BPO Handbook Content

DAY 1-7
Induction Module
Why Induction?
The aspirants during the induction process are encouraged in a non threatening
environment where they learn to express themselves freely. The aspirants need
initiative and involvement to be able to imbibe the LABS process. In the LABS
process the aspirants learn to learn. This is unlike what our main stream education
expects from the aspirants. Therefore the induction process is vital to initiating the
LABS classroom practices.
What is Induction?
Induction is to prepare the aspirants to the basic process of LABS. It also provides an
orientation to the concept of life skills.
The following are the topics that are covered during an Induction process:
Topics Topics
 Introductory Session  Rules & Regulations,
 Name Game  Team building
 Expectation  Logo
 Debrief/Evaluation
 Who am I  Decision-Making
 Time management  Debrief/Evaluation
 Communication
 Perceptions & Values  Goal Setting
 Gender
 S.W.O.T  Self-Esteem
Use Energizers liberally to enthuse and motivate the group and to keep their interest
alive.
MODULE DESIGN
This module is designed on a day to day basis, outlining the topics and activities to
be used during each day. For each section, a brief synopsis of the topic is provided,
to assist the facilitators in identifying the main themes of each workshop. This
synopsis is followed by a number of activities that have been selected for their
relevance to the topic, and their usefulness in promoting group learning.
Each of the activities includes a brief description of the materials needed, the
objective of the activity and in some cases, debrief questions and points for
discussion. It should be noted that this module is not a structured syllabus; the
facilitators should feel comfortable in modifying this module to compliment their own
individual teaching styles.
LEARNING & DEVELOPMENT 1

FACILITATORS
The facilitators should create an environment where group learning can occur. This
means relieving tensions, dispelling myths and creating a safe and warm
environment within which the participants can be open to learning about themselves
and others.
Facilitators must also assume an active role in the workshops. Discussion,

participation and learning among the participants will inevitably reflect the role taken
by the facilitators. There will be times when the facilitators may not get the reaction
they are looking for from the participants. It is important during times likes these for
the facilitators not to show their disappointment or frustration, but rather make the
situation at hand work. This may take imagination, patience and prodding, but most
facilitators will find that with these key ingredients, the outcomes are usually better
than expected.
Soliciting opinions and personal stories from youth is often difficult; it can take a
long time before youth feel comfortable speaking openly in front of a group of their
peers. The facilitators should be ready to instigate discussion by asking questions, as
well as by sharing their own personal stories with the participants. It is a good idea
for the facilitators to open each session by sharing a personal anecdote related to the
session topic; having a facilitator talk openly about their fears and challenges will
encourage the youth to do the same.
It is also important for facilitators to treat the participants as adults, rather than
children. This module was not designed according to a school-based model, and
therefore the facilitators’ role should not be one of a teacher per se. Instead, the
facilitators should see themselves as guides - they are responsible for leading the
participants on a journey over the next four days however, what the participants see
and learn is up to them.

Introductions
It is important for all LABS participants to feel welcomed and comfortable in their
new surroundings. The training groups should ideally have about 30 aspirants with
equal number of boys and girls. The morning session should be used by the
facilitators to speak to the participants about LABS and DRF, as well as any other
relevant information. It is best to get logistics out of the way at this point so that the
next few days can be spent concentrating on the youth in their individual training
groups.
 The Name Game1
Materials: None
Objective: To facilitate an easy, fun way for the participants to be introduced to one
another.
Steps:
1. Have the participants sit in a circle and have the first person introduce
themselves.
2. Moving in one direction around the circle, have the next person say the first
person’s name, followed by their own name. The participants will proceed like
this until they reach the last person in the circle who will have to name everyone
in the circle before they introduce themselves.
 Example: The first person to introduce themselves is Srinivas. The person next
to him must say his name, before introducing himself as Krishna. The person beside
Krishna must say the names Srinivas and Krishna before introducing himself /
herself, and so forth.
1
All participatory activities can be identified by the use of this symbol ().

Expectations
This activity provides a platform for both the aspirants and the facilitators to express
their expectations about the program and themselves. The facilitator must be
responsible for dispelling any unrealistic expectations on the part of the youth, and
yet encourage them to take as much as they can from the program.
A good way to begin the session is to have a piece of flip-chart paper and a marker
ready and ask the participants to help you list the qualities which make a good
facilitator and the qualities that make a good aspirant. This can open up discussion
surrounding both the facilitators’ roles and the roles of the aspirants, and what can
be expected of both. This also provides an opportunity for the facilitator to dispel any
assumptions on the part of the participants regarding their role in LABS.
 What do we expect?
Materials: Flip-chart paper and markers

Objective: To discover what topics participants hope will be addressed or explained
during their time at LABS.
Steps:
1. Ask the participants to reflect on the following questions:
 What do I expect from this event?
 What can help me achieve this?
2. Ask each person to present their answers, and note them on the flip-chart paper.
3. Once each participant has presented their answers, discuss any expectations that
you feel are too high or unrealistic. It is important that no participant become
disillusioned during the training process.
4. Follow up by explaining what the participants have to offer which would allow
them to meet their expectations.

SWOT Analysis
(Strengths-Weakness-Opportunities-Threats)
This exercise helps the aspirants recognize the importance of evaluating their
strengths, weakness, opportunities and threats. The objective being to help them
access these in the context of current situations and to help then formulate
strategies to effectively build upon their strengths/ opportunities and to overcome
their weakness.
J Time waits for none.
Materials: None
Objective: To understand the importance of figuring out their basic strengths and
weakness and thinking about how they can capitalize on them.
Duration : 30 mins
Steps: Read the story aloud ( more then once if required)
Story : Realizing Ones’s potential
There was an old woman who was very fond of her little grandson. Everyday she
kissed hem goodbye when he left to school and stood at the door waving out to him
and watching him until he was out of her sight. One day as she watched she saw to
her horror a car traveling at a high speed go out of control and hit the little boy. The
boy fell down and the wheel went over his heel before the car came to a halt. The
grandmother rushed over to the accident spot and watched in fear as the crows that
had gathered tried hard to lift the vehicle off the crying boys foot without any
success. The old woman who could not bear to se her beloved grandchild in pain put
all her efforts to move the car. To the amazement of the crowd, she lifted the front
of the car off the boys foot and freed him. Everyone cheered her but the old woman
began to cry loudly. When she went home, her son asked her why she was crying,
instead of being happy for having done such a miraculous thing to save her
grandson. She replied “ I have wasted 70 years of my life not knowing my own
capacity. If I had discovered it when I was young I would have put my best efforts to
chase my dreams and not given up so easily”.
Points for discussion :
 Why do you think the old woman was crying ?

 What did you learn from the story /
 Is it important for one to know what their strengths are ? why?
 What about the importance of knowing ones’s weakness ? why?
 How can one use the knowledge of strengths and weakness to help achieve
goals?

Team-Building
As the youth will be spending the following three months working closely together,
they must be encouraged to see themselves as a team. Team building is a critical
component of any type of group work, and ensures that there is a sense of unity and
equality within the group. This is especially important in a training context, as the
participants need to support and encourage one another.
The facilitator should emphasize that working as a team means that no one will
dominate the other team members. Instead, the participants should recognize that
their success as a team relies upon their co-operating with one another. The
facilitator should talk to the participants about how it is that they can benefit from
being part of a team, rather than working on their own. Working as a team also
means that support must be provided to those in the team who may be lagging
behind, and they must be encouraged by their peers to seek help when necessary.
 Setting ground rules
Materials: Flip-chart paper, markers and masking tape

Objective: To establish an appropriate code of behaviour for the group.
Steps:
1. Explain to the group that because they will be discussing sensitive issues, a
number of ground rules should first be agreed upon. Participants should be
divided into their respective training groups and asked to formulate a list of rules
that they will agree to follow. Each group will list their rules on a flip chart.
2. Have each of the participants sign their respective rule sheet. Inform each group
that the list will be kept in their respective classrooms/training rooms for the
duration of their training, and should be used as a point of reference should any
conflicts arise.
 Examples of rules: Respect, confidentiality, openness, being non-judgmental, right
to pass, right to anonymity, acceptance and responsibility.
 Logo

Objective: To develop comfortable working relationships within each of the
respective training groups.
Steps:
* Divide the participants into their respective training groups, and tell them to
select a name for their team.
* Ask each team to develop a graphic logo (trademark) that will portray who/what
they are/will be. Have an example ready on a piece of flip-chart paper to show
them what you are asking them to do. Ask each team to incorporate the name of
their team into their respective logos.
* Ask each group to show their logos to the rest of the teams, and explain why
they chose the name they did and what their logo represents.
* This logo can be placed in the training groups’ respective classrooms, as a
reminder of their team spirit.

Time Management
As the youth may come from the backgrounds that do not have an inherent value for
time, as it is valued in the workplace, it is important to highlight why time
management is important and how it will assist the participants in their everyday
lives. The facilitator should link time management with the concept of responsibility,
in order to show that only the participant is in charge of their time, and the decisions
they make surrounding it. This involves not only time at work, but also time at
home. The participants should recognise that they have the right to personal time,
including setting their own priorities.
Saying no to a request is often difficult, especially if the request comes from

someone in a position of authority or respect. The facilitator should approach the
subject of saying no, by first acknowledging that it is all right to say no to a request
if there is no time to fulfill it. Offering an alternative time is a good way to approach
requests that cannot be filled, meaning that the request will be filled but at a more
appropriate time. Learning to say no is an important component of time
management as it ensures that people do not become overwhelmed and burdened,
by prioritising how they will spend their time.
How the participants choose to spend their time will decide how efficient they are,
and how well they manage their responsibilities. As they will soon be getting jobs,
they must learn how to manage their time in such a way that their work is not
compromised. The facilitator should talk about the benefits of having a
diary/calendar that is used regularly, and should suggest to the participants that
they begin using one now.
 A typical day
Materials: Markers and flip-chart paper

Objective: To provide an opportunity for participants to learn some time
management strategies and apply them to their own life.
Steps:
* Explain to the participants that if they do not organise the time they have in each
day, then they will not be able to get everything that is important, done. They will be
confused and overwhelmed, feelings that are not pleasant to feel, and which can be
avoided.
* Explain that if they do not organise their time, then they will make mistakes that
will negatively affect their work.
* Have the participants make a list of all of the different things they will have to do
in one day (it may be easiest to have the participants think about their current
responsibilities in a typical day at present, and then add the new things that they will
be doing in a typical day once they start working). Make sure participants include
everything they normally do in a day, including eating meals, talking with friends,
going to movies etc.
* Explain that there are two things to think about when deciding what to do and
when:
 Identify which things are the most important
 Identify which of these important things can only be done at a specific time
(appointments, shopping, paying bills)

* Bring the participants together and write down all of the different things that
have been listed, on a piece of flip-chart paper, marking which ones are important
and which ones need to be done at a specific time.
* Create an imaginary schedule for a working day, using some of the examples
that have been written down. Use the participants’ input to create the schedule, and
explore different ways of organizing one’s time.

Decision-Making
Many of the participants may never have been given the responsibility to make their
own decisions, or may never have put a lot of thought into their decisions. As the
youth will be given the opportunity over the next couple of months to make
important decisions, they should be aware of how to go about the process of
decision-making. The following two activities work together to outline the steps
involved in decision-making, and provide some real life examples where using these
steps would come in handy. The participants should also be aware that there are
pros and cons for every decision they make. They should be able to identify these
variables, and use them to come to a decision. The facilitator should go through an
example with the participants where the cons to a decision outweigh the pros, and
vice versa.
 Steps for decision-making
Materials: Flip-chart paper, markers

Objective: To lay out the process of decision-making, step by step.
Steps:
1. Explain that there are many decisions to make everyday in every profession. The
biggest challenges and the most difficult decisions are usually the most important
to solve if you want to succeed at your given profession.
2. Outline the following four steps as a process by which decision making can take
place (write the steps on flip-chart paper and encourage the participants to copy
down the steps and examples):
 Step 1: Defining the problem. What is the real issue?
 Step 2: Identify possible solutions. What are all of the ways I could react?
 Step 3: Evaluate and compare each possible solution. What are the good and
bad outcomes for each one? Think about your personal and family values and the
impact that the solution would have on your life.
 Step 4: Choose a solution. Which solution has the most positive outcomes?
 Using a different example then the ones provided below, go through the with the
participants until a decision is reached.
 Creating solutions

Objective: To provide the participants with the opportunity to solve realistic
problems using the four steps of decision-making outlined in the activity above.
Steps:

1. Ask the participants to divide into groups of 8-10. Each group will be given a
different problem that they may encounter when they begin working. They should
be asked to write down their answers on the piece of flip-chart paper provided.
2. Tell the groups that they must solve the problem they have been given using the
four steps of decision-making, and will be asked to present their conclusions to
the rest of the participants after 15 minutes.
EXAMPLE PROBLEMS:
* Someone in the family gets sick and you are expected to take care of them
which means that you have to miss work.
 After you get married your husband insists that you stop working.
* Family members are continuously asking you for money, leaving you with no
savings.
 Your friends want you to loan them money.
 Your friend is getting married, but an important meeting for which you must be
present is scheduled on the same day.

Self-Esteem
The concept of self-esteem is an important one for youth who are starting out on a
new path. It takes confidence to venture into uncharted waters, no matter the
rewards, and the participants should be reminded of this. It is important for the
facilitator to encourage the participants to use these next two months to identify
their strengths and work on their weaknesses;
LABS is ultimately about their success, and they must be aware of this.
The facilitator should reinforce that while at LABS, the participants should not judge
themselves according to their academic performance in their training program. LABS
is not like school where only those at the top of the class are rewarded; instead, the
same set of opportunities are available to everyone, regardless of where they stand
in the class. It is also important to note here that not everyone is academically
inclined, and that self-worth/self-esteem should be tied to things that someone does
well, and not to things that someone is not naturally inclined to excel at.
The need for self-esteem in the workplace must also be emphasized to the
participants. The facilitator should discuss how performance can be linked to how
one feels about themselves, and that people with high self-esteem make more of an
impression on their employers and co-workers. What is most important to note is
that the participants will be able to face challenges more easily and overcome
obstacles in the workplace if they feel confident about themselves.
 I am a person with an identity
It may be a good idea for the participants to know the definition of identity (your
identity is who you are) and what an identity consists of (opinions, beliefs, values,
likes, dislikes, religion, etc.).
Materials: Markers, scissors, flip-chart paper and masking tape
Objective: To identify the elements and institutions that have influenced who the
participants have become and how their personalities will continue to grow.
Steps:
1. Explain the objective of the activity to the participants - to identify and analyze
the elements that construct the participants’ identity.
2. Ask each participant to draw the following on a piece of flip-chart paper:
 An outline of their left hand with the different elements that determine their
identity written on each finger (e.g. age, race or ethnicity, caste, gender,
geographic location).
 An outline of their right hand with the different institutions that influence and
condition the construction of their identity (e.g. family, school, community,
religion, work).
3. Ask the participants to cut out each of their handprints
4. Have each of the participants present their hands and take note of their answers
on a piece of flip-chart paper.
Debrief:
 Discuss what makes identities differ.
 Discuss that identity need not come from the institutions and influences
mentioned, and that having your own/separate identity is good although often
difficult.

 How well do I know myself?
Materials: Flip-chart paper, masking tape and markers

Objective: To help participants gain self-confidence and to become more aware of
themselves and of their strengths and weaknesses.
Steps:
* Ask the participants to draw a picture of themselves in the centre of sheet of flip-
chart paper.
* In the top left-hand corner of the picture, ask them to write the words “AS A
PERSON”. In the top right-hand corner, have them write the words “AS A
WORKER”.
* On either side of the picture, under each heading, ask them to write five words
that best describe them as a “person” or as a “worker”; ask them to list the
things they like, enjoy and can do well. They should title the picture “THE BEST
OF ME”.
* Display the pictures on a wall or have each participant hold their pictures up
 Feel like a star
Materials: Flip-chart paper, markers, tape

Objective: To get the participants to recognize qualities they like in each other, and
through this, provide them with enhanced self-esteem
Steps:
1. Give each of the participants a piece of flip-chart paper and a marker, with which
they will trace an outline of as much of their body as can fit on the paper. Have
them write their names on the top of their paper.
2. Place the papers side by side in a row. Instruct the participants that they will be
writing a friendly comment about each participant within each of the outlines,
other than their own. The comments can be about personality, dress,
appearance, etc. They should all emphasize something positive.
3. Have the participants form a circle, hand them back their papers, and give them
time to read through the comments. Go around the circle asking each participant
to read out their favourite comment, or the comment that made them feel the
nicest.
Debrief:
 Why does it make us feel nice to get compliments?
 Do you give compliments to yourself? Why/why not?
 Give an example of a compliment you would give to yourself.
 Discuss the difference between having self-esteem and being vain.

Gender
It is important for the participants to begin to think about gender issues, and to
dismantle common misconceptions regarding gender. Like the perceptions/values
session, this session may prove to be a bit sensitive, and the facilitator should be
prepared for this. The facilitator should have the participants identify the gender
perceptions that exist in their society, and encourage them to question these
perceptions. A good way to have the participants begin to question these perceptions
is to have them see how many of the roles they have identified for each gender, can
be filled by the opposite gender. The point of this session is to introduce new ways of
perceiving gender roles.
 If I were . . .
Materials: Coloured cards and markers

Objective: To develop insight on gender differences.
Steps:
* Ask the participants to divide into two groups: a ‘women’s group’ and a ‘men’s
group’.
* Give one card (one colour for men and one for women) and one marker to each
participant.
* Ask each women participant to complete the following sentences on their cards:
 I am happy I am a woman because . . .
 If I were a man, I would . . .
Each male participant will have to complete the following sentences:
 I am happy I am a man because . . .
 If I were a woman, I would . . .
* When they have finished writing, ask participants to put the cards upside down
on the floor in separate piles according to colour.
* Pick up one category of cards at a time and pin them on the board/write the
answer on a piece of flip-chart paper, as you read them aloud. Encourage
discussion:
 What was the purpose of this exercise? Do you feel it was useful, or a waste
of time?
 Do you think it is important to think about gender? Why/why not?
 Have you ever been dissatisfied being a man or a woman? Why?

