Personality Development

Index
Details number
1. Planning 3
2. Policy making 7
3. Decision making 9
4. Coordination 13
5. Communication 15
6. Motivation 22
7. Leadership 28
8. Control 35
9. Effective listening 38
10. How to speak effectively 40
11. Perception 41
12. Negotiation 43
13. Collective bargaining 47
14. Learning 48
15. Six thinking shoes 50
16. Six thinking hats 51
17. Coping stress at work 52
18. Managing stress 57
19. Characteristics of high performing teams 68
20. Group discussion 70
21. Effective habits 79
22. Interview tips 85
23. Improving memory 89
24. Social behaviour 97
25. Social settings 98
26. Body language 99
27. Dressing codes 102
28. Business etiquette 105
29. Selling Skills 108
30. Telephonic skills 113
31. Resume building 118
Exercises and Tests

32. Test to improve vocal variety :- 121
33. Exercise 2 121
34. Exercise 3 122
35. Exercises on eye span 123
36. Rapid rhythmic reading 125
37. What’s your learning style ? 126
38. Time management(for 112 hours) 127
39. Working schedule 128
40. Your values : what are they ? 129
41. Evaluation of the course 130
42. Part b – evaluation of the instructor 131
43. Knowledge chart 132
44. Three minutes test 133
45. Self esteem test 134
46. How to develop your endowments 135
47. Story telling 137
personality development course mat Page No - 2 -

PLANNING
i. Introduction :
In the eyes of friends Planning is synonymous with coordination, foresight and

concern with future. In the eyes of enemies planning is synonymous with
regimentation and even collectivism.
ii. Meaning of planning
A third activity in administration is administrative planning.
It is sometimes said that planning is the primary managerial

function which logically precede all other functions.
A rational process characteristic of all human behaviour – Fiffner
The use of rational design as contrasted with change, the reaching

of a decision before a line of action is taken instead of improving
after the action has started – Marshall Dimock
The process of divising a basis for a course of future action –

Seckler Hudson
Planning fundamentally choosing and a planning problem arises

when an alternative course of action is discovered – Billy E Goety
Planning is the process of determining the objectives of

administrative effort and of devising the means calculated to
achieve them.
iii. Nature and kinds of Planning
I. Planning is a decision making process of a special kind. A plan with

broad scope includes objectives, policies, individual decisions and
strategies.
II. The following aspects are stressed in planning namely
a. Planning may be an intellectual or simulation.
b. Planning not only pertains to defining a problem which

immediately confronts the manager, but often it mentally searches
the future possibilities for problems that might appear.
c. Planning involves forecasting or prediction.
d. Planning become premises for the decisions of the future.

iv. Planning Principles
Planning is a pre-requisite for other managerial functions such as

organising, directing and controlling. This has been called the
principle of primary planning
Objectives and policies are the result of planning.
Decision-making and determining strategies can be considered a

part of planning.
Planning is often considered a staff function, but this does not

mean that it is unimportant for line executives.
The idea that planning is performed by managers of all types and at

all levels has been called the principles of pervasiveness of
planning.
Planning requires that all members understand and utilise

consistent planning premises. Hoontz and O’Donnel call this the
principles of planning premises.
The interchange of plans must provide complete information for

each functional area involved. Planning communication then is a
principle that should be recognized in the structure of plans.
The Commitment principle refers to the question of how far the

future plans should be made.
The Principle of flexibility of planning must be started in terms of

the relationship between the advantages of flexibility and its costs.
v. Characteristics of a good programme of action
I. Unity of Programme
II. Continuity of Programme
III. Timing of Programme
IV. Suppleness of the programme
V. Precision in Programming

vi. Kinds of planning
I. Broadly speaking there are three main kinds of planning, namely
a. Overall planning or Socio-economic planning

b. Limited planning
c. Administrative planning
II. Planning as a term used in the context of Public Administration, is not

equivalent to making decision on basic policy, Planning is the context
Administration, begins where general policy stops; it is concerned with
the means by which ends can be brought to fruition – L D White
III. Administrative planning is a routine level operation at which value

questions seldom arise – Prof Piffener
IV. The plans are classified in the following ways according to time factor
a. Short term plans extending up to one year

b. Medium term plans of more than one year but less than five years
c. Long term plans of five years or a longer period
V. Plans can also be classified in terms of functions like
a. Production Planning
b. Process Planning
c. Materials Planning
d. Marketing Planning etc.,
VI. Plans are classified according to the characteristics also
a. Objectives or goals or aims

b. Policies
c. Procedures
d. Programmes
e. Methods
f. Standards
g. Budgets
h. Rules
vii. Importance of Planning
I. Planning is like navigating.

II. Planning is necessity because of uncertainty and change
III. Planning focuses attention on the enterprise objectives
IV. Planning is economic
V. Planning is essential to control

viii. Process of planning
a. Establishment of objectives – The first step in the planning

process is the establishment of planning objectives.
b. Establishment of planning premises – Planning premises

are divided into three groups
1. Planning premises that are non-controllable in the sense

that the individual firm doing the planning cannot do
anything about them.
2. Planning premises that may be regarded as semi-
controllable, in the sense that the individual form cannot
control them but can influence their happening to a
greater or lesser degree.
3. Planning premises may be characterised as controllable
by the firm.
c. Search and examination of alternative courses of action
d. Evaluation of alternative course of action
e. Selection of a course or courses of action
f. Formulation of necessary derivatives plans
ix. The limits of planning
I. The problem of accurate premises

II. Rapidity of change
III. Internal inflexibilities
IV. Psychological inflexibilities
V. Procedural and policy inflexibilities
VI. Capital inflexibilities
VII. External inflexibilities
VIII. Political climate
IX. Labour organisation
X. Technological change
XI. Time and expense

POLICY MAKING
i. Introduction – The first step in management is the problem of policy
formulation and the process of decision making.
ii. Nature and role of administrative policy
I. Nature
a. A policy is a verbal, written or implied basic guide to action

that is adopted and followed by a manager – George R
Terry
b. The consciously acknowledged rules of conduct that guide

administrative decision – Marshall Dimock
II. Role of Administration in policy formulation
a. Administrators are continually laying down rules for the

future, and Administration are continually determining
what the law is. What it means in terms of action, what the
right of parties are with respect both to transactions in
process and transaction in prospect. Administrators also
participate in another way in the making of policy for the
future; they formulate recommendation for legislation, and
this is a part of the function or policy making – Appleby
b. Dr. Gladden a Senior Civil Servant divides policy

formulation into four levels
1. The political or general policy which is framed by the
parliament
2. The executive policy which is framed by the cabinet
3. Administrative policy through which the administrators
carry out the will to do the government
4. Technical policy by which he means the day to day
policy adopted by the officials in the working out of
administrative policy.
c. A more logical deviation of policy formulation process may

be as follows
1. Political Policy
2. Programme Policy
3. Administrative policy
4. Work or operation policy
d. Policies are arrived at than in all sorts of ways conditioned

by all sorts of matters – Secler Hudson

III. Policy Development
a. To understand the nature of policy, and its development, it

may be useful to analyse the ways policy arises in an
organisation.
b. The policy may be classified as
1. Originated Policy
2. Appealed Policy
3. Externally Imposed Policy
IV. Policy Formulation – Managerial Functions
a. Planning
b. Organising
c. Staffing
d. Directing
e. Controlling

DECISION MAKING
i. Introduction
Decision making is one of the major functions the administrators

(managers or executives) perform. First we will examine the meaning
and general process of decision making. Secondly, we will analyse
William R Dill’s views on Administrative decision making. Thirdly,
Herbert A Simons concept of Innovative decision. Fourthly, Barnard’s
theory of environment of decision. Fifthly, the application of various
modern techniques in decision making
ii. General Process of Decision making
I. Meaning
a. A decision is usually made within the guidelines established by

policy. A policy is relatively extensive affects many problems, and
is used again and again. In contrast, a decision applies to a
particular problem and has non-continuous types of usage – Terry
b. Decision making in government is a plural activity. One individual

may pronounce the decision, but many contribute to the process of
reaching the decision. It is a part of the political system – Seckler
Hudson.
II. Steps in decision making
a. According to Terry, administrative decision making involves the following

step
1. First Step is to determine what the problem is
2. Second step is the acquiring of general background information and
different view points about the problem.
3. Third step is to state to his immediate subordinates what appears to be
the best course of action and seek their opinion
4. Fourth step is to evaluate the tentative decision
5. Fifth step would be to make the decisions and put it into effect
6. Sixth Step is to institute a follow-up and if need be, to modify the
decision in the light of the results obtained in the following scrutiny.
b. Hindrances in sound decision making
1. The more usual hindrances are

a. Involvement in routine
b. The problem of timely selection of the problem for solution
c. The problem of selecting the right decision from alternative
courses
d. The problem of bias

iii. William R Dill’s views on Administrative decision making
I. There are three different approaches to the concept of decision

making
a. The first approach was developed during the period 1940 to 1950 –
Two important experts – Chester I Barnard and Herbert A Simon.
b. The second approach was developed during the period 1950 to

1960 – Experts – Lewin, Likert and Lazarsfelds.
c. The third approach was developed during the period 1960 and
after.
d. William R Dill says that these new techniques and development

have lost sight of the basic administrative process centered around
decision making which Barnard and Simon described.
e. William R Dill give three important qualities for administrative

decision making namely
1. It must be a timely decision and taken at exact time
2. It should be taken only after the discussion with the
subordinates
3. No new decisions should be taken over the routine problems
f. According to William R Dill in any ordinary decisions the

following five steps have to be followed
1. Agenda Building : understanding the nature of the problem
2. Search : Finding out the various alternative to solve the
problem
3. Commitment : Choosing one alternative
4. Implementation : Putting it into effect
5. Evaluation : Finding out the results
g. The following illustration may explain it clearly

a. Agenda
b. Search
c. New Agenda
d. Questions
e. Commitment
f. Search
g. Commitment
h. Implementation
i. Commitment
j. Evaluation
k. Implementation and new agenda
l. Search
m. Commitment
n. Implementation
o. New Agenda

iv. Herbert A Simons Concept of Innovative Decisions
I. According to Simon, in a properly managed organisation
decisions over the routine problems are taken by the
subordinates without the consent and involvement of the chief
executive.
II. Simon calls the chief executive as an innovator.
III. Simon gives two important conditions for innovative decisions,
namely
a. The problem must be really new and complicated
b. The innovation of new programme should come out as a
result of systematic scanning of the environment of the
organisation, innovation is needed at all levels of the
organisation.
IV. Simon attributes the following characteristics for innovative
decisions
a. Alternatives are not given but must be searched
for(intelligence as used in the military parlance)
b. A major part of the decision making task is to discover
what consequences will follow each of the alternative being
considers(search and evaluation)
c. Choosing the acceptable alternative is more concerned with
the innovative decisions than the best alternative(choice)
d. Problem solving involves not only search for alternatives
but search for the problems themselves.
V. The following is the process of innovative decision making
according to Simon
a. Problem analysing
b. Finding out the various alternatives to solve the problem
c. Evaluating each and every alternative
d. Choosing an acceptable alternative which gives more
satisfaction to him to the members of the organisation
e. Search for new problems.
VI. Simon says that in doing the major task of organisational
environment, the following two things has to be kept in mind
a. Allocation of his time more to innovation
b. Development of new techniques for building acativity for
incorporating such techniques into organisational structure.
v. Barnard’s Theory of Environment of decision
I. Barnard divided decision in an organisation in two kinds, viz.,

a. Organisational Decision
1. Decision relating to the ends
2. Decision relating to the means
b. Personal Decision

II. The occasions of decision – an executive has to make decisions
on three occasions, viz.,
a. Whenever he gets an authoritative communication from the

higher authority, he has to make a decision over it.
b. Whenever the subordinates refer the cases or problems to
the executive, he has to take decisions over those problems
c. Whenever new problems take place at the level of the
executive position itself.
d. Barnard says that in an organisation the above three
different types of decisions are taken at three different
levels of management
1. The persons working at the top management normally
take decisions relating to the ends or goals of the
organisation.
2. The top management personnel decide only what things
are to be done by the organisation. At the middle
management level the personnel have the
responsibilities of partly decision making and partly
supervision
3. At the field level the personnel take personal decisions
whether to carry out the work or not.
III. Evidence of decision
a. Barnard gives four instances in which a decision-maker

should not take a decision. They are
1. When the problem is not now pertinent
2. When the problem is not nearer to the decision maker
3. When the decision maker feels that he could not make
effective decision over the problem
4. When he feels that the decision over a problem should
be taken by some other executive.
IV. Nature of the Environment
a. The environment of a decision consists of two parts, viz.,

1. Purpose
2. Physical and social factors

COORDINATION
i. Introduction
It is more accurate to say that coordination is the essence of
management rather than one of its function. Coordination involves the
integration of human efforts for achieving the goal which is not a
particular function but the basic objectives of as the managerial
functions.
ii. Coordination defined

I. Coordination is applied on group efforts not on individual
efforts. It involves the orderly pattern of group efforts because
an individual who is working in isolation does not affect any
one’s functioning and no need for coordination arises.
II. Coordination is a continuous and dynamic process and some

sort of coordination exists in every organisation; however,
management attempt is directed to achieve high degree of
coordination.
III. Coordination emphasis unity of efforts which is the heart of

coordination process. This involves the fixation of time and
manner of performing various activities in the organisation and
makes the individual efforts integrated with the total process.
IV. Coordination is managerial responsibility and management tries

to achieve it through various function.
V. Coordination has a common purpose of getting organisational

objectives and achievement or organisation objectives depends
upon the degree of coordination.
iii. Coordination and cooperation

I. The term coordination is related with the synchronisation of
efforts which may have amount, time and direction attributes.
II. The act or cooperation leads to the establishment of cooperative

system in which physical, personal and social factors of
elements are present. Thus the cooperative is the spirit of
which work under motto ‘Each for all and all for each’.
III. Need for coordination
a. Number and complexities of activities

b. Conflicting individual and organisational goals – The
coordination takes two forms
1. Coordination of various acativities
2. Coordination of individuals

IV. Principles of coordination
a. Principles of Direct contact

b. Early Beginning
c. Continuity
d. Reciprocal Relation
V. Techniques of effective coordination
a. Coordination by Chain of Commond

1. Specialisation
2. Hierarchy
3. Impersonal relations
4. Rules
5. Trained executive
b. Coordination by leadership
c. Coordination by effective communication
d. Coordination by committees
e. Coordination by general staff
f. Special Coordinators
g. Self coordination

COMMUNICATION
BASIC COMMUNICATION
“Communication is the mutual exchange of information and understanding by any
effective means” – L Donaldson & E Scannell.
The Human Process in Communication :-

1. It is a Human Transaction involving subjectively, selectivity assumptions and
premises, attitudes, experiences, expectations etc.,
2. It is an Intellectual transaction involving observation and judgment,
discrimination of information, either of thinking, logic of recipient etc.,
3. It is a Psychological transaction so that it should contain something of value to
the other party, manner is more important than meaning.
4. It is an Environmental transaction selecting the right channel, avoiding
overloading of a given channel, organizational factors etc.,
Six Key Points :-
For Sender
a. What do I Intend to say or write
b. What will I actually say or write(despite good intentions)
c. What will be the emotional impact of what I say or write
For Receiver
d. What does he expect to hear or read
e. What will he actually read or hear(despite what is written)
f. How will he feel about what he reads or hears.
Seven Cs in written – Spoken words :-

• Candid
• Clear
• Complete
• Concise
• Concrete
• Correct
• Courteous

i. Introduction
Communication is imminently essential in business, in government,

military organisations, hospitals, schools, communities, homes –
anywhere people deal with one another. It is difficult, in fact, to
imagine any kind of interpersonal activity which does not depend upon
communication – Haney
ii. Communication Defined
I. The definition involves two parts
a. There is something to be transmitted

b. The definition emphasis the understanding element in the
communication.
iii. Communication Process

I. Sender
II. Ideas
III. Encoding
IV. Channel
V. Receiver
VI. Decoding
VII. Feedback
iv. Types of Communication
1. Formal Channel
2. Informal Channel or Grapevine
I. Types of Grapevine
a. Single Strand
b. Gossip
c. Probability
d. Cluster
II. Rumour
III. Communication Media
a. Words either oral or written

b. Picture including graphs and diagram
c. Actions or gestures including facial expression
3. Oral Communication
4. Written Communication

5. Direction of Communication
a. Downward Communication
1. Orders and instructions about jobs
2. Directions about understanding of jobs and its relationships

with other jobs
3. Organisational policies and its procedures
4. Feedback of subordinates performance
5. Reprimands, Criticisms, etc.,
Criticism has two parts in it, namely an observable fact and a

personal interpretation. Criticism can be of two kinds
a. Constructive or positive criticism

b. Destructive or negative criticism
6. Question, inviting upward communication
b. Upward Communication
1. Subordinates work performance
2. Problems relating to work
3. Performance appraisal of their subordinate(feedback of

understanding of orders, instructions, etc.,)
4. Clarifications of orders, etc.,
5. Opinion, attitude, feeling etc.,
6. Procedures, methods, practices followed in doing the work
7. Criticism
8. New ideas and suggestions
9. Personal and family problem
c. Horizontal Communication
1. Horizontal communication is a real check on the power of

the top leaders.
2. It is the flow of information between persons of the same

hierarchical level.

v. Order
I. Henry Fayol has opined that manager should have high degree
of efficiency in giving order as through orders either he can
motivate or dissatisfy his subordinates..
II. Meaning of Order
a. In order giving process, a personal relationship a direct line

of command from superior to subordinate is implied. This
relationship is not reversible. Two managers of equal rank
cannot, have this relationship.
b. Another implication of an order is that it is enforceable. A

superior can employ sanction against his subordinate who
does not carry out an order or who does so in an
inappropriate manner.
c. The order is given and enforced to achieve organisational

objectives. As such, specific and clear order serves
organisational purpose.
III. Techniques of Order
a. General or specific
b. Written or Oral
c. Formal and Informal
d. Timing
e. Follow-up of order
vi. Essential of Effective Communication
1. The Elements of effective communication are
a. Clarity
b. Adequacy
1. In terms of coverage, ie types of messages flowing in

various direction
2. In terms of quantity of various types of messages
c. Timing
d. Integrity

vii. Barriers of communication
I. External barriers
a. Semantic Barriers
1. Badly expressed message
2. Faulty translation
3. Unclarified Assumptions
4. Specialists language
b. Emotional or Psychological barriers

1. Keith Davis opines that these exist in the people’s
minds or because of their acations, such as being hard to
contact or difficult to understand
2. The following are some emotional barriers
a) Premature Evaluation
b) In attention
c) Loss by transmission and poor retention
d) Undue reliance on the written word
e) Distrust of Communicator
f) Failure to communicate
c. Organisational barriers
1. Organisational Policy
2. Organisational rules and regulations
3. Status relationships
4. Complexity in organisation structure
5. Organisational facilities
d. Personal barriers
1. Barriers in Superiors
a) Attitude of superiors
b) Fear or challenge to authority
c) Insistence on proper channel
d) Lack of confidence in subordinates
e) Ignoring communication
f) Lack of time
g) Lack of awareness
2. Barriers in subordinates
a) Unwillingness to communicate
b) Lack of proper incentive

viii. Methods of overcoming the barriers
I. It is imperative that organisational policy must be clear and

explicit and encouraging the communication flow so that
people at all levels realise and full significance of
communication. This organisational policy should express in
clear and unambiguous terms that organisation favours the
promotion of communication in the organisation.
II. This policy should also specify the subject matter to be

communicated. This does not mean that contents of
communication are to be prescribed in a completely exclusive
manner but that the list should be illustrative and it should
emphasise that the subject matter of communication should be
determined by the needs of the organisation.
III. Though communication through proper channel is essential for

orderly flow of information, it should not always be insisted
upon. The system of communication through proper channel
serves the purpose adequately so far as routine types of
information warrants, this has to be overlooked and persons
concerned need being told explicitly that insistence on proper
channel is not necessary in all cases.
IV. Every person in the organisation shares the responsibility of

good communication; however, persons at the top have special
responsibility in this regard. A successful communication
system will only be achieved if top management is determined
that it is to be so. It must set good examples itself, clearly
expects others to follow them, and check from time to time that
there are no bottlenecks.
V. Organisation should have adequate facilities for promoting

communication. Adequate provision of these facilities is not
sufficient, but proper attention must be given towards their
proper and effective use. These needs being carefully looked
into and the responsibility of superior managers in encouraging
the use of these facilities through the adoption of supportive
attitude and behaviour needs being emphasised.
VI. Communication being an inter-personal process, the

development or inter-personal relationships based on mutual
respect trust and confidence is essential for its promotion.
VII. There should be continuous programme of evaluating the flow

of communication in different directions.

ix. Making Communication Effective
I. Clarity in idea
II. Purpose of Communication
III. Empathy in communication
IV. Two way communication
V. Appropriate Language
VI. Supporting words with action
VII. Credibility in communication
VIII. Good Listening

MOTIVATION
i. Meaning
I. Motivation is thought of in two ways
a. Managers motivate their employees or fail to do so

b. The concern is with how superiors influence subordinates
II. Performance(P) can be described as a function of an

individual’s ability(A), Knowledge(K) and Motivation(M).
This may be expressed as P – M(A,K)
ii. Motivation Defined
I. To provide with a motive; to incite and impel – Webster

