Human Resource Management:

Meaning, Objectives, Scope and

Functions
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Human Resource Management: Meaning, Objectives, Scope

and Functions!
Meaning:
Before we define HRM, it seems pertinent to first define the term
‘human resources’. In common parlance, human resources means the
people. However, different management experts have defined human
resources differently. For example, Michael J. Jucius has defined
human resources as “a whole consisting of inter-related, inter-
dependent and interacting physiological, psychological, sociological
and ethical components”.

According to Leon C. Megginson “From the national point of view

human resources are knowledge, skills, creative abilities, talents, and
attitudes obtained in the population; whereas from the view-point of
the individual enterprise, they represent the total of the inherent
abilities, acquired knowledge and skills as exemplified in the talents
and aptitude of its employees”.

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Sumantra Ghosal considers human resources as human capital. He
classifies human capita into three categories-intellectual capitals,
social capital and emotional capital. Intellectual capital consists of
specialized knowledge, tacit knowledge and skills, cognitive
complexity, and learning capacity.

Social capital is made up of network of relationships, sociability, and

trustworthiness Emotional capital consists of self-confidence,
ambition and courage, risk-bearing ability, and resilience. Now it is
clear from above definitions that human resources refer to the
qualitative and quantitative aspects of employees working in an
organisation.

Let us now define human resource management.

In simple words, HRM is a process of making the efficient and

effective use of human resources so that the set goals are achieved. Let
us also consider some important definitions of HRM.

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According to Flippo “Personnel management, or say, human resource

management is the planning, organising, directing and controlling of
the procurement development compensation integration, 4intenance,
and separation of human resources to the end that individual,
organisational and social objectives are accomplished”.

The National Institute of Personnel Management (NIPM) of India has

defined human resource/personnel management as “that part of
management which is concerned with people at work and with their
relationship within an enterprise. Its aim is to bring together and
develop into an effective organisation of the men and women who
make up an enterprise and having regard for the well-being of the
individuals and of working groups, to enable them to make their best
contribution to its success”.

According to Decenzo and Robbins “HRM is concerned with

the people dimension in management. Since every
organisation is made up of people, acquiring their services,
developing their skills, motivating them to higher levels of
performance and ensuring that they continue to maintain
their commitment to the organisation are essential to
achieving organisational objectives. This is true, regardless
of the type of organisation-government, business, education,
health, recreation, or social action”.

Thus, HRM can be defined as a process of procuring,

developing and maintaining competent human resources in
the organisation so that the goals of an organisation are
achieved in an effective and efficient manner. In short, HRM
is an art of managing people at work in such a manner that
they give their best to the organisation for achieving its set
goals.

Objectives:
The primary objective of HRM is to ensure the availability of right
people for right jobs so as the organisational goals are achieved
effectively.

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This primary objective can further be divided into the

following sub-objectives:
1. To help the organisation to attain its goals effectively and efficiently
by providing competent and motivated employees.

2. To utilize the available human resources effectively.

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3. To increase to the fullest the employee’s job satisfaction and self-

actualisation.

4. To develop and maintain the quality of work life (QWL) which

makes employment in the organisation a desirable personal and social
situation.

5. To help maintain ethical policies and behaviour inside and outside

the organisation.

6. To establish and maintain cordial relations between employees and

management.

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7. To reconcile individual/group goals with organisational goals.

Werther and Davis have classified the objectives of HRM into four
categories as shown in table 1.2.

Table 1.2: HRM Objectives and Functions:

Scope:
The scope of HRM is, indeed, very vast and wide. It includes all
activities starting from manpower planning till employee leaves the
organisation. Accordingly, the scope of HRM consists of acquisition,
development, maintenance/retention, and control of human resources
in the organisation (see figure 1.1). The same forms the subject matter
of HRM. As the subsequent pages unfold, all these are discussed, in
detail, in seriatim.
The National Institute of personnel Management, Calcutta
has specified the scope of HRM as follows:
1. The Labour or Personnel Aspect:
This is concerned with manpower planning, recruitment, selection,
placement, transfer, promotion, training and development, lay-off and
retrenchment, remuneration, incentives, productivity, etc.

2. Welfare Aspect:
It deals with working conditions, and amenities such as canteen,
creches, rest and lunch rooms, housing, transport, medical assistance,
education, health and safety, recreation facilities, etc.

3. Industrial Relations Aspects:

This covers union-management relations, joint consultation, collective
bargaining, grievance and disciplinary actions, settlement of disputes,
etc.

Functions:
We have already defined HRM. The definition of HRM is based on
what managers do. The functions performed by managers are common
to all organizations. For the convenience of study, the function
performed by the resource management can broadly be classified into
two categories, viz.

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(1) Managerial functions, and

(2) Operative functions (see fig. 1.2).

These are discussed in turn.

(1) Managerial Functions:

Planning:
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Planning is a predetermined course of actions. It is a process of

determining the organisational goals and formulation of policies and
programmes for achieving them. Thus planning is future oriented
concerned with clearly charting out the desired direction of business
activities in future. Forecasting is one of the important elements in the
planning process. Other functions of managers depend on planning
function.

Organising:
Organising is a process by which the structure and allocation of jobs
are determined. Thus organising involves giving each subordinate a
specific task establishing departments, delegating authority to
subordinates, establishing channels of authority and communication,
coordinating the work of subordinates, and so on.

Staffing:
TOs is a process by which managers select, train, promote and retire
their subordinates This involves deciding what type of people should
be hired, recruiting prospective employees, selecting employees,
setting performance standard, compensating employees, evaluating
performance, counseling employees, training and developing
employees.

Directing/Leading:
Directing is the process of activating group efforts to achieve the
desired goals. It includes activities like getting subordinates to get the
job done, maintaining morale motivating subordinates etc. for
achieving the goals of the organisation.
Controlling:
It is the process of setting standards for performance, checking to see
how actual performance compares with these set standards, and
taking corrective actions as needed.

(2) Operative Functions:

The operative, also called, service functions are those which are
relevant to specific department. These functions vary from department
to department depending on the nature of the department Viewed
from this standpoint, the operative functions of HRM relate to
ensuring right people for right jobs at right times. These functions
include procurement, development, compensation, and maintenance
functions of HRM.

A brief description of these follows:

Procurement:
It involves procuring the right kind of people in appropriate number to
be placed in the organisation. It consists of activities such as
manpower planning, recruitment, selection placement and induction
or orientation of new employees.

Development:
This function involves activities meant to improve the knowledge,
skills aptitudes and values of employees so as to enable them to
perform their jobs in a better manner in future. These functions may
comprise training to employees, executive training to develop
managers, organisation development to strike a better fit between
organisational climate/culture and employees.
Compensation:
Compensation function involves determination of wages and salaries
matching with contribution made by employees to organisational
goals. In other words, this function ensures equitable and fair
remuneration for employees in the organisation. It consists of
activities such as job evaluation, wage and salary administration,
bonus, incentives, etc.

Maintenance:
It is concerned with protecting and promoting employees while at
work. For this purpose virus benefits such as housing, medical,
educational, transport facilities, etc. are provided to the employees.
Several social security measures such as provident fund, pension,
gratuity, group insurance, etc. are also arranged.

Top 10 lists for study success, according to Lynchburg tutors & PASS
Leaders

Time Management

1. Make a weekly or daily to-do list

2. Use a calendar or planner
3. Get up early to get stuff done
4. Reward yourself when tasks are complete
 5. Schedule your “me” time (so it doesn’t eat up study time)
6. Read the syllabus and make plans from it
7. Prioritize and schedule what you need to do – be realistic!
8. Set aside study/class work hours each day
9. Have a spot where all studying takes place
10. Make or join a study group

Note-Taking

1. Copy professor board notes and check Moodle

2. Paraphrase professor’s words
3. Take up as much space as needed
4. Review your notes every night
5. Create your own abbreviations
6. Jot down any ideas that the professor repeats
7. Notice verbal cues – “Now this is important”
8. Highlight your book/class materials
9. Write down all examples
10. Rewrite your notes after class

Reading

1. Read more than once

2. Highlight and take notes
3. Make margin notes
4. Don’t put off reading assignments until the last minute!
5. Review after reading
6. Keep from dozing off: don’t read right before going to bed, and don’t read
in bed
7. Read and understand captions and figures
8. Make a glossary of terms
9. Pace yourself
10. Pay attention to key concepts and end of chapter reviews

Test Preparation

1. Make flashcards
2. Rewrite/re-read your notes; reorganize into categories
3. Get help if you need it: use PASS and other learning resources
4. Don’t cram!
5. Know the test format
 6. Get all of your questions answered
7. Verbalize what you know – tell/teach the material to someone else
8. Be caught up on all work for the test
9. Identify your problem areas
10. Take advantage of extra credit

Tutoring & Academic Support

 Peer Assisted Supplemental Study (PASS)

Study Skills Guides

Struggling to be a successful student? Don't get discouraged, it isn't magic! But it does require
desire, dedication and a lot of work. If you want learn how to become a successful student, then
you've come to the right place. Our study skills guides for students will provide you everything
you need in order to learn how to learn more effectively.

Active listening, reading comprehension, notetaking, stress management, time management,

testing taking, and memorization are only a few of the topics addressed in our study skills guides
for students. If you'll take the time to learn and apply the study skills concepts and principles
taught in our guides you'll not only improve your performance in school but also your ability to
learn in general -- and that will benefit you the rest of your life! Whether you're a freshman in
college looking to get ahead, a teacher seeking study skills resources for your pupils, or a high
school student just trying to survive, you'll find the study skills guides, tutorials, and resource
you need right below.