Perceptions & Values
Today’s morning session concentrates on two important life skills - perceptions and
values. As these shape people’s beliefs, it is important to be subtle while broaching
these subjects. The point of this session is not to tell the youth that their learned
perceptions and values are wrong, but instead that they should recognize that
different people have different perceptions and values, and they should be accepting
of such differences. They should also question how and where they learned their
perceptions and values, and whether they really reflect their beliefs or someone
else’s; the facilitator should get the participants to think about their own personal
sets of values, and how they have acquired them.
It is important to stress that values should not be derived from family or friends, but
instead through personal experiences and beliefs. The participants should be
reassured that it is good to question the values around them, rather than simply
accepting them as their own; this in itself is a value. They should also be made
aware of the importance of standing up for your values, even if it means going
against someone you love and respect, or making someone angry. Values are a
personal right, and should not be dictated by others.
 Bomb Shelter
Materials: Markers, flip-chart paper

Objective: To encourage respect for differences in culture, values, beliefs and
assumptions.
Steps:
* Divide the participants into groups of five people.
* Tell the groups what their instructions are.
* Allow the groups to work on the problem for 10-15 minutes.
Instructions
The problem:
A war has just broken out, and your group is safe in a bomb shelter, which means
that you will survive. There is still room for three people. Please make a choice of
three individuals from the following list, who you would invite into the shelter, so
that they may survive also.
The Waiting List

 A religious leader
 A pregnant woman
* A doctor
* A social worker
* A policewoman
 A 2 year old child
 The list should be amended by the facilitator to ensure that cultural norms are
represented.
Debrief:
* What values are behind the choices?
 Are there any right or wrong choices?

 Value Clarification
Materials: None
Objective: To expand and deepen the understanding of personal values.
Steps:
* Read the following story to the group.
* Which of the characters do you like the most? The least? Why?
* Discuss personal differences in values and what influences values.
The story of Mola

Mola was a young girl. She was deeply in love with her classmate, Raton, a very
bright aspirant. Mola and Raton lived in two villages on the opposite side of a big
river. Mola’s cousin, Ramon, was a very busy businessman who loved Mola a great
deal, but Mola did not love Ramon. Subash was a social worker in Mola’s village.
They used to meet often to discuss different social issues of their village. Subash was
a very straightforward man. He knew of the relationship between Mola and Raton.
One evening, Mola heard that Raton was very ill. She became very anxious to see
him. The weather was very stormy. All the boats had to be moved to a safe place.
The ferryboat was not running. When she was returning from the river to her house
she met Gopul, the ferry operator. She asked Gopul to take her to the other side of
the river. She mentioned the condition of Raton, but Gopul refused to take her
across the river. She pleaded with Gopul, who finally agreed on one condition - that
Mola have sex with him/kiss him. With much dissatisfaction and anger she agreed to
do so, but only because she wanted to see Raton so badly. She went to Raton’s
house. She saw him in his bed and he was very ill. She started nursing him, and
within a few days Raton recovered.
Raton heard about the bad weather the day that Mola had crossed the river. He
praised her for her bravery and said that it was because of her love and care that he
was now better. Then Mola confessed how she was able to cross the river. When
Raton heard this, he became very angry and abusive. Raton said, “I never thought
you were such a girl! I do not want to see your face, go away from here!” Mola went
home weeping all the way. She went to Ramon’s house and told the story to him, to
seek his help. He told her that he had always loved her, but that now he could not
help her. He was leaving for a business trip in 10 minutes. She went to see Subash
and told him the story. Subash became very angry with Raton and rushed to Raton’s
house. He shouted at Raton for insulting Mola. Raton defended his behaviour on the
basis of his honour and said he did not want to see Mola ever again.
 Facilitators may take the liberty of changing the names in the story, or the context.
The themes however, should not be altered.

Debrief/Evaluation
At the end of each day, it is important for the facilitators to sit with the participants
and go through everything they have experienced through the day. At the end of the
four days it is important to wrap up as this provides the aspirant with opportunity to
imbibe and recapitulate the intensive learning that has happened in the last four
days, and allows the youth to see the sessions objectively and provides them with a
sense of closure. This is not to be done in a lecture style, but rather in an interactive,
question and answer style. By asking the participants themselves to outline all that
they have learned the facilitator will find that they are overwhelmed with answers, as
more often then not the participants will be eager to show what they have retained.
By writing their answers on a flip-chart, and asking the participants to go through
the workshops day by day, the facilitator will be able to get a general sense of which
sessions had the most impact on the youth.
After the oral review is held, the facilitators will be asking the participants to fill in an
evaluation about themselves and the sessions2. The facilitators must ensure that the
participants understand the evaluation questions and choices of answers, as well as
coming up with their own answers rather than copying those of the person next to
them. The facilitator should explain that the evaluation is anonymous, and encourage
honesty. Letting the participants know how important their feedback is and how it
will be used to improve the module for future batches, allows the participants to feel
as though they are part of the process.

Communication
Most youth have little awareness of the importance of communication skills, in their
everyday interactions with others. They should therefore be made aware of the
advantages of proper communication, in relation to their time at LABS. For instance,
the participants should recognise that communicating well within their group will lead
to it being strong and cohesive. They should also be encouraged to communicate
honestly and openly during their time at LABS. The facilitators must remember that
many of the participants may never have had the opportunity to communicate freely
with adults, or people they view as authority figures, therefore the facilitators have a
responsibility to encourage such communication.
Listening and body language are two forms of communication whose importance is
often overlooked. The facilitator should discuss how listening shows respect to the
speaker on the part of the listener, and also helps to put the speaker at ease. Being
a good listener is a rare trait, and one that is sure to attract a lot of people. Good
body language emanates confidence and is also welcoming to others. Examples of
bad body language which can turn people off are slouching, sitting with your back
turned to others, and facial expressions that show boredom or irritation. Body
language can often show one’s true feelings, but certain situations are not the time
or the place to show such feelings.
Proper communication in the workplace will not occur unless the participants feel
comfortable communicating on a personal level. It should be mentioned that good
communication skills provide a good impression, by portraying the speaker as
confident and eloquent. The facilitator should discuss communication, both in a work
environment and in more casual settings, and should make sure to provide examples
of bad communication. A good way to start is to ask the participants what they think
communication is, and go from there.

 Telephone
Materials: None
Objective: To introduce the concept of communication in a fun, light way.
Steps:
* Ask the participants to form a circle.
* The facilitator will whisper a short, 2-3 sentence tale into the ear of one of the
participants. He/she will then whisper what they heard into the ear of the person
next to them, and so on.
* The last person, seated beside the first person to pass on the tale will say what
they heard out loud. Inevitably, the tale will differ greatly from the original, and will
cause a few laughs!
Debrief:
* Why did the tale change so much from the original?
* What does this teach you about communication? (Listen, speak clearly, ask
questions if you don’t understand)
 Are you listening?
Materials: Prepared cards

Objective: To demonstrate the role of listening in communication.
Steps:
1. Ask the participants to form groups of three. Ask each group to decide who will
be the speaker, the listener and the observer.
2. Ask the participants in each category to form separate groups far from one
another for a briefing on their roles.
3. Give each listener one written instruction to follow, from one of the following:
 Listen carefully and relevant questions at an appropriate time
 Interrupt and prevent the speaker from finishing his/her sentences
 Change the subject frequently
 Compliment the speaker frequently
 Put the speaker down
 Laugh when the speaker is serious
 Talk to someone else while the speaker is talking
 Look around the room and appear distracted while the speaker is talking
 Give advice you weren’t asked for
 At least one of the listeners should get the first instruction from the above list.
4. Instruct the speakers to think of something they feel strongly about, or like to
talk about, and to be prepared to speak on this topic for 3 minutes when they
return to the group.
5. Ask the observers to silently note all interactions between the listener and the
speaker. Remind them that they should remain silent.
0. At the end of the 3 minutes, ask the participants to reconvene in plenary.
6. Discuss their reactions to the exercise, what happened in each group and how
they felt. First ask the observer to explain, then the speaker and finally the
listener may reveal the instructions.
Debriefing:
 Did you feel that the listeners were listening?
 How does it make you feel when someone doesn’t listen to what you are
saying?
 The facilitator should write down all responses on cards or flip-chart paper for
everyone to see.

 Moods

Objective: To explore methods of non-verbal communication.
Steps:
1. Arrange the group into a circle. Ask them to form pairs.
2. Distribute to each pair one card with a mood written on it (angry, afraid, in love,
tired, broken-hearted, and sad) and ask them to keep the mood a secret.
3. Each pair will have a turn in the circle. One person will be the clay and the other
person will sculpt his/her legs, hands and face to demonstrate the mood on the
card.
* Ask the group to guess which mood is being portrayed by the pair.
 To save time, have half of the group sculpt while to other half moves around
guessing the moods being portrayed.

HIV/AIDS
Today’s session on HIV/AIDS awareness and education will consist of a presentation

by an HIV counsellor, as well as discussion within individual training groups. It
correlates well with the morning topics of values and perceptions, and the facilitators
should draw upon the results of the morning session during the discussion period in
this session. It is extremely important to attempt to dismantle perceptions
surrounding HIV/AIDS, as it is these perceptions which lead to ignorance, which in
turn can lead to transmission.
Facilitators must be comfortable broaching the subject of HIV/AIDS, and with the
chance that discussion may lead to other areas of sexuality. If a facilitator does not
feel comfortable being open about such subjects, it is recommended that they do not
attend this session. The session must provide a setting of comfort and openness for
the youth, in order to provoke honest discussion and questions.
Once the presentation is complete, a break is recommended. After the break, the
participants will divide into their respective training groups, and the facilitator will
lead a discussion or question/answer period. The facilitator may have to provoke
discussion, as the youth may feel very uncomfortable/embarrassed broaching the
subject. It is important for the facilitator not to relent - the youth will undoubtedly
have questions or points of discussion that they will bring to surface when they feel
comfortable. The facilitator must recognise that the youth may never have had the
opportunity to discuss sexuality, so their questions may go out of the scope of the
presentation. This should be encouraged, however the facilitator should ensure that
the youth are leaving the session feeling informed about the topic at hand; the
discussion should not be so scattered as to leave the youth feeling ill informed.
As important as discussion is after the presentation, facilitators should remember

that they are not counsellors themselves. The facilitators should let the participants
know that should they need to talk further about subjects raised during the
discussion, or should a problem arise in the future, there are specialists and
counsellors who are available for them to talk to. The participants should know that
they can be put in touch with any of these people by simply approaching the
facilitators during their time at LABS.
Suggested debrief questions/topics:
* Did you learn anything new from the presentation?

 Were you surprised by anything you learned today?
 Is there anything you don’t believe or question?
* What did you believe before the presentation that is different from what you
learned?
 How is HIV transmitted? Can you get HIV from touching someone, kissing
someone, sitting on a toilet seat, etc.?
* How can you tell that someone has HIV (trick question - you can’t, unless you
see their blood test results)?
 How can you protect yourself from acquiring HIV?
 How would you feel if someone you knew told you that they had HIV?
 Would you stop being their friend? Why/why not?
 What is AIDS? How long does it take for someone with HIV to acquire AIDS (trick
question - no definite amount of time)?
* Is there a cure for AIDS?

* Do you think people with AIDS should be treated differently then other people who
have an illness? Why?
* Why do you think people discriminate against people with AIDS?
Money Management
One of the main concerns surrounding the participants getting placements at the end
of their time at LABS is how well they will be able to manage their money. For most
participants, this will be the first time in their lives that they are earning, and have
some disposable income. The facilitator should discuss how having extra money can
sometimes lead to buying substances like tobacco and alcohol. Remembering that
this is a session on time management, not values, the facilitator can approach this
subject by showing how much money substances cost relative to other commodities,
and how spending on substances can quickly burn a hole in someone’s pocket!
The participants will undoubtedly want to spend their money on things they have
been wanting for some time, and while they should enjoy their salary, they should
learn to do so responsibly. They may also feel pressure from their family and friends
to hand over a considerable portion of their income. This is a tricky situation, as the
participants will undoubtedly have a responsibility to contribute to their home. The
facilitator should discuss techniques that will allow the participants to contribute to
their families, while ensuring that they are able to save and have some disposable
income. The participants may not have been taught the importance of saving, and
the differences between a need and a want - that is what this session aims to
explore.
 Where should the profits go?
Materials: None
Objective: To teach participants the importance of savings.
Steps:
1. Ask the participants to make themselves comfortable, to close their eyes and to
listen to the story you are about to tell.
Jabulani’s Secret
A long time ago, there was a boy named Jabulani. One morning before anyone had
woken, he was walking along a dirt road watching the sunrise. As he walked, he
noticed an old deserted barn in the distance. Something made Jabulani curious about
this barn, and he began walking faster and faster towards it. Once he had reached
the barn, he could see that much of its’ wood had rotted and that it was in desperate
need of repair. He gently pushed the door open to look inside. Jabulani’s mouth
dropped open, and his eyes stared wide with amazement. Jabulani’s curiosity had
led him to a magical place indeed. In the barn, was an unusual machine that was
spitting out tiny bits of gold. Jabulani could not even begin to understand how it
worked, but was very certain, that gold was what he had found. He quickly picked up
as much gold as possible and went back to his home.

Jabulani continued to visit the old barn in those early hours of the morning when
everyone else was asleep. He continued to collect the gold made by the unusual
machine. With the gold, he bought many things for himself and gifts for his friends,
but he never told anyone where he got the money from - it was Jabulani’s secret.
Then one morning, as Jabulani approached the magical barn, he noticed it looked
different and very strange. As he got closer, he realised that the barn had collapsed.
The rotten wood had finally broken, and the barn had crumbled into a messy heap of
rubble. When Jabulani tried to recover the magical machine he realised that the
fallen wood had destroyed it. He felt ashamed of how short-sited he had been. He
had become so preoccupied with his new-found gold that he had not considered what
he could do to ensure it was always available. He could have easily used some of the
gold to buy some new wood for the barn. Had he taken better care of where his
money was coming from, it would still be there today. In all his life, Jabulani never
told his secret to anyone - he was too ashamed of the fool he had been and never
wanted to be reminded of those magical days that ended unnecessarily.
2. Remind participants that after they use some of their salary for important living
costs, they will have some money left over. Explain the following:
 This will be new money that they are not used to having - just like Jabulani’s
new-found gold.
 It will be very tempting to spend all of this extra money on things that they
have always wanted to buy.
 They must not forget where the money is coming from.
 If they want to continue having this money in their life, even if something
happens to themselves or their job, they must put some of it away for a rainy day
as SAVINGS.
Debriefing:
 How do you feel about the money you will be earning from your placement?
 Do you have concerns about being able to manage that money responsibly?
What do you think would be a responsible way of managing your money?
 Needs and wants
Materials: Markers, masking tape and flip-chart paper

Objective: To make the participants aware of what their needs and wants are and
to consequently help them to determine what their living costs are and how they are
spending their money.
Steps:
1. The facilitator needs to have the following prepared before the session:
 One piece of flip-chart paper with an amount in Rupees written on top that
represents enough money for a participant to buy food to live for one week.
 A second piece of flip-chart paper with an amount in Rupees written on top
that represents enough money for a participant to buy food and pay for other
basic necessities (rent, toiletries, clothes) for one week.
 A third piece of flip-chart paper with an amount in Rupees written on top that
is enough money for a participant to buy food, necessities and some luxury items
(sweets, magazines, cassettes) for one week.
2. Show the participants the first flip-chart paper and ask them if they had only this
amount of money for one week to live off of, what would they spend it on? Write
their answers underneath the amount, and tape the paper up on the wall.
3. Do the same activity with the second and third flip charts, but phrase the
questions as “If you had this extra money for the week what else would you

buy?”. Again, write their answers underneath the amount, and tape the paper up
on the wall.
4. Discuss with the participants the importance of determining what you must have
to live now (NEED) and something that you would like but is not essential for life
now (WANT).
5. Going through the flip-charts from 1-3, read out each of the items that are listed
and ask the group whether the item is a need or a want (write N or W accordingly
to the right hand side of the item).
6. Once you have finished, tally all the W’s and N’s on each respective flip chart,
and put the total at the bottom.
7. Look at the differences between the flip charts. Discuss the differences with the
participants. It is common that the number of wants will increase from the first
chart that represented the least amount of money, to the third chart that
represented the most amount of money.
Debrief:
 Why did the number of wants increase from the first to the third flip chart?
 Is it responsible to spend your money on wants just because you have it to
spend?
 Do wants change? If so, then wouldn’t it be a waste to always spend your
money on them, if there will always be something else you want, or think is better?
 There may be times when our income changes, and it is best to have savings
for these times, to ensure that you can always buy things that you need. Savings are
also good to have when you want to buy something that is a big investment
(scooter, flat)
 The facilitator may have to explain to the participants what
the word investment means.

 Creative problem-solving
Steps:
1. Explain that the group is going to act out a story that needs a solution. This is the
story:
A farmer hires Alex to take his chicken, seeds and his dog to the market. He warns
Alex that the bridge near his house is old and weak - Alex should only cross with one
thing at a time or the bridge will collapse. He warns Alex that if he loses anything,
the farmer will never hire him again and will make him pay for the lost goods. What
should Alex do to make sure that he can take all three things across the
bridge without the chicken eating the seeds or the dog eating the chicken?
 Remember . . .
* If Alex takes the dog first, the chicken will eat the seeds.
 If he takes the seeds first, the dog will eat the chicken.
* If he takes the chicken first and the seeds second, when he comes back for
the dog, the chicken will eat the seeds.
2. Ask for volunteers to play the part of Alex, the chicken, the seeds and the dog.
Put two parallel strips of masking tape on the floor to create the bridge. The
volunteers will act out the various possible solutions to the problem. Involve all
group members by encouraging them to volunteer possible solutions to be acted
out. Make it fun!
3. Help the group think through possible solutions without giving them the answer.
If the group gets stuck, remind them that Alex can take things both ways on the
bridge.
The Solution:
Alex crosses the bridge with the chicken first because the dog does not eat
seeds. Next, he crosses with the seeds, after which he takes the chicken
back over with him. There he leaves the chicken and takes over the dog.
Finally, he returns to take the chicken. He makes a total of four trips.
4. Facilitate a discussion by asking participants what they learned during this

exercise. Summarise the exercise by pointing out that:
 Alex had a clear goal (to get the chicken, the dog and the seeds safely to the
market)
* Alex solved his problem by thinking carefully and creatively.
 Alex had to try hard to meet his goal.

