an individual interact in his/her society on a daily basis, mold their personalities.
We can say that whatever comes in contact with an individual's social life affects personality of that
individual and develop good or bad aspects of personality

3. Cultural Factors of Personality

 Both material as well as non-material culture affects personality of an individual. An individual

living in his/her culture adopts the traits consciously or unconsciously and acts accordingly. Culture
of any society determines the behaviors and personality of an individual and he/she is expected to act
according to the culture. A person follows all the social norms of a culture which results in the
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formation of good personality while non-conformity to the cultural rules develops abnormal or bad
personality. So, the culture in which an individual seeks satisfaction, he/she adjusts himself/herself
into that culture and develops personality.

4. Physical Environment

 Physical environment also determines the personality of an individual. Environmental factors

include land, river, mountains, hills, forests, plain area, atmosphere etc. which affect the personality
to be good or bad, healthy or weak. All the feelings, emotions, ideas, attitudes, habits and behavior
as well as body structure is the result of physical environment to which an individual belongs. For
example, body structure, physique, color and health of the rural people are different from urban
people. These people have different environment due to which they develop variety of personalities.
The people living in cities have facilities and modern ways of life which develops delicate bodies
and minds as compared to the rural people who are deprived of these facilities.

5. Situational Factors of Personality

 Situational factors of personality also have a complete share in the formation of personality of an
individual. Situational factors of personality change according to the social situations. Every person
faces many situations in his/her life which enables him/her to change his/her behavior. For example,
a teacher may be rigid and strict with students but may not with his/her family. An officer may
behave with the subordinates differently as compared to his/her friends. Personality is not the result
of only one factor but every factor is responsible to give complete share in its formation. A person’s
behavior and his/her personality is based on his/her interaction with environment, culture, society,
parents, friends and to those who come in his/her contact by chance or choice.

Myths & Misconceptions regarding Personality and Personality Development (1/6)

There are lots of misconceptions regarding the personality and personality development among the people,
they are:

1. Personality is all about external appearance:

External appearance is one aspect of personality but it is not the only aspect. While personal grooming is
important, the mental, emotional, and spiritual aspects of personality are also important. The ‘inner being’
and ‘inner self’ are the essential aspect of personality.

2. Personality is limited to body language:

Body language has to supplement personality, ―not replace ―it. If you are a calm and balanced person,
your body language will automatically match your behavior not Vice versa.

3. Some people have a ‘personality’, some do not:

All of us have a personality. When we understand that personality is also about thinking, creativity,
intelligence, adjustment to environment, we can break the myth that only ‘macho males’ and ‘beautiful
females’ have a personality. According to psychologists all of us have personality.
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4. Personality = character:

Moral and ethical values of a person are also a part of his /her personality. But personality is not limited to
only to these values, it extends beyond them.

5. Personality can be "developed”

Similarly, a lot of times personality development is also understood in a very superficial, mechanical way.
While workshops and training in personality do offer an insight into the ‘what’ and ‘how’ of personality
development, they cannot serve as short cuts to achieve overnight personality development. The process of
personality development is a life-long one. It is an arduous process of

 Thinking and questioning

 Learning and growing

 Doing and experiencing

 Flexibility and adjustment

Achieving maturity and happiness and success.

 Our habits, hobbies, our goals and aims in life are shaping and reshaping our personality. Our values,
Philosophy of life make us the person we are. Experience, Exposure, New learning are contributing
to our personality make up. Communication skills, assertiveness, confidence, positive thinking are
all factors that contribute towards the development of personality.

The so-called personality development, even if it works, happens through the process of training and the
resultant learning. Both through nature and nurture, the individual's unique personality gets developed in the
childhood itself. It is through the normal process of learning and un-learning that behavioral modifications
are achieved in later years. However the lifetime sustainability of such learning / unlearning is unlikely. It is
because of this lack of sustainability that we often fail to get someone out of alcoholism or make poets out of
any one at will. Branding such temporary modifications of behaviour as "personality development" helps
people do business, despite its lack of genuine result-orientation

6. There are successful and unsuccessful personalities.

No individual is permanently a success or failure. Most successes are attributable to opportunities, situations
etc. A successful army commander who wins a battle does so because of the combination of many factors
like the morale of the men, weaponry, weather or time. It is also not necessary that he will be a successful
corporate manager just because he was successful as a warrior. Branding personalities as good, bad,
successful or unsuccessful is hence unrealistic.

7. Leadership is a personality trait.

Leadership is situational. An individual leading successfully in a particular situation need not be equally
successful in all similar situations. Moreover, we tend to feel leadership only in acts / events which are
exhibited. Leadership can even be in situations which are not exhibited. A leader can lead at times even by
avoiding an action. But, those who are used only to exhibited leaderships mistake such exhibitions as
personality and personality traits.
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8. Personalities can be typified.

Each individual is unique in personality. Hence, in the real sense, personalities cannot be termed as types.
There are many psychological and psychometric tests which divides individuals under labeled personality
types. While it may serve certain broad purposes, it also may harm self-esteem or self-image of people.

Basic Personality Types

The ‘Big 5’ Personality Traits

Today, many researchers believe that they are five core personality traits. Evidence of this theory has been
growing over the past 50 years, beginning with the research of D. W. Fiske (1949) and later expanded upon
by other researchers including Norman (1967), Smith (1967), Goldberg (1981), and McCrae & Costa (1987).
The five broad personality traits described by the theory are Openness, Conscientiousness, Extraversion,
Agreeableness, and Neuroticism or OCEAN.

1. Openness to experience: (inventive/curious vs. consistent/cautious).

 Appreciation for art, emotion, adventure, unusual ideas, curiosity, and variety of experience.

 Openness reflects the degree of intellectual curiosity, creativity and a preference for novelty and
variety a person has.

 It is also described as the extent to which a person is imaginative or independent and depicts a
personal preference for a variety of activities over a strict routine.

 High openness can be perceived as unpredictability or lack of focus. Moreover, individuals with high
openness are said to pursue self-actualization specifically by seeking out intense, euphoric
experiences, such as skydiving, living abroad, gambling, et cetera.

 Conversely, those with low openness seek to gain fulfillment through perseverance and are
characterized as pragmatic and data-driven—sometimes even perceived to be dogmatic and closed-
minded.

 Some disagreement remains about how to interpret and contextualize the openness factor, which is
sometimes called "intellect" rather than openness to experience.

2. Conscientiousness: (efficient/organized vs. easy-going/careless).

 A tendency to be organized and dependable, show self-discipline, act dutifully, aim for achievement,
and prefer planned rather than spontaneous behavior.

 High conscientiousness is often perceived as stubbornness and obsession.

 Low conscientiousness is associated with flexibility and spontaneity but can also appear as
sloppiness and lack of reliability.

3. Extraversion: (outgoing/energetic vs. solitary/reserved).

 Energy, positive emotions, surgency, assertiveness, sociability and the tendency to

seek stimulation in the company of others, and talkativeness.

 High extraversion is often perceived as attention-seeking, and domineering.

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 Low extraversion causes a reserved, reflective personality, which can be perceived as aloof or self-
absorbed.

Extraverts get their energy from interacting with others, while introverts get their energy from within
themselves

4. Agreeableness (friendly/compassionate vs. cold/unkind) :

 This trait measures one's tendency to be compassionate and cooperative rather than suspicious and
antagonistic towards others.

 It is also a measure of a person's trusting and helpful nature and whether that person is generally
well-tempered or not.

 People who score low on agreeableness tend to be described as rude and uncooperative.

5. Neuroticism (sensitive/nervous vs. secure/confident)

 High neuroticism is characterized by the tendency to experience unpleasant emotions, such as

anger, anxiety, depression, or vulnerability.

 Neuroticism also refers to an individual's degree of emotional stability and impulse control. People
high in neuroticism tend to experience emotional instability and are characterized as
angry, impulsive, and hostile.

 Watson and Clark (1984) found that people reporting high levels of neuroticism also tend to report
feeling anxious and unhappy. In contrast, people who score low in neuroticism tend to be calm and
even-tempered.

Snapshot of Big 5 Personality Traits

It is important to keep in mind that each of the five factors represents a range of possible personality types.
For example, an individual is typically somewhere in between the two extremes of "extroverted" and
"introverted", and not necessarily completely defined as one or the other. Most people lie somewhere in
between the two polar ends of each dimension.
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It’s also important to note that the Big Five traits are relatively stable over our lifespan, but there is some
tendency for the traits to increase or decrease slightly. For example, researchers have found that
conscientiousness increases through young adulthood into middle age, as we become better able to manage
our personal relationships and careers (Donnellan & Lucas, 2008). Agreeableness also increases with age,
peaking between 50 to 70 years (Terracciano, McCrae, Brant, & Costa, 2005). Neuroticism and extroversion
tend to decline slightly with age (Donnellan & Lucas; Terracciano et al.).

The Need for Personality Development (1/4)

1. The need to develop one's personality satisfies the urge to survive and be creatively productive in a
society. We human beings live in societies that are made up of other individuals also. Living is
survival. World is always competitive. As said by Charles Darwin, only the fittest can survive in a
highly competitive world. Personality development increases the possibilities of survival. Survival
depends on the tools of personality. The complexity of society places the demand for efficient use of
the tools. The tools of personality are effective strategies like diplomacy, will, the many
intelligences, emotions, cooperation, empathy, good mannerisms etc.

2. The tools of personality are what the environment with the organism produces. The effective
development of such tools enables the person to meet the challenges of society. A person whose
personality is not developed cannot meet the challenges of society. Such a person succumbs to the
pressures and gets pushed around. The success and failure of a person in society depends on the
success and failures of his fellow human beings. Anyone with better strategies is sure to win the
race.

3. Nature can only give us the biological equipment. It is up to us to use it and make it function to
protect, develop and maintain the organism. How you look, walk and talk says a lot about your
personality, if you don't take the time or make the effort to improve on your natural biological gifts,
you will score a negative impression the first time round itself.

4. Through learning we make the body-mind complex adopt different strategies to cope up with the
pressures and demands of society. Learning results in change of behavior. Behavioral changes enable
the organism to protect and maintain itself. Personality development as behavioral development thus
becomes very essential. This learning does not just end with a course, it is a constant process. The
more you learn and the more you change for the better, will help you climb the ladder of success.

Personality development lies parallel to social and cultural development. That is why we need to develop our
personalities in accordance with the current social and cultural development. Greater the disparity between
one's personality and his social conditions, greater is the need for personality development.
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Unit 5: Introduction to Personality Assessment _ Testing Tools

Introduction to Personality Assessment & Testing tools (1/3)

Personality assessments or psychometrics as they are sometimes known, are the branch of psychology that
deals with the design, administration, and interpretation of quantitative tests for the measurement of
psychological variables such as intelligence, aptitude and personality traits. There are hundreds of different
tests available with some more statistically reliable, and easy to complete than others.

 More often, a personality test consists of a questionnaire or other standardized instrument designed
to reveal aspects of an individual's character or psychological makeup. The information collected is
collated into making individual ‘personality profile’ .

 The first personality tests were developed in the 1920s and were intended to ease the process of
personnel selection, particularly in the armed forces.

Since these early efforts, a wide variety of personality tests have been developed, notably the Myers–Briggs
Type Indicator (MBTI), the Minnesota Multiphasic Personality Inventory (MMPI), and a number of tests
based on the five factors model of persona

 The personality test is different from the aptitude tests:

 A personality test has no right or wrong answer.

 A personality test is not timed.

 Responses to questions in the personality test allow potential employers to make predictions about
how an employee (or prospective candidate) will respond across a range of vastly different work-
related activities. These predictions assist employers to measure how suitable a person is for a role.

 Personality tests are also used in a range of other contexts, including individual and relationship
counseling, career counseling, occupational health and safety and customer interaction management.

Definition of MBTI

 The Myers–Briggs Type Indicator (MBTI) is an introspective self-report questionnaire designed to

indicate psychological preferences in how people perceive the world and make decisions.

 The MBTI was constructed by Katharine Cook Briggs and her daughter Isabel Briggs Myers. It is
based on the typological theory proposed by Carl Jung who had speculated that there are four
principal psychological functions by which humans experience the world – sensation, intuition,
feeling, and thinking – and that one of these four functions is dominant for a person most of the time.

 The MBTI was constructed for normal populations and emphasizes the value of naturally occurring
differences. "The underlying assumption of the MBTI is that we all have specific preferences in the
way we construe our experiences, and these preferences underlie our interests, needs, values, and
motivation."
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Explanation of MBTI

According to Carl G. Jung's theory of psychological types [Jung, 1971],

• people can be characterized by their preference of general attitude: Extraverted (E) vs. Introverted
(I),

• their preference of one of the two functions of perception: Sensing (S) vs. Intuition (N), and

• their preference of one of the two functions of judging: Thinking (T) vs. Feeling (F)

The three areas of preferences introduced by Jung are dichotomies (i.e. bipolar dimensions where each pole
represents a different preference). Jung also proposed that in a person one of the four functions above is
dominant – either a function of perception or a function of judging. Isabel Briggs Myers, a researcher and
practitioner of Jung’s theory, proposed to see the judging-perceiving relationship as a fourth dichotomy
influencing personality type [Briggs Myers, 1980]: Judging (J) vs. Perceiving (P)

1. The first criterion, Extraversion – Introversion, signifies the source and direction of a person’s
energy expression. An extravert’s source and direction of energy expression is mainly in the external
world, while an introvert has a source of energy mainly in their own internal world.

2. The second criterion, Sensing – Intuition, represents the method by which someone perceives
information. Sensing means that a person mainly believes information he or she receives directly
from the external world. Intuition means that a person believes mainly information he or she receives
from the internal or imaginative world.

3. The third criterion, Thinking– Feeling, represents how a person processes information. Thinking
means that a person makes a decision mainly through logic. Feeling means that, as a rule, he or she
makes a decision based on emotion, i.e. based on what they feel they should do.

4. The fourth criterion, Judging – Perceiving, reflects how a person implements the information he
or she has processed. Judging means that a person organizes all of his life events and, as a rule,
sticks to his plans. Perceiving means that he or she is inclined to improvise and explore alternative
options.

All possible permutations of preferences in the 4 dichotomies above yield 16 different combinations, or
personality types, representing which of the two poles in each of the four dichotomies dominates in a person,
thus defining 16 different personality types. Each personality type can be assigned a 4 letters acronym of
corresponding combination of preferences:

The MBTI Assessment Type Code for the 16 Myers Briggs Personality Types

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

The first letter in the personality type acronym corresponds to the first letter of the preference of general
attitude - “E” for extraversion and “I” for introversion.
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The second letter in the personality type acronym corresponds to the preference within the sensing-intuition
dimension: “S” stands for sensing and “N” stands for intuition.

The third letter in the personality type acronym corresponds to preference within the thinking-feeling pair:
“T” stands for thinking and “F” stands for feeling.

The forth letter in the personality type acronym corresponds a person’s preference within the judging-
perceiving pair: “J” for judging and “P” for perception.

For example:

ISTJ stands for Introverted, Sensing, Thinking, Judging

ENFP stands for Extraverted, intuitive, Feeling, Perceiving

SELF-AWARENESS AND SELF-MOTIVATION

Introduction

Motivation is, as the word itself suggests, a motive for action. Motivation is, basically, the reasons for what
you do. You can do the wrong things for the right reasons and the right things for the wrong reasons, but
motivated persons do the right things for the right reasons.

A vision that motivates is the standard constant for success across all social classes and/or lifestyles. It does
not matter how many years a person spent in classrooms, a motivating vision is the common denominator for
achievement. President Abraham Lincoln never went to school; he became President because he had a vision
that motivated him. In addition, his vision was so powerful that it motivated everyone around him and that
energy motivated the country.

As children we dream and play make-believe but as we grow older, we are instructed to stop dreaming and
face reality. Education is given top priority while dreams are declared low priority. Yet, there has never been
an achievement that did not begin with a dream. There has never been success without many failures. During
the dreaming stage, one is alone with his seemly impossible ideas. When talking about ideas, the first
reaction is… ―That’s crazy? Remember that all great inventors and achievers go through this phase,
especially during the failure days. After a few successes, everyone will support any idea you have. It takes
persistence to find what works. Only you realize your ideas have possibilities, others will not realize
possibilities until you prove them to be of value.

Visions and Lifestyles: People who have a vision control their destiny and lifestyle. For people without a
vision, others control their destiny and lifestyle. We become what we think about all day. To change our
lifestyle we must change our thinking habits. We change our thinking habits by focusing on desired goals.

