Career development advice + helpers: 2008

Career Objective:

A well-worded, specific objective strengthens your resume. It should answer the question, "What does this person want to do?" Avoid bland phrases like "Challenging and responsible position using my creativity." It has long been thought that an objective statement is a necessary component of a resume. The objective statement is a brief, clear statement that outlines the type of employment one is seeking. It includes a position title, perhaps the name of the company to which one is applying or, at the very least, the type of industry. A well-written objective statement gives the prospective employer the sense that one has purpose and direction. A poorly written objective wastes Space.

Achievements:

if you have received several prestigious and` highly competitive awards for example, you might want to highlight them with a separate section. Commonly known honors need no explanation, but other awards can be briefly explained. If you were very active in school, give details about only your most impressive/interesting activities. In this category honors and awards are combined with "Education."

Educational Qualification:

Beginning with your most recent college degree, work backwards. Be certain to include your degree, major(s), minor(s), date of graduation, and name of the school. In reverse chronological order, list all your degrees from college on; with the name of the institution, and date they were awarded. List the date you expect to receive the degree for the program you are currently in. Date the times important milestones, such as completing all coursework, were completed. Omit secondary school. If you would like to include it because you expect many of its alumni to recognize it, include it in a "Background" section at the end of the resume.

TABULAR FORMAT

LEVEL

YEAR OF PASSING

BOARD/ UNIVERSITY

MAJOR SUBJECTS(OPTIONAL)

CLASS

Professional Qualification:

This section include list of professional courses for the enhancement of skills as they are more job oriented. The list of such courses is: vocational courses, diploma courses, part time courses, distance learning and so on.

For example: One year diploma in Aviation and Hospitality fron\ a leading institute &inational level- Air Hostess Academy Delhi.

Job Experience:

This section is optional as it will only apply to candidates who have, work experience. The information must include Name of the Company, Tenure, Post and Responsibility taken up in a particular post.

NAME OF THE COMPANY

YEAR

POST

RESPONSIBILTY

Curricular Activities:

This is an important section,, as it is the only section, that is the window for the candidates abilities. They help in personality development, ability to perform in the presence of an audience, being able to handle fear, develop, confidence and also learn to work in the team.

For example:

1) Co Curricular Activities:

Group Presentations, Projects and other sessions undertaken related to the curriculum.

2) Extra Curricular Activities:

A prospective employer wants to hire a total person and, therefore, will be interested in your activities outside the classroom. Highlight any activities which are closely related to your career goals and/or the needs of the employer.

For example: Social gathering organization, Sports interest, Social work undertaken, debate, speech, sports, music, dramatics and so on.

3) Extra Mural Activities:

Activities related to the subject or syllabus but have been conducted outside the institutional infrastructure. For e.g. Industrial visits, Industrial Training, and St. Johns Ambulance First Aid course.

strengths

Mention of characteristics traits relative and useful to the service industry. For e.g. Patience, Flexibility, Belief in Hard Work, Calm and cool, etc. However it needs to be mentioned that the© candidate must not make false claims.

Hobbies and Interests

Tell them the difference between Hobbies and Interests.

Additional Details (needs to be industry specific.) include:

Father's Name:

Date of Birth:

Height: (essential for Airlines, Hotels)

Weight: (essential for Airlines)

Vision: (essential for Airlines)

References:

If you decide to use this item, make sure you have permission from individuals before using them as references. If there is room at the bottom of the page, the sentence "References Available upon Request" can be nice filler. Essentially it is a statement of the obvious. People seeking employment has others willing to write letters or speak on their behalf and will supply that information when requested to do so. The sentence also sends a signal to the reader - "This is the end of the resume."

If one is requested to supply reference and contact information, it should not be included in the resume document. Instead it should be on a separate sheet and presented in a complimentary style to one's resume

COMMON ERRORS

Do not mention the word resume on the top of the document.
Match the career objective to the job profile.

Does not use the personal pronounce like: I, me, and myself in the whole document.

Be careful with spellings especially of "pursuing".

In strengths frame sentences in a proper manner.

Insert the table while mentioning educational qualification.

Under Professional Qualification mention the details for example: One year diploma in Aviation and Hospitality from a leading institute at national level- Air Hostess Academy Delhi.

Use the font type Arial or Tahoma and font size "12" for writing the document except "14" for writing the name.

