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1. Functional English
Introduction

The advent of globalization has presented Indian youth with opportunities to function at
an international level. Realizing the need for expert communication skills for these
interactions, Mosaic has applied its technical clout in developing tool that would not only
help them know English, but "think and Function" in the language.
Features of functional English

Improve language skills in all 4 core components of English learning(listening,

writing, reading and speaking)
Develop a higher degree of comfort in using English as a language of interaction
in daily life
Develop higher confidence levels required to progress in education and career
Use linguistic and functional skills to improve productivity in enterprises

Few commonly used situational phrases

Heaven on Earth
Feel like Heaven

Will get better

Home coming

Limping back to normalcy

Very promising

Win win situation

Pretty cordial out here

Under high vigil

In harmony with

Under tight security

Splendid moment

Under control

Momentous occasion

Out of control

Double delight

Out of hand

Dramatic break through

Very volatile

Not at all worried

Highly critical

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2. Situational Dialogues
Mr. Lopez bought a pair of shoes on sale. He wore them one week and noticed the
sewing was starting to come out. He took them back to the shoe store and this is
what happened:
Salesman: Can I help you?
Lopez: Yes, I bought these shoes last week and now they are starting to fall apart.
I would like my money back.
S: Do you have the sales receipt?
L: No, I don't, but I want my money back.
S: I am sorry, but we have to have the receipt.
L: I understand what you're saying, but I want my money back. If you can't help
me, who can?
S: No one. You have to have your sales slip.
L: I understand what you are saying but I want my money back. If you can not
help me, who can?
S: Well, the manager. But he will tell you the same thing I am telling you.
L: I want to talk to the manager, please.
S: Just a minute.

Salesman goes through a door in the back of the store, comes back in a few
minutes with another man. The salesman points to Mr. Lopez and the other man
comes toward Mr. Lopez.
Manager: Hello, I am the manager. Did you have a problem with something?
L: I bought these shoes last week and they are starting to fall apart and I want my
money back.
M: Let me see the shoes, please. Oh, this is no problem at all. We can fix these
for you again in no time.
L: I don't want them repaired. I want my money back.
M: It is not our policy to refund money.
L: I understand what you are saying, but I want my money back.
M: Listen, Mr. ...?
L: Lopez.
M: Mr. Lopez, if we refunded everybody's money, we would have a bookkeeping
nightmare. We just can not afford that. Surely you can understand.
L: I understand what you are saying, but I want my money back.

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M: But you have worn these for a week. We can not give you all your money
back.
L: I know I only wore them for a week and they started falling apart and I want
my money back.
M: (Sigh) O.K., come with me and I will see that you get it back.
Leonel De Niro of Merapi Insurance Company is calling a prospective client, Robert
Messi
A : Agent : Leonel De Niro
P : Prospect : Robert Messi
A : Good morning, may I speak to Mr. Leonel De Niro, please ?
P : Speaking
A : Mr. Messi, this is Leonel De Niro of Merapi Insurance Company. Could I have a few
minutes of your time to tell you about our new comprehensive insurance plans ?
P : I'm pretty busy right now
A : That's Okay, how about I meet with you tomorrow and we can discuss Merapi's plans
in person ?
P : I don't really have time to sit down and talk about insurance
A : Mr. Messi, it would only take about fifteen minutes of your time. It will take even
less if I know a bit about you before I come. How many people are there in your family ?
P : There are four - me, my wife and our two kids
A : Also, how old are you and what line of work of you in ?
P : I'm forty-three and I'm a senior accountant at my firm
A : It sounds like we have two specific plans that would suit your needs, Mr. Messi. I can
present them to you tomorrow, say around two ?
P : Two thirty is better for me
A : That's fine, I'll see you then. I'm looking forward to meeting you, Mr. Messi

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3. Vocabulary Building
Introduction
Words are unique and interesting. A limited vocabulary keeps you from expressing your
real thoughts and feelings. A strong vocabulary gives you the right words to use at the
right time.
Vocabulary building takes patience and continued effort. Your vocabulary can and should
be a reflection of you. Your vocabulary is you. And like you, your vocabulary should be
alive. It should change and grow to meet your needs.
The Purpose of Vocabulary
Words are great subjects to investigate. When you become a student of language, and
delight in discovering word relationships, and become aware of how you can make words
work for you, you are more likely to stop when you encounter an unfamiliar word and
consider its meaning. If you do this, you will become a master of words and your
vocabulary will grow.
Why Vocabulary Development Counts

Vocabulary is a basic part of reading comprehension. If you don't know enough

words, you are going to have trouble understanding what you read. An occasional
word may not stop you, but if there are too many words you don't know,
comprehension will suffer. The content of textbooks is often challenging enough;
you don't want to work as well on understanding the words that express that
content.
Vocabulary is a major part of almost every standardized test, including reading
achievement tests, college entrance exams, and armed forces and vocational
placement tests. Vocabulary is a key measure of both one's learning and one's
ability to learn. The more words you know, then, the better you are likely to do on
such important tests.
Studies have indicated that students with strong vocabularies are more successful
in school and that a good vocabulary is an influential factor for people who enjoy
successful careers in life. Words are the tools not just of better reading, but of
better writing, speaking, listening,

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and thinking as well. The more words you have at your command, the more
effective your communication can be, and the more influence you can have on the
people around you.
In today's world, a good vocabulary counts more than ever. Many jobs provide
services or process information, and the skills of reading, writing, listening, and
speaking are essential.

