various ways for management preparation

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Humanities File

CSE 2nd year

Sec A

4th Semester

Roll No.CSE2013/013

rou!" 1

RCC #nstitute o$ #n$ormation

%echnolo&y

RCC #nstitute o$

#n$ormation

SUDESHNA ADHIKARY



AC'N()E*E+EN%

# ,ould li-e to e!ress my sincere than-s to

our lecturer +rs. Ala-ananda +ouli- $or &uidin&

me in eery ,ay throu&h this !roect $or

correctin& ,hen # ,as ,ron& and sho,in& me the

!ro!er ,ay to &o aout this !roect.

# am also than-$ul to our team and atch

mates ,ho has encoura&ed and hel!ed us $or the

com!letion o$ this !roect ,ithout their

coo!eration and su!!ort this !roect ,ould hae

een distress$ul.



SWOT ANALYSIS

Defnition o SWOT

y s!eci$yin& clear oecties and identi$yin& internal and

eternal $actors that are either hel!$ul or not a short and

sim!le S(% analysis is a use$ul resource ,hich may e

incor!orated into an or&ani5ational strate&ic !lannin& model.

Strengths 6 #nternal attriutes that are hel!$ul to theor&ani5ation to achiein& its oectie.

Weakness 6 #nternal attriutes that are hel!$ul to the

or&ani5ation to achiein& its oectie.

Opportunities 6 Eternal attriutes that are hel!$ul to the

or&ani5ation to achiein& its oectie.

Threats 6 Eternal attriutes that are hel!$ul to theor&ani5ation to achiein& its oectie.

A$ter identi$yin& the S(%7s identi8cation o$ the $actors and

their interde!endence hel!s clari$y the ste!s needed to achiee

the endin& oecties.

Interna an! E"terna #a$tors %he aim o$ any S(% analysis is to identi$y the -ey internal and

eternal $actors that are im!ortant to achiein& the oectie.

S(% analysis &rou!s -ey !ieces o$ in$ormation into t,o main

cate&ories" 6



• Interna #a$tors 9 %he stren&ths and ,ea-nesses

internal to the or&ani5ation.

• E"terna #a$tors 9 %he o!!ortunities and threats

!resented y the eternal enironment. %he internal $actors may e ie,ed as stren&ths or ,ea-nesses

de!endin& u!on their im!act on the or&ani5ation7s oectie.

(hat may re!resent stren&ths ,ith res!ect to one oectie

may e ,ea-ness $or another oectie. %he $actors may

include all the 4 #7s as ,ell as !ersonal 8nance manu$acturin&

ca!ailities and so on.

%he eternal $actors may include macroeconomics mattertechnolo&ical chan&e lo&ic $actors and some cultural chan&es

in the mar-et !lace or com!etitie !osition. %he resulted are

o$ten !resented in the matri $orm.

SWOT Ana%sis

Hel!$ul to

achiein& the

oectie.

Harm$ul to

achiein& the

oectie.

# n t e r n a l o r i & i n

Strengths Weaknesses



E . t e r n a l

i 2 u t e s

Opportuni

ties

Threats



&RITISH AIRWAYS SWOT ANALYSIS

STREN'HTS

i;#nternational !erations

ii;Em!loyee !roductiity

iii;Stron& !resence at )ondon

Heathro, #nternational Air!ort

WEAKNESS

i;*eclinin& !ro8taility

ii;<n$unded em!loyee !ost6

retirement ene8ts

ii;Slu&&ish reenue &ro,th $rom -ey

&eo&ra!hic re&ion

O((ORTUNITIES

i;loal airline mar-et

ii;#ncrease in trans6=aci8c car&o

iii;ro,in& Asia =aci8c mar-et

THREATS

i;Risin& aiation $uel !rices

ii;#ncreasin& com!etition $rom lo,

cost airline

iii;(ea- economic outloo- $or the <S

and Euro 5one

:Source" ritish Air,ays =)C>

'ui!eines

&eore $arr%ing out a s)ot ana%sis* $onsi!er the

oo)ing gui!eines+++



• e realistic aout stren&th and ,ea-ness. (hen !er$ormin& a S(%

analysis on your usiness e neither modest nor oerly o!timistic.

• Consider ans,er the com!any7s !oint o$ ie, and $rom !oint o$ ie,

o$ customers endors distriutes ,ho do usiness ,ith them.

•

*istin&uish et,een ,here the or&ani5ation is today and ,here itcould in $uture.

• Note that the S(% is suectie. No t,o !eo!le ,ill come u! ,ith

the same S(%.

#e!era uses o SWOT ana%sis

Set o,-e$ti.es 9 de8nin& ,hat the or&ani5ation is intendin& to do.

En.iron/enta s$anning 9 internal a!!raisals o$ the or&ani5ation

S(% that needs to include an assessment o$ the !resent situation

as ,ell as !ort$olio o$ the !roducts/serices and an analysis o$ the

!roduct/serices li$e cycle. Ana%sis o the e"isting strategies 9 this should determine

releance $rom the results o$ an internal /eternal a!!raisal. %his

may include &a! analysis ,hich ,ill loo- at enironmental $actors. Strategi$ issues !efne! 9 -ey $actors deelo!ment o$ a cor!orate

!lan ,hich needs to e address y the or&ani5ation. De.eop ne) re.ise! strategies 9 reised analysis o$ issues may

mean the oecties need to chan&e. Esta,ish $riti$a su$$ess a$tors 6 the achieement o$ oects

and strate&y im!lementation. (reparation o$ o!erational resource !roect !lans or strate&ies

im!lementation. 0onitoring resuts6 ma!!in& a&ainst !lans ta-in& correctie

,hich may mean amendin&/strate&ies.

STREN'THS1

)o, cost

Sim!licity

Fleiility

Collaorate

• ?uic-ness

Since it7s @ualitatie it can e used as a discussion too.