To get started select a category link below.

 General Study Skills

 Test Taking Guides
 Study Skills by Subject
Or scroll down to browse all our study skills resources and tutorials.

General Study Skills Guides

The following are general study skills guides, tutorials and articles for students, parents and
teachers that offer proven tips and strategies for improving study skills habits, effectiveness and
learning ability. Topics covered include time management, learning style, note taking, reading,
math, vocabulary, writing, and listening, among others.

 Study Skills Checklist

 Discover Your Learning Style
 10 Habits of Highly Successful Students
 Improving Reading Comprehension
 Study and Learning Skills for Online Classes
 The Cornell System for Taking Notes
 Improving Your Note Taking
 Improving Your Memory
 Effective Listening Skills
 Using Effective Time Management To Optimize Your Studying
 Coping With Test Anxiety
 Finding a Good Study Location
 Using Studying Groups
 Strategies for Reading Textbooks
 SQ3R Strategy for Reading Textbooks
 A Guide for Studying Math
 Solving Math Word Problems
 Vocabulary Building Strategies
 Basics of Writing An Essay
 Writing Research Papers
 Setting and Achieving Goals
 The Forgetting Curve
 The Study Cycle
 The Learning Pyramid Explored

Test Taking Guides

Test taking is a skill in and of itself. Even some of the brightest students struggle when it comes
to test taking. Learning how to take tests is an important aspect of educational performance,
development and progression. Below we'll explore both general and specific tips and strategies
for taking and enhancing performance on various types of tests, including short answer, multiple
choice, essay, oral, openbook, and standardized.

 Test Preparation Tips

 Simple Strategies for Improving Test Performance
 Test Taking Strategies
 Short Answer Tests
 Taking Essay Tests
 Multiple Choice Test Taking Tips
 True/False Tests
 Quantitative and Math Test Preparation Strategies
 Openbook Tests
 Oral Test Taking
 ACT Test Taking Strategies
 SAT Test Taking Tips and Techniques
 Top 5 GMAT Study Tips
 LSAT Strategies
 How To Study for the MCAT
 Test Taking Strategies for Nursing Students
 NCLEX Test Preparation Guide

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Study Skills Resources by Subject

Understanding general, yet proven, strategies for studying and test taking is the first step to
becoming an effective learner and student. However, each subject you study is unique and
requires a slightly different learning approach. For example, learning how to do calculus is very
different than studying American heritage. While both subjects require good study habits,
effective listening, and reading comprehension skills, each requires a different approach to
learning. Below we'll explore specific study skills and strategies as they relate to performance
within individual subject areas.

 Accounting
 Anthropology
 Astronomy
 Biology
 Business
 Chemistry
 Computer Science
 Economics
 Engineering
 English
 Foreign Language
 Geography
 Geology
 History
 Law
 Math
 Nursing
 Physics
 Political Science
 Science
 Sociology

 Essay Exam Strategies

IN CLASS:
 Receive Questions Ahead of Time Don’t Receive Questions Ahead of Time
Make Outlines for Each Possible Question Focus on Main Topics
Select a Quote or Two for Each Question Find General Issues That Run Throughout The Class
Arrange A Study Group Look For Themes in Each Piece or Section
Brainstorm Possible Questions and Prepare
Outlines for those


Take Home Essay Exams During the Exam

Don’t Wait Until the Last Minute Set a Time Schedule (Have a Watch, Monitor Time,
Analyze: Identify, Explain, Compare, Argue, Evaluate How Much Time You Have For Each Question)
Assess
Outline your Essay Select Questions and Make Brief Outlines for Each
Find Quotes (Watch Length and Make
Relevant) Always Think Before You Write
Check Writing
PROOFREAD PROOFREAD PROOFREAD Proofread What You have Written


Essay Exam Directive Terms

Term Meaning
Compare Examine qualities or characteristics to discover resemblances. “Compare” is
usually stated as “compare with” meaning you are emphasizing similarities,
although differences may be mentioned.
Contrast Stress dissimilarities, differences, or unlikeness of things, qualities, events,
or problems.
Criticize Express your judgment on correctness or merit. Discuss the limitations and
good points or contributions of the plan or work in question.
Define Definitions call for concise, clear, authoritative meanings. Details are not
required but limitations if the definition should be briefly cited. You must
keep in mind the class to which a thing belongs and whatever differentiates
the particular object from all others in the class.
Describe In a descriptive answer you should recount, characterize, sketch, or relate in
narrative form.
Diagram For a question which specifies a diagram you should present a drawing,
chart, plan, or graphic representation in your answer. Generally you are
expected to label the diagram and in some cases add a brief explanation or
description.
Discuss The term discuss, which appears often in essay questions, directs you to
examine, analyze carefully, and present considerations pro and con
regarding the problems or items involved. This type of question calls for a
complete and entailed answer.


Enumerate The word enumerate specifies a list or outline form of reply. In such
questions you should recount, one by one, in concise form, the points
 required.
Evaluate In an evaluation question you are expected to present a careful appraisal of
the problem stressing both advantages and limitations. Evaluation implies
authoritative and, to a lesser degree, personal appraisal of both
contributions and limitations.
Explain In explanatory answers it is imperative that you clarify and interpret the
material you present. In such an answer it is best to state the “how or why”
reconcile any differences in opinion or experimental results, and, where
possible, state causes. The aim is to make plain the conditions which give
rise to whatever you are examining.
Illustrate A question which asks you to illustrate usually requires you to explain or
clarify your answer to the problem by presenting a figure, picture, diagram,
or concrete example.
Interpret An interpretation question is similar to one requiring explanation. You are
expected to translate, exemplify, solve, or comment upon the subject and
usually to give your judgment or reaction.
Justify When you are instructed to justify your answer you must prove or show
grounds for decisions. In such an answer, evidence should be presented in
convincing form.
List Listing is similar to enumeration. You are expected in such questions to
present an itemized series or tabulation. Such answers should always be
given in concise form.
Outline An outline answer is organized description. You should give main points and
essential supplementary materials, omitting minor details, and present the
information in a systematic arrangement or classification.
Prove A question which requires proof is one which demands confirmation or
verification. In such discussions you should establish something with
certainty by evaluating and citing experimental evidence or by logical
reasoning.
Relate In a question which asks you to show the relationship or relate to, your
answer should emphasize connections and associations in descriptive form.
Review A review specifies a critical examination. You should analyze and comment
briefly in organized sequence upon the major points of the problem.
State In questions which direct you to specify, give, state, or present, you are
called upon to express the high points in brief, clear narrative form. Details,
and usually illustrations or examples, may be omitted.
Summarize When you are asked to summarize or present a summarization, you should
give in condensed form the main points or facts. All details, illustrations and
elaboration are to be omitted.
 10 Important Essay Writing Skills
You Need to Know
November 13, 2017

You’ve probably heard the phrase, “Practice makes perfect.” And you know that this applies to
almost anything you do in life: sports, music, debate, public speaking, dungeon master, whatever.
Essay writing skills are just the same. You must practice to get better.

But practice only takes you so far. You’ll also need the right tools.

Batman wouldn’t be nearly as prepared to fight Joker without all of his fancy gadgets, and you won’t
become a great essayist without rocking some serious writing skills in your utility belt.

In this post, I’ll walk you through 10 important writing skills you’ll need to know to write an awesome
paper.

1. Essay Writing Skills: The Fundamentals

This is the most important part of the writing process. LeBron James can dunk like crazy, but without
having some of the basics down, he would never have become such a great player. So let’s start
small.

Read, read, read

Reading is one of the best ways to start working out those writing muscles. It becomes a skill when
you’ve read a lot of different things that give you new perspectives or challenge your thoughts.

The more you read, the more you know, and knowing more will help you craft better essays.

You should also read plenty of sample essays in the category of your essay assignment. Seeing
how a successful essay is put together can be super useful.

Know your interests

And dive into them. A lot of college English handbooks offer essay prompts to help students see
what types of topics can work well for the assignment.

But don’t just take the easy way out: you’’ll have a much easier time if you focus on topics that
interest you—things you care about.
2. Organizing Your Thoughts

Starting an essay without getting your ideas in order is like putting together a puzzle without the
picture…and half the pieces are missing. It’s just not going to work, so brush up on these techniques
before getting started.

Brainstorm
In a nutshell, brainstorming is when you think about different ideas and make notes to just get the
creative juices flowing. A simple way to do this is to answer these questions:

 “What might I write about?”

 “Why am I writing about this? Why is it important?”
 “Who’s going to care about this other than me? Why?”

There are plenty of useful brainstorming methods out there. If possible, try to conduct a group
brainstorming session before writing an essay, so you can openly discuss your topic(s) with others
and get feedback and ideas.

Outline
While brainstorming helps you generate ideas, outlining gives them a structure. Outlining your
essay ahead of time will save you from writing yourself into a corner, not knowing what to talk about
next.

When you structure the points of your essay from beginning to end, you set tangible goals for
yourself, which is much easier than just winging it.
3. Research

You might be a digital native, but how good are you at combing academic databases for resources?
Have you ever performed a Boolean search before?

If this is uncharted territory, then it’s time to get acquainted with proper research techniques that will
support your ideas, particularly if you’re writing an argumentative paper.

Using databases
If you’re a college student, then it’s very likely that you have access to a number of great academic
databases through your school library’s online portal.

This is important.