Improving your Vocabulary

Throughout your college years, new words will be flooding into your consciousness.
Many of them are the keys to ideas and information that will be new to you. When
students have trouble in a course, the trouble can often be traced back to their imperfect
comprehension of terms that are essential to an understanding of subject matter. A firstyear science or social science course may introduce you to almost as many new words as
a first course in a foreign language. Then there are also words which may not literally be
new to you, but which have specific meanings within the context of a specific course and
therefore must be learned as if they were new words.

Affixes and roots

Adding affixes to existing words (the base or root) to form new words is common in
academic English. Prefixes are added to the front of the base (like dislike), whereas
suffixes are added to the end of the base (active activate). Prefixes usually do not
change the class of the base word, but suffixes usually do change the class of the word.
The most common prefixes used to form new verbs in academic English are: re-, dis-,
over-, un-, mis-, out-. The most common suffixes are: -ise, -en, -ate, -(i)fy. By far the
most common affix in academic English is -ise.
Verbs
e.g. prefix + verb
Prefix

verb
Meaning

Examples

re-

again or back

restructure, revisit, reappear, rebuild, refinance

dis-

reverses the meaning of the

verb

disappear, disallow, disarm, disconnect,

discontinue

over-

too much

overbook, oversleep, overwork

un-

reverses the meaning of the

verb

unbend, uncouple, unfasten

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mis-

badly or wrongly

mislead, misinform, misidentify

out-

more or better than others

outperform, outbid

be-

make or cause

befriend, belittle

co-

together

co-exist, co-operate, co-own

de-

do the opposite of

devalue, deselect

fore-

earlier, before

foreclose, foresee

inter-

between

interact, intermix, interface

pre-

before

pre-expose, prejudge, pretest

sub-

under/below

subcontract, subdivide

trans-

across, over

transform, transcribe, transplant

under- not enough

underfund, undersell, undervalue, underdevelop

e.g. Suffix used to form verbs with the meaning "cause to be".
Suffix

Example

-ise

stabilise, characterise, symbolise, visualise, specialise

-ate

differentiate, liquidate, pollinate, duplicate, fabricate

-fy

classify, exemplify, simplify, justify

-en

awaken, fasten, shorten, moisten

An idiom is a phrase where the words together have a meaning that is different from the
dictionary definitions of the individual words
IDIOMS

EXAMPLES

absent-minded: forgetful

My grandfather is very absentminded and often forgets his

key.

all ears: eager to listen to

someone

Okay, I'm all ears, please tell

me about the party.

all of a sudden: suddenly,

without advance warning

All of a sudden it became

cloudy and began to rain.

beat around the bush: speak

indirectly
or evasively

Stop beating around the bush

and give us your final decision.

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behind the times: old fashioned

My aunt is a little behind the

times.

blow one's own horn: praise

oneself

He is always blowing his own

horn and is very annoying at
times.

brand new: absolutely new

He was finally able to buy a

brand-new car.

catch one's eye: attract one's

attention

I tried to catch her eye but she

didn`t notice me.

catch (someone) red-handed:

find someone in the middle of
doing something wrong

The policeman caught the boy

red-handed when he was
stealing the candy.

change horses in midstream:

make new plans or choose a new
leader in the middle of an
important activity

They decided to change horses

in midstream and that is
probably why they lost the
election.

change (one's) mind: change

one`s decision

He changed his mind and said

that he would not go to the
movie tonight.

come across: find something or

meet someone by chance

I came across an interesting

story in the newspaper the other
day.

come into fashion: become

fashionable

She says that although bellbottom pants have come into

fashion again she will never
wear them.

crocodile tears: a show of sorrow

that
is not really felt

He said that he was very sorry

but his tears were just crocodile
tears.

cry over spilt milk: cry or

complain about something that
has already happened

Don't cry over spilt milk. You

can never change the past.

die out: die or disappear slowly

until all gone

Dinosaurs died out millions of

years ago.

doll up: dress in fancy clothes

She was all dolled up for the

party at the downtown hotel

do without: manage without

something

If there is no sugar, we'll have to

do without.

dressed to the nines (teeth):

The stars were all dressed to

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dressed elegantly

the nines (teeth) during the

Academy Awards ceremony.

dress up: put on one's best

clothes

He decided to dress up for

dinner at the restaurant.

drop (someone) a line: write or

mail a note or letter to someone

She promised that she would

drop me a line when she gets to
Singapore.

easy-going: tolerant and relaxed

He has a very easy-going

management style.

eat like a bird: eat very little

He eats like a bird. That's why

he can`t put on enough weight to
join the football team.

eat like a horse: eat a lot

He eats like a horse but he

never puts on any weight.

eat one's words: admit being

wrong in something one has said,
retract one's statement

He was forced to eat his words

after his boss proved that he was
wrong.

end up: finish, finally do

something

We ended up going to the

restaurant after the movie last
night.

face the music: accept the

consequences of something

He is going to have to face the

music sooner or later.

fall behind: fail to keep up with

work or studies or payments, etc.