Develop a Dream: Is daydreaming a form of education? Does daydreaming bring opportunity? If dreams are
the beginning of opportunity, don’t they have value? Dreams are more valuable than money, because dreams
find opportunity. Money FIRST does not fulfill dreams, it can kill them. Seek your dream, money will
follow. Money is not a goal; it is a reward ONLY for personal achievement.

Setting Goals: Success on achieving goals is dependent on two elements.

Perseverance The common argument for failure is "I lost interest or I didn’t have enough money."
While true, neither one is valid. Motivation depends on many factors with the primary factor being
the power of your dreams. Money is one of the barriers that can be overcome. Achievement requires
developing attitudes/habits that keep you on track.

Overcoming Failure: Failure is a learning tool. Thomas Edison failed a thousand times before he
invented the light bulb. Failure is trying to do things others have not considered. It is a temporary by-
product of creativity. It is challenging the learning process. "We first make our habits, then our
habits make us." John Dryden.
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Self-Analysis through SWOT

SWOT analysis is a strategic planning method introduced by Albert Humphrey and it is used to evaluate the
Strengths, Weaknesses/Limitations, Opportunities, and Threats involved in any project or activity. It
involves identification of the internal and external factors that are favorable and unfavorable to achieve that
objective. Setting the objective should be done after the SWOT analysis has been performed. This would
allow achievable goals or objectives to be set for activity / organization. Identification of SWOTs is essential
because subsequent steps in the process of planning for achievement of the selected objective may be derived
from the SWOTs. Users of SWOT analysis need to ask and answer questions that generate meaningful
information for each category (strengths, opportunities, weaknesses, and threats) in order to maximize the
benefits of this evaluation and find their competitive advantage.

Strengths: characteristics of the project team that give it an advantage over others

Weaknesses (or Limitations): are characteristics that place the team at a disadvantage relative to others

Opportunities: external chances to improve performance in the project

Threats: external elements in the environment that could cause trouble

You are most likely to succeed in life if you use your talents to their fullest extent. Similarly, you'll suffer
fewer problems if you know what your weaknesses are, and if you manage these weaknesses so that they
don't matter in the work you do. So how you go about identifying these strengths and weaknesses, and
analyzing the opportunities and threats that flow from them? SWOT Analysis is a useful technique that helps
you do this. What makes SWOT especially powerful is that, with a little thought, it can help you uncover
opportunities that you would not otherwise have spotted. And by understanding your weaknesses, you can
manage and eliminate threats that might otherwise hurt your ability to move forward.

If you look at yourself using the SWOT framework, you can start to separate yourself from your peers, and
further develop the specialized talents and abilities you need to advance your career.

How to Use the Tool?

To perform a personal SWOT analysis, print out our free worksheet, and write down answers to the
questions in each area below.

Strengths

• What advantages do you have that others don't have (for example, skills, certifications, education, or
connections)?
• What do you do better than anyone else?
• What personal resources can you access?
• What do other people (and your boss, in particular) see as your strengths?
• Which of your achievements are you most proud of?
• What values do you believe in that others fail to exhibit?
• Are you part of a network that no one else is involved in? If so, what connections do you have with
influential people?

Consider this from your own perspective, and from the point of view of the people around you. And don't be
modest or shy – be as objective as you can.

And if you have any difficulty with this, write down a list of your personal characteristics. Some of these will
hopefully be strengths!

Think about your strengths in relation to the people around you. For example, if you are a great
mathematician and the people around you are great at math, then this is not likely to be a strength in your
current role – it may be a necessity.
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Weaknesses

• What tasks do you usually avoid because you don't feel confident doing them?
• What will the people around you see as your weaknesses?
• Are you completely confident in your education and skills training? If not, where are you weakest?
• What are your negative work habits (for example, are you often late, are you disorganized, do you
have a short temper, or are you poor at handling stress)?
• Do you have personality traits that hold you back in your field? For instance, if you have to conduct
meetings on a regular basis, a fear of public speaking would be a major weakness.

Again, consider this from a personal/internal perspective and an external perspective. Do other people see
weaknesses that you don't see? Do co-workers consistently outperform you in key areas? Be realistic – it's
best to face any unpleasant truths as soon as possible.

Opportunities

• What new technology can help you? Or can you get help from others or from people via the
Internet?
• Is your industry growing? If so, how can you take advantage of the current market?
• Do you have a network of strategic contacts to help you, or offer good advice?
• What trends (management or otherwise) do you see in your company, and how can you take
advantage of them?
• Are any of your competitors failing to do something important? If so, can you take advantage of
their mistakes?
• Is there a need in your company or industry that no one is filling?
• Do your customers or vendors complain about something in your company? If so, could you create
an opportunity by offering a solution?

You might find useful opportunities in the following:

• Networking events, educational classes, or conferences.
• A colleague going on an extended leave. Could you take on some of this person's projects to gain
experience?
• A new role or project that forces you to learn new skills, like public speaking or international
relations.
• A company expansion or acquisition. Do you have specific skills (like a second language) that could
help with the process?

Also, importantly, look at your strengths, and ask yourself whether these open up any opportunities – and
look at your weaknesses, and ask yourself whether you could open up opportunities by eliminating those
weaknesses.

Threats

• What obstacles do you currently face at work?

• Are any of your colleagues competing with you for projects or roles?
• Is your job (or the demand for the things you do) changing?
• Does changing technology threaten your position?
• Could any of your weaknesses lead to threats?

Performing this analysis will often provide key information – it can point out what needs to be done and put
problems into perspective.

SWOT with Students

SWOT analysis has been widely used as a problem-solving and project-planning tool. It can help you to
focus on key issues of relevance to the project in hand. However, the SWOT method can also be used in a
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personal context. When used in this way it can show us how to take full advantage of pupils' talent and
abilities. It can help to uncover new learning opportunities and eliminate perceived threats in the learning
environment.

How to apply SWOT analysis for students?

You might want to explore ways in which you can personalize learning and develop differentiation in the
classroom. Consider this with your pupils by asking them questions in terms of four areas:

Strengths: What are your personal strengths and the resources available to you?

Weaknesses: In what areas could you improve?

Opportunities: What are the opportunities inschool that you enjoy? What possibilities can you see for
developing your learning?

Threats: What are the obstacles or barriers that you face? Do they present threats to your learning?

Brainstorm these ideas with your students (ensuring that their privacy is respected). It doesn't matter about
the order of the thoughts as it is more important to map their ideas, record them on paper and use this as a
springboard for discussion and development.

Once students have their strengths, weaknesses, opportunities and threats worked out, they can begin to
consider if the strengths and opportunities outweigh the weaknesses and threats. They may see that there is
an immediate threat that means the idea is not viable. Try to get them to think a little deeper to see if the idea
can be changed in some way to minimize this threat. It is easy to design a simple worksheet for this purpose.

SWOT analysis can also be used at a personal level with students, as well as to examine an idea presented in
the context of a lesson as discussed above.

A list of strengths and weaknesses for an individual pupil is gathered using this worksheet and the sections
on opportunities and threats can be used to highlight the implications of this for teaching and learning. This
tool can work well with a whole class. It is particularly useful if you have time to sit down with one pupil,
talk to them about their thoughts, and complete it together.
Here are some questions you could explore with your students:

Strengths: What am I good at? What do others think I am good at? What do I enjoy doing? What areas am I
competent in that are not just subject specific? (Think in wider terms of emotional and social intelligence
too.) What subjects do I get good marks in? Are there particular learning styles that I lean towards?

Weaknesses: Are there any specific subjects, skills or areas that I am weaker in (including multiple
intelligences and emotional literacy)? Do I have any specific learning difficulties, eg dyslexia? (Write a
break-down with specific key words of three areas that are most challenging for the student - don't try to fit
in too many.)

Opportunities: How can I use my strengths to overcome my weakness? What strategies could I devise or
use to appeal to my strengths and compensate for my weaknesses. What motivates me? How could I (or my
teacher) make small adjustments to help me learn more effectively?

Threats: What makes me feel uncomfortable in class? What hinders me or stops me from learning? What
de-motivates me?

Three Elements of Motivation

Motivation starts with the desire to be free, to be free from dependency on others, freedom to live the
lifestyle we dream of, freedom to explore our ideas. Total freedom is not possible or desirable, but the
struggle to achieve that ideal is the basis for motivation.
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Motivation is built on three basic elements:

1. Motivation starts with a need, vision, dream or desire to achieve the seemingly impossible.
Creativity is associated with ideas, projects and goals, which can be considered a path to freedom.

2. Develop a love-to-learn, become involved with risky ventures and continually seek new
opportunities. Success is based on learning what works and does not work.

3. Developing the ability to overcome barriers and to bounce back from discouragement or failure.
Achievers learn to tolerate the agony of failure. In any worthwhile endeavor, barriers and failure
will be there. Bouncing back requires creative thinking as it is a learning process. In addition,
bouncing back requires starting again at square one.

A loss of any one part and motivation is on the rocks. For example:

1. If you like to be creative and love to learn but cannot face up to failure, you will not go back and
try again. Persistent is associated with bouncing back.

2. If you have a unique idea but don’t like taking risks, ideas is all you will ever have.

3. There must be something in your life that turns you on. You can start by analyzing the lifestyle of
your dreams. Remember, money is not a goal; it is a reward for achieving a goal.

Seven Rules of Motivation

1. Set a major goal but follow a path. The path has mini goals that go in many directions. When you
learn to succeed at mini goals, you will be motivated to challenge grand goals.

2. Finish what you start. A half-finished project is of no use to anyone. Quitting is a habit. Develop
the habit of finishing self-motivated projects.

3. Socialize with others of similar interest. Mutual support is motivating. We will develop the
attitudes of our five best friends. If they are losers, we will be a loser. If they are winners, we will be
a winner. To be a cowboy we must associate with cowboys.

4. Learn how to learn. Dependency on others for knowledge supports the habit of procrastination.
Man has the ability to learn without instructors. In fact, when we learn the art of self-education we
will find, if not create, opportunity to find success beyond our wildest dreams.

5. Harmonize natural talent with interest that motivates. Natural talent creates motivation,
motivation creates persistence and persistence gets the job done.

6. Increase knowledge of subjects that inspires. The more we know about a subject, the more we
want to learn about it. A self-propelled upward spiral develops.

7. Take risk. Failure and bouncing back are elements of motivation. Failure is a learning tool. No one
has ever succeeded at anything worthwhile without a string of failures.

Techniques and strategies for Self – Motivation

One of the hardest parts of accomplishing your goals in life whether they be completing your studies, finding
out a suitable carrier, has to be finding the motivation to start it up and to keep it going every day. Once you
have the momentum going everything else can just fall in place, but getting that momentum going can be a
challenge.To an extent, it really depends on how badly you want to achieve your goal. You can listen to as
many motivational strategies as you want, but if you don’t want to achieve your dreams bad enough it is still
 15

going to be hard to get out of bed and run a mile every morning, start writing your own book, or accomplish
whatever it is you set out to accomplish.

You need to desire it because you love doing it and you know the benefits that it can give you. If you have
that desire here, are some motivational strategies to help pull yourself along when you feel like dragging
your feet and guide you on the path to success.

Stay Active: When you stay active and build up some momentum it is easier to keep that momentum going
then if you try to suddenly switch your body from the ―couch potato stage‖ to the ―let‘s get motivated
stage‖. Our bodies adapt to what we do and how we live our lives. If we don’t put any effort into life our
body wants to keep not putting any effort into life. If we are active and put in a lot of effort into our life then
our body wants to keep pushing the limits and keep and doing and achieving more.

Hang Around with Motivated People: Your motivation is the average of the 5 people you spend the most
time with. Call it peer pressure if you like, but motivated people help other motivated people stay motivated.
If you want to get in shape than finding other people who are motivated and especially other people who are
motivated about getting in shape is one of the best motivational strategies you can do. As a team, you can
help each other stick with your goal and get better results than if you had simply gone it alone.

Have a Goal: Sometimes it can be hard to do things that seem boring or complicated. It is so easy to just put
them off until tomorrow instead of dealing with them now (even if we secretly know that tomorrow never
comes). One way to deal with this is to start creating your life plan and have a goal. ‗Strong, deeply rooted
desire is the starting point of all achievement. Napoleon Hill. When you have a goal that you really want to
achieve, it is easier to motivate yourself to get cracking. Even if the process does not motivate, you can be
motivated by the results.

Let Others Know Your Goal: We all want to appear smart, talented, and gifted in front of other people.
Nobody wants to have others see him or her as a failure. When you create your goal, the next thing you can
do is to let others know about it. Tell everyone that is close to you what you plan on doing and how you plan
to do it. Ideally, you want to tell someone who will understand and support your goal. However, if you can‘t
find someone who will support your goal then tell somebody who won‘t so at least you can prove him or her
wrong. By letting, others know your intentions you know that other people are watching you and are holding
you accountable for your goals. This way you are more likely to stay motivated to prove to others that you
are not a failure and that you are a man of your word.

Get a Role Model: Find someone to look up to who has already achieved what it is you aspire to achieve.
When you have a role model, you have a standard to compare yourself with. It helps you grow and it gives
you hope because you know what the light at the end of the tunnel looks like. You can see with firsthand
experience that your future is bright as long as you do the same things that your role model did. As you learn
more about your role model, it also helps you to keep moving because you will find that they have also faced
many of the same challenges you are facing and have come out ahead. If they can achieve their goals in life,
so can you.

Realize That We All Have Bumps In The Road: Everybody hits bumps in the road. The greater your goals
are the bigger those bumps will be. However, these bumps do not have to defeat you. To be successful you
have to realize that bumps in the road are just that. They will not stop you from your goal as long as you are
motivated enough to keep pushing forward and doing what you can to achieve your goal.―Fall down 7
times, Stand up 8.‖ Chinese Proverb. Although it may be hard, it is better to just look at mistakes and failures
as learning experiences instead of as a representation of your past. Know that everyone hit‘s bumps in the
road; it is how you handle those bumps which sets you apart from the rest and put you on the road to success
or failure.

Read Motivational Quotes:Another thing you can do is to read motivational quotes about life. There are
billions of people who have gone through this thing called life before you, many of which have left us with
some great wisdom about how to achieve success and find yourself. Reading motivational quotes can inspire
you and get you ready to take action. Get yourself a favorite quote, which you can look at every time you
need to feel motivated to get up and take action. Motivation will come eventually and if I just start taking
action and staying active, it will be easier to keep it going and the motivation will come.
 16

Take Bite Sized Pieces: If you try to do too much too fast then you will burn yourself out or you will make
so much work for yourself that it will be hard to even get started. It is much better to simply take bite-sized
pieces and go after your goals little by little then it is to try to do everything at once. If your goal is to run 5
miles a day don’t start out trying to run 5 miles a day unless you have already had a lot of running
experience. Instead, try running 1 mile a day, once you get used to that go for 2 miles a day, then three, then
4, and finally 5. Taking bite-sized pieces can help you see success after success and get a sense of
accomplishment. This sense of accomplishment can propel you to achieving more of your goals because you
have seen yourself accomplish past goals and you know you are capable of great things.

Do The Hardest Thing First: Sometimes we procrastinate simply because we do not want to do the hardest
thing on our list. When we have something that we just don’t want to do all of these motivational strategies
can go out the window. Even if you are still able to motivate yourself that energy will be put into pointless
things that give you a false sense of accomplishment, but really doesn‘t helped you to reach your goal. When
you have something you don’t want to do, it is exactly what you need to do first. Instead of postponing it all
day think of how much more you will accomplish if you get rid of it first and then go after all of the easier
tasks.

Make It Fun: no matter what you have to do, you should be able to make it fun. After all, if we enjoy what
we are doing it is a whole lot easier to keep doing it. These are some of the best motivational strategies that
people have come up with. How do you motivate yourself?

MOTIVATON CHECKLIST AND GOAL SETTING – principle of SMART.

1. Set goals. Be sure they are realistic and achievable. Make them small to start.
2. Establish rewards for progress toward your goals.
3. Expect setbacks and when they happen, re-direct and renew your energy toward your goals. Don’t give
up.
4. Use the power of positive thinking and believe in yourself. Overcome discouragement.
5. Tell others what you are trying to accomplish and seek support from loved ones.
6. Learn to say no to options and distractions that deter you from your goal.
7. Establish routine and regular exercise; meditation, prayer or yoga, which will help you to cultivate
discipline.
8. Use positive imagery to help you achieve your goals. Imagine yourself as you will be and feel when your
goal is achieved.
9. Spend time reflecting or talking to others about what has stopped you from achieving your goals in the
past
10. Post reminders and inspirational quotes in prominent places about what you want to achieve.
11. Get professional help and support to overcome physical or mental roadblocks (depression and anxiety
are just two examples)
12. Practice extreme self care. Good health is essential to positive thinking and feeling, which will take you
a long way toward achieving your goals.
 17

Self-motivation and life

Self-Motivation Tips.
You may already know that self-improvement and motivation are important components to feeling
successful and content. However, just knowing that does not make it any easier to be motivated! If you feel
that you are having trouble properly motivating yourself, these self-motivation tips will get you moving.

