Module 4-Appling Case Method

Lecture No:10

8.1 DEFINE CASE STUDY

A case study is a description of an actual administrative situation involving a decision to be made
or a problem to be solved. It can be a real situation that actually happened just as described, or
portions have been disguised for reasons of privacy. Most case studies are written in such a way
that the reader takes the place of manager whose responsibility is to make decisions to help solve
the problem. In almost all case studies, a decision must be made, although that decision might be to
leave the situation as it is and do nothing.

8.2 THE CASE METHOD AS A LEARNING TOOL

The case method of analysis is a learning tool in which students and instructors participate in
direct discussion of case studies, as opposed to the lecture method, where the instructor speaks and
students listen and take notes. In the case method, students teach themselves, with the instructor
being an active guide, rather than just a talking head delivering content. The focus is on students
learning through their joint, co-operative effort.
Assigned cases are first prepared by students, and this preparation forms the basis for class
discussion under the direction of the instructor. Students learn, often unconsciously, how to
evaluate a problem, how to make decisions, and how to orally argue a point of view. Using this
method, they also learn how to think in terms of the problems faced by an administrator. In courses
that use the case method extensively, a significant part of the student's evaluation may rest with
classroom participation in case discussions, with another substantial portion resting on written case
analyses. For these reasons, using the case method tends to be very intensive for both students
and instructor.

8.3 TYPES OF CASE STUDY

ILLUSTRATIVE CASE STUDY
An illustrative case study describes a domain, they utilize one or two instances to analyze a
situation. This helps interpret other data, especially when researchers have reason to believe that
readers know too little about a program. This case study serves to make the unfamiliar familiar,
and give readers a common language about the topic. The chosen site should typify important
variations and contain a small number of cases to sustain readers' interest. Under this type of case
study small number of cases selected to keep reader’s interest. Data often include visual evidence,
analysis concerned with data quality and meaning and reports use self-contained, separate
narratives or descriptions.
EXPLORATORY CASE STUDY
An exploratory case study condenses the case study process. Researchers may undertake them
before implementing a large-scale investigation. Where considerable uncertainty exists about
program operations, goals, and results, the exploratory case study helps identify questions, select
measurement constructs, and develop measures. They also serve to safeguard investment in larger
studies.
CRITICAL INSTANCE CASE STUDY
The critical instance case study examines one or a few sites for one or two purposes. A very frequent
application involves the examination of a situation of unique interest, with little or no interest in
generalizability. This method particularly suits answering cause-and-effect questions about the
instance of concern.
Inadequate specification of the evaluation question forms the most serious pitfall in this type
of study. Appropriate application of the critical instance case study crucially involves probing the
underlying concerns in a request.
PROGRAM IMPLEMENTATION CASE STUDY
This type of case study may prove useful when concern exists about implementation problems.
Extensive, longitudinal reports of what has happened over time can set a context for interpreting a
finding of implementation variability. In either case, researchers aim for generalization and must
carefully negotiate the evaluation questions with their customer.
PROGRAM EFFECTS CASE STUDY
Program effects case studies can determine the impact of programs and provide inferences about
reasons for success or failure. As with the program implementation case study, the evaluation
questions usually require generalizability and, for a highly diverse program, it may become
difficult to answer the questions adequately and retain a manageable number of sites. But
methodological solutions to this problem exist. One approach involves first conducting the case
study in sites chosen for their representativeness, then verifying these findings through
examination of administrative data, prior reports, or a survey. Another solution involves using
other methods first. After identifying findings of specific interest, researchers may then implement
case studies in selected sites to maximize the usefulness of the information.
CUMULATIVE CASE STUDY
The cumulative case study aggregates information from several sites collected at different times.
The cumulative case study can have a retrospective focus, collecting information across studies done
in the past, or a prospective outlook, structuring a series of investigations for different times in the
future. Retrospective cumulation allows generalization without cost and time of conducting
numerous new case studies, prospective cumulation also allows generalization without
unmanageable large number of cases in process at any one time.
The techniques for ensuring sufficient comparability and quality and for aggregating the
information constitute the "cumulative" part of the methodology. Features of the cumulative case
study include the case survey method (used as a means of aggregating findings) and backfill
techniques. The latter aid in retrospective cumulation as a means of obtaining information from
authors that permits use of otherwise insufficiently detailed case studies.

8.4 HOW TO DO A CASE STUDY

While there is no one definitive "Case Method" or approach, there are common steps that most
approaches recommend be followed in tackling a case study. It is inevitable that different
instructors will tell you to do things differently, this is part of life and will also be part of working
for others. This variety is beneficial since it will show you different ways of approaching
decision-making.
Beforehand (usually a week before), you will get:
1. the case study,
2. (often) some guiding questions that will need to be answered, and
3. (sometimes) some reads assignments that have some relevance to the case subject.
Your work in completing the case can be divided up into three components:
1. What you do to prepare before the class discussion?
2. What takes place in the class discussion of the case? and
3. Anything required after the class discussion has taken place.
For maximum effectiveness, it is essential that you do all three components. Here are the
subcomponents, in order. We will discuss them in more detail shortly.
 Before the class discussion:
1. Read the reading assignments (if any).
2. Use the Short Cycle Process to familiarize yourself with the case.
3. Use the Long Cycle Process to analyze the case.
4. Usually there will be group meetings to discuss your ideas.
5. Write up the case (if required).
In the class discussion:
1. Someone will start the discussion, usually at the prompting of the instructor.
2. Listen carefully and take notes. Pay close attention to assumptions. Insist that they are
clearly stated.
3. Take part in the discussion. Your contribution is important, and is likely a part of your
evaluation for the course.
After the class discussion:
Review all facts after the class. Note what the key concept was and how the case will be
handled with the concern of all constraints.

8.5 PREPARING A CASE STUDY

It helps to have a system when sitting down to prepare a case study as the amount of information and
issues to be resolved can initially seem quite overwhelming. The following is a good way to start.
Step 1: The Short Cycle Process
1. Quickly read the case. If it is a long case, at this stage you may want to read only the
first few and last paragraphs. You should then be able to
2. Answer the following questions:
(i) Who is the decision maker in this case, and what is their position and
responsibilities?
(ii) What appears to be the issue (of concern, problem, challenge, or opportunity) and
its significance for the organization?
(iii) Why has the issue arisen and why is the decision maker involved now?
(iv) When does the decision maker have to decide, resolve, act or dispose of the
issue? What is the urgency to the situation?
3. Take a look at the exhibits to see what numbers have been provided.
4. Review the case subtitles to see what areas are covered in more depth.
5. Review the case questions, if they have been provided.
This may give you some clues about what the main issues which are to be resolved.
You should now be familiar with what the case study is about, and are ready to begin the
process of analyzing it. You are not done yet! Many students mistakenly believe that this is all the
preparation needed for a class discussion of a case study. If this was the extent of your preparation,
your ability to contribute to the discussion would likely be limited to the first one quarter of the
class time allotted. You need to go further to prepare the case, using the next step. One of the
primary reasons for doing the short cycle process is to give you an indication of how much work
will need to be done to prepare the case study properly.
Step 2: The Long Cycle Process
At this point, the task consists of two parts:
1. A detailed reading of the case, and then
2. Analyzing the case.
When you are doing the detailed reading of the case study, look for the following sections:
1. Opening paragraph: introduces the situation.
2. Background information: industry, organization, products, history, competition, financial
information, and anything else of significance.
3. Specific (functional) area of interest: marketing, finance, operations, human resources,
or integrated.
4. The specific problem or decision(s) to be made.
5. Alternatives open to the decision maker, which may or may not be stated in the case.
6. Conclusion: sets up the task, any constraints or limitations, and the urgency of the situation.
Most, but not all case studies will follow this format. The purpose here is to thoroughly
understand the situation and the decisions that will need to be made. Take your time, make notes,
and keep focused on your objectives. There is a seven steps of Problem Analysis. Using an
organized seven steps in analyzing a case will make the entire process easier and can increase
your learning benefits.
1. Read the case thoroughly: To understand fully what is happening in a case, it is
necessary to read the case carefully and thoroughly. You may want to read the case
rather
quickly the first time to get an overview of the industry, the company, the people, and
the situation. Read the case again more slowly, making notes as you go.
2. Define the central issue: Many cases will involve several issues or problems. Identify
the most important problems and separate them from the more trivial issues. After
identifying what appears to be a major underlying issue, examine related problems in
the functional areas (for example, marketing, finance, personnel, and so on). Functional
area problems may help you to identify deep-rooted problems that are the responsibility
of top management.

Read the case

thoroughly

Define the central

issue

Define the firm's

goals

Identify the constraints to the

problem

Identify all the relevant

alternatives

Select the best

alternative
 Fig. 8.1: Case Analysis Process

3. Define the firm's goals: Inconsistencies between a firm's goals and its performance may
further highlight the problems discovered in step 2. At the very least, identifying the
firm's goals will provide a guide for the remaining analysis.
4. Identify the constraints to the problem: The constraints may limit the solutions
available to the firm. Typical constraints include limited finances, lack of additional
production capacity, personnel limitations, strong competitors, relationships with
suppliers and customers, and so on. Constraints have to be considered when suggesting
a solution.
5. Identify all the relevant alternatives: The list should all the relevant alternatives that
could solve the problem(s) that were identified in step 2. Use your creativity in coming
up with alternative solutions. Even when solutions are suggested in the case, you may be
able to suggest better solutions.
6. Select the best alternative: Evaluate each alternative in light of the available
information. If you have carefully taken the proceeding in five steps, a good solution to
the case should be apparent. Resist the temptation to jump to this step early in the case
analysis.
You will probably miss important facts, misunderstand the problem, or skip what may
be the best alternative solution. You will also need to explain the logic you used to
choose one alternative and reject the others.
7. Develop an implementation plan: The final step in the analysis is to develop a plan for
effective implementation of your decision. Lack of an implementation plan even for a
very good decision can lead to disaster for a firm and for you. Don't overlook this step.
Because sometimes you have to explain how to implement the decision in front of
others.
In summary, cases have a number of benefits:
 They allow us to develop skill in thinking clearly about ambiguous, unstructured
situations using incomplete information;
 They help us to develop skills at recognizing what information is important and what is
missing;
 They help us to develop concise, reasonable, and consistent action plans;
 Help you to identify implicit models and assumptions, values and goals you use every day;
 They provide an opportunity to develop skills in presenting (written and oral) our ideas
to people and to groups; to influence and persuade others; and
 Improve your ability to predict behavioural outcomes of yours and others.