Popular sources, such as news and magazine articles and blogs, are usually not going to cut it when
it comes to supporting an argument. Your professor probably wants to see something more official,
such as a peer-reviewed source published by a credible academic institution.

This is where databases come in. To use these, make sure you can access them through your
school or university library website. Get help from your professor or librarian if need be.

Boolean search
Some students have a hard time finding things in databases because they’re not searching with
specific parameters.
 If you were writing a paper on graphic novels and all you type in is “graphic novels,” you would get
so many results that it would be impossible to find what you were looking for. Instead, try using built-
in Boolean parameters, such as AND, OR, and NOT.

Stuck on Your Essay?

Check out thousands of example essays.

Yes! Show me examples.

4. Tone and Voice

When writing your essay, always think about the tone. Whether you’re trying to explain something,
make an argument, etc., focus on the language you’re using. Are you trying to be forceful or
accommodating? Pragmatic or creative?

Whatever the case, knowing how to reach out to those in your audience and win them over is a great
skill to have.

Also focus on academic writing. When you write an essay, you’re creating something that’s a far cry
from how most of our daily communications occur.

An essay is not a Tweet nor a text, and your word

choices matter.

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An essay is not a Tweet nor a text, and your word choices matter.

Here’s a useful guide on writing in academic voice.

5. Starting an Essay
When you write an essay introduction, you have a few tasks to manage. You’re introducing the topic
and summarizing the essay and its goals. You’re also usually writing a thesis, and you should
always have a hook.

Summary
You write a summary to tell the reader what you’ll tell them. In a nutshell, your intro paragraph
introduces the topic or issue you’re writing about and tells the reader how and why you’re writing
about it.

While you can’t cover everything in a single intro paragraph (because you have to actually write the
paper too), your summary should discuss the main points or major supporting ideas in your essay
from beginning to end.

Thesis
A thesis is your main argument wrapped up into one or two sentences, usually near the end of your
intro paragraph. It should be specific in telling the reader exactly what your stance is and what main
pieces of evidence or logic reinforce it.

There are different ways of writing a thesis for the various types of essays out there, so make sure
yours fits!

Hook
Having a good hook prevents readers from seeing nothing but “boring blah, blah, blah” when they
start reading your essay. A hook isn’t a cheesy clickbait headline. Its job is to intrigue readers so that
they’ll want more.

Read How to Write Good Hook Sentences to get started with hooks.

6. Making an Argument
You can argue about almost any topic out there, but some are easier than others.

That said, your professor has probably read a million “Legalize Weed” papers, so being a little more
creative or finding a more specific part of a big issue to argue will likely win you big points in the long
run.

To start, do some initial research on a topic that interests you, and then look for an argument or
“conversation” that’s happening within that topic.

Now, think of writing that argument essay like it’s a family conversation at Thanksgiving dinner.
Every person at that table has an opinion about your topic, and you do too.

Writing your argument happens when you join the conversation and give your own ideas and
opinions about the topic. You draw on others’ comments that support your ideas and debate those
whose opinions are different from yours.

When you argue a topic, make sure you’re being smart and focused. Being overly simplistic won’t
get you very far.
 When you argue a topic, make sure you’re being
smart and focused.

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@Kibin
For example, let’s say you want to write an argument against GMOs. You wouldn’t just say that
“GMOs are bad.”

Instead, you would want to refine your argument to say what—specifically—about GMOs are bad
and why this is a problem. A smart and focused argument would look more like this:

GMOs pose a major threat to non-GMO crops due to their modified resistances.
These modified crops can weaken and destroy neighboring non-GMO crops,
thus financially burdening many farmers and decreasing biodiversity within the
food chain.

7. Supporting an Argument
Just like Grandma’s roast, a good argument needs all the right ingredients to keep people coming
back for more.

Ethos, logos, and pathos

Ethos is your credibility in your argument. If the reader doesn’t see you as an expert on your topic,
then you need to show that your ideas are reinforced by credible voices—experts in the field of your
topic.

Logos is your logical support. Make sure that any arguments you make to support your thesis don’t
contain any logical fallacies. It’s a lot harder for readers to poke holes in your argument if the logic is
rock-solid.

Pathos is your emotional support. Know your intended audience, and appeal to their interests and
emotions. A good example of pathos is in Dr. Martin Luther King Jr’s Letter From Birmingham Jail.

In the letter, King appeals to his audience by citing their common connection and goals as
clergymen. Pathos brings humanity to the words you write, so make sure you have it in your paper.
Your argument needs a healthy balance of both logos and pathos. Have only facts, and your paper
will seem boring and robotic. Have only an emotional appeal, and you won’t appear credible to the
reader.

Compromise
A good argument is never one-sided.

While you’ll be backing up your ideas with reputable sources from scholarly articles and the like, you
also want to acknowledge the validity of another viewpoint.

Discuss another side of the argument, and show some examples from research that make sound
points that go against your ideas. Just be sure to offer a strong rebuttal to continue supporting your
side of the argument.
8. Concluding an Essay

This is where you tell them what you told them. Think about how you use summary in your
introduction. You’ll do something similar when you end your essay in the conclusion.

The approach can be a bit different depending on the essay type, but for many of your essays, you’ll
follow this formula for the conclusion:
  Topic sentence that evokes a “falling action” (e.g., “With the evidence against GMO use in
sustainable modern farming, it is clear that another direction is required”).

 Review your strongest points of evidence or supporting logic, and briefly summarize them in
several sentences.

 Restate your thesis. Not word for word—the language here should naturally flow from one
sentence to the next. Don’t just copy and paste your thesis.

For essays that aren’t argumentative or persuasive, focus on leaving readers with a strong final
impression—whatever message you want them to take away from your words.

9. Self-Edit
Never EVER blow through a single draft of an essay and turn it in to your professor. One of the best
essay writing skills you can develop is the ability to review and edit your essay for mistakes in
grammar, typos, and logic.

Here are some ways to go about the editing process.

Error check
You’ve already spent a lot of time with the words you’ve written, so it can seem like a daunting task
to have to read them all over again.

So if you need to take a break, even a day or two, before you’re able to sit down and review your
work, that’s okay. Just make sure you give yourself enough time to do so.

Read through each sentence carefully to catch any spelling errors that Word may have missed.
Check for punctuation issues, especially commas and end punctuation. Do you have any incomplete
thoughts, awkward phrases, or run-on sentences? Correct them as you go.

Sometimes it helps to read your paper aloud—it’s way easier to catch awkward sentences this way.
If you find yourself stumbling midway through a sentence, then you probably need to rewrite it to
make it clearer and more coherent.

Peer review
Have a good friend—one who likes to help—review your paper too. After all, two heads are better
than one, and your friend may catch things that you missed.

Also ask your friend to be an objective voice and offer advice. If any parts of your essay seem weak
or confusing, your friend can probably point this out to you so that you can fix these items before
turning in your paper.

Ask a pro
Develop a good relationship with your professors. You’ll have an easier time asking them questions
about your work, and they’ll be more willing and able to help you if they have a better understanding
of your needs up front.

Your campus probably also has a writing center or some sort of tutoring program that can help get
you on the right track.

Check to see if there are any free services for students. Usually, these tutors won’t edit your paper
for you, but they can help point out mistakes and guide you toward success.

Kibin can do all of the above, of course! If you need your paper edited or if you need some advice on
how to make it stronger overall, Kibin editors have got your back.

10. Learn to Accept (and Improve From) Failure

Some of the most heart-sinking moments in a college student’s life come from seeing that giant “D”
or “F” scribbled in red pen at the top of an essay that took a lot of time and hard work to finish.

And while it’s important to try your best, don’t let a failed essay get you down. Instead, carefully
review your professor’s comments and marks. They’re meant to help you improve.

No student is perfect—we all start somewhere.

And while improving your writing may seem like an uphill climb, every small step toward
improvement is a step in the right direction. If anything is unclear, keep your cool, and ask to meet
with your professor during office hours to go over your work.

You’ll be really glad you did.

Few students are “bad at English.” Instead, you may have some trouble with commas or tone or
research, but these are all fixable things. Keep practicing your essay writing skills, and you will get
better.
Get help from friends or professionals when you’re stuck, and enjoy small accomplishments along
the way. Failure is, after all, just the first step toward your success.

Want some more inspiration for overcoming failure? Check out this blog post.

The Takeaway
Writing at the college level can be a tricky process even for the smartest, most confident of us. But
now you know all about these 10 really important essay writing skills, so you’ll be in much better
shape the next time you sit down at the keyboard.

Be sure to check out other blogs and resources linked in this post—they’ll help you prepare for the
various types of writing you’ll be doing throughout your college career.

And don’t forget that Kibin is here to help make those essays shine.

9 technical writer skills you should learn

Catherine Heath | December 6, 2018
 Technical writing is a type of writing where the author is writing about a particular subject
that requires direction, instruction, or explanation. This style of writing has a very different
purpose and different characteristics than other writing styles such as creative writing,
academic writing or business writing.

Types of Technical Writing. Technical writing provides detail-oriented instruction to help

users understand a specific skill. The most common types include: Traditional: Repair manuals,
medical studies. End-user documentation: Electronics, consumer products.

Types of Technical Writing

Technical writing provides detail-oriented instruction to help users understand a
specific skill. The most common types include:
 Traditional: Repair manuals, medical studies
 End-user documentation: Electronics, consumer products
 Technical marketing content: Press releases, catalogs
Each type of writing is then narrowed down with subcategories for the purpose
of providing simplified instruction for users.
This post is about the top skills you need to learn in order to flourish in a
career as a technical writer. Technical Writer is currently one of the top jobs in
the Creative & Media industries, and it’s also an expanding field.