A &ood ste! e$ore a more in6de!th analysis or a &ood summary o$

detailed 8ndin&s.

%a-es into consideration o$ eternal usiness enironment as ,ell as

internal ca!ailities.



WEAKNESS

#t may tend to !ersuade com!anion to com!ile lists rather

than thin- aout ,hat is actually im!ortant in archiin&

oecties.No su&&estions $or solin& disa&reements.Can ecome too $ocused on the short term.No oli&ations to eri$y statements or as!ects ased on the

date or the analysis.#t also !resents the resultin& list uncritically and ,ithout clear

!eriodi5ation.



Inter.ie) (reparation1

1. Intro!u$tion "

An interie, is a $ormal $ace to $ace meetin& onearran&ed $or the assessment o$ a !erson.

For the em!loyer the !ur!ose o$ the interie, is to

ta-e the o see-ers &enerally it is a $ormal meetin&

et,een a o see-ers and an em!loyer.2+ T%pes o inter.ie)s"

a> The S$reening Inter.ie) 9 Hi&hli&ht your

accom!lishment and @uali8cation.> The Dire$ti.e St%e 9 #nterie,er ha clear a&enda

to $ollo, unBinchin&ly.c> The 0ean!ering St%e 9 <sed y ine!erienced

interie,ers relies on you to lead the discussion.d> The Stress Inter.ie) 9 Either em!loyers ie, the

stress interie, as a le&itimate ,ay o$ determinin&

candidate7s a!tness.e> The ,eha.iora Inter.ie) 9 %he em!loyers use

your !reious ehaior to indicate your $uture

!er$ormance.$> The Au!ition 9 %he Com!any mi&ht ,ant to see you

in action e$ore ta-in& you. For this they mi&ht ta-e

you throu&h a stimulation or rie$ eercise in order to

ealuate your s-ills.&> The 'roup Inter.ie) 9 %his ty!e o$ interie,in&

hel!s the com!any to &et a &lim!se o$ ho, you

interact ,ith your !eers :i.e. ,hether you are timid

ossy and attentie attention see-er etc.>.h> Teephoni$ Inter.ie) 9 %his ty!e o$ interie, is

done to narro, the 8eld o$ candidates.i> Lun$h3Dinner Inter.ie) 6 #t is a usiness meal. -4 5i!eo Inter.ie) 9 %hese ty!es o$ interie, is rare

and is treated as traditional interie,s.k4Se6uentia Inter.ie) 7 Seeral interie,s are

ta-en ,ith a dierent interie,er each time.

84 (reparing or an Inter.ie)"



• Has to estalish relationshi!.

• #m!ress the interie,er.

• Conince that he/she is the est.

• *eelo! the needed con8dence.

• 'no, his/her stren&th and ,ea-ness.

• Ada!t to his/her ac-&round.

• Analy5e himsel$/hersel$.

• #denti$yin& his/her s-ills.

94 Se:Ana%sis "

Sel$6Analysis is the 8rst ste! to,ards eectie !lannin& $or a o

interie,.

• Analy5in& your ac-&round.

• #denti$yin& your accom!lishments/actiities.

• #denti$y your achieements.

D6accom!lishment reBects s!ecial s-ills and 9 achieement

sho,s your academic and !ro$essional s-ills.

• #denti$y your s!ecial interests and hoies.

• Analy5e your career &oal.

• Analy5e your s-ills 6 :i> learned s-ills :ii> #ntuitie s-ills.

• Research the or&ani5ation.• Go Analysis D,hat ma-es you 8t $or the o.

• Reise your suect -no,led&e D,ide ran&e o$ -no,led&e

on to!ics related to urnin& social !olitical economic

national international etc..

• *eelo! the interie, 8le :interie, letter certi8cates and

transcri!ts ori&inal de&ree resume etc.>.

94 Inter.ie) ;uestions "

T%pes o ;uestions"I+ Open ;uestions1 As-s the candidates to tal- aout

somethin& the !ur!ose is to encoura&e.

DE"a/pe 9 %ell us somethin& aout yoursel$ or tal-

aout your interests and actiities

II+ <ose! ;uestions" )imit the sco!e o$ the res!onse

y as-in& the candidates to !roide s!eci8c

in$ormation or $acts.



DE"a/pe 9 From ,here you did your de&ree

III+ (ro,ing ;uestions" #s to !roe more dee!ly or as-

$or an e!lanation or clari8cation on a suect.

I5+ Re=e$ti.e ;uestions" Con8rm the statement &ieny the candidate. %he !ur!ose is to chec- that the

interie,er has understood ,hat the candidate said.5+ Loa!e! ;uestions" Assess the candidates7 res!onse

to a sensitie issue suect or !oint.5I+ H%potheti$a ;uestions" #nole a hy!othetical

!osition #t may e as-ed to test the !ossile

reactions o$ the candidate to a certain situation.DE"a/pe 9 (hat ,ould you do i$

IIIIIIIII..5II+ Lea!ing ;uestions" #s as-ed to otain a desired

res!0nse. #t leads the candidate to a !articular

ans,er. Such @uestions &enerally su&&est a !articular

ans,er.

Ans)ering strategies"

Attentieness Accuracy

reity Drie$ and to the !oint.

Focus De s!eci8c.

Clarity DAns,er directly and clearly.

=ositie Attitude DAns,er ne&atie thin&s in a !ositie

manner. )o&ical %hin-in& DAility to thin- lo&ically is asset to an

interie,.

#re6uent% aske! Inter.ie) ;uestions"

1. %ell us somethin& aout yoursel$. Drie$ descri!tion o$

ac-&round education.2. (hat are your career oecties r ,hat ty!e o$ !osition

are you loo-in& $or3. %ell us somethin& aout your interests and actiities.4. (hy should ,e hire you r ,hat ma-es you 8t $or this

!osition



DCandidates7 inter!retation6 his or her assessment o$ their

suitaility o$ o.J. (hat accordin& to you ,ould e an ideal com!any to oinK. %ell us somethin& aout your ,or- e!erience.

