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1. Functional English
Introduction

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

Improve language skills in all 4 core components of English learning(listening, writing, reading and speaking) Develop a higher degree of comfort in using English as a language of interaction in daily life Develop higher confidence levels required to progress in education and career Use linguistic and functional skills to improve productivity in enterprises

Few commonly used situational phrases Heaven on Earth Feel like Heaven Home coming Very promising Pretty cordial out here In harmony with Splendid moment Momentous occasion Double delight Dramatic break through Not at all worried 1|Page Will get better Limping back to normalcy Win win situation Under high vigil Under tight security Under control Out of control Out of hand Very volatile Highly critical

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

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

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

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

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

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

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

Affixes and roots Adding affixes to existing words (the base or root) to form new words is common in academic English. Prefixes are added to the front of the base (like dislike), whereas suffixes are added to the end of the base (active activate). Prefixes usually do not change the class of the base word, but suffixes usually do change the class of the word. The most common prefixes used to form new verbs in academic English are: re-, dis-, over-, un-, mis-, out-. The most common suffixes are: -ise, -en, -ate, -(i)fy. By far the most common affix in academic English is -ise. Verbs e.g. prefix + verb Prefix redisoverunverb Meaning again or back reverses the meaning of the verb too much reverses the meaning of the verb Examples restructure, revisit, reappear, rebuild, refinance disappear, disallow, disarm, disconnect, discontinue overbook, oversleep, overwork unbend, uncouple, unfasten

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misoutbecodeforeinterpresubtrans-

badly or wrongly more or better than others make or cause together do the opposite of earlier, before between before under/below across, over

mislead, misinform, misidentify outperform, outbid befriend, belittle co-exist, co-operate, co-own devalue, deselect foreclose, foresee interact, intermix, interface pre-expose, prejudge, pretest subcontract, subdivide transform, transcribe, transplant underfund, undersell, undervalue, underdevelop

under- not enough

e.g. Suffix used to form verbs with the meaning "cause to be". Suffix -ise -ate -fy -en Example stabilise, characterise, symbolise, visualise, specialise differentiate, liquidate, pollinate, duplicate, fabricate classify, exemplify, simplify, justify awaken, fasten, shorten, moisten

An idiom is a phrase where the words together have a meaning that is different from the dictionary definitions of the individual words IDIOMS absent-minded: forgetful EXAMPLES My grandfather is very absentminded and often forgets his key. Okay, I'm all ears, please tell me about the party. All of a sudden it became cloudy and began to rain. Stop beating around the bush and give us your final decision.

all ears: eager to listen to someone all of a sudden: suddenly, without advance warning beat around the bush: speak indirectly or evasively 6|Page

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behind the times: old fashioned blow one's own horn: praise oneself brand new: absolutely new catch one's eye: attract one's attention catch (someone) red-handed: find someone in the middle of doing something wrong change horses in midstream: make new plans or choose a new leader in the middle of an important activity change (one's) mind: change one`s decision come across: find something or meet someone by chance come into fashion: become fashionable

My aunt is a little behind the times. He is always blowing his own horn and is very annoying at times. He was finally able to buy a brand-new car. I tried to catch her eye but she didn`t notice me. The policeman caught the boy red-handed when he was stealing the candy. They decided to change horses in midstream and that is probably why they lost the election. He changed his mind and said that he would not go to the movie tonight. I came across an interesting story in the newspaper the other day. She says that although bellbottom pants have come into fashion again she will never wear them. He said that he was very sorry but his tears were just crocodile tears. Don't cry over spilt milk. You can never change the past. Dinosaurs died out millions of years ago. She was all dolled up for the party at the downtown hotel If there is no sugar, we'll have to do without. The stars were all dressed to

crocodile tears: a show of sorrow that is not really felt cry over spilt milk: cry or complain about something that has already happened die out: die or disappear slowly until all gone doll up: dress in fancy clothes do without: manage without something dressed to the nines (teeth): 7|Page

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dressed elegantly dress up: put on one's best clothes

the nines (teeth) during the Academy Awards ceremony. He decided to dress up for dinner at the restaurant.

drop (someone) a line: write or mail a note or letter to someone easy-going: tolerant and relaxed eat like a bird: eat very little

She promised that she would drop me a line when she gets to Singapore. He has a very easy-going management style. He eats like a bird. That's why he can`t put on enough weight to join the football team. He eats like a horse but he never puts on any weight. He was forced to eat his words after his boss proved that he was wrong. We ended up going to the restaurant after the movie last night. He is going to have to face the music sooner or later. He fell behind with his homework at the beginning of the term and had problems throughout the year. I fell in love with her the first time that I saw her at the restaurant. I think that he is getting fed up with the constant demands of his boss. He finally figured out how to use the new video recorder. Her grandfather is 92 years old but he is as fit as a fiddle.

eat like a horse: eat a lot eat one's words: admit being wrong in something one has said, retract one's statement end up: finish, finally do something face the music: accept the consequences of something fall behind: fail to keep up with work or studies or payments, etc.