8.6 APPROACHES TO CASE STUDY

SYSTEMS APPROACH
Systems approach is a unique approach to problem solving, in that it views certain 'problems' as a
part of the overall system so focusing on these outcomes will only further develop the undesired
element or problem. Systems approach is a framework that is based on the belief that the
components parts of a system can best be understood in the context of relationships with other
systems, rather than in isolation. The only way to fully understand why a problem or element
occurs and persists is to understand the part in relation to the whole. Systems approach concerns an
understanding of a system by examining the linkages and interactions between the elements that
compose the entirety of the system. Application of system approach in case study explain that
while evaluating or solving particular case the reader should have consider other prospect which
are related to problem.
BEHAVIORAL APPROACH
The behavioral approach in the case study utilizes methods and techniques of social sciences such as
psychology, sociology, social psychology and anthropology for the study of human behavior. Data is
 objectively collected and analyzed by the reader to study various aspects of human behavior. Under
this approach the reader evaluate the case as concerning the individual differences. They try to solve
the problem by not only physical aspect of the case but also considering the human behavior.
Sometimes it creates biasing because of halo effect.

DECISION APPROACH
Decision approach involves the process of selecting a course of action from among many alternatives.
Under this the analysis has been done by listing many alternative solutions for a particular
problem and before choosing a particular solution evaluate each alternative thoroughly.
STRATEGIC APPROACH
Strategic approach is an advance version of decision approach.
Under strategic approach we have to find out the alternative by concerning goals and objectives
of a particular body or organization. This type of approach is suitable for long term solution.
There is no hard and fast rule for choosing above mentioned approaches while studying a
particular case. Mostly reader concern all the aspects which were related to not only behavior but
also system, decision and strategic approach.

8.7 DO’S AND DON’TS FOR CASE PREPARATION

DO’S:
1. Know the case backwards and forwards before you begin your case study analysis.
2. Give yourself enough time to write the case study analysis. You don't want to rush through it.
3. Be honest in your evaluations. Don't let personal issues and opinions cloud your judgement.
4. Be analytical, not descriptive.
5. Proof-read your work.
DON’TS:
1. Don’t quit at the most obvious answer-try playing devil's advocate; put yourself in the
other person's shoes.
2. Don’t try to solve all the problems identify. It is better to try to address a very few well
rather than attempting to do so much.
3. Try to avoid confusing symptoms with problems making premature evaluations.
4. Write in a formal manner suitable for scholarly work, rather than a letter to a friend.

Review Questions
1. How do you define case study?
2. How do case methods become a learning tool?
3. What are the different types of case study?
4. What are the different steps involved in preparing a case study?
5. Define short cycle process.
6. What are the benefits for using case study methods in problem solving?
7. Mention any one do’s and don’ts of case preparation.
Lecture No:11
Presentation Skills

9.1 PRESENTATION

A presentation is a serious topic. Its purpose is to inform, to explain and to persuade the audience or
present a point of view. It may introduce a product or explain a process or narrate an experience. It is
delivered to a small, knowledgeable audience at a conference, a seminar or a business meeting. It is
followed by questions from the audience.
Presentation skill can be cultivated and developed with some knowledge of the formal aspects
and with practice as in the case of public speaking, presentation work has to be done in four
stages:
1. Finding out about the environment in which the presentation is to be made or we can
say it the different elements of presentation.
2. Preparing the text and the required visuals.
3. Taking care of one’s physical appearance and body language.
4. Practicing delivery of the presentation.

9.2 ELEMENTS OF PRESENTATION

1. The venue: If you know or familiar to place, you will be more comfortable, but do not
forget to check the room and all the required equipment a few minutes before the
presentation. If it is outside, you must make effort to get familiar with the room, the
seating arrangement, the speaker’s position. Check the visual aid equipment carefully.
Note its position and the projection.
2. The organizer: Try to find out everything possible about the organizer, the name of the
organization and the name of the important persons in the organization.
3. The occasion: You must know the occasion where you go for presentation, whether it is
business meeting or a conference or a seminar?
4. Time available: Check before hand, the time allotted to you. Presenataion work depends
on the given time. You have to keep strictly within the allotted time.
5. Other speakers: Find out who else will be speaking. Will there be persons from
competing organization? What is their organization position? Be careful not to make any
unfavorable remarks about competitors whether they are present or not.
6. The audience: The presentation must suit the needs and interests of the audience. The
content and the tone of the speech depends on the nature of the audience. Take care of
the words you used in the presentation, do not refer to anything that might be
inappropriate. Age group of the audience is one of the factors to be taken into account.
The following may provide a clue:
 Children love to listen stories and are interested in dramatic presentation.
 High school and college students like to be treated like adult. They are responsive
to new ideas, appreciate an honest straightforward approach but are also likely to
be critical, they expect well prepared and informative presentation.
 Young adults are the most sophisticated audience, with a wide range of interest and
progressive attitude, they like new projects and ideas but they are also very critical.
 Middle-aged audience are conservative and do not accept new ideas easily, they have
more knowledge and experience of life but may not be very enthusiastic about changes
or new ideas, they listen with interest but do not easily accept.
 Senior citizens are usually interested in information about new development and what
is going on in the world. They also like to be reminded of the good old days.
 What is the educational and economic status of the audience? Highly educated audiences of
any age group are more critical. The rich, as a class do not favor social changes.

9.3 DESIGNING A PRESENTATION

You need one hour of preparagraphtion for every minute you will talk. The most important thing is
to decide exactly what to say, find out the required information and give it a proper shape. It must
be logical and have a smooth flow from one point to the next. Write down the whole speech,
including the address, the opening sentences and the ending sentences. Then practice, edit and
correct it till you get a good presentation to fit within the time.
Length: The average speed of presentation is 100 words per minute. Find out your own speed
by delivering a speech. An A4 size sheet typed in one-and-a half line spacing in 12 front size
makes a two minute speech. A four to five minutes presentation is 400 to 500 words.
Style: A talk must sound like conversation. Use short sentences to enable the listener to
grasp. See that the words and terms you use are suitable for your audience. Keep the style
formal. There is formality in official speaking as distinguished from social or personal style
of speaking.
Humour: Be sure that you can be humorous without being nervous or looking silly. Humor
should be natural, light, enjoyable and relevant to the topic. It should not embarrass or hurt
the feelings of any listener.

9.4 USING VISUAL AIDS

Visuals focus audience attention. Learn to handle your visuals properly without getting confused.
They help both, the speaker and the audience. The speaker has them for orderly presentation of
points, to illustrate with a diagram, to exhibit data. The audience get a reinforcement through the
eyes for what
they hear, and can see a visual summary of points. You can use any one or more of the following
advanced visual aids:
1. Posters can be displayed almost anywhere. Though this is old-fashioned marketing persons
going to rural areas have found this a very dependable method.
2. Flip chart requires an easel or stand. It is most useful for interactive presentations. You can
put up on it ideas that come from the audience. And work on it with audience participation.
People in the audience love to see their ideas written up during the presentation.
3. Overhead projector (OHP) is very popular and available in most places. Make slide on good
quality transparencies. Put only six line or less in one slide. Write or type large enough for
the whole audience to see.
4. PowerPoint projection can be used if available. Keep the slides simple. Avoid too much
movement or too much colour. Do not use sound to accompany the slides. Visuals must fit
well into the speech. Prepare them carefully, to enhance a point with illustration or to lay out
the main points or to display a chart or graph.

9.5 APPEARANCE AND POSTURE

Your physical appearance and personality make an important impact.
1. Be formally dressed. If you are not used to wear formal clothing make sure you are well
groomed from head to toe.
2. Audience notices your body language before you begin to speak.
3. Practice standing comfortably, being still and quiet. Stand firmly and take a deep breath.
4. Decide what to do with your hand (never in the pockets). Holding a paper, a bunch of
cards and/or pencil may be useful.
5. Relax your face. This may need practice.
 6. Eye contact is very important. Cast your eyes over the entire audience in five seconds.
Remember to take in everyone in your glance. If you feel relaxed, smile naturally and
say "Good morning".
7. Speak loud enough to reach those sitting at the back. A very loud and very soft voice
makes the audience inattentive.
8. The voice should have variations and modulations to suit the matter and content of speech.
9. Use pauses. When too many sentences or ideas are given, listeners get overloaded.
10. Take good care of your health. If you are in good health you will be energetic,
enthusiastic and confident. Besides, the state of health affects the throat, the tongue and
the entire speaking apparatus.

9.6 REHEARSAL FOR PRESENTATION

1. Beginners have to practice actual delivery of the presentation. No matter how time and
care you have spent on preparing the text, the delivery is largely responsible for the
success of the presentation.
2. Rehearsal enables you to test if the language and style are suitable for speech. Reading out
aloud is not enough. Only an attempt to deliver it to an audience will show whether the
words are natural and comfortable in speech.
3. Practice till you are conversationally comfortable with the material.
4. Practice also helps to check the timing.
5. In the beginning, the written text will be longer than required for the given time. If you
are a beginner, you should practice speaking out several times.
6. First practice in front of a mirror, then practice in any helpful audience that can be
collected, such as a group of close friends or family who will give useful feedback.
7. It is worth making full dress rehearsal for your comfort.
8. Never learn the speech by heart, it creates dependence, and if you forget even a single
word it can cause you great confusion.

9.7 TIPS FOR AN EFFECTIVE PRESENTATION

1. Know your audience. They have a complex level of intellectual and emotional development
and they have come to your presentation because of the practical applications of the
information that you will provide. They do not like to be lectured but want experts to
facilitate their learning. They do not like someone saying that the time allotted is
inadequate for a thorough treatment of the topic, nor are they interested in not-so-subtle
sales pitches.
2. Preview, present and review. Open with an overview of what you plan to present. Tell
them why each section is important. Demonstrate with examples from your experience, and
close with a summary of what you just covered in the presentation.
3. Relevant humour can be very helpful. However, the objective is to give technical
information and not just to get laughs.
4. Do not read directly from the text or from your slides, it is a sure way to put your
audience to sleep.
5. Make eye contact with all groups in the room.
6. Remember the language barriers and speak slowly and clearly into the microphone.
7. Maintain a rapid pace with control. Do not appear rushed or that you have to get
through everything quickly. Use charts, graphs and other slides to enhance your talk.
8. When showing transparencies, stand near the projector facing the audience. Use a pencil
or pen to highlight or point out objects of interest on the transparency. Do not face the
screen because by doing so you will have your back to the audience.
9. When making a PowerPoint presentation (which the audience expects these days) on
multi- media projectors, do not stand in the way of your audience and the screen.
10. Keep copy to a minimum of not more than 6–7 words per line and not more than 6–7
 lines per visual. Each visual should be crisp, dynamic and pithy, the text tight and
bright.
11. Keep copy simple, use several different visuals, each presenting one key point or
relationship.
12. Disclose information progressively, so that attention is fixed and the audience does not
jump to conclusions. Use suspense.
13. Produce special work rather than copy from existing diagrams, illustrations, and
technical drawings. Use colour visuals.
14. Use pictures, graphs, and charts, in preference to words. Remember, the easiest charts to
follow (bar charts and pie charts).
15. Use a large lettering size that will be legible from the back row.
16. Do not rush through the visuals and do not leave a visual on the screen after discussion
on it is finished.
17. As a rule of thumb, figure on four visuals for every ten minutes of discussion.
18. If you have pictorial slides that are full of colour, bring them on a carousel in advance
and have a dry run before your presentation.
19. Do not pass material around, it can be distracting.
20. Encourage questions (early participation). Give a pause. Wait patiently through the
silence, use it to your advantage for eliciting questions. Someone will surely break the
ice. Repeat and rephrase questions.
21. Many people in the audience have industrial experience. Gear your presentation to their
experience. Rephrase your comments from "The way we did it. " to "this is why we did
it
so...." and "you can utilize this concept by....". You will be more apt to influence the
audience by starting your presentation in their terms and from their perspective.
22. Do not apologize by saying, "I could not prepare" or "I am a last-minute replacement for
so and so".
23. Involve your audience in discussion and make an assessment of whether or not the
message of your presentation has been received. If not, explain the parts, which are not
clear.
24. Show enthusiasm, have fun.