L. %ell us somethin& aout your academic achieements.M. (here do you ,ant to see yoursel$ in 8e years. (hy are you interested in this o r ,hat interests you

most aout this !osition10. Can you tell us aout your res!onsiilities at your

!resent o11. (hat is your stren&th12. %ell us aout a !rolem you hae $aced and the

strate&y you used to handle it.

13. (hat is your &reatest ,ea-ness14. Ho, ,ill you rate yoursel$ on a scale $rom one to ten1J. Are you a leader or a $ollo,er1K. Ho, lon& do you ,ant to stay ,ith us1L. Are you interested in $ull time or !art time !osition1M. (ill you acce!t a lo,er $ee1. (hen can you oin24 (ra$ti$e 1

+oc- #nterie,s.

Chan&es in the interie,in& techni@ues. D%hecandidate should -no, ho, to !lan and !re!are $or

an interie,.

=roectin& a !ositie ima&e "

1> )oo- your est.2> *ress $ormally.3> =re!are your !erson.4> Rela.J> S!ea- care$ully.K> S!ea- clearly.L> S!ea- con8dently.M> S!ea- slo,ly ,ith a!!ro!riate !auses.> ood manners and dynamic ehaior.10> e !olite.11> e Beile.12> e tact$ul.13> *on7t ar&ue.14> e interested.1J> Control Nerousness.



0etho!s or $orre$ting the /istakes1

1. Sel$6Correction.2. =eer Ealuation.

3. %eacher Ealuation.

Ho) to !e.eop %our Engish speaking

skis"6

1. +a-e it a hait to listen to radio e eery day. Re&ular and

constant listenin& to s!o-en En&lish ,ill automatically

introduce you to the norms.2. (atch !ro&rams in En&lish !re$eraly &rou! discussions

and deates. %his ,ill introduce you to any ital thin&s

such as non6eral communication oice characteristics

,or- stress and intonation o$ the s!o-en lan&ua&e.3. %ry to record your oice and listen ,ith a $ocus on accent

and intonation.4. +a-e it a !oint to read En&lish ne,s!a!ers ournals etc.

re&ularly.J. *o not leae any o!!ortunity to s!ea- in En&lish.

K. =artici!ate in !lay readin& and try to enact En&lish !lays inyour colle&e.

L. Oou should deelo! the con8dence to s!ea- in En&lish and

rememer eery $orei&n s!ea-er ,ill hae the same

hesitation and $ear that you e!erience.M. S!o-en En&lish is dierent $rom ,ritten En&lish in the

$ollo,in& ,ays "a> <se o$ short $orms.> #t has sim!le sentences.c> %he $ocus is on ri&ht !ronunciation and intonation.d> Follo,in& !unctuation should e an im!ortant

$eature.e> Feelin& and tone are t,o im!ortant $eatures o$

s!o-en En&lish.. =ractice certain real li$e situations li-e introducin&

yoursel$ disa&reein& ,ith someone else7s ideas.10. Also !ractice constructin& suitale @uestions in

dierent contets.11. %ry to im!roe your ocaulary.



12. =ractice readin& aloud and as- a $riend or a memer

o$ your $amily to chec- your !ronunciations and

intonation.13. +a-e it a !oint to s!ea- in En&lish ,ith a 8eld ,ith

,hich you s!ea- in your mother ton&ue. *o not otheraout !eo!le lau&hin& at you.

14. *o not $ocus on &rammar $ocus on the

communicatie aility.1J. %he only and most eectie ,ay o$ s!ea-in& in any

lan&ua&e is usin& continuously and delierately.



%echnical Re!ort (ritin&"6

Intro!u$tion1

%echnical ,ritin& is a ty!ical $orm o$ ,ritin& dierent $rom

e!ressie e!ository or descri!tie ,ritin&. %echnical ,ritin&s

re@uire 9 &ie and ta-e a dialo&ue a $ollo, u! in!ut and

action. #t causes a !erson at the other end to react and

res!ond. #t is also a $orm o$ the documentation ,here !rocesses

are descried recorded and analy5ed. *ocumentation could

also e aout the dierent !hases o$ a !roduct li$e cycle or

een the res!onse to a certain e!eriment or eercise. +osto$ten those are in $orms o$ re!orts. #t is im!ortant to

em!hasi5e here that there may not e sin&le !rocedure o$

re!ortin& or documentin& it is al,ays need and situation

s!eci8c.

%he three $actors determinin& the technical re!ort ,ritin& are"6

1> =ur!ose.

2> Audience.3> %one.

%he !ur!ose o$ the ,ritin& and the audience ary o$ten ,hich

set the tone o$ a !iece o$ ,ritin&. #$ you are ,ritin& to someone

aoe you in the hierarchy you are !roaly re@uestin& or

recommendin& action. ut i$ there is someone elo, you then

you are directly ta-in& action or instructin&. A&ain i$ you are

,ritin& a re!ort solely $or the !ur!ose o$ documentin& your

lan&ua&e ,ill e dierent. ut i$ you are !resentin& a !ro!osaland tryin& to conince your collea&ue your tone has to e

!ersuasie.

%echnical ,ritin& is ery s!eci8cally aimed at achiein& certain

!ur!oses. A &ood trainin& manual ,ould do eactly ,hat it is

intended to do. Similarly a ,ell ,ritten mar-etin& re!ort or a

$easiility re!ort has ery s!eci8c &oals to achiee e and they

are tailored to $ul8ll those s!eci8c !ur!oses only. A ,elldesi&ned and ,ell ,ritten !iece o$ technical ,ritin& has to e



ta-en into consideration some im!ortant $actors een e$ore

the !rocess o$ ,ritin& e&ins.