1. Avoid just going through the motions. One reason you may find it difficult to perform everyday tasks
is that you get bored. Of course,you are going to try to avoid something that you find tedious! You can
combat this mentality by adding some depth to your thinking while you are engaging in tasks you
dislike. Brainstorm ways that you can complete the task in a more efficient manner. Then you can
compete with yourself to see how quickly you can complete the task in the future. The quicker you get it
done, the sooner you can move on to improved things!

2. Get Spiritual.Do not be afraid to get in touch with your spiritual side. Many people find it highly
motivating! When you discover some answers to life's tough questions, it brings you clarity, and you
may be more likely to work harder to achieve your desires.

3. Set a goal. You might lack motivation because you don't have a goal. If you aren't even sure what you're
working towards, you'll have difficulty finding motivation. If you have a large goal, break up the goal
into a series of small, achievable tasks and set each task as a separate goal. This helps you stay
enthusiastic because you're constantly achieving your goals. You can see the results of your hard work!

4. Hold yourself accountable. In order to ensure that you don't stray from your chosen path, evaluate your
progress every week or even every day. how you can do better the next week. If you find that it's difficult
to keep yourself accountable, don't be afraid to ask for help. You may enjoy having others check up on
you to make sure you stay on task. Using a life coach for motivation and accountability is a great option
for many people.

5. Think positive thoughts. Negative thinking and lack of motivation go hand in hand. You can increase
your motivation by concentrating on eliminating your negative thinking patterns. Replace negative
feelings with optimism and positive thoughts and images. When you catch yourself feeling down, make
an extra effort to seek the silver lining. It's always there. If you take the time to look hard enough, you
will find it.

6. Make a change. If you think you've tried everything and you still can't get motivated, perhaps you
should consider a life change. Maybe there's a reason why you're feeling this way. If you don't feel
motivated to work toward your major life goals, consider some alternatives that may be more in line with
your true desires. If you are having trouble finding incentive for everyday chores, see if you can find a
way to hire some help. Always keep in mind that "the time is now." Put procrastination into your past
and you will feel happier and more accomplished at the end of the day, instead of stressed out or
regretful. When you are motivated, life is more fulfilling.

The importance of learning more about ourselves is critical to our success in the world. It is also critical to
reaching our goals, becoming independent, and building a bridge for the future. We need to become more
open, confident, and comfortable with who we are. We need to build our self-esteem because we have a lot
to give to the world and our families. Everyone is not out to get us, and in fact they may have good feedback
for us if we are open to it.
 18

Unit 3: Resume & Group Discussion

Do's and Don'ts for developing a CV

A Curriculum Vitae is a self-marketing tool and getting an interview can depend on how good your CV is.
Your CV is your chance to show an employer you have the skills and experience needed, and that you are the
right person for the job. However, the way you present your CV can have an overwhelming influence over
whether your CV is even read, let alone get you that all important interview. You will need to consider what
to include, how much detail is needed and how to make your CV stand out from all the others. The way you
present your CV can have an overwhelming influence over whether your CV is even read, let alone get you
that all important interview.

You could be the most qualified candidate by far but fail to get the job because your CV doesn’t meet the
expectations of the hiring manager.

Equally, you could beat better qualified candidates to the punch because you produced a sparkling CV.
If you can create a well written, professional looking CV that is tailored to the role you’re applying for, your
chances of landing an interview will increase markedly.

Do’s of a CV

• Construct your CV with your prospective employer in mind. Look at the job advert or
specification and think about what the job involves, and what the employer needs. Find out about the
main activities of the employer.

• Tailor your CV to the job. Rather than trying to put in in all your skills and achievements, focus on
a select few that perfectly match the role you’re applying for. This allows you to expand on these
attributes and show how you will be a good addition to the team.

• Make your CV clear, neat and tidy. Get somebody to check your spelling and grammar. No one
wants to read a CV that is squashed together and includes too much information. Your CV should be
easy to read with space between each section and plenty of white space. Each section should be
clearly outlined and it is also a good idea to use high quality white or cream paper if sending a CV
by postal mail.

• View your experience in a positive light. Try to look objectively at your experiences (even the bad
ones) and identify what you learned or what skills you developed in the process. This is the picture
you should present to the employer.

• Place the important information up-front. Put experience and education achievements in reverse
chronological order.

• Include experience and interests that might be of use to the employer: IT skills, voluntary work,
foreign language competency, driving skills, leisure interests that demonstrate team skills and
organization/leadership skills.

• Put your name and email address on footer - in case the pages of your CV get separated.

• Use positive language. when describing your work achievements use power words such as
‘launched’, ‘managed’, ‘co-ordinated’, ‘motivated’, ‘supervised’, and ‘achieved’.

• Quote concrete outcomes to support your claims. For example, ‘This reduced the development time
from 7 to 3 days’ or ‘This revolutionized the company’s internal structure and led to a reduction in
overheads from $23,000 to $17,000 per year’.

• Give your major achievements in bullet form.

 19

• Keep it to two Pages.

• Choose the Right Font: Times New Roman is one of the most commonly used fonts but you may
find that Cambria or Calibri are better options for digital applications. The ideal font size is 11;
remember, the hiring manager will be scanning your CV so it needs to be nice and easy to read.

• Add Details of Professional Qualifications: If you completed a course and received a qualification
relevant to the job opening, be sure to include it. This added bit of expertise could be the difference
between getting an interview and being left disappointed. However, you shouldn’t include details of
minor courses that offer qualifications which have no bearing on the job.

• Include a Personal Statement: A significant number of people neglect to include this at the start of
their CV which is a big mistake. A personal statement can help identify your strengths and
immediately show that you have the right skills for the job.

• DO include a link to your website, if you have one (and if it’s related to your work). Whether it’s a
website or blog, or a Twitter, LinkedIn or Instagram account, an online presence can really boost
your image and get you taken more seriously, especially for careers in the media, creative industries
and IT.

• DO use testimonials from previous employers. Consider adding them to your CV as hyperlinks,
linking them to an employer testimonial on your LinkedIn profile or website (if you have one).

• Do describe your role, and how many people you were responsible for: “Reported to the CEO and
led a total team of 200 with seven direct reports”. Make your achievements quantifiable whenever
you can. If you launched Product X, add that the launch generated new revenues of $22 million over
two years. Don't leave the reader needing to guess at your importance.

Don’ts of a CV

• Include information which may be viewed negatively – failed exams, divorces, failed business
ventures, reasons for leaving a job, points on your driving license. Don’t lie, but just don’t include
this kind of information. Don’t give the interviewer any reason to discard you at this stage.

• Include salary information and expectations. Leave this for negotiations after your interview,
when the employers are convinced how much they want to employ you.

• Make your CV more than two pages long. You can free up space by leaving out or editing
information that is less important. For example, you do not need to include references. Don’t include
all of the jobs you have had since school, just the relevant ones. Add details about your most recent
qualifications, which are more relevant, but summarize the rest.

• Dilute your important messages. Don’t bother with a list of schools you attended with grades and
addresses, don’t include a long list of hobbies, or a long work history. Concentrate on demonstrating
that the skills they need, what you have achieved by applying the skills you have and what benefits
your clients have gained from your work.

• Use jargon, acronyms, technical terms - unless essential.

• Lie - employers have ways of checking what you put is true and may sack you if they take you on
and find out you've lied to them.

• Include a photo unless requested.

• Be tempted to shrink the font or reduce the margins to get more information in. Keep it easy to read.
If you need to say more, use another page, but ask yourself if the extra detail really adds value.
 20

• Including Irrelevant Personal Information: You don’t need to include your nationality and you
definitely don’t need to mention your age. You’ll never know if that’s the reason they rejected you.
Other needless data includes ethnicity, sexual orientation, health status etc.

• Forget to Include a Cover Letter :You should attach a cover letter to your CV whether it is
specified or not. It is the perfect way to reinforce your application as it allows you to expand on
some of the things mentioned in your CV. However, it should NOT merely be a CV in paragraph
form.

• Don’t send a handwritten CV (unless the format requires so)

• Explain Gaps in Work History: First of all, there won’t be enough space! In fact, you shouldn’t
even try to explain work history gaps in your cover letter. The time and place for such explanations
is during the interview.

• Spelling, grammatical and typing errors: Spelling mistakes on a CV are unacceptable and show
carelessness. In the world of technology and ‘Spell Check’, if you can’t put together a simple job
application, then how are you going to perform on the job?

• Formatting: Too many different fonts, colours and graphic styles will distract the reader. Simple
bullets are best for separating your duties and skills; use bold and italics sparingly. Formatting
should highlight your accomplishments, not draw attention away from them.

• DON’T make vague statements: Give facts context by backing them up with real examples. For
instance, don’t just say, “I have excellent communication skills”. Instead, say: “My excellent
communication skills have been fine-tuned by… and proved invaluable when…”

• DON’T use a PDF format for your CV, especially for less IT-heavy industries, as some software
won’t be able to read it easily. Most companies prefer Word (.doc/.docx) files wherever possible.

• Don't include pages of obscure testimonials, references, newspaper cuttings and brochures.When
describing your jobs, don't assume that the recruiter knows about the company. Always include a
sentence or two to describe its size and line of business, ie, ”Microsoft is a global software company
with a multi-billion dollar turnover.”

GROUP DISCUSSION

What is a Group Discussion?

Group discussion is an important activity in academic, business and administrative spheres. It is a systematic
and purposeful interactive oral process. Here the exchange of ideas, thoughts and feelings take place
through oral communication. The exchange of ideas takes place in a systematic and structured way. The
participants sit facing each other almost in a semi-circle and express their views on the given
topic/issue/problem.

How does Group Discussion differ from a Debate?

Debate is competitive in nature while group discussion is a co-operative group process. In a debate, a speaker
can speak either ‘for’ the topic or ‘against’ the topic whereas in a GD, the speaker can express both. The
final decision or result in a debate depends on voting while in a GD, the group reaches group consensus.

Why is a group discussion an important activity at college level?

It helps you to train yourself to discuss and argue about the topic given, it helps you to express your views on
serious subjects and in formal situations. It improves your thinking, listening and speaking skills. It also
promotes your confidence level.
 21

It is an effective tool in problem solving, decision making and personality assessment. GD skills may
ensure academic success, popularity and good admission or job offer. Thus it is important to be able to
take part in a GD effectively and confidently. Participants should know how to speak with confidence,
how to exhibit leadership skills and how to make the group achieve the goals.

The panel, which normally comprises of the technical and HR (Human Resource) experts of the company
will observe and evaluate the members of the team. The rules of the GD – the time limit, panel’s
expectations etc.are explained after the initial introduction by the panel, soon after the topic or case to be
discussed is given to the group members. The panel does not interfere during the discussion, it only observes.
The panel at its discretion may provide some time to think over the topic or may ask them to start
immediately. Each candidate is supposed to express their opinion either supporting or against the topic. The
discussion carries on till the panel signals termination. It is left to the discretion of the panel to extend or cut
short the given time.

The objective of a selection in GD is mainly to check your team playing skills. You have to understand
the other persons’ point of view, while making your point and ensure that your team as a whole reaches a
solution or agreement that is both feasible and accepted by all team members.

There are four major areas of evaluation in selection GDs: subject knowledge, oral communication skills,
leadership skills and team management.

Subject Knowledge:

Participants must possess a thorough understanding of the topic on which they are supposed to speak.
You must prepare yourself to talk on a wide range of subjects. Be abreast of the current events, national
and international affairs, burning social and economical topics, scientific and environmental issues, key
newspapers’ controversial topics and any experience that may be expected of an educated person. As a
member of the group, you are expected to contribute substantially to the discussion. The originality of your
ideas, your knowledge and initiative and your approach to the topic or case contribute to your success in the
group discussion. The best way to equip yourself is to read daily newspapers, good magazines, national
and international journals and also watch news bulletins and informative programmes on the
television. Internet is the greatest boon which provides you with everything you are looking for. The
World Wide Web is a vast database of current authentic materials that present information in multimedia
form and reacts instantly to a user’s input.

The greater your knowledge of the subject, the more enthusiastic and confident you will be during the
discussion. Once you have understood the topic or issue, you should be able to generate ideas as well as
organize them so that you present it well. You will have the ability to analyze facts or information in a
systematic way. A person putting forward new ideas that may work will be accepted as the natural leader of
the group. The panel will observe the ideas put forward, their originality, the depth of analysis and their
relevance to the topic.
Problem solving skills are essential and do not hesitate to give solutions. Your approach to the case
study will be observed keenly by the evaluators.

Oral Communication Skills:

If subject knowledge is important, communication skills is more important as without expression, the
knowledge is of no use. As the exchange of ideas in a group discussion takes place through speech, one of
the pre-requisites of success in a GD is the ability to speak confidently and convincingly. Good
communication skills include active listening, clarity of thoughts and expression, apt language and proper
non verbal clues.

Listening Skills:

One of the weaknesses of most human beings is that we love to listen to our own voice rather than listen to
others. Listening is as important as speaking in a GD, unless you listen, you cannot contribute to the
stated purpose of communication. It is extremely important to listen very carefully, only then you will be
 22

able to pick up the thread of discussion and continue. Only active participation as a listener in a group makes
a person a good leader. A leader is identified by the panel.

Clarity of thought and expression:

Clarity is the art of making yourself clear to the audience. Only when your expressions are clear, you can
convince your team and the panel. More than words, it is the tone in which they are spoken that conveys the
message. You should not be too loud or too soft. A lively and cheerful voice with appropriate modulations
will attract the audience. Proper articulation of words, achieved through phonetic accuracy is very essential
slang, and artificial accents are to be avoided.

Apt Language: The flow of language must be smooth. Use simple language and avoid long winding
sentences. Appropriateness of language demands that there should be no errors of grammar. Do not
use unfamiliar phrases and flowery language. Be precise. Be polite and courteous.

Proper non verbal clues:

Non verbal clues include eye contact, body movements, gestures and facial expressions. The panel very
keenly watches the non verbal behavior of the team. They generally evaluate the body language cues of
the team to determine personality factors such as nervousness, co-operation, frustration, weakness,
insecurity, self confidence, defensiveness, etc. A candidate who appears professional is more likely to be
noticed by the panel. A confident posture, appropriate facial expressions and meaningful eye contact with the
team will create a good expression.

Team behavior:

Your group behavior is reflected in your ability to interact with the other members of the group. You must be
mature enough to not lose your temper even if you are proved wrong. You must be patient and balanced.

Your success in a GD depends on how well you play the role of initiator, information seeker, information
giver, procedure facilitator, opinion seeker, opinion giver, clarifier, summarizer, social-supporter,
tension reliever, compromiser, attacker, humorist and dominator.
The selection panel notes the differences in the amount of participation of the members. They observe the
silent spectators, the ever dominating but not contributing much, member who participates actively
exhibiting his knowledge and the moderate ones. Your ability lies in analyzing the problem well and making
others to endorse your view. Finally while appreciating others point of view, you should effectively present
yours without contradicting other’s opinions. Your ability in convincing the team is your success

Leadership Skills:

The success of any team depends to a larger extent on its leader. The panel evaluates a candidate’s
personal skills which allow him to prove himself as a natural leader in the GD. Though there is no
appointed leader in a GD, a leader emerges. Assertiveness, emotional stability, objectivity, self-confidence,
decision making, discretion, initiative, good communication skills, patience, persuasiveness and adaptability
are some of the leadership qualities that are immensely useful in proving oneself as a natural leader in GD.

A good leader should neither be very authoritative nor submissive but must be democratic. Such
leaders see to it that all the members in the team participate and when there is a problem, try to deal with it
amicably. Leaders should know how to deal with the ‘bull dozers’, who make noise but do not have any
logic.