The role of a technical writer is broad but it can be boiled down to a key skill
set. Writing is the core skill of a technical writer but by no means the only
skill.

We’ll go into a list of those skills now, with some tips on how you can improve
them!

1. Writing abilities
We’ve already covered the basic principles of plain writing in another post. As
a technical writer, you must be able to write in a clear and compelling way.

Technical writing is a little different from other writing in that it’s not meant to
be entertaining – unfortunately, not many people read technical writing for fun.
It’s to-the-point and this is important, since it can mean the difference between
life and death in some cases!

Great technical writing is more about the audience than it is about the writer,
and it should be tailored to your their specific context. Your writing should
emphasize the channel of communication between you as the writer and your
intended audience.

Ask yourself, what is your intended message? How can you best
communicate that message in an efficient and clear way?
2. Capacity for empathy
This comes up time and time again as a core technical writer skill. It’s been
the subject of many conference talks at Write the Docs. Empathy is a skill and
you can build your empathy.

Empathy is your ability to put yourself in someone else’s shoes and imagine
what it is like to be them. It may be one of the most important skills for a
technical writer to have.

Use your empathetic abilities to guide your writing and recreate your user’s
mindset and situation. The job of the technical writer is often to be a bridge
between users and the rest of the company.

Step outside your own biases to experience someone else’s perspective.

Build empathy by really trying to imagine what it is like to be your user.

Ask yourself, what causes them pain? What makes them happy?

3. Research skills
It’s not possible for a technical writer to ask the Subject Matter Experts for all
the answers. Research skills are the foundation of the technical writers
skillset, which is the ability to gather and interpret information.

Research is all about finding the information you need and using your skills to
find reliable sources. You must be able to critically review the information in
front of you, and decide what’s worth including in your writing.

To even begin to research, you must formulate a potential question or

framework. Research is the ability to audit what you already know, create an
accurate picture of a product or tool, and identify the gaps in your knowledge.
 You should be able to assign the correct weight of importance to the different
types of data you encounter, and be able to interpret the meaning of what’s in
front of you. How does new information fit into the larger context?

Ask yourself, how can I find out the answer to this question? What do I know
already? What is missing?

4. Problem solving/troubleshooting skills

Just as problem solving is a key skill for customer support reps, so it is for
technical writers. Technical writers are experts at using search engines to find
out answers. Finding problems and fixing them is part of the documentation
process.

Problem solving means instead of giving up when experiencing frustration,

you become ever more determined to find a solution to the problem

Problems are the foundation of the technical writer’s role – if you find a
problem, you must document it. You have to be able to anticipate potential
problems for users and provide a solution in your documentation.

Sometimes the problem is so great it actually constitutes a bug in the software

or problem with the product itself. Being able to distinguish between normal
quirks and serious flaws is a key skill for technical writers.

5. Interviewing Subject Matter Experts

Interviewing Subject Matter Experts for documentation is another key skill for
technical writers.

Interviews can be divided into several stages:

 Building relationships
 Identifying relevant SMEs

 Setting up the interview

 Conducting the interview

 Reviewing material

 Writing documentation

You have to be able to identify the information you need from the SME and
elicit that information in a polite, respectful way. You need the skills to put
someone at ease, but also to keep them on track for the interview.

Some challenges you may come up against include documentation being a

low priority for the rest of the team, which creates a barrier for you to be able
to get the information you need.

6. Networking & Communication skills

Building relationships with colleagues and other Subject Matter Experts
makes the job of a technical writer much easier. Remember, you are the
bridge between the user and the rest of the company.

It’s the technical writers job to know about everyone’s role at the company.
You never know when you might need to call on someone for their input for
documentation.

You need the confidence to go after the information that you need and asking
for favours and getting people to do things is easier if you lay the groundwork
beforehand
Give everyone five minutes of your time and foster your community
connections. Identify key influencers within your company who may be able to
get you access to other colleagues, and befriend them.

7. Editing skills
Editing your own writing is definitely an essential part of a technical writer’s
job.

Good writing is more about editing than it is actual writing. The editing process
is where you check the grammar, spelling, and overall presentation of your
documentation.

Even though you could benefit from a professional proofreader, much of the
editing can be done yourself.

A writer can get too close to his or her work during the writing process. If you
can, leave your documentation for a day before you review it for editing. If
you’re pushed for time, change the font or colour of the document can help
you see it with fresh eyes.

8. Technical proficiency
Depending on what type of technical writer you are, the type and level of
technical skill you need will vary.

Some technical capacity is essential, even if it’s just an excitement for learning
how things work. The more important part of your job is translating that
functionality into clear and useful help documentation.

Different types of jobs will require different levels of technical proficiency, and
some technical writing roles will even require an engineering degree. Others
require development experience. Technical Writer Bart Leahy has some
excellent thoughts to offer on the need for a degree.

Technical skill needs to be judged on a case-by-case basis, and a good rule

of thumb is to always try to develop your technical skills. Technical Writer
Amruta Ranade has some great advice on improving your technical skill.

9. Visual presentation skills

Some technical writers specialize in producing technical illustration, but the
more general technical writer can still benefit from developing his or her
design skills.

A lot of documentation is now web-based, and the web is a naturally visual

medium. Being able to include a diagram or attractive screenshot with your
documentation can help with comprehension and take it to the next level. If
you can make videos, so much the better.

You need to be mindful of presenting your written and visual content in an

accessible way for screen readers, but visual content can go a long way to
engaging your audience.

Final remarks
Skills are not the same as attitude, although attitude is important. You need to
be curious and persistent to be a technical writer, but you must also develop
your concrete skills.

Technical writers have a diverse range of abilities, and must constantly stay
up-to-date with the latest technological developments.
At times they are required to sit down and write for long periods, and at other
times they have to network and interview people. They also have to
understand and be confident with technology. Technical writers are not your
typical “writer types”.

Presentations skills and public speaking skills are very useful in many
aspects of work and life. Effective presentations and public speaking skills are
important in business, sales and selling, training, teaching, lecturing, and
generally feeling comfortable speaking to a group of people.

TABLE OF CONTENTS

1. Fear of Public speaking and presentations

2. Understanding/Overcoming Fear

3. Tips for effective presentations

4. Tips for Using Visual Aids

5. Preparation and creating your presentation

6. Delivering Presentations Successfully

7. Summary

Presentations skills and public speaking skills are very useful in many aspects of
work and life. Effective presentations and public speaking skills are important in
business, sales and selling, training, teaching, lecturing, and generally feeling
comfortable speaking to a group of people.

Developing the confidence and capability to give good presentations, and to

stand up in front of an audience and speak well, are also extremely helpful
competencies for self-development and social situations.

Presentation skills and public speaking abilities are not limited to certain special
people - anyone can give a good presentation, or perform public speaking to a
professional and impressive standard. Like most specialisms, this
requires preparation and practise.

The formats and purposes of presentations can be very different, for example:
oral (spoken), multimedia (using various media - visuals, audio, etc), powerpoint
presentations, short impromptu presentations, long planned presentations,
educational or training sessions, lectures, and simply giving a talk on a subject to
a group on a voluntary basis for pleasure. Even speeches at weddings and
eulogies at funerals are types of presentations.

Yet every successful presentation uses broadly the essential techniques and
structures explained here.

This article provides:

 A guide to the process of creating effective presentations,

 Tips and techniques for successfully delivering presentations
 Explanations and methods for reducing presentation fears and stresses -
notably through the use of preparation and control, to build confidence

Fear of Public speaking and

presentations
You are not alone if the thought of speaking in public scares you. On the
contrary.

Everyone feels fearful of presenting and public speaking to one degree or

another.

Giving a presentation is very worrying for many people. Presenting or speaking

to an audience regularly tops the list in surveys of people's top fears - more than
heights, flying or dying.

Here is a popular saying (which features in many presentations) about giving

presentations and public speaking:

"Most people would prefer to be lying in the casket rather than giving the eulogy."

I first heard a speaker called Michelle Ray use this quote in the early 1990s. The
quote is often credited to Jerry Seinfeld, although the basic message is much
older. For example (thanks Dr N Ashraf) the ancient Tamil work Thirukkural (also
called Tirrukural) includes the following words in its aptly titled
chapter, Fearlessness in an Assembly:

"Many are ready to even die in battle, but few can face an assembly without
nerves."
Couplet 723, from Thirukkural/Tirrukural, also called the Kural - a seminal guide
to life and ethics attributed to the Tamil poet Thiruvalluvar, said to have lived
between about 200-10BC.

I am grateful also to R Ersapah for an alternative translation of couplet 723, and

below, a more modern literal interpretation:

"Many encountering death in face of foe will hold their ground; who speak
undaunted in the council hall are rarely found."

In more modern language this means:

"Many indeed may (fearlessly) die in the presence of (their) foes; (but) few are
those who are fearless in the assembly (of the learned)."

In a French translation, this is:

"Nombreux sont ceux qui peuvent affronter la mort face a leurs ennemis; rares
sont ceux qui peuvent sans crainte se tenir devant une assemblee."

The title of Tirrukural's chapter 73 is: Not to dread the Council (French: Ne pas
craindre les assemblees).