Defning O,-e$ti.es"

A ,ell ,ritten technical document has to de8ne the oecties

ery s!eci8cally at the outset the ,riter has to e ery clear

aout the $ollo,in&"6

1> Wh% the !o$u/ent has ,een )ritten 9 %o sim!ly

record a !rocess and -ee! it $or re$erence or it is a

!ro!osal or !lan ,hich one ,ants others to acce!t or it is

one tryin& to conince someody that the !ro!osed !lan

o$ action is undesirale2> What e"a$t% is the )riting inten!e! to !o 9 %echnical

,ritin& is &enerally ,ritten to coney in$ormation it can

e aimed at &iin& the reader the in$ormation he or she

desired to hae or it can e aimed at chan&in& the

reader7s res!onse or attitude to,ards on oect a

!ro!osal or a !rocess. %his can e done y !resentin& the

material in the $orm o$ "6

#. (oints an! Su, points " =resentin& the releant$acts as easily accessile !oints su6!oints.

##. Ta,es1 =uttin& the $acts that you ,ant your readers

to com!are and contrast in the $orm o$ tales.###. #o)$harts" #$ you ,ant your audience to @uic-ly

com!are the len&ths o$ the t,o !rocesses you could

!ut oth in the $orm o$ t,o Bo,charts on the same

!a&e. %his ,ill ma-e the com!arison an assessment

easy $or the readers.3> I!enti%ing an! assessing the au!ien$e 9 %he4 most

im!ortant !oint one has to ta-e into account ,hile

!re!arin& a technical communication is the audience.

<nli-e other ,ritin&s the technical re!ort ,ritin& has a

ery s!eci8c audience. #$ the document is meant $or

technically literate audience it can ma-e a !roli8c ie, o$

technical terms. #$ the audience is non6technical ho,eer

the document has to e accordin&ly desi&ned.



4> Organi>ation an! anguage 9 A$ter decidin& ,hy the

document is to e ,ritten the oecties it is su!!osed to

$ul8ll the audience it is meant is the most im!ortant

$actor you must concentrate on alon& ,ith the

or&ani5ation and the lan&ua&e. %o ,rite ,ith clarity one

has to 8rst outline o$ ,hat one is &oin& to !resent. %here is

no s!eci8c $ormat or an outline. #t has to e ariale and

Beile to suit the suect and the sco!e o$ coera&e. %o

hae a &ood outline you must hae "a> A clear em!hatic summary o$ the suect matter.> %he !ers!ectie $rom ,hich you are loo-in& at it.c> Ecide3nce in su!!ort o$ the thesis. Some o$ the

other elements that can e used to ma-e the ,ritin&more or&ani5ed are "6

#. #ntroduction o$ the suect matters.##. Headin&s in lar&e $onts to e!ress the transition

o$ ne, ideas.###. ulleted tets to dra, attention to the suect

matter.#P. %o ma-e com!rehension easy.P. <se o$ 8&ures illustrations dia&rams &ra!hs to

&ie isual re!resentation o$ ,hat is ein& said.P#. A summary that restates the main idea and

em!hasi5es the !ers!ectie.

S%nopsis Writing"

e$ore you understand astract ,ritin& it is im!ortant to -no,

the s-ill o$ summari5in&. %raditionally the astract coers

introduction methods results action and discussion.

A summary can e a !assa&e a letter a s!eech a cha!ter or a

oo-. %he act o$ summari5in& consists o$ se!aratin& the

releant !oints $rom the irreleant ones arran&in& he ideas

systematically in a lo&ic al se@uence considerin& the material in

as short a $orm as !ossile. A summary may e hal$ or @uarter

or a tenth o$ the ori&inal !assa&e. (hile summari5in& you hae

to aoid usin& the same ,or-s !hrases and e!ressions used

in the tet. Oou hae to re!hrase the material in sim!le



lan&ua&e. Comments areiation symols and eam!les are

aoided ,hile summari5in&. %raditionally the astract coers

an introduction methods and result and discussions in the

shortest amount o$ s!ace !ossile.

a4 Tite" %his is the most succinct stat4ement o$ your ,or-. #$

you could de8ne your research in one catchy concise

concrete statement this ,ould e it.,4 Authors" )ist authors and institutional aQliations

accordin& to the !re$erred method in your 8eld. For

instance in com!utational sciences the standard is to list

authors al!haetically. %he !resentin& author ,ill e

distin&uished $rom the co6authors on the sumission $orm.AQliations must $ollo, each author7s name unless the

authors are $rom the same institution.$4 A,stra$t or ,o!% " %here are $our -ey elements in the

ody o$ an astract6 #ntroduction D!rolem descri!tion motiation

releance. +ethods.

Results.

*iscussion or conclusion.

#or/ats o Report Writing"

Re!orts ary in style suect matter and !resentation. Re!orts

can e classi8ed in arious !arameters"6

1> (resentation 9 #n !resentation there is oral and ,ritten

re!orts.2> Length 9 #n len&th there is short and lon& re!orts.3> Nature 9 #n nature there are in$ormal and $ormal re!orts.4> Ti/e Duration 9 Routine or !eriodic and s!ecial re!orts.?94 Ora Report" An oral re!ort is a $ace to $ace

communication aout somethin& seen osered

e!erienced or inesti&ated. #t &enerally consists o$

im!ressions oserations and e!eriences. #t is easy and

sim!le to descrie @uic- and immediate to !resent and

&ies 8rsthand in$ormation ut it may not e as oectieand as detailed as re!ort has to e. #t saes time.



?24 Written Report" (ritten re!orts !roide a

!ermanent record. #t is al,ays !re$erred to an oral re!ort

and is accurate and !recise ,hile an oral re!ort may e

a&ue at times.