TO SUMMARIZE:
Advantages of a GD:
• Ideas can be generated, shared and tried out.
• Groups provide a support and growth for any endeavor.
• Combine talents to provide innovative solutions.
 23

Roles in a Structured GD:

• Initiator
• Information seeker and giver
• Procedure facilitator
• Opinion seeker/giver
• Clarifier
• Summarizer
• Social supporter
• Harmonizer
• Tension reliever
• Energizer
• Attacker
• Dominator

Expectations of the Panel:

You should have the following qualities:
• Team player
• Reasoning
• Leadership
• Flexible
• Assertiveness
• Initiative
• Creativity (out of the box thinking)
• Inspiring ability
• Listening
• Awareness

Phases in a GD:
• Initiation/introduction
• The central group discussion
• Summarization/conclusion

What to do in a GD?

• Speaking is important; do not sit silently. Speak freely.

• Do not monopolize the conversation or talk too much.
• Give everyone a chance to speak.
• Maintain eye contact with everyone in the group.
• Show active listening skills.
• Do not interrupt anyone while they are speaking.
• Keep the topic on track and don’t be irrelevant.
• Encourage someone who is silent to talk.
• Do not argue with anyone.
• Do not debate with anyone, while the group looks on.
• Do not repeat what has been said; be attentive; try to develop on ideas expressed or give out new
ideas.
• Clarify your doubts and then proceed.
• Be brief.
• Do not commit grammatical errors while talking.

How to face an interview

1. Go prepared
2. On the day of Interview
3. Know what not to do
 24

People feel stressed as they hear about INTERVIEW. Most of them focus only on the questions to be
answered in the Interview. But the interview is the test of not only knowledge but behaviour and honesty too.
It does not matter where you went to school, the number of degrees you may hold, the experience you have
or whom you know. It is important do the interview successfully. It is vital to approach interviews in the
correct manner and with the right attitude, as that is the key to success.

These tips will help you to stay calm and focused instead of being a nervous wreck. Follow these to remain
cool and confident in your interview and so achieve professionalism and be successful.

Go prepared

Research the Company

• Do some homework, e.g. Find out about the company’s vision, goal, strategy, products, finances,
departments, competitive advantages, competitors, the work culture and the management from the
website. If the company does not have a web presence look them up at the library, call the Chambers of
Commerce, and find out everything you can about them. Make sure you know as much about it as you
can, so that you can impress your interviewers and show them how much you care.
• You can find ways to show that you know your stuff during the interview. You can say something like,
“I’ve read all about your mission and I think being committed to educating the world for free is an
amazing goal.”
• Show that you know what the position entails, too. If you know the qualities the interviewers are looking
for, then it’ll be easier to sell yourself and to show that you possess them.

Be thorough with your CV

• You should be familiar with whatever is mentioned in the CV. Read it thoroughly so that you’re not
stumped by any question regarding your past employment and education.
• Come up with answers to common resume questions.

Prepare to answer common questions.

• Though each interview is different, there are some common interview questions and if you’re prepared
for them, half the battle is won. You’ll be less tongue-tied and appear more confident if you’re ready
with the response. It’s good to have some answers prepared so you don’t look unprepared or caught off
guard. Here are some questions you should be prepared to answer:
• “What are your biggest strengths?” Pick strength or strengths that illustrate your capabilities.
• Make a list of your main strengths and the things you are currently working on towards your professional
growth, with examples of each.
• “Why do you want to work at this company?” Instead, point out several things you like about the
company and be as detailed as possible; also make it clear why you think you would be able to
contribute to their team.
• Also, be prepared to talk about your weaknesses and how you are trying to overcome them.

Prepare to ask at least two questions.

• At the end of most interviews, your potential employers will ask you if you have any questions you want
to ask them. You should prepare at least a handful of questions and pick the ones that are the most
relevant to ask; this shows that you’ve done your research and are excited about the position.
• Asking what your daily work life on the job would look like,
• Asking about other ways you can get involved at the company in addition to the job description. For
example, if you’re applying for a teaching job at the high school, you can ask if you can be involved in
extracurricular activities too.

Prepare to explain why you’d be a good fit for the company.

• Another thing you need to get ready to say is why you’d be a great fit for the company. Check out what
the employees at the company are like and what the company values the most when it comes to the
position you’re seeking; use buzzwords to show why you possess those qualities and why you’d be a
perfect fit for the job you’re interviewing for. Here are some things you can say:
• “I know that strong communication skills are essential for this position, and I would be a great fit for it
because of my years of management, training, and hiring experience. I’ve communicated with
 25

employees, customers, and managers for years and have learned how to give positive feedback as well as
how to respectfully discuss room for improvement.”
• “I’m excited about all of the teamwork that the position requires. I’ve successfully worked in teams and
have collaborated with my team members, and I would be eager to bring that experience to this
company.”

Practice answering these questions in different ways.

• Have a friend read out your list of questions, or do it alone in front of a mirror. Answer them without
reading from your paper, although glancing down at first is fine. Do this several times, trying to word
your answers in different ways each time. The more you practice, the more natural you'll sound when the
interviewer asks a similar, but not identical, question.

Be prepared to talk about any career changes you may have had.
• Be prepared to summarize your previous work experiences, and to explain how they contributed to skills
and knowledge that applies to the job you're trying to get.

On the day of Interview

Good Timekeeping is Essential

• Travelling to the interview can be stressful, especially if you’ve to commute a long distance. Try Arrive
at least 10 minutes early. Showing up a little bit early to the interview shows that you’re punctual and
that you really care about your job. Remember, arriving late for whatever reasons is totally inexcusable.
Plus, if you rush in there just before it’s time to begin, you won’t have time to decompress and get into a
relaxed state of mind. (9 AM example)

Dress professionally
• The way you dress makes a statement about yourself. Avoid bright colours and loud jewellery.
Regardless of the job that you are applying for, it is a good idea to wear a neat and clean suit, even in a
casual business environment. you have to start off by dressing professionally to make a good impression
in front of formally-dressed interviewers. Here are few tips.
• Make sure to groom yourself well and to pay attention to your hygiene, too. If you don’t put time and
effort into your appearance, it will show.
• Try on your outfit at least a few days before to make sure that it’s flattering and that there are no
problems with it.

Facing an interview
• Introduce yourself with confidence - “Self-introduction?” Prepare your Introduction & Key points. The
introductory speech is your two minute opportunity to enlighten the interviewer about yourself and what
you have to offer. When you walk into the room, stand tall, make eye contact, and put a smile on your
face. Walk with confidence and avoid fidgeting or looking around the room; remember that you only
have one chance to make a first impression, and you want it to count.
• Smile, be natural and speak with confidence.
• Even if you do not feel confident, act as one emanating confidence. Your body language should be
accurate and you should be making a positive impact during the interview.
• Sit straight on the chair and look into the eyes of the interviewer. Remember, you have nothing to lose
and go with that mind-set. This causes less palpable stress.
• Be articulate when you answer the questions - Speak as clearly and confidently as you can and make eye
contact when you share your thoughts and ideas. Try to avoid saying “like” or “um” too much and focus
on getting your points across, even if that means pausing to think. The most important thing is that you
deliver your words with confidence and sound like you really mean what you say.
• Practicing saying what you have to say aloud can help you gain the confidence to be articulate during
your interview. That said, you should make sure your words sound natural, not rehearsed.

Identify Achievements - Employers want to know how hiring you will make their organisation better and
contribute to their overall success. (Assuming you did your homework as suggested in point 1 you can offer
examples of innovations, process improvements or revenue saving ideas that may be of interest).
 26

Engage in a Dialogue - Remember, a conversation is a two-way exchange. Be curious and ask lots of
questions to get a good understanding of how the company, department and management operate. Ask about
the job responsibilities and company culture, e.g. Employee Recognition Programmes, opportunities for
Personal and Professional development, current and future challenges of the position, etc.

Be Open and Honest - When responding to the employer's questions, tell the truth! If you made a mistake,
say it in a positive way, accept responsibility for it, and explain how you have benefited from the experience
& what you have learnt. Do not pretend to be something that you are not, it will not work!

Avoid sharing overly personal information. - Though you may feel like your interviewers really like you,
you should avoid mentioning anything overly personal about yourself. Don’t talk about your significant
other, your kids, or your personal problems at home; this shows that you’re not focused on the job and that
you’re unprofessional. Of course, if you see that your interviewer has a big poster of your favourite sports
team in his office, you can mention the connection in passing if it comes up, but don’t get much more
personal than that.

Make sure to thank your interviewers in person.

When the interview is over, show that you’re grateful for the fact that your interviewers took the time to
meet with you and to get a chance to talk to you about your skills and qualifications..

Just say something simple like, “Thank you so much for taking the time to meet with me. This has been a
wonderful opportunity and I really appreciate it.”

As the conversation wraps up, you can also ask about a time frame and next steps. They should tell you when
they’ll get back to you and what the next steps would be.

Lastly, it goes without saying, be relaxed and don’t worry too much. The job interview is for both parties, ie.
Both for you and the employer to decide on the respective suitabilities; so go with an open mind and try to be
calm.

Know what not to do

There are a few things you should avoid at all costs when you go into an interview. Many people don’t know
that a few innocent comments can actually cause a big red flag to go up for the interviewer. Choose your
words carefully and make sure you give an impression of being a respectful, hard worker who is truly excited
about the position. Here are some things you should avoid:

• Don’t bad mouth your current job or employer - Even if your boss is a rude, petty, inconsiderate, and
your job is unsatisfactory and you feel completely unfulfilled there, you should say something like,
“I’ve gained a lot of great experiences at my current position, but I’m ready for a new challenge.” If
you say horrible things about your job or your boss, then your potential future employers will think
that you may turn around and say the same about them in the future.

• Don’t ask about the perks of the job before you’ve been given an offer. This will make it look like
you’re more interested in vacation days than in working.

• Don’t get pricey and define a fixed amount. You may talk about a minimum.

• Don’t talk about how you’ve applied to a million jobs without being asked for an interview. Make it
look like you really want this specific position.

• Don’t say something that shows how little you know about the company or how little research
you’ve done. Make sure your potential employers see that you really care about the company.
 27

Unit2
Etiquettes of Business Writing: Business Letters
(as per UK Style)

Making a good first impression is crucial to business success. With the advent of email, it is becoming less
and less common to write letters, but the few letters that you will write will probably be very important ones,
such as covering letters for job applications, covering letters for questionnaires or surveys which are part of
your research, or letters of complaint to your bank manager.

It is very important, therefore, that your letters have the desired effect on the reader. In order to achieve this,
they should be:

• in the correct format

• short and to the point
• relevant
• free of any grammatical or spelling mistakes
• polite, even if you’re complaining
• well presented

This guide will give some general advice on letter writing.

1. Letterhead: Generally, business letters are written on 8.5 x 11 sheets of quality plain paper or pre-printed
stationery. Your name or company name should be clearly identifiable. Your address and other contact
information should also be easy to find and read.

2. Formatting the letter: The most common layout style for business correspondence is to justify and to
place an extra line space to indicate new paragraphs. Whether you indent the first line or not is a matter of
style and both are fine. Don’t right-align the letter as it often makes the letter more difficult to read. Take
care in laying out your letter to have balanced margins all around.

Font: With the hundreds of computer fonts available, only a few are considered appropriate for business
letters. Because the purpose of a business letter isn't to showcase your artistic skills, a standard non-
decorative font is best-suited for your audience. Avoid fonts with embellishments, unique curvatures and
unusual designs to ensure that a business letter is easy to read and conveys professionalism. Use a font type
that is easy to read and helps define your overall company image.

Use a consistent font size for body text (the accepted size is between 10 or 12 or less, don’t use a font size
more than 12 or less than 10 for body text).

3. Heading: Begin all business letters with the following information, in this order:

Addressee and Inside Address

Write the following information each on separate lines:
Name
Title or position
Company name
Address Line 1
Address Line 2 (as appropriate)

Date [List the date the letter is being sent, spelling out the entire date in either the American (April 1, 2011)
or European (1 April 2011) styles. Do not use any form of abbreviation. Typically, no more than one or two
line spaces follows this line.]

Address the person properly as Ms., or Mr. (as applicable), followed by their first and last name. If the
addressee has a designation, such as Dr. or Proff., use only one style at a time. For example, writeDr. John
Smith, not Mr. Dr. John Smith. If you don’t know the name of the person, just mention the title or position.
 28

When entering the name of a state type the entire name, such as New Delhi andthe postal code may only
appear on the envelope. Follow this block of information with one line space.

4. Greeting and salutation: Letter writing protocol dictates business letters begin with “Dear” followed by
the addressee’s honorific and last name, followed by a comma. For example, write “Dear Dr. Smith,”.
Nowadays, no punctuation style is also being accepted where comma, full stop, colon or semi-colon are
eliminated from the letter. If you don’t know the sex of the addressee, write Dear Sir / Madam

5. Subject: It is common now to put the subject of the letter directly below the salutation. This would be in
bold or underlined. The purpose is to give the reader an idea of what the letter is about before reading it, and
to be able to pass it on to a more appropriate person if necessary. If you are replying to a letter which had a
reference (or ref.) on it, you should repeat this on your letter, probably on the same line as the date, but on
the other side of the page.Write Your ref.: xxxx/xx

6. Body text: The content of your letter should be as short as possible, divided into short, clear paragraphs.
Write letters using a sandwich approach: begin and end all correspondence with positive and cordial
sentiments. Sandwiched in the middle, write the core information you want to convey. Separate each
paragraph of text with one line space.

7. Closing: End letters with a cordial phrase you are comfortable using—Sincerely, Yours Truly, or Best
Regards—followed by a comma. Depending on space left at the bottom of the sheet, allow three to five lines
spaces for a signature.

8. Signature lines: Type the name of the person who wrote and signed the letter, using both their first and
last name. If more than one person writes the letter, include signature lines for each.

9. Notations: At the bottom of the letter, typically two line spaces below the second signature line list
notations for Enclosures, Postscripts, and Courtesy Copies. List courtesy copies as “cc” with the names of all
individuals who are receiving a copy of the letter. You may highlight each “cc” person’s name when sending
their copy.

10. Proof read: Always print out a copy of your letter and read it before signing and mailing. Look that the
margins and format are pleasing to the eye. Read the letter for spelling, grammar, and correct contact
details.Especially for important letters, print a draft copy before it is finalized on letterhead. Take care in
laying out your letter to have balanced margins.

11. Folding: A crookedly folded letter communicates a lack of care, interest, and professionalism. Letters
typed on standard 8.5 x 11 paper, mailed in a standard #10 business sized envelope should be folded in
thirds, leaving the top flap just slightly short of meeting a perfect one-third fold at the bottom. Care should be
taken to not fold along the text lines.

12. Addressing the envelope: For that initial good impression, use printed envelopes that match your
letterhead. Your return address should be easy to find and read.

Other Important Considerations

Be concise and relevant

The person you are writing to may be deluged with letters and if yours is 3 sides of dense text, then there is
every possibility it will end up in the bin. Letters should take seconds rather than minutes to read.

As a result, get straight to the point and stick to it, don’t include any unnecessary or supplementary
information, don’t use any flowery language or long words just for the sake of it, and don’t repeat too much
information which may already be included in a CV, for example.
 29

Check your grammar and spelling very carefully

Mistakes will create a very bad impression, will lessen the effect of what you’re saying and in the case of a
job application letter, could well also consign it to the bin. So:-

• Use the spellchecker if you’re using a computer and Check the spelling yourself, as the spellchecker
will not recognize incorrect use, for example, of dose and does. Use a good dictionary.
• Check your grammar carefully. If it’s been pointed out to you that you make mistakes, look
especially for these kinds of errors. Get someone else to check it for you if necessary.
• Check your sentences and punctuation. Are the sentences complete? Does the punctuation help to
make what you’re saying clearer?
• Don’t rush the letter; many mistakes occur because of this. Allow plenty of time for checking, and if
necessary, for rewriting. The letter may well help to decide your future.

Use the right tone of language

It’s important to use the right type of language, the right ‘register’. Most letters you write will need to be
formal, but not overly so. In fact, you should use similar language to that which you use in your academic
writing. This means you should:-

• Avoid every day, colloquial language; slang or jargon

• Avoid contractions (I’m; it’// etc.)
• Avoid emotive, subjective language (terrible, rubbish etc.)
• Avoid vague words such as nice, good, get etc.

You should always be polite and respectful, even if complaining. One way of doing this in English, which is
common in formal letter writing, is to use ‘modal verbs’ such as would, could and should. Instead of simply
writing Please send me, you could express this more formally as I would be grateful if you could send me
... Don’t overdo it though, and make your language too formal or maybe old fashioned; don’t look through a
thesaurus and put in lots of unnecessarily long words.