 Tricky Tales

Steps:
1. Write the following tales on cards and distribute a copy of each tale to each group
of 10.
* Tale 1: The car crash - Mr. Smith and his son are driving a car. The car
crashes. The father is killed and the son is rushed to the hospital with multiple
injuries. The surgeon takes a look at him and says, “I can’t operate on him. He is
my son Arthur.” Who is the surgeon? ANSWER: The surgeon was Arthur’s
mother
* Tale 2: How about them apples? - A grocer has some apples for sale. One
customer buys one half of all the apples, plus half an apple. A second customer
takes on half of the remaining apples plus half an apple. The third customer
purchases one half of the quantity left plus half an apple. The grocer is now
completely sold out. None of the customers bought fractions of apples. All
purchases were whole numbers. How many apples did the grocer originally
have? ANSWER: The grocer originally had
seven apples
 Tale 3: The loser is the winner - Two people own a horse each. Each insists that
his/her horse is the slowest. They were going to have a race to settle the
argument but neither person would trust that the other would ride to the fullest,
without the slightest holding back of the horse. How can the slowest horse be
definitely established? ANSWER: Each person rides the other
person’s horse in the race
 Tale 4: Socks - There are twelve white socks and forty-nine red socks all mixed
up in a drawer. These are individual socks, not pairs. What is the minimum
number of socks you must pull out of the drawer, with your eyes closed, to
ensure one matching pair was among the chosen? All socks are the same size
and made of the same material, so no distinction can be made by sense of
touch.
ANSWER: If you take three socks from the drawer, two of the three must match
since only two colours exist.
 Concentration Race
Materials: Marker, coin

Steps:
* Ask participants to sit on the floor in two lines facing each other (with the exact
same number of people in each line) and put a small item like a marker at one
end of the two lines. Each participant is meant to cross their legs and hold hands
with the participants on either side of them. Their eyes should be closed, except
for the first people in both lines.
* The facilitator will stand in between the first people, and continually flip a coin.
* When the coin lands face-side up the first participants in each line must squeeze
the hand of the person next to them. Once each person in line feels their hand
squeezed, they will immediately squeeze the hand of the person next to them.
* When the last person in the line feels their hand squeezed, they can open their
eyes and grab for the object.
* The first row to grab the object wins.
 Do what I say, Not what I do

Steps:
1. Have the participants line up next to each other, and place yourself in front of
them.
2. Tell them to do what you say and not what you do. Whoever does the opposite
will be out of the game. The last person left will be the winner.
Examples:
* Touch your mouth and say “Touch your nose”
* Jump and say “Tap your foot”
 Make sure to encourage participants to be the facilitator, once you have run
through the game once.

 Scissors, Paper, Rock
Steps:
This game is usually played between two people using their hands. There are three
gestures one can make, and on the count of three, each partner makes one of them:
 scissors, using the index and third fingers,
* paper, using an open hand,
* Rock, using a fist.
If both partners use the same gesture, they must repeat the game. If not, one wins
according to the following rules:
* Scissors cut paper, so scissors wins.
* Paper covers rock, so paper wins.
* Rock smashes scissors, so rock wins.
* Have the participants form a circle, with two people in the middle playing the
game.
* Whoever wins will move on to the next person in the circle.
* To add a sense of competition you can make it so that the participants are
divided into teams of two. The winners from these teams will play each other,
and so on. This will leave you with one winner.
 Numbers
Steps:
1. Have the participants form a large circle, with one member chosen to stand in the
middle.
2. The participants will number themselves off, starting from 1 . . .
3. The person in the middle calls out two numbers. The participants whose numbers
are called have to change places, without the person in the middle taking one of
their spots. Whoever is left without a spot is the person in the middle for the next
round.
 Clapping
Steps:
* Have the participants form a large circle.
* Explain to them that while going around the circle, each person will number
themselves off from 1-10. The people who are numbers 5 and 10 should clap rather
than yell out their number.
* Anyone who forgets to clap or forgets their number, are out.

Week – 2
Introduction to BPO
Outsourcing
A practice used by different companies to reduce costs by transferring portions of

work to outside suppliers rather than completing it internally.
It involves the transfer of the management and/or day-to-day execution of an entire

business function to an external service provider.
Business segments typically outsourced include information technology, human

resources, facilities and real estate management, and accounting. Many companies
also outsource customer support and call center functions, manufacturing and
engineering.
BPO industry has grown mainly due to the business of catering towards services to
foreign clients mainly based in USA & Europe.
ICICI Bank, HDFC Standard Life, UTI and ABN-Amro are now looking at business
process management (BPM) to increase returns on investment, improve customer
relationship management (CRM) and employee productivity.

BPO - Destination India
LEARNING OBJECTIVE:
The objective of this chapter is to make the aspirants

 Understand the scope of BPO sector in India
 Get acquainted with Industry requirements, regulations and
expectations from the employee
TEACHING LEARNING METHODOLOGY:
1. Discussion
2. Lecture
SUBJECT:
BPO is now emerging as a key management tool, the focus of which is expanding
beyond the "non-core areas", giving an organization flexibility to achieve a certain
set of tactical and strategic goals. Organizations opt to undertake BPO because it
offers them advantages of cost, speed to market, competitive capabilities, stimulus
for growth and both the time and space to focus on their own core competencies.
While outsourcing is becoming an accepted universal business practice, organizations

must install adequate safeguards before they entrust external agencies with critical
applications and company information. Prior to taking an outsourcing decision, an
analysis of the different perspectives with their respective benefits and drawbacks
must be considered. Outsourcing can encompass a wide range of services, from a
single project for a technical domain to all activities. Each situation requires a
different understanding of the priorities, measures, costs, and the benefits involved.
Today, BPO is all encompassing, as organizations outsource entirely their business

processes to a partner. As the scope of BPO increases, so does the level of
complexity involved in managing partnerships, structuring deals, and capturing
values. Consequently, older paradigms of BPO no longer hold true. For BPO to be
successful, organizations must evolve their own paradigms based upon their unique
situations.
Why India?
In order to meet the growing international demand for lucrative, customer-

interaction centers, many organizations worldwide are outsourcing these services
from locations like India. India has inherent strengths, which have made it a major
success outsourcing destination:

Scope
 A booming IT industry, with IT strengths recognized all over the world.
Language
 The largest English-speaking population after the USA.
Manpower
 A vast workforce of educated, English speaking, tech-savvy personnel: A boon

in a high-growth industry faced with a shortage of skilled workers.
 Cost-effective manpower: In a call interaction center operation, manpower
typically accounts for 55 to 60 percent of the total cost. In India, the
manpower cost is approximately one-tenth of what it is overseas. Per agent
cost in USA is approximately $40,000 while in India it is only $5,000.
 Technical support: India graduates about 100,000 engineers each year. These
can be used in call centers for troubleshooting/tech support, as the salaries
are dramatically lower than in Europe or the US.
Government policy
 The Government of India has recognized the potential of IT-enabled services

and has taken positive steps by providing numerous incentives.
 IT is one of the Government of India's top five priorities.
 The National IT Task Force submitted its 108-point Action Plan to promote IT
in the country. The Government of India has approved the plan and is in the
process of implementing it.
 A separate Ministry of Information Technology was set up to expedite swift
approval and implementation of IT projects and to streamline the regulatory
process.
 Information Technology Act 2000: The Information Technology Bill that was
passed in the Indian Parliament in May 2000, has now been notified as the IT
Act 2000. The IT Bill brings E-commerce within the purview of law and
accords stringent punishments to "cyber criminals". With this, India joins a
select band of 12 nations that have cyber laws.
Regulatory Enablers
 100% foreign ownership permitted in IT Enabled Services industry unlike

other sectors where foreign ownership is restricted.
 Software Technology Parks (STPs) established.
 To provide ready to plug IT infrastructure and telecom facilities.
 Single window clearance for all regulatory compliance issues.

Infrastructure Enablers
 Basic, Cellular, Paging and Internet Services privatized.

 Domestic leased circuit tariff reduced by 80% in last 1 year.
 International Internet Gateway privatized-likely reduction in tariff.
As India emerges as a global outsourcing hub, the industry is forecast to explode at

exponential rates - from 23,000 people and $ 10 million pa in 1998 to over a million
people and revenues in excess of $ 20 billion by 2008. Pivotal segments are going to
be back office operations, medical transcriptions, insurance claims processing,
customer interaction centers and content development. Current trends suggest that
the country is well on course for achieving the above target.

Reasons for Outsourcing
LEARNING OBJECTIVE:
The objective of this chapter is to make the aspirants understand the reasons
for Outsourcing to India
1. Lecture method
SUBJECT:
From the point of view of the company that is outsourcing
Organizations that outsource are seeking to realize benefits or address the following
issues:
Cost Savings.
Outsourcing is an effective cost-saving strategy when used properly. It is sometimes

more affordable to purchase a good from companies with comparative advantages
than it is to produce the good internally. An example of a manufacturing company
outsourcing would be Dell buying some of its computer components from another
manufacturer in order to save on production costs. Alternatively, businesses may
decide to outsource book-keeping duties to independent accounting firms, as it may
be cheaper than retaining an in-house accountant.
The lowering of the overall cost of the service to the business will involve reducing
the scope, defining quality levels, re-pricing, re-negotiation, cost re-structuring.
Access to lower cost economies through off shoring called "labor arbitrage"
generated by the wage gap between industrialized and developing nations.
Availability of English speaking masses-

India has a large English speaking population compared to any other developing
country.
Improve Quality. Achieve a step change in quality through contracting out the
service with a new Service Level Agreement.
Operational Expertise. Access to operational best practice that would be too

difficult or time consuming to develop in-house.
Staffing Issues. Access to a larger talent pool and a sustainable source of skills.
Risk Management. An approach to risk management for some types of risks is to

partner with an outsourcer who is better able to provide the mitigation.
Focus on core business activity- Once outsourcing is done, these big business
houses get more time and energy to concentrate on their main activities like
production.

Enhances Productivity- All the above leads to increase in productivity for the
outsourcing company.
From the point of view of the Indian population
Good Employment opportunity-
No other industry other than BPO, Call Centers we can see such employment
opportunity. More number of people are getting employed day after day.
Boon to freshers- It is a real boon to students who have just finished their
graduation or plus two with good English speaking skills.
Higher Salary-
Never in the history of employment, Indians have received such good salaries at the
entry level itself.
Improved standard of living of the Indian masses-
Due to the above, the purchasing power of people has improved leading to an
improvement in their standard of living.
Window to foreign culture and accent- Working for international Call Centers
has given an opportunity for Indians to familiarize with foreign culture and accent.
Access to good work culture –
This has given an opportunity to work for a MNC work culture.

Criticisms of outsourcing
LEARNING OBJECTIVE:
The objective of this chapter is to make the aspirants get acquainted with the
criticism of outsourcing.
1. Group work:
SUBJECT:
From the Indian point of view-
Odd work timings- Indians are forced to work in night shift which is not an easy
task for every body.
Untimely and bad eating habits- This has lead to untimely eating and junk food
eating habits.
Huge labor turnover- Most of our employees are unable to fit in their time and so
quit their jobs within a short span of time.
The above has lead to a change in our biological clock, obesity, stress and
sleeplessness syndrome of many employees.
from the US point of view-
This is discussed from the point of view of US citizens because their concentration in
India is more compared to the UK and Australia.
Bangalore Phobia-
US citizens have developed a phobia towards India especially Bangalore where the
concentration is maximum because unemployment problem is increasing in the US
as their major work is being outsourced to India.
Revenue parted with Indians-

Most of the Americans are against their hard earned money paid in the form of taxes
being given in the form of salary to Indians.
Business value-The main business criticism of outsourcing is that it fails to realize

the business value that the outsourcer promised the client.

Language skills-
In the area of call centers end-user-experience is deemed to be of lower quality

when a service is outsourced. This is exacerbated when outsourcing is combined with
off-shoring to regions where the first language and culture are different. The
questionable quality is particularly evident when call centers that service the public
are outsourced and off shored.
There are a number of the public who find the linguistics features such as accents,
word use and phraseology different which may make call center agents difficult to
understand. The visual clues that are present in face-to-face encounters are missing
from the call center interactions and this also may lead to misunderstandings and
difficulties.

Week – 3
Understanding Call center
LEARNING OBJECTIVE:
The objective of this chapter is to make the aspirants get knowledge of

different types of call centers
Lecture Method
SUBJECT:
Call center: The place a caller reaches when phoning an organization to obtain
information, to get support, or to make a purchase.
Call centers can be broadly classified into three different categories according to the
nature, area and process involved.
Inbound / outbound: an inbound call center is one where calls are received from
customers. These call centers should ideally have one or more toll free numbers.
These calls would usually be for Customer service. It could be for seeking
information on the availability of any product or service.
An outbound call center is one which makes calls to third parties. The main utility of
outbound call centers is for collections, telemarketing and catalog retailing.
Domestic / International: A domestic call center has its client base within the
country. They cater to the needs of domestic or local customers.
Most of the mobile phone service providers like Airtel, Vodafone, Reliance indis ltd.,
Tata Indicom etc. all have domestic call centers to take care of queries and
complaints. Call centers are becoming the most efficient way to provide customer
service and are now being used by other industries like airlines, banking, insurance,
travel, food and so on.
An international call center has its client base outside the country. They cater to the
needs of customers who are placed in different geographic locations. Reputed call
centers in India like Accenture, Slash Support, HDPT (of HSBC), Wipro Spectra mind
(of Wipro), HCL, First Source have customers based in US, UK, Canada or Australia.
The CSR sits in India and attends to calls that are routed to India from another
country. This is the reason for emphasizing agents to possess good spoken English
skills and neutral accent. The agent is exposed to other country’s culture apart from
their accent.
Voice based/ Non voice based:
These can be a part of domestic or international call centers. There the clarification is
based on their process of relationship with their customers. By voice based we mean
conversation over telephone. Head phones are used as agents sit together on calls in
great numbers. This gives them a chance for better listening.

A non-voice based call center corresponds to its potential customers or existing
customers over the net i.e, by way of emailing or chatting. This calls for typing and
internet skills apart from good communication (Written) in English.
Contact center: A place that has adequate telecom facilities, trained personnel
access to wide database, internet and other on-line support infrastructure to provide
information and support to the customers and business on real time basis. This is the
reason, the new generation call centers are also called as contact centers.

Who is CSR
LEARNING OBJECTIVE:
The objective of this chapter is to make the aspirants understand the term
CSR and the role clarity of a Customer Service Representative.

Lecture method
Group Discussion
SUBJECT:
Call center representative / CSR: A primary contact person for customers who do
business with a call center. Typical duties for a call center representative include
answering incoming calls, resolving customers’ problems, providing information,
managing each call for maximum efficiency and customer satisfaction, and generally
conveying a good impression of the organization and its products or services.
Who is CSR?
Agent/ Customer service representative is the person who interacts with the
customer in a contact center. Since these centers are the company’s first line of
contact with current and future customers, appropriate training of the contact center
staff can have an enormous impact on customers’ loyalty and satisfaction and
companies can minimize the risk of losing a valued customer because of service
defects.
Here are some skills which are imperative in an agent:
1. Soft skills: A combination of excellent written and spoken English with

a pleasing personality. An agent should have an understanding of the
customer’s culture, problems as well as that of the product he/ she is
representing and must possess basic computer application skills with
fairly good typing speed.
2. Versatility: Since an agent comes across many customers every day,

versatility of approach and handling diverse needs of different
customers should be a basic trait to be demonstrated. An agent should
be able to modify his/ her behavioral style in order to work
successfully with others. This adaptive attitude will not only increase
customer satisfaction but will also help in breaking monotony of
calling.

Personal Attributes of a contact representative:
1. Loves interacting with people: since the position of contact center requires
talking to people most of time, a person aspiring to be one should have this
basic trait to be able to enjoy the work and should be able to communicate
confidently and effectively.
2. Maintains high standard of professional ethics: An agent is in charge of

confidential information pertaining to client and its customers which should
not be disclosed to any unrelated party under whatever circumstances. The
agent should be fully aware of his powers regarding negotiating, discounting,
disputing, waiving off any charge or promising something which he/she is not
supposed to, while interacting with the customer. The agent should strictly
follow the client directions, policies and guidelines in order to avoid
misleading the customer in any way.
3. Is a team member: contact centers are the best grooming grounds for
leaders, and every leader starts the journey by being a competent team
player. Every agent should strive to be responsive and sensitive about his/
her peers. Best practices sharing and peer advice should be used as an
informal tool to achieve self-excellence.
4. Respects an individual’s right: An agent respects an individual’s right to

privacy and uninterrupted leisure time regarding calling in odd hours.
Although this is an obstacle, every agent should strive to observe them as
well.
5. An agent represents his client while interacting with the customer when
he/she is not the direct employee of the client. There exists a fiduciary
relationship between the client and the agent in such a case as the customer
of the client believes that he is interacting with somebody at the client’s end.
An agent’s most cherished quality is to imbibe and pass on the client’s or the
employer’s value on to the customer.
6. Is a positive thinker and high on learning: Contact centers are a part of a very
dynamic industry, CRM where customer behavior is driven by many factors
acting in unison. An agent must be able to analyze the trends and address
them so as to affect he nature of work in a positive way. One should have a
keen learning attitude and seek opportunity in every sphere of activity.