Dictionary
II. Motive can be defined as that within the individual which

incited him to action any idea, need, emotions or organic state
that prompts to any action.
III. William G Scott defines motivation as a process of stimulating

people to action to accomplish desired goals.
IV. According to McFarland Motivation refers to the way in which

urges, drives, desires, aspirations, strivings, needs, etc.,
transform the behaviour of human beings.
V. Following the analysis of these definitions, we can derive the

characteristics of motivation
a. Motivation is an Internal Feeling

b. Person in totality, not in part, is motivated
iii. Motivation causes Goal Directed Behaviour
Tension Tension
Behaviour Motives(needs) Wants (release of
tension)
Environments Incentive
iv. Importance of motivation
I. High performance Level

II. Low Employee Turnover and Absenteeism
III. Acceptance or organisational changes

v. Theories of Motivation
I. Maslow’s Need Hierarchy
a. Physiological needs
b. Safety(security) needs
c. Social needs
d. Esteem(Recognition) esteem needs
e. Self Actualization needs
II. Hygine Factors – Herzberg’s model
a. Motivational Factors
b. Critical Analysis of the theory
c. In fact, job satisfaction and dissatisfaction are two opposite points on a

single continuum. Individuals on the job are affected by any change either
in the job environment or in the job content.
d. Herzberg’s model is method bound and a number of other methods used

for similar study have shown different results not supporting his
contentions. Thus, the theory has limitations in general acceptability.
e. This theory does not attach much importance to pay, status or inter-
personal relationships which are held generally as important contents of
satisfactions.
III. McGregor’s Theory X and Theory Y
a. Theory X
1. Management is responsible for organising the elements of productive

enterprises – money, materials, equipment, people in the interest of
economic ends.
2. With respect to people this is a process of directing their efforts to
motivating them, controlling their actions, modifying their behaviour to fit
the need of organisation.
3. Without this active intervention by management, people would be passive,
even resistent to organisational needs. They must be persuaded, rewarded,
punished, controlled, their activities must be directed. This is
management’s task. We often sum it up by saying that management
consists of getting things done through other people.
4. The average man is by nature indolent – he works as little as possible.
5. He lacks ambition, dislikes responsibility, prefers to be led.
6. He is inherently self-centered, indifferent to organisational needs.
7. He is by nature resistant to change.
8. He is gullible, not very bright, the ready dupe of charlatan and the
demagogue.

b. Theory Y
1. The expenditure of physical and mental effort in work is nature as play or rest.
Depending upon controllable conditions, work may be a source of satisfaction
or a source of punishment.
2. External control and the threat of punishment are not the only means for
bringing about efforts towards organisational objectives. Man will exercise
self direction and self control in the service of objectives to which he is
committed.
3. Commitment to objectives is a function of the reward associated with their
achievement. The most significant of such award, eg., the satisfaction of ego
and self actualisation needs, can be the direct product of effort directed
towards organisational objectives.
4. The average human being learns under proper conditions not only to accept
but to seek responsibility. Avoidance of responsibiity, lack of ambition, and
emphasis on security are generally consequence of inherent human
characteristics.
5. The capacity to exercise a relatively high degree of imagination, ingenuity and
creativity in the solution of organisational problem is widely, not narrowly,
distributed in the population.
6. Under the condition of modern industrial life, the intellectual potentialities of
the average human beings are only partially utilised.
c. Comparison of Theory X and Y
1. Theory X assumes human beings to be inherently distasteful towards work.

Theory Y assumes that for human beings work is as natural as play.
2. Theory X emphasises that people do not have ambitions and try to avoid
responsibilities in jobs. The assumptions under Theory Y are just the reverse.
3. According to theory X most people have little capacity for creativity while
according to Theory Y, the capacity for creativity is widely distributed in the
population.
4. In Theory X, motivating factors are the lower needs. In Theory Y higher order
needs are more important for motivation though unsatisfied lower need are
also important.
5. In Theory X, people lack self motivation and require to be externally
controlled and closely supervised to get maximum output from them. In
Theory Y, people are self directed and creative and self controlled.
6. Theory X emphasises scalar chain system and centralisation of authority in the
organisatiion while Theory Y emphasises decentralisation and greater
participation in the decision making process.
7. Theory X emphasises democratic and supportive leadership styles.
McGregor’s assumptions in terms of Theory X and Theory Y are based on
Maslow’s needs hierarchy model.

IV. Theory Z
I. Urwick criticising the contradictory assumptions of Theory X and

Y proposed another theory of human behaviour at work place
which he has called Theory Z. The Theory Z has following
propositions :-
a. Management is responsible for organising the elements of

productive enterprise money, materials, equipment, people in
the interest of economic ends.
b. In a free society, economic ends are determined by the choices
of innumerable individuals in their capacity as consumers.
c. This involves a network of decisions and communications
through which management postulates leadership.
d. Management so groups these choices as
1. To facilitate economic production and distribution

2. To enable these same people, in their capacity as
producers or distributors to satisfy their needs.
e. In a handicraft economy, the consumer communicates direct

with the producer, along the dotted line. In modern machine
economy, there are atleast eight points at ehich consumer
choices may be to move point to point all round to Z.
f. Man as a producer or distributor, is not resistant to organisation
needs. But change threatens his human needs if it suggests
1. Loss of employment – physical and safety needs

2. Change of working pattern – social needs
3. Elemination of position to which he may have aspired –
egoistic and self fulfilment needs
g. Management can overcome these difficulties of complete

communications by devoting more attention to morals. This
involves
1. Discipline, that is, system of communication is precise and
accepted by all concerned
2. Confidence, that is, each individual is assured that the
institution is beneficient and will safeguard his/her needs.
Retail Outlet Wholesale Outlet Manufacturing Group
Manufacturing Unit
Executive
Zp Staff
Zpd
Divisions
Department Working Group

h. Urwick indicates that the individuals would be ready to
direct their behaviour towards organisational goals under
two conditions
1. Each individual should know the organisational goal

precisely and the contribution to which attempts are
being made towards the realisation of this.
2. Each individual should be confident that the realisation
of organisational goal is going to affect his need
satisfaction positively and that none of his needs are
threatened or frustrated by membership of the
organisation.
V. Vroom’s Valence – Expectancy Theory
I. Motivation(force) = Valence + Expectancy

II. Valence
a. Valence means the strength of an individual’s performance
to a particular outcome.
III. Expectancy
VI. McClellnd’s Needs Throty
I. Thematic Appreciation Test(TAT) conducted by his was

famous.
II. There are two types of basic motivating needs

a. Power Motive(n/PWR)
b. Affiliation Motive(n/AFF)
c. Achievement Motive(n/ACH)
III. McClelland has identified for basic characteristics of high

achievers
a. Moderate Risks
b. Immediate Feedback
c. Accomplishment
d. Preoccupation with the tasks
IV. Implication of the Theory
V. Developments of Achievement Motive

a. To teach participants how to think, talk and eat like a
person with high achievement.
b. To stimulate participants to set higher, but carefully
planned and realistic work goals over the next two years.
c. To give the participants knowledge about themselves.
d. To create group esprit de corps from learning about each
other’s hopes and fears, successes and failures, and from
going through emotional experience together away from
everyday life, in a retreat setting.

VII. Carrot and Stick Approach of Motivation
I. Punishment is effective in modifying the behaviour if it forces

the persons to select a desirable alternative behaviour that is
than rewarded.
II. If the above does not occur, then the behaviour will be only
temporarily suppressed and will appear when the punishment is
removed. Furthermore, the suppressed behaviour may cause
the person to be fearful and anxious.
III. Punishment is more effective if applied at the time when the

undesirable behaviour is actually performed.
IV. Punishment must be administered with extreme care so that is

does not become reward for undesirable behaviour. A
punishment, from one point of view, may become a reward for
the person concerned.
vi. Important elements of sound motivational system
1. Adequate Motivation
2. Analysis of Motives
3. Simplicity in Motivational System
4. Uneven motivation
vii. Incentives
Financial Incentives Non Financial Incentives

Individual Collective Individual Collective Institutional
1. Equal wages
rates
1. Status
2. Wage 1. Human
2. Promotion
increase 1. Social Relations in
3. Responsibilit
Various based on importance industry
y
Premium plans ability of work 2. Participation
4. Pleasant and
by Taylor, 3. Pension Plan 2. Team Spirit 3. Communicati
interesting
Hasley, Rowan, 4. Production 3. Competition on
job
Gantt, etc., bonus 4. Informal 4. Building
5. Recognition
5. Profit groups Morale
of work
Sharing 5. Discipline
6. Job Security
6. Co-
partnership

LEADERSHIP
i. Introduction
I. Management can get the results from the people in the

organisation in two ways by exercise of authority vested in it
and by winning support of the people
II. The successful organisation has one major attribute that sets in
apart from unsuccessful organisation that is dynamic and
effective leadership.
ii. Leadership defined
I. Leadership process comprises three factors
a. Leader
b. The follower
c. Other variables
II. The basic leadership characteristics are
a. Leadership is basically personal quality. This quality

motivates the individuals to be with leaders
b. Leader, by exercising his leadership, tries to influence the
behaviour of individuals around him to fulfill certain
predetermined objectives
c. Leader tries to influence the individual to behave in a
particular way.
d. There is a relationship between leader and individuals
followers which arises out of functioning for a common
goal.
e. Leadership is a continuous process of influencing behaviour
f. Leadership is exercised in a particular situation. The
situation variables also affect the effectiveness of
leadership.
iii. Difference between management and leadership
I. The key difference is Leadership can be for one’s own goals or

a friends goals.
II. Leadership functions come under directing through which
behaviour is directed to get maximum use of subordinates
ability.
iv. Importance of Leadership
I. Motivating employees
II. Creating Confidence
III. Building Morale
IV. Leadership Theories

V. Trait Approach
I. According Stogdill the following traits are suggested for

successful leader
a. Physical and constitutional factors(height, weight,

physique, energy, health, appearance)
b. Intelligence
c. Self confidence
d. Sociability
e. Will(initiative, persistence, ambition)
f. Dominance
g. Surgency(Talkative, Cheerfulness, geniality,
enthusiasm expressiveness, alertness and
originality)
II. Ghiselli has found the following
a. Supervisory ability
b. Achievement
c. Motivation
d. Self actualising
e. Intelligence
f. Self assurance
g. Decisiveness
III. The various traits can be classified
a. Innate Qualities
1. Physical Feature
2. Intelligence
b. Acquirable Qualities
1. Emotional Stability
2. Human Relations
3. Empathy
4. Objectivity
5. Motivating Skills
6. Technical Skills
7. Communicative Skills
8. Social Skills
v. Behavioural Approach
I. A leader uses the following three skills to lead his followers

a. Technical
b. Human
c. Conceptual

II. There are two types of leadership acts
a. Functional or favourable
b. Dysfunctional or unfavourable
III. The dysfunctional acts are inability to accept subordinates

ideas, display of emotional immaturity, poor human relations
and poor communication.
IV. There are four basic elements
a. Leaders
b. Followers
c. Goal
d. Environment
V. The basic difference between trait approach and behavioural

approach is that former emphasises some particular trait to the
leader while later emphasises particular behaviour by him.
vi. Situational Approach
I. Ohio State University research has given four situations at

variables that effect the performance of leadership
a. The cultural environment

b. Difference between individuals
c. Difference between jobs
d. Difference between organisations
vii. Eclectic Approach
I. Sanford has developed the eclectic approach to leadership. He

contends that leadership depends upon traits of leader,
situational variable and the types of followers.
viii. Leadership Styles
I. There are three important elements of leadership
a. Autocratic leadership
1. Strict autocrat
2. Benevolent autocrat
3. Incompetent autocrat

4. The main advantages of autocratic leadership are
a) There are many subordinates in the organisation

who prefer to work under centralised authority
structure and strict discipline, they get satisfaction
from this style.
b) It provides strong motivation and reward to a
manager exercising this style.
c) It permits very quick decisions as most of the
decisions are taken by a single person.
d) Less competent subordinates also have scope to
work in the organisation under this leadership style
as they do negligible planning, organising and
decision making.
5. The main disadvantages of autocratic leadership are
a) People in the organisation dislike it specially when

it is strict and the motivational style is negative.
b) Employees lack motivation, frustration, low morale
and conflicts develop in the organisation
jeopardising the organisational efficiency.
c) There is more dependence and less individuality in
the organisation. As such, future leaders in the
organisation do not develop.
b. Participative leadership
1. The style is also called democratic, consultative or

ideographic.
2. The common methods adopted are
a) Democratic supervision
b) Production
c) Committees
d) Suggestions
e) Programmes
f) Multiple Management
3. The main advantages of participative leadership are
a) It is a highly motivating technique to employees as

they feel elevated when their ideas and suggestion
are given weight in decision making
b) The employees productivity is high because they are
party to the decision. Thus, they implement the
decisions whole heartedly.
c) They share the responsibility with the superior and
try to safeguard him also.

d) It provides organisational stability by raising morale
and attitudes of employees high and favourable.
4. The main disadvantages of participative leadership are
a) Complex nature of organisation requires a thorough

understanding of its problems which lower level
employees may not be able to do. As such,
participation does not remain meaningful.
b) Some people in the organisation want minimum
interaction with their superiors or associates. For
them, participation technique is discouraging instead
of encouraging.
c) Participation can be used covertly to manipulate
employees. Thus, some employees may prefer to
open tyranny of an autocrat as compared to covert
tyranny of a group.
c. Free rein or Laissez faire leadership
ix. Likert’s management system
I. Likert has taken seven variables of different management

system, namely
a. Leadership
b. Motivation
c. Communication
d. Interaction and influence
e. Decision making process
f. Goal setting
g. Control process
II. Likert’s four systems of management in terms of leadership

styles are
a. Exploitative autocratic(system1)
b. Benevolent autocratic(system2)
c. Participative (system3)
d. Democratic (system4)
1. Likert hss isolated three variables which are

representative of his total concept of system 4
a) The use of supportive relationships of managers

b) The use of group decision making and group
methods of supervision
c) His performance goals

x. Employee production orientation
xi. Leadership behaviour can be plotted on the two separate taxes

rather than on a single continuum as shown below
High consideration and low structure High structure and high consideration
Low structure and Low consideration High structure and Low consideration
xii. Managerial Grid
I. The managerial grid was developed by Blake and Mounton.

C High
o 9 1,9 (Country Club) 9,9 (Team)
n
c 8
e 7
r 6
n 5 5,5 (Middle Road)
f 4
o
r 3
2
p
e 1 1,1 (Impoverished) 9,1(Task)
o High
p Low 1 2 3 4 5 6 7 8 9
l
e
Concern for production
II. Blake and Mounton has described the five styles as follows
a. 1,1 Exertion of minimum efforts is requied to get work

done and sustain organisation morale
b. 1,9 thoughtful attention to needs of people leads to friendly
and comfortable organisation atmosphere and work tempo
c. 9,1 Efficiency results from arranging work in such a way
that human elements have little effect.
d. Adequate performance through balance of work
requirements and maintaining satisfactory morale.
e. 9,9 Work accomplished is from committed people with
interdependence through common stake in organisation
purpose and with trust and respect.
xiii. Tridimentional Grid
I. Reddin conceptualised a three dimensional grid also known as

3-D management borrowing some ideas from managerial grid.
II. Three dimensional axes represents
a. Task orientation(TO)
b. Relationship orientation(RO)
c. Effectiveness

III. Either degree of TO or RO or a combination of both are used
by leaders. On the basis basically there are four styles as
shown in the figure
Related Integrated
RO
Separated Dedicated
IV. The four basic types of behaviour are
Basic Style Less effective Style More Effective Style

Integrated Compromiser Executive
Dedicated Autocrat Benevolent autocrat
Related Missionary Developer
Separated Deserter Bureaucrat
xiv. Fildler’s Contingency Model
I. The leader member relationship, which is most critical variable

in determining the situation
II. This degree of task structure, which is the second most

important input into the favourableness of situation
III. The leaders power obtained through formal authority, which is

the third most critical dimension of the situation.
Style of leadership tasks directed
Human
Relations
0
Very unfavourable Unfavourable Favourable Very Favourable
IV. The figure shows that
a. Task oriented leaders tend to perform best in group

situations that are either very favourable to the leader.
b. Human relations oriented leaders tend to perform best in
situation that are intermediate in favourableness.
xv. Successful Leadership Vs Effective Leadership
(A) (B) Effective

Successful
Attempted Resultant Ineffective
Leadership Behavious Unsuccessful

CONTROL
i. Control Defined
I. Control may be defined as the process of analysing whether

action are being taken as planned and taking corrective actions
to make these to conform to planning.
II. On the basis of the definitions of control, the following

characteristic can be formulated
a. Control is forward looking because one can control future

happenings and not the past
b. Control is both an executive process, and from the point of

view of the organisations of the system, a result. As an
executive process, each manager has to perform control
function in the organisation.
c. Control is a continuous process
d. A control system is a coordinate, integrated system.
ii. Controlling and other functions
I. Often it is said planning is the basis, action is the essence,

delegation is the key, and information is the guide for control.
II. The relationship of control with major managerial functions can

be described as follows :-
a. Planning as the basis
Planning Actions Controlling
b. Action as the essence
c. Delegation as the key
d. Information as the guide
e. Information as the guide
1. Adjustments in operations
2. Policy verification
3. Managerial Responsibility
4. Psychological Pressure
5. Coordination in action
6. Organisation efficiency and effectiveness

III. Steps in controlling
I. The important four steps are
a. Establishment of control standards
1. Output
2. Expense
3. Resources
b. Measurement of performance
1. Clear, simple and rational

2. Relevant
3. Direction attention and efforts
4. Reliable
c. Comparison between performance and standards

and the communication
1. Finding out the extent of deviation

2. Identifying the causes of such deviations
d. Correction of deviations from standards
1. Review of plans and goals and change there in

on the basis of such review
2. Change in the assignment of tasks
3. Change in organisation
Designed Implementation Correction Corrective Cause

Analysis of Performance Action Plan of deviation
Actual Measurement Comparison of Identification

Performance ofPerformance actual and standards of deviation
iii. Essentials of effective control system
I. Reflecting organisational neds

II. Forward looking
III. Promptness in reporting deviations
IV. Pointing out exceptions at critical points
V. Objectives
VI. Flexible
VII. Economical
VIII. Simple
IX. Motivating
X. Reflecting organisations pattern

iv. Control Area
I. The identification of areas of control enhances the management

to
a. Delegate authority and fixing up of responsibility.

b. Reduce burden of supervising each activity in detail.
c. Have means of securing satisfactory results.
II. Peter Drucker has identified eight key results areas where
objectives should be set and controls should be exercised
namely
a. Market Standing
b. Innovation
c. Productivity
d. Physical and financial resources
e. Profitability
f. Manager performance and attitude
g. Development
h. Worker performance and attitude
i. Public Responsibility
III. Holden, Fish and Smith have identified 13 key control areas,
namely
a. Policies
b. Organisation
c. Personnel
d. wages and Salaries
e. Costs
f. Methods and manpower
g. Capital expenditure
h. Service department efforts
i. Line of products
j. Research and development
k. Foreign operations
l. External relations
m. Overall control

EFFECTIVE LISTENING
WHY DON’T WE LISTEN :-
• Selective Listening
• Talking Speed
• Personal interests
• Lack of Interest
• Speed of thought
• Reactions to the speaker
• Beliefs and attitudes
• The words we hear
• Listening expectations
• Physical Distractions
DEVELOPING SKILLS AS A LISTENER :-

1. Physical Attending
a. Help yourself to listen
i. Face the speaker

ii. Maintain eye contact
iii. Lean towards the speaker
iv. Stay relatively relaxed
2. Psychological Attending
a. Listen to what is being said
i. Central theme
ii. Keep open mind
iii. Think ahead
iv. Analyse & evaluate
v. Don’t interrupt
b. Listen to how it is being said
i. Interpret tone of voice

ii. Evaluate non-verbal signs
c. Listen to what is not being said
i. Ask the right question to ensure you hear the full story.

EFFECTIVE LISTENING - continued
1. Stop Talking - You cannot listen if talking
2. Put the talker at ease - Help him feel that he is free
3. Show him that you want to listen - Look and act interested. Do not read
while he talks. Listen to understand
rather than to oppose.
4. Remove distractions - No noises. Shut the door.
5. Empathize with him - Put yourself in his place.
6. Be Patient - Allow plenty of time. Do not

interrupt.
7. Hold your temper - Angry man gets wrong meanings.
8. Go easy on arguments and criticism - This puts him on offensive. Do not

argue.
9. Ask questions - This encourages. Shows you are

listening. Helps to develop points.
10. Stop talking - Last but not the least.
“NATURE HAS GIVEN MAN TWO EARS

BUT ONLY ONE TONGUE.
WHICH IS AN INDIRECT REFERENCE
THAT YOU SHOULD DOUBLY HEAR
BEFORE YOU SPEAK ONCE”

HOW TO SPEAK EFFECTIVELY
When you went to get a message across to an individual or group, the way you speak
is as important as the content of the message. Here are some points to remember :-
a. Right Speed
Most of us speak faster than normal when we stand up in front up of a group.
If you speak very fast the audience will have difficulty following what you
are saying.
Deliberately try to speak slowly(unless your normal speaking voice is slow).
Every so often during your speech, slow down your speed..
b. Clear Speech
Speak your words clearly, particularly the end of each word. Speak sentences
clearly, particularly the end of each sentence.
If you cut off the end of words or sentences or lower your voice, the audience
will not hear you.
c. Interesting Voice
Change the pace of your voice during a speech, to emphasize points and to
hold attention.
d. Eye Contact
Look at people in your audience as much as possible while you are speaking.
This shown that you are talking to them.
e. Express Feelings
Make your voice interesting by changing the pace and pitch when you are
speaking. You can get across a feeling of warmth by sending and lowering the
tone of your voice slightly(it is good practice getting warmth into your voice,
by speaking out lower to yourself).
Your face shows feelings as well. Smile occasionally, to show that you are
feeling friendly and relaxed(unless you are treating about a particularly serious
matter.
f. Holding Attention
In the way that you stand or sit shows that you are alert and fairly
relaxed.(don’t slouch, don’t fidget).
Use your hands, your face and body movement, to emphasize what you are
saying if you feel comfortable doing this.
But avoid fiddling(with a pen, papers, etc) or nervous movement that distracts
attention from what you are saying.