INTRODUCTION
 The speaker gains the audience's attention and interest.
 The speaker establishes his/her credibility.
 The speaker relates the topic to audience.
 The speaker sets up central claim.
 The central idea/main message is stated at the beginning.
 The speaker previews the presentation.
 The whole talk is outlined early in the presentation.
 The introduction is brief in proportion to the length of the talk.
 The guiding research question is stated.
 The importance of the research question is stated.
 The speaker establishes the significance of topic for the audience.

BODY
 The speaker relies on variety of supporting materials.
 If the methods are illustrated, a matrix, flow chart, or other diagram is
used.
 The speaker uses sound reasoning.
 The speaker uses main points to support central idea.
CONCLUSION
 The speaker signals end of presentation.
 The speaker restates central idea.
 The speaker leaves a vivid impression of presentation.
 The conclusions are stated at the end in a form to reinforce the message.

GENERAL CONTENT
 The speaker presents ideas in a clear manner.
 The speaker states one point at a time.
 The speaker fully develops each point.
 The presentation is cohesive.
 The topic is appropriate.
 The topic is worthwhile.
 The presentation is properly focused.
 A clear train of thought is followed and involves the audience.
 The speaker makes main points clear.
 The speaker sequences main points effectively.
 The speaker includes internal summaries.
 The outline is repeatedly referenced to provide signposts.
 The speaker provides effective signposts.
 The speaker provides smooth transitions.
 The format of graphs is described before focusing on the content.

TIME
 The talk fits the time limit.
 Enough time is spent on each visual aid to allow the audience to
absorb the information.

VISUAL AIDS
 The speaker faces the audience while speaking (speaker glances at the
machine, not at the screen, while speaking).
 The slides have large, readable text (appropriate size for room).
 Each slide makes only a single point.
 There are five or fewer lines of text on each slide.
 Text is concise, having only a phrase or a few words per line.
 Background of slides is subordinate to text.
 Animation contributes to message instead of distracting the audience.
 Graphs are readable by all in the room.
 Slides have been prepared specifically for oral presentation.
Contd...
DELIVERY/MECHANICS
 The speaker does not read the presentation.
 The speaker does not apologize for the presentation.
 The speaker always faces the audience when speaking.
 The pointer is used as a precise tool.
 The speaker maintains strong eye contact.
 The speaker gestures appropriately.
 There are no unnecessary gestures or distracting mannerisms.
 The speaker effectively uses non-verbal signals.
 The speaker has good posture.
 The speaker's facial expressions are effective.
 The speaker talks slowly and repeats key ideas.
 The speaker's voice can be clearly heard by all in the room.
 The speaker varies volume, pitch, and rate.
 The speaker uses pauses effectively.
 The speaker varies the length of statements.
 The speaker articulates and pronounces words correctly.
 The speaker demonstrates confidence.
 The presentation is aimed at a specific audience.
 The presentation is adapted to address the audience needs.
 Language is free from unexplained jargon and acronyms.
 Language is appropriate to audience.
 Language is appropriate to topic is concrete, vivid and specific.
 Speaker uses alliteration, parallel phrasing, imagery, or other rhetorical
devices.
 The talk has been practiced to refine the flow, message, and length.

QUESTION AND ANSWER FOR DISCUSSION SESSION

 The speaker carefully listens to questions.
 The speaker asks for clarification of the questions when needed.
 The speaker answers the questions that are asked.
 The speaker answers succinctly.
 The speaker provides clear answers to questions.

Source: Department of Speech, University of Hawaii at Manoa.

Exhibit: 9.1
 Review Questions
1. What are the different elements of presentation
2. What are the visual aids
3. Mention any one tip for effective presentation
4. How much is the average speed of presentation is per minute
 Module 5-Group Communication

Lecture No:12

MEETINGS

Meetings are the most popular method of interactive communication. It facilitates direct, face-to-face
communication and essential at various levels in all organization. They serve as channels of oral
communication among the members of the meeting. However, they are supported by written
communication like notices to bring people together, agenda to structure the meeting, minutes to
record the proceedings and report to pass information to the higher authorities.

Fig. 10.1

10.1.1 Meaning, Objectives and Types of Meeting

WHAT IS A MEETING?
A meeting is get-together of a group of persons to discuss ways and means to deal with a specific
time- bound task assigned. The members of the group share common experience, common concern
and common interest.
According to W.H. Newman, ‘A committee of a group of people specially designated to
perform some administrative acts. It functions only as a group and requires the free interchange of
ideas among its members.’
Hicks and Gullet defines the term, ‘A committee is a group of people who meet by plan to
discuss or make a decision for a particular subject. Because committee meets by plan, we do not
include group that occur spontaneously or informally in the definition of a committee.’
A meeting is formally arranged gathering for the purpose of discussing an issue concerning a
large number of persons.
OBJECTIVES OF MEETING
A meeting may have any of the following objectives:
 To inform and explain the information to the members.
 To understand the situation.
 To get feedback from the members.
 To exchange ideas and experience among the members.
 To persuade members to accept changes.
 To resolve conflicts and confusions.
 To take decisions of matters affecting the group or the organization.
 To generate a positive attitude among the participants.
TYPES OF MEETING
❖ On the basis of function:
1. For giving information: This type of meetings is conducted for sharing information and
gathering views and opinions of the participants or members on that information.
2. For consultation: The consultative meetings are held to consult the members for their
views and opinions to reach an effective decision.
3. For execution of ideas: This type of meetings is held to gather new ideas or suggestions
for the execution of a task. When the cooperation of the members is required for the
effective dealing with a task such meetings are held.
❖ On the basis of their formality:
1. Structured meeting: Like parliament, state assemblies, company shareholder’s
meetings, management-union negotiations, university senate, councils and executives
bodies.
2. Semi-structured meeting: Like committees, managing councils and general bodies of
voluntary organizations, briefing sessions, advisory bodies and management meetings.
3. Unstructured meeting: Like group discussions, ad hoc meetings of task groups and
brainstorming sessions.

10.1.2 Procedure of Convening A Meeting

NOTICE
The word ‘notice’ is derived from the Latin word meaning knowledge. The term in relation to a
meeting signifies the bringing of knowledge of the meeting to the person concerned. A meeting is
to be properly held only when notice of meeting is served to the concerned persons. The notice
informs the members as to the date, time and place of the meeting, the issue to be discussed in the
meeting and if possible, respective contribution expected from different participants of the
meeting.
AGENDA
An agenda is a list of topics covered in a meeting. A well-prepared agenda will assist Chairperson
in directing the business of the meeting and ensuring that decisions are reached in an efficient
manner. A copy of the agenda must be sent to the members along with the agenda of the meeting.
All the items included in the agenda must be serially arranged. If any change is to be done in the
order, the approval of the members is needed. Preparing agenda is very useful practice:
1. If it is circulated in advance, it helps the members to come prepared for the meeting.
2. Since agenda has a set order, it helps the chairperson to conduct the meeting smoothly.
3. It ensures that only matters relevant to that particular meeting are discussed.
4. It ensures that every point is properly taken up for discussion.
5. It facilitates the preparation of the minutes.
The following points should be kept in the mind while drafting the agenda:
1. It should be clear and explicit.
2. It should be in a summary form.
3. The routine items should be put first and the other matters later.
4. All the matters of similar or allied character should be placed near each other on the agenda.
5. All the items included in the agenda must be within the scope of the meeting.
6. All the items included in agenda must be written the scope of the notice calling the meeting.

ABC Motors India Ltd.

Lucknow

Notice is hereby given to all the members that the next quarterly meeting of the
 Exhibit: 10.1

MINUTES OF MEETING
During the course of meeting, the items or topics listed in the agenda are discussed serially one by
one. All the participants express their views/opinions and discuss amongst themselves the pros and
cons of each item of agenda. Finally, they arrive at some conclusions or decisions, which are
always kept on official records. We call them as minutes of a meeting.
Thus minutes are the official records of the proceedings of the meeting. In other words, these
are the brief of discussions held and decisions taken at the meeting. It is the duty of an authorized
person to retain all such discussions, deliberations and decisions in writing specifically.
The purpose of writing minutes is:
1. To serve as the formal record of discussion.
2. To serve as a background for future
discussions. The minutes of a meeting must contain:
1. Date and the number of meeting.
2. A list of name of those who attended the meeting.
3. A list of those who did not attend and from whom apologies were received.
4. The record of conformation of the previous minutes and any amendments agreed to by
the committee.
5. The essential, relevant background to the topic under discussions.
6. A clear and unambiguous record of the decision reached/resolution, and if appropriate,
of those individuals/bodies responsible for taking subsequent action.
7. Where discussion of a specific case leads to a policy issue, it is important that a separate
minute be written on the policy issue.
TYPES OF MINUTES
1. Minutes of resolutions. In this type of minutes, only the resolutions passed at a meeting
are recorded and no reference is made to any discussion preceding the resolutions.
 Decision, which are within the power of the committee, are introduced by the
words...............‘it was resolved that..............’
 Sometimes the members of the meeting are not empowered to take decision on
the given subject. They can only recommend their opinion to the higher authority
who can take decision. Such recommendations, which needs to be referred to an
officer or others for approval, are introduced by the words...............It was
resolved to recommend. ’

Examples
 It was resolved that Sri [Link] be and hereby appointed as the Deputy Manager of the
company with effect from 01/08/2008, at a consolidated salary of Rs. 40, 000 per month and
other benefits as per rules of the company.
 Since the changes are required to be approved by the Managing Director, it was resolved
to recommend omitting clause 7 of the employment contract of the Managing Director.
2. Minutes of narration. Minutes of narration are somewhat similar to a report. Here, in
addition to the resolutions passed, a brief account of the discussion and the voting pattern
is also included.
 Pitambar Cement Industries Limited
Head Office: 13, Mahatma Gandhi, Marg
Allahabad-220987 2 August, 2008

