LDS Notes

LIFE DEVELOPMENT SKILL
III
UNIT-I
SELF ANALYSIS
 Self-analysis consists of interpreting one's own preconscious and unconscious material

(such as dreams, par praxes, memories, fleeting thoughts, and intense emotions).
 Psychoanalysis is to a great extent a result of Freud's self-analysis between 1895 and
1902. The analysis of his own dreams brought him confirmation of what he found in the
dreams of his patients and, reciprocally, he better understood their dreams on the basis of
his own.
 Freud's self-analysis only became systematic after the death of his father in October 1896,
and that it complemented and sustained his project of writing a book on the interpretation
of dreams.
 The method of self-analysis developed by Freud included four steps:
1. writing down the material obtained;

2. breaking it up into sequences;
3. free associating on each of the sequences; and finally,
4. Forging links based on the associations produced, these links thus taking on an
interpretive significance.
SELF CONCEPT
 One's self-concept (also called self-construction, self-identity, self-perspective or self-

structure) is a collection of confidence about oneself. Generally, self-concept embodies
the answer to "Who am I?"
 Self-concept is distinguishable from self-awareness, which refers to the extent to
which self-knowledge is defined, dependable, and currently applicable to
one's attitudes and dispositions.
 Self-concept is a cognitive or descriptive component of one's self (e.g. "I am a fast
runner"), while self-esteem is evaluative and opinionated (e.g. "I feel good about being a
fast runner").
 the self-concept has three different components.
1. The view you have of yourself (Self image)

2. How much value you place on yourself (Self esteem or self-worth)
3. What you wish you were really like (Ideal self)
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Development
 self-concept development, researchers agree on the importance of one's self-concept,

which influences people's behaviors and cognitive and emotional outcomes including
(but not limited to) academic achievement, levels of happiness, anxiety, social
integration, self-esteem, and life-satisfaction.
Academic development
 Academic self-concept refers to the personal beliefs about their academic abilities or
skills. Some research suggests that it begins developing from ages to influence from
parents and early educators.
Physical development
 Physical self-concept is the individual's perception of themselves in areas of physical

ability and appearance. Physical ability includes concepts such as physical strength and
staying power, while appearance refers to attractiveness.
 An important factor of physical self-concept development is participation in physical
activities. It has even been suggested that young person involvement in competitive
sports increases physical self-concept.
Understanding self
Attitude:
 Attitudes are associated beliefs and behaviors towards some object.

 They are not stable, and because of the communication and behavior of other people, are
subject to change by social influences, as well as by the individual's motivation to
maintain cognitive consistency when cognitive dissonance occur when two attitudes or
attitude and behavior conflict.
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 Attitudes and attitude objects are functions of affective and cognitive components. It has
been suggested that the inter-structural composition of an associative network can be
altered by the activation of a single node. Thus, by activating an affective or emotional
node, attitude change may be possible, though affective and cognitive components tend to
be intertwined.
Aptitude:
 An aptitude is a component of a competence to do a certain kind of work at a certain

level. Outstanding aptitude can be considered "talent".
 An aptitude may be physical or mental. Aptitude is inborn potential to do certain
kinds of work whether developed or undeveloped.
 Ability is developed knowledge, understanding, learnt or acquired abilities (skills)
or attitude.
 The innate nature of aptitude is in contrast to skills and achievement, which represent
knowledge or ability that is gained through learning.
Self esteem:
 Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem

encompasses beliefs about oneself (for example, "I am unloved", "I am worthy") as well
as emotional states, such as triumph, despair, pride, and shame.
 "The self-concept is what we think about the self; self-esteem is the positive or negative
evaluations of the self, as in how we feel about it."
 Self-esteem is an attractive psychological construct because it predicts certain outcomes,
such as academic achievement, happiness, satisfaction in marriage and relationships, and
criminal behavior.
 Self-esteem can apply to a specific attribute (for example, "I believe I am a good writer
and I feel happy about that") or globally (for example, "I believe I am a bad person, and I
feel bad about myself in general").
 Psychologists usually regard self-esteem as an enduring personality characteristic (trait
self-esteem), though normal, short-term variations (state self-esteem) also exist.
Synonyms or near-synonyms of self-esteem include many things: self-worth, self-
regard, self-respect, and self-integrity.
Assertiveness:
 Assertiveness is the quality of being self-assured and confident without being forceful. In
the field of psychology and psychotherapy, it is a learnable skill and mode of
communication.
 Assertiveness is often linked to self-esteem.
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Confidence building:
 Confidence-building measures (CBMs) or confidence- and security-building

measures are actions taken to reduce fear of attack by both (or more) parties in a
situation of tension with or without physical conflict.
 The term is most often used in the context of international politics, but is similar in logic
to that of trust and interpersonal communication used to reduce conflictual situations
among human individuals.
 CBMs emerged from attempts by the Cold War superpowers and their military alliances
(the North Atlantic Treaty Organization and the Warsaw Pact) to avoid nuclear war by
accident or miscalculation. However, CBMs also exist at other levels of conflict
situations, and in different regions of the world although they might not have been called
CBMs.
 Mathematically, this term assumes that a positive feedback model, where fear (and/or
suspicion) of military attack or human rights violations is the positive feedback factor, is
a valid model of the conflict.
 The actions which constitute confidence-building measures provide a negative
feedback to the conflict, which weakens, or possibly cancels or reverses the tension
which would otherwise grow exponentially and eventually turn into a war.
Motivation:
 Motivation is the reason for people's actions, willingness and goals.
 Motivation is derived from the word motive which is defined as a need that requires
satisfaction. These needs could be wants or desires that are acquired through influence of
culture, society, lifestyle, etc. or generally innate.
 Motivation is one's direction to behavior, or what causes a person to want to repeat a
behavior, a set of force that acts behind the motives.
 An individual's motivation may be inspired by others or events (extrinsic motivation) or it
may come from within the individual (intrinsic motivation).
 Motivation has been considered as one of the most important reasons that inspire a
person to move forward in life. Motivation results from the interaction of
both conscious and unconscious factors.
 Mastering motivation to allow sustained and deliberate practice is central to high levels
of achievement e.g. in the worlds of elite sport, medicine or music. Motivation governs
choices among alternative forms of voluntary activity.
The Two Main Categories of Motivation
 Intrinsic Motivation. Intrinsic motivation is a type of motivation in which an individual is
being motivated by internal desires. ...
 Extrinsic Motivation. Extrinsic motivation, on the other hand, is a type of motivation in
which an individual is being motivated by external desires.
Concept:
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 A motive is an impulse that causes a person to act. Motivation is an internal process that
makes a person move toward a goal. ... Researchers have proposed theories that try to
explain human motivation.
Theories and importance:
 Motivational theory is tasked with discovering what drives individuals to work towards a
goal or outcome. ... Most motivational theories differentiate between intrinsic and
extrinsic factors.
 Content (or need) theories of motivation focus on factors internal to the individual that
energize and direct behavior. In general, such theories regard motivation as the product
of internal drives that compel an individual to act or move (hence, “motivate”) toward
the satisfaction of individual needs.
Types of theories:
The main content theories are:
1. Maslow's needs hierarchy,