?84 Short Report" Short re!orts can e !resented in the$orm o$ a letter or y a memo. %hey are concerned

!rimarily ,ith the day to day usiness !rolems as ,ell as

solutions. A short re!ort consists o$ three !arts 9 o!enin&

ody and endin&. Short re!orts &enerally include !eriodic

re!orts situational and !ro&ress re!orts.?@4 Long Reports" )on& re!orts descrie a !rolem in

details. %he im!ortant !arts o$ a lon& re!ort are 9 !re$ace

introduction summary astract descri!tion conclusiona!!endices &lossary and inde.

?4 Inor/a Reports" Certain usiness re!orts can e

short and in$ormal. asically in$ormal re!orts !er$orm the

same $unction as $ormal re!orts transmittin& in$ormation

$acts or data to someone $or ta-in& decision. #n$ormal

re!orts are ,ritten in the $orm o$ memo re!orts or letter

re!orts.

?B4 #or/a Reports" A $ormal re!ort is the result o$thorou&h inesti&ation or situation. Formal re!orts are

&enerally detailed and elaorate. %hese re!orts $ollo, a

8ed $ormat. Formal re!orts include in$ormational

analytical routines s!ecial technical !roect research

re!ort etc.?C4 Inor/ationa Report" An in$ormational re!ort

!resents $acts situations or !rolems re@uired to ta-e

ital decisions. %he ,riter collects releant in$ormation7scom!iles and or&ani5es it in an orderly manner and

!resents it as oectiely as !ossile. #n$ormational re!orts

record ha!!enin&s such as re$erences seminars tours

and so on as to su!!ly details $or $uture !lannin&.?4 Ana%ti$a Reports" Analytical re!orts !resent data

alon& ,ith the analysis o$ it. %he ,riter studies $acts

situations and !rolems naturally and ealuates the

in$ormation and dra,s suitale in$erences and !uts$or,ard his or her recommendations and conclusions.



=roect re!orts $easiility re!orts mar-et research re!orts

$all in this cate&ory.?4 Routine Fr (erio!i$ Report" %hese re!orts are

,ritten in a !rescried !re$orm ,ith its main !ur!ose to

record the !ro&ress o$ the tas-s ealuate the !er$ormanceo$ the em!loyers and record the success and $ailure o$ the

!olicy. %hey include laoratory re!orts !ro&ress re!orts

ins!ection re!orts !roduction re!orts monthly sale

re!orts annual con8dential re!orts etc.?9F4 Spe$ia Reports" S!ecial re!orts are ,ritten to

coney s!ecial in$ormation related to the sin&le condition

situation occasion or !rolem eam!le en@uiry re!orts

research re!orts thesis dissertation etc.

T%pes o Report"

Some o$ the common ty!es o$ re!orts used in !ro$essional and

day to day li$e are"6

Des$ripti.e Report

Inor/ationa Report

Ana%ti$a Report Te$hni$a Report

Operationa Resear$h Report

Gournas an! Reportage

(rogress Report+

Stru$ture o Reports"

Custom and conenience hae more or less standardi5ed the

!arts or elements that constitute a re!ort and also estalish these@uence in ,hich they a!!ear. Pariations in structure are

ho,eer made accordin& to the !ur!ose sco!e and contents o$

the re!ort.

A+ #ront 0atter6 Coer

Front !iece

%itle !a&e :i.e. in a title !a&e $ront side and ac-side>



Co!y ,rite notice

For,ardin& letter

=re$ace

Ac-no,led&ement

%ale o$ Contents )ist o$ illustrations

Astract and summary+

&+ 0ain &o!%" #ntroduction

*iscussion or descri!tion

Conclusions

Recommendations.

<+ &a$k 0atter" A!!endices

)ist o$ re$erences

ilio&ra!hy

lossary.

In!e"+

Tips or )riting ,usiness reports"

1. 'no, your readers.2. Feature they you attitude and stress ene8t $or the

readers.3. 'no, your sin&le communicator oectie or !ur!ose.4. e clear economical and strai&ht $or,ard.J. <se suect lines identi8cation short o!enin& !ara&ra!h

and !ost scri!ts.K. (rite stron& introductions and conclusions.L. <se headin&s ,hite s!aces and isuals in lon&er

documents.

(resentations"

=resentations are made in eeryday li$e to your teacher to your

oss in the ,or- !lace in $ront o$ your customers or een $or

$riends and relaties. (e hardly reali5e that ,e need dierent

-inds o$ attitudes $or dierent -inds o$ !resentations. For some

,e need to e@ui! ourseles ,ith isual aids li-e !o,er !oint

and oerhead !roector slides.



(hile hard s-ills li-e e!ertise and -no,led&e are im!ortant $or

!resentation eectie !resentation also re@uires one to e

a,are and master the $ollo,in& so$t s-ills"

a> ody lan&ua&e> Poice =roectionc> <nderstandin& the audienced> ercomin& the nerousness.a4 &o!% anguage" Oour ody lan&ua&e must communicate

con8dence do not e nerous loo- con8dent and assure

your audience ,ithout een sayin& a ,or- that you hae

somethin& im!ortant to say -ee! your head and ody

!ostures stale do not let yoursel$ to ecome too tense or

loose. Oou should e relaed and com!osed.,4 5oi$e (ro-e$tion" %he oice must trael to the !erson in

the last ro, to e suQciently loud ut do not shout s!ea-

naturally and aoid too many !auses.$4 Un!erstan!ing the au!ien$e" %he audience mi&ht

include !eo!le $rom dierent ac-&rounds. e sensitie to

this $act and do not ma-e dero&atory or !olitically char&ed

re$erences to the !eo!le and communities. Furthermore

-no,in& your audience hel!s you to or&ani5e yourmaterial etter.