Make sure the letter is well presented

First impressions are important, so use good quality paper, center the letter on the page, don’t leave coffee
stains on it, make sure you’ve spelt the person’s name correctly and don’t forget to sign it!

NON-VERBAL COMMUNICATION

Nonverbal communicationis usually understood as the process of communication through sending and
receiving wordless messages. In consists of face to face communication and oral communication.

Five primary functions of nonverbal bodily behaviour in human communication-

• Express emotions
• Express interpersonal attitudes
• To accompany speech in managing the cues of interaction between speakers and listeners
• Self-presentation of one’s personality
• Rituals (greetings)
 30

COMPONENTS OF NON-VERBAL COMMUNICATION

PARA
KINESICS APPEARANCE PENVIRONMENT
LANGUAGE

GESTURE TONE PROXEMICS

POSTURE PITCH CHRONEMICS

EYE CONTACT SPEED

FACIAL
EXPRESSION VOLUME

VOCAL
FILLERS

KINESICS

Kinesics or body language is one of the most powerful ways that humans can communicate
nonverbally. It is used to portray moods and emotions and to emphasize or contradict what is being
said.

Body language is easily visible, complements the verbal communication and adds intensity to
communication. However, it is not entirely reliable, varies according to cultural differences and only
useful in face-to-face communication. It does not help while addressing a large audience. If the listener
is inattentive, this nonverbal cue is not helpful.

Pointers
Those who were leaders tended to use more shoulder and arm gestures.
In a group setting, people may adapt similar poses to those in the group that they agree with.
Counsellors often help clients self-disclose by adopting similar postures to those of their clients. This
is believed to establish open communication.
Open body and arm position, leaning forward relaxed posture, and touching increases perceived
liking. People who attempt to persuade others often use these immediacy contacts.
Standing tall in itself helps a person achieve dominance.
When people are coupled to assume inferior roles, they reflect the move by lowering their
head. When people assume superior roles, they raise their heads
• The manner of shaking hands conveys a lot of things about someone's personality. A palm-to-palm
handshake suggests the honesty and confidence of the person.
• Maintaining eye contact while speaking to someone conveys confidence, interest and honesty.
However, it is to be understood that there is a difference between eye contact and staring.
• Depending on the society that a person lives in, people's personal space of comfort and interpretation
of gestures tend to vary. Hence, one should always consider the society factor before drawing
conclusions about others through their body language.
• Leaning forward while listening to someone, standing erect and avoiding the slouching posture are
indicators of your confidence, honesty and interest.
• Avoid crossing your arms while conversing with someone as it creates a conversation barrier
between two people and conveys negativity, close mindedness and defensiveness. Crossing the legs
while conversing should also be avoided for the same reasons.
• Nodding your head while listening to someone, tilting your head and displaying open palms are
considered to be cues for interest and honesty while listening.
 31

• Avoid continuous shaking of your ankles or legs, rubbing your palms or drumming the table with
your fingers while talking or listening to someone as it displays your nervousness and frustration
about something.

BAD BODY LANGUAGE

➢ Actions perceived as suspicious:

o Glancing sideways
o Rubbing your eyes
o Pulling back or away

➢ Never show your disinterest by:

o Keeping hands in pockets
o Chewing gum, candy, etc.
o Tugging at your hair or clothes

➢ Defensiveness is signalled by:

o Clenching your fists
o Crossing your arms and/or legs
o Pointing (with your index finger)
o Jerking movements, sharp gestures

➢ Don't let nervousness show by:

o Covering your mouth with your hand(s)
o Pointing your fingers to the bridge of your nose
o Constantly clearing your throat
o Making sounds
o Wringing your bands

➢ You will be perceived as frustrated by:

o Touching your hair
o Rubbing your neck
o Taking short breaths

GOOD BODY LANGUAGE

➢ We always want to be perceived as being "open." This is accomplished by:

o Smiling - a happy looking person is approachable
o Making sure your hands are open
o Keeping your arms unfolded - hold a pen if this presents a problem
o Feet together with legs uncrossed - conveys willingness or compromise
➢ You'll be seen as cooperative if you are:
o Hands and arms are open
o Upper body leans forward
o Coat or jacket is unbuttoned

➢ Exude confidence by:

o Smiling
o Keeping a firm but relaxed stance - stand straight, feet apart with arms at sides

Posture

Posture can be used to determine a participant’s degree of attention or involvement, the difference in status
between communicators, and the level of fondness a person has for the other communicator. Posture is
understood through such indicators as direction of lean, body orientation, arm position, and body openness.
You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid,
and leaning slightly forward communicates to students that you are approachable, receptive and friendly.
 32

Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your
back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.

Posture also can influence perceived competence. The difference between gesture and posture is that a
gesture conveys a message by using one part of the body, whereas a postural shift involves the movement of
the body as a whole. Closed postures, with features such as folded arms and crossed legs, indicate a closed
personality and a lack of confidence. Open posture, with arms spread in a relaxed manner, is a much more
confident pose than a closed stance. One should change posture periodically to show confidence because
postural stiffness is usually perceived as nervousness. Like gestures, postural movements should flow with
the conversation so that they look natural.

Body posture is the bearing or the position of the speaker’s body. It is a more or less stable state and thus not
to be confused with body gestures which are movements. Body posture can be characteristic and assumed for
a special purpose or it can correspond to the normal expectations in the context of a particular situation.
Obviously one can be lying down, seating, or standing. Normally, these are not the elements of posture that
convey messages. However, when the speaker is slouched or erect, his or her legs crossed or arms folded,
such postures convey a degree of formality or relaxation. Once more, they can also transfer symbolic
messages on the orator’s attitude or intention with regard to the message.

Gesture

A gesture is a non-vocal bodily movement intended to express meaning. They may be articulated with the
hands, arms or body, and also include movements of the head, face and eyes, such as winking, nodding, or
rolling ones' eyes. The boundary between language and gesture, or verbal and nonverbal communication, can
be hard to identify.

Gestures could be categorised into five types: emblems, illustrators, affect displays, regulators, and adaptors.
• Emblems are gestures with direct verbal translations, such as a goodbye wave;
• Illustrators are gestures that depict what is said verbally, such as turning an imaginary steering wheel
while talking about driving;
• An affect display is a gesture that conveys emotions, like a smile;
• Regulators are gestures that control interaction;
• Adaptor is a gesture that facilitates the release of bodily tension, such as quickly moving one's leg.

Gestures can be also be categorised as either speech-independent or speech-related. Speech-independent

gestures are dependent upon culturally accepted interpretation and have a direct verbal translation. A wave
hello or a peace sign are examples of speech-independent gestures. Speech related gestures are used in
parallel with verbal speech; this form of nonverbal communication is used to emphasize the message that is
being communicated. Speech related gestures are intended to provide supplemental information to a verbal
message such as pointing to an object of discussion. If you fail to gesture while speaking, you may be
perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention,
makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a
form of gestures, communicate positive reinforcement to students and indicate that you are listening.

Gestures make a large portion of a message. A speaker simply standing and talking with no motion
whatsoever is dull. This does not mean that all gestures enhance communication; some can be detrimental.
Ideally, a person's gestures should flow with the vocal channel so as to enhance the content. Gestures should
also agree with the vocal message; if they don't, they will be detrimental. Use of good gestures at the proper
time is beneficial to credibility. There is no "correct" gesture for any given situation, but one of the keys to
using good gestures is the appearance of spontaneity and naturalness. In other words, gestures should be
performed without nervousness.

Unnatural gestures, such as touching the body and playing with objects such as clothing or pens, are
detrimental to the conveyance of the message and hurt credibility. Leg and foot movements also are known
to represent discomfort and should be avoided. Finger-tapping, lip-licking and smiling too often are tentative
gestures that show lack of confidence. These gestures do not enhance the communicator's message and
should not be used.
 33

Beneficial gestures usually are performed with the hands, arms and head. These should be used to emphasise
a point. Communicators should keep their hands and elbows away from their bodies to avoid the appearance
of nervousness. In short, using gestures to show participation and dynamism is beneficial to anyone who
wishes to establish his or her credibility.

Eye contact

Eye contact can indicate interest, attention, and involvement. It comprises the actions of looking while
talking, looking while listening, amount of gaze, and frequency of glances, patterns of fixation, pupil
dilation, and blink rate.Eye contact, an important channel of interpersonal communication, helps regulate the
flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases
the speaker's credibility. People who make eye contact open the flow of communication and convey interest,
concern, warmth and credibility.

At a table, those with the most opportunity for eye contact is likely to become leader. When we take interest
in something, our blinking rate decreases and our eyes begin to dilate, if we dislike something our pupil's
contract. Eye movement is a key part of facial behaviour because the eyes are invariably involved in facial
displays. The different forms are observed to be cross-cultural. The frequency of eye contact may suggest
either interest or boredom or may even betray dishonesty. The direct stare of the speaker can show candour
or openness. Downward glances are generally associated with modesty; eyes rolled upwards are conveyed as
a sign of fatigue. Researchers have discovered that certain facial areas reveal our emotional state better than
others. For example the eyes tend to show happiness, sadness or even surprise. The lower face can also
express happiness or surprise; a smile, for instance, can communicate friendliness or cooperation. As for the
lower face, brows and forehead are known to reveal mostly anger.

Like the old saying, "Eyes are your window to the world," eyes can be the window to credibility. Studies on
eye contact and its effect on communication and credibility find that maintaining gaze while communicating
is beneficial to credibility, and, conversely, averting eye contact is detrimental to credibility. Eye contact
studies have produced information about the effect of eye contact on the three components of credibility.
Other strange eye behaviours, such as shifting eyes, looking down at notes for extended periods, and blinking
excessively, have been shown to lower credibility. The most important eye behaviour in increasing
credibility is to maintain eye contact while communicating. Eye behaviours can be controlled by a
communicator, but credibility cannot. With beneficial eye behaviours, a communicator can raise his or her
credibility with the receiver.

Facial Expressions

You have 80 muscles in your face that can create more than 7,000 facial expressions. A smile expresses
happiness, friendliness, warmth, liking and affiliation. Thus, if you smile frequently you will be perceived as
more likable, friendly, warm and approachable. Smiling is often contagious. A speaker's face must show
interest and attention. This helps considerably in the credibility rating. Facial expressions are dynamic
features which communicate the speaker’s attitude, emotions, intentions, and so on. The face is the primary
source of emotions. During oral communication, facial expressions change continually and are constantly
monitored and interpreted by the receiver. Examples are: a smile, frown, raised eyebrow, yawn or sneer.

Some examples of facial expression are

Happiness- round eyes, smiles, raised cheeks

Disgust-wrinkled nose, lowered eyelids and eyebrow, raised upper lip
Fear- around eyes, open mouth
Anger- lower eyebrow and stare intensely.
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USE OF BODY LANGUAGE TO MAKE COMMUNICATION MORE EFFECTIVE

Researchers, over the years been able to identify some basic functions of body language within the
communication process, which makes it more effective. These functions generally fit within one of several
general categories:

• Regulating
• Substituting
• Conflicting
• Accenting/Moderating
• Complementing
• Repeating

The categories may seem very formal and even scientific, but once you look at them in a little more detail
they begin to make much better sense.

A Closer Look at Each Category

Regulating – Body language serves the function of pacing and regulating communication. For instance, in a
group of people, there are a number of non-verbal cues that are used to indicate when one person is finished
speaking and it is another person’s turn.

Substituting – Sometimes body language is used to replace verbal communication. For instance, if you are
caught in a conversation with someone who just keeps talking and talking, it’s difficult to come out and tell
that person you’re tired of the conversation. Instead, you might substitute body language such as glancing
away, stepping away, etc.

Conflicting – Your body language may say something different from your verbal communication, and when
that happens it’s said to be conflicting. For instance, if you tell your boss her presentation was terrific but
you have trouble making eye contact when making that statement, your body language is saying something
opposite from your words. Most people tend to believe body language over verbal communication when the
two are in conflict.

Accenting/Moderating – This type of body language emphasizes, accentuates, softens, or otherwise

enhances your verbal communication. You might point your finger to direct attention to the subject of your
words, or you might reach out and touch the hand of a child whom you are correcting or disciplining.

Complementing – This category is similar to conflicting, but with a few slight differences. You might use
body language in an effort to support or add credibility to your words, and if that body language is seen as
genuine then the overall message is strengthened. If the body language is perceived as fake or misleading,
however, then it moves into the category of conflicting.

Repeating – This kind of body language is used to repeat what you’re saying verbally. For instance, if you
tell your child to open up the door, you might also point to the door as a way of repeating the verbal
direction.

Role Play as a tool of learning

In a College classroom

Definition: Role-play refers to activities where students simulate a scenario by assuming specific roles. In
the classroom, students can work through a situation and practice behavior for the real world. Alternatively,
the role-playing activities may be used to shed light on any complicated topic. To be effective, students must
take on the roles that they are assigned and assume the vantage point of a specific character. Some students
may play themselves while others are given roles that require them to behave in a way that they would not
normally conduct themselves.
 35

Background: Role-play is a type of simulation activity that allows students to be creative in the classroom.
Early on, political strategists and business training used role-playing activities. Now, many disciplines
incorporate role-play, either formally or in a less structured manner. Although role-play could be viewed as a
type of problem-based learning, it is distinctive in that students act out the given scenario in "real time."
Students must relate to each other in order to work through the situation. Outside of higher education, role-
play is used in a number of contexts. Youth groups, for instance, use role-play scenarios to help children deal
with potential conflicts that may arise in their daily lives. Counselors also introduce role-play with clients, in
order to address problems and practice dealing with stressful situations. But perhaps most prominent,
recreational role-play games such as Dungeons and Dragons have received attention from the media. Many
colleges have societies of gamers who participate in various role-play games. The interest in role-play games
is being extended to virtual environments and some schools offer college courses that teach students how to
design interactive role-play computer games.

Some reasons to use role-play include:

• To give students the opportunity to practice a situation that they might encounter in their careers or
personal lives;
• To help students gain empathy for others (culturally, historically);
• To allow students to see how they react to a situation "in the moment";
• To change attitudes and/or behaviors;
• To enable students to experience a different perspective and think creatively.

Ways to incorporate role-play:

• Assign a small in-class activity that involves a few student volunteers, with the rest of the class
offering feedback.
• Have students practice a demonstration or teaching activity using role-play.
• Assign a role-play activity for which the students must prepare in advance by reading material,
without designating the specific roles until the day of the activity.
• Assign a lengthier group project in which the participants must research the topic and
communicate outside of class, perhaps online, with the specific roles also assigned in advance.
• Give a mini-lecture and then have a breakout session to allow students to role-play in small
groups.
• In a blended course, use class meetings and online discussion boards for role-play activities that
are based on online content; consider incorporating an online role-play activity.

In a Corporate Training

Role-plays: Role-plays are practical sessions where two or more participants engage in some form of
simulation, often built around a scenario that is relevant to their context and learning needs.

When to Use
• After new skills have been taught using other methods to give an opportunity to practice and develop
the skills.
• In some instances, role-playcan be used before the development of new skills to raise awareness
about the need for the learning and of key issues to be addressed.
• To create an opportunity to give feedback to participants that informs their development needs and
recognizes their strengths.
• For a group to observe and learn from the experience of others.

How to Use
• Make sure any scenarios are clear and relate, where appropriate, to the participants' specific work
context, language and environment.
• Consider the amount of detail to provide in the scenarios and the briefing. How much do you want to
specify a situation for the role-play versus allowing participants room to explore and develop the
scenario?
• Brief participants to treat the role-plays authentically to avoid possible unrealistic reactions.
• Be especially clear in your briefing on timings and expectations. Of all training methodologies, this
one has lots of scope for misunderstanding.
 36

• Brief participants on your expectations. There may be different roles within role-play groups such as
observer, performer, manager, etc. Accompany the briefing with any observation sheets.
• Recognize that there is real value from participants adopting different roles as it can bring new
perspectives to the learning.
• Feedback within participant groups or from the trainer/facilitator to the participant is often an
important aspect of role-play work. Be clear on how feedback should be given (e.g. balanced,
objective, specific, `one thing you liked and one thing you would change').

Actors

The use of actors can add a great sense of reality to role-play situations and when used to demonstrate
different situations and interactions in front of a group.

When to use
• To demonstrate how to apply a skill or approach an interaction correctly.
• To demonstrate how not to apply a skill or approach an interaction (engage the group in discussion
— best practice/bad practice/common mistakes — to promote thought and learning).
• To add reality to role play situations — have participants role-play with actors.
• When more control or direction is important to demonstrate or bring out specific concepts than role
playing using participants can guarantee.