Questionnaire
Market Scan for BPO
Name:
Designation:
Organization Name:
1. How is the present trend of BPO industry?
Booming ÿ Steady ÿ Decliningÿ
2. What is the nature of your business organization ?
(a)Call centre / Help desk
(b)Accounting services / Financial services
(c) ]Data processing
(d)Health care BPO services
(e)Telecom services
(f) Tech support
(g)Others please specify
3. Are there any openings in next 3-6 Months for Tech Support Executive?
Yes ÿ No ÿ
4. What are the ways in which candidate are called for selection?
(a) Campus ÿ (b) Job fair ÿ (c) consultancy ÿ
(d) Media ad ÿ (e) Referral ÿ
5. What is the Minimum Educational Qualification required?
SSC ÿ 10+2 ÿ Gÿ PG ÿ
6. Are you willing to take trained people who are one of the following?
(a) ssc fail ÿ

(b) ssc passed but intermediate discontinued ÿ
(c) Intermediate passed but dropped out ÿ
(d) Any other please specify ÿ
7. What are the generic skills required?
(a) Fluency in written and spoken English ÿ

(b) PC skills ÿ
(c) Ability to work in teams ÿ
(d) Listening Skills ÿ
(e) Analytical skills ÿ
(f) Computer Troubleshooting ÿ
(g) Networking ÿ
Any other specify

8. What is the current average salary for entry level employee?
(a) 1500-2000 ÿ
(b) 2000-3500 ÿ
(c) 3500-5000 ÿ
(d) Above 5000 ÿ
9. In which of the following ways your organization can support this training
program?
(a) Guest lecture ÿ

(b) Job shadowing ÿ
(c) Sharing of training methodology ÿ
(d)Any other please specify ÿ
10. If an organization conducts this type of program for a period of 3-4 months
what would be the response from industry point of view?
(a) positive ÿ
(b) Moderate ÿ
(c) Negative ÿ
11. Any suggestions /Recommendations /Queries

Week – 4
Telephone etiquette
(SOUND RICH AND EFFECTIVE OVER THE TELEPHONE)
LEARNING OBJECTIVE:

 Understand the term - Phone Skills
 Get acquainted with Communication model in direct and phone
communication
 Distinguish the problems in Both Direct and Phone
communication.

Lecture method
Group Discussion
Role play
SUBJECT:
Phone Skills - cutting down the length of time on the phone
In a business environment the first contact you ever have with a customer is often
over the phone. He or she will be forming an opinion of you from this first contact. It
is very easy to give a poor impression by being disorganized and unprofessional in
the way you use the phone. Conversely by using it effectively you can appear very
sharp and competent.
Great phone services means managing your self, the caller, the equipment and the
process efficiently, so as to resolve problems, retain customers, strengthen the
relationships and leave the caller with “Warm Happy Feeling” of being valued and
cared for.
This chapter discusses the skills that allow you to present yourself in the most
professional way possible.
THE CHALLENGE OF TELEPHONE COMMUNICATION
A SIMPLE COMMUNICATIONS MODEL
Telephone skills are communication skills. The following examines a model of the
Communications process and notes the challenges associated with telephone
Communications. It sets up a logical framework for the telephone skills you will
be reviewing later.
Human communications is a process transferring information (thoughts, opinions,
ideas and attitudes) from one person to another. The simplest communication
process always involves 4 parts:
 a sender
 a message
 a channel
 a receiver.

• A sender is the person who has information to convey to another person.
• The message is the information to be communicated.
• A channel is the means or medium of communication. The channel might be
the telephone wires, a printed page of a letter or even data transmission over
wires from computer to computer.
• A receiver is the person who takes in the information that is sent.
CHANNEL – SENDER – RECEIVER – MESSAGE

Applying the Communication Model
Now think of the communication model in the context of person-to-person
Telephone conversations. In a normal face-to-face communication situation, the
Sender is the speaker, and the receiver is the listener. The message is the words
that are spoken, plus the visual clues the speaker provides, and the channel is
the air. Now, in a telephone conversation, the channel is the telephone wire.
The sender and receiver can no longer see each other. The channel prevents
them from using visual clues – facial expressions, body language, and gestures –
to help convey and interpret the message.
By using the communication model, you can see how telephone communication
differs from face-to-face conversation. The channel is different (wires) and the
message is different (no visual cues). The telephone requires extra effort for
effective communication.
PROBLEMS IN TELEPHONE COMMUNICATION

We’ve become creatures of telephone habits. Having made and received
Thousands of telephone calls in our lifetimes, it is easy to assume that we have
more than adequate telephone skills. Most people do not even think there are
any special challenges of telephone communication.
When all parts of the communication process work effectively together,
telephone communication is clear and useful. Sometimes even a well-practiced
communication process can go awry. Problems can occur in any of the four
parts of:
 Trouble sending: The sender mumbles his/her words, speaks in an

obscure language or whispers. What happens to the message? Will it be
received?
 Trouble with the message: The message is confusing, disorganized or

irrational. Is it likely that the receiver will understand what is being
Communicated?
 Trouble with the channel: There is noise or interference in the channel.

Will the message be transmitted effectively? Will it be received?
 Trouble with the receiver: The receiver is not listening closely, has fallen
asleep or is distracted. Will the message be understood?

THINK ABOUT IT…
Have any of these telephone communications problems happened to you?
Check those you’ve experienced; then add any others you’ve known.
Problems related to the Sender
The Sender speaks too softly. You have to ask the Sender to
speak up.
______
The Sender talks a mile a minute. You have to ask the Sender to
slow down.
______
The Sender talks so slowly you want to fill in with your won ideas or
anticipate what is going to be said.
______
The Sender mumbles.
______
The Sender talks so loudly you have to hold the telephone handset
away from your ear.
______
Other problems:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Problems related to the Message
The Speaker uses slang vocabulary/technical language that you do

not understand.
______
The Speaker repeats the Message too many times.
______
The information is disorganized or the Message is confusing.
______
The Message is in a foreign language that you do not understand.
______
The Speaker assumes you already know the information or have
background related to it.
______
The information is too detailed for effective telephone
communication.
______
Other problems:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Problems related to the Channel
There is static or buzzing on the line.

______
There is background noise coming from the Sender’s location

(radio, TV, cell phone keeps breaking up, radio etc.)
______
The connection breaks, leaving you with a dial tone.

______
There is an echo on the line.
Other problems:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Problems related to the Receiver
The Receiver doesn’t acknowledge that the Message is being

understood.
______
The Receiver doesn’t engage in a conversation.

______
The Receiver is distracted and stops paying attention to the

Sender.
______
The Receiver is sidetracked or goes astray.

______
The Receiver is conducting another conversation at the same time.

______
The Receiver is not listening.

______
The Receiver cannot understand or decipher the Message.
Other problems:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

You have without a doubt experienced many of the problems on this list and you
probably added a few of your own.
So why focus on the problems of telephone communication? A telephone
conversation is a complex process with special challenges. If not managed well
it can, and will, break down. If any of the parts of the process is out of balance,
the telephone conversation will fail to achieve its purpose.
In a personal telephone call, you usually don’t need to worry about these
elements. In a business situation, telephone communication is much more
important. Effective business use of the telephone entails much more that simply
dialing a number and opening a dialogue.

How to be effective on the phone
LEARNING OBJECTIVE:
The objective of this chapter is to illustrate how to be effective over the phone
Lecture method
Group Discussion
Role plays
SUBJECT:
CUSTOMERS, COURTESY AND YOU
When you answer the telephone in a business, you are interacting with a Customer.
Every telephone call you make at work gives you an opportunity to strengthen the
customer relationship.
FOCUS ON TELEPHONE COURTESY

Draw on your telephone experiences – both as a customer and as a businessperson
to answer the questions below. Then consider each of the related telephone tips.
1. When you place a call, how many rings do you allow before you assume the party
is not going to answer?
Tip: To be generous, you’ll allow from 4 to 6 rings before you assume the person you
are calling is not going to answer.
2. When the telephone rings, how quickly do you answer?
Tip: When you receive a call, answer on the first or second ring. In business the ring
of the telephone is not simply an interruption. Answering the telephone is an integral
part of your job.
3. Have you ever been lost when someone tried to transfer your call?
Tip: Call transfers are very common. Be sure you know the proper process on your
system. Customers who are lost in transfer may become lost business as well.
4. When making a business call, do you like being put on hold?
When you’re on hold, have you ever felt abandoned or left hanging?
Tip: Most people don’t like being on hold. Be sure you ask the party if he/she wants
to hold. Then check back every 30 seconds to confirm that hold or offer to take a
message. Never abandon a caller on hold.
5. Have you ever been on the telephone when the other party dropped the
receiver or accidentally banged it on the desktop?
Tip: It is an unpleasant surprise. Be especially careful in handling the receiver. Your
telephone partner will appreciate it.
6. How do you feel when talking on the telephone to someone who is eating or
drinking during the conversation?
Tip: Don’t eat, drink or chew gum during a conversation. The sounds of consumption
are not always pleasant.
7. What impression do you get when the other person fumbles around looking
for a pad or pencil?
Tip: You probably imagined the person was not organized or was not very business
like. Since you always want to make a positive telephone impression, be ready for
action.
8. When someone says he/she will call back at a specific time – but doesn’t-
how do you feel?
Tip: Telephone tag means two parties try to get in touch by leaving phone messages
and attempting callbacks. It’s become an irritating fact of business life. If you

promise to call back at a certain time, make that call. Likewise, if you’ve promised to
be available at a certain time to receive a call, be there.
9. Suppose you receive a call and are disconnected. Who takes the initiative to
Resume the call?
Tip: The person who made the original call makes the second call to resume an
interrupted conversation. The person who received the original call should hang up
immediately when the call is disrupted to enable the other party to call back.

Week – 5
HANDLING INCOMING CALLS - ANSWERING THE TELEPHONE
LEARNING OBJECTIVE:
The objective of this chapter is to demonstrate to the aspirants

 How to respond to the incoming calls in business communication
 How to identify oneself and offer services.
 How to make prompt action on incoming call.
1. Demonstration
2. Role play
3. Discussion
SUBJECT:
Every time the telephone rings, think of it as an opportunity to do business.
A Prompt Answer
Your first action should be to answer the telephone promptly. If your company does
not have a stated policy, assume that the sooner you answer the phone, the better
the impression would be. Answer by the second or third ring, at the least.
Identify Yourself and Offer Service
Although work situations vary, it’s customary to identify your firm, yourself, or
your department when you answer an incoming call. It is also an excellent idea
to ask how you might help the caller.
Consider these examples.
Answering your own telephone “Good morning; this is sushma.”

Answering for the business
“Good morning; StandardBank. Sushma speaking.”
Answering for the Department
“Accounting department; Sushma speaking. How may I help you?”
Answering for superior/colleague “Hello; this is Mr. Rao’s office; Sushma
Speaking. How may I help you?”
TAKING ACTION ON INCOMING CALLS

Once you’ve answered the call, your next steps are to identify the caller and the
purpose of the call. Depending on what you find out, typically there are 4 actions
in handling an incoming call.
1. Handle the call yourself (assuming the call is for you.)
2. Place the caller on hold.
3. Transfer the call.
4. Take a message.
Some companies have prescribed methods for each of these actions. In others,
it’s up to the individual to figure out what to do.

Handling the Call
LEARNING OBJECTIVE:

 Aware of the term Call Transfer
 Demonstrate how to transfer a call
1.Demonstration
2.Role play
3.Discussion
SUBJECT:
For business telephone calls, the safe route is the conservative one. Use the caller’s
title and last name (e.g. Mr. Rao, Ms. Reddy or Dr. Jones). Do not operate on a first
name basis unless you are well acquainted with the caller and have established an
informal business relationship.
Always avoid slang expressions, clichés, or any form of address that might be
considered offensive (e.g. honey, dude, dear, guy, man, or kid). You don’t want to
get the conversation off on the wrong foot. The same advice applies to closing the
call. Use the traditional forms of closure such as “good-bye”, rather than informal
versions like “bye-bye”, “so long” or “talk to you later”. Typically, you’d expect the
caller to make the first signs of closing the call, and you’d stay on the line until the
caller has hung up.
Some callers chatter as if you had nothing better to do. This puts the burden of
concluding the conversation on you. Here the challenge is to wait for an opening (a
breath or other pause), then jump in with a concluding remark and say good-bye.
Placing a Caller on Hold

Sometimes you need to place the caller on hold. If the requested person is busy
on another line or if you need a moment to grab a file, the hold option seems
sensible. Be sure to ask if the caller wishes to hold or prefers to leave a
message. Here are some examples:
“Mr.Singh is talking on another line. Would you care to wait, or may I have
him return your call?”
“ Shiva Gupta is working with another customer at the moment. Would you like to
hold, or would you prefer to leave a message? I’m not sure how long he’ll be, but
it may take some time.”
When you put a caller on hold, remember the last time you got stuck. That way,
you’ll be motivated to check frequently to see if the caller wants to continue to
hold or prefers to leave a messag.e or call back. Here are some examples:
“I’m sorry, but Mr. Venu is still on the other line. May I have him return your
call later today?”
“Hello again, Mr. John. Ms. Venu expects to be a few minutes longer. Do you
want to continue holding, or would you prefer to leave a message?”

Transferring Calls
Often a caller has reached you by mistake and really needs to speak to someone
else. That’s where call transfers become useful. Transfers are routine in
business telephone situations, but too many transfers make a negative
impression.
When transferring calls, always explain what you are about to do and get the
caller’s permission.
“Mary in the accounts payable department will be able to answer your questions,
Mr. Singh, I’d like to transfer you to her line. Is that all right with you?”
There is always a slight risk that you’ll lose the caller when you attempt to
transfer. Plan ahead for this possibility. Either get the caller’s name and number
so you can call back, or be sure the caller has the name and number of the
proper contact so he can call back if the transfer is unsuccessful.
“Mary in accounts payable is at extension 123. I’ll transfer your call now.”

HANDLING OUTBOUND CALLS
LEARNING OBJECTIVE:

 Aware of the term Call Transfer
 Demonstrate how to transfer a call
1. Demonstration
2. Role play
3. Discussion
SUBJECT:
It’s time to turn things around. So far, you’ve been working on handling incoming
calls. Now, the topic is making outbound calls. Most outbound calls fall into one
of the two categories: initiating or following up on a business action.
Hello, Would You?…
Outbound calls frequently initiate a business action. For example, you might
make a business telephone call to:
 Sell something
 Gather information
 Set up appointments
 Make travel arrangements
 Plan meetings and schedule events
 Provide information
Hello, May I?…
Outbound calls are also used to follow up business actions. For example, you’ve
probably made outbound calls to:
 Assure customer satisfaction
 Provide customer service after a sale
 Explain and resolve mistakes
 Respond to requests
 Confirm information or make changes
HOW TO SUCCEED WITH OUTBOUND CALLS

What’s the secret of success for outbound calls? It’s planning – plain and simple.
You used a clear, practical planning process when you prepared for handling
customer problems and complaints. Outbound calls become more manageable if
you plan them.
No matter what kind of outbound call you’re making, here is an outline to use as
a planning guide.
1. Smile when you pick up the receiver.

2. Greet the customer and identify yourself.
3. State the reason for your call.
4. Present your message or ask your questions.
5. Confirm understanding or gain agreement.
6. Closing for the call.
The outline should seem familiar. It’s similar to some of the process models and Flows
you covered earlier.

Week -6 & 7
KEY TELEPHONE SKILLS
LEARNING OBJECTIVE:
The objective of this chapter is to

 Introduce the aspirants to the three key telephonic skills
Discussion
SUBJECT
THREE KEY SKILLS
Three key telephonic skills for business calls:
 Listening
 Questioning
 Speaking
These three skills are the basis for audible human communication and form the
core of any business conversation. Mastery of these skills guarantees improved
business telephone communication.

Listening
LEARNING OBJECTIVE:

 Introduce the aspirants to listening skills
 Illustrate the active listening techniques

Discussion
Role plays
SUBJECT
Listening is not the same thing as hearing. Hearing is a physical ability that
requires no intellectual effort. As long as you are physically equipped to receive
sounds, you can hear. Listening on the other hand, is more than simply hearing
sounds. It is an active process that requires both hearing and thinking.
Listening during a Conversation: A conversation implies two-way exchange of

information. In real-life conversations, of course, the sender and receiver
continually switch roles. People engaged in conversation spend some of their
time talking (sending information) and some of their time listening (receiving
information). Normally one person speaks while the other one listens, and vice
versa.
In an average telephone conversation, you can expect to spend about 50% of
your time listening. Why does this fact shock us? It is because when we think
about a telephone conversation we think about talking and not really listening.
Listening is a critical communication skill that can make a difference in your
ability to do business on the telephone.
What Happens When You Don’t Listen?

Most of us tend to be impatient. We go through the motions of listening because
we can hardly wait for our turn to talk.
An initial comment made by the speaker often triggers an on-target response in
your mind. Most of us have a tendency to seem to be listening by making
appropriate facial expressions or by staying quiet during a telephone
conversation. We get so wrapped up in thinking about our response that we
often fail to listen. That can be disastrous in a business telephone call.
Some serious risks are associated with failing to listen during a telephone
conversation.

When you don’t listen effectively, you may…
 Misunderstand the speaker’s problem or concern.

 Jump to conclusions without knowing all the facts.
 Give incorrect information to the caller.
 Confuse the caller with an inappropriate response.
 Appear to be rushing the speaker and cutting off conversation.
 Fail to understand the business situation.
 Misinterpret the speaker’s comments.
Do you want to take those risks?