!4 O.er$o/ing the ner.ousness" Some amount o$

nerousness is natural ,hile s!ea-in& at a !ulic $orum in

$act it can !ro!el to !er$orm etter.



(RESENTATIONS

=resentations are made in eeryday li$e to your teacher to your

oss in the ,or- !lace. #n $ront o$ your customers or een $or

$riends and relaties. (e hardly reali5e that ,e need dierent

-inds o$ attitudes $or dierent -inds o$ !resentations. For some

,e need to e@ui! ourseles ,ith isual aids li-e =o,er=oint and

oerhead !roector slides.

(hile hard s-ills li-e e!ertise and -no,led&e are

im!ortant $or !resentations eectie !resentation also re@uireone to e a,are and master the $ollo,in& so$t s-ills "

• ody lan&ua&e

• Poice !roection

• <nderstandin& the audience

• ercomin& the nerousness

9 &o!% anguage" Oour ody lan&ua&e must communicate

con8dence do not e nerous loo- con8dent and assure

your audience ,ithout een sayin& a ,ord that you hae

somethin& im!ortant to say. 'ee! your head and ody

!ostures stale do not let yoursel$ to ecome too tense or

loose. Oou should e relaed and com!osed.

2 5oi$e pro-e$tion" %he oice must trael to the !erson in

the last ro, to e suQciently loud ut do not shout s!ea-

naturally and aoid too many !auses.8 Un!erstan!ing the au!ien$e" %he audience mi&ht

include !eo!le $rom dierent ac-&rounds. e sensitie to

this $act and do not ma-e dero&atory or !olitically char&ed

re$erences to the !eo!le and communities. Furthermore

-no,in& your audience hel!s you to or&ani5e your material

etter.

@ O.er$o/ing the ner.ousness" Some amount o$

nerousness is natural ,hile s!ea-in& at a !ulic $orum in$act it can !ro!el to !er$orm etter.



ROLE (LAY

Role =lay is any s!ea-in& actiity ,here you either !ut

yoursel$ into someody else7s shoes or you may stay in youro,n shoes ut !ut yoursel$ into an ima&inary situation that is

you !lay another !erson7s role. (hile !lannin& the role o$

someone else the student reBects either himsel$ or the

character. y ein& inoled in the character the student has

to thin- in a roader ,ay correct his or her attitude and 8nd

$acts and res!onsiilities that are re@uired $or an ideal

!ersonality.

Role !lay allo,s a student to !re!are thorou&hly $or real li$e

situations initially !aes the ,ay to thin- throu&h lan&ua&e

and later ecomes con8dent in $ramin& &rammatically correct

sentences or structures.

%he most im!ortant com!onents o$ role !lay are s!ea-in& s-ills

listenin& s-ills and aility to use suitale ocaulary. #t is

im!ortant to -no, that as $ar as !ossile to use sim!le

uncom!licated En&lish hi&h soundin& ,ords ar&ons and

slan&s are not adisale. Actie listenin& durin& role !lay is

essential as your ans,ers and remar-s de!end on your aility

to understand ,hat the others are tryin& to communicate to

you.

5oi$e <hara$teristi$s1

• 5ou/e1 (hile s!ea-in& to one or more !ersons it isim!ortant to study the distance et,een the s!ea-er and

the listener and also the distractions around. %hus the

entire $ocus is on !ro!er audiility.

• (it$h 0o!uation" Role !lay is a $orm o$ inter!ersonal

communication ,here in maintainin& the &ri! o$ the

dialo&ue is ital. +odulatin& your oice ,ith the ri&ht

em!hasis on all syllales ,ould ma-e your listeners tuned

to you.



• (a$e1 Audiility and a!!ro!riate !ace &o to&ether ,here

one su!!lements the other thus maintainin& o!timum

!ace is re@uired to e audile and clear !ro!er

!ronunciation o$ ,ords ma-es a dierence.

Non 5er,a <o//uni$ation" %here is non6eral

communication ,hich tal-s aout arious as!ects o$

communication eyond eral communication.

84 E%e <onta$t" Eye contact is the most !o,er$ul and direct

element that coneys your attitude and readiness $or any

situation. *irect re&ular and attentie eye contact is

su&&ested in role !lays as it is one to one communication.@4 #a$ia E"pression" %he uniersal $acial e!ressions are

connected ,ith uniersal emotions.4 (osture" %he three !ostures are standing, sitting and

lying down. An u!ri&ht !osture ,ith your shoulders in a

strai&ht line sho,s a certain !ositie attitude o$ a !erson.B4 &o!% 0o.e/ent an! gestures" ody moement tal-s

aout the moement o$ head hand and $eet. estures can

e illustrated conentional reli&ious and attitudinal.

What is sot ski an! $o//uni$ation a a,out

So$t s-ill is a set o$ s-ills that includes creatiity Beiility

!rolem solin& etc.

Wh% is $o//uni$ation an! sot ski i/portant

• (hen oth sender and receier understand the same

messa&e.

• y &ettin& your messa&e you coney your ideas.

• ettin& your messa&e across is !aramount to !ro&ressin&.

%o do this you must understand ,hat your messa&e is ,hat

audience you are sendin& to etc.



'ROU( DIS<USSION

:%=#C" SC#A) +E*#A>

'ROU( 0E0&ERS1 L !ersons

RUNNIN' TI0E1 1J +#N<%ES

0e/,er 91 Hello eeryone. ood a$ternoon. %oday ,e are here to

discuss aout the eect o$ social media on the !resent &eneration and

,hat are the adanta&es or disadanta&es ,e ma-e out o$ it.

• First o$ all # ,ould li-e to say ,hat the social media actually means.

#t is a ne, ,ay o$ communication ,ith the outside ,orld $or eam!le

Faceoo- r-ut +yS!ace etc. # ,ould li-e to &ie some o$ the

disadanta&es o$ social media.