PERCEPTION
WHAT IS PERCEPTION ?
We come to know the world through the information supplied by the senses. Senses
inform us about qualities, colours, sounds, tastes, smells etc., This raw data
(uninterpreted data) from these senses is called sensation. We have to process it to
turn it into the experience of the world. That is, we have to consider the sensory
information along with what is in memory and with thought processes. When the
sense data is processed, we get knowledge of objects and events in the world. This
knowledge is called perception.
Thus, perception is the experience of objects and events based on the information
provided by the senses. People’s perceptions are determined by their needs.
Aspects of perception :-
There are several aspects of perception which relate to communication skills. These
are mentioned below :-
i. Selective perception :-
It means seeking what one wants to see. In our regular activities, we like
to see those things which please us and we reject or ignore the things
which are unpleasant to us. Hence, we manage to overlook many stimuli
from the environment that do not fit into our current perception of things.
ii. Stereo-typing :-
It is the application of selective perception. Sometimes we have our pre-

conceived ideas about other people and refuse to differentiate between
individual behaviours. We are in that case applying selective perception to
our relationships with other people. This becomes a barrier to
communication.
iii. Projection :-
Projection has two meanings –
a. That of projecting one’s own motives into others behaviour

b. The use of defence mechanisms to avoid placing blame on one self
Both these functions are a result of ego at work. It is a way of improving

one’s self-image. By attributing others behaviour to our own motives, we
tend to get some satisfaction. As a defence mechanism we see the same
fault in others making our own fault seem not so serious.
iv. The “Halo Effect” :-

This refers to the process of forming opinions based on one element from a
group of elements and generalizing that perception to all other elements.
Thus, one good characteristics is allowed to influence the course
disproportionately(language, dress).
v. The “Horns Effect” :-
It is the just the opposite of “Halo Effect”. In this one bad characteristic is
allowed to influence the overall judgment.
COMMON PIT FALLS

In communicating messages the following kinds of errors may take place :-
i. Rationalisation :- The recipient attempts to make a sense of a message

according to his own frame of reference which can result in a changed
meaning.
ii. Transformation of Detail :- The words are changed into more familiar
language leading to mistranslation.
iii. Change in order of events :- Depending on one’s own sense of priority.
iv. Omissions :- Something is left our or just forgotten.
TRAINERS CAREFULNESS :-
• It is necessary for the trainer to be careful. He can
i. Identify the perceptual differences

ii. Help in overcoming the perceptual differences
iii. Highlight key points which need emphasis
• The trainer can also use interactive behaviour such as Testing

understanding and summarizing.
• The trainer should be careful in use of language in his lectures

avoiding the pitfalls.
• Use of appropriate training aids such as visual aids, models, charts,

graphs, photographs, handcuts, etc., will be helpful.
• Use the Army method of telling. Tell him what you are going to tell
him, then tell him what you him.

NEGOTIATION
Introduction :-
An old saying goes like this –
“To get to the promised land you have to negotiate your way through the
wilderness”
Negotiation is nothing but handling family members, sales clerks, competitors

or entities with names like “The Establishment” or “The power structure”. How you
handle these encounters can determine not only whether you prosper, but whether you
can enjoy a full, pleasurable, satisfying life.
What is Negotiation ?
Negotiation is a field of knowledge and endeavour that focuses on gaining the
favour of people from whom we want things.
Then arises the question what do we want? The answer to this is very simple.
We want all sorts of things: prestige, freedom, money, justice, status, love, security
and recognition.
Negotiation is the use of information and power to affect behaviour within a

“Web of tension.”
Three crucial elements of negotiation :-
a. Information :-
The other side seems to know more about you and your needs than you
know about them and their needs.
b. Time :-
The other side doesn’t seem to be under the same kind of organizational
pressure, time constraints and restrictive deadlines you feel you’re under.
c. Power :-
The other side always seems to have more power and authority than you
think you have.

The other important sections in power are as follows
1. The power of competition

2. The power of legitimacy
3. The power of risk taking
4. The power of committment
5. The power of expertise
6. The power of the knowledge of “Needs”
7. The power of investment
8. The power of rewarding or punishing
9. The power of identification
10. The power of morality
11. The power of precedent
12. The power of persistence
13. The power of persuasive capacity
14. The power of attitude
STYLES OF NEGOTIATING
a. Winning at all costs --- Soviet Style
The six steps issued by Soviets in negotiating
1. Extreme initial positions

2. Limited authority
3. Emotional tactics
4. Adversary concessions viewed as weakness
5. Stingy in their concessions
6. Ignore deadlines
b. Negotiating for mutual satisfaction
1. Using the process to meet needs
2. Harmonizing or reconciling needs
3. Conclict – This has three parts
i. Experience
ii. Information
iii. Role
c. More on the Win-Win technique

1. Building trust
i. The process stage
ii. The formal event
Game plan used in formal event
I. Establish trust
II. Obtain information
III. Meet his needs
IV. Use his ideas
V. Transform relationship to collaboration
VI. Take moderate risk
VII. Get his(Sellers) help
2. Gaining Commitment
3. Managing opposition :-
The opposition comes in two forms
a. Idea opponents
b. Visceral opponents - Two rules on negative terms

are
1. Never forget the power of your attitude

2. Never judge the actions and motives of
others
NEGOTIATING ANYTHING, ANY PLACE
Telephone negotiations and memos of agreement
i. Characteristics of Phone Negotiations
a. More misunderstanding
b. Easier to say no
c. Much quicker
d. More competitive
e. Greater risk
f. Advantage – caller

ii. The following are some suggestions that can be effortlessly customized
to help you achieve success :-
a. Be the caller, not the callee
b. Plan and prepare – few tips for phone negotiations
1. Prepare a checklist of points to be covered during the call.

2. Dry run the negotiation or transaction in your mind.
3. In an adversary encounter, attempt to anticipate the tactics of
the other party. It is a truism that forewarned is forearmed.
4. Try to have all the relevant facts at hand as you make the
phone call.
5. Notwithstanding your preparation, you may be surprised by
diversions or off-the-cuff queries. Certainly, there is no
indignity in admitting some lack of knowledge.
6. Concentrate and avoid distractions. Give this phone call your
undivided attention. Don’t be a contortionist.
7. If facts and figures are involved, keep all reference material,
plus an adding machine or pocket calculator, within arm’s
reach.
8. At the end, summarize what was agreed upon and define the
responsibility for follow-up action.
c. A graceful exit
d. Discipline yourself to listen
e. Write the memorandum of agreement
iii. Moving up
iv. Taking it personally

COLLECTIVE BARGANING
Introduction :-
Another important sector in negotiation is collective bargaining. This is done
to attain balance of power, collective barganing is used. It was said, “We do not fear
to negotiate but do not negotiate out of fear.” This is the basic of collective
bargaining. In the words of Mr John T Dunlop collective bargaining is
i. A system which establishes, revises and administers many of the rules

which govern the workers place of work. A procedure which der
ii. A procedure which determines the quantum of compensation which
employees should receive and which influences the distribution of
economic ills
iii. A method of setting disputes during the pendency of agreement and of
determining, after its expiry, whether a dispute should be re-opened or
whether a strike or a lock-out be resorted or not.
Characteristics of Collective Bargaining :-

i. It is a collective process in which representatives of management/employer
participate mutually
ii. It is flexible and dynamic.
iii. It is a bipartite process wherein the representatives of workers and
management get an opportunity for clear and face to face negotiation.
iv. It is the practical way of establishing industrial democracy.
v. It is a continuous process which can establish regular and stable
relationships between workers organisations and employers or
management
vi. A conclusion of an agreement is the beginning of collective bargaining.
Functions of collective bargaining :-

i. Adjustment and balance of power between the management and Unions
when they are in conflict with each other.
ii. When two parties are in a state of continues conflict, it help in bringing
about compromise, truce or agreement for establishing peace between the
parties.
iii. For establishing industrial jurisprudence it analyses the rights and duties of
conflicting parties.
iv. It also adjust labour management disputes apart from performing functions
like negotiation, administration and enforcement of agreements by which
union management relationship is governed.

LEARNING
Introduction :-
When someone does a behaviour which we do not like, our very first feelings are one
of disappointment, relief, discouragement or loneliness.
Later as we think about how much the behaviour has inconvenienced us or hurt us, we
often build up anger or resentment or we feel upset, irritated, or bitter.
Anger used as an umbrella :-
Anger often acts like an umbrella to cover up our deeper feelings. Anger is used as a
weapon to keep people from knowing vulnerability and so we use it to protect
ourselves. However, anger is a self-defeating choice because it usually does not
produce a change in behaviour and often encourages the other person to get angry
back at us rather than work on the problem.
Anger is a learned response, which probably grew out of our childhood experiences
with our parents and teachers. We learned that our parents and teachers in certain
situations did not express certain emotions such as fear, disappointment, or shame
because the expression of these feelings left them open to attack.
Important primary and secondary feelings :-
Primary Feelings Secondary Or “Cover Up” Feelings

Fear Anger
Disappointment Frustration
Helplessness Irritation
Shame Upset
Loneliness Bitter
Discouragement Confused
Relief Ecstasy
When some is causing you a problem, if you tell them how angry or upset you are, the
person will probably feel criticized and his/her, reaction, is likely to be :
1. Anger back at you

2. Obedience to you out of fear
3. Avoidance to you
If you STOP and think back to what your first feelings were and then express those
feelings rather than anger :-
1. The relationship is hurt less(if any)

2. A change in the person’s behaviour will be out of respect rather than
out of fear.
The blocks of learning process :-

In the learning process active listening forms the important part. Communication
blocks increases the pressure. The following are the list of blocks
Communication Blocks Communication Aids

1. Advise/Giving solutions Door Opener Active Listening
2. Order
3. Threat
4. Moralise/Lecture
5. Criticise/Ridicule Content paraphrase
6. Praise/Sympathise/Humour Acknowledgment Passive Listening
7. Question
Important types of learning :-
a. Passive learning :- Where we are silent and let the person talk. We communicate
our interest and concern by our non-verbal behaviour.
b. Active learning :- Here we help the sender to understand both the thoughts and
feelings of his communication. The listener doe this by stating in his own words
what he has heard and the feelings he has observed.

SIX THINKING SHOES
Different action to situations
1. NAVY FORMAL
DRILLS AND ROUTINES
SHOES
INVESTIGATION AND COLLECTION OF

2. GREY SNEKARS
EVIDENCE
3. BROWN BROGUES PRACTICAL, PRAGMATIC
4. ORANGE FIRE FIGHTERS AND RESCUE WORKERS -

GUMBOOTS EMERGENCY ACTION IS REQUIRED
5. PINK SLIPPERS WARMTH AND TENDERNESS
6. PURPLE RIDING
AUTHORITY
BOOTS

SIX THINKING HATS
Different feelings to situations
INFORMATION, WHITE AS IN PAPER

1. WHITE
COMPUTER PRINT OUT
2. RED FEELINGS
3. BLACK LOGICAL NEGATIVE
4. YELLOW LOGICAL POSITIVE
5. GREEN CREATIVE THINKING
6. BLUE CONTROL OF THINKING

COPING STRESS AT WORK
1. Stress styles and related proplems
a. The hard driving style
b. Anxiety
c. Helplessness and hopelessness
d. Depression
e. Burnout
2. The Positive aspects of stress
The Arousal curve
P Arousal Stress
e
f
o
r
m
a
n
c
e
3. Stress and Health

i. Alarm Reaction
ii. Resistance
iii. Exahustion
4. What causes stress

i. Personality type
ii. Life events
iii. Daily events
iv. Beliefs and attitudes
v. Social support
vi. Meaning in life
vii. Environmental stressors
viii. Stress as necessary motivation
ix. Stressas glamour
x. Men, women and stress
5. Stress and Personality(Type A and Type B)

ii. Being Under pressure of time
iii. Egoism
iv. Competitiveness
v. Ambition
vi. Self worth
vii. The anxious person
viii. Non-assertive behaviour
6. Stress at work
ii. Contribution to over load
Family(Spouse, Children, parents)
Leisure Activities
OVERLOAD
Others
Job
Social Activities
iii. Sources of Pressure
Physical environment Job Characteristics Social/Cultural

(Noise, Overcrowding) (Repetitive jobs, shifts, environment
tight deadlines, travel (Competition)
External Pressures
Internal Pressures
Physical Behavioural Cognitive Emotional

7. Ineffective ways of coping stress
i. Smoking
ii. Alcohol
iii. Drugs
iv. Diet and eating
v. Overwork
8. Staying healthy
i. Exercise
ii. Sleep
iii. Relaxation
iv. Bio-feedback
v. The Alexander Technique
vi. Massage
vii. Yoga
viii. Meditation
ix. Spritual beliefs
x. Play
9. General Principles of coping and changing

i. Change
ii. The consequences of action
iii. Goal setting
iv. Problem solving skills
v. Identify problems
vi. Identify solution
vii. Identify priorities and goals
viii. Consider solutions
ix. Preferred solutions
x. Planning
xi. Rehearsal
xii. Put your plan into operation
xiii. Feed back
xiv. Repeat as necessary
10. Managing time

i. Time diary
ii. Job demands
1. Why are you here
2. Where do demands come from
iii. Priorities – forward planning
iv. Procrastination
v. Carrying a task through
1. Plan
2. Concentrate
3. Take breaks

vi. Dealing with interruptions
1. Plan
2. Appointments
3. Screening
4. Learn to say no
5. Telephone
vii. Delegate
viii. Work environment
ix. Have appropriate skills
x. Respect time
11. Communication
i. Social skills
ii. Perception
iii. Non-verbal communication
iv. Chains of communication
v. Discussing or fighting
a. Fighting dirty
1. Name calling
2. Personal criticism
3. Generalizations
4. Digging up the past
5. Silence
6. Non-cooperation
7. Aliance
8. Mind reading
b. Fighting fairly
1. Talk in the present
2. Be specific
3. One change at a time
4. Present your side of the argument
5. Explain what you will do
6. Explain the impact of the other person’s behaviour
7. Complete interaction
8. Contradictory principles
9. Non-verbal skills
10. Non-verbal cheating
11. Bling them with science
12. performance in all
12. Relationships at work

i. Change involves others
ii. Roles
1. Being a boss
2. Being a subordinate
3. Being a team membet
iii. Social support at work

13. Person-job fit
i. Poor person job fit
1. Over-stretched
2. Under-stretched
ii. Normal work situation
iii. The perfect fit dreams
1. The person fits the job
2. The job fits the person
iv. Improving person job fit

1. Selection
2. Training
3. Developing your own training scheme
4. Work overload
5. Work under-load

STRESS MANAGEMENT
Life without stimulus would be incredibly dull and boring. Life with too much
stimulus becomes unpleasant and tiring, and may ultimately damage your health or
well-being. Too much stress can seriously interface with your ability to perform
effectively.
The art of stress management is to keep you at a level of stimulation that is

healthy and enjoyable. This series of articles will help you to monitor and control
stress so that you can find and operate at a level that is most comfortable for your. It
will discuss strategies to reduce or eliminate sources of unpleasant stress. It will also
explain what can happen when you do not comfort stress properly.
Most people realize that aspects of their work and lifestyle can cause stress. While
this is true, it is also important to note that it can be caused by your environments and
by the food and rink you consume. There are several major sources of stress:
Survival Stress:
This may occur is cases where your survival or health is threatened. Where
you are put under pressure, or where you experience some unpleasant or
challenging event. Here adrenaline is released is released in your body and
you experience all the symptoms of your body preparing for “fight or flight”.
Internally generated stress:

This can come from anxious worrying about events beyond your control, from
a tense, hurried approach to life, or from relationship problems caused by your
own behaviour. It can also come from an “addiction” to and enjoyment of
stress.
Environmental and Job stress:

Here your living or working environment causes the stress. It may come from
noise, crowding, pollution, untidiness, dirt or other distractions. Alternatively
stress can come from events at work.
Fatigue and overwork:

Here stress builds up over a long period. This can occur where you try to
achieve too much in too little time, or where you are not using effective time
management strategies.
Short Term Physical Symptoms
These mainly occur as your body adapts to perceived physical threat, and are
caused by release of adrenaline. Although you may perceive these as unpleasant and
negative, they are signs that your body is ready for the explosive action that assists
survival or high performance.
• Faster heart beat

• Increased sweating
• Cool skin
• Cold hands and feet

• Feeling of nausea, or “Butterflies in stomach”
• Rapid Breathing
• Tense Muscles
• Dry Mouth
• A desire to urinate
• Diarrhoea
These are the symptoms of survival stress:
Long Term Physical Symptoms
These occur where your body has been exposed to adrenaline over a long
period. One of the ways adrenaline prepares you for action is by diverting resources to
the muscles from the areas of the body, which carry out body maintenance. This
means that if you are exposed to adrenaline for a sustained period, then your health
may start to deteriorate. This may show up in the following ways:
• Change in appetite
• Frequent colds
Illnesses such as:
Asthma
Back pain
Digestive problems
Headaches
Skin eruptions
Sexual disorders
Aches and pains
Feeling of intense and long-term tiredness
Internal Symptoms of Long-Term Stress
When you are under stress or have been tired for a long period of time you
may find that you are less able to think clearly and rationally about problems. This
can lead to the following internal emotional “upsets”.
• Worry or anxiety
• Confusion, and an inability to concentrate or make decisions
• Feeling ill
• Feeling out of control or overwhelmed by events
• Mood changes:
o Depression
o Frustration
o Hostility
o Helplessness
o Impatience & Irritability
o Restlessness
• Being more lethargic

• Difficulty sleeping
• Drinking more alcohol and smoking more
• Changing eating habits
• Reduced sex drive
• Relying more on medication
Behavioural Symptoms of Long-Term Stress
When you or other people are under pressure, this can show as:
• Talking too fast or loud

• Yawning
• Fiddling and twitching, nail biting, grinding teeth, drumming fingers, pacing
etc.
• Bad moods
o Being irritable
o Defensiveness
o Being critical
o Aggression
o Irrationality
o Overreaction and reacting emotionally
Reduced personal effectiveness:
o Being unreasonably negative

o Making less realistic judgements
o Being unable to concentrate and having difficulty making decisions
o Being more forgetful
o Making more mistakes
o Being more accident prone
o Changing work habits
o Increased absenteeism
o Neglect of personal appearance
These symptoms of stress should not be taken in isolation – other factors
could cause them. However if you find yourself exhibiting or recognizing a number of
them, then it would be worth investigating stress management techniques.
Understanding the Importance of Optimum Stress Levels:
The level of stress under which you operate is important. If you are not under
enough stress, then you may find that your performance suffers because you are bored
and unmotivated. If you are under too much stress, then you will find that your results
suffer as stress related problems interfere with your performance.
It is important that you recognize that you are responsible for your own stress
– very often it is a product of the way that you think. Learn to monitor your stress
levels, and adjust them up if you need to be more alert, or down if you are feeling too
tense. By managing, your stress effectively you can significantly improve the quality
of your life.

His section explains the linkage between stress and performance, and shows
how you can ensure that you perform at your best by optimizing stress levels.
Handling Depressions
High levels of long-term stress may often initiate depression, by failure

associated with stress-related under-performance, or by life crisis.
Deep depression is a clinical illness should be treated medically. It is

important that if you are depressed than you take this seriously. Severe depressions
that can cause years of happiness and low performance can be neutralized quickly
with drugs, by the appropriate form of psychotherapy, or by other forms of personal
action. An important part of intelligence knows when there is a problem, and when to
ask for help.
Depression may start when:
• You miss important deadlines

• Projects fail
• You are passed over for promotion
• You feel out of control
• You are very tired
• You are feeling inadequate while getting to grips with a new, difficult job
• You are bored for a long period of time
The following points may help in handling depression before it gets serious:
• An Important way of guarding against depression is getting your attitude right:

positive thinking really can help. As long as you can draw useful lessons from
failure, then failure can be positive.
• Similarly, talking about problems to a partner or to a respected colleague can
often help a lot. They may have been through a similar situation, seen the
problem before, or may be able to gently point out that you have the wrong
perspective on a situation.
• Where you are under stress caused by excessive demands, using effective time
management can improve things. Similarly taking an enjoyable break may
reduce stress.
• Where you are not under enough pressure, you can set personal challenges to
increase stimulus.
If you are already suffering from a mild form of depression, then the following
suggestions may help you to deal with it.
Self-confidence:
Where lace of self-confidence is a factor, there are a number of things you can
do.
o Start to set personal goals:
This will help you to give yourself direction in life, and will help you to
acknowledge that you can achieve useful and important things.

o Write down a list of your negative points:
Challenge each item on the list objectively, asking yourself ‘is this fair?’
or ‘is this really serious?’ You should find that many of your negative
beliefs are wrong or insignificant. Where you identify serious failings, set
measurable personal goals to eliminate or neutralize them.
o Similarly, bring your anxiety and negative self-talk up to the surface

of your consciousness:
Ask yourself whether it is realistic to worry about the things you worry
about: if you have no control over them, then worry does no good. When
you look at them rationally, you may find that worries are irrational or out
of proportion.
o Write down a list of the things that you can do well, and of the positive
parts of your personality:
Ignore’ virtues’ like humility and modesty – these are not good for your
self-confidence or well-being. Be proud of your good points – they can
help you to contribute positively to the world.
Positive thinking:
Almost all apparently negative experiences have positive elements to them.