He fell behind with his

homework at the beginning of the
term and had problems
throughout the year.

fall in love with: begin to love

someone

I fell in love with her the first

time that I saw her at the
restaurant.

fed up with: disgusted or bored

with someone or something

I think that he is getting fed up

with the constant demands of his
boss.

figure out: try to understand or

solve

He finally figured out how to

use the new video recorder.

fit as a fiddle: in good athletic

condition
or health

Her grandfather is 92 years old

but he is as fit as a fiddle.

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fix someone up with someone:

help someone get a date by
arranging a meeting for the

I tried to fix my sister up with a

date with my friend but she
refused me.

for all the world: for anything,

for any price

For all the world I do not know

what he is trying to tell me with
the notes that he writes

for better or worse: depending

on how one looks at the matter,
with good or bad effects

For better or worse he has

decided to quit his job and go to
live in Brazil.

from hand to hand: from one

person to another and another

The plate of food went from

hand to hand until finally it was
all finished.

from the bottom of one's heart:

with great feeling, sincerely

I thanked him from the bottom

of my heart for helping my
daughter when she was sick.

from now on: from this moment

forward

From now on I will study Italian

every day.

from scratch: from the very

beginning

He decided to build the house

from scratch.

from time to time: occasionally

We go to that restaurant from

time to time.

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4. Group Discussions
A GD is a methodology used by an organization to gauge whether the candidate has
certain personality traits and/or skills that it desires in its members. In this methodology,
the group of candidates is given a topic or a situation, given a few minutes to think about
the same, and then asked to discuss it among themselves for 8-15 minutes.
Some of the personality traits the GD is trying to gauge may include :Ability to work in a team
Communication skills
Reasoning ability
Leadership skills
Initiative
Assertiveness
Flexibility
Creativity
Ability to think on ones feet

Why is GD part of selection process in companies?

Companies conduct group discussion after the written test so as to check on your
interactive skills and how good you are at communicating with other people. The GD is
to check how you behave, participate and contribute in a group, how much importance do
you give to the group objective as well as your own, how well do you listen to viewpoints
of others and how open-minded are you in accepting views contrary to your own. The
aspects which make up a GD are verbal communication, non-verbal behavior,
conformation to norms, decision-making ability and cooperation. You should try to be as
true as possible to these aspects.

Types of GD
Topic based Gds can be classified into three types :1. Factual Topics
2. Controversial Topics
3. Abstract Topics
Factual Topics:-

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Factual topics are about practical things, which an ordinary person is aware of in his dayto-day life. Typically these are about socio-economic topics. These can be current, i.e.
they may have been in the news lately, or could be unbound by time.

A factual topic for discussion gives a candidate a chance to prove that he is aware of and
sensitive to his environment.

E.g. The education policy of India, Tourism in India, State of the aged in the nation.
Controversial Topics:-

Controversial topics are the ones that are argumentative in nature. They are meant to
generate controversy. In GDs where these topics are given for discussion, the noise level
is usually high, there may be tempers flying. The idea behind giving a topic like this is to
see how much maturity the candidate is displaying by keeping his temper in check, by
rationally and logically arguing his point of view without getting personal and emotional.

E.g. Reservations should be removed, Women make better managers

Abstract Topics:-

Abstract topics are about intangible things. These topics are not given often for
discussion, but their possibility cannot be ruled out. These topics test your lateral thinking
and creativity.

E.g. A is an alphabet, Twinkle twinkle little star, The number 10

GD Do's
Do's
1. Be as natural as possible. Do not try and be someone you are not. Be yourself.
2. A group discussion is your chance to be more vocal. The evaluator wants to hear
you speak.
3. Take time to organize your thoughts. Think of what you are going to say.
4. Seek clarification if you have any doubts regarding the subject.
5. Don't start speaking until you have clearly understood and analyzed the subject.
6. Work out various strategies to help you make an entry: initiate the discussion or
agree with someone else's point and then move onto express your views.