• %he social media or the SNS ,hich -ee!s us so en&a&ed no,adays

has a de8nite detrimental eect on the !resent day society. +any !eo!le

es!ecially the youn& !eo!le are &ettin& addicted to the social net,or-in&

sites that they are !re$errin& online conersation rather than $ace6to6$ace.

#tTll eect communication s-ills relationshi!s and een mental health.

*on7t you thin- usin& social net,or-in& !lat$orms ,e are lettin& !eo!le

encroach our !riate s!ace

0e/,er 21 Oes # com!letely a&ree ,ith you +emer1.

Social net,or-in& sites are in $act ta-in& a,ay a hu&e !art o$ our daily

time. As a result students are ery li-ely to score !oor mar-s and do not

&et !ro!er time to study.

%here is a hi&h ris- $or children and teena&ers to e mislead y SNS een.

nline sites attract them to their o,n $antasy ,orlds ,hich eentually can

&uide them in the ,ron& direction. =arental care is ery essential in this

as!ect.

)i-e other human social interactions ,hich are transient e.&. ta-in& $riends

to lunch the internet -ee!s a !ermanent record o$ eerythin&.

0e/,er 81 # com!letely a&ree that social media does has some

ne&atie eects ut ,e should also see the !ositie as!ects o$ the socialmedia.



• *ue to the $ast serices and this SNS system ,e are ale to reach

our $riends relaties across the ,orld ,ith a lin-. (e can -ee! in touch

,ith $riends in todayTs usy ,orld. Social net,or-in& ,as started on the

internet in the $orm o$ &enerali5ed online communities to &rou! the !eo!lehain& same interests and to share their ideas.

• +oreoer it7s easier to contact !eo!le i$ ,e lose all our contacts. (e

can im!roe ourseles y sharin& our ideas in$ormation and -no,led&e

and y discussin& ,ith the !eo!le ,ho hae same interests een i$ they

are so many miles a,ay $rom us.

0e/,er @1 Oes there are some !ositie as!ects o$ the social media as

you say +emer3 ut # 8nd that the ne&atie as!ects are more than the

!ositie ones.

• Some children are !layin& &ames on social net,or-in& sites ,ith

their $riends and they are not at all concentratin& on the !hysical

actiities. #tTll hae an eect on their !hysical and mental health.

• =riacy is an im!ortant issue in the dra,ac-s o$ SNS. Some !eo!le

are usin& other !ersonTs !ersonal in$ormation $or ariety o$ !ur!oses.

%ime S!endin& in $ront o$ com!uter $or lon& hours creates so many health

!rolems. +any !eo!le are @uite una,are o$ this $act.

0e/,er 1 Gust li-e the coin has t,o sides social net,or-in& also has

t,o as!ects. #t can e use$ul on the one hand and harm$ul also. ut unli-e

memer4 # ,ould !oint out the adanta&es o$ the social media.

• %hat is teachers and !ro$essors o$ten ma-e &rou!s to etend

classroom discussion to !ostin& assi&nments tests and @ui55es to

assistin& ,ith home,or- outside o$ the classroom settin&. %hese are

mainly done ,ith the SNS system that is the Faceoo- !lays a &reat role in

this as!ect.

+any com!anies are deelo!in& interactie communities that connect

indiiduals to share usiness needs e!eriences.

Students are ma-in& a net,or- ,ith !ro$essionals $or

o o!!ortunities and internshi!s.

0e/,er B1 # ,ould li-e to say that &enerally social net,or-in& sites

hae a !ositie atmos!here. For eam!le Faceoo- sends noti8cation i$



they are on the to! their $riendTs lists ut it doesn7t send noti8cation i$

they ,ere remoed as a $riend y another !erson. So there is a least

chance $or the !erson to -no, that.

• ut some o$ the youths ta-e an undue adanta&e o$ these sites tosatis$y their o,n sel8sh means. As a result the other !eo!le &et inBuenced

y their actiities and deBect $rom their ,ay and ta-e the ,ron& turn.

• So the social media should not al,ays e held res!onsile $or the

ad im!act. #t is the !eo!le ,ho ,orsen the normal conditions in order to

$ul8ll their o,n needs.

0e/,er C1 # ,ould li-e to cite some eam!les $or you.

• A &uy ,ho !osted a ideo on you tue ,ei&ht li$tin& s-iin& and!er$ormin& -arate ehiitions ,as 8red $rom his o $or sho,in& too

much o$ raado.

• +oreoer there ,as one incident ,here roers usin& user7s &eo6

location Faceoo- to 8nd out ,hen tar&et is at home or not.

%his is ,hat !ulic sharin& o$ your !ersonal elon&in&s leads to. So it is

al,ays ,ise to thin- e$ore ta-in& any ste!.

Social net,or- is indeed a oon $or human race as it is rin&in& !eo!le

closer and lettin& them communicate ,ith each other ,ithout any $ear or

arrier ut still one need to e cautious aout the leel o$ in$ormation

they are reealin& on the social net,or-s. # ,ould li-e to conclude sayin&

that there are oth !ositie and ne&atie as!ects o$ the SNS.so thin-

e$ore you !roceed any $urther.



:%=#C" !ersonal li$e s !ro$essional li$e>

'ROU( 0E0&ERS1 L !ersons

RUNNIN' TI0E1 1J +#N<%ES

0e/,er 91 Hello eeryone. ood a$ternoon. %oday ,e are here to

discuss aout the alance o$ !ro$essional and !ersonal li$e in a !erson7s

li$e and its eect.

• Eery !erson has a dierent has a dierent alance et,een his/her

!ersonal and !ro$essional li$e. ut ,hat should he do achiee !eace

and success in his li$e

• Accordin& to me he should &ie !re$erence to his !ersonal li$e as it

is his !ersonal li$e ,hich &ies him the staility to !er$orm in his

career

*on7t you thin- too

0e/,er 21 Oes # com!letely a&ree ,ith you 0e/,er 9.