NOTICE
Notice is hereby given that the Fourth Meeting of the Board of Directors will be
held at the head office of the company, 13 Mahatma Gandhi Marg at 3:15 p.m. on
Wednesday, 20th August 2008.
The agenda is attached.
Salil
Rastogi
Secretar
y
To Members of the
Pitambar Cement Industries Limited
Allahabad-220987 2 August,
2008 Agenda of the Fourth Meeting of the Board of
Directors held at the Head office of the
company (13, Mahatma Gandhi, Marg,
Allahabad) at 3:15 p.m. on Wednesday,
20th August, 2008
4.01Conformation of the minutes of the last meeting.
4.02Conformation of the appointment of Directors.
4.03Appointment of the Managing Director of the company.
4.04Accommodation for the branch office at Lucknow.
4.05Date for the next meeting.
4.06Any other matter with the permission of the Chairman.
Salil
Rastogi
Pitambar Cement Industries Limited
Minutes of the Fourth Meeting of the Board
of Directors held at the Head office of the
company (13, Mahatma Gandhi, Marg,
Allahabad) at
3:15 p.m. on Wednesday, 20th August, 2008
Present: Sri V.P. Singh

Chairman Sri S.K. Srivastava

Sri G.M. Malhotra

Directors Sri Pankaj Kumar

Sri S. Niyazi
Contd...
4.01 Conformation of the Minutes of the last Meeting
The minutes of the meeting held on April 10 , 2008 were approved by the Board
and signed by the Chairman.
4.02 Conformation of the Appointment of Directors
The Secretary reported that all the Directors present had accepted the office and
signed the agreement to take the required number of qualified shares. He also
stated that these documents had been filled with the Registrar of Companies,
Uttar Pradesh State.
4.03 Appointment of the Managing Director of the Company
It was resolved that Sri [Link] be appointed Managing Director of the
company.
4.04 Accommodation for the Branch Office at Lucknow
The Secretary reported that five rooms in Suraj Building, Lucknow were available at
rent of Rs.10, 000 per month. The Branch Manager had examined and found them
suitable for our purposes. He had proposed that these be rented. The proposal of
the Branch manager was approved.
4.05 Date for the Next Meeting
The secretary was directed to call the next meeting of the Board on 10th
December, 2008.
V.P. Singh Salil
Exhibit: 10.2

10.2 MEDIA MANAGEMENT

Mass communication is yet another dimension of communication whereby a business
organization endeavors to reach out to a wider section of the society. In a business letter, both the
addressor and the addressee are specified. The addressor or the letter-writer is the business
organization, and the addressee or the recipient is a particular person, by name, designation, a
firm or legal entity. On the other hand, in mass communication, while the addressor or letter-
writer or the communicator is specified, the addressee is relatively vague or unknown. It does not
mean that mass communication targets nobody. In fact, mass communication aims at reaching out
to well-defined target group which is not confined to any known address. For this very reason, mass
communication efforts should ensure that the communication not only reaches out to the target
audiences, but also attracts their attention. And at this point it becomes important to organization
that they have adequate media management department (generally known as public relationship
department) who takes care or all these activities which is related to media.

10.3 PRESS RELEASES

Press releases relates to the announcement of the important message or development concerning
themselves that organization wish to convey to the public at large, through the press and other
media. The means of communication an organization adopts for convening message may be direct
and specific, or general. Direct messages include personal letters, e-mail, direct mailing of
brochures and reports, telephone messages etc. however, when the message to be conveyed is of
general interest to a
large section of the community spread across different target groups, recourse to press release become
essential. Press releases for any business organization would cover various happening and
business related information which the public would be interested in knowing, and which the
business organization wishes to share with the general public. Press releases would generally
include financial results, product launches, performance highlights, new branches and offices,
change in management, benefits to the customer and the shareholder, community oriented
initiatives, tie-up and joint venture, cessation of business, awards and achievements, ratings and
rankings, research findings, meeting and conferences and so on. Press releases do not bring any
monetary gains to either the organization issuing them or the newspaper accepting them for
publication. But if properly handled, they help to boost the image of the organization in public.
A press release is different from press report. A correspondent representing a newspaper or
news agency covering an event on his own writes a press report. A company sending matter for
publication prepared by its own staff is issuing a press release.
10.3.1 Characteristics of A Good Press Release
1. It should be newsworthy: Newsworthiness is the basic criterion of a good press release.
For if it does not have any news value, nobody would be interested in reading it and no
newspaper would accept it for publication.
2. It should be factually true: Factual truthfulness is a matter of integrity and integrity is
an important principle of business communication. Companies should also realise that
the misinterpretation of the facts with a view to misleading the public might bring
immediate benefits, but such a step is bound to backfire sooner or later.
3. It should be brief and precise: Newspapers are always hard pressed for space, nor do
their editors have sufficient leisure to prune and edit a lengthy release and prepare a
suitable copy. If a release is brief and precise, its chances of getting included will be
brighter. Press release for national newspapers should be shorter that those meant for
local newspaper.
4. It should be drafted in a simple language and conversational style: If a news item
is not easily readable, the reader is put off. He decides not to read it, or to turn to it at a
later hour, which is as good as not reading it. So the press release must be prepared in a
lucid style.
5. It is suitable for publication in the newspaper or journal to which it is being sent.
Company releases, for example, should not be sent to literary, sports, or film journals.
6. Who, what, when, where, why, make sure that the relevant among the 5W’s have been
adequately taken care of
Who? Name the people involved. Names are usually newsworthy.
What? Say what happened that is newsworthy.
When? Mention the time. Since old news is no news, the timing of the press release is
extremely important.
Where? Location is also important.
Why? It may not always be possible to answer why, but if these details are included,
they impart depth to the release.
Since press releases are usually very short, the writer will have to use his discretion to determine
what details to include.
 Apart from this, there are few other points that can be kept in mind while preparing the
releases:
 Every release should be given a heading, which is catchy and suggestive but not misleading.
 The first one or two paragraph that constitutes the lead should be interesting. Besides,
they should give the gist.
 Paragraphs should be kept short, and if desirable, they should be provided with sub-headings.
 Every release should be accompanied with a covering letter.

10.4 PRESS CONFERENCE

Press conference (news conference, media conference) is called when an organization has something
newsworthy to tell to the media, and when more in-depth approach and discussion is needed
then it is possible to provide by sending out a press release.
There are two major reasons for holding a news conference. One is so that a newsmaker who
gets many questions from reporters can answer them all at once rather than answering dozens of
phone calls. Another is so someone can try to attract news coverage for something that was not of
interest to journalists before.
In a news conference, one or more speakers may make a statement, which may be followed
by questions from reporters. Sometimes only questioning occurs, sometimes there is a statement
with no questions permitted. Press conference gives reporters a possibility to ask questions, get
explanations, quotes, and photo opportunity. While organizing press conference following points
should be kept in the mind:
 An invitation to the conference should be sent to reporters and desk editors a week ahead
of it. Closer to the date – a day or two before it – a phone call can be made to remind the
reporters on the event.
 You should organize press conference between 9-11 in morning or 4-7 in evening.
Later then or before that is not good - reporters will not have time to file a story for the next
day newspaper issue.
 Ideally, the conference will have several persons participating: the press officer who
knows the reporters will open and facilitate it. One or two prominent persons should be
present, who will give a 10-min statement each on the issue (project, release, donation,
opening, or similar), after which the facilitator will give floor to the reporters to ask
questions. All in all, ideally it should be finished in 45 min. After that individual
interviews can be given.
 A “press kit” is usually distributed at a conference, containing a press release,
background of organizers, report, research results, fact sheets, list of experts, etc.
Sometimes even filmed material or photo material is distributed. After the conference you
should send the press kit by a messenger to those media outlets that have not sent a
representative at the conference.
 Reporters like to say that “A press conference should scream for a headline” –
meaning there should be breaking news released on them. If a conference is called and
there is no such news, journalists will not forget it - there is a chance that next time,
even if you have breaking news, nobody will show up at the event. Exactly because of
the proliferation of press conferences, media outlets often send beginners to cover them.
 If possible, media events should be organized instead of press conference. Yet, if
one decides to organize a press conference, there are a number of technical details to be
taken care of. Here they are:
Press Conference Check List
LOCATION
 Accessible by public transportation
 Available parking space
 Exact address, phone and fax number
 Registration desk at the entrance, with a person greeting the reporters
 Translation booth if foreign reporters expected
SITE
 Are there enough electricity plugs for TV crews?
 Are the fuses strong enough?
 How many people can attend?
 Tables and chairs – number and position
 Platform for camera and photographers behind the reporters
 Check the light, heating
 Is there a photocopy machine available?
 A desk with press kits
 Table for the participants – seating arrangements
 Glasses with water on the participants’ table
 Where do the participants enter from and where do they leave?
 Is there a separate room for individual interviews?
 Where is the toilet?
AUDIO-VISUALS
 Dropdown with the organization-action logo above the participants
 Projectors – transparences, video, LCD
 Computers, laptops, monitors – platform – Windows or other?
 Microphones for participants, and portable microphone for floor questions
 Loudspeakers
 Recording – audio, video, photographer?
DURING THE PRESS CONFERENCE
 Have a sign-in sheet for the press and any visitors so you know who was there.
 Tell reporters at the beginning of the press conference how much time the speaker has,
and be prepared to cut off questions at that time.
 Keep the press conference and statements short. The press will be more receptive to an
official who makes a short statement and takes questions as opposed to one who gives a
half- hour speech.
 Allow time for questions.
 Tape the remarks made by the government official so that they can be transcribed for a
permanent record.
  Get responses to unanswered questions. If an official is asked a question that he or she
cannot answer, he should admit it but promise to get back to the reporter later that day
— before his or her deadline — with the information.
AFTER THE PRESS CONFERENCE
 Put a transcript of the press conference on your Web the page as soon as possible to make it
widely available.
 Send hand-out materials and a transcript to any media who could not attend but have an
interest in the story.
 Fulfil all promises for additional materials or responses to unanswered questions within
deadline times.
 Check each step of operation, and write up your notes for the next conference.