How to use
• Requires a very clear briefing to the actors on context, content, boundaries and key learning points.
• When using actors to demonstrate a situation, you can have participants critique and suggest what
happens next to form a more interactive session. This allows you to develop a scenario and interject
with key learning points at different stages.
• If actors are to give feedback to participants, you will need to brief them on the way you would like
them to do this to ensure specific and objective feedback.
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Unit1
Difference between Active & Passive Listening

Passive Listening

Passive listening is the listening where a person although listen to the others but not with full attention, he
often distract himself from the ongoing discussion. He is sitting quietly without responding to what speaker
is saying. A common example of passive listening is listening to music or radio when you are doing
something. In this scenario, although the music is running listener is paying full attention to other work. To
get engage with speaker, quite often passive listening may require a few open-ended replies from the
listeners, however, this technique requires focused concentration and minimal verbal feedback from the
listener. Passive listening occurs when the listener has low self-motivation level, low engagement and avoids
responsibility for learning and problem solving. In passive listening, the listener accepts and retain
information as-is with no intention to question or challenge the idea for improvement. He disconnects
himself from others or shows minimum interest. By doing this, he creates the impediments for himself
because in a time of need he forgets about what was said earlier. Overall, passive listening requires the
listener to sit back quietly and absorb information contrasting active listening that requires engagement with
the speaker as well.

In passive listening, the listener does not react to the ideas of the speaker but merely listens. In this case,
the listener makes no attempt to interrupt the speaker, by asking questions and commenting on the ideas that
have been presented. This, however, does not mean that the listener is not paying much attention to the
speaker. On the contrary, even though he is listening he makes no attempt to react.

For example, imagine you are at a seminar with hundreds of people. You are engaged in passive listening
because there is less opportunity to form a two-way communication. The listener does not make any eye
contact and has less room for asking questions and clarifications. However, passive listening can also be
helpful. In counseling, it is believed that passive listening allows a breathing space for the client to vent out
his bottled up emotions.

Key Differences
• In active listening, the listener shows interest through tone, eye contact and body language. While in
passive listening, the listener is not involved, have a selective and ignoring attitude.
• Active listening is for listening for feelings and reflects understanding while passive listening results
in a distraction from the topic.
• Generally, in active listening, we are genuinely interested hearing and understanding the other
person’s point of view. While in passive listening we assumed that we have heard and understood
correctly, but stay passive and don’t take measure to verify that.
• Active listening is a two-way communication because both speaker and listener are interacting with
each other while passive listening is a one-way
• In active listening, the listener pays full attention by commenting, challenging the ideas and asking
questions, whereas, in passive listening, the listener doesn’t react at all.
• Active listening requires effort because the listener has to be attentive while passive listening doesn’t
require much effort.
• In passive listening, listener only listens, whereas, in active listening, listener keeps himself in other
activities like analyzing, evaluating and summarizing.
• Active listeners give more time to listening than talking while passive listener listens to few words
and talk more or pay no attention to both areas.
• Active listener engages in intellectual exchange while passive listener hides or denies any form of
intellect avoiding debates or giving options.
• Active listening means an open minded, strong willed and having an interest in new ideas. Passive
listening means being narrow-minded and unreceptive to new ideas.
• An active listener is always strong self-motivators who strive for personal development while
passive listener needs external reinforcement to be motivated.
• Active listening involves being shaped mind and often alert to explore, question and reflecting on the
information. In passive listening, listener accepts and retains information as is with no intention to
question or challenge the idea for improvement.
 38

Comparison Chart
Basis of
Active Listening Passive Listening
Distinction
Active listening means mindful and Passive listening means showing like
actively hearing and attempting to listening to the speaker but not
Definition
comprehend the meaning of the making an attempt to comprehend the
speakers. meanings.
Listener connects with the world and Listener disconnects himself from the
Connectivity
actively participates with the goal of outsiders and has minimal interaction
Level
problem-solving with others
Self- Take responsibility for their own Avoids responsibility for learning and
Responsibility learning and growth problem-solving
Accepts and retain information as-is
Mental Sharp mind, alert to explore, reflect on
with no intention to question or
Approach information
challenge the idea for improvement
Self-
Motivation Strong Weak
Level
Engagement
High Low
Level
Strong willed, interested in new ideas, Narrow-minded, low or no will
Will-Power
open minded power, unreceptive to new ideas

Talk Less, Listen more

One of the most common complaints in the workplace (and even at home) is a failure to communicate
effectively.

Oftentimes, people are quite vocal about what they do or not approve of, but are the people who can help,
listening?

The next time you are in a crowded food court or on a bus, take note of people carrying conversations with
one another. Are they actually listening to one another or are they simply waiting for their turn to speak?

If you find the opportunity to raise an issue with someone in the future, pay attention to the way in which
you speak. Are you listening to what the other person has to say?

Try speaking less and listening more. It has its benefits.

1. Knowledge is power.
In fact, in our information-driven world, how much you know makes more difference to your long-
term success than how much money you have or almost anything else. A person who's talking is giving away
information--often more than he or she intended. A person who's listening is receiving information. Who gets
the best deal in that exchange?

2. You won't reveal anything you'll later regret.

If you don't share a piece of information today, you can always share it tomorrow. Conversely, if you do
share a piece of information today, you can never take it back again.
How many times have you revealed something and then later wished that you hadn't? Or expressed a thought
you might better have kept to yourself? We've all had these experiences one time or another. The less you
say, the smaller the chances you'll share information and later wish you hadn't.
 39

3. You won't say anything dumb.

Abraham Lincoln said, "Better to remain silent and be thought a fool than to speak out and remove all
doubt." I'm not suggesting you remain silent all the time. But it's all too easy to speak thoughtlessly, with
insufficient information, or out of a wrong assumption. That can make you look less intelligent than you are,
and you will minimize the chances of it happening if you listen more than you speak.

4. You will not use up your material.

Have you ever tuned in to an interview or attended a webinar by your favorite business guru, only to hear
that guru tell the audience a story that you have already read in his or her latest book? It happens all the time,
and for a simple reason: Most of us have a limited supply of interesting personal anecdotes, experiences, and
pearls of wisdom. Inevitably, we wind up using the same ones repeatedly.
Stories feel freshest and have the most impact when someone is hearing them for the first time. By saving
yours for the right moment, you give them the most power.

5. The person who is doing the talking will feel understood and cared about.
Most people go through life wishing to be listened to more. Therefore, by listening rather than talking, you
are giving something valuable to the person who is speaking. Especially if you really are taking in what that
person is saying and not thinking about something else. The speaker will appreciate that gift and you will
have created a bond. He or she will feel understood and validated. It is a powerful relationship-building tool,
and an especially powerful sales tool.

6. You may gain inside information.

As someone who has done thousands of interviews, I can attest to the power of saying nothing. I sometimes
use it by accident, when a source finishes answering a question and I am caught off-guard for a moment or
two before coming up with my next question. Very often, the other person will jump in to fill the silence
with further information--sometimes something he or she had not planned to share.

You may or may not want to use this manipulative tactic on purpose. However,it isusually true that the less
you say, the more information the person you are speaking with will share.

7. When you do speak, people will listen.

Whom do you listen to more closely--someone who never shuts up, or someone who only speaks
occasionally? As with anything else, the law of supply and demand holds true: If you constantly share your
opinions, no one will seek them out. If you only say what you are thinking on occasion, or only make a point
one time instead of repeatedly, your words are likely to have more weight.

To be clear, I am not suggesting that you always keep your opinions to yourself. The people around you need
to know what you are thinking, doubly so if you are in a leadership role. But if you spend more time listening
than you do speaking, so that the people you're speaking to feel understood and bonded with you, when you
do speak your mind, they'll be listening much more closely.

8. You will think before you speak

Given time before you speak, you will put a little more thought into what you want to communicate to the
other person. Take in what he or she is saying, and use their suggestions to support or dissuade your
argument. In addition, you will not end up saying something you did not intend to divulge.

9. You can process what the other person is talking about

When someone is speaking to you, it is easy to zone out and just focus on snippets of what they are saying.
Listen carefully to what they are saying, how they are saying it. There may be an underlying issue of which
you weren’t even aware, the person may be upset. Make sure you hear them out completely.

10. You will only say what’s important

If you decide to listen more, and speak less than you normally would, it would make sense to only say what
needs to be said. Why waste your time talking about things that do not matter, or do not deserve the energy?
If you want your opinions to make an impact, you should keep your points succinct. Try to make yourself as
clear as possible so that there is no room for confusion. Benjamin Franklin said, “Speak not but what may
benefit others or yourself; avoid trifling Conversation.”
 40

11. You will have all of the facts before decision-time

If you spend most of your conversations listening, and you absorb the information given to you, you’ll likely
have a well-rounded opinion on the outcome of any decisions that are made.

For example, if you are in a meeting with several people who have concerns about a particular issue, let each
person have their say before a decision is made. If you collect all of the facts, you will be able to make a
well-informed decision on the outcome.

12. You will value other peoples’ opinions

There is nothing more frustrating than pouring your heart out to someone and being met with a brick wall. It
is so important to feel needed in the workplace (or home!)

If your opinions are valued and taken into consideration, you will feel much better not only about the
situation, but also about yourself as well. Turning that around, you should make others feel the same way,
that their opinions matter and that they too, are a valued member of the team.

Conversations should be give and take. You should not have to interrupt someone to get your word in. But
you shouldn’t dismiss what they have to say either.

If you can truly listen to what is being said, process the information, and use it effectively, your
communication skills will only get better as time goes on.

Speech Skills and Terminology

Many of us have mastered the business look. We know how to dress for success and pride ourselves on our
professional manners. We know how important a smile is and all those little niceties of business exchanges
such as how to present a business card properly.

We're on top of our game - but we have sloppy speech habits that undermine our polished appearance and
give potential clients and customers messages we didn't intend to send. How can you trust someone that
looks like one thing but says another?

Below is a list of the various speech skills and problems

Clarity – Speaking clearly so as to be understood. Clarity is composed of several different related speech
skills including projection, enunciation and pace.

Projection – Speaking loudly enough so that every member of the audience can hear what is said.

Enunciation – Fully pronouncing each syllable of each word with the proper emphasis.

Pronunciation – Correctly pronouncing each word. (Practicing pronunciation is part of every speech lesson
in the course.)

Expression – Speaking with vocal variety and vitality so that the audience remains interested. The
associated speech problem is speaking in a monotone - a real communication killer.

Pace – Speaking at a rate that is comfortable for the audience to hear and comprehend.

Fillers – Using meaningless words or sounds that distract the audience. "Um", "ah" and "you know" are
especially common in North America.

Slang – Informal language that is specific to a particular group. If you're not part of that particular group,
though, you have no idea what the meaning is.

Buzzwords – Words or phrases that sound important but have become meaningless through repetition.
 41

For example, in business "game changer" and "think outside the box" have been used to death.

Acronyms – Sets of initials used as shorthand to refer to particular phrases (such as CEO for Chief
Executive Officer).

Active Listening – Participating in the act of communication by paying attention and letting the speaker
know that you’re paying attention through activities such as mirroring and rephrasing.

Stance – Presenting and maintaining an appropriate posture to facilitate communication.

Eye contact – Looking the person or people you're speaking to in the eye for an appropriate length of time.
When speaking to an audience of more than one, it’s important to make eye contact with as many individual
members of the audience as possible.

Enunciation

Enunciation is the act of saying a word clearly or concisely. The word, enunciate is derived from the
Latin enuntiat meaning ‘announced clearly’ Enunciation is a very important element in communication. It
includes properly saying words and syllables, opening one’s mouth appropriately (as opposed to mumbling)
when speaking and monitoring the speed of speaking. If you don’t enunciate the words properly, it confuses
your listeners. If you don’t speak words clearly, and concisely, if the words are muffled and indistinct others
will face difficulties in understanding what you are saying. It is important to remember that clear enunciation
helps your audience to understand your speech and your thoughts better.

Learning a language has two components of speaking and writing. It is the verbal part or the one that is
called spoken English that is important as it requires clear and concise speaking, as opposed to mumbling.
Spoken English is what is required during conversation and enunciation is the art of speaking clearly to
create a good impression on the listener.

The Speech Problem

For listeners, one of the most irritating speech habits is a speaker that doesn’t enunciate clearly. When you
don’t bother to pronounce each syllable of each word properly and words get slurred together, you sound
uneducated. Worse, your listener has a hard time hearing you – especially if there’s other noise around you
or when you’re speaking on the phone.

Dropping “g”s is one of the most common examples of poor enunciation. Say this list of words out loud:
• Going
• Walking
• Jogging
• Thinking
• Striking
• Selling

Did you say “go-ing” or did you say “go-in”? If you said “go-in” (or “walk-in”, “jog-gin”, etc.), you’re a G-
dropper.Be warned; this was not a fair test.
Pronouncing words in isolation is very different than what we normally do when we speak.

Say these sentences out loud:

• I’m going to have to rethink that bid.
• Waiting to hear back from the bank is very nerve-wracking and stressful.
• Before starting my business, I looked at a lot of different business opportunities.
• There’s more to learning than just reading, writing, and arithmetic.
Did you drop any Gs? Did you enunciate each syllable of each word?

Speech Exercise: The Mirror Face Test

A mirror is a great aid when you’re working on your enunciation. I call this the face test. When you’re
enunciating properly, your mouth, tongue, lips and jaw move.
 42

Stand in front of a mirror and watch yourself while you say, “I’m going to have to rethink that bid”. See how
your lips purse and retract when you say “go-ing”?See how your lips jut out to pronounce the “b” in “bid”?
This one sentence is a real face workout.

Say the rest of the sentences out loud, watching yourself speak in the mirror. Now say them all again,
slowing down your rate of speech and exaggerating the facial movements.

Have a mirror session of five minutes every day. You’ll immediately notice that this practice will carry over
into your “normal” speaking life, causing you to be more conscious of the way you speak and speak more
clearly.

Speech Exercise: Enlist a Speech Monitor

Because it’s so hard to perform naturally when we’re focusing on speaking well, the best way to determine
whether or not we’re enunciating properly when we speak and stop slurring and mumbling is to enlist a
speech monitor.

It’s a lot easier for someone else to pick up on our sloppy speech habits than to hear ourselves. For
convenience, choose someone that lives with you (spouse, child, or roommate), explain that you’re working
on your enunciation, and ask him or her to tell you whenever you drop a G or don’t speak clearly. Keep track
of how often your speech monitor tells you you’ve committed this speech offense.

What you should see, as you continue to practice speaking clearly, is the number of times your speech
monitor hears you speaking sloppily decrease.

The Benefits of Enunciation

As your enunciation improves, your listeners will:
• Form a better impression of you as you speak, thinking of you as an educated, knowledgeable
person, more worthy of trust.
• Be better able to focus on the message you’re communicating, rather than being distracted by the
way you’re expressing yourself.

Mind Your Tone

John:
It has come to my attentions that you’ve been screwing up a lot lately. You keep missing deadlines – what’s
with that? And btw, the quality of your work is pathetic. What are you going to do to fix it? First thing
tomorrow, my office.
Your Boss

Yes, the above message is an over-the-top example of terrible workplace communication. Hopefully, no boss
would send an email that is quite that awful to an employee! But the truth is, There exists very thoughtless
communications in the workplace that are not worlds away from this example.

It’s not just about the structure of the feedback, or even about the use of correct grammar (although both are
important); it’s also about tone. Giving feedback is an important part of workplace communication. But
when it is thoughtlessly worded, it has far-reaching, stinging implications. None of us responds positively to
being attacked.

The tone of your language is essential to effective workplace communication.

Four Worst Feedback Sins

-Using negative language. For example, saying, “You seem to be taking a long time with your report.” A
more positive way to communicate this would be as follows: “When can I expect your report?”

-Choosing imprecise words to convey a message. For example: “As I told you before, there are problems
with your deliverables, and I think it is because your team isn’t pulling their weight.” What, specifically are
 43

the problems? In what way is the team not “pulling their weight?” A more precise message would read like
this: “I see your team is still having difficulty meeting deadlines. I’m concerned they are not working to full
capacity.”

-Not considering the other person’s feelings. (It helps to ask yourself if you would like to receive the kind
of feedback you are giving someone else.)