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7. Opening the discussion is not the only way of gaining attention and recognition. If
you do not give valuable insights during the discussion, all your efforts of
initiating the discussion will be in vain.
8. Your body language says a lot about you - your gestures and mannerisms are
more likely to reflect your attitude than what you say.
9. Language skills are important only to the effect as to how you get your points
across clearly and fluently.
10. Be assertive not dominating; try to maintain a balanced tone in your discussion
and analysis.
11. Don't lose your cool if anyone says anything you object to. The key is to stay
objective: Don't take the discussion personally.
12. Always be polite: Try to avoid using extreme phrases like: `I strongly object' or `I
disagree'. Instead try phrases like: `I would like to share my views on' or `One
difference between your point and mine' or "I beg to differ with you"
13. Brush up on your leadership skills; motivate the other members of the team to
speak (this surely does not mean that the only thing that you do in the GD is to
say "let us hear what the young lady with the blue scarf has to say," or "Raghu, let
us hear your views" - Essentially be subtle), and listen to their views. Be receptive
to others' opinions and do not be abrasive or aggressive.
14. If you have a group of like-minded friends, you can have a mock group discussion
where you can learn from each other through giving and receiving feedback.
15. Apart from the above points, the panel will also judge team members for their
alertness and presence of mind, problem-solving abilities, ability to work as a
team without alienating certain members, and creativity.

GD Topics
1. Involvement of youth in politics
2. Should parents interfere in the decision making of children.
3. Water resources should be nationalized.
4. "BALANCE BETWEEN PROFESSIONALISM AND FAMILY"
5. Effect of cinema on Youth
6. Education in India compared to Foreign nations
7. Are studies more beneficial in India or in Abroad.

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5. Reading Comprehension
Introduction

Reading comprehension is the ability to understand a written passage of text. Its

answering yes to the question, Did you get what you read?
Reading comprehension is what allows the reader to interact with the text in a
meaningful way. Its the bridge from passive reading to active reading -- from letters
and words to characters and contexts. Reading comprehension is the crucial link to
effective reading -- a strong factor in our educational and professional lives. For
many, reading comprehension also unlocks the door to a lifetime of reading
recreation and enjoyment.

Eye Span
"Eye-span" is referred to the amount of text someone takes in with the eyes for each
stopping, or "fixation" of the eyes. By stating "eye-span," someone has already been
doing some investigating about speed reading. There is much mis-information about
the topic. It is true that part of the goal of speed reading is to allow the eyes to take in
more for each stop of the eyes (fixation). A traditional linear reader typically takes in
one to three words per fixation. That is inefficient when you consider the total area of
clear focus the eyes have at normal reading distance.
Skimming and scanning reading techniques

Skimming and scanning are not the same as reading. Skimming should be done as a
pre-reading activity and scanning as a post-reading activity. With so much reading
required in todays world, you may wonder shy you need to engage an article three
times in three different ways. Heres why: skimming allows you to determine if you
even need to read the article at all. If you decide after skimming that you do need to
read it, then do so at your normal, natural speed. Even so, it is not likely that you will
retain all the information included in the article; this is where scanning comes into
play. Scanning is used to quickly locate the specific information you need later for a
report, discussion, etc.

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Skimming
Why do it: to quickly assess the value of the article and determine if it is worth your time
and energy to spend any more time with it.
How to do it:
1. Read the title
2. Read the introduction
3. Read all the subheadings and think about how they are related to one another and to the
title
4. Read the first sentence in each paragraph. You may also need to read the last sentence
in each paragraph depending on the style of writing.
5. Go back through the text looking for clues as to content and importance. Such clues
include:
words that answer who, what, when where, why and how
proper nouns
numbers
adjectives such as best, worst, most, least, etc.
changes in font such as italics, underlining, boldface, etc.
6. Read the last paragraph
After skimming you should be able to know the general ideas of what the article is about
and be able to determine if it fits your needs or not. If not, let it go. Youre done. Move
on to the next article.

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Scanning
Why do it: to find a specific fact or piece of information that you need for something
else.
How to do it:
1. Remember what it is you are looking for so you will not be distracted by other pieces
of information
2. Anticipate how the information looks is it identified by numbers, italics, proper
nouns, etc.
3. Run your eyes over several lines at one time
4. When you find the information you are looking for, focus your eyes and attention
there and read the entire sentence. You may also need to read the sentence before and
after as well.
When you understand what skimming and scanning are and how to use these techniques,
you can manage a large amount of text in a relatively short amount of time. Skimming
and scanning skills allow you to use your time both efficiently and effectively.

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6. Resume Writing
A resume is a document used by individuals to present their background and skill sets.
Rsums can be used for a variety of reasons but most often to secure new employment.
A typical rsum contains a summary of relevant job experience and education. The
rsum is usually one of the first items, along with a cover letter and sometimes job
application packet, that a potential employer encounters regarding the job seeker and is
typically used to screen applicants, often followed by an interview, when seeking
employment.

Resume Structure
The resume structure is important in more than one way. The ideal resume structure gives
the resume a professional outlook while displaying a career-oriented attitude of the
applicant. Also it influences the flow of the resume and thereby affecting its readability.
Hence, constructing your resume perfectly will improve your chances of gaining that
important interview call. Each applicant decides on the structure of the resume as per his
strengths, capacities and the expectations of his prospective employer and hence, every
resume tends to differ from the other.