fall in love with: begin to love someone fed up with: disgusted or bored with someone or something figure out: try to understand or solve fit as a fiddle: in good athletic condition or health 8|Page

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fix someone up with someone: help someone get a date by arranging a meeting for the for all the world: for anything, for any price for better or worse: depending on how one looks at the matter, with good or bad effects from hand to hand: from one person to another and another from the bottom of one's heart: with great feeling, sincerely from now on: from this moment forward from scratch: from the very beginning from time to time: occasionally

I tried to fix my sister up with a date with my friend but she refused me. For all the world I do not know what he is trying to tell me with the notes that he writes For better or worse he has decided to quit his job and go to live in Brazil. The plate of food went from hand to hand until finally it was all finished. I thanked him from the bottom of my heart for helping my daughter when she was sick. From now on I will study Italian every day. He decided to build the house from scratch. We go to that restaurant from time to time.

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

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

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

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

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

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

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

E.g. Reservations should be removed, Women make better managers Abstract Topics:-

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

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

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

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

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

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5. Reading Comprehension
Introduction

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

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

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

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

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

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

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

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

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Objectives: The objective holds the ambitions and career plans of the applicant. The employer tries to figure out the candidate's potentials, his expectations from the job and how he plans to shape up his own career with this job. The objective should be so well written that it interests the employer in knowing more about your credentials. Primary Section This is the most important part of the resume. The employer spends maximum time reading this section and thus the contents, the look and the flow of this section has to be perfect. Adopt the reverse chronology for all the subsections. Ideally, the experience section should get more prominence and therefore should come first. Nevertheless applicants can put forth educational qualification section prior if they wish to stress on it more. Experience: This section includes your work history with details like your designation, where you worked, , the total work duration and the responsibilities you handled during your working period. Using bullet format and action words is a good way of emphasizing the work done by you within the responsibilities section. Elaborate this section wisely to bring out the best of your capacities. Educational Qualifications: This includes the qualifications gained by you. This section should also include the name of the awarding body, year of passing and the grades scored so that the employer has better understanding of your qualifications. Certifications and Licenses: This section includes the skills and abilities acquired by attending courses, internships, workshops or training sessions etc. Certifications help you understand your area of work better by teaching you more whereas the licenses give you the authority to perform that particular work. Achievements: This includes the awards and the accolades won by the applicant during his course of work or studies. Give the professional achievements a priority over the academic ones. Include a maximum of four achievements to avoid making it look immodest. Secondary Section Personal Details These details help the employer in knowing you better beyond your professional status. It includes family background, marital status, age, hobbies etc. In reality, these details do 17 | P a g e

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not matter to the employer. Moreover, it is considered immoral to ask employees for their personal information. Do some market research and try to find out the recruiter's expectations and only then include these details in your resume. References This includes the name and contact details of people you have worked with or studied under the guidance of. However, the practice of writing references is slowly thinning down and concluded in only one sentence, 'available upon request.' The references should always come last in the resume.

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

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

This section of your resume includes your work history. List the companies you worked for, dates of employment, the positions you held and a bulleted list of responsibilities and achievements. Company #1 City, State Dates Worked 18 | P a g e

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Job Title

Responsibilities / Achievements Responsibilities / Achievements

Company #2 City, State Dates Worked

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

Responsible for evening operations in Student Center and other facilities, including managing registration, solving customer problems, dealing with risk management and emergencies, enforcement of department policies.

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

My Qualifications:

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

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

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

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

Analytical/Problem Solving Flexibility/Versatility

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

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

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

Step 2: Know the Occupation The second step in preparing for an interview is to research the occupation. This is necessary because in order to present a convincing argument that you have the experience and skills required for that occupation, you must first know what those requirements and duties are. With this information uncovered, you can then match the skills you have (using the complete skills/experience inventory you have just prepared) with the skills you know people in that occupational field need. The resulting "shortlist" will be the one that you need to emphasize during the interview. It is also in your best interest to identify the approximate starting salary for that position, or those similar. There are several ways to find out about an occupation:

Acquire a copy of the job description from the employer (Human Resources/Personnel) or check with Student Employment Services. If you are responding to an advertisement, this may also supply some details.

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

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

Step 3: Know the Organization The more you know about an organization, the better prepared you will be to discuss how you can meet its needs. Some of the characteristics that you should know about an organization are:

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

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

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

If the organization is fairly small, or fairly new, there may not be much information published. In this case, it will be necessary to do an information interview. Contact someone within the organization, introduce yourself, explain that you are considering moving into the field, and ask if it would be possible to meet with him/her to inquire about the company/organization and about what exactly the position would involve. Step 4: Prepare Questions Having completed your background research, you are now ready to prepare questions to ask the interviewer(s). Try to think of questions for which the answer was not readily available in company literature. Intelligent well thought-out questions will demonstrate your genuine interest in the position. Be careful how many questions you ask, however, as too many can imply you feel the interview was not successfully run. Pick your questions with care - this is your chance to gather information, so ask about what you really want to know. Avoid sounding critical by mentioning negative information you may have discovered. This is one of the most effective ways to compare different employers, so for issues of particular importance to you (for example, whether they support staff upgrading), you should ask the same questions of each employer. Some sample questions are: 23 | P a g e