2. Alderfer's ERG theory,
3. McClelland's achievement motivation
4. Herzberg's two-factor theory.
5. The main process theories are:
i) Skinner's reinforcement theory,
ii) Victor Vroom's expectancy theory,
iii) Adam's equity theory and
iv) Locke's goal setting theory
Maslow's needs hierarchy theory:
 Maslow subsequently extended the idea to include his observations of humans' innate
curiosity. His theories parallel many other theories of human developmental psychology,
some of which focus on describing the stages of growth in humans.
 it decided to create a classification system which reflected the universal needs of society
as its base and then proceeding to more acquired emotions.
 Maslow's hierarchy of needs is used to study how humans intrinsically partake in
behavioral motivation.
 Maslow used the terms "physiological", "safety", "belonging and love", "social needs" or
"esteem", and "self-actualization" to describe the pattern through which human
motivations generally move. This means that in order for motivation to occur at the next
level, each level must be satisfied within the individual themselves.
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Physiological needs:
 Physiological need is a concept that was derived to explain and cultivate the foundation
for motivation.
 This concept is the main physical requirement for human survival. This means that
Physiological needs are universal human needs.
 Physiological needs are considered the first step in internal motivation according to
Maslow's hierarchy of needs.
 This theory states that humans are compelled to fulfill these physiological needs first in
order to pursue intrinsic satisfaction on a higher level.
Physiological needs include:
 Homeostasis
 Health
 Food
 Water
 Sleep
 Clothes
 Shelter
 Sex
Safety needs:
 Once a person's physiological needs are relatively satisfied, their safety needs take
precedence and dominate behavior. In the absence of physical safety – due to war, natural
disaster, family violence, childhood abuse, institutional racism etc. – people may
(re-)experience post-traumatic stress disorder or trans generational trauma.
 In the absence of economic safety – due to an economic crisis and lack of work
opportunities – these safety needs manifest themselves in ways such as a preference
for job security, grievance procedures for protecting the individual from unilateral
authority, savings accounts, insurance policies, disability accommodations, etc.
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 This level is more likely to predominate in children as they generally have a greater need
to feel safe. Safety and security needs are about keeping us safe from harm.
 These include shelter, job security, health, and safe environments. If a person does not
feel safe in an environment, they will seek to find safety before they attempt to meet any
higher level of survival, but the need for safety is not as important as basic physiological
needs.
 Safety and Security needs include:
 Personal security
 Emotional security
 Financial security
 Health and well-being
 Safety needs against accidents/illness and their adverse impacts.
Social belonging:
 After physiological and safety needs are fulfilled, the third level of human needs are seen
to be interpersonal and involves feelings of belongingness.
 This need is especially strong in childhood and it can override the need for safety as
witnessed in children who cling to abusive parents.
 Deficiencies within this level of Maslow's hierarchy – due
to hospitalism, neglect, shunning, ostracism, etc. – can adversely affect the individual's
ability to form and maintain emotionally significant relationships in general.
Social Belonging needs include:
 Friendships
 Intimacy
 Family
 According to Maslow, humans need to feel a sense of belonging and acceptance among
social groups, regardless of whether these groups are large or small.
 For example, some large social groups may include clubs, co-workers, religious groups,
professional organizations, sports teams, gangs, and online communities.
 Some examples of small social connections include family members, intimate partners,
mentors, colleagues, and confidants.
 Humans need to love and be loved – both sexually and non-sexually – by others. Many
people become susceptible to loneliness, social anxiety, and clinical depression in the
absence of this love or belonging element.
 This need for belonging may overcome the physiological and security needs, depending
on the strength of the peer pressure.
Self-esteem
 Esteem needs are ego needs or status needs. People develop a concern with getting
recognition, status, importance, and respect from others.
 Most humans have a need to feel respected; this includes the need to have self-
esteem and self-respect.
 Esteem presents the typical human desire to be accepted and valued by others. People
often engage in a profession or hobby to gain recognition.
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 These activities give the person a sense of contribution or value. Low self-esteem or
an inferiority complex may result from imbalances during this level in the hierarchy.
 People with low self-esteem often need respect from others; they may feel the need to
seek fame or glory.
 Most people have a need for stable self-respect and self-esteem. Maslow noted two
versions of esteem needs: a "lower" version and a "higher" version.
 The "lower" version of esteem is the need for respect from others. This may include a
need for status, recognition, fame, prestige, and attention.
 The "higher" version manifests itself as the need for self-respect.
 For example, the person may have a need for strength, competence, mastery, self-
confidence, independence, and freedom.
 This "higher" version takes guidelines, the "hierarchies are interrelated rather than
sharply separated”. This means that esteem and the subsequent levels are not strictly
separated; instead, the levels are closely related.
Self-actualization
 This quotation forms the basis of the perceived need for self-actualization.
 This level of need refers to the realization of one's full potential.
 Self-actualization can be described as a value-based system when discussing its role in
motivation; self-actualization is understood as the goal-or explicit motive, and the
previous stages in Maslow's Hierarchy fall in line to become the step-by-step process by
which self-actualization is achievable;
 An explicit motive is the objective of a reward-based system that is used to intrinsically
drive completion of certain values or goals.
 Individuals who are motivated to pursue this goal seek and understand how their needs,
relationships, and sense of self are expressed through their behavior. Self-actualization
can include.
 Mate Acquisition
 Parenting
 Utilizing & Developing Abilities
 Utilizing & Developing Talents
 Pursuing goals
Two factor theory:
 The two-factor theory (also known as Herzberg's motivation-hygiene

theory and dual-factor theory) states that there are certain factors in the workplace that
cause job satisfaction while a separate set of factors cause dissatisfaction, all of which act
independently of each other.
Two-factor theory distinguishes between:
 Motivators (e.g. challenging work, recognition for one's achievement, responsibility,

opportunity to do something meaningful, involvement in decision making, sense of
importance to an organization) that give positive satisfaction, arising from intrinsic
conditions of the job itself, such as recognition, achievement, or personal growth.[4]
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 Hygiene factors (e.g. status, job security, salary, fringe benefits, work conditions, good pay,
paid insurance, vacations) that do not give positive satisfaction or lead to higher motivation,
though dissatisfaction results from their absence.
o The term "hygiene" is used in the sense that these are maintenance factors. These
are extrinsic to the work itself, and include aspects such as company policies,
supervisory practices, or wages/salary.[4][5] Herzberg often referred to hygiene
factors as "KITA" factors, which is an acronym for "kick in the ass", the process
of providing incentives or threat of punishment to make someone do something.
According to the Two-Factor Theory, there are four possible combinations:
1. High Hygiene + High Motivation: The ideal situation where employees are highly
motivated and have few complaints.
2. High Hygiene + Low Motivation: Employees have few complaints but are not highly
motivated. The job is viewed as a paycheck.
3. Low Hygiene + High Motivation: Employees are motivated but have a lot of complaints.
A situation where the job is exciting and challenging but salaries and work conditions are
not up to par.
4. Low Hygiene + Low Motivation: This is the worst situation where employees are not
motivated and have many complaints.
Theory X and Theory Y:

 Theory X and Theory Y are theories of human work motivation and management.
 The two theories proposed by McGregor describe contrasting models of
workforce motivation applied by managers in human resource
management, organizational behavior, organizational communication and organizational
development.
 Theory X explains the importance of heightened supervision, external rewards, and
penalties,
 Theory Y highlights the motivating role of job satisfaction and encourages workers to
approach tasks without direct supervision.
 Management use of Theory X and Theory Y can affect employee motivation and
productivity in different ways, and managers may choose to implement strategies from
both theories into their practices.
Importance:
 Theory provides concepts to name what we observe and to explain relationships between
concepts.
 Theory allows us to explain what we see and to figure out how to bring about change.
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 Theory is a tool that enables us to identify a problem and to plan a means for altering the
situation.
UNIT-II
SELF DEVELOPMENT
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 self-concept development, researchers agree on the importance of one's self-concept,
which influences people's behaviors and cognitive and emotional outcomes including
(but not limited to) academic achievement, levels of happiness, anxiety, social
integration, self-esteem, and life-satisfaction.
 Personal development covers activities that improve awareness and identity, develop
talents and potential, build human capital and facilitate employability, enhance
the quality of life and contribute to the realization of dreams and aspirations. Personal
development takes place over the course of a person's entire life.
Academic development
 Academic self-concept refers to the personal beliefs about their academic abilities or
skills. Some research suggests that it begins developing from ages to influence from
parents and early educators.
Physical development
 Physical self-concept is the individual's perception of themselves in areas of physical

ability and appearance. Physical ability includes concepts such as physical strength and
staying power, while appearance refers to attractiveness.
 An important factor of physical self-concept development is participation in physical
activities. It has even been suggested that young person involvement in competitive
sports increases physical self-concept.
Goal setting:
 Goal setting involves the development of an action plan designed to motivate and guide a
person or group toward a goal.
 Goal setting can be guided by goal-setting criteria (or rules) such as SMART criteria.
 Goal setting is a major component of personal-development and management literature.
Concept:
 Goals that are difficult to achieve and specific tend to increase performance more than
goals that are not. A goal can be made more specific by:
 quantification (that is, making it measurable), such as by pursuing "increase productivity by

50%" instead of "increase productivity",
 Record, such as by defining tasks that must be completed to achieve the goal instead of only
defining the goal.
 Setting goals can affect outcomes in four ways:

Choice
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 Goals may narrow someone's attention and direct their efforts toward goal-relevant
activities and from ward goal-irrelevant actions.
Effort
 Goals may make someone more effortful. For example, if someone usually produces 4
widgets per hour but wants to produce 6 widgets per hour, then they may work harder to
produce more widgets than without that goal.
Persistence
 Goals may make someone more willing to work through setbacks.
Cognition
 Goals may cause someone to develop and change their behavior.
Setting Smart Goals:
 Once you have planned your project, turn your attention to developing several goals that
will enable you to be successful. Goals should be SMART - specific, measurable, agreed
upon, realistic and time-based.
 A goal might be to hold a weekly project meeting with the key members of your team or
to organise and run a continuous test programme throughout the project.
 The acronym SMART has several slightly different variations, which can be used to
provide a more comprehensive definition of goal setting:
 S - specific, significant, stretching
 M - measurable, meaningful, motivational
 A - agreed upon, attainable, achievable, acceptable, action-oriented
 R - realistic, relevant, reasonable, rewarding, results-oriented
 T - time-based, time-bound, timely, tangible, trackable
 This broader definition will help you to be successful in both your business and personal
life.
 When you next run a project take a moment to consider whether your goals are SMART
goals.
SMART Goals
Specific
 Well defined
 Clear to anyone that has a basic knowledge of the project
Measurable
 Know if the goal is obtainable and how far away completion is
 Find out when you have achieved your goal
Agreed Upon
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 Agreement with all the stakeholders what the goals should be
Realistic
 Within the availability of resources, knowledge and time
Time-Based
 Enough time to achieve the goal
 Not too much time, which can affect project performance
Emotion:
 Emotion is a mental state associated with the nervous system brought on by chemical
changes variously associated with thoughts, feelings, behavioral responses, and a degree
of pleasure or displeasure.
 There is currently no scientific consensus on a definition. Emotion is
often intertwined with mood, temperament, personality, disposition, and motivation.
 Emotion is "A strong feeling deriving from one's circumstances, mood, or relationships
with others." Emotions are responses to significant internal and external events.
Concept:
 Some cross cultural studies indicate that the categorization of "emotion" and
classification of basic emotions such as "anger" and "sadness" are not universal and that
the boundaries and domains of these concepts are categorized differently by all cultures.
Types:
1) Basic emotions
Classify six emotions as basic:
1. anger,
2. disgust,
3. fear,
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4. happiness,
5. sadness
6. And surprise.
2. Multi-dimensional analysis
 Two dimensions uncovered by factor analysis are valence (how negative or positive the
experience feels) and arousal (how energized or enervated the experience feels).
 These two dimensions can be depicted on a 2D coordinate map.
 This two-dimensional map has been theorized to capture one important component of
emotion called core affect.
 Core affect is not theorized to be the only component to emotion, but to give the emotion
its hedonic and felt energy.
Emotional intelligence:
 Emotional intelligence (EI), emotional leadership (EL), emotional quotient (EQ)

and emotional intelligence quotient (EIQ), is the capability of individuals to recognize
their own emotions and those of others,
 discern between different feelings and label them appropriately, use emotional
information to guide thinking and behavior, and manage and/or adjust emotions to adapt
to environments or achieve one's goal(s).
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 there are three main models of EI:
1. Ability model
2. Mixed model (usually subsumed under trait EI)
3. Trait model
Ability model
 The ability-based model views emotions as useful sources of information that help one to
make sense of and navigate the social environment. The model proposes that individuals
vary in their ability to process information of an emotional nature and in their ability to
relate emotional processing to a wider cognition. This ability is seen to manifest itself in
certain adaptive behaviors. The model claims that EI includes four types of abilities:
1. Perceiving emotions – the ability to detect and decipher emotions in faces, pictures,
voices, and cultural artifacts—including the ability to identify one's own emotions.
Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all
other processing of emotional information possible.
2. Using emotions – the ability to harness emotions to facilitate various cognitive activities,
such as thinking and problem-solving. The emotionally intelligent person can capitalize
fully upon his or her changing moods in order to best fit the task at hand.
3. Understanding emotions – the ability to comprehend emotion language and to appreciate
complicated relationships among emotions. For example, understanding emotions
encompasses the ability to be sensitive to slight variations between emotions, and the
ability to recognize and describe how emotions evolve over time.
4. Managing emotions – the ability to regulate emotions in both ourselves and in others.
Therefore, the emotionally intelligent person can harness emotions, even negative ones,
and manage them to achieve intended goals.
Mixed model
 The model introduced by Daniel Goleman focuses on EI as a wide array of competencies
and skills that drive leadership performance. Goleman's model outlines five main EI
constructs (for more details see "What Makes A Leader" by Daniel Goleman, best of
Harvard Business Review 1998):
1. Self-awareness – the ability to know one's emotions, strengths, weaknesses, drives,

values and goals and recognize their impact on others while using gut feelings to guide
decisions.
2. Self-regulation – involves controlling or redirecting one's disruptive emotions and
impulses and adapting to changing circumstances.
3. Social skill – managing relationships to get along with others
4. Empathy – considering other people's feelings especially when making decisions
5. Motivation – being aware of what motivates them.
Trait model
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 Trait EI is "a constellation of emotional self-perceptions located at the lower levels of
personality."[53] In lay terms, trait EI refers to an individual's self-perceptions of their
emotional abilities. This definition of EI encompasses behavioral dispositions and self-
perceived abilities and is measured by self report, as opposed to the ability based model
which refers to actual abilities, which have proven highly resistant to scientific
measurement.
Creativity:
 Creativity is defined as the tendency to generate or recognize ideas, alternatives, or

possibilities that may be useful in solving problems, communicating with others, and
entertaining ourselves and others
 "a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing
elements, disharmonies, and so on; identifying the difficulty; searching for solutions,
making guesses, or formulating hypotheses about the deficiencies: testing and retesting
these hypotheses and possibly modifying and retesting them; and finally communicating
the results."
Concept:
 Creativity focuses on the process of forming original ideas through exploration and
discovery. In children, creativity develops from their experiences with the process,
rather than concern for the finished product.
Factors enhancing creativity:
 Creativity is something which cannot be taught as well as not something you are born
with either. But it certainly is the most important part of any brilliant innovators success.
When talking about creativity the conversation can’t be constrained to artists like
musicians, dancers, painters, etc.
1.Experiences
 Experiences are a key player in creative thinking, the more you experience more
influenced you get. These experiences define your ideas and creativity which are
presented through your work.
2.Fearlessness
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 Fearlessness is a major factor having impact on one’s creativity. A person who thinks that
he is not creative can never be. Having doubts is ok, but being worried about the success
of an idea clearly shows that you lack faith in your ideology. Experts say ‘Be fearless
with your creativity and you’ll open more doors for new ideas.’
3. Desire
 Desire is factor of creativity which is often overlooked but it is as vital as any other
criterion for growing as a creative individual.
4. Atmosphere and Environment
 Atmosphere and environment both go hand in hand to influence an individual’s creativity

levels. ‘Environmental Factors Affecting Creativity and Innovation’ says: Although
innovation and creativity can emerge in a variety of settings and situations, some
environments are more conducive to the creative process.
5. Space And Time
 That having a start and end time to keep your creative space open is essential. Without a
dedicated time block, it is easy to leave a creative mindset to focus on trivial matters that
are easier to deal with than to take the time to do things that are important. It also takes
time to get into your creative mode.
 There the time to work on problems leads to the most creative results.
6. Move Out – See the World
 It may also contribute to making you a more creative thinker, they also had greater
professional success.
7. Grab A Drink
 That alcohol can be a lubricant to creative problem-solving One group of social drinkers
consumed enough alcohol to achieve a blood alcohol level of 0.07%, while a control
group of social drinkers stayed sober. Both were then administered Remote Associates
Tests, a common tool used by psychologists to measure creative thought, and the
intoxicated group outperformed the sober one, in terms of both accuracy and speed.
8. Take a Walk
 Must have done this often whenever you felt stuck but it actually has an awesome
positive impact on your nervous system
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9. Liberty Gives You Wings
 Each respondent was asked a series of questions on topics like immigration laws, LGBT
rights, the death penalty, abortion, etc. in order to establish where they stood on the scale
of conservative too liberal.
Stress Management:
 Stress management is all about taking charge: of your lifestyle, thoughts, emotions, and
the way you deal with problems. No matter how stressful your life seems, there are steps
you can take to relieve the pressure and regain control.
Techniques:
There are five stress management techniques.