Will your co-workers and customers be impressed with your telephone skills?
Active Listening Skills
 Acceptance response
 Repeating
 Paraphrasing
 Clarifying
 Summarizing
Acceptance response: This communicates to the speaker that you are listening to
what is being said and at the same time not interrupting the flow of thought or the
conversation. This could be through verbal or non verbal responses. This is very
essential as the speaker is not able to see you.
E.g. : Okay , ul-huh , I see , All Right , yes , etc.
Repeating: The purpose of repeating what is being said is to indicate that you have
identified the core of the issue.
E.g.: the speaker says “The case if that was given to me is 758266 on 14th July 2006.
While repeating, “Your case id is 758266, given to you on 14th July 2006:
Paraphrasing: Simply put, paraphrasing is stating in your own words, what was told to
you by the customer
E.g.: The speaker says, ‘I had ordered Quick books Pro 2006 online and my credit card
was charged for $199 on 14th July. Its 15 days and I haven’t received the CD.
While paraphrasing, “So, you were charged for $199 on 14 th July and you haven’t yet
received the product.
Always paraphrase when you want the customer to know that you have understood what
he/she has told you.
Clarifying: If you want to have a clear understanding of the situation, clarify by probing
questions. This will help you to sort out the specific facts.
E.g., the speaker says, “My credit card was charged a few days ago; however I haven’t
received my CD”.
While clarifying, “What was the date when your credit card was charged and what was
the amount?”
Summarizing: Summarizing is highlighting the key points of the conversation and this
assures both the customer and the agent that they are on the same page.
While summarizing, “okay, so your credit card was charged for $199 on 14 th July for a
Quick books Pro 2006 that you had ordered online, however, you are yet to receive it.

Questioning
LEARNING OBJECTIVE:

 Introduce the aspirants to Questioning skills
 Get acquainted with different ways of questioning the customers.
Discussion
Role plays
Group work
SUBJECT
A business telephone call is a dialogue – a two-way exchange of information.
When you are not listening, chances are you will either be explaining something
or asking questions to obtain information.
The art of Questioning

Questioning as a Telephone Skill. Questioning is a systematic process that
enables you to probe information.
In business telephone calls, ask questions to accomplish two goals:
1. To get the information you need.
2. To verify or confirm information you’ve received.
Of course, you’ll ask these questions in a conversational way and not make it
sound like an interrogation.
There are 2 basic types of questions, namely direct and indirect.
Direct Questions: Sometimes your telephone call will be designed to find out
very specific pieces of information. In those instances, you need to ask a series of
direct questions.
“What date have you selected for the regional meeting?”
“Will Mr. Jones be able to make his 16h00 appointment?”
“Does that time suit you?”
Direct questions are straightforward. They focus the conversation on a limited
topic, and they obtain specific information. Direct questions (sometimes called
closed questions) can be answered with a few words, such as ‘yes’ or ‘no’.
Indirect Questions: In some telephone conversations, you need to uncover
more general information, share ideas or discuss opinions. For these situations,
you would ask a series of indirect questions.
“Why have you chosen to stay with your present supplier?”
“What are your goals this year?”
“How is your company organized?”
“When last did you have an appointment with us?”
Indirect questions encourage general, wider-ranging responses. They open up

avenues for further thought and discussion. Indirect questions (sometimes called
open questions) cannot be answered with a word or two. They are designed to
get the other person to talk freely, at some length, and in his or her own way.

Using Direct and Indirect Questions: There are two types of questions often
used in business telephone conversations. When is each type most appropriate?
 Direct questions are used when trying to discover specific information, come
to an agreement, or confirm information received.
 Indirect questions are used when trying to determine needs, uncover
problems or understand issues or concerns.
Five Ways of Effective Questioning

1. OPEN-ENDED QUESTIONS
These are questions without a fixed limit. They encourage continued conversation and
help you get more information. Plus, they often give insight into the other person’s
feelings. Open-ended questions draw more information. When you want the customer to
open up, use open-ended questions that start with who, what, where, why, when and
how. A few examples are:
 "What are some of the things you look for in a hotel?"

 "How do you feel the government could be more responsive to your needs?"
 "What are your concerns about this new program?"
2. CLOSE - ENDED QUESTIONS
Close-ended questions have a fixed limit. They’re often answered with a yes or no, or
with a simple statement of fact. Close-ended questions direct the conversation. They
usually get brief specific information or confirm facts. Here are some examples.
 "Do you have health insurance?"

 "Do you want the new brochure?"
 "Would you be interested in that?"
Open-ended questions are used to get more information and the close-ended questions
concentrate on one specific area.
4. PROBING QUESTIONS
Sometimes you ask an open-ended question to get more information and you only get
part of what you need. A probing question is another open-ended question, but it’s a
follow-up. It’s narrower. It asks about one area. Here’s an example:
 "What topic areas are you interested in?" This is better than listing 50 topics to
the customer.
A few other examples are:
 Will you be able to tell me more about the form you received?"
 What did you like best about Paris?"

4. THE ECHO QUESTION
The echo question is a technique for getting more information. It repeats part of the
phrase that the customer used with voice inflection converting it to a question and
confirms the information that the customer has told you.
5. LEADING QUESTIONS
Many things can be good or bad. Take fire for example. Fire warms our home, cooks our
food and does many useful things. Uncontrolled, it can burn down our houses.
This is the same as leading questions because they can be good or bad. If used
improperly, leading questions can be manipulative because you’re leading the person to
give the answer you want. But when used properly, you’re helping that person. Some
examples of proper leading questions are:
 "You understand what I’m saying, don’t you?"

 "You’ll want to know about our same day delivery service, right?"
 "You’ll want to go ahead with this, wont you?"
Leading questions often end with suggestive nudges toward the desired answer. Some
ending phrases would be, "Don’t you?" "Shouldn’t you?" "Won’t you?" "Haven’t you?"
"Right?"
They’re useful in helping someone who’s undecided make the right decision that’ll
benefit them. You use a leading question ethically, when you help someone do the right
thing.
When speaking with your customer, practice using a variety of different questioning
techniques. It’ll help you to provide the very best customer service.

Questioning skills
LEARNING OBJECTIVE:
The objective of this chapter is to enable the aspirants to use questioning skills
effectively.
Discussion
Role plays
Group work
SUBJECT
Learning how to use questions effectively takes practice and guidelines.
1. Select the appropriate questions. Plan a general line of questioning before
you make the call. Ideally, you’ll identify the information you need, then
prepare questions to get the conversation rolling. You cannot anticipate
every question, but you can make an educated guess.
2. Listen to the answers to your questions. Remember, questioning is one of

the broader skills you use in a professional business conversation. Don’t tie
yourself too tightly to a strict line of questioning. Don’t start forming your next
question until you’ve listened to the answer to the last one. Be sure you don’t
answer the questions yourself.
3. Timing is important. In a telephone conversation, timing is everything. Avoid

interrupting the conversational flow with a question out of context, but take
advantage of conversational opportunities when they arise.
4. Continue questioning to confirm or verify information. Verifying is a special

aspect of questioning. To verify, summarize what has been said (what you
heard the other person say), then ask for confirmation with a question. Here
are some examples:
Summarize:
“So the appointment will be on Thursday at 14h30…
Confirm:
“…is that correct?”
5. Avoid conducting an inquisition. There is a very delicate difference between
an intense question and answering telephone call and an inquisition. If you get
carried away firing questions, your listener will feel as though he/she is being
grilled for information. It’s best to acknowledge each answer briefly or
comment in a relevant way before asking another question.
6. Don’t get hung up on types of questions. Although it’s useful to know and use
the two types of questions, don’t let yourself get hung up on the types
themselves. After all, it is the answer, not the question that is the most
important. Remember that your telephone contact may not respond in
entirely predictable ways. Don’t panic if he/she comes up with a one-word
answer to your best indirect question! Take note of the information and
realign your questions accordingly.

A HINT….
As you get ready to gather information over the telephone, consider constructing
your line of questioning around the following 6 words :
Who? What? Where? When? How and Why?
 Speaking
LEARNING OBJECTIVE:
 Introduce to speaking skills
 Get acquainted with different factors of Speaking skills.
Discussion
Role plays
Group work
SUBJECT
The person on the other end of the telephone line cannot see you. There is no
visual imagery to assist communication, so the parties in a telephone
conversation must rely entirely on sound. The speaking voices are the primary
expression.
In business telephone calls, your speaking voice can be an asset or a liability.
We would all like to have the voices of TV or radio announcers. Despite a lack of
natural talent, we can all take steps to make sure our voices become a business
asset.
What Factors Influence our Speaking Voice? A number of variables directly
affect vocal quality. There are 3 concrete variables and 2 less tangible traits.
Pitch in the speaking voice is much like pitch in singing. Pitch ranges from
low (bass) to high (soprano). In speaking voices, people show a general
preference for the middle and lower ranges of the vocal scale. Low voices are
regarded as signs of authority and trust. Higher voices, on the other hand, are
often regarded as signs of immaturity or lack of experience. You may make a
conscious effort to adjust your vocal pitch in either direction.
Speed is the rate at which you speak. The range is from slow to fast, with the
idea somewhere in the middle. A fast talker appears impatient or seems to be
steamrolling the conversation. If you talk too fast, your telephone contact may
not be able to follow you. In contrast, a slow talker may appear to be a slow
thinker, as well. If you talk too slowly, your conversational partner will be
tempted to cut in, supply words, or otherwise hurry you.
Volume is the loudness of your voice. The range is from soft to loud. Ideally,
you’d want your voice in the middle of the range. What happens if you are
talking too loudly or too softly? In either case, your telephone contact will find the
conversation unpleasant and will be distracted by inappropriate volume.
Pitch, speed and volume are all the concrete features of the human speaking
voice. Next are 2 more traits that are not quite so easy to define.
Inflection is the modulation or change in a speaker’s pitch or tone.
Inflection gives your voice its personality. It provides the emphasis, interest, or
accent that helps the listener understand your message. Inflection helps you
show enthusiasm, interest, concern, and all the other possible human emotions.
A voice without inflection is described as monotone. A monotone voice is often
associated with someone who is bored or uninterested. That’s not an impression
you want to make in a business telephone call. You want to use inflections to
help communicate your message.

Enunciation is the articulation or overall clarity of your speech. Garbled or
indistinct speech annoys the listener. Your goal is always to speak clearly,
pronouncing words correctly, and speaking distinctly. You want to avoid
sounding stilted or affected, but you do want to strive for vocal clarity.
Putting the Factors Back Together. We’ve discussed the speaking voice to
look at 5 important variables.
 Pitch
 Speed
 Volume
 Inflection
 Enunciation
Let’s put the 5 variables into perspective. Your speaking voice reflects all of
these variables. If you want to change your vocal quality, you might begin by
changing one or more of these variables. Your general goal is to develop a
professional, businesslike telephone voice that communicates your pleasant
personality and positive attitude.

THINK ABOUT IT… RATE YOUR OWN SKILLS
How would you rate your key telephone skills? Identify your strengths and
weaknesses in listening, questioning and speaking. Read each item and circle
the letter that best describes your skill level.
P=Poor
G=Good
E=Excellent
1. Listening for understanding.

P G E
2. Interpreting what I heard.
P G E
3. Listening for expression.
P G E
4. Noticing what is not being said.
P G E
5. Staying attentive and involved in the telephone conversation.
P G E
6. Keeping an open mind during the conversation.
P G E
7. Verifying what I think I heard.
P G E
8. Formulating and using direct questions.
P G E
9. Formulating and using indirect questions.
P G E
10. Listening to the answers to my questions.
P G E
11. Planning a line of questioning before the call.
P G E
12. Using timing to my advantage in the conversation.
P G E
13. Speaking in a medium pitch.
P G E
14. Speaking at a moderate rate.
P G E
15. Speaking with adequate volume.
P G E
16. Using inflection to show interest and personality.
P G E
17. Speaking and enunciating clearly.
P G E

Clear Speech Exercise
LEARNING OBJECTIVE:

 Exercise for clear speech
 Get acquainted with different influencing factors of Speech.
Discussion
Role plays
Group work
SUBJECT
Explanation: In clear speech exercises, students should be able to improve their

speaking quality. That means they should talk slowly, loudly (not too loud), use
appropriate emotions, use the proper pause, and use word stress. In other words, their
speech sound or vocal delivery should be clear. Call center agents who mumble over
the phone are not only boring but irritating. Clear speech entitles:
 Rate of speech
 Articulation
 Word Stress
 Pause
 Volume
 Pitch + tone
 Body language
Rate of Speech: Rate of speech is how fast you speak. Indians have a tendency to
speak fast. The ideal rate of speech in fact to face communication is 180-210 words per
minute. On phone it should not be more than 100 words per minute. The mind has a
tendency to listen to sounds it understands when rate of speech is slowed down logic
increases. You are more aware of what you are saying.
Articulation: Each word is pronounced clearly. After each passage a list of words will
be given from the passage. Ask students to pronounce these words.
Word Stress: Word stress is when you stress on certain words of a sentence. When a
word is stressed the mind picks up that word and forms a thought. Words usually
stressed are Verbs/Adverbs and Nouns/Adjective. Use the sentence “Do you want a
Gulab Jamun? And stress each word separately. Notice how the sentence meaning
changes.
Do you want a Gulab Jamun?
The word you stress on should be said longer and louder and slower than the rest of the
words.

Pause: In written English, we use punctuation to show where the pauses in the
sentences should be. When we speak English, our listeners don’t see the punctuation,
but we don’t generally run all the words together in a stream of equally – emphasized
words either; we group words by their meaning, and we pause just after important
information so that we emphasize.
If we are speaking slower and clearer, the phrases are shorter, but if we are speaking
fast, the phrases are longer and we don’t emphasize as many words.
It’s important to know where to put the pauses in the sentences so that you can sound
more like a native-speaker.
My name is Sangita / (pause) and I have 2 Kids

My name is Sangita / (pause) and I live in Kilpauk.
The two thought groups are segregated by PAUSE.
What is a Thought group? – a complete thought by itself – an independent thought

which can be interlinked with another thought group using a pause.
Pause is a VERBAL COMMA – a short tiny gap. Pause helps you reduce Rate of Speech.
WRONG PAUSE – direction and meaning is lost.
NO PAUSE – results in higher rate of speech.
Too Long a Pause – Creates confusion and CLARITY is lost.
Volume: Is it necessary to have a high volume or to speak loudly? – No, it is necessary

to speak CLEARLY. Most Indian women have a high pitch – we need to regulate it.
VOLUME – TOO HIGH – BAD
VOLUME – TOO LOW – CAN’T BE HEARD
If you are too loud you sound aggressive /angry. If you are too low customer cannot
hear, clarity is lost. You need to have a medium volume.
Not too loud, Not too low!
Neither make your customers strain to hear you nor force them to hold the phone away
from their ear for fear of bursting their ear drums – aim at speaking to a customer as if
they are sitting across the table from you at an arms length. Vary your volume a bit to
add interest, gain attention and emphasize key words and phrases by using Word
Stress.
Pitch and Tone:

The modulation of voice. Pitch & Tone is used to give animation to your voice. It gives
emotion to the words being spoken. What happens when there is no Pitch & Tone – you
sound MONOTONE – LIFELESS. Customer feels you are being indifferent. He doesn’t
feel comfortable – you sound uninterested and machine like!
Pitch is the decibel at which you speak. Women tend to speak at a higher pitch than
men. TONE is the emotion you speak with. Together Pitch & Tone produces voice
modulation. Pitch & Tone are the ups and downs of speech. It is Pitch & Tone that will
help you create Chit chat mannerism. Pitch & Tone makes your call lively, easy to
understand and pleasant to listen to! Pitch & Tone brings life to any language. It
increases clarity. Customer understands better because you have his attention.

IT IS NOT WHAT YOU SAY BUT HOW YOU SAY IT!
Pitch describes how high or low a voice is. A high pitched voice can sound shrill and
irritating on the ear, it can make you sound nervous, overly excited or even angry and
irritated. A deep voice sounds confident, credible and competent. There is plenty of
room for using Pitch & Tone. Use a mixture of high notes and low notes so that you
don’t sound mechanical or bored, aloof or indifferent.

Body Language and Phone communication
LEARNING OBJECTIVE:

 Introduce the aspirants to Body language
 Get acquainted with different factors of body language and Speaking
skills.
Discussion
Role plays
Group work
SUBJECT
Body Language: What is Body language? When do we use gestures / hands, eyes etc
to express ourselves?
Face to face communication: When we talk to someone in front us.

7% - WORDS
55% BODY LANGUAGE
38% PITCH & TONE
Phone communication: When we are communicating or talking through the phone –

13% words, 87% Pitch & Tone. Body Language gets incorporated into Pitch & Tone.
Body Language regulates Pitch & Tone so it is 87%. As you know, on call we are purely
AUDIO based – we are only heard not seen. So you have to make up for Body
Language by using Pitch & Tone. Body Language gives animation in one’s speech and
gives emotion.
Percentage of words has only increased from 7% to 13%. Words are a small percentage
of speech. So keep your words to a minimum. Sentences should be short & sweet.
 Give examples of sentences – using Pitch & Tone and without Pitch & Tone. Did
your parents read out or tell you stories to put you to sleep? Don’t trigger the
same response in your customers by reading from your script or manuals in a flat
monotone, devoid of energy. Remember your words convey only 13 percent of
the meaning of your message. With Pitch & Tone you can comfort and calm the
customer. You can convey competence, courtesy, friendliness and your desire to
help.
Most of the Body Language disappears when you are on call. We tend to become rigid
tense and this shows in your voice. You must relax take a couple of deep breaths before
taking a call. Make a conscious effort to use Body Language on call. You get into the
habit of Body Language and Pitch & Tone will come to you naturally.
Body Language – What is Body Language? It is the way you communicate with your
body – your hands, face, eyes etc.
Why should we use Body Language as we are only heard and not seen? Because Body
Language is translated into Pitch & Tone and Pitch & Tone can be heard and felt by the

customer. When we use Body Language, we automatically stress on certain words. This
changes Pitch & Tone. Body Language regulates Pitch & Tone.
Example: Do you see the TINY fly?