-Using offensive language, such as telling someone they are “screwing up.”
So how could John’s boss communicate his displeasure more effectively? How about something like this:

Hi John,
I’d like to schedule a meeting with you to clarify my expectations re: deadlines. I’d also like to make sure
you have the support you need to accomplish your assignments. Are you available to meet in the morning?
Please let me know.
Thanks,
Your Boss
Reading for the Structure/Organization/Architecture

Before you read the text from beginning to end, skim it to get a sense of its organization or “architecture.”
Doing this gives you a mental map that helps you see the different parts of the article and how they function
in the overall argument. This perspective can help you read and process the article more easily. Strategies for
building a mental map of the article’s organization include these:

The Introduction (again): Look for a “forecasting statement” in the introduction. In addition to telling you
about purpose and main point, the introduction often provides one or more statements that preview the
article’s content and structure. Such statements give you a road map that helps you interpret the rest of the
article.

Section Headings: Flip through the article to read through all the section headings. Doing so can help you
see the article’s overall structure. Again, look up any terms you do not understand.

Body of the text:Use your knowledge about the main point of the article and context clues from your class
as you decide which parts of the article deserve most of your energy, and where you can skim.

Also, read for organization and read for themes. As you observe, you will tend to find two things:

• All similar things are being written in the same paragraph

• Why something is there where it is. This organization is based on some rules to serve some purpose.
Being conscious of the arrangement of different themes within a written piece would help you to
become a good writer.

Other Reading Strategies

1. Previewing: Learning about a text before really reading it.

Previewing enables readers to get a sense of what the text is about and how it is organized before reading it
closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory
material, skimming to get an overview of the content and organization, and identifying the rhetorical
situation.

2. Contextualizing: Placing a text in its historical, biographical, and cultural contexts.

When you read a text, you read it through the lens of your own experience. Your understanding of the words
on the page and their significance is informed by what you have come to know and value from living in a
particular time and place. However, the texts you read were all written in the past, sometimes in a radically
different time and place. To read critically, you need to contextualize, to recognize the differences between
your contemporary values and attitudes and those represented in the text.
 44

3. Questioning to understand and remember: Asking questions about the content.

As students, you are accustomed (I hope) to teachers asking you questions about your reading. These
questions are designed to help you understand a reading and respond to it more fully, and often this
technique works. When you need to understand and use new information though it is most beneficial if you
write the questions, as you read the text for the first time. With this strategy, you can write questions any
time, but in difficult academic readings, you will understand the material better and remember it longer if
you write a question for every paragraph or brief section. Each question should focus on a main idea, not on
illustrations or details, and each should be expressed in your own words, not just copied from parts of the
paragraph.

4. Reflecting on challenges to your beliefs and values: Examining your personal responses.

The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or
your positions on current issues. As you read a text for the first time, mark an X in the margin at each point
where you feel a personal challenge to your attitudes, beliefs, or status. Make a brief note in the margin about
what you feel or about what in the text created the challenge. Now look again at the places you marked in the
text where you felt personally challenged. What patterns do you see?

5. Outlining and summarizing (Annotate): Identifying the main ideas and restating them in your own
words.

Outlining and summarizing are especially helpful strategies for understanding the content and structure of a
reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a
selection's main argument in brief. Outlining may be part of the annotating process, or it may be done
separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish
between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the
strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to
discover this structure. When you make an outline, don't use the text's exact words.

Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes
them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also
requires creative synthesis. Putting ideas together again -- in your own words and in a condensed form --
shows how reading critically can lead to deeper understanding of any text.

6. Evaluating an argument: Testing the logic of a text as well as its credibility and emotional impact.

All writers make assertions that they want you to accept as true. As a critical reader, you should not accept
anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An
argument has two essential parts: a claim and support. The claim asserts a conclusion -- an idea, an opinion,
a judgment, or a point of view -- that the writer wants you to accept. The support includes reasons (shared
beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers
the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of
reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an
argument to be acceptable, the support must be appropriate to the claim and the statements must be
consistent with one another.

7. Comparing and contrasting related readings: Exploring likenesses and differences between texts to
understand them better.

Many of the authors we read are concerned with the same issues or questions, but approach how to discuss
them in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author
approached a particular issue or question in the way he or she did.
 45

WRITING PRECISE

Here are ten ways to produce more vivid, direct, concise prose by replacing wordy phrases with fewer words
and reorganizing sentences. It is not advisable to employ these strategies indiscriminately, but prose will
usually be improved by following the recommendations below.

1. Use Active Voice

When a sentence includes be or any other copulative verb, such as is or are, recast the sentence to omit the
verb.
Before: “The meeting was seen by us as a ploy to delay the project.”
After: “We saw the meeting as a ploy to delay the project.”

2. Avoid Vague Nouns

Phrases formed around general nouns such as aspect, degree, and situation clutter sentences.
Before: “She is an expert in the area of international relations.”
After: “She is an expert in international relations.”

3. Use Words, Not Their Definitions

Replace explanatory phrases with a single word that encapsulates that explanation.
Before: “The crops also needed to be marketable so that families would be able to sell any yields that
exceeded what they personally required.”
After: “The crops also needed to be marketable so that families would be able to sell any surplus.”

4. Avoid Noun Strings

Reorganize sentences to eliminate series of nouns used as adjectives.
Before: “The lack of a secure transfer may hamper computer security incident response efforts.”
After: “The lack of a secure transfer may hamper responses to computer-security incidents.”

5. Convert Nouns to Verbs

When a sentence includes a noun ending in -tion, change the noun to a verb to simplify the sentence.
Before: “They will collaborate in the creation of new guidelines.”
After: “They will collaborate to create new guidelines.”

6. Reduce Verb Phrases to Simple Verbs

Identify the verb buried in a verb phrase and omit the rest of the phrase.
Before: “The results are suggestive of the fact that tampering has occurred.”
After: “The results suggest that tampering has occurred.”
7. Replace Complex Words with Simple Ones
Choose simpler synonyms for multisyllabic words.
Before: “The department will disseminate the forms soon.”
After: “The department will pass out the forms soon.”

8. Avoid Expletives
Don’t start sentences with “There is,” “There are,” or “It is.”
Before: “There are many factors in the product’s failure.”
After: “Many factors contributed to the product’s failure.”

9. Eliminate Prepositional Phrases

Replace “(noun1) of the (noun2)” phrasing with “(noun2)’s (noun1)” phrasing.
Before: “The decision of the committee is final.”
After: “The committee’s decision is final.”

10. Reduce Wordy Phrases to Single Words

Replace phrases that signal a transition with simple conjunctions, verbs, or other linking words.
Before:Due to the fact that the project is behind schedule, today’s meeting has been postponed.
After: Because the project is behind schedule, today’s meeting has been postponed.
 46

What is LSRW? (1/5)

The four major formal communicative skills are known as LSRW.

• L = listening

• S = speaking

• R = reading

• W = writing

Listening : In relation to communication listening refers to the ability to understand an oral message. One
is to understand what one hears. Listening attentively as well as assimilating the information is very
important for effective communication. The way one listens reveals ones attitude. Listener's response to the
message (interest, empathy, boredom etc.) is communicated through the act of listening. The power to
comprehend the delivered information quickly is the need of the hour. Effective listening skill is required for
a professional as it is one of the basic and most important skills needed for activities such as interviews,
group discussions, meetings etc.

Speaking : Which is the most frequently required skill in professional and social spheres? It is Effective
Speaking. Effective speaking is but the ability to express one's message effectively to the audience through
spoken words. The delivery of messages is possible through both face-to-face communication and electronic
devices. This skill is very much required for communicating in conferences, meetings, seminars, group
discussions etc

Reading : The act of effective reading requires the skills of decoding and comprehending the written
message. Thus reading is a complex skill. The reader has to develop different skills such as vocabulary, fast
reading, and intensive reading. Fast reading skills include; a) scanning, and, b)skimming. Intensive reading
includes; a) thorough reading, and, b) inferential skills.

Writing : Written communication is the second form of communication which is transmitted through
words. Effective writing skills are required to write documents such as reports, letters, memos and
emails. Why written communication is more important than oral communication? Because it is a permanent
record of one's transactions, and it can be referred to at any point of time. Only practice can perfect the
writing skill. For effective writing, one must write, rewrite, and finally learn to edit.

• Active Vs Passive Listening

In our day to day life, listening plays a key role. It is not confined to the act of merely hearing something, but
also making sense of what we hear. Listening can take two forms. They are active listening and passive
listening. Active listening is when the listener is fully engaged in what the speaker is saying. It is a two-way
communication where the listener would actively respond to the speaker. However, passive listening is quite
different to active listening. In passive listening, the attention that the listener gives to the speaker is lesser in
 47

comparison to active listening. It is a one-way communication where the listener does not respond to the
speaker.

The main difference between two types of communication; active listening and passive listening is that in
active listening, listener pays full attention to the speaker and his word while in passive listening, listener
acts passively by receiving the message only without giving further external indications. The difference
between active and passive listening arises with the listener’s behavior towards the speaker.

Active Listening

Active listening is a form of listening communication where listeners actively listen and respond to the
speaker. It is not necessary that when two persons are communication, they are listening each other actively.
Half listening and half thinking are common distractions that occur. In both personal and professional life,
listening is one of the most skills that a person must have. It can influence your job effectiveness and the
quality of relationships with others. To improve the level of active listening, you must pay attention to the
other person. Make it sure, you are trying not to distract easily. Business analyst suggests that if you want to
increase your concentration level on what is saying on by the speaker, then he must try repeating speaker’s
words mentally as he says them – this will reinforce his message and help you stay focused. To enhance the
listening or active listening skills, you need to allow the other person that you are listening to him. Active
listening not stands for focusing on what speaker is speaking about but also actively showing verbal and non-
verbal signs of listening. This kind of listening is widely used in multiple situations like community
organizing, public interest advocacy, tutoring, counseling, etc.

Active listening is when the listener is fully engaged and reacts to the ideas presented by the speaker. This is
usually through non-verbal cues such as nodding, smiling, facial expressions in response to the ideas of the
speaker, making eye contact, etc. The listener can also ask questions, clarify ideas, and even comment on
certain points that have been presented. In active listening, the listener engages in analytical
listening and deep listening. The listener does not merely listens, but also analyzes the ideas, evaluate and
assess them while listening.

In day to day life, we all become active listeners. For example, when listening to a friend, we not only listen
but also react according to the situation. In counseling, active listening is considered as one of the core skills
that a counselor must develop. This allows the counselor to have a better relationship with the client. Carl
Rogers, a humanistic psychologist stated that in counseling the counselor should expand his active listening
skills to include empathetic listening as well. Carl Rogers defines empathetic listening as “entering the
private perceptual world of the other.” This highlights that active listening allows the listener to completely
endorse in the communication by not only understanding the speaker but also reacting to it.

Difference between Active & Passive Listening

Passive Listening

Passive listening is the listening where a person although listen to the others but not with full attention, he
often distract himself from the ongoing discussion. He is sitting quietly without responding to what speaker
is saying. A common example of passive listening is listening to music or radio when you are doing
something. In this scenario, although the music is running listener is paying full attention to other work. To
get engage with speaker, quite often passive listening may require a few open-ended replies from the
listeners, however, this technique requires focused concentration and minimal verbal feedback from the
listener. Passive listening occurs when the listener has low self-motivation level, low engagement and avoids
responsibility for learning and problem solving. In passive listening, the listener accepts and retain
information as-is with no intention to question or challenge the idea for improvement. He disconnects
himself from others or shows minimum interest. By doing this, he creates the impediments for himself
because in a time of need he forgets about what was said earlier. Overall, passive listening requires the
 48

listener to sit back quietly and absorb information contrasting active listening that requires engagement with
the speaker as well.

In passive listening, the listener does not react to the ideas of the speaker but merely listens. In this case,
the listener makes no attempt to interrupt the speaker, by asking questions and commenting on the ideas that
have been presented. This, however, does not mean that the listener is not paying much attention to the
speaker. On the contrary, even though he is listening he makes no attempt to react.

For example, imagine you are at a seminar with hundreds of people. You are engaged in passive listening
because there is less opportunity to form a two-way communication. The listener does not make any eye
contact and has less room for asking questions and clarifications. However, passive listening can also be
helpful. In counseling, it is believed that passive listening allows a breathing space for the client to vent out
his bottled up emotions.

Key Differences
• In active listening, the listener shows interest through tone, eye contact and body language. While in
passive listening, the listener is not involved, have a selective and ignoring attitude.
• Active listening is for listening for feelings and reflects understanding while passive listening results
in a distraction from the topic.
• Generally, in active listening, we are genuinely interested hearing and understanding the other
person’s point of view. While in passive listening we assumed that we have heard and understood
correctly, but stay passive and don’t take measure to verify that.
• Active listening is a two-way communication because both speaker and listener are interacting with
each other while passive listening is a one-way
• In active listening, the listener pays full attention by commenting, challenging the ideas and asking
questions, whereas, in passive listening, the listener doesn’t react at all.
• Active listening requires effort because the listener has to be attentive while passive listening doesn’t
require much effort.
• In passive listening, listener only listens, whereas, in active listening, listener keeps himself in other
activities like analyzing, evaluating and summarizing.
• Active listeners give more time to listening than talking while passive listener listens to few words
and talk more or pay no attention to both areas.
• Active listener engages in intellectual exchange while passive listener hides or denies any form of
intellect avoiding debates or giving options.
• Active listening means an open minded, strong willed and having an interest in new ideas. Passive
listening means being narrow-minded and unreceptive to new ideas.
• An active listener is always strong self-motivators who strive for personal development while
passive listener needs external reinforcement to be motivated.
• Active listening involves being shaped mind and often alert to explore, question and reflecting on the
information. In passive listening, listener accepts and retains information as is with no intention to
question or challenge the idea for improvement.

Comparison Chart
Basis of
Active Listening Passive Listening
Distinction
Active listening means mindful and Passive listening means showing like
actively hearing and attempting to listening to the speaker but not
Definition
comprehend the meaning of the making an attempt to comprehend the
speakers. meanings.
Listener connects with the world and Listener disconnects himself from the
Connectivity
actively participates with the goal of outsiders and has minimal interaction
Level
problem-solving with others
Self- Take responsibility for their own Avoids responsibility for learning and
Responsibility learning and growth problem-solving
 49

Accepts and retain information as-is

Mental Sharp mind, alert to explore, reflect on
with no intention to question or
Approach information
challenge the idea for improvement
Self-
Motivation Strong Weak
Level
Engagement
High Low
Level
Strong willed, interested in new ideas, Narrow-minded, low or no will
Will-Power
open minded power, unreceptive to new ideas

Talk Less, Listen more

One of the most common complaints in the workplace (and even at home) is a failure to communicate
effectively.

Often times, people are quite vocal about what they do or not approve of, but are the people who can help,
listening?

The next time you are in a crowded food court or on a bus, take note of people carrying conversations with
one another. Are they actually listening to one another or are they simply waiting for their turn to speak?

If you find the opportunity to raise an issue with someone in the future, pay attention to the way in which
you speak. Are you listening to what the other person has to say?

Try speaking less and listening more. It has its benefits.

13. Knowledge is power.

In fact, in our information-driven world, how much you know makes more difference to your long-
term success than how much money you have or almost anything else. A person who's talking is giving away
information--often more than he or she intended. A person who's listening is receiving information. Who gets
the best deal in that exchange?

14. You won't reveal anything you'll later regret.

If you don't share a piece of information today, you can always share it tomorrow. Conversely, if you do
share a piece of information today, you can never take it back again.
How many times have you revealed something and then later wished that you hadn't? Or expressed a thought
you might better have kept to yourself? We've all had these experiences one time or another. The less you
say, the smaller the chances you'll share information and later wish you hadn't.

15. You won't say anything dumb.

Abraham Lincoln said, "Better to remain silent and be thought a fool than to speak out and remove all
doubt." I'm not suggesting you remain silent all the time. But it's all too easy to speak thoughtlessly, with
insufficient information, or out of a wrong assumption. That can make you look less intelligent than you are,
and you will minimize the chances of it happening if you listen more than you speak.

16. You will not use up your material.

Have you ever tuned in to an interview or attended a webinar by your favorite business guru, only to hear
that guru tell the audience a story that you have already read in his or her latest book? It happens all the time,
and for a simple reason: Most of us have a limited supply of interesting personal anecdotes, experiences, and
pearls of wisdom. Inevitably, we wind up using the same ones repeatedly.
Stories feel freshest and have the most impact when someone is hearing them for the first time. By saving
yours for the right moment, you give them the most power.