Use action words to describe your experience and accomplishments. Here are some actions words to use:

· achieved

· acquired

· adapted

· addressed

· administered

· analyzed

· anticipated

· assembled

· assisted

· audited

· budgeted

· calculated

· centralized

· changed

· collaborated

· composed

· condensed

· conducted

· constructed

· contracted

· converted

· coordinated

· created

· cultivated

· demonstrated

· designed

· developed

· devised

· discovered

· drafted

· edited

· eliminated

· enforced

· established

· evaluated

· expanded

· explained

· forecasted

· formed

· founded

· generated

· guided

· hired

· implemented

· improved

· informed

· insured

· interpreted

· interviewed

· launched

· maintained

· managed

· marketed

· minimized

· motivated

· negotiated

· obtained

· operated

· originated

· oversaw

· performed

· planned

· prevented

· produced

· programmed

· promoted

· provided

· publicized

· published

· recruited

· reorganized

· reported

· researched

· resolved

· reviewed

· selected

· separated

· set up

· simplified

· solved

· surveyed

· staffed

· supervise

· taught

· tested

· trained

· used

INDIANISM

INCORRECT

CORRECT

I'm having two sisters

1 have two sisters

They had gone there yesterday

They went there yesterday

1 didn't knew that

1 didn't know that

1 am listening music

• I am listening to music

1 I'm telling to you

I'm telling you

1 cannot discuss you that

1 cannot discuss that with you

One of my friend

On© of my friends

He gave me all the information

This scissor is not working

These scissors are not working

Can you tell me what time is it?

Can you tell me what time it is?

Myself Krishna

My name is Krishna OR 1 am Krishna

1 am looking for the reema

1 am looking for reema

1 am looking for job

1 am looking for a job

She is more taller than John

She is taller than John

This coffee is too good

This coffee is very good

Please hold the line

Please stay on line or please hold

What is your good name

What is your name?

1 don't think so that your phone is working

1 don't think the phone is working

Mr. / Mrs. John

Mr. /Mrs. last name

Regarding to

With regard to

What?/eh?uh

I'm sorry /pardon me

1 am pearl this side

This is pearl

1 am understanding it know

1 understand

He retuned it back to me

He returned it to me

1 will revert it back to you

1 will revert to you

Today itself, 1 will get back to you

1 will get back to you

The reason is because

The reason being

This is more preferable

This is preferable

1 and my brother

My brother & 1

Yesterday evening

Last evening

Today morning

This morning

discuss about

Discuss or discussion on/about

Drinking Soup

Eating soup

Less vs. Little (Time & money)

Little time

Speak to/ Talk with

Speak with /talk to

Press my Clothes

Iron clothes

Give me a ring

Call me

Choose one

choose

Give an exam

Take an exam/ write an exam

Cook myself

Cook on my own

When 1 was small

When 1 was young

Consolidate together

: consolidate

Enclosed within

enclosed

i Double zero

Zero zero

How did you find the place

How did you like the place OR how was the place

Your dressing sense is pathetic.

Your Sense of dressing is pathetic

1 am having long hair

1 have long hair

Have a seat

Take a seat

1 am agree/ disagree

, 1 agree/ 1 disagree

Meet at 6am in the morning

Meet at 6 in the morning

1 am wanting

1 want

1 told to you

1 told you

1 think so that......

1 think that

1 am putting up at

1 reside at/ 1 live in

Peruse/pursue

Peruse (read)pursue

Mixie

mixer

furniture

You people

You/all of you

Open the light

turn/Switch on /off

Mother in laws

Mothers in law

My house is at the backside of nirulas

My house is behind nirulas

1 got a phone on my phone

I got a call

Telephonic/Transportation facility is not available

Telephone and transport facility is not available

My sister is reading in class 1 .

My sister is studying in class 1

My sister is in 12th std

My sister is in the 12th

Cousin brother

cousin

Hairs , childrens

Hair , children

List of common mispronounced words and their correct pronunciation: -

Tortoise

Petrol

Parameter

Photographer

Particular

Executive

Epitome

January

Content (What's in)

Posture

Chassis

Choreograph

Culinary

Stereo

Bear

Poland

Courier

Possessed

Deja vu

Question

Facade

Photograph

Isle

Emphatic

Rendezvous

Product

Economy

Silhouette

Wednesday

Direct

Intuition

Development

Balloon

October

Provocative

Restaurant

Versace

Suggestion

Photography

Worcestershire

Aisle

Appreciate

Pizza

Content (Happy),

Economic

hors d' oeuvre

Choreography

Association

Tuition

Onion

Parent

Prerogative

Pronunciation

Rapport

VOICE MODULATION

Voice modulation and pitch control are two parameters of immense

importance to customer service. We may come across customers in different

moods.

What is modulation?

Modulation is using pace, pausing, pitch, volume and emphasis, and gives your

voice mood and meaning.