10.5 MEDIA INTERVIEW

Reporters use interviews to gather information and flesh out their stories. It is the basic tool of
newsgathering and a great opportunity for your organization to communicate its messages to its
target public. Media interview is a tool by which an organization presents their good image in
front of general public. By this reason there are some tips for media interview:-
 Never wing it. Successful message delivery depends on preparation. Invest time and
effort in rehearsals, whether working with a professional media trainer or your in-house
public relations team. Get your spouse or partner or a trusted pal to lob questions at you.
Think through how you will respond to tough or hostile questions by developing and
practicing clear, honest and appropriate answers.
 Start small. Try smaller venues before hitting the big time. Trade shows are a good
starting point where you can conduct a large quantity of media briefings with what is
typically a relatively friendly community of journalists. Take charge of your nerves. Being
nervous is normal, but don’t let your body language send messages of fear or doubt.
 Be in control of the interview. Be the first to speak by assertively introducing yourself
and initiating a handshake. Jump right in and ask a few basic questions of the
interviewer, such as who else they’ve spoken to and how much time they’ll need. Doing
so puts you in the driver’s seat and sends the message that you’re in the game.
 Return to key points as often as possible.
 Minimize distractions. Turn off your beeper and cell phone or give them to someone else.
 Make eye contact with the journalist. If the reporter is present, do not look at the
camera. Holding eye contact is critical to projecting a positive and confident image. Looking
down can make you seem uncooperative, while looking from side to side can make you
look shifty or evasive.
 Do not repeat an interviewer’s negative comment as you respond to a question.
Always frame answers in a positive way.
 Avoid jargon, industry language and acronyms. Reporters are communicating the
information you give them to the general public. It is important to speak in terms
everyone can understand.
 Never speculate. It is human nature to give it your best shot at coming up with an answer,
but in a media interview, being pretty sure can harm your organization’s reputation. If you
 don’t know, say so and promise to do your best to find out the correct answer and get
back to them.
 Be responsive, but always remember your purpose. You aren’t there to be a talking
head and answer the interviewer’s questions; you are there to communicate your key
messages. While you should not be evasive, you should always work your messages in.

10.6 SEMINARS
A seminar is a discussion in a small group in which the result of research or advanced study is
presented through oral or written reports. The main purpose of a seminar is to share knowledge and
to get the views of equally knowledgeable persons. Generally one person presents a lead paper,
and an in-depth discussion on it follows. The other members interact with the speaker expressing
their views on the speaker’s presentation.
 Seminar is, generally, a form of academic interaction, either at a university or offered
by a commercial or professional organization.
 It has the function of bringing together small groups for recurring meetings, focusing
each time on some particular subject, in which everyone present is requested to actively
participate.
 This is often accomplished through an ongoing dialogue with a seminar leader or instructor,
or through a more formal presentation of research.
 Make a seminar organization timeline working back from your seminar date so that
everything is done on time.
 Normally, participants must not be beginners in the field under discussion. The idea
behind the seminar system is to familiarize students more extensively with the
methodology of their chosen subject and also to allow them to interact with examples of
the practical problems that always crop up during research work.
 It is essentially a place where assigned readings are discussed, questions can be raised and
debate conducted.
 It is relatively informal, at least compared to the lecture system of academic instruction.

10.7 WORKSHOP
A workshop is also a gathering or training session which may be several days in length. Generally,
it is more work-oriented, with guidance by specialist resource-persons and participation by all
member of the group. It emphasizes problem-solving, hands-on training, and requires the
involvement of the participants. Often a symposium, lecture or meeting can become a workshop when
it is accompanied by a practical demonstration.
TIPS FOR CONDUCTING WORKSHOP
1. Open the workshop by welcoming participants. Project a “kind but firm” attitude. Show
flexibility, sensitivity, curiosity, and an encouraging demeanour.
2. Tell participants about the workshop topic and how you intend to conduct the workshop.
3. Speak on the workshop topic for about five minutes raising the major issues.
4. Draw upon the experiences of the group to teach other group members by inviting them
to express their views on the issues under discussion. Rather than dominating the
conversation, ask questions of participants who can relate their experience in the context
of the questions being asked.
 5. Continue the discussion on the major issues and sub-issues until the participants’
interest has peaked.
6. Invite questions from participants and in case of lack of response stimulate the
discussion by directing questions at the participants by name (when possible).
7. Keeps the discussion balanced not allowing one view to dominate and keep the
discussion on track.
8. Ensure that each participant gets due share of their time to exchange ideas on issues of
concern to them.
9. Ensure that the volunteer participant appointed by you, takes notes of the major points
discussed in the workshop. This will help them to report on the workshop later.
10. Thank participants at the end of the session for their attention and participation.

10.8 CONFERENCE
A conference is closed group discussion. A conference is usually a large gathering of persons
who meet to confer on a particular theme or to exchange experience or information. A conference
may held to exchange views on some problem being faced by the organization or some other issue
related to it, and it may even suggest a solution, but the suggestions from a conference are not
binding. They are more in the nature of recommendations. The participants in the conference have
to register for attending the conference.
Within the organization, the sales manager may hold a weekly conference of the salesmen to
review sales during the week and to plan the next week’s strategy on the basis of the views
expressed by them. Conference may sometimes be held to give training to new employees. These
employees may be exposed to a conference where necessary information about the organization is
imparted to them and through discussion in an informal atmosphere they are made to learn all
about the organization, its objectives, policies, etc. This kind of conference may be described as a
conference for training.
Occasionally a large industrial concern may take initiative and invite delegates from other
similar concerns to a conference to discuss problem of mutual interest. The host organization selects
the venue of the conference, makes arrangements for the stay of the delegates, chalks out detailed
programme, invite eminent people to chair various sessions, selects the speakers, and at the end of
the conference sends out reports to leading newspapers highlighting some of the important aspects
of the conference. Such conference usually last from two to three days.

10.9 BUSINESS ETIQUETTE

Business etiquette is made up of significantly more important things than knowing which fork to
use at lunch with a client. Unfortunately, in the perception of others, the devil is in the details.
People may feel that if you can’t be trusted not to embarrass yourself in business and social
situations, you may lack the self-control necessary to be good at what you do. Etiquette is about
presenting yourself with the kind of polish that shows you can be taken seriously. Etiquette is also
about being comfortable around people (and making them comfortable around you).
People are a key factor in your own and your business’ success. Many potentially worthwhile
and profitable alliances have been lost because of an unintentional breach of manners. Etiquette is a
very important factor in determining the success or failure of a business or a person. Etiquette is the
way a person presents himself to others, being comfortable and making other people around
comfortable. Good business etiquettes are the recipe of success. It is very important to practice
good manners and
etiquettes in order to succeed in your business, be looked by people and maintain good
relationships with clients, customer and employees.
When you do not practice good etiquette intentionally or unintentionally, you are bound to
face lot of obstacles on the path to success. But if a person is generally considerate and attentive
to the needs of those who work for him/her by following the basic rules of etiquette, he/she will
definitely be successful in any venture.
It is easier to make money than to earn respect and accolade from people who know and
interact with you like colleagues and employees. Life will definitely be easier if you follow the
following tips on business etiquettes:
 Make sure to treat each person you interact no matter what his or her position in the
corporation, with respect and make it a rule to be pleasant to everybody no matter what
the situation is.
 Before an event, use your address book or your “people database” to refresh your
memory about the people you are likely to meet.
 Apologize when you step on toes.
 Let people know that you appreciate what they do which will boost morale and improve
work quality.
 Keep records of people who matter to you and acknowledge if they receive a promotion and
wish them on their birthday, anniversary or any other occasions.
 When meeting make sure that all the participants know about the schedule, the objective
of the meeting, matter that is to be discussed and the expected duration of the meeting.
 Distribution of minutes and summaries of meetings and thanking each participant after
meeting is a basic courtesy.
 Always return calls, if you are unable to answer, have a polite message on the
answering machine that will be returned at the easiest. Never be rude or impatient with
anyone on the phone.
 Never make anyone wait, be it an employee or employer, or a business etiquette
acquaintance. Never be late for a meeting or for work.
 Dress is also a very important aspect in maintaining good business etiquette. Businessmen
have to appear impeccably groomed.
 Women have to dress appropriately and take care that they do not give a wrong
impression to their colleagues. Proper care should be taken that can avert a lot of
embarrassment.
 Make sure your employees practice good etiquettes to customers and to each other to be
able to work in a friction free atmosphere. Smiling courteous service will definitely help
to improve business and make a customer become regular.
 The fork goes on the left. The spoon and knife go on the right. Food items go on the
left, so your bread plate is on your left.
 Drinks, including coffee cups, should be on the right.
 When sitting at a banquet table, you may begin eating when two people to your left and
right are served. If you haven’t been served, but most of your table has, encourage others
to start. Reach only for items in front of you, ask that other items be passed by a
neighbour. Offer to the left, pass to the right, although once things start being passed, go
with the flow.
 Do not thank your hosts at the end of the meal. ‘Thank you’ is considered a form of
payment and therefore insulting.
Review Questions
1. What is meeting?
2. What are the its objectives of meeting
3. What are the different types of meetings
4. What is agenda?
5. How do you define minutes?
6. What are the different types of minutes?
7. Why media management is important for a company
8. What are the tips for effective media interview?
LECTURE NO:13

THE CASE STUDY METHOD

WHY WE USE THE CASE STUDY APPROACH

The most effective way for learning to take place is to actually be in real situations, make
decisions, deal with the consequences of those decisions, and learn from our real mistakes.
Nothing will ever replace learning from experience. Cases (which involve real situations although
names may be changed) allow us to “simulate” real life situations when we don’t have the luxury
of having years of experience. Cases allow us (to some degree) to live with real situations, make
decisions, and feel the consequences. Like scientists in a laboratory, students of management use
case problems and experimental exercises as “laboratory” opportunities to experiment with real
organizations in the classroom setting.
Cases attempt to reflect the various pressures and considerations managers confront in
everyday organizational life. By using complex, real world problems as a focus, cases are designed
to challenge you to develop and practice skills that will be appropriate to the practical problems
you will face in your career.
The case method is based on the learning principle that learning occurs most when people
teach themselves, through their own struggles. You will gain greater understanding and improved
skills in judgement when you work through a problem, than, if you listened passively to a lecture.
Similarly, there will be greater learning if you “use” a theory than if you just heard about it.
Therefore cases have two basic uses:
1. helping us learn how to apply theories to real situations.
2. helping us learn how to solve real problems.
Like real situations, cases center around an array of partially-ordered, ambiguous, seemingly
contradictory and reasonably unstructured facts, opinions, inferences and bits of information,
data, and incidents out of which you must provide order by choosing selectively which bits to use
and which to ignore. In real life, others won’t do this for us. As in real life situations, it is unlikely
that any two people would assemble the data or make inferences identically. You will have to
work within the limitations inherent in evidence and arrive at internally consistent interpretations.
Experiencing the process of learning this way may be frustrating and confusing, but it is also
practical and realistic.
Cases, as in real management situations, require you to work with the “as is” of reality, not
the “should be” of theory. Like managers you will have to exercise judgement which can be
improved by
discussion and consultation with others. However, note that like the manager, you will seldom be sure
before your decision is made and often after it is made, that you have made the right or “best”
decision.
Like any manager, you will approach cases under time pressure, on the basis of limited facts, and
in the face of many unknowns. You will approach cases along with other people, who like you have
idiosyncrasies and limitations, and different opinions.
In summary, cases have a number of benefits:
• They allow us to develop skill in thinking clearly about ambiguous, unstructured
situations using incomplete information.
• They help us to develop skills at recognizing what information is important and what is
missing.
• They help us to develop concise, reasonable, and consistent action plans.
• Help you to identify implicit models and assumptions, values and goals you use every day.
• They provide an opportunity to develop skills in presenting (written and oral) our ideas
to people and to groups; to influence and persuade others.
• Improve your ability to predict behavioral outcomes—yours and others.