Learn to identify these positives: this will help you to draw the best from every
situation. Even failing at something can be an intense and valuable learning
experience.
Relationships:
You may find the root of the problems lies with:
o Assertiveness:
If you are failing to assert yourself, you may find that other people are not
paying attention to your wants and needs. This can be upsetting and
humiliating. Learn to express your wishes firmly, but only be confrontational
if absolutely necessary. Assertiveness training can be beneficial in learning to
do this.
o Social Skills:
If your relationships are difficult, then you may identify that difficulties lie in
the way in which you deal with other people. In this case some form of social
skills training may be beneficial. Alternatively if you can identify where things
are going wrong, you may be able to set goals to overcome the problem.
o Other people:
It is early to assume (especially when you are depressed) that the fault in
relationship problems lies with you. This may or may not be the case.
Examine your relationships rationally: you may find that people around you
are causing problems – there are some extremely rude, awkward, arrogant or
confused people in the word. If people are making your life worse, then you
may be better off without them.

o Standards:
You may find that you have set your standards unrealistically high. This will
typically occur where you believe that a certain standard of achievements are
necessary, but where you do not have either the financial or time resources
available to achieve those standards. In this case it may be realistic to assess
the standards that you can reasonably achieve within the set constraints, and
aim at these.
o Fatigue and exhaustion:

If you are very tired, or have been under stress for a long period, you may find
that a good break helps you to put problems into perspective.
Rational Thinking
Once you are aware of your negative thoughts, write them down and review
them rationally. See whether the thoughts have any basis in reality. Often you find
that when you properly challenge negative thoughts they are obviously wrong. Often
they persist only because they escape notice.
Positive Thinking and Affirmation

You may find it useful to counter negative thoughts with positive affirmations.
You can use affirmations to build confidence and change negative behaviour pattern
into positive ones. You can base affirmations on clear, rational assessments of fact,
and use them to undo the damage that negative thinking may have done to your self-
confidence.
Examples of affirmations are:

• I can do this
• I can achieve my goals
• I am completely myself and people will like me for myself.
• I am completely in control of my life
• I learn from my mistakes. They increase the basis of experience on which I
can draw.
• I am a good valued person in my own right.
Traditionally people have advocated positive thinking almost recklessly, as if

it is a solution to everything. It should be used with common sense. No amount of
positive thinking will make everyone who applies it an Olympic champion marathon
runner (though an Olympic marathon runner is unlikely to have reached this level
without being pretty good at positive thinking). Firstly decide rationally what goals
you can realistically attain with hard work, and then use positive thinking to reinforce
these.
Meditation
Meditation is a very effective method of relaxation. The idea of meditation is

to focus your thoughts on one relaxing things for a sustained period of time. This rests
your mind by diverting it from thinking about the problems that have caused stress. It
gives your body time to relax and recuperate and clear away toxins that may have
built up through stress and mental or physical activity.

Meditation is particularly useful where:
o You have been under long-term stress.

o You have been under short-term stress, which has caused adrenaline to be
released into your bloodstream.
o You have been worrying about problem.
o You have been physically active.
Relaxing using mediation can have the following effects:
Slows breathing
Reduces blood pressure
Helps muscles relax
Give the body time to eliminate lactic acid and other waste products
Reduces anxiety
Eliminates stressful thoughts
Helps with clear thinking
Helps with focus and concentration
Reduces irritability
Reduces stress headaches.
Meditation Techniques
The essence of meditation is to quieten your thoughts by focusing completely

on just one thing. Unlike hypnosis, which is more of a passive experience, meditation
is an active process, which seeks to exclude outside thoughts by concentrating all
mental faculties on the subject of meditation.
A number of different focuses of concentration may be used. Which one you

choose is a matter or personal taste. Some of these are detailed below:
• Breathing:
A useful method may be to focus your attention on your breathing.
Concentrate on breaths in and out. You can accompany this by counting your
breaths using the numbers 0 to 9. You can visualize images of the numbers
changing with each breath. Alternatively you could visualize health and
relaxation flowing into your body when you inhale, and stress or pain flowing
out when you exhale.
• Focusing on an object:
Here you completely focus attention on examination of an object. Look at it in
immense detail for the entire meditation. Examine the shape, colour
differences, textures, temperature and movement of the object. Objects often
used are flowers, candle flames or flowing designs. However you can use
other objects equally effectively (eg. Alarm clocks, desk lamps, or even coffee
mugs!

• Focus on a sound:
Some people like to focus on sounds. The classic example is the Sanskrit word
‘OM’ meaning ‘perfection’. Whether or not this is practical depends on your
lifestyle.
• Imagery:
This can be a very refreshing and pleasant way of meditating. Here you create
a mental image of a pleasant and relaxing place in your mind. Involve all your
senses in the imagery: see the place, hear the sounds, smell the aromas, feel
the temperature and the movement of the wind. Enjoy the location in your
mind.
In all cases it is important to keep your attention focused. If external thoughts

or distractions wander in, let them drift out. If necessary, visualize attaching
the thoughts to objects out of your attention.
You may find that your attention keeps breaking as your worry that time runs
out. In this case it may be easiest to set an alarm to go off when you should
stop meditating.
You will find that as you practise meditation your attention will improve.
Physical relaxation techniques
These are useful where physical processes in your body cause stress: perhaps
where muscles are tense, or where you are experiencing the effects of adrenaline.
Taking Exercise:
Taking frequent effective exercise is probably one of the best physical stress
reduction techniques available. Exercise not only improves your health and reduces
stress caused by unfitness. It also relaxes tense muscles and helps you sleep.
Exercise has a number of other positive benefits you may not be aware of:
• It improves blood flow to your brain, bringing additional sugars and oxygen
which may be needed when you are thinking intensely.
• When you think hard, the neurons of your brain function more intensely. As
they do this they build up toxic waste products that cause foggy thinking in the
short term, and can damage the brain in the long term. By exercising you
speed the flows of blood through your brain, moving these waste products
faster. You also improve this blood flow so that even when you are not
exercising. You also improve this blood flow so that even when you are not
exercising, waste is eliminated more efficiently.
• It can cause release of chemicals called endorphins into your blood stream.
These give you a feeling of happiness and well-being.

There are a lot of wrong approaches to exercise. Many traditionally
recommended forms of exercise actually damage your body over the medium or long
term. It is worth finding reputable and up-to-date sources of advice on exercise,
possibly from your doctor and then having a customized exercise plan drawn up for
you.
An important thing to remember is that exercise should be fun – if you do not

enjoy it, then you will probably not keep doing it.
Techniques for Reducing Long Term Stress Time Management
Time management is a set of related practical skills that help you to use your
time in the most effective and productive way possible. Time management helps you
to reduce work stress by being more in control of your time and by being more
productive. This ensures that you have time to relax outside work.
Your attitude and its effect on your stress
Attitude is fundamental to long-term stress management. Where you attitude is

negative or hostile, you will create problems out of opportunities and cause stress by
alienating and irritating other people. Where you have a positive attitude, you can
maintain a sense of perspective and draw the positive elements out of each situation.
You will find that people will be more helpful keeping things in perspective.
When you are under stress it is very easy to lose perspective. Problems that are
relatively minor can take on a apparent size that makes them seem difficult and
intimidating. Naturally this feeds your feeling of stress, which makes your problems
feel worse, which feeds your feeling of stress.
Being in control
When you are in control of your life, you can control the level of stress you
face. When you are out of control and unable to schedule events, then you cannot
prevent stress building on top of stress. You will experience unpleasant peaks and
troughs stress. The feeling of being out of control is unpleasant and stressful in its
own right.
Change:
It is important that you learn to welcome change – otherwise you will expose
yourself to intense stress. You will be aware that we are currently in the middle of a
huge information revolution. As this runs its course, it has impact on attitudes of other
peoples. Relations with other people can be either very satisfying or very stressful
and unpleasant. While a certain amount of this comes down to their personalities,
your attitude has a surprisingly large effect on the way that other people respond to
you.
It is important when you are trying to improve the quality of relationships that
you understand the difference between managing them and exploiting them. When
you manage a relationship you are improving it for mutual advantage.

When you exploit a relationship you are improving your results at the expense
of the other person. If you exploit other people, then you will probably get a
reputation for this and suffer in the medium and long term. It will also cultivate an
unnecessarily cynical attitude to other people.
The following are important factors in forming harmonious relationships with

other people:
• Take a positive approach:

People enjoy working with and relating to happy, optimistic people.
When things are getting difficult, a smile or positive approach to a
problem can make the difference between success and failure of a
project.
• Project and positive image:

Take care over personal grooming. Wear good quality, well cared
clothes that project a suitable image. Learn about body language, and
learn how to adopt a good, open posture.
• Be assertive:
When you deal with other people, you should confidently project your
right to have your views taken into consideration. This does not mean
aggressively insisting on getting your own way, which irritates other
people and tramples on their rights. If you are not assertive then you will
probably not be noticed. Your triumphs will not be given their due weigh
and your needs will not be given proper attention.
• Pay compliments where they are due:

If you notice something good about someone, or they have done
something well, compliment them. This costs you nothing and helps to
build their confidence. It is obviously important to be sincere – no one
likes an obvious flatterer.
• Try to leave people pleased to have spoken to you:

This can be an extremely useful maxim, providing that you do not allow
other people to exploit you as a result. When you are dealing with well-
adjusted human beings, the more you give, the more you get. An
extremely powerful technique when dealing with other people is to try to
understand the way they think. Try to think yourself inside their mind.
See life through their eyes, feel what they feel, and understand their
background, influences and motivation. Sometimes things can go
wrong. Some people are not intelligent in the way they conduct
relationships. Where you face relationship problems. Your attitude will
often determine the amount of stress your experience.
• If someone is sarcastic and rude to you:

Remember that this is probably caused by a fault in their character. They
are probably irritating and offending many other people as well.
Examine any comment rationally: if it is unfair, then reject it.

If rude comments are fair, then learn from them. Do remember, though
that one person’s vice may be another person’s virtue: what seems
stubborn to one person may seem firm-minded to another.
• If someone hurts you:

Do not bear grudges. If you do, you will tend to churn them over in your
mind. This will damage your vital positive attitude to life, may cause
stress and may interfere with the quality of your sleep. Forgiveness is
important in maintaining relationships that are important, providing that
the forgiveness is genuine. You may decide, however, not to forget the
fact of the hurt – it makes sense to confront, avoid or circumvent people
who are unnecessarily hurtful.
• If you are facing a frustrating situation:

Where unnecessary obstacles are put in your way, or people you are
dealing with are being indecisive or unhelpful, then using relaxation
techniques can be useful. This helps you to remain calm with people.
• If someone is annoying you:

It is almost always best to remain calm and neutral, if only because you
will be able to think and react more clearly and effectively.
Eliminating Stress From Your Environment
If your living and working environments are badly organized then they can be
a major source of stress. If your environments are well organized and pleasant, then it
can help to reduce stress and increase productivity. Remember though that while it
may be important for people under stress to have a calm environment, others may
enjoy the raised levels of arousal associated with the ‘buzz’ of a busy office.
While the points listed may each contribute only in a small way to creating a
more pleasant environment, taken together they can have a significant effect in
reducing stress.

CHARACTERISTICS OF HIGH PERFORMING TEAMS
The seven important characteristics of high performing teams are :-
1. Purpose
2. Empowerment
3. Relationship and communication
4. Flexibility
5. Optimal Performance
6. Recognition and appreciation
7. Morale
• Effective team leaders adjust their style to provide what the group cannot
provide for itself.
• None of us is as smart as all of us.
• No development stage is bad. Each stage is part of the journey toward
production.
• The most important functions of a team leader is to help the group move
through the stages of development.
• You will never, never, never have an empowered, self-directed team unless
the manager is willing to share control.
• The words manager and educator are synonymous.
• Empowerment is all about setting goals so that others can get going.
Group Interaction
Contents Process
What Elements of Group Interaction How
Task Team functioning
What to oberve in groups :-

1. Communication and participation
2. Decision making
3. Conflict
4. Leadership
5. Goals and roles
6. Group norms
7. Problem solving
8. Climate/tune

Important stages in group development :-
Stage 1 - Orientation
Stage 2 - Dissatisfaction
Stage 3 - Resolution
Stage 4 - Production
The four leadership styles of situational leadership

1. Delegating - Low supportive and Low directive behaviour
2. Supporting - High supportive and Low directive behaviour
3. Coaching - High supportive and High directive behaviour
4. Directing - Low supportive and High directive behaviour

GROUP DISCUSSION
Group discussion is either conversation or discussion or sometime argument
between group of people, who try to demonstrate several of their skills like,
listening, leadership quality, etc.
A group discussion (GD) is a simulated exercise, where you cannot suddenly

put up a show, since the evaluators will see through you easily. In this page
you can find tips on GD and how to handle them to ensure a positive outcome.
OBJECTIVE
Lets start from the basic. One needs to know what one's objective in the group
is. A good definition of your objective is - to be noticed to have contributed
meaningfully in an attempt to help the group reach the right consensus. What
does this essentially mean?
1. The first implication is that you should be noticed by the panel. Merely
making a meaningful contribution and helping the group arrive at a consensus
is not enough. You have to be seen by the evaluating panel to have made the
meaningful contribution. What does that mean in practice?
• You must ensure that the group hears you. If the group hears you, so
will the evaluator. That does not mean that you shout at the top of your
voice and be noticed for the wrong reasons.
• You have to be assertive. If you are not a very assertive person you
will have to simply learn to be assertive for those 15 minutes.
Remember, assertiveness does not mean being bull-headed or being
arrogant.
• And most importantly, you have to make your chances. Many group
discussion participants often complain that they did not get a chance to
speak. The fact is that in no group discussion will you get a chance to
speak. There is nothing more unacceptable in a GD than keeping one's
mouth shut or just murmuring things which are inaudible.
• Participate in as many practice GDs as possible before you attend the

actual GD. There is nothing like practice to help you overcome the fear
of talking in a GD.
2. The second important implication is that making just any sort of

contribution is not enough. Your contribution has to be meaningful. A
meaningful contribution suggests that
• You have a good knowledge base

• You are able to put forth your arguments logically and are a good
communicator.
• The quality of what you said is more valuable than the quantity. There
is this myth amongst many group discussion participants that the way
to succeed in a group discussion is by speaking loudly and at great
length. One could not be more wrong. You must have meat in your
arguments.
Therefore, think things through carefully.
Always enter the room with a piece of paper and pen. In the first 2
minutes, jot down as many ideas as you can.
When you jot down points, keep these pointers in mind.
If it is a topic where you are expected to take a stand, say for example,
"Should India sign the Comprehensive Test Ban Treaty?" note down
points for both sides of the argument. It will be useful on two counts –
One, if you do not start the GD and are not amongst the first five
speakers and find that everyone in the group is talking for the topic,
then it makes sense to take the alternate approach and oppose the topic
even if you initially intended to talk for the topic.
Second, it helps to have a knowledge of how group members who take

a stand diametrically opposite to yours will put forth their argument
and be prepared with counter arguments for that.
Everybody else will state the obvious. So highlight some points that
are not obvious. The different perspective that you bring to the group
will be highly apprecaited by the panel.
However, be careful that the "something different" you state is still

relevant to the topic being debated?
Can you take the group ahead if it is stuck at one point?
Can you take it in a fresh and more relevant direction?
These are some of the other factors that could swing the chances
completely in your favour.
3. The third implication is that you must be clearly seen to be attempting to

build a consensus.
• Gaining support or influencing colleagues is the mantra adopted by

many a successful Business Leaders.

• Nobody expects a group of ten people, all with different points of view
on a controversial subject to actually achieve a consensus. But Did you
make the attempt to build a consensus?
• The reason why an attempt to build a consensus is important is because

in most work situations you will have to work with people in a team,
accept joint responsibilities and take decisions as a group.
• You must demonstrate the fact that you are capable and inclined to
work as part of a team.
Here is a sample list of skills assessed during a group discussion:
• Leadership skills:
Ability to take leadership roles and ability to lead, inspire and carry the team
along to help them achieve group's objectives.
Example: To be able to initiate the group discussion, or to be able to guide the

group especially when the discussion begins losing relevance or try to
encourage all members to participate in the discussion.
• Communication skills:
The participating candidates will be assessed in terms of clarity of thought,

expression and aptness of language. One key aspect is listening. It indicates a
willingness to accommodate others views.
Example: To be able to use simple language and explain concepts clearly so

that it is easily understood by all.
• Interpersonal skills:
Is reflected in the ability of the individual to interact with other members of

the group in a brief situation. Emotional maturity and balance promotes good
interpersonal relationships. The person has to be more people centric and less
self-centered.
Example: To remain cool even when someone provokes you by with personal
comment, ability to remain objective, ability to empathize, non-threatening
and more of a team player.
• Persuasive skills:
In terms of ability to analyze and persuade others to see the problem from
multiple perspectives without hurting the group members.
Example: While appreciating someone else's point of view, you should be

able to effectively communicate your view without overtly hurting the other
person.

• Problem solving skills:
Ability to come out with divergent and offbeat solutions and use one's own
creativity.
Example: While thinking of solutions, don't be afraid to think of novel
solutions. This is a high- risk high-return strategy.
• Conceptualizing skills:
The ability to grasp the situation, take it from the day to day mundane problem
level and apply it to a macro level.
Example: At the end of the discussion, you could probably summarize the
findings in a few sentences that present the overall perspective.
Here's how most group discussions work:
• Normally groups of 8-10 candidates are formed into a leaderless group,

and are given a specific situation to analyze and discuss within a given
time limit.
• The group may be given a case study and asked to come out with a
solution for a problem.
• The group may be given a topic and asked to discuss on the same.
A panel will observe the proceedings and evaluate the members of the group.
Group Discussion DO’S AND DON’TS

• Be as natural as possible. Do not try and be someone you are not. Be
yourself.
• A group discussion is your chance to be more vocal. The evaluator wants

to hear you speak.
• Take time to organize your thoughts. Think of what you are going to say.
• Seek clarification if you have any doubts regarding the subject.
• Don't start speaking until you have clearly understood and analyzed the
subject.
• Work out various strategies to help you make an entry: initiate the
discussion or agree with someone else's point and then move onto express
your views.
• Opening the discussion is not the only way of gaining attention and
recognition. If you do not give valuable insights during the discussion, all
your efforts of initiating the discussion will be in vain.

• Your body language says a lot about you - your gestures and mannerisms
are more likely to reflect your attitude than what you say.
• Language skills are important only to the effect as to how you get your
points across clearly and fluently.
• Be assertive not dominating; try to maintain a balanced tone in your

discussion and analysis.
• Don't lose your cool if anyone says anything you object to. The key is to
stay objective: Don't take the discussion personally.
• Always be polite: Try to avoid using extreme phrases like: Ì strongly
object' or Ì disagree'. Instead try phrases like: Ì would like to share my
views on…' or Òne difference between your point and mine…' or "I beg
to differ with you"
• Brush up on your leadership skills; motivate the other members of the

team to speak, and listen to their views. Be receptive to others' opinions
and do not be abrasive or aggressive.
• If you have a group of like-minded friends, you can have a mock group
discussion where you can learn from each other through giving and
receiving feedback.
• Apart from the above points, the panel will also judge team members for
their alertness and presence of mind, problem-solving abilities, ability to
work as a team without alienating certain members, and creativity.
Wise men learn from others mistakes, while the less fortunate, from their own.
Here's a list of the most common mistakes made at group discussions:
• Emotional outburst
Rashmi was offended when one of the male participants in a group

discussion made a statement on women generally being submissive while
explaining his point of view. When Rashmi finally got an opportunity to
speak, instead of focussing on the topic, she vented her anger by accusing
the other candidate for being a male chauvinist and went on to defend
women in general.
What Rashmi essentially did was to
• Deviate from the subject

• Treat the discussion as a forum to air her own views.
• Lose objectivity and making personal attacks.
• Her behaviour would have been perceived as immature and
demotivating to the rest of the team.

• Quality Vs Quantity
Gautam believed that the more he talked, the more likely he was to get
through the GD. So, he interrupted other people at every opportunity. He
did this so often that the other candidates got together to prevent him from
participating in the rest of the discussion.
• Assessment is not only on your communication skills but also on your

ability to be a team player.
• Evaluation is based on quality, and not on quantity. Your contribution
must be relevant.
• The mantra is "Contributing meaningfully to the team's success."