Elements of modulation and how to use them:

Pace- or speech speed must always be at a speed that the listener can understand. Hint: Match your pace with your listener's.

Pitch- or depth of your voice. Keep it at a level that is comfortable for you and

don't strain your vocal cords.

Pause- for emphasis...dramatic effect...to let the listener absorb your information

Power- when you speak not from your mouth but from your abdomen .ever
wondered why Amitabh Baehhan is the voice of the nation it is because of the
power and intensity in his voice.

Apart from the 4 p's: Volume- watches it isn't too LOUD or too soft; Try and match your listener's speech volume, unless they are shouting, try dropping your volume so they have to drop their volume to

Emphasis- the key words arsyables in order to provide contrast to your words
bring out their desired meaning

Inflection- your words up and down. In combination inflection links meaning and feeling with your words.

Note: Remember it is not what you are saying but how you are saying it that affects the perception of the listener.

Key point:

Listening to yourself speak, this will give you hints to speaking and modulating more effectively.

STRUCTURE OF SPEECH

The material of your speech should be concise, to the point and tell an interesting story. In addition to the obvious things like content and visual aids, the following are just as important as the audience will be subconsciously taking them in:

• Your voice - how you say it is as important as what you say

• Body language - a subject in its own right and something about which much has been written and said. In essence, your body movements express what your attitudes and thoughts really are.

• Appearance - first impressions influence the audience's attitudes to you.
Dress appropriately for the occasion. -

As with most personal skills, oral communication cannot be taught Instructors
can only point the way. So as always, practice is essential, both to improve
your skills generally and also to make the best of each individual presentation
you make.

Preparation

Prepare the structure of the talk carefully and logically, just as you would for a written report. What are:

• The objectives of the talk?

• The main points you want to make?

Make a list of these two things as your starting point

Write out the presentation in rough, just like a first draft of a written report. Review the draft. You will find things that are irrelevant or superfluous - delete them. Check the story is consistent and flows smoothly. If there are things you cannot easily express, possibly because of doubt about your understanding, it is better to leave them unsaid.

Never read from a script. It is also unwise to have the talk written out in detail as a prompt sheet - the chances are you will not locate the thing you want to say amongst all the other text. You should know most of what you want to say - if you don't then you should not be giving the talk! So prepare cue cards which have key words and phrases (and possibly sketches) on them. Postcards are ideal for this. Don't forget to number the cards in case you drop them.

Remember to mark on your cards the visual aids that go with them so that the right OHP or slide is shown at the right time

Rehearse your presentation - to yourself at first and then in front of some colleagues. The initial rehearsal should consider how the words and the sequence of visual aids go together. How will you make effective use of your visual aids?

Making the speech

Greet the audience (for example, 'Good morning, ladies and gentlemen1), and tell them who you are. Good presentations then follow this formula:

• tell the audience what you are going to tell them,

• then tell them,

• At the end tell them what you have told them.

Keep to the time allowed. If you can, keep it short. It's better to under-run than over-run. As a rule of thumb, allow 2 minutes for each general overhead transparency or PowerPoint slide you use, but longer for any that you want to use for developing specific points. 35mm slides are generally used more sparingly and stay on the screen longer. However, the audience will get bored with something on the screen for more than 5 minutes, especially if you are not actively talking about it. So switch the display off, or replace the slide with some form of 'wallpaper1 such as a company logo.

Stick to the plan for the presentation, don't be tempted to digress - you will eat up time and could end up in a dead-end with no escape!

Unless explicitly told not to, leave time for discussion - 5 minutes is sufficient to allow clarification of points. The session chairman may extend this if the questioning becomes interesting.

At the end of your presentation ask if there are any questions - avoid being terse when you do this as the audience may find it intimidating (ie it may come across as any questions? - if there are, it shows you were not paying attention). If questions are slow in coming, you can start things off by asking a question of the audience - so have one prepared.

Delivery

Speak clearly. Don't shout or whisper - judge the acoustics of the room.

Don't rush, or talk deliberately slowly. Be natural - although not conversational.

Deliberately pause at key points - this has the effect of emphasizing the

importance of a particular point you are making.

Avoid jokes - always disastrous unless you are a natural expert

To make the presentation interesting, change your delivery, but not to obviously,

e.g.:

• speed

• pitch of voice

Use your hands to emphasize points but don't indulge in to much hand waving. People can, over time, develop irritating habits. Ask colleagues occasionally what they think of your style.

Eye Contact

Keep eye contact with the class. This will:

Keep them alert.

Make them feel that they are being directly spoken to.

Make them feel part of the class.

d. Give them confidence in you as the instructor/presenter.