The most common and professionally ideal format of resume is given below. A typical
resume is divided in three sections.
Introduction
As the name suggests this section introduces the document to the employer. It includes
only two sub sections namely header and objectives. Avoid giving a title to the document
as 'resume'.
Header:
This includes name and contact details of the applicants. The document opens up with
these details. Highlight your name in bold form in an eye catching way. Do not use
numbering or bullets to write information like address, email id or telephone number.
Refrain from writing any more information beyond the contact details such as marital
status, religious beliefs or family background. Such information is not required.

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Objectives:
The objective holds the ambitions and career plans of the applicant. The employer tries to
figure out the candidate's potentials, his expectations from the job and how he plans to
shape up his own career with this job. The objective should be so well written that it
interests the employer in knowing more about your credentials.
Primary Section
This is the most important part of the resume. The employer spends maximum time
reading this section and thus the contents, the look and the flow of this section has to be
perfect. Adopt the reverse chronology for all the subsections. Ideally, the experience
section should get more prominence and therefore should come first. Nevertheless
applicants can put forth educational qualification section prior if they wish to stress on it
more.
Experience:
This section includes your work history with details like your designation, where you
worked, , the total work duration and the responsibilities you handled during your
working period. Using bullet format and action words is a good way of emphasizing the
work done by you within the responsibilities section. Elaborate this section wisely to
bring out the best of your capacities.
Educational Qualifications:
This includes the qualifications gained by you. This section should also include the name
of the awarding body, year of passing and the grades scored so that the employer has
better understanding of your qualifications.
Certifications and Licenses:
This section includes the skills and abilities acquired by attending courses, internships,
workshops or training sessions etc. Certifications help you understand your area of work
better by teaching you more whereas the licenses give you the authority to perform that
particular work.
Achievements:
This includes the awards and the accolades won by the applicant during his course of
work or studies. Give the professional achievements a priority over the academic ones.
Include a maximum of four achievements to avoid making it look immodest.
Secondary Section
Personal Details
These details help the employer in knowing you better beyond your professional status. It
includes family background, marital status, age, hobbies etc. In reality, these details do
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not matter to the employer. Moreover, it is considered immoral to ask employees for their
personal information. Do some market research and try to find out the recruiter's
expectations and only then include these details in your resume.
References
This includes the name and contact details of people you have worked with or studied
under the guidance of. However, the practice of writing references is slowly thinning
down and concluded in only one sentence, 'available upon request.' The references should
always come last in the resume.

Resume Format
Your Contact Information
First Last Name
Street Address
City, State, Zip
Phone (Cell/Home)
Email Address
Objective

What do you want to do? If you include this section it should be a sentence or two about
your employment goals. A customized objective that describes why you are the perfect
candidate for the job can help your resume stand out from the competition.
Career Summary / Highlights
A customized section of your resume that lists key achievements, skills, traits, and
experience relevant to the position for which you are applying can serve dual purposes. It
highlights your relevant experience and lets the prospective employer know that you have
taken the time to create a resume that shows how you are qualified for the job.
Experience

This section of your resume includes your work history. List the companies you worked
for, dates of employment, the positions you held and a bulleted list of responsibilities and
achievements.
Company #1
City, State
Dates Worked
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Job Title

Responsibilities / Achievements
Responsibilities / Achievements

Company #2
City, State
Dates Worked

Cover Letter
A cover letter is a document sent with your resume to provide additional information on
your skills and experience.
A cover letter typically provides detailed information on why you are qualified for the job
you are applying for. Effective cover letters explain the reasons for your interest in the
specific organization and identify your most relevant skills or experiences.
Sample Cover Letter
Your Name
Your Address
Your City, State, Zip Code
Your Phone Number
Your Email
Date
Name
Title
Organization
Address
City, State, Zip Code
Dear Mr./Ms. Last Name:
I am interested in the Coordinator position advertised on XYZ. My resume is enclosed
for your review. Given my related experience and excellent capabilities I would
appreciate your consideration for this job opening. My skills are an ideal match for this
position.
Your Requirements:

Responsible for evening operations in Student Center and other facilities,

including managing registration, solving customer problems, dealing with risk
management and emergencies, enforcement of department policies.

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Assists with hiring, training, and management of staff. Coordinate statistics and
inventory.
Experience in the supervision of student staff and strong interpersonal skills are
also preferred.
Valid Minnesota driver's license with good driving record. Ability to travel to
different sites required.
Experience in collegiate programming and management.

My Qualifications:

Register students for courses, design and manage program software, solve
customer problems, enforce department policies, and serve as a contact for
students, faculty, and staff.
Hiring, training, scheduling and management of staff, managing supply inventory,
and ordering.
Minnesota driver's license with NTSA defensive driving certification.
Extensive experience in collegiate programming and management.
Excellent interpersonal and communication skills.