Domination is frowned upon.
• Egotism Showing off
Krishna was happy to have got a group discussion topic he had prepared
for. So, he took pains to project his vast knowledge of the topic. Every
other sentence of his contained statistical data - "20% of companies;
24.27% of parliamentarians felt that; I recently read in a Jupiter Report
that..." and so on so forth. Soon, the rest of the team either laughed at him
or ignored his attempts to enlighten them as they perceived that he was
cooking up the data.
• Exercise restraint in anything. You will end up being frowned upon if

you attempt showing-off your knowledge.
• Facts and figures need not validate all your statements.
• Its your analysis and interpretation that are equally important - not just
facts and figures.
• You might be appreciated for your in-depth knowledge. But you will
fail miserably in you people skills.
Such a behavior indicates how self-centered you are and highlights your
inability to work in an atmosphere where different opinions are expressed.
• Get noticed - But for the right reasons
• Srikumar knew that everyone would compete to initiate the discussion. So

as soon as the topic - "Discuss the negative effects of India joining the
WTO" - was read out, he began talking. In his anxiety to be the first to
start speaking, he did not hear the word "negative" in the topic. He began
discussing the ways in which the country had benefited by joining WTO,
only to be stopped by the evaluator, who then corrected his mistake.
• False starts are extremely expensive. They cost you your admission. It is
very important to listen and understand the topic before you air your
opinions.

• Spending a little time analyzing the topic may provide you with insights
which others may not have thought about. Use a pen and paper to jot down
your ideas.
• Listen! It gives you the time to conceptualize and present the information
in a better manner.
• Some mistakes are irreparable. Starting off the group discussion with a
mistake is one such mistake, unless you have a great sense of humor.
• Managing one's insecurities
Sumati was very nervous. She thought that some of the other candidates
were exceptionally good. Thanks to her insecurity, she contributed little to
the discussion. Even when she was asked to comment on a particular point,
she preferred to remain silent.
• Your personality is also being evaluated. Your verbal and non verbal
cues are being read.
• Remember, you are the participant in the GD; not the evaluator. So,
rather than evaluating others and your performance, participate in the
discussion.
• Your confidence level is being evaluated. Decent communication skills

with good confidence is a must to crack the GDs.
Focus on your strengths and do not spend too much time thinking about
how others are superior or inferior to you. It is easy to pick up these cues
from your body language
Why do we have group discussion?
Group discussion allows you to exchange information and ideas and gives you
the experience of working in a team. In the work place, discussions enable
management to draw on the ideas and expertise of staff, and to acknowledge
the staff as valued members of a team.
What can I get out of group discussion?
Some advantages of group discussion are:
• Ideas can be generated.

• Ideas can be shared.
• Ideas can be 'tried out'.
• Ideas can be responded to by others.
• When the dynamics are right, groups provide a supportive and
nurturing environment for academic and professional endeavour.
• Group discussion skills have many professional applications.
• Working in groups is fun!

Group dynamics
A useful strategy for developing an effective dynamic in your discussion group is to

identify task and maintenance roles that members can take up. Here is a list of these
roles, and the dialogue that might accompany them in a group discussion about the
environmental responsibility of Australian companies.
Positive Task Roles
• Initiator:
'Let's take a local perspective on environmental responsibility. Maybe a fast-food
outlet?'
• Information seeker:
'Does anyone know what Bentley Beta Burgers does with its garbage? Does it
recycle?'
• Information giver:
They won a local government award last year for running an environmentally
friendly operation.' · Procedure facilitator: 'I'll write this down to keep track of our
discussion.'
• Opinion seeker:
'Do you think they're really responsible or is it just a bit of good PR?'
• Opinion giver:
'I think it's a combination of the two, but at least they're taking the issue seriously.'
• Clarifier:
'We need to get hold of Betta Burgers' annual report to get a better picture of what
they're doing.'
• Summariser:
'O.K. We're taking a local perspective, using Bentley Betta Burgers as our
example, and we'll have a look at last year's annual report to see in what way they
practiced environmental responsibility.'
Positive Maintenance Roles
These become particularly important as the discussion develops and opposing

points of view begin to emerge.
• Social Supporter:
'We're coming up with some good ideas here.'
• Harmoniser:
'Jane and Tsen have looked at the issue from opposing points of view. Let's see if
we can take something from both points of view.'

• Tension Reliever:
'This discussion's really dynamic. It's good that we have so many different valid
angles on the issue.'
• Energiser: 'Hey, the point that Ahmed made has really got me thinking. Let's
explore his idea some more.'
• Compromiser: 'Half the group supports Jane's view and half supports Tsen's.
Now we need to formulate a compromise that we can all live with.'
• Gatekeeper: 'How do you feel about the issue, Greg? Your contribution here
would be really valuable.'
During an effective group discussion each participant may take up a number of

task and maintenance to keep the discussion moving productively.
As well as these positive roles, there are a number of negative roles which are
often taken up in group discussion. You should avoid taking up these roles and
learn to identify them in other group members. The discussion group may adopt
the ground rule that negative role behaviour will be censured by members of the
group. Described below are some negative roles to be avoided.
Negative Roles to be Avoided
• Disgruntled non-participant: someone who does not contribute and whose

presence inhibits the participation of other group members.
• Attacker: someone who acts aggressively by expressing disapproval of other

members and their contributions to the discussion.
• Dominator: someone who takes control of the discussion by talking too much,
interrupting other members, or behaving in a patronising way.
• Clown: someone who 'shows off', refuses to take the discussion seriously, or
disrupts it with inappropriate humour.

THE SEVEN HABITS OF
HIGHLY EFFECTIVE PEOPLE
EFFECTIVE HABITS
Internalised principles and patterns of behaviour
Knowledge
(What to, Why
to)
Habits
Skill Desire
(How to) (Want to)
Their are three kinds of assets, namely
a. Physical
b. Financial
c. Human
The Seven habits can be of three kinds, namely
a. Dependence
b. Independence
c. Interdependence

The seven habits of highly effective people
1. Be proactive
Stimulus Freedom to change Response
Independent will
Self Awareness
Conscience
Imagination
Our behaviour is a function of our decisions not our conditions.
In the word Responsibility there are two words hidden – Respone and
Ability
According to Victor Frankel Central Values in life can be categorised

in to three types, namely
i. The experimental
ii. The Creative
iii. Attitudinal – our response in difficult circumstances
Reactive languages are used in negative attitude
Proactive language is used in positive attitude.
2. Begin with the end in mind

Have a personal mission statement
Security
Wisdom Centre Guidance
Power
The Security, Wisdom, Guidance and Power are interdependent.

3. Put First Things first

i. Time Management
Time Management matrix
Urgent Not Urgent
Prevention
Crisis
Important
Relationship
Pressing problems
building
Deadlines driven
Planning
projects
Recreation
Interruptions Trivia
Important
Calls Busy work
Not
mails Time wastes

Pressing matters Pleasant activities
Four important needs
a. Physical
b. Social
c. Spritual
d. Mental
ii. Organizing
a. Long time Organizing
Mission Statement
Roles
Goals
b. Weekly Organizing
Schedule
Roles Goals Plans
Delegate

iii. The difference between a producer and manager
A producer will give the output according to input.
A manager will multiply the output.
The following figures will explain the difference between

producer and manager.
Producer
Input Output
Manager
Input Output
iv. Stewardship delegation takes the following points into

account
a. Desired results
b. Guidelines
c. Resources
d. Accountability
e. Consequences

4. Think win/win
High
Loss/Win Win/Win
Consideration
Loss/Loss Win/Loss
Low
Low High
Courage
The following are the situations
i. Win/Win
ii. Win/loss
iii. Loss/Win
iv. Loss/Loss
v. Win/Win or No deal
5. Seek first to understand then to be understood
High
Synergistic(Win/Win)
Trust Respectful
Defensive
Low
Co-operation

6. Synergize
Force Field Analysis
Restraining forces
Driving Forces
7. Sharpen the saw
Physical Exercise
Nutritious Food
Stress Management
Mental Reading Social Emotions

Visualising Service
Planning Empathy, Synergy
Writing Intrinsic Security
Spritual, Value Classification,

Commitment(Study & Mediation)
To improve ourselves we have to do the following repeatedly
ii. Learn
iii. Commit
iv. Do

INTERVIEW TIPS
Remember:
First impression is the best impression
If I have 8 hours to fell a tree, I will spend 6 hours in sharpening my axe.
You are going to MARKET yourself to the company. Better be prepared.
They don’t have time, but you have it in full
It is a ‘man eating man’ world outside.
Source of Information about the Vacancy

Through media
Internet
Friends, relatives & well wishers
Campus Interviews
Job markets
Placement Agencies
Through Contacts
You are too good!
Preparations
Self preparation
Mental
Physical
Materials to be presented
Dress code to be adhered
Company info
Competitors
Tell me your Dreams
Ready Reckoner
Resume
Mark Sheets & Certificates
Age & Address Proofs
Extra & Co curricular Certificates
Value Addition
Previous Experience Certificates
Driving License
Passport

Stationary
Photocopies
White Sheets
Writing Material
Pencil for a designer
Envelopes
Folder
Stapler
Tags and Pins
Accessories
Watch
Make up kit
Calculator
Umbrella
Entrance ticket/Pass
Company information
Location
Products
Tie ups
Interests
Strengths
Weaknesses
Future Plans
Balance Sheets for 2 years
Investors manual
Product Guide
Project Info
Ads
Competitor information
Location
Products
Tie ups
Interests
Strengths
Weaknesses
Future Plans

Interview information
Location
Time and duration
Personal/panel?
Nature of Questions
Interests
Preferences
The Persons involved
Dress Code
You are still in India and not in Honolulu!
Formals are still in vogue
Plains are always better
A little investment will always bring rich dividends!
Get groomed but don’t get decked up.
Matching accessories produce better impact
Check off List for men

Light shirt – Full sleeve but not new!
Dark pants
Matching Tie
Leather Belt
Light socks
Polished formal shoes
Hair cut and Shave
Gentle Perfume
Check off List for women

Sari or Salwar – Depend on your personality
Matching attire
Simple make up
Foot wear
Hair style
Mild Perfume
D-Day
Newspapers
Current Affairs
Television News
Hot News
Talk of the Town
Punctuality
Don’t get lost in the crowd!

Management Rules
There are only two rules:
Rule no 1. The BOSS is always RIGHT.
Rule no 2. In case of any ambiguity, Refer RULE NO.1

Therefore DO NOT ARGUE!
The Interview
The next Question is always from the previous Answer! Therefore you
can always steer the Interview to your Advantage.
Project the Leader and suppress the weakling
Be straightforward and never lie.
Remember you have got only one chance. Hence blast it to the full.
Discuss
What you can do for THEM/The COMPANY
Your Successes
Your strengths
Your goals and ambitions
Your Positive Qualities
What value addition you can bring along
DON’T Discuss
What they can do for you
Your failures
Your Pay package(unless asked for)
Excuses for not living up to the expectations
Your weaknesses
The Ending
Thank them for the opportunity
Summarize precisely, If asked
Confirm the mode of contact to know the results
Leave correct contact Address/Phone no/E mail ID
If possible, find out the gestation period
Appear in medical test If necessary
Follow up
Send a simple and elegant ‘Thank you’ card to the panel
Hope for the best
Continue the Job search till you know the result

IMPROVING MEMORY
How does our Memory work?
Our Memory works with Association. How it work with association?
We remember things by association.

Every piece of information in our memory is connected to other pieces in
some way or another.
For example, if you are given the word "apple", what do you think of?
Perhaps something like this:
• APPLE: red, round, sweet, teacher, tree, fruit. But it's unlikely
that we might see "apple" and think of "dog" (unless you remember
some funny incident in which your dog investigated an apple).
• And what if you were asked what the 7th letter of the alphabet
was? chances are, you wouldn't know that "G = 7," but you could
easily think to yourself, "A B C D E F G," and then say "G". You
used association to get to the letter G because you knew A was the
first letter, then you kept choosing the next letter in the sequence
until you got to the right one.
Why do most of us have a bad memory?
• Most of us don't. Most of us have a really good memory, but we

just don't have practice in using it efficiently. If the above is true,
then why is it so hard for me to remember things?
• As stated before, our memory works by association. If there is no
obvious association between things, it's very difficult to remember
them.
• For example, suppose you needed to remember that your plane
takes off at 2 P.M. There is nothing about the plane that would
suggest the number 2 more than it would any other number (at least
at first glance).
• Therefore, 2 is easily forgotten. Likewise, how does your best
friend relate to his phone number, an arbitrary string of digits? Or
how does a new word, like "hypothalamus," relate to what it
represents?
How can we learn to remember things better?

Simple. If memory works by association, we actively work to create an
association between two bits of information. For example, for the plane that
we need to catch at 2 P.M., we can imagine the plane in our mind, and notice
that it has 2 wings. Two wings, 2 P.M. There's an association. We are now
ten times more likely to remember the take-off time long after it has faded
from our short-term memory.

• As an example, for the first pair, you might want to imagine a mouse that
has a long, wavy tail that is in the shape of the letter S.
Mouse S Popcorn Chair
Fur R Elephant Pancake
Train Bridge Tooth Brush Canal
Moat Boat Umbrella Triangle
• After you have formed the associations (if you had trouble on one or two
of them, that's okay; just skip them for now), cover up the right side of
the list and then try to name the word associated with each word on the
left.
• If you formed vivid, clear associations, you may be surprised at how
quickly and easily you were able to remember everything !!
• At this point, you may be somewhat skeptical at this new memorization
scheme that I am proposing to you.
• You may be asking, "Are you telling me that every time I need to
memorize something important, I'm supposed to invent some clever or
silly association between pieces of information?"
• The answer is, yes! It is a time-proven method that works, and it is
consistent with what psychologists have discovered about the human
memory.
What if I memorize too many "bits and pieces of useless information"?
• As far as psychologists can tell, the human brain has a limitless capacity
for holding information. This means that our brains will never "fill up."
• New information may, however, interfere with information learned in the
past, making the older information more difficult to remember. To avoid
this problem, a little "management" may be required.
• For temporary things, such as memorizing the time of a doctor's
appointment or the name of some person you are going to call once (but
not ever again), do nothing.
• Because we no longer need this information, eventually we will forget it.
• For more permanent things, such as memorizing trivia facts, phone
numbers, license plates, etc., deliberately go back over all the things
you've learned on a particular day and think of the pictures you came up
with again.
• Do this every few hours or so. Then recall the new information once a
day for a few days. By the end of a week, the things you have memorized
will have become almost permanently fixed.
• What about all of the silly pictures? Will our minds be cluttered up with
all of them? Probably not.
• If we recall a piece of information often enough, eventually we will no
longer need the picture to remember it.
• Going back to the football field example, if you keep having to recall that
it is on Maple Street, eventually you will think "Football field = Maple
Street" without even thinking of the football player's strange breakfast.
• And if you no longer have to remember that picture, it will become
forgotten... and perhaps even "recycled" and used again in a future
association.

What if I can't think of an association?
• All of the examples given thus far have had easy associations -- the
association was either very obvious, or there were two words that could
be pictured very easily together in the mind.
• But what about words that can't be pictured so easily? Don't panic, there
are other techniques that can be used.
• Suppose you want to memorize that James Barstow lives on Lincoln
Street. Instinct should tell you to somehow link "Barstow" with
"Lincoln," but neither word forms a nice mental picture.
• So let's make one by finding words that either sound like or are directly
related to the real words we want to use. For "Barstow," you could
choose "bar stove."
• For "Lincoln," you might think of a penny, for President Lincoln's picture
is on a penny. You could then picture Mr. Barstow, serving drinks at a
bar (never mind that he isn't really a bartender).
• He goes over to this funny-looking stove, which is made entirely out of
copper. Four electric burners are on this stove, each looking just like a
giant penny. He looks down at the burners, and President Lincoln winks
at him!
• How about applying this same technique to learn new vocabulary words?
• Assume you are to learn about various parts of the brain in Psychology
class, you can use memory techniques to quickly memorize all the new
words.
• One of the parts like "parietal lobe," the part of the cerebral cortex which
interprets touch.
• Think of a parrot (sounds sort of like "parietal") pecking at some food in
your hand, and the brain feeling some sharp pain!
• Another part like "temporal lobe," which interprets hearing. Think of
yourself listening to a happy song with an up-beat tempo.
Technique for Memorizing Numbers
• We live in a society filled with numbers: social security numbers, dates,

license plate numbers, prices, zip codes, etc.
• Yet without a special technique, numbers are very difficult to memorize
because they are so hard to associate. Our brains think with pictures, not
with numbers.
• It's easier for us to visualize an elephant eating a ham sandwich than to
picture the string of numbers $2,347.91. But what if we could mentally
convert a number into a word, a word that represents a mental picture? It
turns out that we can.
• Suppose we assigned each of the digits 0 through 9 to a consonant. Then,
when we want to remember a number, we convert the number into
consonants, insert vowels, and form a word.
• This word can then be used to form an association much more readily,
rather than trying to use the number itself.
• We could then insert the vowel A between the consonants to come up
with the word "map". We would then visualize a huge map in front of us,
with the Mediterranean Sea, Israel, Egypt, Mt. Sinai, etc.

• Two weeks later we want to remember how many books were in the Old
Testament. We recall that huge map with all the places on it. MAP...
consonants are M and P... that's 3 and 9. 39! We did it! That's sort of a
roundabout way of doing it, but it works, because of the associations. So,
you ask, how do I know that M is 3 and P is 9?
• The answer is that you must first memorize the following table of
consonants and digits. But wait... once this chart is memorized, it can be
used for life! And second, there's even a scheme to associate the
numbers with the letters!
Numbers Letters/Sounds Memory Aid

1 t, d T has one down stroke
2 n n has two down strokes
3 m m has three down strokes
4 r “four” ends with r
5 l Latin 50 = L
6 j,sh,ch J reversed look like 6
7 kg(hard) Visualize as k drawn with two 7’s
8 f, v Cursive f has two loops like an 8
9 p, b P reversed look like 9
0 z, s “zero” starts with Z
• This is the standardized mnemonic system used by memory experts. It

has been optimized in order to make it easy to learn and use.
• Note that pairs of letters have been grouped together because of their
phonetic similarity, such as t and d or p and b.
• If you are not familiar with phonetics, whisper the word "dog." Notice
that it sounds like "tok". This is how you can tell which sounds are
phonetically similar.
• Here are some rules about using the number alphabet:
• The alphabet is strictly phonetic.
• For example, the word "cough" should be thought of as KoF and
translated into 78; "gem" is pronounced JeM and is thus 63.
• Double letters are not counted. For example, "Butter" translates into B, T
and R (only one T).
• Three consonant sounds do not appear in the chart: W, H and Y. Why,
you ask? Good question! Good answer!
• Vowels are always ignored, as well as W, H and Y mentioned above.
The long word "hollow," for example, contains just one useful letter: L.
• When creating words from consonants, vivid nouns usually work the
best, rather than adjectives, verbs or other related words.
• Before reading further, take a few minutes to memorize the number
alphabet.
• Thanks to the memory aids, it shouldn't take long.
• Cover all but the "number" column and try to name the letter or letters.
• Then write the groups of letters in random order on a piece of paper,
look at the letter groups, and try to come up with the number.
• You are now ready to memorize most any kind of number!

• Suppose you need to remember that a bowling tournament is being held
on the 25th of this month. 25 translates into NL which might stand for
"nail."
• Now picture yourself bowling, but when the ball hits the pins, the ball
surprisingly bounces back!
• That's because someone nailed the pins to the floor. Bowling, nail, NL,
25, 25th. It works!
• What about the periodic number for Potassium (19)? Perhaps you will
think of bananas, which have lots of potassium, sitting on a table. Table
= TBL = 195.
• But note that the number for potassium only has two digits, so we can
throw out the extra 5. We get 19!
• How about silver (47)? Perhaps a RAKE made of pure silver?
• How about gold (79)? Perhaps you might think of a mysterious person in
town who has gold in his cupboard? Pronounce it "kubbard," throw out
the extra numbers, and you get KB = 79.
• What about much longer numbers, like an employee ID number of
857502?
• It would be almost impossible for you to come up with a word that fits
"FLKLSN," and it would also be hard to come up with a series of words
that don't have any extra, unwanted letters in them.
• Let's break it down into three parts: 85-75-02. Now, let's come up with a
word for each part. Perhaps file, coal and sniff. Sniff represents 028, but
since we are memorizing only pairs, any extra numbers are ignored.
• Imagine you come into your office, and go to your FILE cabinet.
Opening it, you see that someone has dumped coal into it! And then when
you sniff the drawer, it smells awful!
• The next time you fill out some form at the office, all you have to do is
remember that story, and then write down 857502 instinctively.
Technique for Memorizing Lists:
• Suppose you're going to the store for groceries and you need the
following five items: eggs, bread, bacon, cheese and milk.
• How can you remember the list? For short lists, the easiest way is simply
to "link" the words together in a long chain, like this :-
eggs -> bread -> bacon -> cheese -> milk
• Then, think of some animated story in your mind to link the items
together.
• For example, imagine walking to the store with a grocery bag in your
hand.
• We start with a grocery bag because it's a grocery list -- it would be
difficult to jump immediately to eggs.
• On a street corner someone appears from nowhere, hands you an egg then
walks off. Dazed, you take the egg and drop it in the bag.
• (The mess is a vivid picture in your mind that strengthens the picture of
"egg" even more.)
• So by the time the next person comes out of nowhere and hands you a
loaf of bread, you don't want to put it in the bag, so you carry it in your
other hand.

