BCM108_Business Communication(Draft 3)-converted-converted

Sample Resume PARAGRAPH WRITING Crafting a Paragraph In a way, you could see each paragraph as a mini-essay. • You introduce the topic • You provide the contributing information • You draw a conclusion But how do you know if you have crafted a good paragraph? It will have four characteristics: • Unity 50 CU IDOL SELF LEARNING MATERIAL (SLM)

• Order • Coherence • Completeness You achieve these four characteristics through using the three parts of your paragraph wisely and with forethought. First Sentence The first sentence in a paragraph is important, and it’s called the “topic sentence.” It should represent the overall idea that governs the rest of the paragraph’s content. It’s the same as your essay introduction leads into your essay. All the sentences that follow will contribute to this topic sentence. For example, in this paragraph, I began by telling you that the paragraph starts with a topic sentence. Now I am telling you what it is for, and how it relates to the other sentences in the paragraph. If you do this well, you’ll achieve the first of our characteristics: unity. Contributing Sentences Your contributing sentences must lead logically to the concluding one. This means you need to present it in some kind of order. Will you choose chronological order, order of importance, or relate each successive sentence to the other using logic? That depends on what you are writing about, but your aim is to make your paragraph easy to follow from point A to point B to point C. Finally, you want to tie all your points together to underline the point you are trying to get across. Order helps to convey the sense of what you are saying. If you confuse your reader, you have not written a clever paragraph. Order Should Bring Coherence Have you ever listened to someone talking, and it sounds like they’re just babbling and not making any sense? They are speaking incoherently. When a person speaks coherently, each thought follows neatly from the previous one, and it is easy to understand what they are saying. Although it’s not a must, using transition words helps to show how one thought relates to another. There are many such words and phrases which include: • Because • In addition 51 CU IDOL SELF LEARNING MATERIAL (SLM)

• By contrast • Next • Afterward • Accordingly • No doubt • Of course • On the other hand • Naturally • Also • After • Before Another important trick to remember is to keep all your sentences in the same verb tense. It just makes it so much easier for your reader to follow your thoughts. Your Concluding Sentence Don’t leave your reader wondering “So… what?” at the end of your paragraph. Pull your threads together into a concluding sentence. It should support your introductory sentence while acknowledging what you have discussed in the supporting sentences. This helps your reader to see how the supporting information relates to the topic. You may think it is obvious, but your reader may not! Practice Writing a really good paragraph is something of an art, but like any skill, you can learn it through practice. That’s why teachers will set paragraph writing tasks for their students. But if you love writing, or just want to improve your writing skills, there’s no reason why you shouldn’t set yourself a few tasks. Choose from a list of paragraph writing prompts, or make up a list of your own. Here are some ideas: • Why I enjoy my hobby so much 52 CU IDOL SELF LEARNING MATERIAL (SLM)

• My favorite winter activity • My opinion on (Choose anything you like) • Why I hope to become a • I think the most important thing about a person is • Why I admire my best friend • My favorite season is • My most embarrassing moment was when • The thing I’m most scared of • What I dreamed last night Remember, keep it to one paragraph! After you’ve written it, leave it for a while because it’s hard to evaluate your own work right away. Later, go and look at your exercise. Ask yourself: • What is my opening sentence? • Do my other points support it? • Did I reach a conclusion, and does it match the opening sentence and the supporting ones? • Have I presented my information in a logical way? Could I have done it better? Writing a paragraph isn’t all that difficult, but you can’t just run at it like a bull at a gate. If you think things through, you’ll find yourself naturally falling in with the rules we’ve discussed here. Thoughtful work is usually good work, so engage your grey matter and get writing! SUMMARY Nearly every job will require some degree of written communication skills, whether it’s sending emails, writing memos or providing briefs and reports. The ability to communicate clearly, concisely and concretely in writing ensures that everyone you work with understands what you’re telling them. Because written communication skills are so important in business, it’s worth taking the time to improve yours. Written communication skills are those necessary to get your point across in writing. While they 53 CU IDOL SELF LEARNING MATERIAL (SLM)

share many of the same features as verbal communication skills, there are some important differences. Where verbal communication uses body language and tone of voice to express meaning and tone, written communication relies on grammar, punctuation and word choice. Technical writing aims to convey complex information to a specific audience. It is a field of professional writing on technical subjects. Technical writing is a category of technical communications—which is a broader field that involves documenting, sharing, interpreting, and/or publishing specialized scientific, technological, organizational and/or other information. Technical writers are typically responsible for assembling documents such as handbooks, field guides, textbooks, user manuals, catalogues, web pages, software or equipment instructions, and policies and procedures manuals. Technical writing is bound by many of the basic concepts as other writing genres. For example, your technical writing has an audience and you (as the writer) have a reason for communicating with that audience. Sometimes you are sharing information on product problem with R&D who shares predictably similar levels of expertise, and so you will address them differently. Other times you may find yourself interpreting information for a mainstream non-specialist audience whose level of expertise is less predictable and more variable. More than ever, it's important to know how to communicate your point quickly and professionally. Many people spend a lot of time writing and reading, so the better you are at this form of communication, the more successful you're likely to be. Identify your audience before you start creating your document. And if you feel that there's too much information to include, create an outline to help organize your thoughts. Learning grammatical and stylistic techniques will also help you write more clearly, and be sure to proof the final document. Like most things, the more you write, the better you're going to be! KEYWORDS • Brainstorming: Jotting down ideas, facts, possible leads, and anything else that might be helpful in constructing a message. • Buffer: A neutral and supportive opening statement designed to lessen the impact of negative news. • Business etiquette:the practice of polite and appropriate behaviour in a business setting. 54 CU IDOL SELF LEARNING MATERIAL (SLM)

LEARNING ACTIVITY Choose the best topic statement from the list below each paragraph and underline the concluding statement of each paragraph. Some people abuse public parks. Instead of using the park for recreation, they go there, for instance, to clean their cars. Park caretakers regularly have to pick up the contents of dumped ashtrays and car litterbags. Certain juveniles visit parks with cans of spray paint to deface buildings, fences, fountains, and statues. Other offenders are those who dig up and cart away park flowers, shrubs, and trees. One couple were even arrested for stealing park sod, which they were using to fill in the back lawn. Parks are made for people, and yet-ironically-their worst enemy is people pollution.\" a) Litter in parks is the problem of the caretakers. b) There are some people who abuse public parks, which present a particular problem; that is, parks were made for people but it is people who destroy them. c) Parks have become the wastelands of the city. d) Society must punish those people who destroy parks UNIT END QUESTIONS A. Descriptive Questions 1. As the secretary of a youth club, prepare a report on the literacy drive undertaken by your club. The report will be submitted to the secretary, Dept of Mass Education, Odisha. Write a correct report keeping into mind all the technical aspects 2. Draft your resume with the reference to the Job application in a News channel. 3. Now try your hand at writing a personal paragraph. Write a paragraph of 4-6 sentencesor 120 words using examples and/or details on one of the following topics: i. one of your favourite things ii. your worst fear iii. your best job iv. a good friend v. a colleague 55 CU IDOL SELF LEARNING MATERIAL (SLM)