I appreciate your taking the time to review my credentials and experience. Again, thank
you for your consideration.
Sincerely,
Your Signature (for mailed letter)
Your Typed Name

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7. Interview Skills
Interview is an opportunity for both the employer and the applicant to gather
information. The employer wants to know if you, the applicant, have the skills,
knowledge, self-confidence, and motivation necessary for the job. At this point you can
be confident that the employer saw something of interest in your resume. He or she also
wants to determine whether or not you will fit in with the organization's current
employees and philosophy. Similarly, you will want to evaluate the position and the
organization, and determine if they will fit into your career plans. The interview is a twoway exchange of information. It is an opportunity for both parties to market themselves.
The employer is selling the organization to you, and you are marketing your skills,
knowledge, and personality to the employer.

Interview Preparation
Research is a critical part of preparing for an interview. If you haven't done your
homework, it is going to be obvious. Spend time researching and thinking about yourself,
the occupation, the organization, and questions you might ask at the end of the interview.
Step 1: Know Yourself
The first step in preparing for an interview is to do a thorough self-assessment so that
you will know what you have to offer an employer. It is very important to develop a
complete inventory of skills, experience, and personal attributes that you can use to
market yourself to employers at any time during the interview process. In developing this
inventory, it is easiest to start with experience. Once you have a detailed list of activities
that you have done (past jobs, extra-curricular involvements, volunteer work, school
projects, etc.), it is fairly easy to identify your skills.
Simply go through the list, and for each item ask your self "What could I have learned
by doing this?" "What skills did I develop?" "What issues/circumstances have I learned
to deal with?" Keep in mind that skills fall into two categories - technical and generic.
Technical skills are the skills required to do a specific job. For a laboratory assistant,
technical skills might include knowledge of sterilization procedures, slide preparation,
and scientific report writing. For an outreach worker, technical skills might include
counseling skills, case management skills, or program design and evaluation skills.
Generic skills are those which are transferable to many work settings. Following is a list
of the ten most marketable skills. You will notice that they are all generic.

Analytical/Problem Solving
Flexibility/Versatility

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Interpersonal
Oral/Written Communication
Organization/Planning
Time Management
Motivation
Leadership
Self-Starter/Initiative
Team Player

Often when people think of skills, they tend to think of those they have developed in the
workplace. However, skills are developed in a variety of settings. If you have ever
researched and written a paper for a course, you probably have written communication
skills. Team sports or group projects are a good way to develop the skills required of a
team player and leader. Don't overlook any abilities you may have When doing the
research on yourself, identifying your experience and skills is important, but it is not all
that you need to know. Consider the answers to other questions such as:

How have I demonstrated the skills required in this position?

What are my strong points and weak points?
What are my short term and long term goals?
What can I offer this particular employer?
What kind of environment do I like? (i.e. How do I like to be supervised?
Do I like a fast pace?)
What do I like doing?
Apart from my skills and experience, what can I bring to this job?

Step 2: Know the Occupation

The second step in preparing for an interview is to research the occupation. This is
necessary because in order to present a convincing argument that you have the
experience and skills required for that occupation, you must first know what those
requirements and duties are. With this information uncovered, you can then match the
skills you have (using the complete skills/experience inventory you have just prepared)
with the skills you know people in that occupational field need. The resulting "shortlist"
will be the one that you need to emphasize during the interview.
It is also in your best interest to identify the approximate starting salary for that position,
or those similar. There are several ways to find out about an occupation:

Acquire a copy of the job description from the employer (Human

Resources/Personnel) or check with Student Employment Services. If you
are responding to an advertisement, this may also supply some details.

The Career Resource Centre has general information files on a variety of occupations.
Make sure you have read through the appropriate file and are updated on the occupation.
If you belong to a professional association related to the occupation, use its resources.
These associations often publish informative newsletters and sponsor seminars. It is also
a good way to meet people working in the field. Conduct information interviews with
people working in the field. Read articles about people in the occupation, and articles

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written by people in the occupation. Sources include newspapers, magazines and the
internet. Find out what the future trends are in the area. Is technology changing the job?

Step 3: Know the Organization

The more you know about an organization, the better prepared you will be to discuss
how you can meet its needs. Some of the characteristics that you should know about an
organization are:

Where is it located?
How big is it?
What are its products and who does it serve?
How is the organization structured?
What is its history?
Have there been any recent changes, new developments?

There are a number of ways in which you can access this information. Most medium- to
large-sized organizations publish information about themselves. You can access this a
number of ways:

On campus at the Student Employment Services (company literature and

business directories) or at the Drake Centre Library
The Winnipeg Centennial Library has a business microfiche with
information on over 5000 Canadian companies and business directories
Many companies have internet home pages which you can locate by
searching by industry and company name
Finally, you can visit or phone the organization and request some
information on their products, services or areas of research