 Take a break from the stressor. It may seem difficult to get away from a big work project,
a crying baby or a growing credit card bill. ...
 Exercise. ...
 Smile and laugh. ...
 Get social support. ...
 Meditate.
4 a’s stress:
 Happy events, such as a wedding, as well as unhappy events, such as overwork, can
cause stress. When your stress level exceeds your ability to cope, you need to restore the
balance by reducing the stressors or increasing your ability to cope or both. Try using one
of the four A's: avoid, alter, accept or adapt.
Main causes of stress:
 The death of a loved one.
 Divorce.
 Loss of a job.
 Increase in financial obligations.
 Getting married.
 Moving to a new home.
 Chronic illness or injury.
 Emotional problems (depression, anxiety, anger, grief, guilt, low self-esteem)
Type of stress:
According to American Psychological Association (APA), there are 3 different types
1. stress — acute stress

2. episodic acute stress
3. and chronic stress.
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The 3 types of stress each have their own characteristics, symptoms, duration, and
treatment approaches.
Health management:
 Also referred as medical and/or health services or health administration, health

management ensures that the outcomes are attained, that different areas within
a health organization are running appropriately, that jobs are correctly defined and assessed and
that resources are used efficiently.
Importance:
 Health Care Management is a career that lets you make a difference in people's lives.
It's your job to make sure doctors and nurses give quality care, and to manage the budget
so that a hospital or practice can serve as many people as possible.
Dietary guidelines and Exercises:
Dietary guidelines:
 The Dietary Guidelines is designed for professionals to help all individuals ages 2 years
and older and their families consume a healthy, nutritionally adequate diet. The
information in the Dietary Guidelines is used in developing Federal food, nutrition, and
health policies and programs.
Exercises:
 Exercise is any bodily activity that enhances or maintains physical fitness and
overall health and wellness. It is performed for various reasons, to aid growth and
improve strength, preventing aging, developing muscles and the cardiovascular system,
honing athletic skills, weight loss or maintenance, improving health and also for
enjoyment.
Classification
 Physical exercises are generally grouped into three types, depending on the overall effect
they have on the human body:
 Aerobic exercise is any physical activity that uses large muscle groups and causes the
body to use more oxygen than it would while resting. The goal of aerobic exercise is to
increase cardiovascular endurance. Examples of aerobic exercise
include running, cycling, swimming, brisk walking, skipping rope, rowing, hiking,
dancing, playing tennis, continuous training, and long distance running.
 Anaerobic exercise, which includes strength and resistance training, can firm,
strengthen, and increase muscle mass, as well as improve bone density, balance,
and coordination. Examples of strength exercises are push-ups, pull-ups, lunges, squats,
bench press. Anaerobic exercise also include weight training, functional
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training, eccentric training, interval training, sprinting, and high-intensity interval
training increase short-term muscle strength.
 Flexibility exercises stretch and lengthen muscles. Activities such as stretching help to
improve joint flexibility and keep muscles limber. The goal is to improve the range of
motion which can reduce the chance of injury.
 Physical exercise can also include training that focuses on accuracy, agility, power,
and speed.
Effects:
 Fitness
 Cardiovascular system
 Immune system
 Cancer
 Neurobiological
 Depression
 Sleep
Time management:
 Time management is the process of planning and exercising conscious control of time
spent on specific activities, especially to increase effectiveness, efficiency,
and productivity. It
 involves a juggling act of various demands upon a person relating to work, social
life, family, hobbies, personal interests and commitments with the finiteness of time.
 Using time effectively gives the person "choice" on spending/managing activities at their
own time and expediency
The major themes arising from the literature on time management include the following:
 Creating an environment conducive to effectiveness

 Setting of priorities
 The related process of reduction of time spent on non-priorities
 Implementation of goals
Importance:
 Good time management allows you to accomplish more in a shorter period of time, which leads
to more free time, which lets you take advantage of learning opportunities, lowers your stress,
and helps you focus, which leads to more career success.
 Each benefit of time management improves another aspect of your life.
Process:
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 “Time management” is the process of organizing and planning how to divide your time between
specific activities. Good time management enables you to work smarter – not harder – so that
you get more done in less time, even when time is tight and pressures are high.
UNIT-III
LOOKING FOR A JOB
Identifying different sources announcing job vacancies.
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 In general, there are three types of resources or sources of information: primary,
secondary, and tertiary. It is important to understand these types and to know
what type is appropriate for your coursework prior to searching for information.
 Primary sources: Primary sources are the original documents of an event or discovery
such as results of research, experiments or surveys, interviews, letters, diaries, legal
documents, and scientific journal articles. Primary sources are also records of events as
they are first described.
Print Electronic Others

- Diaries
- Letters  Internet  Artifacts (e.g.
- Speeches  E-mail communication coins, plant
- Patents specimens,
- Photographs  Communication in fossils, furniture,
- Newspaper articles Listservs tools, clothing, all
- Journal articles  Interviews (e.g., from the time
- Theses and dissertations telephone, e-mail) under study)
- Survey Research (e.g., market
surveys, public opinion polls)  Video recordings (e.g.  Works of art,
- Proceedings of Meetings, television programs) architecture,
conferences and symposia literature, and
- Original Documents (i.e. birth  Audio recordings (e.g. music (e.g.,
certificates, wills, marriage licenses, radio programs) paintings,
trial transcripts)  Web sites sculptures,
- Records of organizations,  Communications musical scores,
government agencies (e.g. annual through social buildings, novels,
reports, treaties, constitutions, networking applications poems).
government documents) (e.g. Face book, blogs,
RSS, U-tube etc.)
 Secondary sources: Secondary sources offer an analysis or a restatement of an event or

discovery described in primary sources. They interpret, explain or summarize primary
sources. Some secondary sources are used to persuade the reader. Secondary sources may
be considered less objective. Examples of secondary sources include: dictionaries,
encyclopedias, textbooks, articles and editorials that interpret or review research works.
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 Bibliographies (also considered tertiary);
 Biographical works
 Commentaries
 Criticisms
 Dictionaries
 Histories
 Journal articles (depending on the discipline, these can be primary)
 Magazine and newspaper articles (this distinction varies by discipline)
 Monographs, other than fiction and autobiography
 Textbooks (also considered tertiary)
 Websites (also considered primary)
 Tertiary sources consist of information which is a distillation and collection of primary

and secondary sources [3]. Generally, tertiary sources are not considered to be
acceptable material on which to base academic research [6]. Tertiary sources are usually
not credited to a particular author. They are intended only to provide an overview of what
the topic includes, its basic terminology, and often references for further reading.
Primary sources Secondary sources Tertiary sources

 Autobiographies  Biographies, Encyclopedias,  Chronologies
 Correspondence: dictionaries, handbooks  Classifications
email, letters  Dictionaries
 Descriptions of  Textbooks & monographs on a  Encyclopedias
travel topic  Directories
 Diaries,  literary criticism &  Guidebooks and
 Eyewitnesses interpretation manuals
 Oral histories  history & historical criticism  Population
 Literary works  political analyses registers statistics
 Interviews  reviews of law and legislation  Fact books
 Personal narratives  essays on morals and ethics  Abstracts
 First-hand  analyses of social policy  Indexes
newspaper and  study and teaching material  Bibliographies
magazine accounts  Manuals/Guide
of events  Articles, such as literature books
 Legal cases, treaties reviews,
 Statistics, surveys,  Commentaries, research articles
opinion polls, in all subject disciplines
 scientific data,  Criticism of works of literature,
transcripts art and music
 Journal articles
 Records of
organizations and
government
agencies
 Original works of
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literature, art or
music
 Cartoons, postcards,
posters
Map, paintings,
photographs, films
SKIMMING & SCANNING.
 Skimming and scanning are reading techniques that use rapid eye movement and keywords to
move quickly through text for slightly different purposes. Skimming is reading rapidly in order
to get a general overview of the material. Scanning is reading rapidly in order to find specific
facts.
Difference between skimming and scanning:
 Skimming and scanning are two different reading skills. Skimming means looking at a
text or chapter quickly in order to have a general idea of the contents. Scanning means
looking at a text to find some particular information
Reading:
 Reading is what we do when we understand writing. More fully, it a cognitive process of

understanding information represented by printed or written language. It is a way of
getting information and insights about something that is written. Reading involves
understanding the symbols in that language.
Types:
 There are three different styles of reading academic texts: skimming, scanning, and in-
depth reading. Each is used for a specific purpose
Purpose of reading:
 The purpose of reading is to connect the ideas on the page to what you already know. If
you don't know anything about a subject, then pouring words of text into your mind is
like pouring water into your hand.
Writing effective CV’s
Step-by-step guide to a successful CV