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What are the most significant factors affecting your business today? How have changes in technology most affected your business today? How has your business/industry been affected by the recession? How has your company grown or changed in the last couple of years? What future direction do you see the company taking? Where is the greatest demand for your services or product? Where is most of the pressure from increased business felt in this company? Which department feels it the most? How do you differ from your competitors? How much responsibility will I be given in this position? What do you like about working with this organization? Can you tell me more about the training program? Have any new product lines been introduced recently? How much travel is normally expected? What criteria will be used to evaluate my performance? Will I work independently or as part of a team? How did you advance to your position? What are the career paths available in this organization? When can I expect to hear from you regarding this position?

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

"Although proper dressing by itself will not get you the job, a poor dress sense may exclude you from further consideration," warns Gerry Ditching, managing partner of Filgifts.com. Besides, given two equally good applicants, the compan y may choose to hire the person who is dressed more professionally. Here are some tips to give you a headstart. Men Long-sleeved shirt and dark slacks. White is still the safest and the best color for shirts. The colour is also appropriate for our tropical weather. Also acceptable: pale shades such as beige, blue, and other pastels. Tuck in the shirt and do not roll up the sleeves. Never wear a short-sleeved shirt to an interview or any business purpose. Wearing a short-sleeved shirt will destroy your executive image. 24 | P a g e

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Ties Optional. But if you do wear one, choose a conservative pattern. Solids, small polka dots, diagonal stripes, small repeating shapes, subtle plaids and paisleys are all acceptable. Belts Belts should match your shoes. Those with smaller buckles with squared lines look more professional. Socks Black socks are the best, followed by blue or gray, depending on your attire. Never wear white socks! Check your sock length, too--no skin should show when you sit down or cross your legs. Shoes. Black or burgundy leather shoes with laces on them, because tassel loafers are very casual. Other suitable colors are brown, cordovan and navy. Hair. Keep neat, short and preferably parted on the side. And shave off all those facial hair. Jewellery. Wear no or little jewellery. The watch and wedding ring are the only acceptable pieces of jewellery to go with the male attire. Thin gold or leather-strapped watches look professional but not digital watches. Also, avoid political or religious insignias, necklaces or bracelets. Definitely Accessories. As much as possible, use leather briefcases or folders to hold copies of your resume. Use narrow briefcases and avoid plastic folders and plastic ball pens as they are out of place. Women Three-piece business suits, blouse and skirt or slacks, and cardigan twin-sets. Sleeveless shirts should be rejected. Short-sleeved blouses are okay when they are tailor-cut or have features such as a sports collar or double breast design to create a business-like look. Skirts can either be long provided it does not create a Cinderella or barn-dance look or short where it falls no shorter than two inches from the knee. Nothing too revealing, please! Panty-hose or stockings. A must for professional grooming, but nothing with overly fussy patterns. Bring an extra pair, just in case the ones you are wearing run. Shoes. Closed shoes or pumps with at least 1-inch heels suggest a more professional look. Dark colors are best. Hair. Hair longer than shoulder length should be worn up or pulled back. Don't let it fall in front of your face and don't keep trying to fix it during the interview. Avoid large hair ornaments and trendy hairstyles. Make-up. Be subtle; natural is the key word. Light shades of lip coloring and nail polish are recommended. Jewellery. Be conservative. Studs of gold, silver or pearls are best. Do away with gaudy fashion jewelers, and those that clank and make noise when one moves. 25 | P a g e

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

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

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8. Technical Report Writing

In Engineering, one of the major forms of communication is the technical report. This is the conventional format for reporting the results of your research, investigations, and design projects. At university, reports are read by lecturers and tutors in order to assess your mastery of the subjects and your ability to apply your knowledge to a practical task. In the workplace, they will be read by managers, clients, and the construction engineers responsible for building from your designs. The ability to produce a clear, concise, and professionally presented report is therefore a skill you will need to develop in order to succeed both at university and in your future career. While reports vary in the type of information they present (for example, original research, the results of an investigative study, or the solution to a design problem), all share similar features and are based on a similar structure. Key features of reports Reports are designed for quick and easy communication of information Reports are designed for selective reading Reports use sections with numbered headings and subheadings Reports use figures and diagrams to convey data. Basic structure of a report A report usually has these components: Title page The title of the report should indicate exactly what the report is about. The reader should know not only the general topic, but also the aspect of the topic contained in the report. Summary / Introduction The summary (sometimes referred to as the executive summary) provides a brief overview of the substance of the report; usually no more than half a page. It is not an 28 | P a g e Title page Summary / Introduction Table of Contents Introduction Middle sections with numbered headings Conclusions References Appendices

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introduction to the topic. The summary should outline all the key features of your report, including the topic, what you did and how you did it, and the main outcomes of your work.

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

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