Be sure to begin your paragraph with a clearly worded topic sentence. 4. Note on types of report 5. Explain the parts of report by drafting a report from the sales manager point ofview assuming he needs to submit it to his senior. B. Multiple Choice Questions 1. Advantage of written communication a. Save time b. Save money c. Permanent record d. Neat 2. Written communication doesn’t includes a. Reports b. Forms c. Notice d. None of these 3. A summary of your educational and academic backgrounds as well as teachingand 56 research experience, publications, presentations, awards, honours and affiliations. a. Resume b. Curriculum vitae c. Application letter d. Hand-outs 4. A ----------- is also known as a ’cover letter’ a. Resume b. Curriculum vitae c. Application letter d. None of these 5. Which of the following is /are element of body of a business report? CU IDOL SELF LEARNING MATERIAL (SLM)

a. Glossary b. Cover letter c. Experience d. Executive summary Answers: 1. (c) 2. (a) 3. (c) 4. (c) 5. (d) SUGGESTED READINGS • Lesikar R.V., Petit J.D. (2016). Business Communication. New Delhi: Tata McGraw. • Chaturvedi, P.D. (2016). Business Communication. New Delhi: Pearson Education. • Raman, M., Sharma, S. Technical (2017). Communication-Principles and Practice New Delhi: Oxford University Press. • Murphy, R., (2015). Elementary Grammar.UK: Cambridge University Press. • Murphy, R., (2015). Essential Grammar in Use, 4th Edition. UK: Cambridge UniversityPress. • Hewing, M. A (2015). Advanced English Grammar.UK: Cambridge University Press. • http:// www.basic English org. • www.everyday English com. • www.edufind .com. • www. language.com. • www.dauniv.ac.in 57 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT -3LISTENING – I Structure Learning Objectives Introduction Description of consonants and vowel sounds How consonants are produced Syllabic consonants Voices & voiceless consonants How vowels are produced Consonant sounds spelt with “vowel letters” Vowel sounds spelt with “consonant letters” 3.6.7 So, what`s the difference between vowels & consonants? Summary Keywords Learning Activity Unit End Questions Suggested Readings LEARNING OBJECTIVES In this unit we would • Explain the consonants words • State the vowel words • Discuss how consonants & vowels are produces & spelt INTRODUCTION A good listener will listen not only to what is being said, but also to what is left unsaid or only partially said. Effective listening involves observing body language and noticing inconsistencies 58 CU IDOL SELF LEARNING MATERIAL (SLM)

between verbal and non-verbal messages. For example, if someone tells you that they are happy with their life but through gritted teeth or with tears filling their eyes, you should consider that the verbal and non-verbal messages are in conflict, they maybe don't mean what they say. Listening is the ability to accurately receive and interpret messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated. Listening is so important that many top employers provide listening skills training for their employees. This is not surprising when you consider that good listening skills can lead to: better customer satisfaction, greater productivity with fewer mistakes, increased sharing of information that in turn can lead to more creative and innovative work.Many successful leaders and entrepreneurs credit their success to effective listening skills. Richard Branson frequently quotes listening as one of the main factors behind the success of Virgin. Effective listening is a skill that underpins all positive human relationships, spend some time thinking about and developing your listening skills – they are the building blocks of success. DESCRIPTION OF CONSONANTS AND VOWEL SOUNDS There are five vowels and 21 consonants in English, right? Well, no. Vowels and consonants are sounds, not letters. Depending on your accent and how thinly you slice them, there are about 20 vowels and 24 consonants. A vowel is a speech sound made with your mouth fairly open, the nucleus of a spoken syllable. A consonant is a sound made with your mouth fairly closed. When we talk, consonants break up the stream of vowels (functioning as syllable onsets and codas), so that we don’t sound like we’ve just been to the dentist for four fillings and the anesthetic hasn’t worn off yet. Consonants require more precise articulation than vowels, which is why children find them harder to learn, and often end up in speech therapy after having become so cross at not being understood that they’ve started hitting people. Only a few children with severe speech sound difficulties (often called dyspraxia or apraxia) sometimes need therapy to help them produce vowel sounds correctly. 59 CU IDOL SELF LEARNING MATERIAL (SLM)

Most syllables contain a vowel, though vowel-like consonants can occasionally be syllables. And to complicate matters, many English vowels are technically two or three vowels shmoo shed together. How consonants are produced Saying consonant sounds involves constricting airflow in different locations in your mouth by: • briefly stopping then releasing the air (“p”, “b”, “t”, “d”, “k”, “g”), • diverting the airflow and associated resonance to your nose (“m”, “n”, “ng”), • squeezing the air through a narrow space (“th” as in “thin”, “th” as in “then”, “f”, “v”, “s”, “z”, “sh”, “zh” as in “vision”, “h”, and in posh dialects, “wh”), • combining stopping then squeezing (“ch”, “j”), or • narrowing the vocal tract (“w”, “y”, “r”, “l”). • Consonants that are like vowels – approximants • The last four consonant sounds on the above list – “y”, “w”, “r”, “l” – are produced with less mouth constriction than other consonants, and in linguistics are called “approximants”. • Approximants occupy a kind of linguistic grey area between vowels and consonants, in fact “w” and “y” are also known as semivowels. • There’s very little difference between the consonant sound “y” and the vowel sound “ee” as in “see/sea/me”, and between the consonant sound “w” and the vowel sound “ooh” as in “moon/rule/grew”. These sounds are classified as consonants because they generally behave like consonants, that is, they’re (in) syllable onsets not syllable nuclei. Syllabic consonants In many English dialects, the sound “l” can be a syllable all by itself in words like “bottle” and “middle”. This is also true of the sound “n” in words like “button” and “hidden”. In these words, the tongue has just said “t” or “d”, so it’s already in the right place to go straight into the sound “l” or “n”, without saying a vowel first. However, we still write a “vowel letter” in this syllable (le, on, en) and we say a vowel sound in other words with similar final spellings, like 60 CU IDOL SELF LEARNING MATERIAL (SLM)

“giggle” and “dabble”, “ribbon” and “beckon”, “happen” and “embiggen”. The sound “m” can also act as a syllable in words like “rhythm” and “algorithm”, again because the sounds “th” and “m” are physically very close together. In this case we don’t write a “vowel letter” in the last syllable, but we do say a vowel sound in the last syllable of most words spelt like this, like “autism” and “criticism” (click here for more, see right column). Tell language mavens who insist a consonant is never a syllable to stick that up their jumpers. Voiced and voiceless consonants Some consonants are produced using your voice (“b”, “d”, “g”, “m”, “n”, “ng”, “th” as in “then”, “v”, “z”, “zh” as in “vision”, “j”, “y”, “w”, “r”, “l”) and the rest are voiceless (“p”, “t”, “k”, “th” as in “thin”, “f”, “s”, “sh”, “ch”, “h”). Most consonants come in neat voiced-voiceless pairs – “p/b”, “t/d”, “k/g”, “th as in thin/th as in then”, “f/v”, “s/z”, “sh/zh as in vision”, and “ch/j” (yes, I read a recent Grammarly blog post, and have decided to start using the Oxford Comma). Try saying each of these sound pairs in turn, and you’ll notice that the main difference between each pair is that you use your voice for the first sound, but not the second one. If you are using your voice when you say the sounds “p”, “t”, “k”, “th” as in “thin”, “f”, “s”, “sh” or “ch”, you’re saying them wrong. This can confuse children about the difference between sounds, and/or cause blending problems (click here or here for previous blog posts on this). The sound “h”, is also voiceless, but lost its voiced pair somewhere down the crack between Old and Middle English, though its ghost still makes guest appearances as the spelling gh in words like “thought”, “night” and “daughter”. The nasal sounds “m”, “n” and “ng” don’t have voiceless pairs, but are made in the same spots in your mouth as, respectively, “p/b”, “t/d” and “k/g”. Here are the handy vowel charts from the Cued Articulation iPad app, but please remember it’s an app, so the red buttons marked “diphthongs” and “pure vowels” take you to these charts, they aren’t the labels for the charts they’re on. The chart headings are up at the top, and the sounds are organized from high front vowels at top left to low back ones at bottom right. 61 CU IDOL SELF LEARNING MATERIAL (SLM)