Monitor the class reactions to what you are saying so that you can adjust your talk accordinlgy

a. Stare (intimidate).

b. Move your eyes from side to side (distraction).

c. Look out the window or at the clock (indicates boredom).

d. Look only at the training aids or chalk board (this can be perceived

as impolite). e. Look at your feet or at the ceiling (indication of nervousness or

timidity).

Body Movements

Be natural - don't move around too much or too little. Do not:

a. Stand rigid,

b. March,

c. Slouch.

Do:

a. Move forward for emphasis (e.g. when standing at a podium).

b. Relax when talking from behind a desk -this creates some intimacy

with a group. c. Slowly and on occasion move from side to side to engage all parts

of the class.

Gestures

a. Use meaningful and appropriate gestures to make a point. Do not or at least avoid:

jjj| a. Play with keys or coins in your pocket.

b. Use your hands too much, touching your nose or ears and
excessive coughing. ,

c. Use gestures that indicate you are washing your hand of a situation

or wringing your hands because of frustration. d. Use a praying gesture as some may find this offensive or foot tap

as this may be perceived as patronizing.

e. Use a pointer, pen, pencil or chalk to point at an individual may be perceived as offensive.

VOICE Volume

• Speak loudly enough to be heard.

Pitch

• Use effectively to convey meaning. Rate

• Speak more quickly to convey enthusiasm.

• Speak more slowly to emphasize key points or issues.

Do not:

a. Speak so quickly that no one can understand.

b. Speak so quickly that materials are glossed over rather than well

explained so that they are understood, c. Speak so slowly that people become bored or drowsy.

Articulation

• Sffeak clearly, pronouncing words carefully -don't mumble. Control your llpisv teeth and tongue to assist you.

Language

Avoid "pet" expressions (e.g." O.K.", "Like", "You know").

Do not use profanity.

Tlp: Write down your pet expressions on an index card and have a colleague mate point out when you use those or others which you should1 add to your list

Humor

• Use humor but only appropriately Speech should have I.

Introduction Need Title Range Objective

• B~——-----Basic Content

. O---—--Order Of Thoughts

• 0————Decisiveness

• Y————Youthfulness Of Words

C—————--Convince

O-—-----—o pt i m is m

N|—....—.—Nonpareil

C——————Concise

L——————Laudable

U——————-Unique

S——————Suggestive

I—...——..... Interesting

O—---— Overwhelming

N———— Noteworthy

GROUP DISCUSSION

Some advantages of group discussion are:

• Ideas can be generated.

• Ideas can be shared.

• Ideas can be 'tried out1.

• Ideas can be responded to by others.

• When the dynamics are right, groups provide a supportive and nurturing
environment for academic and professional endeavor.

• Group discussion skills have many professional applications.

• Working in groups is fun!

Here is a list of the roles and the dialogue that might accompany them, in a group discussion about the environmental responsibility of certain companies.

Positive Task Roles

Initiator: 'LeTs Me a local perspective on environmental

responsibility. Maybe a fast-food outlet?'

Information seeker: 'Does anyone know what XYZ Company does

with its garbage? Does it recycle?'

Information giver: They won a local government award last year
for running an environmentally friendly operation. HI write this down to keep track of our discussion.1

• Opinion seeker: 'Do you think they're really responsible or is it just
a bit of good PR?

• Opinion giver: 1 think it's a combination of tile two, but at least they're taking the issue seriously.'

• Clarifier: 'We need to get hold of XYZ Company's annual report to get a better picture of what they're doing.'

• Summarizer: 'O.K. We're taking a local perspective, using XYZ Company 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.'

• Harmonizer: "Anu and Tarun" 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.

• Energizer: 'Hey, the point that Ahmed made has really got me thinking. Let's explore his idea some more.

• Compromiser: 'Half the group supports Anu's view and half supports Tarun's. Now we need to formulate a compromise that we can all live with.'

• Gatekeeper: 'How do you feel about the issue, Tarun? Your contribution here would be really valuable.'

Described below are some 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 act aggressively by expressing disapproval of other members and their contributions to the discussion.

Dominator: someofie who takes control of the discussion by talking too much, interrupting other members, or behaving in a patronizing

way.

Clown: someone who 'shows off1, refuses to take the discussion

seriously, or disrupts it with inappropriate behavior.

Few Important Guidelines:

Avoid yes/no questions. Ask "why" or "how" questions that lead to discussion and when students give only short answers, ask them to elaborate. Also, avoid questions that have only one answer. This isn't "Jeopardy" and students shouldn't be put into the position of trying to guess which set of words you have in mind.