17. The person who is doing the talking will feel understood and cared about.
Most people go through life wishing to be listened to more. Therefore, by listening rather than talking, you
are giving something valuable to the person who is speaking. Especially if you really are taking in what that
 50

person is saying and not thinking about something else. The speaker will appreciate that gift and you will
have created a bond. He or she will feel understood and validated. It is a powerful relationship-building tool,
and an especially powerful sales tool.

18. You may gain inside information.

As someone who has done thousands of interviews, I can attest to the power of saying nothing. I sometimes
use it by accident, when a source finishes answering a question and I am caught off-guard for a moment or
two before coming up with my next question. Very often, the other person will jump in to fill the silence
with further information--sometimes something he or she had not planned to share.

You may or may not want to use this manipulative tactic on purpose. However, it is usually true that the less
you say, the more information the person you are speaking with will share.

19. When you do speak, people will listen.

Whom do you listen to more closely--someone who never shuts up, or someone who only speaks
occasionally? As with anything else, the law of supply and demand holds true: If you constantly share your
opinions, no one will seek them out. If you only say what you are thinking on occasion, or only make a point
one time instead of repeatedly, your words are likely to have more weight.

To be clear, I am not suggesting that you always keep your opinions to yourself. The people around you need
to know what you are thinking, doubly so if you are in a leadership role. But if you spend more time listening
than you do speaking, so that the people you're speaking to feel understood and bonded with you, when you
do speak your mind, they'll be listening much more closely.

20. You will think before you speak

Given time before you speak, you will put a little more thought into what you want to communicate to the
other person. Take in what he or she is saying, and use their suggestions to support or dissuade your
argument. In addition, you will not end up saying something you did not intend to divulge.

21. You can process what the other person is talking about
When someone is speaking to you, it is easy to zone out and just focus on snippets of what they are saying.
Listen carefully to what they are saying, how they are saying it. There may be an underlying issue of which
you weren’t even aware, the person may be upset. Make sure you hear them out completely.

22. You will only say what’s important

If you decide to listen more, and speak less than you normally would, it would make sense to only say what
needs to be said. Why waste your time talking about things that do not matter, or do not deserve the energy?
If you want your opinions to make an impact, you should keep your points succinct. Try to make yourself as
clear as possible so that there is no room for confusion. Benjamin Franklin said, “Speak not but what may
benefit others or yourself; avoid trifling Conversation.”

23. You will have all of the facts before decision-time

If you spend most of your conversations listening, and you absorb the information given to you, you’ll likely
have a well-rounded opinion on the outcome of any decisions that are made.

For example, if you are in a meeting with several people who have concerns about a particular issue, let each
person have their say before a decision is made. If you collect all of the facts, you will be able to make a
well-informed decision on the outcome.

24. You will value other peoples’ opinions

There is nothing more frustrating than pouring your heart out to someone and being met with a brick wall. It
is so important to feel needed in the workplace (or home!)

If your opinions are valued and taken into consideration, you will feel much better not only about the
situation, but also about yourself as well. Turning that around, you should make others feel the same way,
that their opinions matter and that they too, are a valued member of the team.
 51

Conversations should be give and take. You should not have to interrupt someone to get your word in. But
you shouldn’t dismiss what they have to say either.

If you can truly listen to what is being said, process the information, and use it effectively, your
communication skills will only get better as time goes on.

Speech Skills and Terminology

Many of us have mastered the business look. We know how to dress for success and pride ourselves on our
professional manners. We know how important a smile is and all those little niceties of business exchanges
such as how to present a business card properly.

We're on top of our game - but we have sloppy speech habits that undermine our polished appearance and
give potential clients and customers messages we didn't intend to send. How can you trust someone that
looks like one thing but says another?

Below is a list of the various speech skills and problems

Clarity – Speaking clearly so as to be understood. Clarity is composed of several different related speech
skills including projection, enunciation and pace.

Projection – Speaking loudly enough so that every member of the audience can hear what is said.

Enunciation – Fully pronouncing each syllable of each word with the proper emphasis.

Pronunciation – Correctly pronouncing each word. (Practicing pronunciation is part of every speech lesson
in the course.)

Expression – Speaking with vocal variety and vitality so that the audience remains interested. The
associated speech problem is speaking in a monotone - a real communication killer.

Pace – Speaking at a rate that is comfortable for the audience to hear and comprehend.

Fillers – Using meaningless words or sounds that distract the audience. "Um", "ah" and "you know" are
especially common in North America.

Slang – Informal language that is specific to a particular group. If you're not part of that particular group,
though, you have no idea what the meaning is.

Buzzwords – Words or phrases that sound important but have become meaningless through repetition.
For example, in business "game changer" and "think outside the box" have been used to death.

Acronyms – Sets of initials used as shorthand to refer to particular phrases (such as CEO for Chief
Executive Officer).

Active Listening – Participating in the act of communication by paying attention and letting the speaker
know that you’re paying attention through activities such as mirroring and rephrasing.

Stance – Presenting and maintaining an appropriate posture to facilitate communication.

Eye contact – Looking the person or people you're speaking to in the eye for an appropriate length of time.
When speaking to an audience of more than one, it’s important to make eye contact with as many individual
members of the audience as possible.
 52

Enunciation

Enunciation is the act of saying a word clearly or concisely. The word, enunciate is derived from the
Latin enuntiat meaning ‘announced clearly’ Enunciation is a very important element in communication. It
includes properly saying words and syllables, opening one’s mouth appropriately (as opposed to mumbling)
when speaking and monitoring the speed of speaking. If you don’t enunciate the words properly, it confuses
your listeners. If you don’t speak words clearly, and concisely, if the words are muffled and indistinct others
will face difficulties in understanding what you are saying. It is important to remember that clear enunciation
helps your audience to understand your speech and your thoughts better.

Learning a language has two components of speaking and writing. It is the verbal part or the one that is
called spoken English that is important as it requires clear and concise speaking, as opposed to mumbling.
Spoken English is what is required during conversation and enunciation is the art of speaking clearly to
create a good impression on the listener.

The Speech Problem

For listeners, one of the most irritating speech habits is a speaker that doesn’t enunciate clearly. When you
don’t bother to pronounce each syllable of each word properly and words get slurred together, you sound
uneducated. Worse, your listener has a hard time hearing you – especially if there’s other noise around you
or when you’re speaking on the phone.

Dropping “g”s is one of the most common examples of poor enunciation. Say this list of words out loud:
• Going
• Walking
• Jogging
• Thinking
• Striking
• Selling

Did you say “go-ing” or did you say “go-in”? If you said “go-in” (or “walk-in”, “jog-gin”, etc.), you’re a G-
dropper. Be warned; this was not a fair test.
Pronouncing words in isolation is very different than what we normally do when we speak.

Say these sentences out loud:

• I’m going to have to rethink that bid.
• Waiting to hear back from the bank is very nerve-wracking and stressful.
• Before starting my business, I looked at a lot of different business opportunities.
• There’s more to learning than just reading, writing, and arithmetic.
Did you drop any Gs? Did you enunciate each syllable of each word?

Speech Exercise: The Mirror Face Test

A mirror is a great aid when you’re working on your enunciation. I call this the face test. When you’re
enunciating properly, your mouth, tongue, lips and jaw move.

Stand in front of a mirror and watch yourself while you say, “I’m going to have to rethink that bid”. See how
your lips purse and retract when you say “go-ing”? See how your lips jut out to pronounce the “b” in “bid”?
This one sentence is a real face workout.

Say the rest of the sentences out loud, watching yourself speak in the mirror. Now say them all again,
slowing down your rate of speech and exaggerating the facial movements.

Have a mirror session of five minutes every day. You’ll immediately notice that this practice will carry over
into your “normal” speaking life, causing you to be more conscious of the way you speak and speak more
clearly.
 53

Speech Exercise: Enlist a Speech Monitor

Because it’s so hard to perform naturally when we’re focusing on speaking well, the best way to determine
whether or not we’re enunciating properly when we speak and stop slurring and mumbling is to enlist a
speech monitor.

It’s a lot easier for someone else to pick up on our sloppy speech habits than to hear ourselves. For
convenience, choose someone that lives with you (spouse, child, or roommate), explain that you’re working
on your enunciation, and ask him or her to tell you whenever you drop a G or don’t speak clearly. Keep track
of how often your speech monitor tells you you’ve committed this speech offense.

What you should see, as you continue to practice speaking clearly, is the number of times your speech
monitor hears you speaking sloppily decrease.

The Benefits of Enunciation

As your enunciation improves, your listeners will:
• Form a better impression of you as you speak, thinking of you as an educated, knowledgeable
person, more worthy of trust.
• Be better able to focus on the message you’re communicating, rather than being distracted by the
way you’re expressing yourself.

Mind Your Tone

John:
It has come to my attentions that you’ve been screwing up a lot lately. You keep missing deadlines – what’s
with that? And btw, the quality of your work is pathetic. What are you going to do to fix it? First thing
tomorrow, my office.
Your Boss

Yes, the above message is an over-the-top example of terrible workplace communication. Hopefully, no boss
would send an email that is quite that awful to an employee! But the truth is, There exists very thoughtless
communications in the workplace that are not worlds away from this example.

It’s not just about the structure of the feedback, or even about the use of correct grammar (although both are
important); it’s also about tone. Giving feedback is an important part of workplace communication. But
when it is thoughtlessly worded, it has far-reaching, stinging implications. None of us responds positively to
being attacked.

The tone of your language is essential to effective workplace communication.

Four Worst Feedback Sins

-Using negative language. For example, saying, “You seem to be taking a long time with your report.” A
more positive way to communicate this would be as follows: “When can I expect your report?”

-Choosing imprecise words to convey a message. For example: “As I told you before, there are problems
with your deliverables, and I think it is because your team isn’t pulling their weight.” What, specifically are
the problems? In what way is the team not “pulling their weight?” A more precise message would read like
this: “I see your team is still having difficulty meeting deadlines. I’m concerned they are not working to full
capacity.”

-Not considering the other person’s feelings. (It helps to ask yourself if you would like to receive the kind
of feedback you are giving someone else.)

-Using offensive language, such as telling someone they are “screwing up.”
So how could John’s boss communicate his displeasure more effectively? How about something like this:

Hi John,
 54

I’d like to schedule a meeting with you to clarify my expectations re: deadlines. I’d also like to make sure
you have the support you need to accomplish your assignments. Are you available to meet in the morning?
Please let me know.
Thanks,
Your Boss
Reading for the Structure/Organization/Architecture

Before you read the text from beginning to end, skim it to get a sense of its organization or “architecture.”
Doing this gives you a mental map that helps you see the different parts of the article and how they function
in the overall argument. This perspective can help you read and process the article more easily. Strategies for
building a mental map of the article’s organization include these:

The Introduction (again): Look for a “forecasting statement” in the introduction. In addition to telling you
about purpose and main point, the introduction often provides one or more statements that preview the
article’s content and structure. Such statements give you a road map that helps you interpret the rest of the
article.

Section Headings: Flip through the article to read through all the section headings. Doing so can help you
see the article’s overall structure. Again, look up any terms you do not understand.

Body of the text: Use your knowledge about the main point of the article and context clues from your class
as you decide which parts of the article deserve most of your energy, and where you can skim.

Also, read for organization and read for themes. As you observe, you will tend to find two things:

• All similar things are being written in the same paragraph

• Why something is there where it is. This organization is based on some rules to serve some purpose.
Being conscious of the arrangement of different themes within a written piece would help you to
become a good writer.

Other Reading Strategies

1. Previewing: Learning about a text before really reading it.

Previewing enables readers to get a sense of what the text is about and how it is organized before reading it
closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory
material, skimming to get an overview of the content and organization, and identifying the rhetorical
situation.

2. Contextualizing: Placing a text in its historical, biographical, and cultural contexts.

When you read a text, you read it through the lens of your own experience. Your understanding of the words
on the page and their significance is informed by what you have come to know and value from living in a
particular time and place. However, the texts you read were all written in the past, sometimes in a radically
different time and place. To read critically, you need to contextualize, to recognize the differences between
your contemporary values and attitudes and those represented in the text.

3. Questioning to understand and remember: Asking questions about the content.

As students, you are accustomed (I hope) to teachers asking you questions about your reading. These
questions are designed to help you understand a reading and respond to it more fully, and often this
technique works. When you need to understand and use new information though it is most beneficial if you
write the questions, as you read the text for the first time. With this strategy, you can write questions any
time, but in difficult academic readings, you will understand the material better and remember it longer if
you write a question for every paragraph or brief section. Each question should focus on a main idea, not on
illustrations or details, and each should be expressed in your own words, not just copied from parts of the
paragraph.
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4. Reflecting on challenges to your beliefs and values: Examining your personal responses.

The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or
your positions on current issues. As you read a text for the first time, mark an X in the margin at each point
where you feel a personal challenge to your attitudes, beliefs, or status. Make a brief note in the margin about
what you feel or about what in the text created the challenge. Now look again at the places you marked in the
text where you felt personally challenged. What patterns do you see?

5. Outlining and summarizing (Annotate): Identifying the main ideas and restating them in your own
words.

Outlining and summarizing are especially helpful strategies for understanding the content and structure of a
reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a
selection's main argument in brief. Outlining may be part of the annotating process, or it may be done
separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish
between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the
strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to
discover this structure. When you make an outline, don't use the text's exact words.

Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes
them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also
requires creative synthesis. Putting ideas together again -- in your own words and in a condensed form --
shows how reading critically can lead to deeper understanding of any text.

6. Evaluating an argument: Testing the logic of a text as well as its credibility and emotional impact.

All writers make assertions that they want you to accept as true. As a critical reader, you should not accept
anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An
argument has two essential parts: a claim and support. The claim asserts a conclusion -- an idea, an opinion,
a judgment, or a point of view -- that the writer wants you to accept. The support includes reasons (shared
beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers
the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of
reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an
argument to be acceptable, the support must be appropriate to the claim and the statements must be
consistent with one another.

7. Comparing and contrasting related readings: Exploring likenesses and differences between texts to
understand them better.

Many of the authors we read are concerned with the same issues or questions, but approach how to discuss
them in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author
approached a particular issue or question in the way he or she did.

WRITING PRECISE

Here are ten ways to produce more vivid, direct, concise prose by replacing wordy phrases with fewer words
and reorganizing sentences. It is not advisable to employ these strategies indiscriminately, but prose will
usually be improved by following the recommendations below.

1. Use Active Voice

When a sentence includes be or any other copulative verb, such as is or are, recast the sentence to omit the
verb.
Before: “The meeting was seen by us as a ploy to delay the project.”
After: “We saw the meeting as a ploy to delay the project.”

2. Avoid Vague Nouns

Phrases formed around general nouns such as aspect, degree, and situation clutter sentences.
Before: “She is an expert in the area of international relations.”
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After: “She is an expert in international relations.”

3. Use Words, Not Their Definitions

Replace explanatory phrases with a single word that encapsulates that explanation.
Before: “The crops also needed to be marketable so that families would be able to sell any yields that
exceeded what they personally required.”
After: “The crops also needed to be marketable so that families would be able to sell any surplus.”

4. Avoid Noun Strings

Reorganize sentences to eliminate series of nouns used as adjectives.
Before: “The lack of a secure transfer may hamper computer security incident response efforts.”
After: “The lack of a secure transfer may hamper responses to computer-security incidents.”

5. Convert Nouns to Verbs

When a sentence includes a noun ending in -tion, change the noun to a verb to simplify the sentence.
Before: “They will collaborate in the creation of new guidelines.”
After: “They will collaborate to create new guidelines.”

6. Reduce Verb Phrases to Simple Verbs

Identify the verb buried in a verb phrase and omit the rest of the phrase.
Before: “The results are suggestive of the fact that tampering has occurred.”
After: “The results suggest that tampering has occurred.”
7. Replace Complex Words with Simple Ones
Choose simpler synonyms for multisyllabic words.
Before: “The department will disseminate the forms soon.”
After: “The department will pass out the forms soon.”

8. Avoid Expletives
Don’t start sentences with “There is,” “There are,” or “It is.”
Before: “There are many factors in the product’s failure.”
After: “Many factors contributed to the product’s failure.”

9. Eliminate Prepositional Phrases

Replace “(noun1) of the (noun2)” phrasing with “(noun2)’s (noun1)” phrasing.
Before: “The decision of the committee is final.”
After: “The committee’s decision is final.”

10. Reduce Wordy Phrases to Single Words

Replace phrases that signal a transition with simple conjunctions, verbs, or other linking words.
Before: Due to the fact that the project is behind schedule, today’s meeting has been postponed.
After: Because the project is behind schedule, today’s meeting has been postponed.