 Step 1: Heading. Don't write CV, curriculum vitae or résumé at the top. ...
 Step 2: Objective. Also called 'career objective', 'job objective' or 'purpose'. ...
 Step 3: Key skills and experience. ...
 Step 4: Education. ...
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 Step 5: Experience. ...
 Step 6: Additional skills. ...
 Step 7: Interests and activities. ...
 Step 8: References.
5 Ways to Start Your Resume with a Bang
 Be Yourself. If you're like most people, when it comes time to write a resume, you spend
time browsing the web looking for ideas. ...
 Focus on Value. Notice I didn't say 'tell people what makes you unique.' ...
 Break the Rules if Necessary. ...
 Use Testimonials. ...
 Show Don't Tell. ...
 It Comes Down to This.
Curriculum Vitae or Vita

 The term curriculum vitae means "course of life" in Latin. While it is appropriate to
write either curriculum vitae or just vita, it is incorrect to use the phrase curriculum
vita, the form vitae being the genitive of vita. The plural of curriculum vitae is curricula
vitae.
Covering letter:
 An effective cover letter should be directed towards a specific position or company and
describe examples from your experience that show off skills the employer needs. Try not
to simply repeat your resume in paragraph form, but to complement your resume by
offering a little more detail about key experiences.
Cover Letter structure and format

 Cover letters should be no longer than one page with a font size between 10-12 points. Be
sure to include your contact information and address it directly to a named individual
whenever possible. If you aren’t sure who to address it to, you can address as “Dear
Hiring Manager.”
Cover letters typically take the following structure:

Introduction: 1st paragraph
 Say who you are and what position you are applying for (“I am an MIT Chemistry major
graduating in June. I am writing to express my interest in the Chemist position with
[Company Name].”)
 Specify why you are interested in that specific position and organization
 Body: 2-3 paragraphs
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 Cite a couple of examples from your experience that support your ability to be successful
in the position or organization
 Closing: Last paragraph
 Thank the reader for their time.
 Consider restating succinctly why you are a good candidate
 State your desire for an interview and include your contact information (phone/email)
In this first cover letter example, we have an experienced teacher applying to work at a
local school:
Susana C. Smith
12345 Maple Lane
Janesville, MA 55555
May 17, 2017
Angela Adams
Janesville Consolidated Schools
54321 West Oak Avenue
Dear Ms. Adams:
As an experienced elementary school teacher committed to developing lifelong inquisitive
learners, I'm confident my skills and background align perfectly with the requirements of your
recently advertised fourth-grade teaching position.
Enclosed is my resume outlining my expertise in classroom management, curriculum planning,
and teacher-parent relations. My credentials include a history of creating rigorous and relevant
lesson plans in reading, mathematics, language, science, and social studies, incorporating both
play and hands-on teaching.
I'm also committed to building strong relationships with students and their families, as
demonstrated by my past experience volunteering at PTO events throughout the school year and
serving as a teacher liaison during the summer reading program at the North Oak Public Library.
Thank you for your interest and consideration. I look forward to hearing from you again.
Sincerely,
[Handwritten Signature]
Susana C. Smith
Enclosure: Resume
With our first example under your belt, take a look at Writing a Creative Cover Letter. With
these tips in mind, let's move on to the next example.
Traditional Cover Letter Example: Software Developer
Here's another example of a cover letter in a more traditional format. This one is geared toward a
career in IT. It begins with an objective (I'm interested in…), moves into related experience, and
cites an example of what the applicant can do for the company.
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Christopher L. Smith
12345 Maple Lane
May 17, 2017
Adam Masterson
ABC Software
987 Birch Street
Dear Mr. Masterson:
In my search for a new challenge where I can leverage my experience in project leadership,
database administration, and solution architecture, I was pleased to find ABC Software's opening
for a senior software development manager. Eager to learn more about this exciting opportunity,
I have enclosed my resume for your review.
As my career profile illustrates, I have specialized in enterprise-wide IT solutions and application
development for the past six years. I am accustomed to the rigors of fast-paced, highly regulated
environments requiring sharp attention to detail, consummate accuracy, and outstanding
communication skills.
In me, ABC Software will gain a diligent, goal-oriented professional with the agility, dedication,
and focus required to successfully fill the role of senior software development manager. Thank
you for your consideration.
Sincerely,
[Handwritten signature]
Christopher L. Smith
Enclosure: Resume
For more on the art of the resume, check out these Tips for Writing a Professional Resume.
Email Cover Letter Sample: Project Manager
If you're submitting your cover letter in the body of an email, you don't need to include address
information at the top or use the enclosure notation to indicate that your resume is attached to the
message. However, you should still write your email in a professional tone.
Dear Mr. Morris,
As an experienced leader in the field of marketing and project management, I'm eager to learn
more about Jacobson & Jackson's open project manager position.
Throughout my 15-year professional career, I've found my greatest successes have been in
developing strategic partnerships, implementing innovative marketing strategies, and increasing
company revenues. Accomplishments in my most recent position include managing a $2 million
department budget, designing and executing a $300 million cause marketing partnership with the
largest media and entertainment conglomerate in the world, and developing ongoing advertising
partnerships with seven key industry leaders.
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I look forward to meeting with you to discuss your expectations for the project manager position
and my ideas to energize the department. I will follow up with you shortly to answer any
questions you may have.
Sincerely,
Marcus J. West
Email Cover Letter Sample: Senior Manager

You'll notice a similar flow in this format: a statement or objective, a brief review of professional
experience, and a statement of the applicant's unique ability to fill the role.
Dear Mr. Clark,
With over 10 years of account management experience, I believe that I possess the passion,
experience, and acumen to be successful in your recently advertised senior account management
position.
Throughout my career, I have been most proud of my ability to anticipate, identify, and meet
customer needs. At my most recent employer, I developed strong relationships with C-levels and
decision makers, as well as with end users. Additionally, I supervised a staff of 16 professionals
and maintained a $900,000 annual budget.
As someone who thrives in an entrepreneurial environment and is driven to continually exceed
revenue targets, I wholeheartedly believe I am the perfect candidate for this opportunity with
your company. Thank you for your consideration.
Sincerely,
William V. Jones
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Techniques of writing job application letters:
 An application letter is merely another name for a cover letter, the official business letter
often included with a job application and/or resume and sent to a prospective employer.
Although application letters are generally considered optional components of applying
for a job, more and more frequently, employers are singling out those who actually take
the time to write an application letter as their top picks. Here are a few components of a
typical, successful application letter:
Professional Style
 Application letters are usually, and should always, be in an officer letter style, like block
style. These letters should be formatted properly and checked for spelling and
grammatical errors.
Salutation
 Although many application letters open with a simple "Sir or Madam:", the more
successful application letters are addressed personally to the hiring manager (which often
takes some research on the part of the job applicant).
Body
 The body of a good application letter, usually 3 to 4 paragraphs, explains why the
applicant is a good fit for the job, explains relevant experience, and shows how that
experience would be useful if selected for the career opportunity.
Attachments
 An application letter is rarely sent to a prospective employer alone. It is usually

accompanied by a resume, salary history, list of references, and/or other documentation
of achievements.
Length
 Application letters are generally no more than one page in length. Employers are
unimpressed by application letters of half a page or less, though; filling most of one page
is the safest way to complete an application letter.
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Preparing for a job interview:
Preparing for an interview might seem intimidating, but there are several steps you can take to
prepare yourself for a successful interview. You can create an interviewing prep checklist with the
following items:
1. Carefully examine the job description