Don't fear silence. This may be the most difficult thing to do but it's absolutely essential. When we are responsible for facilitating a discussion, we tend to feel that a lack of response within one or two beats is stretching into an eternity. But even if you have posed a very interesting question or situation, the students will need some time to think and formulate a response. If you have very reticent students, you can try asking them to write down one or two ideas before you open up discussion. Or try handing

out a list of discussion topics at the end of the session for the next session to give them time to think. Even so, there may be times when there is just no response. That's when you need to re-state the topic, use a different example, take only a part of it at a time, or throw out a "what if" scenario or devil's advocate proposition. But the important thing is to learn to bide your time and bite your tongue and wait for the students to respond.

Provide positive feedback for participation. If a student is reluctant to
speak up and then makes a contribution that just lies there like a dead fish,
that student is not likely to try again. If you can't think of anything better,
thank the student for his/her contribution. But it's much better to build on
what the student has said, add an insight, ask others how they would
respond to what the student said, and otherwise weave that contribution
into the fabric of the discussion. Feedback can be a good means of getting
through a lull in the discussion also. A recap of what has been discussed
so far lets students know that you heard what they said, helps to reinforce
main points, and often stimulates further discussion.

Show enthusiasm for the subject. You can't expect students to become interested in a discussion topic for which the instructor shows no enthusiasm. This usually means that the instructor has not done his/her homework, a part of which is to think about what is interesting, why the subject is worthwhile or relevant, personal experience the subject, how the topic relates to current events, etc. If you are interested in the subject, then you be interested in discovering what your students think and feel.

Ease students into discussion. One tactic is to arrive at the classroom early and engage the first students to arrive in "chit chat" about the weather, a recent sports event, something in the news, etc. The point is to get students comfortable and talking so that as you ease them into the subject for the day, you are not making a sudden demand for performance. You will also be establishing the idea that discussion is a natural process, not cruel and inhuman punishment, or something with which they have no experience.

Provide opportunities for students to talk to each other in smaller unsupervised groups so that they get to know each other and become comfortable with sharing ideas. You can do this with small "break-out" groups which are assigned a specific task about which they will report to the larger group. You can assign group projects, encourage the formation of small study groups, or have the class form interest groups which are responsible for contributing something related to their particular interest periodically. The point is to encourage interaction that is not under the watchful eye of the instructor and helps students to become comfortable with each other.

Manage both process and content. This is often rather difficult at first but
becomes much easier with practice. Good discussion is as much about
process as it is about content and if you concentrate on one but neglect the
other, you are likely to have problems. The tendency is to become caught
up in the content and forget to encourage quiet students to contribute or
to minimize your own contributions. But concentrating tip much on
sure everyone contributes or on acknowledging ancontributions can allow the conversation to stray too far or become mired in
a tangle of irrelevant detail. To a great extent, you will need to take your
cues from the students, While you are part of the discussion, you have the
added responsibility of monitoring it as well. During the course of a class
session, you will probably have to do some of each.

Bringing students into the process of the course and even having them contribute to content does not mean that you have to give over total control. It's still your course and your responsibility to inform the students what information they should study, how they will be expected to demonstrate their knowledge and understanding, and your standards for performance. It is their responsibility to read, study, participate, and perform. When you ask students to participate, you are not asking them to simply voice their unformed and uninformed opinions. At the developmental stage most students tend to believe fervently that everyone has a right to his/her opinion. Unfortunately, the corollary, for them, is that therefore all opinions are equal. Part of your mission, therefore, is to help them understand the difference.

• Don't forget non-verbal communication. Smiling and nodding are very positive reinforces. Look at the student who is speaking to show that you are listening and appreciate his or her contribution. Sit upright and a bit forward to show your interest and anticipation. And watch for non-verbal cues form your students as well. If they look bored, sleepy, disinterested, then it may be time to change tactics, stand and stretch, move on to another topic, etc.

• Be careful not to get into private conversations with one or two students which exclude the rest of the class. Where you stand or sit affects whether the entire class feels included so you may need to move away from one student to bring the rest of the students into the discussion.

Most of us are more comfortable in some kinds of situations than in others. Some people are the life of the party while others really shine in smaller, more intimate groups. Spend some time thinking about the kinds of groups in which you tend to speak up and the ones in which you're more likely to keep quiet. Think about the conditions that increase your comfort level and those which inhibit you. Then think about how your students might feel. You're not going to create the ideal environment for everyone but you'll have a better understanding of yourself and your students.

INTERVIEW SKILLS

What's the purpose of an interview?