How vowels are produced All vowel sounds are voiced, unless you’re whispering or speaking Japanese, Quebecois, or a North American indigenous language like Comanche or Cheyenne. Vowels are sounds produced with the mouth fairly open, and differ by mouth shape, for example “ee” is a high front vowel and “o” as in “got” is a low back vowel. Some vowels, like the “a” in “cat” and the “i” in “big”, are said with the mouth in the same position from start to finish (monophthongs). Some vowels, like the “ay” in “paper” and the “I” in “hi”, move from one mouth position to another (diphthongs). There’s also one vowel in English, the “you” in “human”, which is actually a combination of a consonant and a vowel (“y” + “ooh”). But knowing this doesn’t help us spell it, there isn’t usually any need to notice the little “y” sound, which in some dialects is omitted (think of how the word “news” is pronounced in US English). In the English I speak, in which the consonant “r” is only pronounced before a vowel, a few vowels like the “ire” in “fire” and the “our” in “sour” contain three mouth positions (triphthongs). When teaching spelling it’s best to treat these as two sounds (i…e + r, ou + r). Smart children often notice that diphthongs are actually two sounds. This sort of excellent listening should give rise to much rejoicing and praise, after which they can be told that spelling gets mighty confusing if we slice these sounds so finely (e.g. the “ay” sound in paper contains two sounds, but represented by only one letter), so we usually treat diphthongs as single sounds. The only time I remember having to actively slice a diphthong in half for a learner was in order to explain the spellings of the homophones “gaol” and “jail”. We Aussies learn a lot about gaols in history class and from the family genealogy nut, though we’ve never found out why Great-great-great grandfather William Yates, a 20-year-old York chimney sweep, was transported to Tasmania for life on a ship called the Phoenix in 1820. If your family genealogy nut is in York and can find out, my family genealogy nut would be most appreciative. But I digress. Consonant sounds spelt with “vowel letters” Three English “vowel letters” are commonly used in spellings of consonant sounds, such as (the links 62 CU IDOL SELF LEARNING MATERIAL (SLM)

take you to wordlists for each spelling): The letter E in the ve in “solve”, the se in “house” and “please”, the ce in “dance” and “ocean”, the ze in “sneeze”, the zee in “soothe”, the ed in “jumped” and “hummed”, the dge in “smudge”, and the che in “avalanche”. The letter I represents the sound “y” in words like “union” and “brilliant, plus it’s in the ti in “motion”, the ci in “social”, the si in “pension” and “version”, the gi in “religion”, the sci in “conscious”, the ssi in “passion”, and the xi in “anxious”. The letter U is a common way to spell the consonant sound “w”, as in “queen” and “penguin” (we usually write qu and gu, not kw, cw or gw), and is also part of the gu in “guess”, the gue in “league”, the qu in “liquor”, the que in “boutique”, and the “bu” in “build”. The sound “you” as in “human” is actually a combination of a consonant and a vowel (y+ooh), though it’s mostly spelt with vowel letters: U as in human, U…E as in tune, EW as in few, UE as in cue or EU as in feud. Nouns that start with this sound like “unicorn”, “ute” and “Europe” thus start with a Ute vowel letter but a consonant sound, which is why we say “a unicorn”, “a ute” and “a European”, not “an unicorn”, “an ute” or “an European”. Vowel sounds spelt with “consonant letters” The obvious one here is the letter Y, weirdly called a consonant letter despite mostly representing vowel sounds, in words like “my”, “duty” and “gym” (no, I haven’t been doing enough exercise lately either). This probably happened because traditional phonics focuses too much on first letters in words, where the letter Y represents a consonant sound (except in words like “Yvette” and “yttrium”). On topof all this, there are heaps of vowel sounds spelt with two, three and four letters which contain “consonant letters”, mostly the letters W, Y, R and L. Here are some examples: The letter W is in the aw in “saw”, the ew in “new” and “grew”, and the ow in “how” and “show”. The letter Y is in the ay in “play”, the ey in “grey” and “valley”, the oy in “boy”, the ye in bye, the y…e in “type”, and the yr in “myrtle”. All four letters representing the vowel sound in the word “myrrh” are supposedly “consonant letters”. The letter R is in the ar in “car”, “warm” and “scarce”, the er in “her”, the ir in “bird”, the or in 63 CU IDOL SELF LEARNING MATERIAL (SLM)

“fork”, the ur in “curl”, the air in “hair”, the are in “care”, the ear in “hear”, “learn” and “bear”, the ere in “here”, “there” and “were”, the eer in “beer”, the oar in “soar”, the ore in “sore”, the our in “pour”, the oor in “door”, the eur in “poseur”, the aur in “Minotaur”, and in the English I speak and write, the r in “flour”, re in “centre” and our in “harbour”. The letter L is in the al in “calm” and walk, and the ol in “yolk”. The ghostly letters G and H are in the igh in “high”, the ough in “thought”, “drought”, “though”, “through” and “thorough”, the eigh in “weight”, the augh in “caught”, and the aigh in “straight”. The letter H is also in the ah in “galah”, the eh in “meh”, the eah in “yeah”, the oh in “John”, the ooh in “pooh”, and the uh in “duh”. If I can write it and you can read and understand it, it’s a real word. So, what’s the difference between vowels and consonants? The next time a learner asks you which letters are vowels and which letters are consonants, try answering as follows: • Vowels and consonants are sounds not letters, • Vowels are the loud sounds that form the nuclei of each syllable, and consonants separate them. • The letters B, C, D, F, J, K, M, N, P, Q, S, T, V, X and Z are mainly used to spell consonants, • The letters A and O are mainly used to spell vowels, and • The letters E, G, H, I, L, R, U, W, Y are used as/in spellings representing both vowels and consonants. SUMMARY • Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus. Listening means paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. • Verbal communication involves both speaking and listening. In a business organization, 64 CU IDOL SELF LEARNING MATERIAL (SLM)

listening is key to effective working relationships among employees and between management and staff. Listening skills also impact a company’s interaction with customers and other businesses. • To improve your listening skills, give the other person your full attention and maintain eye contact. When she is done speaking, rephrase her remarks and ask whether you understand her correctly. Continue to ask questions to gain a better understanding of her statements. • Listening enables you to acquire facts so that you can make decisions that benefit your business. It is essential to building trust and can reduce conflict. The reputation of a business depends upon listening skills. • Listening enables you to acquire facts so that you can make decisions that benefit your business. By listening to a job applicant in an interview, for example, you might discover his attitudes toward the profession, performance in previous jobs and information not detailed on his resume. This additional insight can help you decide whether the applicant is a good fit for your company. A supervisor who listens to an employee’s complaint about a health risk on the job might reduce injuries and enhance job performance. KEYWORDS • Communication The process of sending and receiving messages. • Complex sentence A sentence that has one independent clause and at least one dependent clause. • Compound sentence A sentence that has two or more independent clauses. • Conclusions The answers to the research questions raised in the introduction to a report. • Concrete word A word that identifies something the senses can perceive. • Connotation The subjective or emotional feeling associated with a word. LEARNING ACTIVITY Can you complete the following sentences based on what you hear in the Prime Time news today? a. The anchor covered the headline b. The anchor cautions us against c. The anchor advises us to 65 CU IDOL SELF LEARNING MATERIAL (SLM)

d. The anchor suggests 66 UNIT END QUESTIONS A. Descriptive Questions State the different forms of consonants & vowels with examples. a. Real life situations b. News Bulletin B. Multiple Choice Questions 1. The nucleus of the syllable is the vowel. a. True b. False 2. How many vowels are there in the English alphabet? a. 4 b. 5 c. 9 3. The consonants in the word “undo” are: a. u, o b. n, o c. n, d 4. Which of the following has /: i / sound a. Car b. Seat c. Fit d. books 5. Which of the following has /e:/sound a. But b. Arm c. About d. Aunt CU IDOL SELF LEARNING MATERIAL (SLM)