• You hold it by the tie and it twirls as you walk.
• (This is a long story so far, but remember, you're not writing a story on
paper, you're just thinking of it in your mind, so it goes rather quickly.
• In fact it often goes so quickly through your mind that the added, extra
detail is very helpful in remembering later.
• The more ways you experience an object -- if you think of its appearance,
its touch, its smell, etc. – the more likely you'll remember it later!
• Suddenly, there's bacon on the sidewalk as you're walking, and it
crunches under your feet.
• The grease gets on your shoes. Next there's cheese on the ground, and
you walk on it. Yuck! Now there's grease and gooey cheese on your
shoes.
• When you get to the store, there's no restroom or water fountain, so you,
strangely, just take a gallon of milk, open it, and pour it on your shoes to
clean them! (Don't worry, this is only imagination -- you would never do
this in real life!)
• Wow, what an exciting finish to the story. Notice that we didn't just put
all the grocery items in the bag one by one.
• The instances would be so similar we'd get them mixed up! So a lot of
variety was used.
• The story was so fun that, no doubt, you can stop right now, look away
from this document, think through the story again and remember
perfectly the five items. Try it again tomorrow morning and see if you
still remember!
• The grocery list was easy, but what about longer lists, such as a list of all
of the states of the United States? If you forget a word in a middle, the
chain is broken and you've lost the rest!
• Also, if you want to remember the 15th state – useful if you memorized
the states in order of population or size -- you have to recall the first
fourteen.
• Another way to memorize lists is to use what are called"peg words."
• Before we begin, memorize this short list of peg words.
• Note that they are numbered, and the peg word actually does translates
into the correct number, so you should be able to form some associations
right away.
1. Hat
2. Hen
3. Ham
4. Rye
5. Hill
Practice recalling the peg words before continuing:
• Now, let's use the peg words to memorize a list of the five biggest cities
in Michigan, in order: Detroit, Grand Rapids, Warren, Flint and Lansing.
• We'll take each of the peg words and place them next to each item in the
cities list.
• Next, we'll form some simple paired associations between the words.
• Note that instead of making a huge chain, we are now working with only
pairs.

Peg Item Association
Picture large top-hat with Model T cars stitched on
1. Hat Detroit
it in an interesting pattern
Hen steps into a river, then is quickly
2. Hen Grand Rapids
carried away and gushes through rapids
Ham on platter is given to Warren Beatty (movie
3. Ham Warren
star), who looks at it oddly
Start with rye bread. Use Flint and steel to make
4. Rye Flint
spark to burn the bread!
The hills are alive with the Sound of Music
5. Hill Lansing
(movie)! The whole land begins to sing!!
• After studying the above associations, cover it up, then look at the five
peg items by themselves.
• Can you name all five cities on the list? Hopefully, you can. Note that
we've solved our problem. Our long chain of items has been changed to a
numerical chain, an easy list of 1, 2, 3, 4, 5.
• These correspond to a certain peg item, which, after a little practice, you
can easily name.
• Finally, we associate simple pairs of words: the peg words with the actual
list of items.
• You probably could have done it easily by using the short list method -- I
didn't want to give you a huge example so fast -- but it's obvious that this
method would be very helpful for long lists (like the 50 states).
• To memorize longer lists, all you need to do is memorize a basic set of
peg words, words which are derived from their associated numbers
directly. Some example words are given below; you can also come up
with your own.
• Try to come up with the shortest possible words for your list, because
many different words can stand for a number, and you want to reduce the
number of possibilities.
• (When memorizing numbers that aren't peg words, you can use longer
words, because in that case, you will only be converting words to
numbers, and a word always produces a unique number.)
1. Hat 11.Dot 21.Net 31.Mat 41.Road
2. Hen 12.Town 22.Nun 32.Moon 42.Rain
3. Ham 13.Dime 23.Name 33.Mummy 43.Room
4. Rye 14.Tire 24.Nero 34.Mower 44.Aurora
5. Hill 15.Doll 25.Nail 35.Mule 45.Roll
6. Shoe 16.Tissue 26.Notch 36.Match 46.Rash
7. Cow 17.Duck 27.Neck 37.Mug 47.Rock
8. Ivy 18.Taffy 28.Knife 38.Movie 48.Roof
9. Bee 19.Tape 29.Knob 39.Map 49.Rope
10.Toes 20.Nose 30.Mouse 40.Rose 50.Lace
• The peg words method for lists is great for lists of items that must be in a
specific order, because peg words are tied to specific numbers.

• Assuming you've previously memorized the five peg words, note how
easily you can come up with the 4th item -- just go 4... rye... Flint –
without having to go through items 1 through 3 first.
• For unordered lists, where the assigned number is not important, you
could even exchange items in the list to come up with easier
associations.
Finally
Practice, practice and practice to make
you perfect & your memory sharp.

SOCIAL BEHAVIOUR
The Opportunity :
Social Behavior is significantly made up of more important things than
knowing which fork to use at lunch with a client. People are a key factor in your own
and your business’ success. Many potentially worthwhile and profitable alliances
have been lost because of an unintentional breach of manners.
The solutions :
There are many written & unwritten rules and guidelines for etiquette, and
it certainly behooves a businessperson to learn them. The caveat is that there is no
possible way to know all of them!
The Basics :
The most important thing to remember is to be courteous and thoughtful to the
people around you, regardless of the situation. Consider other people’s feeling, stick
to your convictions as diplomatically as possible. Address conflict as situation-related,
rather than person-related.
Interruptions :
Avoid interruptions (of singular or group work sessions, meetings, phone
calls, or even discussions). Always apologize if you must interrupt a conversation,
meeting or someone’s concentration on a task. Quickly state the nature of what you
need, and show consideration for the fact that you are interrupting valuable work or
progress.
Dress/Appearance :
It can be insulting to your coworkers or clients to show a lack of concern
about your appearance. Being wrinkled, unshaven, smelly or unkempt communicates
(intentionally or not) that you don’t care enough about the situation, the people or the
company to present yourself respectably.
If in doubt, always err on the side of conservative. If you think jeans may be
OK for social events but aren’t sure, show up in ironed khakis and a nice golf shirt. If
you think a situation may be called for dress slacks, wear a dress shirt and tie. If you
have any inkling that a suit may be called for, dress to the nines.
Women’s clothing is a bit more complicated, but again, err on the side of
conservative and dressy. Always practice impeccable grooming (even in a jeans
environment)

SOCIAL SETTINGS
Many impressions formed during a party, dinner or golf game can make or
break a key business arrangement, whether or not business is discussed directly.
Always carry business cards. Arrive at a party at the started time or up to 30.mins.
later. (Not earlier than the stated time, under any circumstances.)
Introductions :
Before an event, use your address book or your “people database” to refresh
your memory about the people you are likely to meet. If you forget someone’s name,
you can sometimes “cover” by introducing a person you do know first. “Do you know
my Joe Smith, one of our account reps?” which will usually get the unknown person
to introduce him or herself.
If this doesn’t work, an admission that you’ve had a mental block is preferable
to obvious flailing around.
Table Manners :
These apply to the Americas and most of Europe. If you’re elsewhere, do

some research beforehand?
The fork goes on the left. The spoon and knife go on the right. Food items go
on the left. So your bread plate is on the left. Drinks, including coffee cups, should be
on the right.
When sitting at a banquet table, you may begin eating when two people to
your left and right are served. If you haven’t been served, but most of your table has,
encourage others to start. Reach only for items in front of you; ask that a neighbor
pass other items. Offer to the left; pass to the right, although once things start being
passed, go with the flow.
Conclusion :
This is a lot to consider, and there’s a lot more out there. Volumes of
information have been written on what is right and correct in business etiquette. It’s
enough to make veterans and newcomers too insecure to deal with people.
Since you’re human (we’re assuming!) there will be times when you step on
toes, forget an important name, pop off with a harsh comment, or (heaven forbid!) use
the wrong fork. We all do. Think about the “outtakes” scenes at the end of some
movies where we see how many times it took get things perfect, even when everyone
was performing to a script! This is a real life, there are no scripts, and we’re all
making it up as we go along.
The important thing to remember is that if you strive to make the people
around you feel comfortable and valued, you have succeeded whether you’re perfectly
in compliance with these or any rules you’ve read.

BODY LANGUAGE
Nobody has yet discovered what the body is capable of.
While observing some debates, the communication process, the evaluation and
judges’ decisions, one might get confused. We may have a different interpretation and
decision about the final outcome of the debate. We may be impressed or convinced,
and sometimes we may lack the understanding as to why such a final decision was
made.
Indeed, it is sometimes difficult to follow and understand the complexity of

human communication, especially if it is interesting, dynamic and quick. Verbal
expression, fluency and rhetorical skills are indisputable in debate; but here the stress
will be on other, less researched aspects of communication, called non-verbal
communication.
We know that some sentences can be grammatically incorrect but still have a
powerful communicative function. Theorists of communication claim that
communication is not a simple, one layered, linear process. We communicate with the
entire body. The reading of debate messages works, at minimum, on two levels:
verbal and non-verbal.
Successive, verbal understanding of a debate is interwoven with simultaneous,

multi-level reading of non-verbal layers of communication. This kind of reading can
be irrational and automatic. In psychological experiments, when we send
simultaneously two conflicting messages, most people will make their conclusion
based upon the non-verbal message, without being aware of their basis for conclusion.
For example, if a debater mutters evidence with a limp body posture, plays nervously
with his fingers, and stares at the floor, no matter how strong the evidence is, one
might not be convinced, or at least will start wondering what is wrong. The
interpretation of messages that are made during a debate is created from a direct result
of a processing of communication at all levels.
Since debate is a hierarchical and multi-level form of communication, aside from

the verbal aspect, we teach in our club 10 aspects of non-verbal forms of
communication:
1. VOCAL - We respond to the dynamic, rhythmic, melodic and agogic

components of someone’s voice. Silence is a very powerful message. Raising
the voice in cross-examination might mean, "I am talking to you, and I would
like you to pay attention to what I am saying," or, "I am not listening to you, I
am doing the talking now."
2. FACIAL - The face is the most expressive part of our body; (according to
R.L. Birdwhistell we can study 250,000 different expressions.) Macro and
micro facial expressions are strong messages usually connected to feelings,
attitudes and personal belief systems. At the same time, our face is also the
area under most ego control. A person could hold "a poker face" expression
(have control of her emotions) and spontaneously express herself. This means
of expression has enormous persuasive value.

3. GESTURAL - Gestural aspects of body language do not have absolute
meanings per se, but are understood in connection to contexts and
relationships with other people. A pointed finger (super-ego) usually has a
stronger impact than an open palm. The balance between the inhibited, under-
expressive hands and over-expressive hands is a skill which needs to be
exercised.
4. POSTURAL - The postural aspect of someone’s communication relates to the
position of the body in a dialoguing context. The whole body is an unit of
communication. A. Loven researched how individual postures in a specific
culture can be a interpreted as a strong message. Some postures say that we
are either burdened by life, are proud and untouchable, or are insecure and
need protection, etc.
5. PROXEMIC - The proxemic aspect includes communication through physical
contact and represents an extremely powerful human message. Is the debater
touching himself, a member of his team or the opposite team; how is he doing
it? It will be noticed at least subconsciously when, in the structure of his
speech, he is doing such an action. Proxemic messages could be used, but with
extreme caution, because they can be easily misinterpreted.
6. SPATIAL - The spatial aspect represents an analysis of how the debater uses
the stage or the space he is standing in or sitting on. Dominance, acceptance,
extroversion, respect (for example, by not intruding on other people's territory)
are only some of the information we get when observing someone's spatial
behavior.
7. RHYTHM - Rhythm in speaking and behaving is an organizing and
integrating element of communication. It has several functions from the basic
homeostatic to the aesthetic. The rhythm of breathing, eye movement, hands
and legs, and the whole body gives meaning to someone’s expression.
Carefully planned sudden changes in rhythm will increase attention and stress
the importance of the speaker’s point.
8. MOVEMENT - Movement is a macro statement in communication.
Movement has to be discreet in debating, but it is nevertheless important. As
the largest element in communication, it has integrative value and has to be
congruent with the other aspects of communication. It can reveal basic
motives, character traits and some practical intents of the person moving
(Arheim R.)
9. CLOTHING AND BODY DECORATION - These aspects are dependent on
individual and collective ideals. A socially intelligent debater must be aware
of the context and the message being sent by dressing style. Likewise, the
debater is responsible for the shock created by an unusual or a rebellious style
of dressing.
10. DRAWING - Drawing is a natural but unusually rare form of communication
in debate. Pictures, posters, graphs or other visual materials presented in a
debate can make a strong impact; however, it is polyvalent, and therefore
risky.

Sensitivity, awareness, freedom and creativity in non-verbal expression can
make enormous impact in debating. Becoming non-verbally fluent, centered,
grounded and flexible, will not only develop self-esteem, fluency and flexibility but
enable better communication skills in life. Integrating private and public personality
(E. Goffman) is easier non-verbally. We strongly recommend exercises in NLP, TA,
post Raichian, acting and creative movement workshops. Gestures and body
movements are unconscious forms of expressions and therefore they have a language
of their own. We are unaware of our gestures and body movements 99% of the time,
but other people can notice our gestures and movements if they pay attention to and
know what they mean.
Note that body language applies not only to the interviewer but also to the
interviewee. Also note that these gestures may happen throughout the conversation
and they change as the conversation progresses.
The objective of paying attention to nonverbal communication is to help you

change the direction of the conversation. If the person is showing negative gestures,
then you need to change the subject by asking a new question or talking about
something else.
So, during a job interview, you can watch for the following gestures:
• Crossed arms - means that the person is in a defensive and reserved mood.
• Crossed arms and legs - means that the person feels very reserved and
suspicious.
• Open arms and hands - means that the person is open and receptive.
• Standing before you with his hands inside the pockets - means he is not
sure or feels suspicious.
• Standing before you with his hands on his hips - means he is receptive and
ready to help you out.
• Sitting in a chair shaking one of the legs - means he feels nervous and
uncomfortable.
• If his eyes are downcast and face turned away - means he is not interested
in what you are saying.
• With the palm of the hand holding or stroking his chin - means he is in an
evaluating position and being critical.
• Leaning back in his chair with both hands clasped behind his head -
means he is in an analytical mood, but it is also a gesture of superiority.
• Rubbing or touching his nose when answering a question - means he is not
telling the complete truth.
• If he maintains good eye contact and he smiles in a relaxed and happy
way - means he is definitely receptive to you.
• Rubbing the back of his head or rubbing or touching the back of his neck
- means the conversation is not really interesting.
• If he moves his body and sits with his feet and body pointing towards a
door - means he wants to end the conservation and leave the room.

DRESSING CODES
Ever wonder what exactly "Casual Dress" is for an office environment?
For Men
Pants:Khakis or gray wool (lightweight or heavy) long slacks are always a safe bet.
Shirts: Button down cotton shirts are okay without a tie, a long sleeve button down
shirts is preferable to one with short sleeves. Cardigan sweaters are a good choice in
cold weather. Short-sleeved polo or golf shirts with a collar are acceptable as well.
Shoes: Well maintained bucks and loafers (Keep polish in your briefcase for quick
touch ups.)
Blazers: Either a double or single-breasted blazer with gold or silver-colored buttons
can dress up any casual day, especially if there is a spontaneous meeting or lunch with
clients.
Accessories: One ring per hand, a wristwatch, ties are optional in many companies, it
is best to check before leaving yours at home. For pocketed shirts, one ink pen is
sufficient. A leather belt that matches your shoes. (Brown belt for brown shoes, black
belt for black shoes etc.)
Always at work: Have good posture, smile and act confident
Never at work: Tennis Shoes, sandals, visible tattoos, sleeveless shirts, tee shirt with
no collar.
For Women
Pants: Khakis and Chinos are best in Gray, Beige and Taupe.
Skirts: 1 inch above or below the knee, longer lengths are also acceptable. Avoid
mini skirts at all costs. They reek of unprofessionalism in a corporate environment.
Shirts: Natural fabric shirts in solid colors, cardigan sweaters and lightweight jackets
are always good choices.
Shoes: Closed toe (flats or heels) and loafers, Shoes should match the hem of the
pants or skirts or be darker. (White shoes are not a good investment – ever!)
Dresses: Think classy when choosing dresses. Avoid spaghetti straps, sundresses, and
those with low necklines or sequins. Always wear hose with dresses and skirts.
Accessories: Think conservative. Small earrings and a necklace are always good.
Either a bracelet or wristwatch, but never together on the same arm and one ring on
each hand is plenty.
Always at work: Have good posture, smile and act confident.
Never at work: No blue jeans with holes, spaghetti-strap tee shirts and barefoot
sandals, big floral prints, visible tattoos, or earrings bigger than a quarter.

Formal Wear:
If you are on a business visit (viz. business deal or meeting), suit is the most
appropriate and preferred business formal. A suit with a light color collared
shirt, a matching necktie, and a formal leather shoe is what makes a perfect
business formal dress. Suits of dark color like black, navy blue, gray or brown
are most common, and are conventionally considered as perfect business
formals.
Tips
• Wear belts that match your outfits.

• Wear fresh pair of socks, and clean shoes.
• If you carry lunch to office, get a good lunch box.
• Carry a good office bag to your office. A good leather bag, or laptop bag is
most convenient.
• Maintain your clothes by regular washing, dry cleaning, laundering and
ironing.
Dress code for women:
Women are also expected to maintain a dress code. If the dress code is casual,
then you have a wide choice. In IT companies, women wear jeans, casual
pants, shirts, T-shirts, blouses, skirts, trousers, dresses, shorts, sweater sets,
and blazers. As far as possible, do not wear saris or salwar suits.
Some business places require women to wear business suits, jackets or

trousers. Business suits can be worn with a matching or contrasting blouse.
With short skirts, one must wear stockings underneath, along with high-heeled
sandals.
Tips
• Usually women must wear closed high-heeled shoes.

• Wear limited jewelry. Avoid flashy and chunky jewelry.
• Choose a handbag or purse to match your outfits. Shades of black and brown
compliment almost any color.
• Hair should be styled, cut, shampooed and conditioned.
• Pay attention to your hands and nails. Remove peeled or chipped nail polish.
Makeup should be minimal.
• Wear mild perfume. Deodorants are a must, as they help keeping body odor at
bay.
Some offices or places of business require suits for men, and dresses and hosiery
for women. If your workplace has this standard, denim of any type would not be
appropriate.

Party dress code definitions
? Black tie, dressy casual and more! Black Tie means formal.
Men wear tuxedos, women wear cocktail, long dresses or dressy
evening separates.
? White Tie means ultra-formal.

Men wear full dress, with white tie, vest, shirt and cummerbund.
Women wear long gowns.
? Formal usually means the same as Black Tie, but in some trendier
cities like New York or Los Angeles, it could mean a black shirt, no tie
with a tux.
Women wear cocktail, long dresses or dressy evening separates. Ultra-
formal means White Tie. Men wear full dress, with white tie, vest, shirt
and cummerbund. Women wear long gowns.
? Black Tie Optional means you have the option of wearing a tuxedo,
but it should clue you into the formality of the event, meaning a dark
suit and tie would be your other option.
Women wear cocktail, long dresses or dressy evening separates. Black
Tie Invited means you have the option of wearing a tuxedo, but it
should clue you into the formality of the event, meaning a dark suit and
tie would be your other option. Women wear cocktail, long dresses or
dressy evening separates.
? Creative Black Tie leaves room for trendy interpretations of formal

wear.
He can go more modern with a tux -- maybe a black shirt, no tie. She
wears long or short dresses or evening separates (maybe a long lace or
sequined skirt with a sleek cashmere sweater).
? Semi-formal is the trickiest of all dress codes. Usually it means that

tuxes are not required, nor are long dresses.
An evening wedding (after 6 PM) would still dictate dark suits for him,
and a cocktail dress for her. Daytime semi-formal events mean a suit
for him and an appropriate short dress or dressy suit for her.Cocktail
? Attire means short, elegant dresses for her and dark suits for him.
? Dressy Casual usually means no jeans or shorts. Similar to business

casual, but a tad dressier.Casual generally means anything
goes.Informal can mean the same as casual. However, when associated
with a wedding or other special event, some form of decorum and good
taste should prevail. A dress for her or a nice pair of slacks and shirt
for him are informal, but respectful of the event.