I caught a BIG fist.
 (Demonstrate using Body Language and an overdose of Pitch & Tone) As you all
know Pitch & Tone is very important, without Pitch & Tone we sound monotonous
/ boring and with Pitch & Tone we sound lively / pleasant / easy to understand.
As you know it is 13% words, 87% Pitch & Tone.
Body Language regulates Pitch & Tone. The percent of Body Language incorporated into
Pitch & Tone: 7% words, 55% Body Language, 38% Pitch & Tone. This becomes 13%
words. So for effective communication – you need the 3 S’s – Short / Sweet / Simple
sentences.
Give examples with lots of Pitch & Tone and Body Language – Big Bowl of Ice cream etc.
With the right dose of Pitch & Tone and Body Language you should be able to virtualise
– see it in you mind.
Give a small recap of what is Pitch & Tone. How does Body Language regulate Pitch &
Tone? When you move your hands to describe some thing immediately you stress on
those important words and communicate the idea more clearly and effectively. When
you shake your head to apologize it makes the sentence sound more valid. Whether you
mean it or not is another story! Body Language doesn’t necessarily mean use of hands,
but also use of eyes, shoulders, smile etc. Most of the time this disappears on call
because we feel we are only heard, we become self conscious and stay rigid through the
call. Make a conscious effort to use Body Language. It will become a habit. A smile is
the most inexpensive way to improve not only your looks but your voice immediately /
instantly. It’s also a great way to improve your call quality. Smile cannot be seen but
can certainly be “Heard” or felt. Test it yourself. Read the following sentences with and
without a smile. “It was a pleasure talking to you”, “Thank you for calling – my
name…”. Did you notice that difference in the voice? Always open a call with a smile, if
the customer is irate / upset – he will become more irate listening to a dull lifeless call. –
choice is yours. Sound bored & monotonous and be prepared for a poor call or sound
lively and be appreciated.
“The shortest distance between 2 people is a smile on a telephone line”

Your Body Language is a 2 way street. It not only reflects how you feel but it also
affects how you feel. If you want to have a successful day, adopt Body Language of
success. Smile, hold your head up and sit straight. This will improve the way you feel.
 In calls we use Body Language to describe, give directions and instructions, and
to show emotions.
 Give direction first, then description, when asking questions or giving
instructions.
 What kind of Body Language do you need for description & directions – Hand /
Face.
 Instructions – Hands.
 Emotions – FACE mostly head.
Use Body Language to demonstrate these sentences. Ask students to use Body
Language and demonstrate.

Directions & Descriptions:
1. I apologize for the inconvenience
2. How may I help you?
3. This credit card is great!
4. I am sorry we have not reviewed your check
5. Why do you pay so much interest?
6. Do you like traveling?
7. You can save up to Rs.18,000.
8. I am afraid you have no balance on you credit card.
9. I understand your frustration I will try my best to solve the problem
10. I will increase your credit limit but I can’t promise you a new card
11. I am glad I can help you
12. May I have the last four digits of your credit card number
Facilitator Note
Read a few sentences aloud very fast and ask students if they understand. Make them
listen to a few passages. Which one is the clearest and the most interesting
Passage 1 – Very fast / Over excited

Passage 2 – Too slow / No enthusiasm
Passage 3 – Just right
After listening talk about why passage 3 was the most interesting. Note how the
speaker used rate of speed, word stress, Articulation, Pause, Volume, Pitch & Tone
correctly. Now read through the same passage from the workbook and ask each student
to read out loud. Student can listen to passage 3 in order to imiitate the sounds and
clarity. Identify words that need to be stressed, Paused, etc. By repeating this exercise
everyday you will notice an increase of speech clarity among the students. Each
passage has been chosen carefully and represents a life skill, after each reading please
take some time and expand on the thoughts. Ask 3-5 students everyday to face the
class and read a passage. Note how they use the elements of speech clarity to deliver
the speech. Correct accordingly.

Week – 8 & 9
Customer service
LEARNING OBJECTIVE:

 Introduce the aspirants to customer service and customers’ expectations
 Get acquainted with different challenges in customer service
Discussion
Role plays
Group work
SUBJECT
HANDLING CUSTOMER PROBLEMS AND COMPLAINTS
As a salesperson, service technician, or support representative, you are the first point of
contact between your company and your customers. You handle complaints and manage
problems for external customers on a daily basis.
The Challenge of Customer Satisfaction
Handling customer problems and complaints requires a major effort. Sometimes
company policy restricts our ability to satisfy legitimate customer concerns. In
other cases, the customer’s complaint is unwarranted. Occasionally, customers
seem too emotional, almost irrational. Once in a while, the customer is just plain
unpleasant. Every incoming telephone call presents a new challenge.
How can you prepare to meet these challenges? Begin by thinking about the
customer’s expectations?
Customer Expectations
Customers have expectations. Their expectations may involve you, your work,
your company, or your company’s products and services. On an even broader
scale, customers’ expectations about how they should be treated are derived
from feelings about simple human dignity, social status, and business ethics.
Expectations can be quite varied and numerous.
Put yourself into the customer’s role. Think about your expectations for a product
or service that you purchased. What happens when one of these expectations
is not met? You’ll either call somewhere else to buy, or if you’ve made the
purchase, you’ll call to complain.
Although your list of expectations may be completely rational, not every
customer’s expectations are realistic. Sometimes a customer’s expectations are
met initially, but later the customer changes expectations. Suppose you bought
the TV with a one-year warranty, but 2 years later you demanded that the
company repair the product for free. Some customer expectations can be
unreasonable or excessive, but they are still expectations.

Complaints and Problems
When a customer’s expectations are not met-for whatever reason-then problems
arise. When that happens, the customer may call to voice dissatisfaction or
concern. That’s where you come in - ready to ensure that the customer’s
expectations are satisfied.
THINK ABOUT IT…HOW’S YOUR CUSTOMER AWARENESS?

How strong is your customer awareness? Read each statement; then circle Y if
you agree or N if you disagree.
1. I believe that the customer is always right.

Y
N
2. The customer is the most important part of our business.
Y
N
3. Customers always try to get something for nothing.
Y
N
4. 100% customer satisfaction is my goal.
Y
N
5. Customers expect me (or my company) to be perfect.
Y
N
6. Customers typically call with complaints before they have
thought the problem through.
Y
N
7.
Customer problems are usually caused by the customer.
Y
N
8. Most customers’ expectations are reasonable.
Y
N
9. I become irritated when a customer is rude.
Y
N
10. If I can’t handle a rude customer, I hang up.
Y
N
11. In every telephone call, it’s me versus them.
Y
N
12. Customers don’t really mind waiting on hold.
Y
N
13. It doesn’t really matter if one or two customers are
unhappy.
Y
N

14. Customers should understand what I am going through at
work.
Y
N
15. Customers tend to blame me for their problems. Are you ready to analyze your
results?
Y
N
Check your responses with those given here. Award yourself one point for each
response that matches the answer key.
1.Y 2.Y 3.N 4.Y 5.N 6.N 7.N 8.Y 9.N 10.N 11.N 12.N 13.N 14.N 15.N
If you scored from 13 to 15 points: You’ve got the kind of attitude that will really
be an asset in handling customer complaints and problems via the telephone.
If you scored from 11 to 12 points: Remember, every complaint or problem that
you handle is an opportunity to make someone happy.
If you scored 10 or less: Develop a positive attitude toward customers.
Remember that customers are only people. They’re bound to exhibit faults and
Short comings, just like the rest of us.
Exercise:
Give an example of good customer service Give an example of bad customer service.
Write the experienced one. Write the experience
What are some of the good things that What are some of the bad things that
happened..? (Your feelings) happened? (your feelings)

Objection handling
LEARNING OBJECTIVE:
The objective of this chapter is to enable the aspirants to understand the steps of
objection handling
Discussion
Role plays
Group work
SUBJECT
A LOGICAL APPROACH TO SOLVING PROBLEMS
Handling customer problems and complaints is a difficult job. That’s why you
need a logical approach, a basic step-by-step process for handling customer
complaints and problems.
The Plan
Here is a model for handling customer problems. This model can be used to
solve customer problems via the telephone, but the approach itself could be
applied to any problem-solving situation. As you read each step, assume that
your job requires you to handle incoming calls from customers who have
problems, concerns, or complaints.
Step 1: Open the Call. Your objective in opening the conversation is to set a
positive tone for the interaction. Use a cheerful expression. Make your voice
convey your positive attitude. When answering the telephone, include these
items in your opening:
 A greeting
 Your company name or department name.
 Your name
 An offer to help the customer.
Note the following example:
“Good morning. Airtel Customer services; Sindu speaking. How may I help
you?”
The proper opening statement and a positive inflection assures the caller of your
commitment to service. Your offer to help invites the caller to begin to describe
the problem or complaint.
Step 2: Identify the Problem. At your request, the caller will launch into a
description of the problem or complaint. The caller may be calm, rational and
orderly – or just the opposite. The customer may be literate and well-spoken or
uneducated and inarticulate. Remember, unhappy customers are dissatisfied.
Some may be irritated, angry and rude. It’s your job to sniff through all of those
complicating emotions to identify the real problem or concern. Here’s what you
can do to work through this problem-identification step.
 Use your listening skills. Listen carefully for the facts and the underlying
attitude. You need to understand the customer’s real problem or concern,
and you need to recognize the customer’s emotional state.
 Use your questioning skills. Question the customer to uncover details of the
problem. Use your skills to confirm your understanding of the problem or
complaint.

 Control your emotions. Always maintain control over your own emotions.
Remember that this is a business interaction. If you become personally
involved, allow yourself to feel insulted, or lose your temper, you will not last
long at the job.
 Keep an open mind. Put yourself in the customer’s position. If possible,
empathize with the customer’s situation.
As you work with the customer to uncover the problem or complaint, let your
voice communicate your genuine interest in helping the customer.
Step 3: Recommend an Action. Suggest a possible solution. The solution
should always be in the form of positive action. You might be able to offer the
customer a refund, assist the customer in understanding the policy for returned
merchandise, or explain how the product works.
When you recommend an action, let your voice show your confidence that this
action will resolve the problem. Phrase the recommendation as part of a
restatement of the problem as seen in the examples below.
“Mr. Jones, I understand you are unhappy about the delay in receiving your
order. If I can guarantee that the order will arrive via air freight no later than
Friday, will that meet your needs?”
“Ms. Bhasker, I’m sorry our service did not meet your standards the first week. I’d
like to send the crew out again today, at no charge to you, with more detailed
instructions. If the work is satisfactory, would you give us a second chance?
Step 4: Gain Agreement. Once you’ve offered a solution or recommended an
action, you need to gain agreement from the customer. As you read the sample
action statements, notice that each one ended with a question that asks for the
customer’s agreement.
If the customer agrees to your solution, you proceed to the last step in the
process. If the customer does not agree, then you need to return to a previous
step in the process flow. You may have an alternative action to suggest, or you
may need to go back to identifying and clarifying the problem or complaint.
What happens when you cannot seem to reach any satisfactory agreement with
the customer? In most companies, there will be a trouble-shooting structure that
allows you to turn calls over to your supervisor or to specialized customer service
representatives who can make additional concessions to the customer.
Step 5: Close the Call. When the customer agrees to your recommended
action, you’re ready to close the call. As you close the call, be sure to:
 Confirm the agreed-upon solution or action.

 Thank the customer for calling.
 Indicate willingness to help in the future.
Note the example that follows:

“Your refund cheque will be processed immediately, Ms. Radha. You are a
valued customer here at Hip Hop clothing. If I can be of any assistance with the
Remainder of your order, please call me.”
Let your voice convey your interest in the customer and your belief that you and
your company can meet the customer’s needs now and in the future.

THINK ABOUT IT…
Within the group, discuss common complaints and problems that you receive and
how you would deal with the various complaints and problems.
STEP ONE:
Open the Call.
STEP TWO:
Identify the Problem.
STEP THREE:
Recommend an Action.
STEP FOUR:
Gain Agreement.
STEP FIVE:
Close the Call.
COURTESY ‘SAYS’ AND COURTESY ‘DOES’
Courteous words and phrases:

 “Please” and “Thank-you”;
 The caller’s name (be sure to pronounce it correctly);
 “I’m very sorry”;
 “Excuse me”;
 Friendly greetings such as “Hello”, “Good morning” and “Good-bye”;
 “You are welcome”;
 “We appreciate your business”;
 “I would be happy to do that for you”;
 “May I help you, please”;
 “I am sorry to have kept you waiting”;
 “Thank you for calling”;
 “It was nice hearing from you”;
 “Is there anything else I can do for you?”
 “It’s been a pleasure serving you”;

Week – 10 & 11
Handling Different Customers

LEARNING OBJECTIVE:

 Introduce the aspirants to Different types of customers
 Get acquainted with the better strategies to handle different customers
Discussion
Role plays
Group work
SUBJECT
The problem-solving process model will give you an excellent foundation for handling
customer complaint calls. Unfortunately, there are some callers who are particularly
difficult to handle. They require special strategies.
The Rude or Angry Caller
The angry or rude caller can be very intimidating. It is difficult to stand by silently
while another person spouts off a flood of insults or makes unfounded
accusations. These callers are on an emotional blitz and can be difficult for
anyone to handle.
Your main objective is calming the caller. Until you can get the customer to
manage his/her emotions, you won’t be able to make any progress. In order to
calm the caller, you’ll need to work especially hard on:
 Listening patiently
 Acknowledging the caller’s concern.
 Trying to establish a friendly, but businesslike telephone relationship.
Your voice should be calm and comforting. You want to convey your
understanding and relate to the customer’s concern. The following examples will
give you some ideas for defusing the caller’s anger.
“I can’t blame you for being irritated, Mr. Rao. Let me try to solve the problem
today – once and for all.”
“Mr. Sangram, let me apologize on behalf of TVS Auto Body. I know we agreed to
match the paint colour on your fender, and we didn’t get it right. We’d like to try
again, at no cost to you.”
“I can certainly understand why you’re so upset. There’s no excuse for our
mistake. Let’s work together to remedy the situation.”
Depending on how angry the caller is, it may take you more than one try to
succeed in calming the caller. Perseverance is part of the job.
Once you’ve established a more businesslike, less emotional rapport, you can
return to a logical point in your standard process model for handling the
complaint.

The Talkative Caller
Once in a while, you encounter a customer who simply loves to talk. These
customers are wonderfully adept at making small talk. Those customers are
using valuable time, and you have calls waiting. What will you do?
First, stifle your normal urge to respond conversationally. Don’t chat with the
caller just because he/she starts an informal conversation. After the normal
opening pleasantries, stick to business matters as much as you can.
A second strategy is to avoid asking any indirect questions. You don’t want to
encourage the talkative caller to explain, explore, or ramble during the call.
Instead, ask specific questions that would minimize the caller’s opportunity to
stray from the conversational path.
A third strategy might be to quicken your conversational pace. Limit the

breathing room between statements. Move smartly through your line of
questioning. Doing so will effectively reduce the caller’s ability to interrupt your
conversational flow. Beware of overdoing this tactic. If you begin to sound like a
fast talker, you’ve lost your credibility.
When the caller begins to ask you conversational questions, give a very short
answer and redirect his/her attention with a service-related question of your own.
Here are some examples:
Caller: “Hello, Sharma. Where were you last time I called?”

Sharma: “I was on vacation last week. What can I do for you today?”
Caller: “Hey Sharma! You’re probably busy, but I’m going to be out your way
Soon. Can you recommend a good restaurant in your town?”
Sharma: “No, I usually eat at home. Is there a technical problem with your
System?”
The Hard-to-Understand Caller
Some callers are hard to understand. They may talk too fast or too slowly for you
to track their ideas. They may mumble, whisper, mispronounce, or misuse
words. Any of these characteristics can make your job more difficult.
Whenever you encounter these situations, you need to address the difficulty
immediately and clearly. You need to develop some tactful ways of asking
callers to slow down, speed up, talk louder, or speak softer.
Here are some examples you might try.
“Mr. Tarun, I am having difficulty hearing you. Please speak louder and speak
directly into the mouthpiece of your telephone.”
“I’m having trouble following your description of events, Mr. Rahul. Would you
start again and speak a little slower?”
“Was it the collar you didn’t like or the colour, Mr.Vishal ?”

The Non cooperative Caller
Sometimes a customer just seems to be uncooperative.
Consider these common examples.
Perhaps the caller seems passive, timid, or introverted. In that case, you have to
work very hard – probing and nudging to get information from the caller.
Caller: “I don’t really know what happened.”

You: “Why don’t you start by explaining what you saw on the screen just
before your computer failed.”
Perhaps the caller seems assertive because the dialogue is extremely brief and
pointed. In that case, be equally assertive and professional to match the caller’s
tone without being pushy or abrasive.
Caller: “I wish to speak to someone with the authority to make a decision

on this repair issue today.”
You: “I can give you a decision as soon as we confirm your product
warranty registration number.
Some callers may seem uncooperative because they are disorganized or

disoriented. Draw on your listening and questioning skills to help manage the
caller. These calls may require a little more time and effort.
Uncooperative callers can also have a predetermined negative opinion about you
or an unrealistic expectation that you cannot accommodate. In this case, make
an attempt to resolve the situation yourself, but if the customer persists, call for
assistance from your supervisor.