If the organization is fairly small, or fairly new, there may not be much information
published. In this case, it will be necessary to do an information interview. Contact
someone within the organization, introduce yourself, explain that you are considering
moving into the field, and ask if it would be possible to meet with him/her to inquire
about the company/organization and about what exactly the position would involve.
Step 4: Prepare Questions
Having completed your background research, you are now ready to prepare questions to
ask the interviewer(s). Try to think of questions for which the answer was not readily
available in company literature. Intelligent well thought-out questions will demonstrate
your genuine interest in the position. Be careful how many questions you ask, however,
as too many can imply you feel the interview was not successfully run. Pick your
questions with care - this is your chance to gather information, so ask about what you
really want to know. Avoid sounding critical by mentioning negative information you
may have discovered. This is one of the most effective ways to compare different
employers, so for issues of particular importance to you (for example, whether they
support staff upgrading), you should ask the same questions of each employer. Some
sample questions are:
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What are the most significant factors affecting your business today? How have
changes in technology most affected your business today?
How has your business/industry been affected by the recession?
How has your company grown or changed in the last couple of years?
What future direction do you see the company taking?
Where is the greatest demand for your services or product?
Where is most of the pressure from increased business felt in this company?
Which department feels it the most?
How do you differ from your competitors?
How much responsibility will I be given in this position?
What do you like about working with this organization?
Can you tell me more about the training program?
Have any new product lines been introduced recently?
How much travel is normally expected?
What criteria will be used to evaluate my performance?
Will I work independently or as part of a team?
How did you advance to your position?
What are the career paths available in this organization?
When can I expect to hear from you regarding this position?

It is very important to ask the last question because employers want to hire individuals
who are interested in the position - and asking this question definitely helps to
demonstrate interest on your part. Exercise judgment when asking questions to an
employer. When being interviewed by a large company that has a high profile, one
would not ask the question "What is the history of your company and how was your
company started?" You can find the answer to this question in the company's annual
report or articles in magazines/newspapers. However, small- and medium-sized
companies do not always produce publicly available annual reports and it may be
difficult to access information on the company and its role in the industry. This question
is appropriate if you have exercised all other ways to find out the answer.
Dressing

"Although proper dressing by itself will not get you the job, a poor dress sense may
exclude you from further consideration," warns Gerry Ditching, managing partner of
Filgifts.com. Besides, given two equally good applicants, the compan y may choose to
hire the person who is dressed more professionally. Here are some tips to give you a
headstart.
Men
Long-sleeved shirt and dark slacks. White is still the safest and the best color for shirts.
The colour is also appropriate for our tropical weather. Also acceptable: pale shades such
as beige, blue, and other pastels.
Tuck in the shirt and do not roll up the sleeves. Never wear a short-sleeved shirt to an
interview or any business purpose. Wearing a short-sleeved shirt will destroy your
executive image.
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Ties Optional. But if you do wear one, choose a conservative pattern. Solids, small polka
dots, diagonal stripes, small repeating shapes, subtle plaids and paisleys are all
acceptable.
Belts Belts should match your shoes. Those with smaller buckles with squared lines look
more professional.
Socks Black socks are the best, followed by blue or gray, depending on your attire.
Never wear white socks! Check your sock length, too--no skin should show when you sit
down or cross your legs. Shoes. Black or burgundy leather shoes with laces on them,
because tassel loafers are very casual. Other suitable colors are brown, cordovan and
navy.
Hair. Keep neat, short and preferably parted on the side. And shave off all those facial
hair.
Jewellery. Wear no or little jewellery. The watch and wedding ring are the only
acceptable pieces of jewellery to go with the male attire. Thin gold or leather-strapped
watches look professional but not digital watches. Also, avoid political or religious
insignias, necklaces or bracelets. Definitely Accessories. As much as possible, use
leather briefcases or folders to hold copies of your resume. Use narrow briefcases and
avoid plastic folders and plastic ball pens as they are out of place.
Women
Three-piece business suits, blouse and skirt or slacks, and cardigan twin-sets. Sleeveless
shirts should be rejected. Short-sleeved blouses are okay when they are tailor-cut or have
features such as a sports collar or double breast design to create a business-like look.
Skirts can either be long provided it does not create a Cinderella or barn-dance look or
short where it falls no shorter than two inches from the knee. Nothing too revealing,
please!
Panty-hose or stockings.
A must for professional grooming, but nothing with overly fussy patterns. Bring an extra
pair, just in case the ones you are wearing run.
Shoes. Closed shoes or pumps with at least 1-inch heels suggest a more professional
look. Dark colors are best.
Hair. Hair longer than shoulder length should be worn up or pulled back. Don't let it fall
in front of your face and don't keep trying to fix it during the interview. Avoid large hair
ornaments and trendy hairstyles.
Make-up. Be subtle; natural is the key word. Light shades of lip coloring and nail polish
are recommended.
Jewellery. Be conservative. Studs of gold, silver or pearls are best. Do away with gaudy
fashion jewelers, and those that clank and make noise when one moves.
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TYPICAL QUESTIONS THAT AN INTERVIEWER WOULD ASK