BUSINESS ETIQUETTE
Business
A commercial activity between two or more people involving money and/or
material transactions
Etiquette
• A set of rules which govern the behavior of individuals and make them social
worthy
• Conventional decorum designed to make an individual acceptable to others
• Basic manners regarding the conduct of a person depending on the group to
which he belongs
Body Language - Discussed in a separate chapter

The CUSTOMER has very little or no time whereas we have all the time.
Every individual likes to be pleased; The CUSTOMER is not an exception
You don’t sell unless you talk. Anybody can talk about him/her but only a few will
know about their competitor. Compare your product with your competitor but do not
belittle your competitor product.
Communication – Discussed in a separate chapter
• Mode of communication
• Telephone Etiquette – A chapter by itself
• Calling on
Conversation
• A simple wish
• Sir/Madam is preferred over Mr/Mrs
• Consider every opportunity as the FIRST opportunity
• Be enthusiastic and full of energy
• Never show tiredness/boredom
• Converse in a language in which the CUSTOMER is comfortable with.
• Take down Notes
• Introduce your colleagues
• Discuss business and business only
• Do not make assumptions
• Clarify doubts
• Note down facts and figures: Remember you need to recollect them later

Interruptions
• Never disturb a customer without an appointment

• Same goes with the holidays
• Avoid company meetings, training schedules and travel time
• If the customer is on phone, look the other side
• Remember your interests are purely business
HE has every right to ask 100s of Questions and the beauty is HE will! If you are
opening a saloon, do not expect the customer to bring the knife.
Appointment
• Date, Time, Duration, Place, Dress regulations and preferences

• Single, group or company
• Hierarchy/Rank structure
• Necessary infrastructure for demo
• Mode of transport
• Punctuality
Never go by the looks. They can be deceptive. Never neglect a business query
Even an Orderly in a big company can opt for Bill Junction
Communication - Discussed in a separate chapter
• It is always two ways

• Brief Introduction
• Purpose of the visit
• Volunteer info
• Let them ask
• Support your talk with Demos & Presentations
• Thank
Demonstrations
• Attractive –capturing the attention

• Colorful but not disturbing
• Short and to the point
• If possible, show the product
• Give the right info

The Ending
• Thank the customers

• Leave the correct contact number/address/ID
• Confirm the mode of contact
• Distribute sample products/pamphlets/visiting cards
Everyone likes to be remembered
• Send a Thank you card by post mentioning his support and highlighting your
products
• Express the hope that you would get a favorable decision
• A customer lost is lost forever. Remember A satisfied customer can bring 100
more.
• A dissatisfied customer can ruin the company/your future Give the
CUSTOMERS the best you have and the CUSTOMERS will give you back the
best they have.

SELLING SKILLS
This definition of selling encapsulates the heart of the matter, because selling
is first and foremost a transaction between the seller and the prospective buyer or
buyers.
If you're interested in improving your selling skills, you'll find that there are
supposedly many kinds of selling that you should use or should avoid, such as high-
pressure selling, persuasive selling, no-pressure selling, targeted selling, etc., but all
of them amount to the same thing in the end; selling is the art of persuading the
consumer that buying the product or service will benefit him or her.
Whatever product or service you're selling, then, you need to focus your
selling efforts on communicating the benefits of your product or service to the
consumer. The benefits may be tangible or intangible, but unless the individual
consumer is convinced that he or she will personally experience the benefits, your
product or service won't sell.
To sell, you must believe in your product or service - and believe in

yourself. Your selling skills depend, in large part, on your level of self-confidence.
Other people sense whether or not you believe in yourself, and by extension,
whether or not you believe in what you're doing. That belief is what persuades the
customer or client to buy the product or service. Therefore, increasing your self-
confidence will improve your selling skills.
Get Ready To Sell By Building Self Confidence
Cultivate Self Confidence
Do you believe that you personally are not good at selling? Are worry and
anxiety eroding your self-confidence?
Everyone has these feelings at one time or another. But that doesn't mean that
you can't sell successfully. Believing in yourself is like any other attitude; self-
confidence can be learned. You can increase your self-confidence through practice,
and that in turn will increase your selling skills.
Develop A Building Self Confidence Routine
Like many other people; I don't wake up each day revved up with self-
confidence. But if you met me in person, you would think I was a confident person.
That's because whether I'm going to present a workshop, meet with a client, or even
work at home that day, I go through a routine that I've developed to pump up my self
confidence and get me ready to sell.
The focus of the building self confidence routine is to eliminate all those
distractions that are interfering with my concentration on the event at hand, and to put
me into the positive, confident frame of mind that I want to present to others, whether
in person, or via technology.

Use Self-Praise To Build Self Confidence
We are surrounded by negative influences. But most of these negative

influences exist in our own heads. Awake or asleep, our minds constantly produce a
series of thoughts and images, and for many of us, these produce a constant barrage of
negative messages.
Using self-praise is a self-confidence building technique for combating these

negative messages. Instead of allowing your mind to produce whatever messages it
wants, consciously override these messages with positive praise about what you've
done or do well. For instance, say to yourself, "You really handled that crisis well
yesterday, when you..." or "You're really great at...". Your self-confidence will bloom
more readily in a positive mental climate.
Building Self Confidence Routine Tips
Like the daily planning session, your building self-confidence routine needs to
be uninterrupted. Do not take phone calls during this time, or let family members
interrupt you.
It helps to physically confront yourself when you're conducting a self-praise

session to build your self-confidence. Many people find it helpful to stand in front of a
mirror when they're doing this, and to speak out loud. Once you've become
comfortable with the technique, you may wish to go through the self-praise exercise
mentally, and combine it with other activities, such as exercise or household tasks.
If you haven't used a self-confidence building technique such as self-praise at

first, you'll probably feel silly when you first start. Ignore these feelings and
persevere. Over time, you'll find your feelings of silliness diminish as your self-
confidence grows.
The more specific you make your self-praise, the more powerful it will be.
And the more you use your building self confidence routine, the more your internal
self confidence will develop - the self confidence you need to sell your product or
service successfully.
How To Find And Sell To Your Target Market
"Who are your customers? Who will buy your product?" It is often surprising
that otherwise savvy small business people either have no idea who will buy from
them, or they assume that 'everyone' will.
Assumptions like this can lead to wrong decisions, wrong pricing, wrong
marketing strategy – and ultimately, business failure.
The most successful small businesses understand that only a limited number of
people will buy their product or service. The task then becomes determining, as
closely as possible, exactly who those people are, and 'targeting' the business's
marketing efforts and dollars toward them.

You, too, can build a better, stronger business, by identifying and serving a
particular customer group – your target market.
One of the first things you need to do is to refine your product or service so
that you are NOT trying to be 'all things to all people.' Become a specialist!
For example, in a business, an eco-tourism company, some specific decisions

were made early in the market planning. As a charter boat business, it was known that
there was plenty of fishing charter operators in the area, and 'party boats' as well. So it
was decided that a sightseeing or special event charters will be offered, and that no
alcohol allowed on board, or fishing rods.
Yes, this decision eliminated a percentage of the market – but it also gave a
'niche' that we could capitalize on, and expanded the market in a way that other
charter operators could not take advantage of.
Next, you need to understand that people purchase products or services for
three basic reasons:
• To satisfy basic needs.

• To solve problems.
• To make themselves feel good.
You'll need to determine which of those categories your product or service is

the solution to, and be prepared to market it accordingly. Your product or service may
fit more than one category, too – our charter business primarily targets folks who just
want to feel good – spending a day out on the water, relaxing and being waited on.
But it also targets people who have visitors coming from out of town, or even
overseas, because we represent a solution to the problem of 'What will we do while
our company is here? How can we entertain them, or show them our area?'
Then you need to zero in on your target market.
Qualifying - The Critical Selling Skill
Selling is not a favourite task for many. We picture sales people as greedy,
unethical, unscrupulous individuals who are determined to close a sale at any cost.
Yet we cannot survive without generating sales so selling skills are a critical
competency we need to acquire.
Selling is an honourable profession and everyone who operates a business

should learn some fundamentals. The most important selling skill to learn is how to
effectively qualify your prospect.
The most common mistake sales people make is to immediately launch into a
product presentation or “pitch” when they first meet their prospect. They extol the
virtues of what they sell and tell the prospective buyer how good, fast, reliable,
inexpensive or easy to use their product is. They talk, talk and talk hoping they’ll
convince the buyer that their product is of value.

The problem with this approach is that the “pitch” seldom addresses the issues
or concerns of the buyer. Because their needs have not been addressed, there is no
compelling reason for them to consider using your machines or to change vendors. If
you really want to give prospects a reason to buy from you, you need to give them a
reason. One of the most effective ways to do this is to ask a few well thought-out
questions to uncover what is important to the prospect. Here are a few examples:
? “I notice you currently use XYZ Vending. How long have they been
your supplier?”
? “What do you like most about them?”
? “If you could change one aspect about your current arrangement, what
would it be?”
? “What are the most important issues for you?”
? “What have your experiences been with ABC Vending?”
? “How many…do you sell in an average week/month?”
? “Who is your primary customer?”
? “Where have you had the most success with your machine(s)?”
Notice that each of these is an open-ended question which means it begins

with “who”, “what”, “where”, “why”, “when” or “how.” These types of questions
encourage the prospect to open up and share information of what their needs and
wants are. An important note here is to be cautious you don’t inadvertently turn these
open questions in to closed ones by saying something like;
“What are the most important issues for you? Timeliness of service? Income?”
This is a very common mistake that now gives the prospect an answer. I don’t know
about you, but selling is hard enough without making it even more difficult. Never
assume you know how they are going to answer. Ask your question and wait patiently
for the answer. Even if you have been in the industry for ten years or longer and think
you’ve heard it all, don’t make the mistake of assuming you know what the prospect’s
needs are. Let them tell you, rather than you telling them
One of the most important lessons about selling is that people will tell you
ANYTHING you want to know. All you have to do is ask. Most people love to talk
about themselves and want to share information about their current situation, their
challenges or problems, likes and dislikes. But, in most cases, they need prompting.
This prompting comes from you in the form of asking the right questions in the proper
tone and manner.
It is amazing that how few sales people actually take the time to learn about
their customer before they launch into their presentation. If you really want to begin
differentiating yourself from your competitors take the time to learn about your
prospect’s situation. By doing so, you’ll begin to give them a reason to do business
with you instead of someone else.
TELE-SALES begins with the importance of mental focus and its role in
building trust over the telephone. This builds on two objectives:
1. Achieve results by building stronger relationships;
2. Focus on making contact with prospects and customers
TELE-SALES uncovers the secrets of proactive selling. Success lies at the
center of proactive telephone sales techniques via relationship building.

Defining the Proactive Process vs. Telemarketing
TELE-SALES begins by describing the differences in these two methods of

approaching prospects and customers. Your staff learns to overcome their fears about
selling as they begin to develop the positive approach of “counselor selling.”
“What’s In It For Me?” says the Buyer
Jump into the buyer’s mind and explore the reasons why people buy. Examine
the logical and emotional processes each buyer goes through when making a purchase
decision.
It All Starts with the Opening
Your staff learns the best way to introduce themselves that maximizes their
use of time while beginning to build rapport with the buyer.
Conversational Probing to Determine Buyer Qualification
Qualifying prospects mixes the art of asking the right questions in a non-
threatening manner with the skill of listening for the cues that uncover the prospect’s
hidden needs, wants and fears. PHONE PRO techniques give your staff the strategy
and confidence to discover the potential of each prospect.
Managing Resistance Skillfully
Learn how to help buyers reach a “comfort zone” whenever resistance arises.
This new approach enables the conversation to move past negativity.
Voice Tone Techniques
TELE-SALES teaches your staff how to capitalize on their use of voice tone –
one of the most influential tools your staff possesses.
Vocabulary Techniques
Your staff learns how to deliver important buyer information with the use of
Visual Words, Affirming Phrases, Probing Phrases and Motivating Phrases. These
positive phrasing techniques improve communication and customer response.

TELEPHONE SKILLS
Telephonic skills are of the utmost importance when looking for methods to
enhance the professionalism with which you carry out your duties.
For most of us, the telephone is a vital source of communication. The use of
cell phones and “instant conversation” is commonplace in our life today. However,
when applying for an internship or permanent position, the way you conduct yourself
on the phone may be a key factor in a future employer’s decision to hire you on a
permanent basis.
Herewith a list of suggested points to bear in mind when using the telephone in a
business environment.
• Answer the phone as soon as possible – do not leave it ringing for a long time
if you can avoid it.
• Answer briskly – Greet first and announce yourself clearly.
• Put a “smile” in your voice – never pass on a bad mood to the client.
• Try and make it the client’s best call of the day – the next call from that client
will go smoother.
• Give “value” – the client has called you in order to obtain some furtherance to
his cause – try and meet his requirements as opposed to handing him/her
excuses.
• If you put someone on hold, give him or her progress reports regularly.
• Have information and paperwork ready if you are expecting a call – it imparts
an air of competence if you can answer queries without leaving your desk.
• Always have paper and a pen near the phone. A client’s time is valuable –
make every attempt not to waste it.
• Concentrate on the call – do not let your mind wonder or get distracted – on
really tough questions it may be a good idea to close your eyes whilst thinking
and talking.
• Use the caller’s name frequently to add personalism to the conversation and
make the client feel special.
• If you are trying to convince someone of something – tell him or her the bad
points before the good points.
• If you do not know the answer to a question, do not bluff, rather take the
clients name and number, research the item and phone him back with the
correct answer. If it is still beyond you – have a superior return the call on
your behalf.
• Confirm what the client is looking for, so that you don’t end up attending to
something that you think he/she needs as opposed to what was actually
requested.
• If you do not know an answer, and will not be able to ascertain one even if you
were to return the call, try and find alternative solutions, or leads to a manner
in which the problem can be solved.
• Be positive in your statements – say what you can do, not what you can’t do
e.g. “Mr. Jones can help you, can I put you through?” as opposed to “ I cannot
help you, you will have to speak to Mr. Jones.”

• Never take rude callers personally. Remain calm and do not allow yourself to
become rude as well.
• Thank the client for their call if they have left you with anything to assist you
in your duties.
• Wait until the client puts the phone down before you do.
The telephone; it is part of us. What would we do without it? It is as common

as apple pie and summer sunshine. As much a part of our lives as learning to walk and
talk and perhaps that is why we, at most times, give it little thought. Nonetheless, we
do think about it, when we have had the experience of being treated rudely or abruptly
while using this mode of communication.
We bristle at the idea of someone's brusqueness to us, and most probably

never take thought of the times we, have shown our bad manners while speaking on
the telephone.
The tendency to be short and curt to salespersons is common. The feeling that
they are, in fact, invading our privacy is a widespread notion and the fist inclination is
to cut them off with a positive projection of irritation. Perhaps supposing this will
discourage any return calls, "wish on!" Treating those person who call pitching a
product without kindness, solves nothing and makes no validity, so why not include
them in you simple and polite response, "no thank you, have a good day," "good-bye."
This response is much less apt to raise your blood pressure and reduce your
feelings of guilt later, for incivility over the telephone.
Correct way to answer the telephone:
• The proper way to answer the telephone is "hello." Being cute, with your
greeting, is totally in appropriate as in, "Jacks Bar and Grill."
• On the other hand, simply answering "yes" is a curt and inappropriate
response. The person making the call draws a very quick conclusion, and that
is, to think of that person as cold and aloof, and hesitates to communicate
readily.
• At times, someone other than the head of the house will answer the telephone.
If that person is asked, "may I speak to Mr. ________ please," the response
should be, "one moment please, I will get him for you."
• If the head of household is not available the response should be, "I am sorry,
Mr. _____ is not available at this time, may I take a message?" This is simply
a form of good manners, whatever form it may be expressed, and
thoughtfulness for the feelings of others.
• This person may be calling to offer a new job with great pay and benefits,
who's to know! What would he or she think if the answer to the question "is
Mr. _____ home please," would be an abrupt "no." This response would
reflect negatively, on the actual person being called.
Making telephone calls:
Think about what time it is, when placing a call. You would not want to call
when there is the possibility that person may be asleep.

For example on a work morning before 7:00 a.m. would not be a good time.
After 9:00 to 10:00 p.m. in the evening is not a good time, and remember to avoid
calls around the usual period most people will be eating. Courtesy is expected when
using the telephone just as if you are talking in person.
Give your name when the telephone is answered, before asking for the person
you are requesting.
Dialing too quickly, or in inadequate lighting may be the cause of dialing a

"wrong number," never just hang-up. Express your apology, letting them know you
have dialed a wrong number. To avoid disturbing another person unnecessarily dial
carefully and make sure you can see the dial pad.
When speaking, think of the way you sound. Make sure you enunciate you
words clearly and precisely. It is embarrassing to be asked to repeat what you are
saying. Your voice reflects your courtesy, since that person on the other end of the
line cannot see your facial expressions your "tone of voice" will need to express this.
Basic Good Manners, Telephone Tips:
• Let the telephone ring a reasonable length of time. It is frustrating to

just get to the telephone and hear a dial tone.
• If you dial a number that is wrong, apologize, promptly and hang-up.
• Calling a business at or very near closing time is to say the least un-
thoughtful. When it is time to go home, after a long day, do not delay
them.
• State your name when placing a call. The game of "guess who" may
not play very well to a busy friend.
• When speaking to anyone who is working and time is of the essence,
make your call informative and short.
• Dial carefully and in proper lighting to avoid calling a wrong number
and in-convenience others.
Many things have changed over the years, especially in the evolving world of
business. One thing has not changed though, and that is the need for proper telephone
etiquette in the work place.
Along with company downsizing and layoffs has come a necessity for
companies to merge jobs together in order to eliminate human resources and save
money. While that may be necessary, it is not necessary that the common element of
etiquette, especially telephone etiquette, be left to suffer.
Since customers are the ones who infuse the profits into a business, they do
not appreciate being treated with rudeness in their business dealings with a company.
This includes any business, which is conducted on the telephone lines.
Proper telephone technique involves some basic common sense in which

everyone who works for a company should use. Here are some basic tips too:

Incoming Calls:
• Tip 1 - All incoming calls should be answered in a timely manner.

• Tip 2 - Business telephones should always be answered with a phrase
like, "Good morning, ABC Company, Carol speaking, may I
help you?" In a busy office setting that answers the phone
hundreds of times each day, this particular phrase may be too
much to say. If so, it can be shortened to s phrase that is less
wordy. But the name of the company needs to be stated as soon as
the phone is answered along with the person's name who
answered the phone. This lets the caller know that they have
indeed reached the right business, and lets them know to whom
they are speaking with.
• Tip 3 - Never put a caller on hold, but if you have to, be sure to check
back with them every minute or so and ask if they would like to
continue to hold. This lets them know that they have not been
forgotten, and that you are attending to their call.
• Tip 4 - Speak clearly and slowly when you answer a business telephone.
Do not slur or mumble your words. Speak with confidence so the
person on the other end has the feeling that you know what you
are doing. Remember your manners too.
• Tip5 - Never be rude to a caller, no matter how nasty they are. Always
remember to handle yourself in a professional, business-like
manner. This includes handling the situation in a calm, cool
manner.
Outgoing Calls:
• Tip 1 - Same as Tip 4 above--Speak clearly and slowly when you make a
business call. Time may be money, but if the other party cannot
understand what you are saying, then you might as well have
saved your breath and not made the call at all.
• Tip2 - Same as Tip5 above--All customers expect to work with a
professional organization. One sing of a professional organization
show they are treated by the people who work there.
• Tip 3 - When calling another business, it is proper etiquette to give your
name and the companies name you work for to whoever answers
the telephone. Do not make them guess whom it is or make them
pry it out of you.
• Tip 4 - If you get the wrong number, apologize to the person who
answers the phone--do not just hang up. This is especially
important nowadays when people have Caller ID's on their phone
lines. All they have to do is to check their device to find out who
just rudely hung up on them.
• Tip 5 - When leaving a phone message, always state your name,
company, phone number and reason for calling. Do not stammer
or stutter and use up an unreasonable amount of time.
These tips will show you how paying attention to detail may make a big
difference in others impressions of you.... both personally and professionally.

Identify Yourself
• When calling someone, do you identify yourself after they've said hello?
Respect Others' Time
• When Placing a call, after identifying yourself, do you ask, "Do you have a
Minute?" or "Is this a good time to reach your?" before explaining the reason
for your call?
Ask Rather Than Just Place Someone On Hold
• After placing someone on hold and returning to the line, say "Thanks for
waiting" rather than "I'm back."
• When screening calls, do you ask "Who's calling, please?" rather than "Who is
this?"
When calling a professional office for any reason, always identify yourself
and explain the reason for your call. Example: “ Hello, this is Tom Cruise and I’m
calling in response to the newspaper ad for an actor”.
Call Waiting
Call waiting is only as good as the person using it. Rule #1: Just because you
have call waiting, it is up to you whether to use it…it is a judgment call. Your
decision should be based on who you are speaking to, the intensity of the
conversation, and your relationship to the person. If you find it necessary to place
someone on hold -- Due to call waiting -- Always ask permission!
Answering/Voice Mail Machines
When reaching an answering machine, if you had sufficient reason for

calling…leave a message. Sometimes this helps the other person know how to
respond…whether to expect another call from you or if they should attempt to return
your call. “Hi, its Julie, Bye!” doesn’t say anything, does it? When leaving a message,
“what” and “how” you say it is as important as if you were speaking to the person
directly. Keep the tone of your voice pleasant and upbeat!
Use Good Speech Habits
Phrases To use: “ One moment please”, “Yes”, “All right”, “She’s not available now”,
“Good-bye” Phrases Not To Use: “Hang on”, “Yeah”, “Okey-Doke”, “Uh, dunno
where he is”.
Remember
You only get ONE chance to make a first
impression!