Answer: 2. (b) 3. (a) 4. (b) 5. (c) 1. (a) SUGGESTED READINGS • Lesikar R.V., Petit J.D. (2016). Business Communication. New Delhi: Tata McGraw. • Chaturvedi, P.D. (2016). Business Communication. New Delhi: Pearson Education. • Raman, M., Sharma, S. Technical (2017). Communication-Principles and Practice NewDelhi: Oxford University Press. • Murphy, R., (2015). Elementary Grammar.UK: Cambridge University Press. • Murphy, R., (2015). Essential Grammar in Use, 4 th Edition. UK: Cambridge University Press. • Hewing, M. A (2015). Advanced English Grammar.UK: Cambridge University Press. • http:// www.basic English org. • www.everyday English com. • www.edufind .com. • www. language.com. • www.dauniv.ac.in 67 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT -4SPEAKING – I 68 Structure Leaning Objectives Introduction The art of self-introduction The fear beneath self-introduction The impact of a poor self intro Common self intro mistakes So why bother learning this fine art? It`s not hard when you know how Use your physical presence to introduce yourself Sample Self-Introduction Speech The art of introducing others (Friends, guests and relatives etc.) The art of making introduction: four steps Making Introduction: A few Examples Gender distinction Preparation for interview The purpose of the interview Preparation for the interview Common body language interview mistakes to avoid Types of Interviews Interview Skills Presentation Skills What are presentation skills? Presentation phases CU IDOL SELF LEARNING MATERIAL (SLM)

Types of presentation skills Presentation software Research Verbal communication Writing Summary Keywords Learning Activity Unit End Questions Suggested Readings LEARNING OBJECTIVES In this unit we would • To explain how one can introduction themselves & others • To list the interview & presentation skills • Also explain the way one needs to prepare for the interviews INTRODUCTION Your voice can reveal as much about your personal history as your appearance. The sound of a voice and the content of speech can provide clues to an individual's emotional state and a dialect can indicate their geographic roots. The voice is unique to the person to whom it belongs. For instance, if self-esteem is low, it may be reflected by hesitancy in the voice, a shy person may have a quiet voice, but someone who is confident in themselves will be more likely to have command of their voice and clarity of speech. Effective speaking is being able to speak in a public context with confidence and clarity, whilst at the same time reflecting on your own personality. THE ART OF SELF-INTRODUCTION The Fear Beneath Self Introduction The fear is primarily of social rejection. What if you are not good enough? What if they don’t like 69 CU IDOL SELF LEARNING MATERIAL (SLM)

you? What if you are judged and found wanting? Most people peddle a no-thought-out self- introduction that walks the tenuous line of trying to not to stand out too much and yet, stand out enough to be remembered. What would happen if you just dropped over-thinking and self-consciousness and turned your focus from yourself onto… them… your listeners… your audience… colleagues… potential friends? I’ll tell you what will happen… you will become a Self-Introduction Super Star! And for those of you who just cringed (me included), I’ll rephrase that to something suitably less hyped… you’ll forget the fear and effortlessly introduce yourself… because self-introductions are not really about you. Generally, a Self-Introduction takes between 30 and 180 seconds. About the time it takes to brush your teeth, answer a text message or have a blood test. A brief rah and then it’s all over. But, it is important, yes? The Impact of a Poor Self Intro Ooooh dear, are you shriveling with the memory of a time you really “stuffed up” introducing yourself or remembered the compassion you felt when someone else struggled like a butterfly on a pin in front of the group? Oh how we don’t want that for ourselves. And yet, it does happen to all of us, some of the time. Common Self Intro Mistakes 1. Forget to mention your name. 2. Ramble and get gonged off for going overtime. 3. You don’t really “end”, just fade away as you sink into your chair. 4. Say too much too soon and overwhelm. (My downfall) 5. Be mind numbingly boring… because you are bored. 6. Apologies for existing before and after you speak. 7. Sound just like everyone else and be just as forgettable. 8. Inappropriately list your achievements like a verbal CV. 9. Launch into a high powered selling tirade. 70 CU IDOL SELF LEARNING MATERIAL (SLM)

10. Fail to explain who you are and why anyone should listen to you. When listeners ask themselves “who on earth are you and why should I care? what they really looking for in a self-introduction is: • Credibility (how are you qualified to speak and why should I listen to you?) • Relationship (how are you related to me and people I trust?) • Need (what’s in it for me? Do I need you now, later or never?) How do you fit this all in 60 seconds and still sound relaxed and enthralling? Sounds like a lot to bother with doesn’t it? So Why Bother Learning This Fine Art? 1. It creates a positive, memorable first impression 2. It helps listeners understand who you are and how you can help. 3. It is courteous, professional and respectful of people’s time 4. It helps you stand out by identifying your unique point of difference. 5. It builds confidence in yourself which is radiantly attractive. It’s Not Hard When You Know How Here’s a great example I’ve used before because I like its picturesque brevity: “Hello, I’m Wendy; I help people find their toes. I’m a weight loss consultant.” See how these 2 short sentences introduce Wendy and explain how she can help you (if you need to find your toes) in a memorable and creative way? And here’s another of my self-introduction favorites demonstrating a clear point of difference and personality: “You know how people often struggle at tax time… well I fix that. I’m a specialist bookkeeper for small business. My clients call me “The Tax Queen” but really, my name is Julia… and I really do love tax and computers! “ Use Your Physical Presence to Introduce Yourself And you don’t need to just use your mouth to introduce yourself. Most listeners have other senses to 71 CU IDOL SELF LEARNING MATERIAL (SLM)

engage. Ever had someone call out an endorsement when you speak “She’s great!” Trust and engagement spread like wildfire because some else said it, not you. Take a confident physical stance. Yes, re-watch the Amy Cuddy video on power poses. Hold eye contact, use gestures, voice and props. Some examples: • If you are a photographer, bring your camera “This is what I do” and explain how you’d take a photo of the group in front of you… “If you want an angle that shows…” If appropriate, do it and offer it up as a social media post later. • If you are a physical therapist, say “Neck and shoulders hold the most tension. I’m going to show you how to fix that. Turn to the person next to you, ask their permission, and if ok, press this point and massage… pause…my name is Gregor… yes no joke, I’m a Swedish physio… and I help clients release pain and get back to normal.” And so on. Don’t get fixated on verbal gymnastics. Use your body to speak. • Be Clear, Be Honest, Be Brief • Self-Introductions appear to be about you. • But Self Introductions are really about your listeners. • Use clarity, honesty and brevity to explain who you are and why they should care. Sample Self-Introduction Speech My name is Joshua Rowland, and you may not know that I can break four concrete blocks with one punch. Last month, I received my third-degree black belt in Tae Kwon Do. In my 16 years of life, it’s my greatest accomplishment. I’ve been involved in martial arts since I was three. My younger brother, Marcus, is also a martial artist, as are our parents. Our passions as a family are physical fitness and spending time together, which martial arts allows us to do. After graduation, I hope to become a martial arts instructor by majoring in kinesiology. Thank you. THE ART OF INTRODUCING OTHERS (FRIENDS, GUESTS AND RELATIVES ETC.), Introducing people is both an art and a means of ensuring good manners. A good introduction can get people off to a great conversational start and can help ease any discomfort or unease at meeting for 72 CU IDOL SELF LEARNING MATERIAL (SLM)