It helps organizations and job seekers find the right match for their needs. It lets an employer learn about you and your

• Abilities

• Talents

• Interest

• Personality

• Work experience

• Education

• Motivation And it lets you find out about the employer and their

• Needs

• History

• Work environment

• Business activities for future

Guidelines for Facing Interviews:

The job interview is the absolute aspect while searching for a new career opportunity. Your interview skills will ultimately determine whether or not you get a job offer. Throughout the interview, an employer will evaluate you on a variety of levels. This could be anything from your appearance to your personality; to the way you communicate and express yourself. If you are properly prepared, you will present a confident, professional image that will give you an enormous advantage over the completion.

Smile, be enthusiastic and get there early

The outcome of many interviews is decided during the first 10 seconds of the interview. The introduction is key, greet the employer with a firm handshake, and make eye contact and a smile. You must project an enthusiastic, professional image right from the start. Characteristics that attribute to a professional image are conservative businesslike attire, self confidence, warmth, a sense of humor, and prompt, concise answers to their questions. Arriving early makes a great impression. It shows your appreciation for the employer's time and allows you enough time to complete any required paper work.

Complete the application in detail

Be truthful. Most employers look closely at the way an application is filled out as well as the information on it. Think of it as an example of how you would perform on the job. Read through the directions before writing. Fill in the form neatly and completely. Do not write "see resume". Never misrepresent your education or work experience, present only the facts! Always write the word "open" in the space for salary desired.

Ask the employer to describe the job

Take an active pert in the interview process. Begin by asking the employer to describe the job. Listen carefully and mentally note each duty mentioned. This will tell you how to respond. Be sure to focus in on your experience and training that relates to the position.

Describe how your past experience and qualifications will help you Clothe job

Your recruiter will have explained how your background and experience fit the employer's specifications. Include specific factors that qualify you for this position. Use examples of particular achievements that will help you in getting the job

Positive attitude

A major factor in most hiring decisions is how well the employers get along with the applicant. To develop a good rapport, make sure you speak clearly, listen carefully and show interest. When the employer says something that requires an answer, comment, smile or nod...REACT! Body language is important too. Sit up straight in your chair, lean forward slightly and make eye contact. Never smoke or chew gum, even if the employer offers.

Ask meaningful questions about the position

Many employers evaluate applicants by the questions they ask. Employers like specific questions about the nature of the job, the company's plan and goals, and the abilities considered most important for the position.

Important Rules to be noticed: The job interview in English requires a very specific kind of vocabulary. It also requires good tense usage as you need to make a clear distinction between past and present responsibilities. Here is a quick overview of the appropriate tenses to use:

Commonly Asked Questions by Interviewers

• Tell me about yourself.

• How would your friends describe you?

• What makes you different from the other candidates for this position?

• Describe the accomplishment of which you are the most proud.

• Why should we hire you?

• What strengths and attributes could you bring to this position?

• Describe the course that has had the greatest impact on your thinking.

• How did you become involved in your extracurricular activities?

• How did you find your summer jobs?

• Describe the job or the activity which has had the greatest impact on your
career goals.

• What are your career and educational goals?

• What would you like to be doing five/ten years from now?

• Why are you pursuing this field?

• What interests/impresses you about this company?

• What do you believe are the key issues and problems in our industry
today?

• What do you think it takes to be successful in this field?

• What other jobs/fields are you considering?

• In what kind of work environment do you do your best Grk?

• With what kind of people do you like to work?

• What is your ideal job?

• Do you have a geographical preference?

• Tell me about what you learned from your previous jobs.

• What did you dislike most about your last job?

• What do you think you would like least about this job/company/field?

• What is your greatest weakness?

• Have you ever failed at anything?

• What has been your greatest challenge?

• What do you enjoy doing outside of work in your free time?

• If you had six months ahead with no obligations and no financial
constraints, what would you do?

• If you could invite anyone you would like to a dinner party (famous or
historical figures, dead or alive), which ten people would you invite?

• If you could trade places with someone for a week, who would it be?

• What is your favorite book/movie/song/painting-or

author/actor/singer/artist?

• Which magazines/newspapers do you read regularly?

• Which books have you read recently?

• What would you like me to know about you that is not on your resume?

• What would you like your lasting impression to be?

• Do you have a final statement?

• Do you have any questions you'd like to ask of me?

1. What do you see yourself doing five years from now?

2. How do you make yourself indispensable to a company?

3. What's your greatest strength?

"Don't just talk about your strength—relate it to the position.