Some Gyan session:
There are really 2 kinds of customers – external and internal. External ones are
the people who call your company to buy products and services. The external
customer’s call demands your best telephone manners.
When you work with other people or you coordinate with other departments or
divisions, you are interacting with internal customers. If a colleague calls
needing data from you to prepare a report, that person is really your internal
customer. Internal telephone calls deserve the same level of courtesy you’d
normally use with real customers.
What is a Credit Card?
A plastic card bearing an account number assigned to a cardholder with a credit limit
that can be used to purchase goods and services and to obtain cash disbursements on
credit, for which a cardholder is subsequently billed by an issuer for repayment of the
credit extended at once or on an installment basis.
A card indicating the holder has been granted a line of credit. It enables the holder to
make purchases or withdraw cash up to a prearranged ceiling. The credit granted can be
settled in full by the end of a specified period or can be settled in part, with the balance
taken as extended credit. Interest is charged based on the terms of the credit card
agreement and the holder is sometimes charged an annual fee.
What is a Debit Card?
A plastic card with which a customer may withdraw funds on deposit in the customer's
account using an automated teller machine. Some merchants accept debit cards,
treating them the same as cash. A debit card transaction pays the seller of goods or
services by withdrawing funds already on deposit in the buyer's account, as opposed to
a credit card transaction in which funds are loaned to the buyer by the card issuer.
Difference between a Credit Card and a Debit Card.
Debit cards are not credit cards; rather, they deduct money directly from the
cardholder's bank account whenever a transaction is made with the card. Consumer
protections guaranteed by law to credit card users often do not apply when a debit card
is used.
* * *

Telemarketing / Telesales
LEARNING OBJECTIVE:

 Introduce the aspirants to Telemarketing
 Get acquainted with different concepts of telemarketing
Discussion
Role plays
Group work
SUBJECT
Telesales: Is nothing but selling a product or service over the telephone. It’s a sales call
Telemarketing: It is the whole concept of doing business over the telephone. It

includes telesales, customer service, Help desk etc…
Selling on the phone, compared to face to face, can be challenging. The same product
which can be seen by the customer has to be sold over the phone than that’s what we
call telemarketing.
Concepts of Telemarketing
Hare Model
This model tries to look at what makes people buy. The model comprises of four
modules:
 Habit
 Access
 Reason
 Emotion
Habit: Customer’s buying from us because they have always bought from us. It never
occurs to them to buy from somebody else.
Customer’s thought “my parents use a credit card; my aunt has a credit card, so I use a
credit card”.
Believe it or not “buying habit”, is the easiest to change.
Access: If a product can be easily accessed, for example, delivered home. The
consumer would choose the product instantly. Let’s take the case of milk. If “milk
company A” delivers milk to your door step every morning you would probably choose it
over “milk company B” who sells milk at the grocery store. Convenience is a key factor
for purchasing a product.
Reason: Give someone a good reason for doing something or buying something,
something they believe is right and they will buy it.

Emotion: Buying products because the customer just feels like it. There is no logical
reason for doing something. It just seems right.
AIDA Model
A – Attention
I – Interest
D – Desire
A – Action
In a phone call you must first grab the customer’s attention. Then you must develop
interest and create desire for the product. The action part of the call is collecting the
customers’ personal information.
Note: Check out the following script and figure out how the AIDA model fits into the
call.
The Aida model is a methodology used by telemarketers to sell products. Basically you
need to get the prospects attention then, through your story, generate interest in your
offer, and give people the desire to take action. Knowing this formula takes you a long
way down the road to success.
Scripts
Translating leverage points on a phone call
To sell a product over the phone keeping in mind the four leverage points can only be
achieved through using scripts. A script is a preset dialogue created by the company for
the sales person to use in order to convey a sale’s pitch effectively, efficiently and
consistently, plus keeping in mind the leverage points. A script is a structured
conversation. A sales person words and the delivery of the words have to get your point
across. So from that perspective, scripting gives you the control of the message.
Sample of script
Read following script and answer the questions
Telemarketing scripts
Greeting script:
Hello, my name is Raj. I am calling from standard Bank. May I speak to Mr.Shiv Gupta
please?
Attention script:
Mr. Gupta how would you like if I gave you a credit card with an interest free option.
That’s right. You can charge up to Rs.10,000 and not pay a single paise of interest.
Standard Bank would like to offer you its first “No Interest” credit card. If you don’t
mind me asking which credit card do you have now?
Interest script:
Does your Citi Bank card give you a “No Interest” option?

Interest script:
Can you imagine you can charge up to Rs.10,000 and not pay interest on that amount.
That means you can save money. Talking about savings, would you like to receive
discounts on movie tickets, restaurants and air fare?
Desire script:
Would you like to subscribe for a “No option” credit card? I can register your name right
now over the phone.
Desire script:
I can issue you the card immediately; I only need some personal information. Is that
okay with you?
Action:
 May I have your telephone number please
 Can you spell your last name for me
 How long have you had this bank account?
 What’s your annual income?

Some useful terms
Sales : The Activity or Behavior that positively influences customers decisions to buy a
companies product or services .
Sell Cycle : The period during which the sales representative makes contact with the
customer , from the initial contact to the final decision to buy.
Up-Sell : To sell Customers a higher quality product, or a greater number of products,

than the origin sought to buy.
Script : Standardize wording that can be used in a specific situation for instance to
answer a common question asked by customers. Scripts are often provided to call center
representatives, either in print form or on their computers, to optimize their
effectiveness
Greeting : The first words that a customer hears from a telecaller , usually including “
Hello, The name of the company and department, The representatives Name, and “How
May I HELP You ?”
Closing : The step in the selling process when the telecaller tries to help the customers
make the decisions to buy.
Soft Sell : A Sales Technique in which the sales person introduces the opportunity to
buy, but does not try to pressure the customer into making an immediate decision.
Call Escalation: Transfer a call to supervisor, manager, or to some one else with
broader decision making authority.
Dead Air : A period of silence in a conservation. Dead air is most damaging to rapport if
it occurs after a customer has spoken and is waiting for the CSR to respond
Objections: Reasons customer provide for declining to buy a product or a service.
Cold Calling: Cold calling does not have to be annoying. The key is to call the right
people about the right thing at the right time with the right offer.
Moments of Truth: The opinions formed by a customer when he starts experiencing

the product are the moments of truth. It could be negative or positive. Any interaction
between the customer and any employee is a moment of truth for that organization. The
customer’s interaction with an employee has an impact on how the customer views the
company.

Phone Dynamics of a Telemarketing call
LEARNING OBJECTIVE:

 Introduce the aspirants to dynamics of telemarketing
Discussion
Role plays
Group work
SUBJECT
Phone Dynamics is how the call proceeds. There are 6 parts to this call or what we call
phases.
Phase I – Greeting
Phase II – Attention
Phase III – Interest
Phase IV – Desire
Phase V – Action
Phase VI – Closing
Each phase is important and each phase consists of a unique communication pattern.
Greeting: The script for the greeting of the call is

Hello my name is _______. I am calling from Standard Bank. May I speak to Mr. Shiv
Gupta please?
Notice in the greeting script the caller identified himself with his name and then told the
customer where he is calling from and then enquired if he is speaking to the right
customer. The greeting of the call establishes you with the customer. Your voice should
sound happy and professional. People have a tendency to listen to nice voices.
Remember your voice is your identity. A customer will judge you on the first thirty
seconds of the call. If you sound bored or you speech is not clear, customers will sound
apprehensive of listening to you. Remember your first impression is your last
impression. Listen to the following greetings which one sounds better
Remember before you start a call think positively. Put a smile on your face and tell
yourself. I am going to make this sale. If you don’t its okay you can always try again.
Customers at least will give you chance when you sound energetic and nice on the
phone.

Stimulus and Reaction – Greeting
Stimulus and reaction is about how people can react in a conversation. For example, if I
say how are you? Your reaction could be:
a) I am fine, how are you?

b) Not well
c) Okay
According to this reaction the next conversation can be created.
For example,
Person1: How are you?
Person2: Not well
Person1: Oh! What’s wrong?
Similarly after you have given the greeting so many reactions can happen. You must be
ready for these reactions and respond accordingly some reactions that can happen and
the correct conversation which follow.
Agent: Am I speaking to Mr. Shiv Gupta?

Customer: No, he is in a meeting
Agent: What is the right time to call him?
Customer: In half an hour
Agent: Great! I will call him in half an hour.
Classroom Questions
1) How do advertisements on TV make you want to buy a product? (Audio + Visual

advertisement) No personal touch
2) How do bill boards make you buy a product? (Note: This advertisement is visual)
3) How does a sales person make you buy a product? (Audio + Visual with personal
touch)
4) How does a telemarketing person make you buy a product? (Audio + personal
touch)

Selling Tips – Some inputs
If you are going to sell something you need to make it relevant to the buyers needs.
Every human being has nine vital needs. If the product caters to one of these needs
there is a chance of selling the product.
The nine human needs are:
1. Make money
2. Save money
3. Help your family
4. Be secure
5. Gain pleasure
6. Save time or effort
7. Self improvement
8. The need to belong
9. Impress others
Class work
Think of a commercial that appears on TV that addresses these vital needs. For
example, Fair and lovely add – addresses
 The need to belong

 Impress others
 Self improvement
 Gain pleasure
Basically people need a benefit which they can identify and which they actually consider
to be a benefit. Translate the products feature into a benefit.
A feature is a characteristic of the product. For example, one of the features of a pen is,
it has ink. A benefit talks about what the product does for you. For example, the ink in
a pen helps write better notes without smudging the writing.

Some More Gyan for you
UNDERSTANDING YOUR COMPANY + PRODUCT
We at LABS have created a make believe bank which provides services over the phone.
The bank’s name is ‘Standard Bank’. One of Standard Bank’s services is to provide
customers with credit cards. A credit card is a plastic card embossed with the customers
name and a unique number which allows customer to purchase anything on credit and
pay for the purchase in installments. For example, if you want to buy a TV but you don’t
have cash you can charge it on your credit card. The bank will pay the TV manufacturer
and in turn send you a bill allowing you to pay back the bank in certain period time,
usually one month after billing. You can either pay the full amount or you can pay an
amount you are comfortable with or you must pay a “minimum due” (least of money).
The minimum due is the amount the bank expects you to pay. If you don’t clear the
whole bill amount the balance amount will be charged with % which will reflect in your
next billing statement.
Today credit cards are offered by many banks and each bank tries to lure customers to
take their credit cards. The amount of money generated by banks through credit cards
is close to very huge in India. You must be wondering what does Telemarketing,
Customer Service and Collections have to do with credit cards? Most credit cards are
sold over the phone therefore, telemarketing skills are needed. After a customer has
the credit card, problems or queries associated with the card can happen. The bank has
to provide a service to solve and answer problems and questions customers might have
with their cards. Banks therefore have a customer service section with agents who are
ready to open customer databases and help customers with credit balance inquiries,
payment issues, billing problems, etc. The last telephone service a bank provides is
collections.
The collection group calls customers to remind them to make payments which are
overdue. Remember a bank has to collect the money they have credited or else the
bank will go bankrupt.
LABS Standard Bank is make believe which is employing you to sell credit cards
(Telemarketing), answer credit questions (Customer Service), and Collect overdue bills
(Collections). In the next 8 weeks you will learn to become aggressive Telemarketing
provide Exceptional Customer Service, and a professional Collection agent.
Questions
1. What are credit cards?
2. How do credit cards work?
3. What is the connection between Banks and Credit cards?
4. How is it possible to market credit cards over the phone?
5. Name a few credit cards?
6. What kind of questions would a credit card holder ask “customer service”?
7. Have you seen a credit card bill?
8. What happens if you don’t pay your credit card bill?
9. What is credit debt?
10. What are the advantages of having a credit card?
11. What are the disadvantages of having credit card?
Understand the following terms:

 Credit balance
 Credit card number
 Credit limit
 Available credit limit

 Statement period
 Statement date
 Payment due date
 Available cash limit
 Previous balance
 Minimum amount due
 Service tax
 Late payment fee
 Interest charges
Credit balance: In a margin account, the amount of funds deposited in the customer's
account following the successful execution of a short sale order is known as Credit
balance. The credit balance amount includes both the proceeds of the short sale itself
and the specified margin amount the customer is required to deposit under Regulation T.
Credit limit: The amount of credit a financial institution extends to a client. Credit limit
also refers to the maximum amount a credit card company will allow someone to borrow
on a single card. Credit limits are usually determined based on information contained in
the application of the person seeking credit, or that person's credit rating.
A borrower's credit limit may be raised after he or she exhibits timely and full
repayments. However, having a high credit limit and multiple lines of credit may hurt a
person's overall credit rating. In these cases, new potential lenders can see that the
applicant has access to a large amount of debt, which may lower the chances that this
person will be able to repay his or her debts in the future. As a result, new potential
lenders might be less likely to offer an additional source of debt.
Credit card: A card allowing someone to make a purchase on borrowed money. Credit
cards are one of the most popular forms of payment for consumer goods and services in
the United States.
Statement period: The period of time between the settlement date and the transaction
date that is allotted to the parties of a transaction to satisfy the transaction's
obligations. The buyer must make payment within the settlement period, while the seller
must deliver the purchased security within this period.
Payment due date: The last date on which a declared amount is scheduled to be paid.
:
How to improve my English?
ENGLISH being a foreign language to the Indian pupil, it is only natural to commit a
number of mistakes in diction, style, grammar and spelling. Not infrequently do the
students commit such blunders which call for rectification at the hands of instructors.
Therefore, it is incumbent upon the instructors to put the students under their care on
the right road to get at correct expressions with clear understanding.

BENCH MARK SETTING
OBJECTIVE:
The objective of having a bench mark is to have an idea for both the facilitators as
well as the trainees regarding the requirements/competencies/standards to be
developed for the BPO industry.
MATERIALS REQUIRED:
1. AUDIO AIDS
2. VISUAL AIDS
METHODOLOGY:
1. Make the trainees speak/record their voice/modulation on a recorder.

2. Make the trainees hear/see an audio/visual presentation of a customer service
representative.
3. Make them listen their own voice that has been recorded
4. Ask them to note the differences.
5. Make them understand where they have to reach and have a consensus regarding
the plan of action to be followed.
Note: This module should go along with spoken English module for effective execution.

ACTIVITY # 1
Objective
The aim of this activity is to make the trainees
 Acquainted with the language
 Improve their vocabulary
 Check their vocabulary
 Develop their pronunciation
 Procure the confidence that they know the language
Materials required: Paper, Pen, Board and a marker.
Methodology:
Let the trainees observe the surroundings for ten minutes.
Direct the trainees to list out the things on a paper they have observed.
Make sure that the items are listed in an alphabetical order
Give 20 minutes for listing.
Ask the trainees to read out their list.
Note the list on the board without repetition.
Guide the trainees to note the words missed in their lists.
Competencies developed:
Observation
Interpretation
Vocabulary
Presentation
Pronunciation

Functional English
What is sentence?
Sentence is a group of words which gives complete meaning.
Ex: Sita is a girl.
There are four kinds of sentences.
1. Declarative or Assertive sentence
2. Interrogative sentence
3. Imperative sentence
4. Exclamatory sentence
EXERCISE
In the following sentences recognize the type of sentence.
1. Where are you going?
2. Please take your seat
3. Parrot is a beautiful bird.
4. What a beautiful scenery!
SOLUTIONS
1. Interrogative sentence
2. Imperative sentence
3. Assertive sentence
4. Exclamatory sentence
ACTIVITY - Sentences
Objective: The main objective is to make the students familiar and get practiced for
different types of sentences used commonly.
Methodology:
Let the class be divided into seven to eight groups consisting of four members in each
group.
Name the four members of the group as A, B, C and D.
Let A ask a question (Interrogative sentence)
B may answer.
C will make a comment (Imperative sentence) and
D exclaims (Exclamatory sentence)
Example of the Activity:
A: What do you like, coffee or tea?
B: I prefer coffee to tea
C: Coffee is not good for health

D: Is It!
In this way all the students have to work out with all the four types of
sentences.

EXERCISES - Nouns
Identify the nouns from the following sentences

1. The man fell off the horse.
2. The Taj is in Agra
3. The rose is s a beautiful flower
4. Diamond is the costliest gemstone.
5. We all love honesty
SOLUTIONS
1. Man, horse
2. Taj, Agra
3. Rose, flower
4. Diamond, gemstone
5. Honesty
EXERCISES - Pronouns
Write the correct form of pronoun in the following

1. Ravi is ___ student. (my/I)
2. Are _____ going to a movie? (you/your)
3. _____ is my cousin. ( She/It)
4. Give _____ a pen. ( me/my)
5. ____ is a boy. (It/He)
SOLUTIONS
1. My
2. You
3. She
4. Me
5. He
Facilitator’s Note: Facilitator is requested to make the aspirants drill these kind
of exercises more often on all the topics given in the content to improve their
language skills.

ACTIVITY - NOUN SET
Objective:
By the end of this session the trainees must be able to
 Recognize and distinguish nouns, pronouns and adjectives.
 Perfect pronunciation
Methodology:
 Let a student read alphabets within himself as facilitators say start.
 Let him stop in between by saying stop.
 For example if the student stops at M
 The facilitator should ask all the students to write names of person, place or thing
starting with letter M.
 Thus the game goes on until the last trainee gets a chance.
Ex: Maya, Mumbai, and mask
Now add an adjective to each noun.
Ex: Maya is a clever girl
Mumbai is a big city
The mask he wore is terrible.
COMPETENCIES DEVELOPED
Interpretation
Competency to develop a sentence
Vocabulary

EXERCISES – Verb
Identify the verb in the following sentences

1. The cow eats grass.
2. I read newspaper.
3. She is watching a movie.
4. The children are playing.
5. Gardening is a good exercise.
SOLUTIONS
1. eats
2. read
3. watching
4. playing
5. gardening
Common errors in English
I have left smoking.

 I have given up smoking.
I left playing cards.

 I stopped playing cards.
I take your leave.

 I take leave of you.
He knows to swim.
 He knows how to swim or knows swimming.
I gave a speech.
 I made a speech.
I made a lecture.
 I delivered a lecture.
He took out his shoes.

 He took off his shoes.
I had a mind to play

 I intended to play.

EXERCISES – Prepositions
Name the preposition in the following sentences

1. Humpty Dumpty sat on a wall.
2. Little Jack Horner sat in a corner.
3. I prefer coffee to tea
4. My sister is accompanied by her in-laws.
5. Write with a pen.
SOLUTIONS
1. on
2. in
3. to
4. is
5. with
Fill in the blanks with suitable prepositions

1. I am going _____ the market
2. Rita is coming _____ train.
3. I am tired ____ walking
4. I shall do it _____ pleasure
5. The cat is _____ the table.
SOLUTIONS
1. to
2. by
3. of
4. with
5. under

Common Errors in Prepositions
I agree with your proposals.