Your Responsibilities
Little can be learned from a case without preparing it carefully, and discussing it with others. Cases
are not designed to present you with a right answer which you can memorize in the hopes that you
will remember it if you ever encounter a similar situation. Similarly, you won’t gain much from
listening to what others think is the right answer. The learning comes from actively participating
in the search for solutions. Cases are the raw materials that permit simulation in the classroom of
actual discussions carried on informally among managers.
Preparation: Cases require more preparation and active participation than most class activities.
How much you get out of a case discussion, depends heavily on how much effort you put into
preparing it before class. Many students confronting cases for the first time are overwhelmed;
they see so many factors that come into play. Facts are confusing and ambiguous and often
incomplete. This guide is intended to help you walk through the critical steps.
Informal Discussion Groups: After preparing a case by yourself, it can really help to meet with a
group of other students to talk about a case before class. This will give you a chance to test your ideas
on others and learn about other perspectives about the case.
Participating in Class Discussions: The purpose of the class discussion is to test others ideas so
that together students can reach a richer and deeper understanding of the case. The role of the
discussion is to moderate and create an environment in which contributions of individual students
build on one another to understand the problem completely. The instructor’s role is not to answer.
The instructor may highlight, synthesize the issues and helps to shape the discussion.
The quality of the class discussion depends on the quality of the students’ preparation and
participation in class. The class should be considered a team of colleagues that has been asked to
work together to solve a challenging problem. This requires good team members to push ideas and
support them. Good class also requires an emphasis on listening; others will raise ideas you would
not have thought of and you should be prepared to change your mind and incorporate new ideas
when you find them persuasive.
 Try to have your ideas build on the comments of others. Don’t be afraid to be challenged or to
be wrong. Sometimes students leave a class discussion, discouraged because many issues and
arguments that were raised that they had not considered before the class. Remember that no case
would be worth discussing if it were simple and straightforward enough for you to have figured it
out on your own.
The classroom should be a place where you can test ideas and learn from each other. Finally,
enjoy yourself. There should be a lot of satisfaction in struggling with a complex problem and
through your efforts, coming to a better understanding of it.
Preparing a Case: Six Steps for Problem Analysis
The checklist is presented as a framework for diagnosis, problem-solving, and managerial action
taking. Note that few if any situations that you will experience will require that you consider
every element listed here. Management is a dynamic, ongoing process that never takes place as
sequentially or rationally as this list would imply.
• Step One: Comprehend the Case Situation
• Step Two: Defining the Problem
• Step Three: Identify the Causes
• Step Four: Generating Alternative Solutions
• Step Five: Decision
• Step Six: Taking Action

1. Comprehend the Case Situation: Data Collection, Identify Relevant

Facts
Most cases require at least two readings, sometimes more; the first time, though, should involve
familiarizing yourself with the basic situation; you may be given some guide questions to help you
and you also might think about why the case was assigned now. There are some standard questions
that you might keep in mind as you read the case:
• What are the key issues in the case; who is the decision-maker in the case; is there a critical
decision?
• What is the environment in which the key people operate; what are the constraints on
their actions; what demands are imposed by the situation?
• Are solutions called for?
• If you had the chance to talk to critical people in the company, what would you want to
know?
• What are the actual outcomes of the current situation—productivity, satisfaction, etc.
how stable are present conditions?
• What are the “ideal” outcomes; what is an ideal “future” condition?
• What information is lacking; what are the sources of the available information?
Managers and students rarely have complete information and must rely on inferences. Be
prepared to make creative assumptions; good analysis goes beyond identifying the relevant facts in
the case. If some facts aren’t given, figure out what you can assume they are.
Rereading: After the first reading, try to formulate several plausible courses of action and
explanation for the data in the case. Imagine yourself as various key people in the case and figure
out why you (as the person in the case) might have acted as he/she did, or what you would do. Think
about the consequences if you are wrong.
 Using evidence and numbers: One of the most difficult problems in preparing a case is sorting
through the mass of information and evidence. Often cases involve considerable background
information of varying relevance to the decision at hand. Often cases involve conflict with different
actors providing selective information and courses of action to support their claims. As in real life,
you must decide what information is important and what isn’t and evaluate apparently conflicting
evidence.
As in real life, you will be faced with a lot of information but perhaps not exactly the
information you need. It is not uncommon to feel paralyzed by all the available information; it is
difficult to identify the key information after the first reading. You should be slightly skeptical
about the information presented or the interpretation placed on it by various actors in the case. You
won’t have time to question all evidence in the case but if the evidence is critical, you might ask
yourself what it really implies and whether it is as compelling as it seems.
As you read the case keep in mind:
• Remember that all behaviour is caused, motivated, and goal-directed; behaviour may
see strange, or “irrational” but you can assume it makes sense to the actor.
• Separate fact from opinion; distinguish between what people say vs. do.
• It might be possible to get more information about the case (e.g., the industry) but for
the most part you will be asked to do your best with the information available.
• Separate symptoms from underlying causes.
• Avoid judgements; avoid premature solutions.

2. Defining the Problem

What is the critical issue or problems to be solved? This is probably the most crucial part of the
analysis and sometimes the hardest thing to do in the whole analysis. Perhaps the most common
problem in case analysis (and in real life management) is that we fail to identify the real problem
and hence solve the wrong problem. What we at first think are the real problem often isn’t the real
problem.
To help in this stage here are some questions to ask in trying to identify the real problem:
• Where is the problem (individual, group, situation)why is it a problem; is there a “gap”
between actual performance and desired performance; for whom is it a problem and
why?
• Explicitly state the problem; are you sure it is a problem; is it important; what would happen
if the “problem” were left alone”; could doing something about the “problem” have
unintended consequences?
• What standard is violated; where is the deviation from standard?
• What are the actual outcomes in terms of productivity and job satisfaction; what are the
ideal outcomes?
• How do key people feel about the problem and current outcomes?
• What type of problem is it ?(individual, relationships, group, intergroup, leadership/
motivation/power, total system)
• How urgent is the problem? How important is the problem relative to other problems?
• Assess the present conditions.
• What are the consequences; how high are the stakes; what factors must and can change?
 • For the organization (costs and profits; meeting obligations; productivity).
• For the people (personal and financial rewards; careers; satisfaction and growth).
• How stable are present conditions?
• What information is lacking?
• What are the sources of the available information?
TRAPS IN THIS STAGE
• Suggesting a solution prematurely—stating a problem while implying a solution.
• Stating problems in behavioural (personal) terms, not situational terms.
• Not explicitly stating the problem—assuming “your” problem is “the” problem.
• Blindly applying stereotypes to problems; accepting all information at face value; making
premature judgements; multiple causality.
• Most crucial at this step is to avoid suggesting a solution.
• Confusing symptoms with causes; differentiating fact from opinion; prematurely
judging people and actions.
• Stating the problem as a disguised solution (e.g., Hardesty’s failure is due to his not
visiting purchasing agents).
3. Causes
Once you have identified the key problem(s), try to find the causes here. Most critical here is avoiding
solutions, and avoiding blaming or judging people. Also:
• Don’t quit at the most obvious answer—try playing devil’s advocate; put yourself in the
other person’s shoes.
• Accept the multiple causality of events.
• There may be a number of viable ways to fit the data together; explore as many as you can;
go past the obvious.
• There is a great tendency to evaluate behaviour as good or bad; I care about why it
occurred; judgement leads to a poor analysis focusing on justification for the evaluation.
• The concern is not whether behaviour is good or bad but why it occurred and its
consequences.
• Be careful about hindsight; actors in the case usually don’t have access to outcomes when
they act so avoid “Monday Morning Quarterbacking”—consider what actors in the case are
reasonably likely to know or do.
• As before, avoid premature solutions and premature judgements.
4. Generating Alternative Solutions (not all assignments will call for this)
In thinking about a context for generating alternatives, think about:
• What are the decision-maker’s sources of power in the situation (legitimate, reward,
punishment, expert, referent)?
• What are possible leverage points (changing technology such as machines, processes,
product designs; changing organizational structure; changing reward systems, job
descriptions education, changing personnel, changing culture)?
 • Can individual behaviour be changed (education, training, reward systems, job description,
etc.)?
• What are the constraints on the solution (time, money, organizational traditions, prior
commitments, external realities, legal etc.)?
• What are the available resources (time, money, people, existing relationships, power)?
• Should others be involved (in problem definition, data collection, generating
alternatives, implementing solutions, monitoring, and assessing realities)?
In this stage, it is important to avoid reaching for a solution too quickly; be creative here and
put yourself in the case. Try living with various alternatives that you are thinking about; what
would be the impact on you and on others. Be sure to think about the costs and benefits of each
alternative.
5. Decision (note that not all assignments will call for a solution)
In considering the alternatives generated above you need to be clear on the criteria you will use to
evaluate them. Some possible criteria include:
• Does the alternative address the critical aspect of the problem? What are your objectives?
Be specific.
• What are the intended consequences; what are some unintended possible consequences;
how will your decision improve the situation?
• What is the probability of success; what are the risks; what happens if the plan fails?
• What does the plan depend on? What are the costs? What power and control is needed?
• Who would be the “change agent”? Does he/she have the power, skills, knowledge to be
successful?
• Is the “solution” consistent with organizational realities?
Remember that there is no one “elegant” solution; all solutions have costs and benefits; identify
pros and cons of each alternative; evaluate relative to goals; look at main and side effects
• You may have to make inferences and judgements; do this as long as you have good reasons
for your inferences.
• Choose alternative which best meets the criteria. The decision might not be accepted by those
involved so you may have to choose a more acceptable one. You might want to rank
order your alternatives according to how well they meet the criteria used.
• As you think about action put yourself into the case; try to project living with the
consequences.
6. Taking Action and Following Up
In thinking about implementation you want to think about these areas:
• What are leverage points for change—technology, reward systems, work relationships,
reporting relationships, personnel changes?
• What are the decision-maker’s sources of power: legitimate, reward, expert, referent, etc.
• What are the constraints on a solution: time, money, organizational policies, traditions,
prior commitments, external realities?
• Does culture have to change; what historical relationships must be respected?
• Implementation—will people resist change; is change being reinforced; is a new stability
developing?
 • Monitoring changes—are further changes necessary; are costs and benefits of changes as
expected?
• Make sure you have thought about the ramifications of implementing the plan; how will
you address them?
ACTION PLANS
• Provide options for meeting specific objectives.
• Should include: a brief description of the plan, costs, benefits, drawbacks.
Some simple models are helpful in thinking about implementation. One involves thinking about
implementation as involving three stages:
1. Unfreezing: Making sure those affected feel the need for change.
2. Change: introducing the change.
3. Refreezing: Reinforcing the new behaviours.
GENERAL REMINDERS
• Remember you will never have enough information.
• The most critical aspect of case analysis may be “identifying the problem”.
• You will never be sure you have identified the real problem.
• There is rarely one “right” answer—different answers may be somewhat right.
• Accept that cases and managerial situations involve:
• Ambiguous situations, multiple causality and inadequate information.
• No elegant solution.
• Acknowledge that personal values play a role in case analysis.
• No one (including the instructors) can “solve” the case.
• Try to imagine “living” with the problem and your recommendations.
• Try to avoid: confusing symptoms with problems making premature evaluations.
• Blindly applying stereotypes to problems accepting information at face value.
• Judging behavior—we assume no one is “good” or “bad”; labelling people as such is an
easy way to dispense with problems of trying to figure out why someone does what he does.
• Don’t assume you are so much smarter or better informed than managers you observe or
read about that you can readily solve problems they have been dealing with for years.
• Managers involved may understand their problems better than you do and act the way
they do for reasons that are sound to themselves.