4. What's your greatest weakness?

"Say something along the lines of, 'I have difficulty with this thing, and these are the strategies I use to get around it,". "For example, you could say, 'I'm not the most organized of individuals, so I always answer my e-mails and phone calls right away. I'm aware of the problem and I have strategies to deal with it,"

5. Tell me about a time when your course load was heavy. How did you complete
all your work?

6. Tell me about a time when you had to accomplish a task with someone who was particularly difficult to get along with.

7. How do you accept direction and, at the same time, maintain a critical stance
regarding your ideas =andyj|uis2.

8. What are some examples of activities and surroundings that motivate you?

9. Tell me how you handled an ethical dilemma.

CREATIVE THINKING

Much of the thinking done in formal education emphasizes the skills of analysis-teaching students how to understand claims, follow or create a logical argument, figure out the answer, eliminate the incorrect paths and focus on the correct one. However, there is another kind of thinking, one that focuses on exploring ideas, generating possibilities, looking for many right answers rather than just one. Both of these kinds of thinking are vital to a successful working life, yet the latter one tends to be ignored until after college. We might differentiate these two kinds of thinking like this:

Critical Thinking	Creative Thinking
Acalytic	Generative
Convergent	Divergent
Vertical	Lateral
Probability	Possibility
Judgment	Suspended judgment
Focused	Diffuse
Objective	Subjective
Answer	An answer
Left brain	Right brain
Verbal	Visual
Linear	Associative
Reasoning	Richness, novelty
Yes but	Yes and

EFFECTIVE LISTENING

Active listening

If we were supposed to talk more than we listen, we would have two mouths and
one ear
-Mark Twain

Active listening means listening to understand not listening to reply or to

evaluate.

Active listening means to listen from the other person's point of view.

The most important element in successful interpersonal behavior is your ability to

listen actively.

Ways to improve Listening Skills

The average college student spends about 14 hours per week in class listening (or perhaps I should say "hearing"-there is a difference!) to lectures. See if you can improve your listening skills by following some of the strategies below:

Maintain eye contact with the instructor. Of course you will need to look at your notebook to write your notes, but eye contact keeps you focused on the job at hand and keeps you involved in the lecture.

Focus on content, not delivery. Have you ever counted the number of times a
teacher clears his/her throat in a fifteen minute period? If so, you weren't focusing
on content.

Avoid emotional involvement. When you are too emotionally involved in listening, you tend to hear what you want to hear-not what is actually being said. Try to remain objective and open-minded.

Avoid distractions. Don't let your mind wander or be distracted by the person shuffling papers near you. If the classroom is too hot or too cold try to remedy that situation if you can. The solution may require that you dress more appropriately to the room temperature.

Treat listening as a challenging mental task. Listening to an academic lecture is not a passive act-at least it shouldn't be. You need to concentrate on what is said so that you can process the information into your notes.

Stay active by asking mental questions. Active listening keeps you on your toes. Here are some questions you can ask yourself as you listen. What key point is the professor making? How does this fit with what I know from previous lectures? How is this lecture organized?

Use the gap between the rate of speech and your rate of thought. You can

think faster than the lecturer can talk. That's one reason your mind may tend to wander. All the above suggestions will help you keep your mind occupied and focused on what being said. You can actually begin to anticipate what the professor is going to say as a way to keep your mind from straying. Your mind does have the capacity to listen, think, write and ponder at the same time, but it does take practice

Paraphrasing and Echoing. You can retain the information disseminated by restating the speaker's words or echoing them .this is the best tool to retain remembers and recall

communicate your own values , attitudes and always present yourself to the best advantage

see yourself from the other person's standpoint think before you speak

Integrity is the demonstration by what you do and say you are an honest, truthful and trustworthy person. A reputation for integrity is slowly gained but quickly lost.

Manners are the pattern of behavior. If others think that you are boorish, selfish or undisciplined; but you feel otherwise, your relationship is unlikely to prosper.

Your own Personality is what you can uniquely offer the business you work in.

Your Appearance may not be your most valuable asset, but it never is a liability! Be well groomed, wear appropriate clothes, stand and sit in a good posture and take care of yourself physically.

Consideration for others is the fundamental principal underlying all good manners in business.

Tact is the last , but not the least, of the golden rules because it should be the 'Gatekeeper' , protecting us from thoughtless words and actions tact is not just about putting unpleasant manners in an acceptable way. It involves careful thought for the interest of others and only then choosing the most acceptable form of expression.

Trouble Snooting Mantras

GROUP DYNAMICS

In order to be called a group, an aggregation of person must satisfy the following conditions:

1. People must interact with one another

2. People must be psychologically aware of one another.

3. People should perceive themselves to be a group.

Thus, the interaction among the people is not sufficient to be called a group. They should be aware of one another and perceive the existence of as group. Therefore, people sitting in a cinemas hall and people waiting for a bus at a bus stop will not qualify as group. However, a family is treated as a group as it satisfies all the conditions to the large extent.