Couplet 727 says, amusingly and incisively:

"The learning of him who is diffident before an assembly is like the shining sword
of an hermaphrodite in the presence of his foes..." (French: "Les connaissances
de celui qui a peur des auditoires sont comme l'epee tranchante que tient
l'eunuque en presence de son ennemi..." )

I am informed (thanks again R Ersapah) that all of chapter 73 fits the theme
of public speech being one of the greatest challenges many people face in
their lives.

This is further evidence that speaking in public is not just a modern fear - this fear
has been in humankind for at least 2,000 years.

Incidentally the English translation of Tirrukural comprises various chapters such

as: Domestic Virtues, Ascetic Virtue, Royalty, Ministers of State, The Essentials
of a State. The English Translations are by Rev Dr G U Pope and Rev W H
Drew. The French translation is by a Mauritian author M Sangeelee.

I'm always keen to receive and share old examples of public-speaking-and-fear

analogies - if you know any please send them.
Understanding/Overcoming Fear
The key to managing and controlling anything is first to understand it, especially
its causes.

The cause of fear is (a feeling of) insecurity and/or an unfamiliar or uncontrollable

threat.

In the context of presentations and public speaking this is usually due to:

 Lack of confidence, and/or

 Lack of control (or a feeling of not having control) - over the situation, other
people (the audience) and our own reactions and feelings
 And (in some cases) possibly a bad memory or experience from our past

The effects of these are heightened according to the size of the audience, and
potentially also the nature of the audience/situation - which combine to
represent a perceived uncontrollable threat to us at a very basic and instinctive
level (which we imagine in the form or critical judgment, embarrassment,
humiliation, etc).

This 'audience' aspect is illustrated by the following:

"Most of us would not feel very fearful if required to give a presentation to a class
of 30 five-year-old children, but we would feel somewhat more fearful if required
to give a presentation to an interview panel of three high court judges. So
audience size is not everything - it's the nature of the situation and audience too."

As such audience size and situation are circumstantial factors which can
influence the degree of anxiety, but they are not causal factors in themselves.
The causes exist because of the pressure to command, control, impress, etc.

Confidence and control

The two big causal factors (low confidence and control) stem typically from:
  Inadequate preparation/rehearsal, and/or
 Low experience.

If we have a bad memory which is triggering a fear response, then it is likely that
the original situation we recall, and which prompts our feelings of anxiety,
resulted from one or both of the above factors.

Preparation and rehearsal are usually very manageable elements. It's a matter
of making the effort to prepare and rehearse before the task is upon us.
Presentations which do not work well usually do so because they have not been
properly prepared and rehearsed.

Experience can be gained simply by seeking opportunities for public speaking

and presenting to people and groups, wherever you feel most comfortable (and
then try speaking to groups where you feel less comfortable). Given that
humankind and society everywhere are arranged in all sorts of groups - schools
and colleges, evening classes, voluntary groups, open-mic nights, debating
societies, public meetings, conferences, the local pub, sports and hobby clubs,
hospitals, old people's homes, etc, etc - there are countless groups everywhere
of people and potential audiences by which you can gain speaking and
presenting experience - this is not so difficult to achieve.

So experience is actually just another manageable element before the task,

although more time and imagination is required than in preparing and rehearsing
a particular presentation.

Besides these preparatory points, it's useful to consider that fear relates
to stress.

Stress can be managed in various ways. Understanding stress and stress

management methods can be very helpful in reducing the anxiety we feel before
and while giving presentations and public speaking.

Physiology, chemistry, stress

Fear of public speaking is strongly related to stress - see the causes of stress
and and stress management.

A common physical reaction in people when having to speak in public is a

release of adrenaline and cortisol into our systems, which is sometimes likened
to drinking several cups of coffee. Even experienced speakers feel their heart
thumping very excitedly indeed.

This sensational reaction to speaking in public is certainly not only felt by

novices, and even some of the great professional actors and entertainers suffer
with real physical sickness before taking the stage or podium.

So you are not alone. Speaking in public is genuinely scary for most people,
including many who outwardly seem very calm.

Our primitive brain shuts down normal functions as the 'fight or flight' impulse
takes over - see FEAR under the acronyms section (note: there is some adult
content among these acronyms for training and presentations).

But don't worry - every person in your audience wants you to succeed. The
audience is on your side (if only because they are very pleased that it's you up
there in the spotlight speaking and not them).

All you need to do is follow the guidelines contained on this page, and everything
will be fine. As the saying goes, don't try to get rid of the butterflies - just get them
flying in formation.

(Incidentally the origins this famous public-speaking/performing butterflies

metaphor is typically given as "There is nothing wrong with stomach butterflies!
You just have to get them to fly in formation!" - see the attribution information for
the butterflies metaphor on the inspirational quotes page.)

So, how do you calm the butterflies and get them flying in formation?

The answer (where butterflies equate to fear) is clear and simple in the
following maxim:

To calm the butterflies you must be relaxed. To be relaxed you must be

confident. To be confident you must be prepared and rehearsed.

Good preparation is the key to confidence, which is the key to being relaxed,
and this calms the butterflies,(i.e., overcomes the fear).

Put another way, according to logical ' cause and effect':

Preparation + Rehearsal > Confidence > Calm > = Fearlessness

Good preparation and rehearsal will reduce your nerves by 75%, increase the
likelihood of avoiding errors to 95%. (Source: Fred Pryor Organisation, a
significant provider of seminars and open presentation events.)

And so this is the most important rule for effective presentations and public
speaking:

Prepare, which means plan it, and practise/rehearse it.

Then you'll be in control, and confident.

Your audience will see this and respond accordingly, which in turn will help build
your confidence, and you even start to enjoy yourself too.

And remember that there is a cumulative effect:

Every successful presentation that you create and deliver generates more
experience and confidence for you, which makes every future presentation easier
and more successful for you, and so it goes, until every last butterfly is calmed.