1.Tell me about yourself
The most often asked question in interviews. You need to have a short statement prepared
in your mind. Be careful that it does not sound rehearsed. Limit it to work/Study-related
items unless instructed otherwise. Talk about things you have done well at your college
and how you wanted to perform in the first job.
2. Why Should We Employ You?
For this question, your answer should list out strengths that you feel are relevant to the
job. Given below are some answers which could help you with your answers. However,
structure them to suit your requirements.
I have good co-ordination skills
Good analytical skills
I can persuade people to see my point of view, and get the work done
My greatest asset is my ability to motivate people
Even during emergencies, I do not loose my cool
I have good entrepreneurial skills
I have consistently met my deadlines and targets
Can say no to people when required to do so!
I am very co-operative with my sub-ordinates, and would like to see them grow
I am a good team player
I am very flexible, and have the ability to work hard under difficult work conditions
I have the experience and knowledge relevant to this job (Here, give appropriate details
and examples)
3. Do You Have Offers From Other Companies ?
This is of course a difficult question to answer. Obviously, you must have applied to
other companies if you are looking for a job or would have some offers from other
companies already. Therefore, do not lie that you have not. However, you are on thin ice
here! The interviewer could be checking your honesty. On the other hand, he/she may
also be trying to find out how focused you are - are you applying randomly, or is there a
well-planned strategy?
Whatever your answer, it should match your career goals.
4. What Salary Are You Expecting?
Try not to get into salary details early in the interview. If pressed, you could say that it all
depends on the job, and would like to talk about it after a job offer. Say this in a
convincing tone. In case you are asked this question in your latter interviews, give a
direct answer. Do not sound apologetic while quoting the figure you have in mind.
SALARY EXPECTATIONS:
1. How much do you expect?
If you have done your homework, you would know how much other people in similar
jobs are paid. Quote the range upfront.

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2. How much do you think you are worth?

Work out how much you should be paid, given the market value of the job and your
skills. If you can bring some extra skills to the table, do not hesitate to ask for more than
the market value.
3. What kind of a culture are you comfortable with?
It is better to be frank about your preferences. Your interviewer will get a clear idea about
your expectations.
4. Which is more important to you-salary, perks or growth opportunities?
This one will reveal the real you. So be sure what you are going to say. Above all, be true
to yourself. If you think this is a negotiation move, then say clearly that you will never
sell yourself short.
5. What do you know about our company?
Do not give your opinions about the company. Stick to reported facts that you have
gathered from newspapers and so on. Talk about the product portfolio, size, income, and
market perceptions of the company. Also it is better to refer details about each company
before going for the interview from Freshersworld.com or PlacementWeek.com
6. Why should we choose you over someone else?
Talk clearly about problems that you have solved in your College/Project Team and
highlight the quality required.
6. Your qualifications are excellent, but you may be overqualified for the position we
have to offer?
Point out that more experience can never be a drawback. If you are multi-skilled, then
highlight the fact that a company on the fast-track needs multi-skilled people. It needs
people within different departments to work together. Also emphasise that the company's
future growth will be an exponential function of your experience.

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8. Technical Report Writing

In Engineering, one of the major forms of communication is the technical report. This is
the conventional format for reporting the results of your research, investigations, and
design projects. At university, reports are read by lecturers and tutors in order to assess
your mastery of the subjects and your ability to apply your knowledge to a practical task.
In the workplace, they will be read by managers, clients, and the construction engineers
responsible for building from your designs. The ability to produce a clear, concise, and
professionally presented report is therefore a skill you will need to develop in order to
succeed both at university and in your future career.
While reports vary in the type of information they present (for example,
original research, the results of an investigative study, or the solution to a design
problem), all share similar features and are based on a similar structure.
Key features of reports
Reports are designed for quick and easy communication of information
Reports are designed for selective reading
Reports use sections with numbered headings and subheadings
Reports use figures and diagrams to convey data.
Basic structure of a report
A report usually has these components:

Title page
Summary / Introduction
Table of Contents
Introduction
Middle sections with numbered headings
Conclusions
References
Appendices

Title page
The title of the report should indicate exactly what the report is about. The reader should
know not only the general topic, but also the aspect of the topic contained in the report.
Summary / Introduction
The summary (sometimes referred to as the executive summary) provides a brief
overview of the substance of the report; usually no more than half a page. It is not an
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introduction to the topic. The summary should outline all the key features of your report,
including the topic, what you did and how you did it, and the main outcomes of your
work.

Table of contents
The contents page sets out the sections and subsections of the report and their
corresponding page numbers. It should clearly show the structural relationship between
the sections and subsections. A reader looking for specific information should be able to
locate the appropriate section easily from the table of contents.
Body of the report
This is main part of the report, where you present your work. The introduction and
conclusions act as a frame for the body only: therefore all the details of your work
(including a summarised version of material in the appendices) must be included here in
the appropriate section. You will need to put some thought into the ordering of the
sections; the presentation of information should flow logically so that the reader can
follow the development of your project.
Conclusions
The conclusions section provides an effective ending to your report. The content should
relate directly to the aims of the project as stated in the introduction, and sum up the
essential features of your work.

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