the first time. When you introduce people, the most important, and trickiest, part can be to figure out who should be introduced to whom, based on rank and authority. Once you have that figured out, you can easily help two people get to know each other — and even to start a great conversation in the process. The purpose of introducing people is to give them an opportunity to know each other. Beyond just stating names of the two parties, the person making the introduction is often obligated to establish an acquaintance and help the two parties initiate a conversation. The Art of Making Introductions: Four Steps The basic protocol of introductions calls for introducing the ‘lesser-ranking’ (socially, professionally, by age or seniority) to the ‘higher-ranking’ person. Here are four steps: • First, state the name of the person being introduced to. This is the ‘higher-ranking’ person. • Second, say “I would like to introduce” or, “please meet” or, “this is,” etc. • Third, state the name of the person being introduced. This is the ‘lower-ranking’ person. • Finally, offer some details about each, as appropriate. As I wrote in a previous article, add a snippet of information about a topic of common interest between the two parties. Do not elaborate. This will help them connect and pursue a conversation. The foremost principle of etiquette for making introductions lies in understanding reverence and respect. Here are some guidelines. Higher Ranking Person Lower Ranking Person Example: Introduce lower- ranking person to higher- An older person A younger person ranking person A senior professional A junior professional “Grandma, this is my neighbors, John” “Mrs. President, this is Mr. Analyst” A customer A team of employees “Mr. Customer, this is my 73 CU IDOL SELF LEARNING MATERIAL (SLM)

A guest A host sales team” A guest from out-of-town A local guest “Ms. New Yorker, this is my daughter, Sarah” Peer from another company Peer from your company “Mr. Australian, this is my neighbors Janet” “Mr. IBMer, this is Ms. Edwards” When introducing people of equal seniority or status, you may introduce either person to the other. Making Introductions: A Few Examples • Introduce a younger person to an older person. “Grandma, please meet Alicia and Carlos, my neighbors.” • Introduce a relatively junior professional to a senior professional. “Ms. Director, I would like to introduce Mr. Nakamura, the Chief Product Architect for our software division.” • Introduce an employee to a customer. “Mr. Sung, I would like to introduce our plastics engineering team. This is Mark Smith, Jessica Ramos and Liang Zhu. All three participated in last week’s teleconference regarding product definition.” • Introduce a host to a guest. “Elaine, I don’t think you have met my daughter, Anna. Anna arranged for all the food at this festival party. Anna, Elaine is my Project Manager.” • Introduce a local guest to a guest from out-of-town. “Charlie, this is Debbie. Debbie is my colleague from work. Debbie, Charlie is visiting me from New York. We shared an apartment when we were at Columbia together.” • Introduce a peer from your company to a peer from another organization. “Melissa, I would like you to meet Steve, our Systems Engineer. Steve, Melissa Hoffmann is from Marketing. She is our Account Manager for Wal-Mart.” Gender Distinction Customarily, a number of people introduce a man to a woman out of respect, regardless of the 74 CU IDOL SELF LEARNING MATERIAL (SLM)

guidelines presented above. When introducing a man and a woman at work, consider their positions and seniorities alone. Outside of work, it may be more appropriate to introduce a man to a woman, in contradiction to the above guidelines. Be judicious and sensitive. PREPARATION FOR INTERVIEW Interviews are about presenting yourself in a positive and confident manner and we have interview skills and tips to help you. Many candidates are often worried that by\"overselling\" themselves they may appear arrogant and, as a result, they opt formainstream answers which can sometimes appear fairly vague. The purpose of the interview Firstly, it is for the interviewer to see if you match the requirements of the job. These will naturally vary with different jobs but are likely to include: o Your personal qualities o How well you express yourself o Your motivation and enthusiasm The recruiters will already have an indication of these from your initial application but now the interview will assess you in person. It is also your chance to meet somebody from the organization and assess them: are they offering what you want? There aren't right or wrong answers to interview questions: how you come across is as important as what you say. Be yourself – if you have to put on a completely false act to get through the interview, is this really the right job for you? Preparation for the interview Abraham Lincoln once said:\"Give me six hours to chop down a tree, and I will spend the first four sharpening the ax.”Preparation is indeed the key ingredient for interview success. Careful planning and preparation will make sure that your interview goes smoothly and will also 75 CU IDOL SELF LEARNING MATERIAL (SLM)

help to calm your nerves! o Research very carefully the career area for which you are applying. o Remind yourself why you are interested in this career, and this employer: enthusiasm is important. o Re-read your application form as if you were the interviewer. Try and anticipate the questions they will ask. Think about any awkward points that might be picked up on, and how you will handle them. o Prepare some questions to ask the interviewer. o Plan how you will get to the interview. Leave plenty of time in case o of traffic jams or delayed trains. o Dress neatly and smartly. o Take a small, neat notepad and pen to write down important information the interviewer may tell you, and after the interview, the questions you were asked, so you can work out better answers to any you fluffed. o Research the employer - here are some things you may be able to find out from the employer’s web site or via Google. o What is the size of the organization? o How long has it been in business? o What are its products and/or services? o What sort of reputation or public image does it have? o Who are its main competitors? o Where is it based? Single or multiple locations? UK or multinational? o What is the organizational structure like? o What are its future plans and prospects? o What is the organizational culture? o What types of training, development and appraisal are offered? 76 CU IDOL SELF LEARNING MATERIAL (SLM)

Common Body Language Interview Mistakes to avoid From eye contact to posture to the way you fix your hair, avoid these 10 physical slip-ups in your next job interview. a. Bad Posture Leaning back is lazy or arrogant, leaning forward is aggressive and slouching is just lazy. Instead, experts say to aim for a neutral position, sitting tall as if a string were connecting your head to the ceiling. b. Breaking Eye Contact \"Hold eye contact one extra eyelash,\" says charisma coach Cynthia Burnham. She says we tend to feel uncomfortable holding eye contact once a personal connection has been created. Don't stare, but try to hold your interviewers gaze for one extra second before breaking away. \"Do this especially when shaking hands,\" she says. c. Chopping and Pointing Cynthia Burnham, a California-based charisma coach, says chopping or pointing motions can “cut up\" the space between you and your interviewer in an aggressive way. d. Crossed Arms \"Arms crossed over your chest signal defensiveness and resistance,\" says Karen Friedman, communications expert. \"When they're open at your sides you appear more approachable.\" e. Excessive Nodding \"Sometimes we undermine how powerful or in focus we are by nodding like a bobble-head doll,\" says Burnham, a habit that's particularly common in women. \"Nod once or twice with a smile of agreement. But find your still center and stay there.\" f. Fidgeting \"Stop fidgeting!\" says Amanda Augustine of The Ladders. \"The nervous energy will distract the interviewer. You want [him or her] focused on what you have to say, not the coins jingling in your pocket or the hangnail on your finger.\" g. Hands Behind Back 77 CU IDOL SELF LEARNING MATERIAL (SLM)