RESUME BUILDING
Other Names
• Curriculum Vitae
• Bio data
• Self details
• Personal Info
Remember :
• The First Impression Is The Best Impression. Try that your resume
reflects your professional manners.
• The Employer has to go through 100s of Resumes. Therefore a resume
has to be DIFFERENT to catch HIS attention
Steps involved
It is an art. Unless you practice, you won’t be perfect.
Step 1 : Collect all the info about the person being projected in the resume.
IT’S YOU.
Clue : An experienced person’s opinion will always be beneficial
Step 2 : Put all the information’s in order.
Step 3 : Remove the clutter.
Clue : Something like Beauty Queen in 5th Standard is not RELEVANT for a
ITES Company, right?
Step 4 : Check the continuity
Clue : You don’t expect them to read about your School Education after your
College, right?
Step 5 : Ensure that no relevant info is left out
Clue : An MNC wouldn’t be able to contact you unless you give your E mail
ID.
Step 6 : Type it out neatly, preferably on a computer. Ensure that there are no
spelling mistakes.
Step 7 : Affix your latest photograph.
Clue : No school photographs please!
Step 8 : Add photocopies of all relevant documents
Clue : For God’s sake DO NOT send a photocopy of your Resume. It will
amply show how much interest you have taken in that Firm.
Step 9 : Add a self addressed envelope at the end if you wish to get back your
documents
Step 10 : Secure the entire bunch with a tag.
Clue : Stapled pages might get torn, If any pages are removed from the
bunch.
Step 11 : Put the resume in an envelope WITHOUT folding it.
Clue : A Resume should be as fresh as a morning flower!
Step 12 : Write the ‘To’ & ‘From’ addresses correctly and affix the due stamps.
Clue : Any Guess what would happen If they get interchanged?
Step 13 : Choose the correct method of dispatch depending on the receiver
Clue : You can’t reach Honolulu through Speed Post, right?

Follow this rules before building your resume :-
Rule no 1:
Remember the résumé's length should be like that of a Girl’s skirt; If it is too
short, the reader will loose interest instantly. If it is too long, he will get bored by the
end of the first page.
Rule no 2:
Include all the info that will interest the Reader. They don’t want to know your
Grandpa's name, right?
Rule no 3:
Break the mould;
1. Avoid phrases like hard working (A bull could be hired instead of you!)
2. 18th century language: up to the satisfaction of my seniors (How about
yours?)
3. Typical mindset: Targets set by my seniors (Don’t you set a few?)
Some Tips
• Be modest in estimating your strengths
• Do not under estimate your potential
• Do not bombast your credentials
• Weak points are not to be mentioned unless asked
• Select your references carefully
• Let the contact numbers, Mail ID and the Address be proper and existing
Never forget to mention about:
• Project Work
• Hands on Skill Experience
• OJT – On Job Training
• Value Additions
• Previous Experience
• Languages known
• Computing Skills etc.
Terms that must be used

• Positive outlook
• Bright ideas
• Planning skills
• Never say die attitude
• Pleasing personality
• Plus points
• Future vision

TELL ABOUT YOURSELF
Here you will be given a chance to market yourself in front of a group of

probable EMPLOYERS. You are expected to organize your fact file well in advance
and be thorough with all the facts. Arrange the presentation in such a way as to make
it INTERESTING TO THE LISTENERS
The presentation should include a brief history of:
Your education from school to colleges

Any other courses undergone
Proficiency in computers
Languages known
Hobbies
Interests
Extra and co-curricular activities
Previous work experience
Value addition
Strengths
Ambition in life
A brief family history.
In short you should be able to put across “What do you want to achieve and
what do you want to sacrifice in your life.”
Be ready to answer any questions that may be posed to you during the course
of the presentation. Have the reasons stacked up for each and every choice that you
are offering to the panel and DO NOT get into an argument with your future BOSS.
If asked about your weaknesses, be frank and answer straight and finish the
sentence by saying that you are working on to improve your weak points.
This test is to improve your confidence, posture, body language, and

presentation skills and to prepare you mentally for future job market.
Have a positive image of yourself and impress the panel by projecting the
leader in you. Remember that you get only one chance.

LOOSENING EXERCISES
Exercise 1
Test to improve vocal variety :-
There was an old man lived out in thewor

Whose trade was cutting of Broom, green Broom!
He had but one son without thrift, without good,
Who lay in his bed ‘til’t was noon, bright noon.
The old man awoke one morning and spoke,

He swore he would fire the room, that room,
If his John would not rise and open his eyes,
And away to the wood to cut Broom, green Broom.
So Johnny arose, and he slipped on his clothes,

And away to the wood to cut Broom, green Broom;
He sharpened his knives, and for once he contrives
To cut a bundle of Broom, green Broom.
When Johnny passed under a fine lady’s house,

Passed under a lady’s fine room, fine room
She called to her maid, “Go fetch to my side,
Go fetch to my side the boy that sells Broom, green Broom.”
When Johny came into that fine lady’s house

And stood in that lady’s fine room;
“Yound Johnny my lad, will you give up your trade,
And marry a lady in bloom, full bloom?”
John gave his consent and to church they both went

And he married the lady in bloom, full bloom.
At market and fair all folks do declare
There’s none like the boy that sold Broom, green Broom.
Exercise 2
Who is going to the store: I am going to the store.
Are you coming from or going to the store? I am going to the store.
Where are you going? I am going to the store.

Exercise 3
Throat : Rotate your head, get relaxed. Drop your lower jaw as if you were about to
yawn and say : you, you, you, you. Then try this
With a yeo-heave-ho, for the wind is free,

Her anchor’s a-trip and her helm’s a-lee,
Hurrah for the homeward bound!
Yeo-ho-heave-ho,
Hurrah for the homeward bound.
Lips : To loosen your lips, say :
P P P P
PP PP PP PP
PPP PPP PPP PPP
PPPP PPPP PPPP PPPP
Tongue : To get your tongue flexible, try this –
Mrs. Peck Pigeon

Is picking for bread
Bob-bob-bob
Goes her little round head.
Tame as a pussy-cat
In the street
Step-step-step
Go her little red feet.
With her little red feet
And her little round head,
Mrs. Peck Pigeon
Goes picking for bread.
for clear diction –
Peter Piper pick’d a Peck of Pickled Peppers:

Did Peter Piper pick a Peck of Pickled Peppers?
If Peter Piper pick’d a peck of Pickled Peppers,
Where’s the Peck of Pickled Peppers Peter Piper pick’d?
A tooter who tooted a flute

Tried to tutor two tutors to toot.
Said the two to their tutor,
“Is it harder to toot or
To tutor two tutors to toot?”

EXERCISES ON READING
a. EXERCISES ON EYE SPAN
Freedom 7
Born free 9
Read freely 11
Clouds in sky 13
Fishes in river 15
Questions in mind 17
Reading and freedom 19
To read is to be free 21
Slaves can’t read books 23
Reading frees men’s minds 25
Ignorance makes men captive 27
Ignorance Chains a man’s mind 29
Knowledge liberates men’s minds 31
Question 8
Think hard 10
Seek meaning 12
Teach yourself 14
Educate yourself 16
Talk about reading 18
Read the great books 20
Increase your learning 22
Increase your vocabulary 24
Concentration is the thing 28
Look for the flow of thought 30
Concentrate all your attention 32

Read on 7
Big jumps 9
Greedy eyes 11
Don’t go back 13
Don’t move lips 15
Catch the meaning 17
Reading is thinking 19
Watch first sentences 21
Watch out for key words 23
One thought one paragraph 25
Grasp quickly central ideas 27
Scan all headings and italics 29
Increase your general knowledge 31
Catch the meaning; that’s the game 33
Read daily 10
Remain alert 12
Read half hour 14
Read as you ride 16
Search for meaning 18
Meaning is the thing 20
Only meaning satisfies 22
Mind is made for meaning 24
Read last paragraphs first 28
Always note words in italics 30
Meaning is what really matters 32
Mind lives on meaning not on words 34

b. RAPID RHYTHMIC READING
The secret of reading lies in

thinking with questions. To read is to think
with questions. We try to follow
the writer’s thought but also many questions
must dance in our heads. Is it true?
Do I agree? What follows? in our heads
as we read.
With regular practive we can increase our eye span.

Our eyes move by stops and starts across the page.
These fixations or glances are important
in reading. You should try to grasp
as many words as you can in one fixation.
Grasping many words in one fixation is very
helpful
to both the mind and the eye. The mind
gets more meaning and the eye has less work.
When you read word-by-word the mind
gets less meaning and also the muscles
of the eye become tired. Three stops
or fixations to a line is sufficient.
So remenmber the less stops for the eyes,
the better for the mind.
Do this exercise every day for five minutes

each time trying to increase your speed
as you read. you will need a watch
to keep time but push yourself faster and faster
along the lines but of course without any loss
of meaning. There should be a rhythm
in the movement of your eyes.
You can become if you will a skilled reader,

a thinking reader a faster reader an intelligent reader.
It all depends on your determination to practise.
Theory without practice is sterile. Practice without theory
is blind. Resolve today to become skilled
in the art of reading. Do this exercise
for five minutes every day before picking up
your regular reading. The rhythm will carry over
from this exercise to the other.
You have finished. See the time. Write down.
Name : .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....
1. ___________ 2. ___________ 3. ___________ 4. ___________

5. ___________ 6. ___________ 7. ___________ 8. ___________
9. ___________ 10. ___________ 11. ___________ 12. ___________
Average Time ___________

WHAT’S YOUR LEARNING STYLE ?
There are ten sets of four words listed below. Rank order each set of four words,
assigning a 4 to the word which best characterizes your learning style, a 3 to the word
which next best characterizes your learning style, a 2 to the next most characteristic
word, and a 1 to the word which is least characteristic of you as a learner. Be sure to
assign a different rank number to each of the four words in each set. Do not make
ties.
CE RO AC AE
1. involved tentative discriminating pratical
2. receptive impartial analytical relevant
3. feeling watching thinking doing
4. accepting aware evaluative risktaker
5. intuitive questioning logical productive
6. concrete observing abstract active

present-
7. reflecting future-oriented Pragmatic
oriented
open to new
8. perceptive intelligent competent
experience
9. experience observation conceptualization experimentation
10. intense reserved rational responsible
Name : .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....
CE – CONCRETE EXPERIENCE (ENTREPRENEUR)

(Example – JIBANANANDA DAS)
RO – REFLECTIVE OBSERVATION (HUMANIST)

(Example – SALIM ALI)
AC – ABSTRACT CONCEPTUALIZATION(SCIENTIST)
(Example – C V RAMAN)
AE – ACTIVE EXPERIMENTATION(ENGINEER)
(Example – JAMSHEDJI TATA)

TIME MANAGEMENT(FOR 112 HOURS)
Time is one of the few resources in the world taht’s distributed fairly. We have about
168 hours weekly. 8 hours a day goes to sleep. This implies we all have about 112
waking hours weekly. Some manage these hours, others let it dribble away.
Time management for students :-

Name : .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....
Rough 1st Revision 2nd Revision

1. Meals
2. Classes
3. Study
4. Sports – Exercise
5. Extracurricular
6. General Reading
7. Newspaper
8. Social
9. Hobby
10. Miscellaneous
Time management for Others :-

Name : .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....
Rough 1st Revision 2nd Revision

1. Meals
2. Work
3. Study
4. Sports – Exercise
5. Extracurricular
6. General Reading
7. Newspaper
8. Social
9. Hobby
10. Miscellaneous
Total

WORKING SCHEDULE
Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
05.00
05.30
06.00
06.30
07.00
07.30
08.00
08.30
09.00
09.30
10.00
10.30
11.00
11.30
12.00
12.30
13.00
13.30
14.00
14.30
15.00
15.30
16.00
16.30
17.00
17.30
18.00
18.30
19.00
19.30
20.00
21.30
22.00
22.30
23.00

YOUR VALUES : WHAT ARE THEY ?
Below is a list of twelve values. Your taks is to arrange them in order of their
importance to you in your life as guiding principles. Place (1) next to the value which
is most important for you; place a (2) next to the value which is least important,
relative to the others, should be ranked last.
Name : .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....
Rank Values
Social recognition, fame, respect
Prosperous life, economically comfortable
Security of family, occupation
Love, affection, deep companionship
Salvation(Mukthi, Moksha, eternal life)
Freedom, independence, free choice
Participation in building a more human world order
Involvement in a meaningful movement or cause
Pleasure, an enjoyable, comfortable life
An adventuresome, exciting life
Position of influence over events and others
Work with and for underprivileged, handicapped

EVALUATION OF COURSE AND INSTRUCTOR
Part A – Evaluation of the Course

1. Organization of the course
( ) Well Organized
( ) Adequate, but could do better
( ) Inadequate organization detracts
( ) Confused and unsystematic
2. Organization of daily lecture or classwork
( ) Well organized in meaningful sequence
( ) Usually organized
( ) Organization not too apparent
( ) Little or no organization
3. Frequency of tests or papers
( ) Right number, well timed
( ) Too frequent
( ) Too infrequent
4. Contents of Tests
( ) Excellent
( ) Fair
( ) Poor
5. Opportunity for Questions and Discussion
( ) Ample opportunity
( ) Occasional opportunity
( ) Rare opportunity
( ) Never
6. Assignments as they relate to Objectives of Course
( ) Excellent
( ) Fair
( ) Poor
7. Reading Materials
( ) Very good
( ) Satisfacatory
( ) Urge significant changes
8. What specific improvement(s) would you recommend for this course?
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
9. What are the strong point(s) of this course
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....

Part B – Evaluation of the Instructor
1. Knowledge of Subject Matter
( ) Exceedingly well informed
( ) Adequately informed
( ) Not well informed
2. Attitude toward subject
( ) Enthusiastic, enjoys teaching subject
( ) Rather interested
( ) Only routine interest displayed
( ) Uninterested
3. Ability to Explain
( ) Explanations clear and to the point
( ) Explanations usually adequate
( ) Explanations often inadequate
( ) Explanations absent or totally inadequate
4. Speaking ability
( ) Voice and demeanor excellent
( ) Adequate or average
( ) Poor speaking - distracting
( ) Poor speaking a serious handicap
5. Attitude toward participants
( ) Very helpful, concerned
( ) Usually helpful
( ) Avoids individual contact, routine attitude
( ) Distant, cold, aloof
6. Tolerance of Disagreement
( ) Encourages and values reasonable disagreement
( ) Accepts disagreement fairly well
( ) Discourages disagreement
( ) Dogmatic, intolerant of disagreement
7. What grade would you give this instructor
( ) A – Outstanding ( ) B – Above Average
( ) C – Average ( ) D – Below Average
( ) E – Ineffective
8. What are the strong point(s) of this Instructor?
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
9. Would you take another course from this Instructor? Reasons?
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....
..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... ..... .....

KNOWLEDGE CHART
Name : .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... .... ....
AS ON ....................................
Percentage of
knowledge
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
05
00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Subjects

THREE MINUTES TEST
1. Read everything before doing anything.
2. Put your name in the upper right hand corner of this paper.
3. Circle the word “Name” in the second sentence.
4. Draw five small squares in the upper left hand corner of this paper.
5. Put an “X” in each square mentioned in No.4.
6. Put a circle around each square.
7. Sign your name under this title of this page.
8. After the title, write, “Yes”, “Yes”, “Yes”.
9. Put a circle around the sentence Number 7.
10. Put an “X” in the lower left hand corner of this page.
11. Draw a triangle around the “X” you just made.
12. On the back of this page, multiply 70 by 30.
13. Draw a circle around the word “Paper” in sentence number 4.
14. Loudly call out you first name when you get this point in the test.
15. If you think that you have carefully followed directions, call out ‘I have’.
16. On the reverse side of this paper add 107 and 278.
17. Put a circle around your answer to this problem.
18. Count out in your speaking voice from 1 to 10 backwards.
19. Punch a small hold in your paper with your pencil/pen points here . . .
20. If you are the first person to get this far, call out loudly, “I am the leader in
following the directions”.
21. Underline all even numbers on the left side of this page.
22. Now that you have finished reading carefully, do only sentences one and two.

SELF ESTEEM TEST
(Answer True or false to each question, if you are inconclusive mark inconclusive, if
it is not applicable mark not applicable)
Name of the Student : …………………………………………………………….
Details True False NA Inconclusive

1. Other people are not better or
more fortunate than me
2. I accept myself as I am and am
happy with myself
3. I enjoy socializing
4. I deserve love and respect
5. I feel valued and needed

6. I don’t need others to tell me I
have done a good job.
7. Being myself is important
8. I make friends easily

9. I can accept criticism without
feeling put down
10. I admit my mistakes openly
11. I never hide my true feelings

12. I always speak up for myself and
put my views across
13. I am a happy, carefree person
14. I don’t worry what others think of
my views
15. I don’t need others approval to
feel good
16. I don’t feel guilty about doing or
saying what I want
Marks Scored : ………………………………………………………………….
30-32 points – You have a high level of self-esteem

24-29 points – Not bad but room for you to improve
16-23 points – Low self esteem – It’s holding you back
Below 16 points – Your self esteem is drastically low

HOW TO DEVELOP YOUR ENDOWMENTS
(Mark your appropriate answer by putting a cross over the appropriate boxes
0 for never, 1 for rarely, 2 for sometime, 3 for often, 4 for always)
Name of the Student : …………………………………………………………
Details 0 1 2 3 4
SELF-AWARENESS
1. Am I able to stand apart from my thoughts or feelings and examine

and change them?
2. Am I aware of my fundamental paradigms and the impact they

have on my attitudes and behaviours and the results I’m getting in
my life?
3. Am I aware of a difference between my biological, genealogical,

psychological and sociological scripting – and my own deep inner
thoughts?
4. When the responses of other people to me – or something I do –

challenges the way I see myself, am I able to evaluate that feedback
against deep personal self-knowledge and learn from it?
CONSCIENCE
5. Do I sometimes feel an inner prompting that I should do something

or that I shouldn’t do something I’m about to do?
6. Do I sense the difference between “Social Conscience” – what

society has conditioned me to value – and my own inner directives
?
7. Do I inwardly sense the reality of true north principles such as

integrity and trustworthiness
8. Do I see pattern in human experience – bigger than the society in

which I live – that validates the reality of principles ?

INDEPENDENT WILL
9. Am I able to make and keep promises to myself as well as to

others?
10. Do I have the capacity to act on my own inner imperatives even

when it means swimming upstream?
11. Have I developed the ability to set and achieve meaningful goals in
my life?
12. Can I subordinate my moods to my commitments?
CREATIVE IMAGINATION
13. Do I think ahead?
14. Do I visualize my life beyond its present reality?
15. Do I use visualization to help reaffirm and realize my goals?
16. Do I look for new, creative ways to solve problems in a variety of

situations and value the different views of others
Marks Scored :
a. Self-awareness ……………………………………………….
b. Conscience ……………………………………………….
c. Independent will ……………………………………………….
d. Creative Imagination ……………………………………………….
0 – 7 points – Inactive endowment

8 – 12 points – Active endowment
13 – 16 points – High developed endowment

STORY WRITING
THEMATIC APPERCEPTION TEST
You are expected to write a story about each picture in 5 minutes after
seeing it for 7 minutes.
Each story should have a title, a beginning, body and an ending. The
stories need to be complete in all respects, i.e the story should make sense to the
reader and should contain the picture in it.
This test is to test your vocabulary skills and your ability to convert a
picture into a story. This will also enable you to write reports in quick time and
to present the facts in order so as to give the complete picture to the reader (your
BOSS!).
A sense of timing and time management will have to be adhered to

complete this test, as there is a time limit for this test. Ensure that your
handwriting is legible!


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Index

Exercises and Tests

personality development course mat Page No - 2 -

In the eyes of friends Planning is synonymous with coordination, foresight and

ii. Meaning of planning

A third activity in administration is administrative planning.

It is sometimes said that planning is the primary managerial

A rational process characteristic of all human behaviour – Fiffner

The use of rational design as contrasted with change, the reaching

The process of divising a basis for a course of future action –

Planning fundamentally choosing and a planning problem arises

Planning is the process of determining the objectives of

iii. Nature and kinds of Planning

I. Planning is a decision making process of a special kind. A plan with

II. The following aspects are stressed in planning namely

a. Planning may be an intellectual or simulation.

b. Planning not only pertains to defining a problem which

c. Planning involves forecasting or prediction.

d. Planning become premises for the decisions of the future.

personality development course mat Page No - 3 -

Planning is a pre-requisite for other managerial functions such as

Objectives and policies are the result of planning.

Decision-making and determining strategies can be considered a

Planning is often considered a staff function, but this does not

The idea that planning is performed by managers of all types and at

Planning requires that all members understand and utilise

The interchange of plans must provide complete information for

The Commitment principle refers to the question of how far the

The Principle of flexibility of planning must be started in terms of

v. Characteristics of a good programme of action

II. Continuity of Programme

III. Timing of Programme

IV. Suppleness of the programme

personality development course mat Page No - 4 -

I. Broadly speaking there are three main kinds of planning, namely

a. Overall planning or Socio-economic planning

II. Planning as a term used in the context of Public Administration, is not

III. Administrative planning is a routine level operation at which value

a. Short term plans extending up to one year

V. Plans can also be classified in terms of functions like

VI. Plans are classified according to the characteristics also

a. Objectives or goals or aims

vii. Importance of Planning

I. Planning is like navigating.

personality development course mat Page No - 5 -

a. Establishment of objectives – The first step in the planning

b. Establishment of planning premises – Planning premises

1. Planning premises that are non-controllable in the sense

c. Search and examination of alternative courses of action

d. Evaluation of alternative course of action

e. Selection of a course or courses of action

f. Formulation of necessary derivatives plans

ix. The limits of planning

I. The problem of accurate premises

personality development course mat Page No - 6 -

ii. Nature and role of administrative policy

a. A policy is a verbal, written or implied basic guide to action

b. The consciously acknowledged rules of conduct that guide

II. Role of Administration in policy formulation

a. Administrators are continually laying down rules for the

b. Dr. Gladden a Senior Civil Servant divides policy

c. A more logical deviation of policy formulation process may

d. Policies are arrived at than in all sorts of ways conditioned