2. Consider why you are interviewing and your qualifications
3. Perform research on the company and role
4. Consider your answers to common interview questions
5. Practice your speaking voice and body language
6. Prepare several thoughtful questions for the interviewer(s)
7. Conduct mock interviews
8. Print copies of your resume
9. Prepare your travel arrangements
10. Sell yourself
11. Get ready to follow up after the interview
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UNIT-IV
NON-VERBALSKILLS
Graphic Communication:
 Graphic communication involves the use of visual material to relate ideas such as
drawings, photographs, slides, and sketches. The drawings of plans and refinements and a
rough map sketched to show the way could be considered graphical communication.
Elements of graphic communication
 Graphic elements are the units of information that go into making a figure, slide, or
poster. These include photos, icons, paragraphs of text, and titles. Next, the graphic
elements are combined into compositions where contrast, repetition, proximity, and
alignment, defined below, are created
Importance of graphic communication
 Graphic design is an important tool that enhances how you communicate with other
people. It serves to convey your ideas in a way that is not only effective, but also
beautiful. Here are just a few factors to consider before investing in graphic design
services. Good design makes you look good.
Non Verbal communication:
 Nonverbal communication is the process of sending and receiving messages without

using words, either spoken or written. Also called manual language. Similar to the way
that italicizing emphasizes written language, nonverbal behavior may emphasize parts
of a verbal message.
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 Non-verbal communication occurs without using any oral or written word.
Instead of written or oral words, it relies on various non-verbal cues like physical movements,
tasks, colors, signs, symbols, signals charts, etc. to express feelings, attitudes or information.
Although no word is used in non-verbal communication, it can effectively communicate many
human feelings more accurately than verbal methods of communication.
Types of Nonverbal Communication
 Eye contact.
 Facial expressions.
 Gestures.
 Posture and body orientation.
 Body Language.
 Space and Distance.
 Proximity.
 Para-linguistic.
 Humor.
 Touch.
 Silence.
 Personal Appearance.
 Symbol.
 Visual Communication.
Body Language
 Body language is another widely recognized form of non-verbal communication. Body
movements can convey meanings and message. Body language may take two forms of
unconscious movements and consciously controlled movements.
For example;
 When a person is bored, he may gaze around the room rather than look at the speaker or
he may shift positions frequently.
 When a person is nervous, he may bite his nails or mash hair. These are usually made
unconsciously. On the other hand, leaning forward toward the speaker to express interest
is the case of conscious body movements.
 Formal written communication:
 Formal communication refers to interchange of information officially. The flow of
communication is controlled and is a deliberate effort. This makes it possible for the
information to reach the desired place without any hindrance, at a little cost and in a
proper way. This is also known as ‘Through Proper Channel Communication.’
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Characteristics
(1) Written and Oral:
Formal communication can both be written and oral. Daily works are handled through oral
communication, while the policy matters require written communication.
(2) Formal Relations:
This communication is adopted among those employees where formal relations have been
established by the organisation. The sender and the receiver have some sort of organisational
relations.
(3) Prescribed Path:
The communication has to pass through a definite channel while moving from one person to
another. For example, to convey the feelings of a worker to the manager, the foreman’s help has
to be sought.
(4) Organisational Message:
This channel is concerned with the authorised organisational messages only and the personal
messages are out of its jurisdiction.
(5) Deliberate Effort:
This channel of communication is not established automatically but effort has to be made for its
creation. It is decided keeping in view the objectives of the organisation.
Advantages
The formal communication has the following advantages:
(1) Maintenance of Authority of the Officers:

(2) Clear and Effective Communication:
(3) Orderly Flow of Information:
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(4) Easy Knowledge of Source of Information:
Limitations
(1) Overload of Work:
(2) Distortion of Information:
(3) Indifferent Officers:
Types of Formal Communication
(1) Vertical Communication:
(i) Downward Communication
(ii) Upward Communication
(2) Horizontal Communication
(1) Chain Communication:

(2) Wheel Communication:
(3) Circular Communication:
(4) Free Flow Communication:
(5) Inverted ‘V’ Communication:
Memos(Memoranda)
 A memorandum (abbrev.: memo; from Latin memorandum est, "It must be

remembered") is a written message that may be used in a business office.
 The plural form of the Latin noun memorandum so derived is properly memoranda, but if
the word is deemed to have become a word of the English language,
 the plural memorandums, abbreviated to memos, may be used. (See
also Agenda, Corrigenda, Addenda).
 In law, a memorandum is a record of the terms of a transaction or contract, such as a
policy memo, memorandum of understanding, memorandum of agreement,
or memorandum of association.
 Other memorandum formats include briefing notes, reports, letters, or binders. They may
be considered grey literature. In business, a memo is typically used by firms for internal
communication, while letters are typically for external communication.
 Memorandum formatting may vary by office or institution. If the intended recipient is
a cabinet minister or a senior executive, the format might be rigidly defined and limited
to one or two pages. If the recipient is a colleague, the formatting requirements are more
flexible
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Emails
 E-mail (electronic mail) is the exchange of computer-stored messages by

telecommunication. (Some publications spell it email; we prefer the currently more
established spelling of e-mail.) E-mail messages are usually encoded in ASCII text.
8 benefits of email marketing

 Reach a global audience.
 Easy to share. ...
 Easy to measure. ...
 Easy to get started. ...
 Drive revenue. ...
 Deliver targeted messages. ...
 Reach an already engaged audience. ...
 Low costs. One of the most obvious advantages of email marketing is its lower cost
compared to mainstream marketing channels. ...
8 Disadvantages of Email
 Emotional responses. Some emails cause upset or anger. ...
 Information overload. Too many people send too much information. ...
 Lacking the Personal Touch. Some things are best left untyped. ...
 Misunderstandings. ...
 No Respite. ...
 Pressure to Reply. ...
 Spam. ...
 Sucks up Your Time.
Importance
 Email is important because it creates a fast, reliable form of communication that is free
and easily accessible. ... It is not characterized by the inconveniences that are generally
associated with traditional communication media, such as telephone or postal mail.
Netiquette:
 "Netiquette" refers to Internet etiquette. This simply means the use of good manners in
online communication such as e-mail, forums, blogs, and social networking sites to name
a few. It is important to use netiquette because communication online is non-verbal.
The Core Rules of Netiquette

 Rule 1. Remember the human. Never forget that the person reading your mail or posting
is, indeed, a person, with feelings that can be hurt. ...
 Rule 2. Adhere to the same standards of behavior online that you follow in real life. ...
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 Rule 3. Know where you are in cyberspace. ...
 Rule 4. Respect other people's time and bandwidth.
Business correspondents:
What are BCs?
Business Correspondents are retail agents engaged by banks for providing banking
services at locations other than a bank branch/ATM. BCs enable a bank to provide its
limited range of banking services at low cost. They hence are instrumental in
promoting financial inclusion.
What are the functions of BCs?
BCs have to do a variety of functions viz, identification of borrowers, collection of

small value deposit, disbursal of small value credit, recovery of principal / collection
of interest, sale of micro insurance/ mutual fund products/ pension products/ other third
party products and receipt and delivery of small value remittances/ other payment
instruments, creating awareness about savings and other products, education and advice
on managing money and debt counseling, etc.
What types of products can be provided by BCs?
As per the RBI guidelines the products provided by BCs are: Small Savings Accounts,
Fixed Deposit and Recurring Deposit with low minimum deposits, Remittance to any
BC customer, Micro Credit and General Insurance.
The BC model allows banks to provide door-step delivery of services especially ‘cash
in – cash out’ transactions at a location much closer to the rural population, thus
addressing the last-mile problem.
Who can act as BCs?
The RBI has provided a long list of entities and persons who can act as BCs. Initially
the entities permitted to act as BCs included registered entities like NGOs/ MFIs.
Later, the list expanded to include individuals like retired bank employees, retired
teachers, retired government employees and ex-servicemen, individual owners of
kirana / medical /Fair Price shops, individual Public Call Office (PCO) operators,
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agents of Small Savings schemes of Government of India/Insurance Companies,

individuals who own Petrol Pumps, authorized functionaries of well-run Self Help
Groups (SHGs) which are linked to banks. Any other individual including those
operating Common Service Centres (CSCs) are also allowed to act as BCs of banks.
Though the BC model was attractive it has not delivered effectively because of the
many shortcomings associated with it. Firstly, banks have imposed higher restrictions
on operations of BCs. Secondly, salaries of BCs were very low compared to the
physical work they have to do to cover the distant areas. The JDY also heavily relies
the operations of BCs for continuation of account activities by the village people who
started the account as part of the programme.
UNIT-V
TELEPHONE SKILLS
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Understanding Telephone Communication
 Telephone Communication. the transmission of speech over a distance either by electric

signals propagated along conductors or by radio signals; a type of
telecommunication. Telephone communication permits conversations to be carried on
between people (subscribers) separated by almost any distance.
Advantages of the telephone

 An efficient business telephone system streamlines good communication between
organisation and customers. The telephone offers a faster interaction than email, is more
personal, and easy and quick to use.
Telephone Calls in English for Work