It's important to appear approachable and open, so don't try to control gestures or fidgeting by keeping your hands still. This is especially important when you begin to speak, says Friedman. \"Keeping your hands in your pockets or behind your back inhibits movement and makes you appear stiff.\" h. Mismatched Expressions \"If your tone isn't matching your facial expression you could find yourself in hot water,\" says communications coach Matt Eventoff. \"If someone asks what you're most passionate about and your face is in deadpan while you answer, it's not going to translate well.\" i. Shifty Eyes Friedman says distracted or upward eye movements can suggest someone is lying or not sure of themselves. \"It's important to look someone directly int he eyes to convey confidence and certainty.\" j. Staring \"It's important to be confident and look the interviewer in the eye,\" says Amanda Augustine, job search expert at The Ladders. \"But then break away. Locking eyes with someone for an extended period of time can be interpreted as aggressive, not to mention creepy. TYPES OF INTERVIEWS a. The Telephone Interview Often companies request an initial telephone interview before inviting you in for a face to face meeting in order to get a better understanding of the type of candidate you are. The one benefit of this is that you can have your notes out in front of you. You should do just as much preparation as you would for a face to face interview, and remember that your first impression is vital. Some people are better meeting in person than on the phone, so make sure that you speak confidently, with good pace and try to answer all the questions that are asked. b. The Face-to-Face Interview This can be a meeting between you and one member of staff or even two members. c. The Panel Interview These interviews involve a number of people sitting as a panel with one as chairperson. This type of 78 CU IDOL SELF LEARNING MATERIAL (SLM)

interview is popular within the public sector. d. The Group Interview Several candidates are present at this type of interview. You will be asked to interact with each other by usually a group discussion. You might even be given a task to do as a team, so make sure you speak up and give your opinion. e. The Sequential Interview These are several interviews in turn with a different interviewer each time. Usually, each interviewer asks questions to test different sets of competencies. However, if you are asked the same questions, just make sure you answer each one as fully as the previous time. f. The Lunch / Dinner Interview This type of interview gives the employer a chance to assess your communication and interpersonal skills as well as your table manners! So, make sure you order wisely (no spaghetti Bolognese) and make sure you don’t spill your drink (non-alcoholic of course!). g. Competency Based Interviews These are structured to reflect the competencies the employer is seeking for the particular job. These will usually be detailed in the job spec so make sure you read it through, and have your answers ready for questions such as “Give me an example of a time you worked as a team to achieve a common goal.” For more examples of competency-based questions click here. h. Formal / Informal Interviews Some interviews may be very formal, others may be very informal and seem like just a chat about your interests. However, it is important to remember that you are still being assessed, and topics should be friendly and clean! i. Portfolio Based Interviews In the design / digital or communications industry it is likely that you will be asked to take your portfolio along or show it online. Make sure all your work is up to date without too little or too much. Make sure that your images if in print are big enough for the interviewer to see properly, and always test your online portfolio on all Internet browsers before turning up. 79 CU IDOL SELF LEARNING MATERIAL (SLM)

j. The Second Interview You’ve passed the first interview and you’ve had the call to arrange the second. Congratulations! But what else is there to prepare for? You did as much as you could for the first interview! Now is the time to look back and review. You may be asked the same questions you were asked before, so review them and brush up your answers. Review your research about the company; take a look at the ‘About Us’ section on their website, get to know their client base, search the latest news on the company and find out what the company is talking about. k. General Interview Preparation Here’s a list of questions that you should consider your answers for when preparing… • Why do you want this job? • Why are you the best person for the job? • What relevant experience do you have? • Why are you interested in working for this company? • What can you contribute to this company? • What do you know about this company? • What challenges are you looking for in a position? • Why do you want to work for this company? • Why should we hire you? • What are your salary requirements? INTERVIEW SKILLS 1. Do your background research. This may not seem like an actual interview skill, but it is. If you walk into an interview saying, \"Now, what do you do again?\" and \"Do you guys have funding yet?\" you're doomed before you begin. No matter how sparkly your personality is, you have to do the background research. 2. Be polite to everyone. 80 CU IDOL SELF LEARNING MATERIAL (SLM)

You may have heard stories of people who were rude to the receptionist, cut someone off in the parking lot, or yelled at the barista at the coffee shop around the corner and then didn't get the job. These things happen, and they can ruin your chances. I will never, ever, not in a million years hire the person who is rude to the receptionist or barista. Many recruiters and hiring managers feel the same. 3. Watch your body language. This one is a bit harder. My Inc. colleague Minda Zetlin listed 21 body language mistakes that people make. Some of them are especially important in an interview. For instance: • Lean in or sit up straight to show you're interested. • Keep eye contact so you look honest, but don't just lock in a stare, because then you look aggressive. • Don't nod too much. Yes, you want to show agreement, but too many nods and you start to look like you don't truly care. 4. Watch your real language. If you have a potty mouth, save it for your friends, and not for the interview. If the interviewer is letting the f-bombs fly, you can feel more comfortable doing the same, but otherwise, use words that express your actual feelings and ideas. 5. Review your own resume. You know what you did, right? Are you sure? I once got caught off guard in an interview when the hiring manager asked me a specific question about an accomplishment on my resume. I had to stumble for a minute before my brain latched on to what she was talking about. Don't make that mistake. Refresh your memory, especially old jobs. 6. Prepare for standard questions. Lots of interviewers are going to ask you to \"tell me about a time when ...\" followed by something appropriate for your field and this particular job. You should have great answers prepared for this. Brainstorm a list of possible questions and work on your answers. Another Inc. colleague, Jeff Haden, just listed the 27 Most Common Job Interview Questions and Answers. Definitely, review these questions before arriving at a job interview. 7. Prepare your wardrobe. 81 CU IDOL SELF LEARNING MATERIAL (SLM)

Yes, people judge you by what you're wearing. Most interviewers aren't going to care the brand of your jacket, or if the heel of your shoe is scuffed, but you should be dressed appropriately. Generally, for most professional jobs that means a suit, or one step lower. If you're concerned, go to their parking lot before the interview and watch people come out. If their style is business casual, you should wear a suit. If they are wearing jean and flip flops, you're probably fine in business casual, but better to be overdressed than underdressed, in most industries. 8. Prepare your questions. Don't ask questions that could be answered by looking at the company website. Do ask questions about the challenges of the position, what success looks like, and how this position fits in with the organization's goals. Remember, you want to look like you're really interested in succeeding in this position, and you need this information to do so. 9. Don't badmouth your former employer. You're most likely going to be asked why you're looking to leave your current job (or why you left your last job if you're unemployed). Don't lie, but don't be super negative either. \"My boss is a huge jerk. She is nit-picky, plays favorites, and smells like tuna fish.\" These things may all be true, but you don't come out looking good. Figure out how to explain why you're leaving, why you got fired, what you learned from it, and how this all means this new job is a great fit. 10. Don't forget the thank you card. It doesn't have to be a card anymore; an email will do just fine. You can get hired without one, but it's a nice gesture to send a quick follow up email to the hiring manager and recruiter. It keeps you in their minds and shows your politeness, which brings this full circle. You begin by being nice to everyone, and you end the interview by being nice to everyone, and you increase your chances. PRESENTATION SKILLS What Are Presentation Skills? Presentation skills refer to all the qualities you need to create and deliver a clear and effective presentation. While what you say during a presentation matters, employers also value the ability to create supporting materials, such as slides. Your prospective employer may want you to deliver briefings and reports to colleagues, conduct training sessions, present information to clients, or 82 CU IDOL SELF LEARNING MATERIAL (SLM)

perform any number of other tasks that involve speaking before an audience. Giving engaging and easy-to-understand talks is a major component of the strong oral communication skills that are a job requirement for many positions. Presentation Phases Any presentation has three phases: preparation, delivery, and follow-up. All presentation skills fit into one of these three phases. Preparation involves research and building the presentation. This may mean crafting the entire text (or at least writing notes) and creating any slides and other supporting visual/audio materials. You will also have to make sure that the appropriate venue is available and properly set up beforehand and that the projector works (if you'll need one) and connects with your laptop. You'll also want to practice your presentation as many times as you need to Etlin feel comfortable delivering it with ease and confidence within the time allotted for the presentation. Skills related to preparation include: • Conducting research related to your presentation topic • Devising charts and graphs depicting your research findings • Learning about your audience to better tailor your presentation to their needs • Creating digital slides • Breaking up a presentation into parts of reasonable length • Using statistics effectively to persuade an audience • Incorporating concrete examples and stories to illustrate points and maintain audience attention • Preparing handouts or digital references so the audience isn't preoccupied with note-taking • Promoting presentations effectively to generate an appropriate audience • Delivery is the part the audience sees. A good delivery depends on careful preparation and confident presentation and requires its own distinctive skill set. Skills related to delivery include: 83 CU IDOL SELF LEARNING MATERIAL (SLM)