Tips for effective presentations

1. Preparation and knowledge (of subject and the presentation itself) are the pre-
requisites for a successful presentation, which importantly produce confidence
and control, in turn important for relaxing the presenter, and the audience.
2. As a presenter, remember and apply Eleanor Roosevelt's maxim that "no-one can
intimidate me without my permission". When you are a presenter you are in
charge. The audience generally accepts this, and you are within your rights to
control anyone who does not.
3. Remember also that "depth of conviction counts more than height of logic, and
enthusiasm is worth more than knowledge", (which is apparently attributed to
David Peebles, about whom I have no further details - please let me know if you
do). Passion is therefore a very powerful component in any successful
presentation.
4. Good presenting is about entertaining as well as conveying information. As well,
people retain more if they are enjoying themselves and feeling relaxed. So
whatever your subject and audience, try to find ways to make the content and
delivery enjoyable - even the most serious of occasions, and the driest of
 subjects, can be lifted to an enjoyable or even an amusing level one way or
another with a little research, imagination, and humour/humor.
5. Enjoyment and humour are mostly in the preparation. These effects are not
easily produced spontaneously. You don't need to be a natural stand-up
comedian to inject enjoyment and humour into a presentation or talk. It's the
content that enables it, which is very definitely within your control.
6. Research and studies generally indicate that in presentations you have between 4
- 7 seconds in which to make a positive impact and good opening impression, so
make sure you have a good, strong, solid introduction, and rehearse it until it is
'second nature' to you and an action of 'unconscious competence'.
7. Try to build your own credibility in your introduction, and create a safe
comfortable environment for your audience, which you will do quite naturally if
you appear to be comfortable yourself.
8. Smiling helps a lot. It will relax you and the audience. In addition to giving you a
relaxed calm appearance, smiling actually releases helpful 'happy' chemicals into
your nervous system, and makes you feel good.
9. So does taking a few deep slow breaths make you feel relaxed - low down from
the pit of your stomach - before you take to the stage.
10. Avoid starting with a joke unless you are supremely confident - jokes are high risk
things at the best of times, let alone at the start of a presentation.
I was sent this excellent and simple idea for a presentation - actually used in a job
interview - which will perhaps prompt similar ideas and adaptations for your own
situations.
At the start of the presentation the letters T, E, A, and M - fridge magnets - were
given to members of the audience.
At the end of the presentation the speaker made the point that individually the
letters meant little, but together they made a team
This powerful use of simple props created a wonderful connection between start
and finish, and supported a concept in a memorable and impactful way. (Thanks
P Hodgson)
N.B. There is a big difference between telling a joke and injecting enjoyment and
humour (US spelling, humor) into your talk. Jokes are risky. Enjoyment and
humour are safe. A joke requires quite a special skill in its delivery. Joke-telling is
something of an art form. Only a few people can do it well without specific
training. A joke creates pressure on the audience to laugh at a critical moment. A
joke creates tension - that's why it's funny (when it works). This tension equates
to an expectation in the listener, which produces a small degree of pleasure
when the joke works well, but a very unhelpful awkwardness if the joke is not
well-delivered or well-received. A joke also has the potential to offend, and jokes
are culturally very sensitive - different people like different jokes. Even
 experienced comedians can 'die' on stage if their jokes and delivery are at odds
with the audience type or mood. On the other hand, enjoyment and humour are
much more general, they not dependent on creating a tension or the expectation
of a punchline. Enjoyment and humour can be injected in very many different
ways - for example a few funny quotes or examples; a bit of audience
participation; an amusing prop; an amusing picture or cartoon; an amusing story
(not a joke). Another way to realise the difference between jokes and enjoyment
is consider that you are merely seeking to make people smile and be mildly
amused - not to have them belly-laughing in the aisles.
11. Apologising to the audience can also affect the moods and atmospheres of
presentations...
Generally try to avoid starting a presentation with an apology - unless you've
really made a serious error, or an apology is part of your plans, or an intentional
humorous device. Usually audiences will forgive you far more than you forgive
yourself. Apologising for trivial matters can cause audiences to feel
uncomfortable, and may also give the impression that you are not in control or
confident.
If you do have to apologise for something, make the apology briefly and clearly,
and if possible try to make light of it (unless it's really serious of course).
It is normal to make mistakes, and even the most experienced professional
speakers and presenters make mistakes, so just relax and keep calm if (when) you
make one.
In acknowledging minor mistakes it is usually better to keep the mood light and
relaxed, with phrases such as:
o "Observant delegates among you perhaps will have noticed (refer
to the error)..."
o "Welcome everyone. Who among you has noticed my deliberate
mistake?..."
o "Welcome everyone. You might have noticed the experimental
'deliberate mistake' icebreaker this morning (refer to the mistake).
Could you split into groups of three; analyse the situation, and
prepare a two-minute presentation as to how the 'corrective-action
loop' might be applied to minimize the chances of this happening
again...... No, seriously..."
12. Try to start on time even if some of the audience is late. Waiting too long
undermines your confidence, and the audience's respect for you.
13. The average attention span of an average listener is apparently (according to
various sources I've seen over the years) between five and ten minutes for any
 single unbroken subject. Younger 'Playstation' and 'texter' generations will have
even less tolerance than this, so structure your content accordingly.
14. Any audience will begin to wriggle and feel less comfortbale in their seats after
about 40 minutes of stting listening/watching. So presentations which are longer
than this time should include a reason for the audience to move a little, or ideally
stand up and move about, after about 40 minutes.
15. Break up the content so that no single item takes longer than a few minutes, and
between each item try to inject something amusing, amazing, remarkable or
spicy - a picture, a quote, a bit of audience interaction - anything to break it up
and keep people attentive.
16. Staying too long (ten minutes or more) on the same subject in the same mode of
delivery will send people into a trance-like state, when they are not properly
listening, watching or concentrating on the presentation - often called the MEGO
state (My Eyes Glaze Over). So break it up, and inject diversions and variety - in
terms of content and media (the different ways you can communicate to people
or engage their interest).
Using a variety of media and movement will maintain maximum interest.
Think of it like this - the audience can be stimulated via several senses - not just
audio and visual (listening and watching) - consider including content and activity
which addresses the other senses too - touch certainly - taste maybe, smell
maybe - anything's possible if you use your imagination. The more senses you can
stimulate the more your audience will remain attentive and engaged.
17. You can stimulate other things in your audience besides the usual 'senses'.
You can use content and activities to stimulate feelings, emotions, memories, and
even physical movement.
Simply asking the audience to stand up, or snap their fingers, or blink their eyes
(assuming you give them a good reason for doing so) immediately stimulates
physical awareness and involvement.
Passing several props or samples around is also a great way to stimulate physical
activity and involvement.
18. Quotes are a wonderful and easy way to stimulate emotions and feelings, and of
course quotes can be used to illustrate and emphasise just about any point or
concept you can imagine.
Research and collect good quotations and include then in your notes. Memorise
one or two if you can because this makes the delivery seem more powerful.
See the funny quotations and inspirational quotes webpages for ideas and
examples.
Always credit the source of quotes you use.
Interestingly, Bobby Kennedy once famously failed to credit George Bernard
 Shaw when he said that "Some men see things as they are and ask 'why?'; I dare
to dream of things that never were and ask 'why not?'.".
19. Failing to attribute a quote undermines a speaker's integrity and professionalism.
Conversely, giving credit to someone else is rightly seen as a positive and
dignified behaviour.
Having quotes and other devices is important to give your presentation depth
and texture, as well as keeping your audience interested... "If the only tool in your
toolbox is a hammer you'll treat everything as a nail." (Abraham Maslow)
20. So don't just speak at people. Give them a variety of content, and different
methods of delivery - and activities too if possible.
21. Be daring and bold and have fun. Use props and pass them around if you can. The
more senses you can stimulate the more fun your audience will have and the
more they'll remember.
22. Some trainers of public speaking warn that passing props around can cause a loss
of control or chaos. This is true, and I argue that it's good. It's far better to keep
people active and engaged, even if it all needs a little additional control. Better to
have an audience slightly chaotic than bored to death.
23. Planned chaos is actually a wonderful way to keep people involved and enjoying
themselves. Clap your hands a couple of times and say calmly "Okay now - let's
crack on," or something similarly confident and un-phased, and you will be back
in control, with the audience refreshed for another 5-10 minutes.
24. Create analogies and themes, and use props to illustrate and reinforce them.
For example a bag of fresh lemons works well: they look great, they smell great,
they feel great, and they're cheap, so you can give out loads and not ask for them
back - all you have to do is think of an excuse to use them!
25. Here are examples of fun, humour, interest, participation and diversion that you
can use to bring your presentation to life, and keep your audience attentive and
enjoying themselves. Some people in the presentation field refer to these
presentational elements as 'spice'. Like the spice of a meal, spice in a
presentation gives it a lift - stimulates the senses, and adds texture and richness.
Here are examples of the many sorts of 'spice' elements you can add to a
presentation:
o Stories
o Questions and 'hands-up' feedback
o Pictures, cartoons and video-clips
o Diagrams
o Video-clips and sound-clips
o Surveys and statistics
o Straw polls (a series of hands-up votes/reactions which you record
and then announce results)
 o Inviting a volunteer to take the stage with you (for a carefully
planned reason)
o Audience participation exercises
o Asking the audience to do something physical (clapping, deep
breathing, blinking, finger-snapping, shouting, and other more
inventive ideas)
o Asking the audience to engage with each other (for example
introductions to person in next chair)
o Funny quotations (be careful not to offend anyone)
o Inspirational quotations
o Acronyms
o Props, samples, physical objects (see the visual aids ideas page)
o Examples and case-study references
o Fables and analogies
o Prizes, awards and recognising people/achievements
o Book recommendations
o Fascinating facts (research is easy these days about virtually any
subject)
o Statistics (which dramatically improve audience 'buy-in' if you're
trying to persuade)
o Games and exercises and icebreakers
o Body language, and the changing tone and pitch of your voice.
26. For long presentations of more than an hour or two, such as training sessions,
aim to have a 'rest' break every 45-60 minutes for people to get up and stretch
their legs, otherwise you'll be losing their attention regardless of the amount of
variety and diversion 'spice' you include.
27. Take the pressure off yourself by not speaking all the time. Get the audience
doing things, and make use of all the communications senses available.
28. Interestingly the use of visual aids generally heightens retention of the spoken
word - by 70% or more. The figure is demonstrably and substantially more than
70% for certain things, for example: try memorizing a person's face from purely a
verbal description, compared with actually seeing the face. A verbal or written
description is only fractionally as memorable as actually seeing anything which
has more than a basic level of complexity.
29. Some people refer to the following figures on the subject of information
retention, which are taken from Edgar Dale's theory called the Cone of
Experience:
 Edgar Dale's Cone of Experience

o Read 10%
o Heard 20%
o Seen 30%
o Heard and Seen 50%
o Said 70%
o Said and Done 90%

N.B. The original work by Edgar Dale was considerably more than a line of
statistics. The ideas date back to 1946, and are subject to debate and different
interpretation. These figures should therefore be regarded as much more
symbolic than scientifically accurate, especially when quoted out of the context
of Edgar Dale's wider work.

30. So use visual aids a lot in your presentations. Your voice is not the only or main
tool at your disposal. Get visuals working fully for you, and your presentations
will be more engaging, and a lot easier for you to deliver and enjoy.

Tips for Using Visual Aids

1. For printed visual aids with several paragraphs of text, use serif fonts (a font is a
typeface) for quicker readability.
2. For computer and LCD projectors use sans serif fonts, especially if the point size
(letter size) is quite small.
3. Arial is a sans serif font. Times is a serif font. (A serif font has the extra little cross-
lines at the ends of the strokes of the letters. Interestingly, serif fonts originated
in the days of engraving, before printing, when the engraver needed a neat exit
from each letter.)
4. Extensive sections of text can be read more quickly in serif font because the
words have a horizontal flow, but serif fonts have a more old-fashioned
traditional appearance than sans serif, and so stylistically can seem old-
fashioned, which does not fit certain presentations.
5. If you need to comply with a company/corporate typeface (font/letter design)
you'll maybe have no choice of lettering style. If you are creating and delivering
 the presentation for a company or organization of any sort then ask if there is a
recommended/compulsory 'house' typeface, and if so, then use it, along with
corporate colour/color schemes and branding. Marketing departments usually
keep this information.
6. Generally try to use no more than two different typefaces (fonts) and no more
than two size/bold/italic variants, or the text presentation becomes confused and
very distracting to read quickly and easily.
7. Whatever - try to select fonts and point sizes that are the best fit for your
medium and purpose.
8. If in doubt simply pick a good readable serif font and use it big and bold about 20-
30pt for headings, and 14 - 16 point size for the body text.
9. Absolutely avoid using upper case (capital letters) in lots of body text, because
people need to be able to read word-shapes as well as the letters, and of course
upper-case (capital letters) makes every word a rectangle, which takes much
longer to read, and becomes uncomfortable and tiring. Upper-case is acceptable
for short headings if you really must use it, but even for headings lower-case
lettering is best. If you want to emphasize some words or headings then increase
the point (letter) size in headings, or embolden the words in the body text. Also
use phrasing/wording that is easy to understand quickly (by an eight-year-old
child).
For example:

This heading is quicker and easier to read

THAN THIS HEADING CAN BE READ

And this passage can be read and understood and absorbed far more quickly and
effortlessly, because your brain recognises the shapes of the words, before it
reads the letters...
... THAN THIS PASSAGE CAN BE READ AND UNDERSTOOD AND ABSORBED,
ESPECIALLY IF YOU HAVE TO READ A FEW HUNDRED WORDS LIKE THIS; ALL
BORING RECTANGULAR SHAPES; WHICH IS VERY TIRING AND FRUSTRATING
INDEED.