Any functional group with a common objective, aim shared values, purpose and mission qualifies as a TEAM,

PAUSE MANAGEMENT

Role of Pauses

In written English, we use pronunciation to indicate where the pauses in the sentences should be. When we speak English, our listeners don't see the pronunciation. So we naturally group words by their meaning, and pause between them when appropriate. This allows us to speak in phrases or thought groups, and to pause just after important information that we emphasize. If we are speaking slower and clearer, the phrases are Longer and we don't emphasize as many words.

"There will be times of temptation and fear, of worry and despair. But you must through them all, knowing and trusting that the light inside you will never fail to guide you. That light.... Which had led all men to their homes? " And he watched as the boy made his way down the den's wood- his sadness so real, his strength so weakened at the untimely demise of his father. And though he knew this eyes would never see his grandson again, he was stre the child would be all right. For there was a power that protected those who were in danger.,.. And that power would guide the boy's steps and lead him on. Until he had achieved what he had set out to do. "Fare thee well, my child, Fare thee well".

TELEPHONE ETIQUETTES

Structure of a call

1. Opening

Greetings

Your greeting is your verbal handshake

A friendly, professional greeting should result in the caller feeling important,

appreciated and listened to. The first impression of you and your organization is

made within the first 10 seconds of the conversation.

Smile as you pick up the receiver to get into the right frame of mind so that you

are likely to be friendly and courteous.

An effective greeting should include these five steps:

1. Welcome greeting

2. Identify your organization

3. Identify your name

4. Identify your department

5. Assist the customer-How may I help you?

2. Body

1. Polling the call on hold

Seek Permission

2 give the reason

3. give duration

Getting back to the customer

1. appreciate for hold OR apologize for a elongated hold

2. Give the relevant information.

2. Transferring the call,

1. seek permission '

2. give departments name

3. givereason

4. call end

3. Closing the call

1. ask for extra assistance

2. acknowledge for calling

3. goodbye greeting Initiating a call:

Like all effective Business Communication, a telephone call needs preparation. Ask yourself the following key questions:

• Am I clear about the exact query that I am raising and how can I put it simple and clear.

• Is the person whom I am calling, the right person to deal with?

• Is this a convenient or an appropriate time to call?

DINING ETIQUETTES

Table manners play an important part in making a favorable impression. They are visible signals of the state of our manners and therefore are essential to professional success. Regardless of whether we are having lunch with a prospective employer or dinner with a business associate, our manners can speak volumes about us as professionals]

Etiquette was different around the family table from what it was in a formal
setting. While the fundamental manners such as asking for food to be passed
rather than exercising the "boarding-house reach"; chewing with one's mouth
closed; not speaking while food was in one's mouth; and using a napkin rather
than the britches or skirt to clean of the fingers or mouth when necessary were to
be observed regardless of the setting, The primary differences came in where
eating utensils were multiplied; where seating was an issue; and even the quality
of the utensils, serving pieces, and food would be different.

BEHAVIORAL ASPECTS

TIME MANAGEMENT

Importance of Time Management

As a college student, you have many activities to balance. In addition to being a Student, you may work, volunteer, and have extracurricular commitments. While Each role unquestionably enriches the college experience, it also makes a demand on a scarce commodity: your time. Effective time management skills can help make sure you have time for school, work, and play.

STRESS MANAGEMENT

Introduction

Stress is # part of day to day living, As professionals you may experience stress meeting office demands, adjusting to a new living environment, or developing friendships. The stress you experience is not necessarily harmful. Mild forms of stress can act as a motivator and energizer. However, if your stress level is too high, medical and social problems can result.

What are the causes of stress?

The factors that contribute to the experience of stress are rnlhy and varied, A useful overview of these causes can be gained by using the 'analysis wheel', to View them. Using this wheel, you can take six different perspectives on the causes of stress. Each of the lists below contains a sample of ideas only - there are many more causes of stress than those listed.

CONFLICT MANAGEMENT

Dictionary definition:

• Competitive or opposing action of incompatibles: antagonistic state or action (as of divergent ideas, interests, or persons)

• Mental struggle resulting from incompatible or opposing needs, drives, wishes, or external or internal demands

Nature of Conflict:

• Conflict is inevitable in any group that is together for any length of time

• Different people will have different viewpoints, ideas, and opinions.

• Conflict occurs whenever there is no internal harmony within a person, or whenever there is disagreement or a dispute between individuals

Levels of Conflict:

• Intrapersonal conflict

• Interpersonal conflict

• Intra group

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