• Delivering an attention-grabbing opening for a talk • Providing a summary of what will be covered to introduce a presentation and provide context • Using body language and eye contact to convey energy and confidence • Pausing to emphasize key points • Modulating vocal tone for emphasis • Articulating clearly and smoothly • Injecting humor • Speaking with enthusiasm and animation • Projecting confidence • Summarizing key points at the conclusion • Fielding questions to clarify points Follow-up includes properly breaking down and storing any equipment, contacting any audience members with whom you agreed to communicate further, and soliciting, collecting, and analyzing feedback. In some presentations, you may collect information from audience members—such as names and contact information or completed surveys—that you also must organize and store. Skills related to follow-up include: • Creating an evaluation form to solicit feedback from attendees • Interpreting feedback from evaluations and modifying content and/or delivery for future presentations • Organizing a database of attendees for future presentations • Interviewing key attendees to gain additional feedback • Emailing presentation slides to attendees Types of Presentation Skills a. Analytical 84 CU IDOL SELF LEARNING MATERIAL (SLM)

The best presenters are constantly improving their skills. To get better, you must be able to look honestly at your performance, assess the feedback you get, and figure out what you need to do to improve. That takes analytical thinking. More importantly, you need to have a firm grasp of the information you are about to communicate to others. You need to analyze your audience and be prepared to think quickly if asked questions that force you to demonstrate that you are fully aware of the material and its implications. • Problem sensitivity • Reporting • Surveying • Optimization • Predictive modeling • Problem-solving • Restructuring • Strategic planning • Integration • Process management • Ongoing improvement • Diagnostics • Dissecting • Evaluating • Judgment • Organization You do not want to be the person who spends half of their presentation time trying to find a cable to connect their laptop to the projector. Many things can go wrong just before a presentation, and they probably will, unless you are organized. 85 CU IDOL SELF LEARNING MATERIAL (SLM)

Presentation preparation also means keeping track of notes, information, and start/stop times. A presentation that's over in half the time allotted is problematic, as is one that's too long-winded. Finally, you will want to proofread and fine-tune all the materials you plan to use for the presentation. • Event planning • Auditing • Benchmarking • Prioritization • Recordkeeping • Scheduling • Attention to detail • Quick thinking • Nonverbal Communication When speaking to an audience, the way you present yourself can be just as important as how you present your information. You want to appear confident and engaging. You can do this through good posture, the use of hand gestures, and making eye contact with the audience. Practice your nonverbal communication by filming yourself doing a practice presentation and observing your body language carefully. • Active listening • Bearing • Poise • Confidence • Emotional intelligence • Respect • Facilitating group discussion 86 CU IDOL SELF LEARNING MATERIAL (SLM)

• Awareness of ethnic, political, and religious diversity Presentation Software Microsoft PowerPoint is the dominant software used to create visual aids for presentations. Learn to use it well, including the special features outside of basic templates that can really bring a presentation to life. Even if someone else is preparing your slideshow for you, it will help to know how to use the software in case of last-minute changes. • Microsoft Office • Design • Keynote • Google Slides • Adobe Presenter • Public Speaking You need to appear comfortable and engaging when speaking before a live audience, even if you're not. This can take years of practice, and sometimes public speaking just isn't for certain people. An uncomfortable presenter is a challenge for everyone. Fortunately, public speaking skills can improve with practice. • Articulation • Engagement • Assessing the needs of the audience • Consulting • Handling difficult questions • Controlling performance anxiety • Memorization • Modulating vocal tone 87 CU IDOL SELF LEARNING MATERIAL (SLM)

Research Research is the first step in preparing most presentations and could range from a multi-year process to spending 20 minutes online, depending on context and subject matter. At the very least, you must be able to clearly frame research questions, identify appropriate information sources, and organize your results. • Brainstorming • Collaboration • Big data analytics • Business intelligence • Calculating • Case analysis • Causal relationships • Classifying • Comparative analysis • Data interpretation • Deductive reasoning • Inductive reasoning • Search engine research Verbal Communication Public speaking is one form of verbal communication, but you will need other forms to give a good presentation. Specifically, you must know how to answer questions. You should be able to understand questions asked by your audience (even if they're strange or poorly worded) and provide respectful, honest, and accurate answers without getting off-topic. • Active listening • Focus 88 CU IDOL SELF LEARNING MATERIAL (SLM)

• Empathy • Handling difficult questions • Assertiveness • Advising • Affirmation • Enunciation Writing You may or may not need a written script, but you do need to pre-plan what you are going to say, in what order you will say it, and at what level of detail. If you can write a cohesive essay, you can plan a presentation. • Grammar 89 • Spelling • Vocabulary • Proofreading • Building outlines • Note-taking • Document markups • More Presentation Skills • Summarizing • Sales • Persuasion • Providing anecdotes to illustrate a point • Humor • Training CU IDOL SELF LEARNING MATERIAL (SLM)

• Rehearsing • Designing handouts • Recognizing and countering objections • Posing probing questions to elicit more detail about specific issues • Receiving criticism without defensiveness • Refraining from speaking too often or interrupting others • Anticipating the concerns of others • Product knowledge • SWOT analysis format • Supporting statements with evidence • Multilingual • Contracts • Working with reviewers • Consistency • Developing and maintaining standard operating procedures (SOPs) • Developing a proposition statement • Creativity • Logic • Creating and managing expectations • Motivation • Coaching SUMMARY • Speaking notes are essentially “talking points” that are used by an individual who is briefing 90 CU IDOL SELF LEARNING MATERIAL (SLM)

the press or media on something that has already been summarized in a press release that the audience has already received. They are usually listed in point-form contained on a one- or two-page document. • Typically, these speaking points will be enough for a speech or press briefing lasting about 5 to 10 minutes in length, which will normally be followed by a question period. The material covered in speaking notes should elaborate on points already touched on in the related press release and should not normally go off-topic or raise new issues. • Many people have difficulty introducing people to one another and helping initiate a conversation. With some practice and a sense of social and/or professional ranking, you too can master the art of introduction. • Speaking effectively is defined as speaking in such a way that your message is clearly heard and, if possible, acted upon. There are two main elements to speaking effectively: what you say, and how you say it. • What you say means your choice of words. The words you might use when chatting to a friend are likely to be quite different from those used in a formal presentation or interview. • Similarly, the way that you speak will also vary in different situations. However, there are also likely to be some common factors: for example, whether you naturally talk quietly or loudly, and how you use body language. • A considerably amount of communication—some estimates suggest over 50%—is non- verbal. Tone of voice, pace and emphasis are all part of non-verbal communication. • However, your body language is also important. This includes how you stand, your facial expressions, the way you use your hands to emphasize your speech, and even whether and with whom you make eye contact. • For communication to be effective, your non-verbal communication needs to reinforce your words: the two must say the same thing. Non-verbal communication is much harder to disguise than verbal—if you see that someone’s body language is giving a different message from their words, it pays to listen to the non-verbal communication first as it is more likely to reflect their real views. • You may therefore need to put some thought into how you want to use body language and 91 CU IDOL SELF LEARNING MATERIAL (SLM)

other non-verbal cues. This is particularly important if you are trying to get across a difficult or unwelcome message. KEYWORDS • Editing: The stage of revision that ensures that writing conforms to standard English. • Electronic resume: A résumé that is stored in a computer database designed to help manage and initially screen job applicants. • E-mail: A message transmitted electronically over a computer network most often connected by cable, telephone lines, or satellites. • Ethics: Rules of conduct. LEARNING ACTIVITY Listen to an expert telling you something about presentations and answer the questions given below. You can listen to the audio 2 to 3 times if needed. 1. What problem do many presenters face? What solution does the speakeroffer? 2. How does PowerPoint help you in dealing with the content of your presentation? 3. In what way do visuals help the presenter? UNIT END QUESTIONS A. Descriptive Questions 1. Assume that you have associated yourself with Samsung as its sales executive. The company has asked you to give a presentation on the latest mobile set launched by it, to a group of potential customers. Write the text of your speech, discussing the essential features of this mobile set and describing its functions, utility, and added features. 2. “PowerPoint slides are used not just for decorative purposes; they must be functional.” Discuss and substantiate. 3. Prepare a speech on self-introduction 4. Write a speech to introduce an artist friend 5. State the pros & cons of technology inpresentation 92 CU IDOL SELF LEARNING MATERIAL (SLM)