• ur $amily does &ies us the su!!ort and staility in li$e and ,ithout

it one can neer 8nd ha!!iness unless he &ies more !riority to his

$amily.

• (ithout ones $amily one can neer stay ha!!y as it is ones $amily,ho truly loes him and su!!ort him.

• #n my o!inion one hae a career only to su!!ort his/her $amily.

(ithout $amily and $riends it is meanin&less to hae a career. He can

neer 8nd ha!!iness any,ay.

0e/,er 81 # com!letely disa&ree that one7s career is meanin&less

,ithout his $riends and $amily.

• ne should choose his career ery care$ully. He should in his mind

ery clear that it is the only thin& he ,ants to do. nly then can he

8nd !eace.

• ne should e true to onesel$ and truly loe ,hat one does no one

can sto! him $rom achiein& !eace and ha!!iness.

0e/,er @1 ,hat # eliee is that one can only achiee !eace i$

he has a !ro$ession accordin& to his choice.

• #$ he loes ,hat he does he ,ill stay stale and in turn ,ould &ie

staility to his $amily



• ne should al,ays do ,hat he loes or he is a ,aste.

0e/,er 1 # ,ould li-e to ta-e this o!!ortunity to say that ,omen has

een the ictim o$ this alance

• #n this male dominated society ,omen has hae suered. She has

to do all the household ,or- and then &o to !ro$essional ,or-.

• #t is un$air male too should &ie $emale a hand in household ,or-.

0e/,er B1 Oou see that ,omen has ste!!ed u! in the !ro$essional

,orld in the last decade

• =eo!le are chan&in& so is the society. +any men hae ste!!ed u! in

household ,or-.

• #t ,ill ta-e time till it comes to total e@uality. Chan&e is ha!!enin&

and ,omen needs to e !atient till it comes to total e@uality

0e/,er C1 %here r some &reat eam!les o$ achieers in this ,orld.

• Einstein Stee Gos *a Pinci they r &reat achieers ut one can

ar&ue aout their !ersonal li$e staility.

• n the other hand mon-s and saints claim to hae achieed !eace

•So ,hat one ,ants is com!letely dierent $rom others. nly one candecide ,hat one ,ants.

Each !erson has een rou&ht u! in dierent surroundin&s dierent

!ersonalities and dierent cultures ,hich de8nes ,hat is moral alues

,ould e. Een t,ins hae dierent !ersonality. %here$ore no one can

decide ,hat one ,ants in li$e.

%he moral alues o$ a !erson ,ill decide ,hat he ,ants and thus hel! him

to 8nd the correct alance and hel! him 8nd true !eace and ha!!iness.

(hat one needs to 8nd the correct alance Ans,er is to e true to

himsel$ his ans,er lies ,ithin him.



Listening Skis

RECORDING:--Cambridge IELTS 1(a)

9 For ,hat the interie,er interie,in& the !erson

A" 6 Surey aout ho, to s!end one7s $ree time.

2 (hat ,as the name o$ the !erson

A" 6 =eter Harley

8 (hat does he actually do

A" 6 Studies mathematics in a uniersity and ,or-s as a ,aiter in the

restaurant in the eenin&s.

@ (hat does he do in his $ree time

A" 6 =lays &uitar and !iano.

(hen does he hae his eams

A" 6 #n the !resent month.

B (here does his cousin lie

A" 6 %hailand.

C Ho, does he communicate ,ith his cousin

A" 6 Pia emails throu&h internet.

(hat are the thin&s they usually discuss

A" 6 Aout ecitin& !laces his cousins isited and $uns related that to!ic.

#n ,hich team s!ort does he indul&e in

A" 6 Footall.

9FHo, o$ten does he !lay

A" 6 he !lays $ootall once in t,o ,ee-s.

99(hy does not he &o to see lie matches

A" 6 )ac- o$ time and money and also due to !ressure o$ studies.

92For ,hom ,as he ,aitin& $or

A" 6 His $riend.



RECORDING:--Cambridge IELTS 1(b)

9 (hat is the name o$ the s!ort 8eld

A" 6 (est ,ild s!ort 8eld.

2 From ,hich !lace is the caller callin&A" 6 Not ery $ar a,ay $rom the (est ,ild s!ort clu area.

8 (hy doesn7t the caller !re$er &ymnastics

A" 6 She loes s,immin& and she has a ery -een interest on it.

@ (hat $acilities do they hae

A" 6 %hey hae 3 s,immin& !ools and one sauna.

(hat are the s!ort actiities the lady interested in

A" 6 She loes s,immin& and also listen music.

B ie the details o$ the s,immin& !ool

A" 6 %hey hae all 3 dierent si5es !ools one is -in& si5e li-e lym!ic that

is J0 meter second one is 2J meter lon& and the third one is 1J meter

lon&.

C (hat are their memershi! rules

A" 6 Each and eery one should enlist their name e$ore one day to ta-e

!art in the sauna and $or s,immin& it is caution less.

(hen are the yo&a classes held

A" 6 +onday %uesday Friday $rom 10am611am and on Saturday Sunday

$rom K!m6L.30!m.

Can she come eery Saturday and Sunday

A" 6 No she can7t come.

9F (hich leel should she chose

A" 6 )eel 1.

99 Fees o$ the yo&a classA" 6 Pery little.

92 Name o$ the !erson at the in$ormation dec-

A" 6 Gohn *ou&herty.

98 (here is the oQce situated

A" 6 1st Boor a$ter ta-in& do,n $rom the li$t.

9@ Qce timin&s to ta-e a!!ointments

A" 6 Shar! at 11 am.



9 =hone numer o$ the !erson

A" 6 011LKJ4LM

9B Name o$ the caller

A" 6 Alisa +artin.

various ways for management preparation

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