10. See the marketing and advertising section for lots of tips and secrets about
presenting written/typed/electronic/printed words.
 11. See also the writing tips on this website for good general guidance and tips about
writing effectively, so that your audience can read, understand, and absorb what
you want to communicate to them.
12. Your own written cue/prompt cards and notes - Create your own prompts and
notes to suit your purpose and situation. Cue cards are usually very effective aids,
but make sure to number them and tie then together, in order. In the pressure
of a presentation it is very easy to accidentally shuffle or drop your cue cards,
which is then a serious nuisance and distraction for any presenter. A single ' at-a-
glance' timetable sheet is a useful aid for any presenter, especially for
presentations longer than half an hour, where keeping track is more challenging.
A timetable on one sheet is also useful to monitor your timing and pace.

Preparation and creating your

presentation
This is a sequential step-by-step process - a list of the main action points - for
creating and preparing a successful and effective presentation - large or small.
The process includes preparing, creating, checking, rehearsing, refining and
finalizing the presentation.

1. Think about your audience, your aims, their expectations, the surroundings, the
facilities available, and what type of presentation you are going to give (lecture
style, informative, participative, etc).
2. What are your aims? To inform, inspire and entertain, maybe to demonstrate and
prove, and maybe to persuade.
3. How do you want the audience to react?
4. Thinking about these things will help you ensure that your presentation is going
to achieve its purpose.
5. Clearly identify your subject and your purpose to yourself, and then let the
creative process take over for a while to gather all the possible ideas for subject
matter and how you could present it.
6. Think about interesting ways to convey and illustrate and bring your points to
life, so that your presentation is full of interesting things (think of these as
'spices') to stimulate as many senses as possible. A presentation is not restricted
to spoken and visual words - you can use physical samples and props, sound and
video, body movement, audience participation, games and questions, statistics,
 amazing facts, quotes, and lots more ideas to support your points and keep the
audience engaged.
7. Use brainstorming and 'mind-mapping' methods (mind-mapping is sketching out
ideas in extensions, like the branches of a tree, from a central idea or aim). Both
processes involve freely putting random ideas and connections on a piece of
paper - the bigger the sheet the better - using different coloured pens will help
too.
8. Don't try to write the presentation in detail until you have decided on the
content you need and created a rough structure from your random collected
ideas and material. See the brainstorming process - it's very helpful and relevant
for creating and writing presentations.
9. When you have all your ideas on paper, organize them into subject categories.
Three categories often work best. Does it flow? Is there a logical sequence that
people will follow, and which makes you feel comfortable?
10. Use the 'rule of three' to structure the presentation where possible, because sets
of three have a natural balance and flow. A simple approach is to have three
main sections. Each section has three sub-sections. Each of these can have three
sub-sections, and so on. A 30 minute presentation is unlikely to need more than
three sections, with three sub-sections each. A three day training course
presentation need have no more than four levels of three, giving 81 sub-sections
in all. Simple!
11. Presentations almost always take longer to deliver than you imagine.
12. When you have a rough draft of your presentation you should practise it, as if
you were actually in front of an audience, and check the timings. If your timings
are not right - (usually you will have too much material) - then you can now
adjust the amount of content, and avoid unnecessarily refining sections that need
to be cut out. Or if you are short of content, you can expand the presentation
material accordingly, or take longer to explain the content you already have.
13. You must create a strong introduction and a strong close.
14. You must tell people what you're going to speak about and the purpose or aim
of your presentation.
15. And if you finish with a stirring quotation or a stunning statistic, you must, before
this, summarise what you have spoken about and if appropriate, demand an
action from your audience, even if it is to go away and think about what you
have said.
16. Essentially the structure of all good presentations is to: "Tell'em what you're
gonna tell'em. Tell'em. Then tell'em what you told'em." (Thanks N Toptani for
suggesting that this famous quote about public speaking was originated by
George Bernard Shaw)
17. When you have structured your presentation, it will have an opening, a middle
with headed sections of subject matter, and a close, with opportunity for
questions, if relevant. This is still a somewhat flat 'single-dimensional'
script. Practice it in its rough form, which is effectively a 'read-through' rather
than a fully formed presentation with all aids and equipment.
18. Next you bring it to life as a fully formed presentation - give it space and life and
physicality and character - by blending in your presentation methods, aids, props,
and devices, as appropriate. This entails the equipment and materials you use,
case studies, examples, quotations, analogies, questions and answers, individual
and syndicate exercises, interesting statistics, samples, visual and physical aids,
and any other presentation aid you think will work. This stage often requires
more time than you imagine if you have to source props and materials.
19. Practice your presentation in rough full form with all your aids and devices.
Review and record the timings. They will be different compared to earlier simple
read-throughs. Amend and refine the presentation accordingly. Practise at this
stage is essential to build your competence and confidence - especially in
handling and managing the aids and devices you plan to use - and also to
rehearse the pace and timings. You'll probably be amazed at this stage to realise
how much longer the presentation takes to deliver than you imagined when you
were simply reading on your cards or notes.
20. If your presentation entails audio-visual (AV) support and equipment provision by
specialist providers then ensure you control the environment and these services.
If there are audio-visual aspects happening that you don't understand then seek
clarification. You must understand, manage and control these services - do not
assume that providers know what you need - tell the providers what you want,
and ask what you need to know.
21. Ask an honest and tactful friend to listen and watch you practice. Ask for his/her
comments about how you can improve, especially your body-language and
movement, your pace and voice, and whether everything you present and say
can be easily understood. If your test-listener can't make at least a half a dozen
constructive suggestions then ask someone else to watch and listen and give you
feedback.
22. Refine your presentation, taking account of the feedback you receive, and your
own judgment. Test the presentation again if there are major changes, and
repeat this cycle of refinement and testing until you are satisfied.
23. Produce the presentation materials and organise the equipment, and ensure you
are comfortable with your method of reading from notes, cards etc.
24. Practice your presentation it in its refined full form. Amend and refine as
necessary, and if possible have a final rehearsal in the real setting, especially if
the venue/situation is strange to you.
 25. Take nothing for granted. Don't guess or make assumptions about anything that
could influence your success. Check and double-check, and plan contingencies for
anything that might go wrong.
26. Plan and control the layout of the room as much as you are able. If you are a
speaker at someone else's event you'll not have complete control in this, but if
it's your event then take care to position yourself, your equipment and your
audience and the seating plan so that it suits you and the situation. For instance,
don't lay out a room theatre-style if you want people to participate in teams; use
cabaret-layout instead. Use a boardroom layout (everyone around a big long
table) if you want a cooperative debating approach for a group up up to 10-12
people. Consider splitting people into sub-groups if the total group size is more
than 10-12 people. (See guidance on managing groups sizes in
the teambuilding section.)
27. Make sure, when the room/venue is prepared, that (before delegates arrive)
everyone will be able to see you, and all of the visual displays (screen, wipeboard,
etc).
28. Make sure you understand, and if appropriate control and convey, the domestic
arrangements (fire drill, catering, smoking, messages, coffee and lunch breaks
etc). If you are running/starting the event, then this is your responsibility. It is
also good to remind people of these arrangements when restarting after a lunch-
break. So build these aspects into your presentation and timings if they are
required.

Delivering Presentations
Successfully
1. The day before your presentation see again the notes about calming your
butterflies - i.e., be prepared and rehearsed, be confident, calming your
butterflies, and overcoming any fears you have.
2. In the half-hour before your presentation: Relax. If you are not relaxed then try
to find a way to become so. Think about breathing slowly and deeply. Think
about calming relaxing things. Smile. If despite all your preparations you remain
scared, a good way to overcome your fear is just to do it. (Paraphrasing the great
philosopher Friedrich Nietzsche..) "What doesn't kill you makes you stronger."
Remember you are not alone among presenters in having these feelings, and the
 audience is on your side. Remember also, initial impact is made and audience
mood towards you is established in the first 4-7 seconds. So go for it.
3. Start with your solid practised opening, and smile. Enjoy it. Or look like you are
enjoying it.
4. Be firm, be confident and be in control; the stage is yours, and the audience is on
your side.
5. Introduce yourself and tell them what your going to tell them. Tell them why
you are telling them it; why it's important, and why it's you that's telling them.
6. Tell the audience how long your presentation will last, and explain when in the
presentation that the audience is able to ask questions.
7. It is generally easier to deliver and manage a presentation if you tell the audience
to ask their questions at the end. For a more participative and involving
presentation you can allow questions at any time, but ensure you keep firm
control of your timings, and the audience.
8. If your audience is more than about 30-40 people then it can become difficult to
take questions during the presentation, so for large groups, and certainly groups
exceeding 100 people it's generally best to take questions at the end of the
presentation.
9. By the time you've done this introduction you've established your authority,
created respect and credibility, and overcome the worst of your nerves. You are
probably enjoying it. If you're just giving a short presentation then by the time
you've done all this you've completed a quarter of it!
10. Be aware of your own body language and remember what advice you got from
your friend on your practice run. You are the most powerful visual aid of all, so
use your body movement and position well. Don't stand in front of the screen
when the projector is on.
11. If people talk amongst themselves just stop and look at them. Say nothing, just
look. You will be amazed at the effect, and how quickly your authority increases.
This silent tactic usually works with a chaotic audience too.
12. If you really need to change things during the presentation then change them,
and explain to the audience why you are doing it if that helps you and them.
13. If you want a respite or some thinking time, asking the audience a question or
involving them in an exercise takes the pressure off you, and gives you a bit of
breathing space.
14. Pausing is fine. A pause tends to seems like an age when you're up there
presenting, but actually the audience won't notice a pause, and will not think a
pause is a mistake, unless you draw attention to it. An occasional pause is
perfectly fine, and very reasonably helps you to concentrate on what you're going
to say next.
 15. Keep control. No-one will question your authority when you have control, so
don't give it up.
16. If you don't know the answer to a question then says so and deal with it later.
You have the right to defer questions until the end (on the grounds that you may
well be covering it in the presentation later anyway, or just simply because you
say so).
17. Close positively and firmly, thank the audience, and accept plaudits graciously.