B. Multiple Choice Questions 1. The following is (are) non-verbal communication a. Facial expression b. Appearance c. Posture d. All of these 2. Facial expressions are a part of what? a. Gestures b. Sign language c. Body language d. Verbal communication e. Non-effective communication 3. Small cards that contain the important points of presentation is known as: a. Hand-outs b. Cue-cards c. Attention grabbers d. None of these 4. Formal Interview is also known as............. a. Planned interview b. Unstructured interview c. Group interview d. None of these 5. interviews involve a number of people sitting as a panel with one aschairperson. a. Telephone b. Face-to-face c. Panel d. Group Answers: 93 CU IDOL SELF LEARNING MATERIAL (SLM)

1. (a) 2. (c) 3. (b) 4. (a) 5. (c) SUGGESTED READINGS • Lesikar R.V., Petit J.D. (2016). Business Communication. New Delhi: Tata McGraw. • Chaturvedi, P.D. (2016). Business Communication. New Delhi: Pearson Education. • Raman, M., Sharma, S. Technical (2017). Communication-Principles and Practice New Delhi: Oxford University Press. • Murphy, R., (2015). Elementary Grammar.UK: Cambridge University Press. • Murphy, R., (2015). Essential Grammar in Use, 4th Edition. UK: Cambridge University Press. • Hewing, M. A (2015). Advanced English Grammar.UK: Cambridge University Press. • http:// www.basic English org. • www.everyday English com. • www.edufind .com. • www. language.com. • www.dauniv.ac.in 94 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT-5GRAMMAR – I Structure Learning Objectives Introduction Usage of primary and secondary helping verbs (Modal auxiliaries) Helping Verbs Auxiliary Verbs Modal Verbs Progressive & Perfect Aspects Tenses, Subject –verb agreement Subject-Verb Agreement The 12 Basic English Verbs Summary Keywords Learning Activity Unit End Questions Suggested Readings LEARNING OBJECTIVES In this unit we would • Give details of the helping verbs • Explain what are tenses & its various types in English • State the importance of subject-verb INTRODUCTION \"Your grammar is a reflection of your image. Good or bad, you have made an impression. And like all impressions, you are in total control.\" - Jeffrey Gitomer (American author & business trainer) 95 CU IDOL SELF LEARNING MATERIAL (SLM)

Regardless of the type of business you own, it is likely that you still rely a great deal on the written word to put your message across. In this media driven age, written business communications can take many shapes and forms; from the humble memo, letter or fax to a tender, proposal, application or report; not forgetting emails, websites, blogging and other social media communications. Your company’s written documents may include marketing materials, responses to customer enquiries, reports to clients and other stakeholders. The list is endless. There are many reasons why you should make sure that your company’s written material is grammatically correct; that spelling mistakes are eliminated and that the correct punctuation is used. USAGE OF PRIMARY AND SECONDARY HELPING VERBS (MODAL AUXILIARIES) Helping Verbs Helping verbs are verbs that help the main verb in a sentence by extending its meaning. They can also add detail to how time is conveyed in a sentence. As a result, helping verbs are used to create the most complicated verb tenses in English: the progressive and the perfect aspects. These verbs also function to convey complicated shades of meaning like expectation, permission, probability, potential, obligation, and direction. Types of Helping Verbs Helping verbs are important since they are needed to make up the structure of a sentence. They are used to help the main verb. There are two types of verbs that can be used as helping verbs in English: auxiliary and modal. Auxiliary Verbs Helping verbs that add meaning to the clause where they are being used are called auxiliary verbs (note that the terms helping verb and auxiliary verb are often interchangeable). They are used to express tense or to add emphasis. The three common auxiliary verbs have multiple forms: • To be: am, is, are, was, were, be, been • To have: have, has, had • To do: do, does, did 96 CU IDOL SELF LEARNING MATERIAL (SLM)

Be, do, and have can be either standalone or auxiliary verbs. You can tell when these verbs are auxiliary if they are teamed with other verbs to complete the verb phrase. The following sentences are examples of auxiliary verbs: • I am having another piece of pizza. • She is making dinner for us now. • I do not know the answer. • I have been running for over an hour. • She was given the grand prize. Modal Verbs Helping verbs that perform other specific tasks to further modify the action or meaning of the main verb are called modal verbs. Modal verbs do not change form. They are: • can • could • may • might • will • would • shall • should • must • ought to Modal verbs help to show obligation, possibility or necessity in a sentence. The following sentences are examples of modal helping verbs: • Sal can name all the US presidents. 97 CU IDOL SELF LEARNING MATERIAL (SLM)

• You should go home and lie down. • When it's your time, you must go. • I may be late for the meeting. • Would you mind if I stayed here for a while? Progressive and Perfect Aspects Different helping verbs are used for different purposes in sentences. One of the auxiliary verb's main functions is to situate the action of a sentence in a particular aspect of time. The two main aspects that auxiliary verbs play a role in are the progressive aspect and the perfect aspect. Using the Progressive Aspect When the main verb in a sentence ends in -ing, the progressive aspect is often being used. This aspect is used to convey the notion that an action is occurring in an ongoing fashion. The forms of the helping verb to be (am, is, are, was, and were) are used to create this aspect: • I am renting my guest house to my neighbor. • Steve is starting a new personal training business. • Christopher and Bernadette are moving to Baton Rouge. • It was raining when we got to Portland. • The presidential candidates were debating in Philadelphia. Using Perfect Aspects There are three different forms of the perfect aspect in English: past perfect, present perfect, and future perfect. The perfect aspect is used to explain an action that is/was/will be in a state of progress and is/was/will be completed before a particular time. The perfect aspect can also be used in the continuous form to show actions that are ongoing. Forms of the verb to have and to do are often used to create the various perfect aspects. The perfect aspect is subdivided into: • past perfect 98 CU IDOL SELF LEARNING MATERIAL (SLM)

• present perfect • future perfect The following sentences demonstrate how helping verbs are used to create these aspects: • She had stolen the car already by then. (past perfect) • I had been dreaming about you when you called. (past perfect continuous) • What will we do now that Barbara is gone? (future perfect) • Jennifer won't be going to the dinner. (future perfect) • Dave has been working on the task all day. (present perfect continuous) • Have you worked here long? (present perfect) Important Final Rule One important rule to keep in mind is that the verb phrase in a sentence should not include more than three helping verbs. When used properly, helping verbs perform some of the most intricate work in English verb phrases. The more complex aspects, progressive and perfect, should be approached by writers who already have an advanced understanding of English sentence structure. For second language learners, helping verbs can pose particular problems and should therefore be studied after a solid foundation of simple verbs has been achieved. TENSES, SUBJECT –VERB AGREEMENT Subject-Verb Agreement Being able to find the right subject and verb will help you correct errors of subject-verb agreement. Basic Rule A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas a plural subject takes a plural verb. Example: The list of items is/are on the desk. 99 CU IDOL SELF LEARNING MATERIAL (SLM)