BUSINESS ETIQUETTE
The Basics

The most important thing to remember is to be courteous and thoughtful to the people around
you, regardless of the situation. Consider other people’s feelings, stick to your convictions as
diplomatically as possible. Address conflict as situation-related, rather than person-related. Apologize
when you step on toes. You can’t go too far wrong if you stick with the basics you learned in
Kindergarten. (Not that those basics are easy to remember when you’re in a hard-nosed business
meeting! )
This sounds simplistic, but the qualities we admire most when we see them in people in
leadership positions, those are the very traits we work so hard to engender in our children. If you
always behave so that you would not mind your spouse, kids, or grandparents watching you,
you’re probably doing fine. Avoid raising your voice (surprisingly, it can be much more effective
at getting attention when lower it!) using harsh or derogatory language toward anyone (present or
absent), or interrupting. You may not get as much “airtime” in meetings at first, but what you do
say will be much more effective because it carries the weight of credibility and respectability.
The following are guidelines and tips that we’ve found helpful for dealing with people in
general, in work environments, and in social situations.
It’s about People
Talk and visit with people. Don’t differentiate by position or standing within the company. Secretaries
and janitorial staff actually have tremendous power to help or hinder your career. Next time you
need a document prepared or a conference room arranged for a presentation, watch how many
people are involved with that process (you’ll probably be surprised!) and make it a point to meet
them and show your appreciation.
Make it a point to arrive ten or fifteen minutes early and visit with people that work near you.
When you’re visiting another site, linger over a cup of coffee and introduce yourself to people
nearby. If you arrive early for a meeting, introduce yourself to the other participants. At social
occasions, use the circumstances of the event itself as an icebreaker. After introducing yourself, ask
how they know the host or how they like the crab dip. Talk a little about yourself—your hobbies,
kids, or pets are just enough to get people to open up about theirs and get to know you as a
person.
Keep notes on people. There are several “contact management” software applications that are
designed for salespeople, but in business, nearly everyone is a salesperson in some capacity or
another. They help you to create a “people database” with names, addresses, phone numbers,
birthdays, spouse and children’s names whatever depth of information is appropriate for your
situation.
It’s a good idea to remember what you can about people and to be thoughtful. Send cards or
letters for birthdays or congratulations of promotions or other events, send flowers for
engagements, weddings or in condolence for the death of a loved one or family member. People
will remember your kindness, probably much longer than you will!
Peers and Subordinates
Impressing the boss isn’t enough.
A 1997 study by Manchester Partners International, says even in this tight job market, 40% of
new management hires fail in their first jobs. The key reason for their failure is their inability to
build good relationships with peers and subordinates.
Social rank or class is a cornerstone of social interaction in many cultures. The corporate
climate in the United States is no exception. People tend to feel uneasy until they’ve seen an
“organizational chart” or figured out who reports to whom. They feel that it is more important to
show respect and practice etiquette around superiors than around peers or subordinates.
The current social and economic climate is one of rapid advancement through technology,
which make it very possible (and even likely) for a pesky salesman to become an important client,
or an administrative assistant to become a manager.
Mergers and acquisitions add to this “class mixing,” causing a former competitor to become a
coworker overnight.
This can make things awkward if you treat people differently depending on their “corporate
standing.” If you show respect and courtesy to everyone, regardless of position or company, you
avoid discomfort or damaging your chances in any unexpected turn of events.
Having a consistent demeanor improves your credibility. Even the people at the top will begin to
suspect your motives if you treat VIPs with impeccable courtesy and snap at counter clerks.
Superiors
The only thing you owe your boss above and beyond what you owe peers and subordinates is
more information. Unobtrusively be sure he or she knows what you’re doing, is alerted as early as
possible to issues that may arise, and is aware of outcomes and milestones.
 Never surprise your boss.
It goes without saying that you should speak well of him or her within and outside the
company, and give him or her the benefit of the doubt. (Which you would do for anyone, of
course!)
International Business
The information in this article is presented from a Western point of view. It is important to note
that etiquette in other cultures requires a bit of adaptation and flexibility. If you’re travelling on
business to a foreign destination, or have visitors here, it is a good idea to learn as much as you
can about the culture they are coming from and make appropriate allowances.
Items to consider:
Language (make an effort to learn theirs if possible, but don’t pretend to be fluent unless you have
many years of study under your belt!)
Time zones
Working schedules

Holidays
Food customs (table manners, use of implements, etc.)
Generally speaking, as long as you are trying to be considerate and express an interest in learning,
you should be fine. If in doubt, err on the conservative, formal side.
The Workplace
The remainder of this article is divided into two sections—The Workplace and Social Situations. The
division is really for convenience only, since with less formal workplaces and more “business”
seeming to take place in social situations now than ever before, the lines get blurred.
Meetings
If a subject is important enough to call a meeting, be considerate of the participants’ time and
ensure that it is well prepared.
Communicate beforehand
The objective
The expected duration ( Be sure to observe the ending time scrupulously, unless everyone agrees
to continue.)
Items expected to be discussed
Often overlooked—be sure to THANK meeting members for their time and participation, and
demonstrate (in the minutes or written record, at least) how their contributions helped meet the
objective of the meeting. Participants are frequently left wondering if they’ve been heard or if
their attendance and contributions were noticed. Distribute minutes or some written record (no
matter how simple the meeting) to all attendees and absentees, with concise but complete
descriptions of decisions made and including action items.
Never assign an action item to a person who is not present to negotiate it, unless you
absolutely have to. Note in the minutes that the person hasn’t been notified, and will be contacted
for a final disposition of the item.
The Phone
Always return calls. Even if you don’t yet have an answer to the caller’s question, call and
explain what you’re doing to get the requested information, or direct them to the appropriate
place to get it.
If you’re going to be out, have someone pick up your calls or at a minimum, have your
answering system tell the caller when you’ll be back in the office and when they can expect a call
back.
When you initiate a call and get a receptionist or secretary, identify yourself and tell them the
basic nature of your call. That way, you’ll be sure you’re getting the right person or department and
the person you’re trying to reach will be able to pull up the appropriate information and help you
more efficiently.
When you’re on the receiving end of a phone call, identify yourself and your department.
Answer the phone with some enthusiasm or at least warmth, even if you are being interrupted, the
person on the other end doesn’t know that!
Make sure your voice mail system is working properly and doesn’t tell the caller that the
mailbox is full, transfer them to nowhere, or ring indefinitely. Address technical and system
problems—a rude machine or system is as unacceptable as a rude person.
You don’t have to reply to obvious solicitations. If someone is calling to sell you something, you
can indicate that you are not interested and hang up without losing too much time on it. However, you
do need to be careful. You may be receiving a call from an insurance or long-distance company that
wants to hire you as a consultant! Be sure you know the nature of the call before you (politely, of
course) excuse yourself.
Personalize the conversation. Many people act in electronic media (including phone, phone
mail, and e-mail) the way they act in their cars. They feel since they’re not face-to-face with a
person, it is perfectly acceptable to be abrupt, crass, or rude. We need to ensure that we make best
use of the advantages of these media without falling headfirst into the disadvantages.
E-mail
Make the subject line specific. Think of the many messages you’re received with the generic subject
line, “Hi” or “Just for you.”
Don’t forward messages with three pages of mail—to information before they get to the
content. In the message you forward, delete the extraneous information such as all the “Memo
to,” subject, addresses, and date lines.
When replying to a question, copy only the question into your e-mail, then provide your response.
You needn’t hit reply automatically, but don’t send a bare message that only reads, “Yes.” It’s too
blunt and confuses the reader.
Address and sign your e-mails. Although this is included in the To and From sections,
remember that you’re communicating with a person, not a computer.
DON’T TYPE IN ALL CAPS. IT’S TOO INTENSE, and you appear too lazy to type properly.
This is still a written medium. Follow standard writing guidelines as a professional courtesy.
Interruptions
Avoid interruptions (of singular or group work sessions, meetings, phone calls, or even discussions) if
at all possible. Most management folks feel free to interrupt informal working sessions of subordinates,
but need to realize that they may be interrupting a brainstorming session that will produce the
company’s next big success.
Always apologize if you must interrupt a conversation, meeting, or someone’s concentration
on a task. Quickly state the nature of what you need, and show consideration for the fact that you
are interrupting valuable work or progress.
Guests, Consultants and New Employees
If you have a new employee, guest, or consultant working at your company for a day, week, or
longer, be sure that that person has the resources and information that he or she needs to do the job.
This isn’t just courtesy, it’s good business, and since time spent flailing around looking for things
is embarrassing to the consultant and expensive for your company.
Give a consultant or guest the same type of workspace as an employee at your company in a
similar role. A consultant who is there to do programming should have, if at all possible, the same size
cube, type of computer equipment, etc. as an employee programmer would have in your company.
This prevents your employees from feeling looked down upon, and the consultant from feeling singled
out or treated as second-rate.
A guest from a regulatory agency will tend to want to know what’s “really” going on in the
company. By treating him or her like everyone else, (instead of isolating them in a plush office in a
far
wing, for example) will raise less suspicion and enable them to get the information they need
more efficiently.
Appoint an employee to be a ‘buddy’ to a guest or consultant to ensure that they are
introduced around, “shown the ropes,” and have someone to help resolve little logistical problems
that may arise and cause non-productivity or embarrassment.
Appreciation/Credit
Always pass along credit and compliments to EVERYONE who made a contribution to the effort.
Speak well of your coworkers and always point out their accomplishments to any interested party.
Appearing to have taken the credit in superiors’ or customers’ eyes is the surest way to sabotage a
relationship with a coworker.
Dress/Appearance
It can be insulting to your coworkers or clients to show a lack of concern about your appearance.
Being wrinkled, unshaven, smelly or unkempt communicates (intentionally or not) that you
don’t care enough about the situation, the people or the company to present yourself respectably.
If in doubt, always err on the side of conservative. If you think jeans may be OK for a social event
but aren’t sure, show up in ironed khakis and a nice golf shirt. If you think a situation may call for
dress slacks, wear a dress shirt and tie. If you have any inkling that a suit may be called for, dress to
the nines.
Women’s clothing is a bit more complicated, but again, err on the side of conservative and dressy.
Always practice impeccable grooming (even in a jeans environment!)
Social Settings
Many impressions formed during a party, dinner or golf game can make or break a key business
arrangement, whether or not business is discussed directly. Always carry business cards. Arrive at
a party at the stated time or up to 30 minutes later. (Not earlier than the stated time, under any
circumstances.)
Introductions
Before an event, use your address book or your “people database” to refresh your memory about
the people you are likely to meet.
If you forget someone’s name, you can sometimes “cover” by introducing a person you do
know first. “Do you know my Joe Smith, one of our account reps?” which will usually get the
unknown person to introduce him or herself.
If this doesn’t work, an admission that you’ve had a mental block is preferable to obvious flailing
around.
Table Manners
These apply to the Americas and most of Europe. If you’re elsewhere, do some research beforehand?
The fork goes on the left. The spoon and knife go on the right. Food items go on the left, so your
bread plate is on your left. Drinks, including coffee cups, should be on the right. When sitting at a
banquet table, you may begin eating when two people to your left and right are served. If you haven’t
been served, but most of your table has, encourage others to start. Reach only for items in front of
you, ask that other items be passed by a neighbor. Offer to the left; pass to the right, although once
things start being passed, go with the flow.
 This is a lot to consider, and there’s a lot more out there. Volumes of information have been
written on what is right and correct in business etiquette. It’s enough to make veterans and newcomers
too insecure to deal with people.
Since you’re human, (we’re assuming!) there will be times when you step on toes, forget an
important name, pop off with a harsh comment, or (heaven forbid!) use the wrong fork. We all do.
Think about the “outtakes” scenes at the end of some movies where we see how many times it took to
get things perfect, even when everyone was performing to a script! This is real life, there are no
scripts, and we’re all making it up as we go along.
The important thing to remember is that if you strive to make the people around you feel
comfortable and valued, you have succeeded whether you’re perfectly in compliance with these or any
rules you’ve read.
 ■■■