Summary
Creating presentations: step by step
This is the basic sequence of actions for creating and preparing a presentation
up to the point of actually delivering the presentation to an audience:

1. Define purpose
2. Gather content and presentation ideas
3. Structure the subject matter (sections, headings, order)
4. Develop how to present it (style, elements, props, equipment)
5. Prepare presentation (wording, design, materials, equipment)
6. Practise and rehearsals (get feedback, refinement)
7. Plan venue, control the environment
8. 'Dress rehearsal' if warranted
9. Relax and prepare yourself - confidence and control

And in a little more detail..

Prepare the presentation

Consider:

1. What's the purpose?

2. For whom?
3. What outcomes and reactions are you seeking?

Consider the more detailed nature of:

 1. Subject and content, audience needs, type of presentation, equipment and
venue.
2. Create and gather ideas - brainstorm, mind-map, initially random, be innovative
and daring.
3. Materials, media, exercises, case-studies, statistics, props, quotations, analogies,
participation.
4. Anticipate questions, know your subject and reference points
5. Decide your notes system - cue cards, sheet notes.

Create and design the presentation

1. Plan the structure - sections, order, headings, intro/middle/close.
2. Tell'em what you're gonna tell'em, tell'em, tell'em what you told'em.
3. Use the ' rule of three'
4. Points of interest ('spice') and activities - early impact - create a credible
impression.
5. Consider audience attention span and audience profile to get the language and
tone right
6. Build the presentation, prepare equipment, prepare materials and props, create
your prompts or notes.
7. Dry-run practise, timings, fall-backs/contingencies.
8. Practise full presentation ('dress rehearsal'), get feedback, refine, practise and
practise. Practise gives you control. Control gives you confidence. Confidence and
control overcome fear.

Deliver your presentation

1. Relax.
2. If necessary revisit your notes about how to relax yourself. Stress can be
managed, and to a small degree it is part of the presentation experience.
Butterflies are exciting and beautiful, even if they are not in perfect formation.
3. You have prepared and practised, so your presentation will succeed and be
enjoyable.
4. Smile.
5. The audience is on your side.
6. Use a solid well-rehearsed opening, make immediate friendly impact.
7. "Tell'em what you're gonna tell'em, tell'em, then tell'em what you told'em."
8. Use confident body-language, control, firmness, confidence, speak your
audience's language, accentuate the positive (be positive and upbeat).
9. Pause when you need to and don't apologise for it - pausing is perfectly okay.
 10. Use audience participation where possible, be clear, calm, close powerfully and
simply and gratefully, and have fun!

Let's start our discussion of Compensation Management with a simple question: "What
is compensation?" In very simple terms, compensation is the results or rewards that
the employees receive in return for their work.
Compensation includes payments like bonuses, profit sharing, overtime pay,
recognition rewards and sales commission, etc.
Compensation can also include non-monetary perks like a company-paid car,
company-paid housing and stock opportunities. Compensation is a vital part of human
resource management, which helps in encouraging the employees and improving
organizational effectiveness.

From a manager's point of view, the compensation package offered to a company's

employees is essential not only because it costs money, but because it is likely to be
the primary reason the employees work for the firm.
Compensation packages with good pay and advantages can help attract and retain the
best employees. A quick survey of employees about compensation is likely to expose
an expectation that wages are fair and cover basic living expenses, keep up with
inflation, leave some money for savings (perhaps for retirement) and leisure, increment
over time.
A company's compensation scheme also informs a great deal about the firm's values
and cultures. Employees often look at what a company pays rather than what it
says. In many aspects, people behave as they are rewarded.
A compensation scheme projects what the company expects of its employees. For
example, if quality is an essential value, then it should be implemented through some
element of the total compensation system.

Objectives of Compensation Policy

The objectives of compensation policy are as follows −
 Allure suitable staff.
 Keep qualified personnel.
 Develop reward structures that are equitable with logical and fair pay relationships between
differently valued jobs.
 Manage pay structures to mirror inflationary effects.
 Assure that rewards and salary costs handle changes in market rates or organizational
change.
 Appraise performance, duty, and loyalty, and provide for progression.
 Abide with legal requirements.
 Maintain compensation levels and differentials under review and control salary or wage
costs.
Clearly, managing a firm's compensation policy is a complex task as it facilitates
systematically administered and equitable salaries, reconciles employees' career
aspirations with respect to earnings, aligns employees' personal objectives with those
of the organization, and keeps the firm's costs under control.
To summarize, compensation management is a synchronized practice that includes
balancing the work-employee relation by facilitating monetary and non-monetary
benefits for employees.
Importance of Compensation Management
A good compensation is a must for every business organization, as it gives an
employee a reason to stick to the company.
An organization gains from a structured compensation management in the following
ways −
 It tries to give proper refund to the employees for their contributions to the organization.
 It discovers a positive control on the efficiency of employees and motivates them to perform
better and achieve the specific standards.
 It creates a base for happiness and satisfaction of the workforce that limits the labor turnover
and confers a stable organization.
 It enhances the job evaluation process, which in return helps in setting up more realistic and
achievable standards.
  It is designed to abide with the various labor acts and thus does not result in conflicts
between the employee union and the management. This creates a peaceful relationship
between the employer and the employees.
 It excites an environment of morale, efficiency and cooperation among the workers and
ensures satisfaction to the workers.
In short, we can say that compensation management is required as it encourages the
employees to perform better and show their excellence as well as provides growth and
development options to the deserving employees.

Types of Compensations
We have learnt about what compensation and its importance is. However, when it
comes to an organization, be it private or public, compensations are further divided into
the following −

Direct Compensation

It is naturally made up of salary payments and health benefits. The creation of salary
ranges and pay scales for different positions within an organization are the central
responsibility of compensation management staff.
Direct compensation that is in line with the industry standards facilitates employees
with the assurance that they are getting paid fairly. This helps the employer not to
worry about the costly loss of trained staff to a competitor.

Indirect Compensation

It focuses on the personal encouragements of each individual to work. Although salary

is essential, people are most productive in jobs where they share the company's values
and priorities.
These benefits can include things like free staff development courses, subsidized day
care, the chances for promotion or transfer within the company, public recognition, the
ability to effect change or bring some changes in the workplace, and service to others.
These are the two types of compensation that need to be managed and have its own
contribution in the development of the organization. Moving forward, we will see the
different components of compensation.

Components of Compensation
Compensation as a whole is made up of different components that work as an aid for
an employee after retirement or in case of some accident or injury. Now we shall see
the key elements or components that make compensation.

Wages and Salary

Wages mark hourly rates of pay, and salary marks the monthly rate of pay of an
employee. It is irrelevant of the number of hours put in by an employee working in the
firm. These are subject to annual increase.

Allowances

Allowances can be defined as the amount of something that is allowed, especially

within a set of rules and regulations or for a specified purpose. Various allowances are
paid in addition to basic pay.
Some of these allowances are as follows −
 Dearness Allowance − This allowance is given to protect real income of an employee
against price rise. Dearness allowance (DA) is paid as a percentage of basic pay.
 House Rent Allowance − Companies who do not provide living accommodation to their
employees pay house rent allowance (HRA) to employees. This allowance is calculated as
a percentage of salary.
 City Compensatory Allowance − This allowance is paid basically to employees in metros
and other big cities where cost of living is comparatively more. City compensatory
allowance (CCA) is normally a fixed amount per month, like 30 per cent of basic pay in case
of government employees.
 Transport Allowance/Conveyance Allowance − Some companies pay transport
allowance (TA) that accommodates travel from the employee’s house to the office. A fixed
amount is paid every month to cover a part of traveling expenses.

Incentives and Performance Based Pay

Incentive compensation is performance-related remuneration paid with a view to

encourage employees to work hard and do better.
Both individual incentives and group incentives are applicable in most cases. Bonus,
gain-sharing, commissions on sales are some examples of incentive compensation.

Fringe Benefits/Perquisites

Fringe benefits include employee benefits like medical care, hospitalization, accident
relief, health and group insurance, canteen, uniform, recreation and the likes.
In recent years, a great deal of attention has been directed to the development of
compensation systems that go beyond just money. We can say that all the components
of compensation management play a very important role in the life of an employee.
In particular, there has been a marked increase in the use of pay-for-performance
(PrP) for management and professional employees, especially for executive
management and senior managers. Compensation is a primary motivation for most
employees.