1. Before you make a call in English, try to relax. Take a deep breath. Breathe. ...
2. Don't be afraid to ask for clarification or repetition. ( See expressions below)
3. Speak slowly. And ask the other person to speak slowly. It will help both of you.
4. Be polite. Below I have provided formal and informal expressions.
Master these skills now, and they'll serve you well for a long time to come!
 Listening. One of the most important aspects of effective communication is being a good
listener. ...
 Non-Verbal Communication. ...
 Be Clear and Be Concise. ...
 Be Personable. ...
 Be Confident. ...
 Empathy. ...
 Always Have An Open Mind. ...
 Convey Respect.
Effective Telephone Communication Skills That Improve Customer Service
 A positive tone and friendly voice can instill comfort in the caller. ...
 Clear enunciation allows the caller to fully understand what's being said. ...
 Sincerity unites phone service agents and callers. ...
 Going beyond message taking. ...
 Engagement.
Types of calls:
 The three major classifications of call centers are inbound, outbound, and automated.
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 Here is a complete list of the different types of call centers and the various kinds of jobs
that call center agents do.
Inbound call centers:
 These type of call centers have agents who receive incoming calls from people. A very
common example of this is the calls related to customer service, where customers call on
a toll-free number and speak to an agent to get their complaints solved.
 The number of calls that inbound call center agents receive is not fixed. The number can
vary a lot and it depends on the inflow of calls i.e. how many customers are calling up the
call center. On certain days the inflow of calls can be very high, and on other days it
could be less.
Outbound call centers:
 The job of call center agents in outbound call centers is to make outgoing calls to a list of
people. People wrongly assume that this is always a telemarketing or sales job. That may
not be always the case.
 e.g. Companies very often require to make outgoing calls to existing customers as well.
New customers are typically out called and informed about the details of the company's
product or service. This is known as a 'Welcome Call'.
 Other examples of non-sales outbound calls, are service related calls made for resolving
earlier complaints lodged by the customers, or bill explanation calls, or collection-related
calls to remind customers of due dates and pending payments.
Domestic call centers:
 These types of call centers make and receive calls from people from within the same
country. This means that at a domestic call center in India, the agents will make or
receive calls from people in India only.
 In a diverse country such as India, there is always a need for agents who can speak varied
languages, based on states and regions. So, even people who don't know English very
well, can find jobs at domestic call centers, and can make and receive calls in their
mother-tongues, be it any language such as Hindi, Marathi, Tamil or Bengali.
International call centers:
 These call centers have international companies as their clients. So if a call center based
in India, makes or receives international calls on behalf of an overseas client, then it is
known as an international call center.
 Apart from the usual process training, these kind of international call centers also usually
provide accent and culture training to their agents, so that they can understand and speak
effectively with people from other countries.
Handling calls:
 Call handling is the management of inbound or outbound telephone calls. It’s usually
used by businesses for sales and customer service, but can also be a useful service for
charities, private clients and other types of organisation.
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 There are two types of call handling services. Inbound call handling services involve the
management of communications from customers to your business. Outbound call
handling services are those which help manage telephone calls from your business to its
customers, supplier or other contacts.
Most companies that utilize inbound call handling do so in order to:
 Offer a better customer experience
 Improve sales capabilities
 Save time for other tasks
 Call handling services help companies to improve their existing capabilities, either as a
backup for existing staff when capacity is reached, or as an outsourcing solution. It
allows companies to process a higher number of inbound sales calls to increase profit, or
reduce queuing systems or voicemail usage to improve the customer experience.
 Outbound call handling can range from telemarketing and telesales to customer care
programmes such as:
 Appointment reminders for dentists
 MOT/Servicing reminder for mechanics
 Outbound call handling services can work alongside inbound services in IT support, to
provide a central system for logging support calls and responses.
Leaving a message:
LEAVE a message means that YOU have called someone and they are not there.
Identifying Yourself
 Use the right tone of voice. As soon as you begin recording your message, speak in a
clear, audible voice. ...
 Mention your name. Give the recipient your name first thing. ...
 Leave your phone number. Recite your phone number immediately after your name. ...
 Make a connection.
Interview message:
When leaving voicemail always leave your full name and the job title of the position you are
calling about at the beginning of the message. Then leave the reason you are calling and your
call back number including the area code. Repeat the call back number and your name at the end
of the voicemail.
Making requests:
Will/Would/Can/Could you please…

Do you mind…?
Do you think you could…?
Do you think it would be possible to…?
Would it be possible for you to…?
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Would there be any possibility of…

Would you be kind enough to…?
Would you mind…?
Can/could you… for me, please?
Could you possibly…
I’d appreciate it if you could…
Can/Could I ask you to…?
You couldn’t… could you?
Examples:
Can you give me the book?
Could you please take off your raincoat?
Could you please take me to the dentist?
Would you mind opening the window for me, please?
Would you be kind enough to repair my computer?
Do you think you could take me to the supermarket?
Could I ask you to take me home?
Can you tell me what happened?
Would you come to my birthday party?
Would it be possible for you to come here at 8 A.M?
Accepting Requests:
Sure, I’d be glad to…
I’d be happy to …
Sure. Just a moment.
No problem.
Of course
Certainly.
All right.
Refusing Requests:
I’m sorry, I can’t.
I’m sorry, but …
I’d loved to, but …
Sorry to say that …
It sounds great, but …
Asking for giving information:
 Asking for information is our expressions to ask questions or to ask about explanations
from. what we said to someone else, so we get what we asked. Using WH-Questions:
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III
What, When, Where, Who, Why, and How. There are a number of formulas used
when asking for information in English.
Elementary
1. ...borrow... (from you)
2. ...lend me...
3. Can I...?
4. Can you...?
5. Could I possibly...?
6. Could I...?
7. Could you possibly...?
8. Could you...?
9. I look forward to hearing from you soon.
10. I need (to)... Can you help?
11. I'd be (very) grateful if you could...
12. May I...?
Pre-intermediate
1. ...would really help (me).
2. ..., if it's not too much trouble.
3. Are you good at? ...
4. Can I request...?
5. Do you have a/an...that you could lend me?
6. Have you got a/an/any...that I could borrow?
7. Have you got time to...?
8. I don't think I can do...on my own.
9. I heard that you are good at.../know about...
10. I need your/some help with...
11. I'd like to request...
12. Thanks in advance for...
13. You can..., can't you? Well,...
Intermediate
1. ...and I'll do the same for you some day.
2. ...said you were the best person to ask for/about...
3. ...if it's not too much trouble.
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III
4. ...lend me a hand (with...)
5. ...suggested I ask for your help with...
6. Can/Could I ask you to...?
7. Could I/you by any chance...?
8. Do you think you could...?
9. I heard that you are an expert on...
10. If you could..., I'd/I'll...
11. If you're not too busy,...
12. If..., that would be a great help.
13. Would it be possible for you to...?
14. Would you mind ...ing (...)?
15. You're good at..., aren't you?
Upper-intermediate
1. ..., will you?
2. Any assistance you could give me in this matter would be gratefully accepted./Any help
at all (with...) would be (very) much appreciated.
3. Are you any good at...?
4. Can I leave it to you/hand all this over to you/leave it in your hands (then)?
5. Help me (to)..., will you?
6. I could use some help, actually. ...
7. I have a request (for you). ...
8. I have a/another favour to ask you. ...
9. I heard that you are good at/know about...
10. I was hoping you could...(for me).
11. I'd like to officially request...
12. If you want to help, you could...
13. Let me..., will you?
14. You don't have a/any..., do you?
15. You know you said you would...? / You remember I helped you with...? / You remember
when I asked for your help and you said "Anytime"? / You know the
problem/issue/project/deadline I was telling you about? / You know I told you I might
need your help sometime? Well, (it just so happens)...
Advanced
1. A little bird told me you know all about...
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2. About that favour you owe me,...
3. Do me/us a favour, will you? ...
4. Here's your chance to repay me for...
5. I could do with some help (actually). ...
6. I don't suppose you know.../you have.../you could..., do/have/could you?
7. I need to call in a/that favour.
8. I was hoping you'd be here. ...
9. Is...asking too much?
10. Just the man/woman I wanted to see! ...
11. There's something (I think) you can help me with. ...
12. This is a bit cheeky, I know, but...
13. This might be a good time for you to...
14. This needs a woman's touch. / This is a woman's job. / This job needs a man. / You've got
little fingers. / You're tall. / You're strong. ...
15. You don't mind ...ing (...) (for me), do you?
Giving instruction:
Here are ways to present information to your children to make it more likely that they'll
hear you, and comply:
 Be direct. ...
 Be close. ...
 Use clear and specific commands. ...
 Give age-appropriate instructions. ...
 Give instructions one at a time. ...
 Keep explanations simple. ...
 Give kids time to process.
Use your senses to follow instructions correctly.
 Concentrate. Focus your attention on the supervisor. ...
 Listen. Pay attention to the words being spoken. ...
 Question. After you have listened and watched, ask questions. ...
 Write. ...
 Practice.
Writing Your Instructions
 Divide the task into baby steps. Each step should have a single action, not several. ...
 Start each step with an action word. ...
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III
 Follow a logical progression. ...
 Choose your words carefully. ...
 Use positive actions. ...
 Write in second person. ...
 Include alternatives. ...
 Use graphics where helpful.
Agreeing and dis agreeing:

Sooner or later you will get the urge to agree or disagree with something that is being said in
English. Offering an opinion can be difficult when it is not in your first language.
Agreeing and disagreeing
 Agreeing. That's right! Absolutely! Exactly! Me too! Yes, I agree! ...
 Disagreeing. I don't agree! I totally disagree! Absolutely not! That's not right! I'm not
sure about that.
 Partly agreeing. I agree up to a point, but ... I see your point, but ... That's partly true,
but ... I'm not so sure about that.
Making or changing appointments:
 It is important to make appointments because it saves time and money in the process.
You would have set apart and allocated that time to a specific meeting or activity
allowing good management of the resource called time. ... You cannot manage life
without managing time.
 Choose the applicable option from the two provided- 'Reschedule Appointment' if you
wish to change the date/time or 'Cancel Appointment'. Individuals will have to visit the
official website of the Passport Seva Kendra and log in using their credentials.
A: I have a doctor's appointment scheduled with Dr. Smith, and I need to change it.
B: What day did you have it scheduled for?
A: My appointment was on Tuesday.
B: What time was it scheduled for?
A: It was for two o'clock in the afternoon.
B: I see your appointment. What day would you like to switch to?
A: I would like to switch it to next Friday.
B: What time would you like?
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III
A: I would like to come in at 10:00 in the morning.
B: Fine, I will pencil that in right now. We will see you then.
Reminding:
 Do remind me because I'm likely to forget.

 We would like to remind all our guests to leave their keys at reception before they depart.
 Remind me to take this into work for Tony tomorrow.
 Passengers are reminded to take all their personal belongings with them when
they leave the plane.
 She concluded the speech by reminding us of our responsibility.
Making complaints and handling complaints:

 Complaints are expressions of "displeasure or annoyance" in response to an action that is
seen by the speaker as unfavorable. Suppose you want to complain about the pizza you
have just ordered because it's too salty, what are the expressions needed to express and
respond to complaints?
Complaining:
Here are expressions you can use when complaining:
 I have a complaint to make. ...

 Sorry to bother you but...
 I'm sorry to say this but...
 I'm afraid I've got a complaint about...
 I'm afraid there is a slight problem with...
 Excuse me but there is a problem about...
 I want to complain about...
 I'm angry about...

examples:
I have a complaint to make. Your pizza is just
too salty.
I'm sorry to say this but your food is

inedible.
1. I'm afraid I've got a complaint about your child.He's too noisy .
2. I'm afraid there is a slight problem with the service in this hotel.
3.Excuse me but you are standing on my foot.
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III
4. I want to complain about the noise you are making.

5. I'm angry about the way you treat me.
Responding to complaints
Positive response to complaints:
 I'm so sorry, but this will never occur / happen again.

 I'm sorry, we promise never to make the same mistake again.
 I'm really sorry; we'll do our utmost/best not to do the same mistake again.
Negative response to complaints:
 Sorry there is nothing we can do about it.

 I'm afraid, there isn't much we can do about it.
 We are sorry but the food is just alright.
Handling complaints:
1. Listen carefully to what the customer has to say, and let them finish. Don't get
defensive. The customer is not attacking you personally; he or she has a problem and is
upset. Repeat back what you are hearing to show that you have listened.
2. Ask questions in a caring and concerned manner.
The more information you can get from the customer, the better you will understand his
or her perspective. I’ve learned it’s easier to ask questions than to jump to conclusions.
3. Put yourself in their shoes.
As a business owner, your goal is to solve the problem, not argue. The customer needs to
feel like you’re on his or her side and that you empathize with the situation.
4. Apologize without blaming.
When a customer senses that you are sincerely sorry, it usually diffuses the situation.
Don't blame another person or department. Just say, "I'm sorry about that.”
5. Ask the customer, "What would be an acceptable solution to you?"
Whether or not the customer knows what a good solution would be, I’ve found it’s best to
propose one or more solutions to alleviate his or her pain. Become a partner with the
customer in solving the problem.
6. Solve the problem, or find someone who can solve it— quickly!
 Research indicates that customers prefer the person they are speaking with to
instantly solve their problem. When complaints are moved up the chain of
command, they become more expensive to handle and only add to the customer's
frustration.
 There is no getting around customer complaints, regardless of your industry.
However, by employing these steps and taking the time to review the issue with
the customer, you can turn challenges into something constructive.
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Telephone etiquette:
Phone Etiquette
1. Answer the call within three rings.
2. Immediately introduce yourself.
3. Speak clearly.
4. Only use speakerphone when necessary.
5. Actively listen and take notes.
6. Use proper language.
7. Remain cheerful.
8. Ask before putting someone on hold or transferring a call.
Professional telephone etiquette.
 Answering telephone calls is an important and crucial part for any
business. ... Professional telephone etiquette can impact a positive first
impression, which more often than not, influences the caller's behaviour and
actions towards your business.
Good telephone etiquette
 Always identify yourself at the beginning of all calls.
 Be sensitive to the tone of your voice.
 .
 Think through exactly what you plan to say and discuss BEFORE you place a
call.
 Do not allow interruptions to occur during conversations
 Especially when leaving messages, speak clearly and slowly
 Build the habit of always turning off your cell phone ringer when entering a
meeting, restaurant, theater, training class, or other place
 Always speak into the telephone receiver with an even and low tone of voice.
 Do not allow yourself to be distracted by other activities while speaking on the
telephone.
49

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LIFE DEVELOPMENT SKILL

 Self-analysis consists of interpreting one's own preconscious and unconscious material

1. writing down the material obtained;

 One's self-concept (also called self-construction, self-identity, self-perspective or self-

1. The view you have of yourself (Self image)

 self-concept development, researchers agree on the importance of one's self-concept,

 Physical self-concept is the individual's perception of themselves in areas of physical

 Attitudes are associated beliefs and behaviors towards some object.

 An aptitude is a component of a competence to do a certain kind of work at a certain

 Self-esteem is an individual's subjective evaluation of their own worth. Self-esteem

 Confidence-building measures (CBMs) or confidence- and security-building

Theories and importance:

The main content theories are:

1. Maslow's needs hierarchy,

Maslow's needs hierarchy theory:

Two factor theory:

 The two-factor theory (also known as Herzberg's motivation-hygiene

 Motivators (e.g. challenging work, recognition for one's achievement, responsibility,

Theory X and Theory Y:

 Physical self-concept is the individual's perception of themselves in areas of physical

 quantification (that is, making it measurable), such as by pursuing "increase productivity by

 Setting goals can affect outcomes in four ways:

Setting Smart Goals:

Classify six emotions as basic:

 Emotional intelligence (EI), emotional leadership (EL), emotional quotient (EQ)

1. Self-awareness – the ability to know one's emotions, strengths, weaknesses, drives,

 Creativity is defined as the tendency to generate or recognize ideas, alternatives, or

Factors enhancing creativity:

4. Atmosphere and Environment

 Atmosphere and environment both go hand in hand to influence an individual’s creativity

5. Space And Time

6. Move Out – See the World

There are five stress management techniques.

According to American Psychological Association (APA), there are 3 different types

1. stress — acute stress

 Also referred as medical and/or health services or health administration, health

Dietary guidelines and Exercises:

 Creating an environment conducive to effectiveness

LOOKING FOR A JOB

Identifying different sources announcing job vacancies.

Print Electronic Others

 Secondary sources: Secondary sources offer an analysis or a restatement of an event or

 Tertiary sources consist of information which is a distillation and collection of primary

Primary sources Secondary sources Tertiary sources

SKIMMING & SCANNING.

Difference between skimming and scanning:

 Reading is what we do when we understand writing. More fully, it a cognitive process of

Step-by-step guide to a successful CV

Curriculum Vitae or Vita

Cover Letter structure and format

Cover letters typically take the following structure:

Email Cover Letter Sample: Senior Manager

 An application letter is rarely sent to a prospective employer alone. It is usually

1. Carefully examine the job description

Elements of graphic communication

Importance of graphic communication

Non Verbal communication:

 Nonverbal communication is the process of sending and receiving messages without