Lecture No:14
DO ’ S AND DON’TS FOR SECOND

(AND SUBSEQUENT) JOB INTERVIEWS

It’s gratifying to be called for a second or subsequent interview because you are another step closer
to the job. Don’t blow it now! Read our second-interview do’s and don’ts.
• Do take a practice run to the location where you are having the interview or be sure you
know exactly where it is and how long it takes to get there.
• Do pat yourself on the back for being called for a second interview. While some career
experts say your chances are 1 in 4 to get the job at this point, others say you have as much
as a 50 per cent chance. Even with the field narrowing, it’s important to distinguish yourself
and ensure that you stand out above your competition.
• Do remember these three words: More, More, More. Compared to the first interview, a
second interview will likely involve more preparation, more people, more questions,
more intensity, and more pressure -- in addition to more likelihood that you will land
the job.
• Don’t neglect to review your performance from your first interview. Note any questions or
situations that caused you difficulty and plan how you will handle those aspects better in the
second interview. Derive confidence from knowing that if you hadn’t performed well in the
first interview, you wouldn’t have landed the second. Think about what made you shine in
the first interview, and plan to do more of the same. Further, brainstorm new information
you can bring into the second interview -- new accomplishments, new examples, and new
evidence of how much you know about the employer.
• Do prepare even more than you did for the first interview. Presumably you researched
the company before the first interview. Now it’s time to delve even deeper into that
research using guide to reaching companies, industries and countries. Some experts
suggest that talking with company insiders is one of the most productive ways to
prepare for a second interview. Before your second interview, consider conducting
informational interviews with company folks who aren’t the ones who’ll be
interviewing you. If you are a college student, particularly seek out alumni from your
school or sorority/fraternity who work for the employer. Also be sure you’re up to date
on developments in your field or industry by reviewing trade publications.
• Don’t be surprised if the second interview is actually a series of interviews in both
individual and group/panel formats making for a long day. You may interview with
managers, senior executives, department heads, and prospective team members. You
may also get a tour of the workplace and be taken out to eat. For college students, this
second- interview day may represent the first time the student has been interviewed in
the employer’s workplace. Plan to bring ample copies of your resume for all the people
you may be meeting with.
• Do try to find out in advance exactly what the agenda will be and whom you can expect
to interview with. If you aren’t given this information when the interview is set up,
contact the assistant of the main person with whom you’ll be meeting to see what you
can find out. If you see that a workplace tour is not included on the agenda, ask if
someone can show you around as time permits.
• Don’t forget the cardinal rule of panel interviews: As you respond to a question,
maintain eye contact with everyone on the panel not just the panelist who asked the
question.
• Do be up on business dining etiquette if you are asked to dine with representatives of
the prospective employer.
• Do get a good night’s sleep the night before this potentially grueling day. Also look for
opportunities to refresh yourself during the interview day. If there’s a break in the
action, splash some water on your face or take a brisk walk to rejuvenate. You might
want to take along a pocket- or purse-sized snack in case there is no lunch break. Breath
spray or a mini- bottle of mouthwash is also not a bad idea. Be careful not to run out of
steam toward the end of the day. Maintain your energy, confidence, and enthusiasm.
• Do be aware that you might be asked to complete psychometric tests dealing with such
things as skills, intelligence, and personality. There’s not a lot you can do to prepare for
them but that good night’s sleep will help.
• Don’t slack off with your interview attire. A second interview generally doesn’t denote
a more casual interview. The former Andersen Consulting (now Accenture) had a
protocol for the three on-campus interviews it conducted with college students that called
for skirted suits for women for the first two interviews. Female candidates were
permitted to wear pantsuits to the third interview. Check with company insiders to see
what attire is expected for each interview.
• Do remember these three more words: Fit, Fit, and Fit. A major reason for the second
interview is so the employer can see how well you fit in with the company culture. Put
yourself inside the employer’s head and realize that the interviewers at your second
interview want to learn how well you will get along with other team members with
whom you’ll be interacting with every day. Deploy your very best interpersonal
communication skills. Keep in mind the idea of showing your fit but remember that it’s
OK not to fit. If you aren’t a good fit with the employer, you probably wouldn’t be happy
working there anyway. And remember, that this interview is also your opportunity to
determine whether the company is a good fit for you. Think about whether you would
accept if the employer extended an offer.
• Don’t neglect to talk to other people beyond those you are interviewing with. Chatting
up not too excessively the receptionist and prospective co-workers serves the dual
purpose of giving you a better feel for how much you’d like to be part of this workplace
culture, as well as making a positive impression on as many people as possible.
• Do expect to be asked some of the same questions you were asked in the first interview,
but some new ones as well. Second-interview questions may delve more into your
personality, or they may be more targeted toward specific technical skills or both. Plan
to keep your responses fresh yet consistent for each person you meet with during the
second-interview, and don’t worry about repeating yourself since you will likely have a
different audience every time you give roughly the same response. If you’ve followed the
advice above to obtain the full list of interviewers, a good way to keep your answers fresh
is to try to find out something about each interviewer and tailor your response
specifically to that person. You can also vary your delivery to freshen your responses.
Interviewing experts suggests that a good way for the interviewer to get to know about
your personality is through the quotes of others; for example, tell the interviewer what
your boss would say about you if asked.
 ■■■

• Do expect behavioral questions, which are commonly asked in second interviews, even if
they haven’t been in asked in the first interview. The second interview is also a likely
venue for case questions, especially in consulting firms.
• Do listen for clues that get at the heart of what the employer seeks in the person hired for
this position and key into the needs, concerns, issues, and problems that you would be
expected to handle.
• Do prepare for as many kinds of questions as possible. You’ve already interviewed with
this employer, but it wouldn’t hurt to do a mock interview with a friend, family
member, or career counsellor/coach to prepare for the second interview.
• Don’t be shocked if some of the people you meet with aren’t very competent
interviewers. While managers trained in interviewing often conduct first interviewers, the
array of people who might talk with you during the second-interview experience may
include people lacking skills and training in how to conduct an interview.
• Do be prepared with lots of questions to ask. You will likely have more opportunity to
ask questions in the second interview and will be expected to make more sophisticated
inquiries than you did in the first interview. Although these questions are designed for
informational interviews, many of them also work in a second-interview situation in
which you are attempting to make a personal connection.
• Don’t be caught off guard if an interviewer raises the subject of salary and benefits. Be
prepared to negotiate. You may also be asked about your willingness to travel and relocate,
so be ready with your responses.
• Don’t necessarily give an answer immediately if the employer makes an offer. Ask for a few
days to think about it.
• Do ask about the next step in the process if you don’t receive an offer. How soon will a
decision be made, and how will they let you know?
• Do try to collect the business card of everyone you meet with. Keep a small notepad
handy to write down names in case there’s someone from whom you can’t get a card.
• Don’t forget to send a thank-you note or e-mail to everyone you meet with. That’s right
for every single person. Aren’t you glad you collected those business cards? You can
write the same basic message to all, but vary it a bit in case they compare notes.
• Do realize that you have some degree of control if the interview process drags on. A
job- seeker who had gone on six interviews with one employer and still had not heard a
decision recently sought advice from asks the Head-hunter columnist Nick
Crocodiles. Crocodile’s first-choice response was to simply ignore the
indecisive company and pursue other opportunities. But he also noted that the
job-seeker could offer a polite ultimatum: “I appreciate that you have internal
reasons for this taking so long. However, I need to make decisions about some
other commitments I’m facing. I’d like to set a deadline for us both, say, two
weeks? If your team can’t make a decision by that point, I need to withdraw my
candidacy for the job and move on. I want you to know how much I’ve looked
forward to working with you. I know I can do this job profitably for you, and I
want to join your team.”
• Do remember that most of the guidelines that apply to first interviews also relate to
second interviews.