 I agree to your proposals
.
You must attend at the book
 You must attend to the book.
He is my authority on my saying so.

 He is my authority for my saying so.
He was cured from his illness

 He was cured of his illness.
The man died from malaria.

 The man died of malaria.
The rain prevented him to go out.

 The rain prevented him from going out

EXERCISES – Conjunctions
Fill in the blanks with an appropriate Conjunction

1. Three ____ three make six.
2. I ran fast _____ I missed the train.
3. Is his name, Sen _____ Gupta?
4. I wonder _____ he will come.
5. They left _______we had returned
SOLUTIONS
1. and
2. but
3. or
4. when
5. as soon as
EXERCISES - Adjectives
Pick up the adjectives from the following sentences.
1. Santosh is a deaf girl.

2. Ramu is a clever servant.
3. The grapes are sour.
4. The rose is a beautiful flower.
5. Ashoka was a great King
SOLUTIONS
1. deaf
2. clever
3. sour
4. beautiful
5. great

EXERCISES – Articles
Insert articles wherever necessary

1. While there is life there is hope.
2. I like to live in open air.
3. Tagore was great poet.
4. Have you seen elephant
5. What beautiful scene this is.
SOLUTIONS
1. a life, a hope
2. an open air
3. a great poet
4. the elephant
5. a beautiful
Complete the following in a/an/ the as may be suitable
1. Copper is ____ useful metal.

2. Sanskrit is ____ difficult language.
3. _______ reindeer is a native of Norway.
4. The world is _____ happy place
5. ______ Ganga is ___ sacred river.
SOLUTIONS
1. an
2. a
3. The
4. A
5. The, a

Articles Quiz:
1. Are you shopping for _____health club to join so that you can get in shape?
a. A b. an c. the d. no article is needed
2. Shop wisely! You could end up choosing _____ wrong club and losing more
money than pounds.
a. A b. an c. the d. No article is needed
3. You may find out too late that _____ health clubs aren’t for you.
(a)A b. an c. the d. No article is needed
4. ___ AIMS, New delhi fitness experts recommend thoroughly checking out
several health clubs before you join one.
5. First, know what you want and need in__ fitness facility, and don’t pay for
what you’ll never use.
6. If you only want exercise classes, ___ exercise studio without weight machines
and locker rooms may work for you.
7. If you are looking for_____ place to only do bodybuilding, you’ll be happy in a
basic gym.
8. You may be in ___ market for a full – service health club; then make sure it
offers lots of activities.
9. Look for a place near your house, and check out ______ exercise instructor
and personal trainers.
10. They should be educated in physical education or certified by ____
organization such as the Indian medical council on exercise.
11. Certified instructors have at least some knowledge of anatomy, exercise

physiology, injury prevention and _____ cardiopulmonary resuscitation (CPR)
12. You should evaluate ____ equipment and make sure fitness machines are
modern and in working condition.
13. Try to talk to other members of the club. Find out what they believe are ____
advantages and disadvantages there.
14. look in ____ locker room, workout room, and shower – everywhere it should
be clean.
15. ____ locker room sanitation is usually a good indication of how clean other
areas are.
16. Finally, before you sign ____ agreement to join, read the contract carefully.

ACTIVITY – Articles
OBJECTIVE:
By the end of the period most of the students need to understand the different articles,
difference between definite and indefinite articles and also should know where to use
them.
METHODOLOGY:
 Explanatory method to be followed in the first instance.
 Divide the students into three groups
 Name each group as a, an, and, the,
 Let the trainees frame words first and sentences later with the named articles of
their group.
 Later inter change the articles to the groups, so that each groups gets all the articles
in the rotation method.
 Find out which group was able to make more words and more sentences.
COMPETENCIES DEVELOPED
Usage of articles
Framing of sentences with the help of articles
Words commonly misused
 A European or an European?
A European is correct. The rule is that an is used before words beginning with a
vowel sound. Though E in European is a vowel, its sound is that of “yu” where “y”
is a consonant.
 A One-eyed man or an one-eyed man?
A one-eyed man is correct. The word one-eyed begins with the consonant sound
of “w”.
 A honour or an honour?
An Honour is correct. H in Honour is silent and the first sound is therefore a

vowel-sound.

Common Errors in Adjectives and Articles
Both men have not come.

 Neither man had come.
Kalidasa is greater than any other poets.

 Kalidasa is greater than any other poet.
Kalidasa is the greater of all poets.

 Kalidasa is the greatest of all poets.
He is older than me.

 He is older than I.
This mango is more sweeter than that.

 This mango is sweeter than that.
He is superior than that man.

 He is superior to that man.
Rama is cleverest boy in the class

 Rama is the cleverest boy in the class.
Of the two , this is the best.

 Of the two this is better.
This is a worth seeing sight.

 This is a sight worth seeing.
He is growing strong.
 He is growing stronger.
Yours affectionate brother.

 Your affectionate brother.
While there is the life there is the hope.

 While there is life there is hope.
Sun rises in east.

 The sun rises in the east.
Brave soldier lost arm in battle.

 A Brave soldier lost an arm in the battle.
Doctor says it is hopeless case.

 The doctor says it is a hopeless case
Teacher says the boy will not be promoted.

 The teacher says that the boy will not be promoted.
He likes to live in open air.

 He likes to live in the open air.

Get kilo of sugar from shop.
 Get a kilo of sugar from the shop.
Rama is tallest in class

 Rama is the tallest boy in the class.
Set back timepiece; it is fast.

 Set back the timepiece; it is fast.
Cook was greatest explorer.

 Cook was the greatest explorer.

EXERCISES – Tenses
Choose the correct verb form from those in brackets
1. The earth _________ round the Sun. ( moved/moves)

2. My friends _______ the Prime minister yesterday ( see/saw)
3. I _______ a strange noise for a long time (hear/have been hearing)
4. I _________ English for five years( am studying/ have been studying)
5. The baby ______ all morning. (cries/ has been crying)
SOLUTIONS
1. moves
2. saw
3. have been hearing
4. have been studying
5. has been crying
ACTIVITY – Tenses
Objective: The main objective is to make the student express freely.

Methodology: all the students must speak something about themselves (1st person),
about their neighbour ‘you’ (second person) and about any other person or thing (third
person).
Example: First person I like mango.We eat mangoes every year ……
Second person: You go to school regularly. You learn many things there………
Third person: Latha watches many movies. She likes Hindi movies …….
Thus make the students speak at least for a minute or two.
Competencies Developed: Get habituated for speaking freely

Avoid stage fear, practice of framing sentences.
*This should be done for all types of tenses.
Along with this, board practice should be given.

EXERCISES: - Helping verbs
Choose the correct alternative (AUXILIARY).
1. I do not think, I --------------- (Shall, should, can) be able to go.

2. If you ---------------- (shall, should, would) see him, give him my regards.
3. He ------------------- (used, is used, was used) to play cricket before his marriage.
4. The Prime Minister ---------------- (would, need, is to) make a statement tomorrow.
5. -------------------- (Shall, will, would) I assist you?
Solutions
1. can
2. would
3. used
4. would
5. Shall
Activity – Helping Verbs

Choose the best responses
1. I’d like to speak to Mr. John please

- Yes
- I’m afraid He’s not here at the moment
- Well, you can’t.
17. Could I speak to Mr. John please?

- Please hold the line while I check up.
- Don’t go away.
- All right.
18. Who’s speaking?

- I’m Sharma.
- This is sharma here.
- Sharma is speaking
19. Could I speak to Mr. Venu please?

- Who’s calling
- Who are you?
- May I know your name please?
20. Can I ring you back later? (Give three responses)

- __________________
- __________________
- _________________

DEGREES OF COMPARISION:
The comparison can be done on the quality or quantity of anything, i.e comparison can
be done only for adverbs and adjectives. For example
1. Rama’s mango is sweet
2. Hari’s mango is sweeter that Rama’s
3. Govind’s mango is the sweetest of all
In sentence 1 the adjective sweet nearly tells us that Rama’s mango has the quality of
sweetness without saying how much of this quality it has
In sentence 2 sweeter tells us that Hari’s mango has more of the quality of sweetness
compared to Rama’s
In sentence 3 sweetest tells us that of all these mangoes Govind’s mango has the
greatest amount of sweetness
Thus we see that adjectives change in form to show comparison. This is called Degrees
of Comparison. There are three degrees of Comparison.
Sweet is in the Positive degree

Sweeter is in the comparative degree
Sweetest is in the superlative degree
EXAMPLES
POSITIVE COPMARATIVE SUPERLATIVE
Young younger youngest
Wise wiser wisest
Easy easier easiest
Big bigger biggest
Good better best
Bad worse worst
Beautiful more beautiful most beautiful
Far farther farthest
In inner innermost
EXERCISES
Supply the proper form of adjective
1. How is your brother today? Is he _______ (good)
2. Who is the_______ of the two (tall)
3. The public is the ________ judge( good)
4. Silver is _______ than gold. (light)
5. Sindh is the ______ part of Pakistan. ( dry)
SOLUTIONS
1. better
2. taller
3. best
4. lighter
5. driest
Change the degrees of comparison without changing the name

1. Lead is heavier than any other metal.
2. A wise enemy is better than a foolish friend.
3. The pen is mightier than the sword.
4. Ooty is as healthy as any other resort in India

ACTIVITY – Degrees of Comparision
Objective
The objective of this activity is to make the student aware of usage of degrees of
comparison.
METHODOLOGY
Ask the student to speak about a product, person or place whichever they like, why they
like and how it is better when compared to the others
Wh.WORDS
Wh. Words are nothing but the interrogative pronouns. They are used for asking
questions and are therefore called as interrogative pronouns.
Ex: who, what, which, whose, whom, when, how etc.
1. Whose book is this?
2. Who is there?
3. To whom were you speaking?
4. Whoever told you so?
5. Which will you take?
EXERCISES
1. _____ shall I give this to?
2. ______ do you mean?
3. _____ came here yesterday?
4. _____ are you?.
SOLUTIONS
1. Whom
2. What
3. Who
4. Who

Five T’s to fluent English
T1
Try talking to pictures or photographs of people
T2
Talk to yourself in the mirror. Practice words, phrases or simple dialogues
loudly and as clearly as you know how. By watching yourself speak you will be
able to make corrections and speak more clearly
T3
Talk clearly to an inanimate object
T 4.
Talk to pets, birds, and animals or to your own dog out loud in English.
T 5.
Listen carefully and speak. This will help you improve your English speaking
greatly.
Some tips which can be put to use in the class room

1. News paper reading
2. Listening to good spoken English audio at least one news
channel everyday.
3. Ask the aspirants to use dictionaries widely to see meaning of
words.
4. Make them frame their own sentences for words which are new to
build their vocabulary
5. Make them do précis writing to improve creative thinking in English
6. Make them write essays, role plays / Conversations, news reports,
enacting plays in English, speech and extempores.

DAILY EXERCISES - Technical
1. Collecting Data
a. Listening and Writing (5 everyday)
 Addresses
 Phone Numbers
 Names
2. Script
a. Listening and Writing (2 everyday)
 Listen to the script and answer questions
3. Stimulus Reaction
a. Listening Writing (5 everyday)
 Stimulus and Response
4. Emotions
a. Listen and Write (5 everyday)
 What is the emotion
5. English Fluency
a. Writing (10 sentences)
 Grammar (Sentence Structure)
6. Think Tank
a. What would you do (2 scenarios)
 Dealing with situation and Developing strategy
7. Mind your Language

a. Communication Tips (1exercise daily)
 Ways to use words and phrases for better communication
8. Clear Speech
a. Repeating (5 exercises)
 Words
 Phrases
 Paragraphs
9. Product Information
a. Do you understand your product (Twice daily)
 Question Answers
Note: This set of exercises is to be practiced by the aspirant and facilitator should
supervise weekly.

Week -12
Study Skills - Group Discussion
Why do we have group Discussion?
Group discussion allows you to exchange information and gives you the experience of
working in a team. In the work place, discussions enable management to draw on the
ideas and expertise of staff, and to acknowledge the staff as valued members of a team.
What can I get out of a Group discussion?

Some advantages of group discussion are:
 Ideas can be generated
 Ideas can be shared
 Ideas can be ‘tried out’.
 Ideas can be responded to by others
 When the dynamics are right, groups provide a supportive and nurturing
environment for academic and professional endeavor.
 Group discussion skills have many professional applications.
 Working in groups is fun!
Group Dynamics
A useful strategy for developing an effective dynamics in your discussion group is to
identify task and maintenance roles that members can take up. Here is a list of these
roles, and the dialogue that might accompany them in a group discussion about the
environmental responsibility of Australian companies.
Note: Study skills should go hand in hand with rest of the module but should be
given serious attention from 8th week onwards.
Positive Task Roles
Initiator: Let’s take a local perspective on environmental responsibility. May be a fast-

food outlet?
Information Seeker: Does anyone know what Bentley beta burger does with its
garbage? Does it recycle?
Information giver: They won a local government award last year for running an
environmentally friendly operation.
Procedure facilitator: “I’ll write this down to keep track of our discussion.”
Opinion Seeker: ‘Do you think they’re really responsible or is it just a bit of good PR?
Opinion Giver: ‘I think it’s a combination of the two, but at least they’re taking the
issue seriously.’
Clarifier: ‘we need to get hold of betta burgers, annual report to get a better picture of
what they’re doing.’
Summarizer: ‘O.K we’re taking a local perspective, using Bentley Betta Burgers as our
examples, and we’ll have a look at last year’s annual report to see in what way they
practiced environmental responsibility.’

Positive maintenance Roles
These become particularly important as the discussion develops and opposing points of
view begin to emerge.
 Social Supporter: ‘we’re coming up with some good ideas here.’
 Harmonizer: ‘Jane and sue have looked at the issue from opposing points of
view.’
 Tension reliever: This discussion really dynamic. It’s good that we have so many
different valid angles on the issue.’
 Energizer: ‘Hey, the point that ahmed made has really got me thinking. Let’s
explore his idea some more.’
 Compromiser: Half the group supports john’s view and half supports sushma’s.
Now we need to formulate a compromise that wa can all live with.’
 Gate Keeper: How do you feel about the issue, Greg?
 Your contribution here would be really valuable.’
During than effective group discussion each participant may take up a number of
tasksand maintenance to keep the discussion moving productively.
As well as these positive roles, there are a number of negative roles which are often
taken up in GD. You should avoid taking up these roles and learn to identify them in
other group members. The discussion group may adopt the ground rule that negative
role behavior will be censured by members of the group. Described below are some
negative roles to be avoided.
Negative Roles to be avoided
 Disgruntled non-participant: someone who does not contribute and whose
presence inhibits the participation of other group members.
 Attacker: someone who acts aggressively by expressing disapproval of other
members and their contribution to the discussion.
 Dominator: someone who takes control of the discussion by talking too much,
interrupting other members, or behaving in a patronizing way.
 Clown: Someone who ‘Shows off”, refuses to take the discussion seriously, or
disrupts it with inappropriate humor.
“Task”
1 Start and conclude the discussion, paying attention to the time limits.
2 Give all group members an equal chance to participate. You may have to
control members who talk too much and to involve quiet members.
3 Keep the discussion on the subject. If participants move onto a completely
different subject or start burning up irrelevant points, you should politely
bring the discussion back to the subject.
4 Keep the discussion moving. You may have to cut off discussion politely if
members spend too much time on one point or atart repeating the same
ideas. However, you also have to decide when the discussion is useful and
should be encouraged.
5 Make sure that all group members can understand each other. You may
also have to ask people to speak more slowly or more loudly so that
everyone can understand them. You may also have to help speakers who
are having difficulties explaining their ideas.
6 Summarize when needed and look for areas of agreement. Make sure that
all participants understand and accept the GD

Discussion Skills-I
1. Getting started
 Is everybody ready to begin?
 Okay are we ready to start?
2. Bringing the people into the discussion

 (name), what do you think?
 (name), do you have anything to add?
3. Encouraging Everyone to participate

 What do you think about(name)’s point?
 Does anyone have anything to add?
 Would anyone like to comment on what (name) said?
4. Clarifying
 Could you go over that again?
 I’m afraid we don’t really understand what you said.
 I’m not sure we all understand what you mean.
5. Controlling people who talk too much

 Let’s hear what some others have to say.
 I think you’ve got a good point there. Why don’t we find out what other people
have to say?
6. Keeping the discussion on the Subject.

 That’s interesting, but it raises a different point. Could we come back to that
later?
7. Keeping the discussion Moving

 Perhaps we should go on to the next point.
 We have only a few minutes left, so could we move on?
 Are there any more comments before we move on to the next point?
8. reaching agreement and summing up

 Do we agree that…?
 So, to sum up, we’ve decided….

VOCABULARY FOR LISTENING ACTIVELY
1. Asking for Clarification

What do you mean?
I’m not sure what you mean.
Sorry, but I don’t understand what you mean
Could you explain what you mean by…?
Are you saying that………?
I’m not sure I follow you. Did you say that…..?
2. Clarifying or restating (Your Comments)

I mean……
In other words,………
The point I’m trying to make is….
3. Paraphrasing
(Name) said that….
What (Name) means is……
I believe (Name)’s point is…..
I think (Name) feels that…Isn’t that right?
Let me see if I understood. You said…..
4. Checking for Understanding

Do you see what I mean?
Is that clear?

VOCABULARY FOR EXCHANGING OPINIONS
1 Asking for an Opinion
What do you think of …..?

How do you feel about…?
What’s your opinion of …?
2 Giving an Opinion
In my opinion, ……
Personally, I think that…..
It seems to me……
As far as I’m concerned, ……
3 Agreeing (Usually used by the ‘discussion leader)
(a) That’s right.

(b) You’re right.
(c) I think so, too.
(d) I agree with you.
(e) I definitely agree.
(f) I completely agree with you.
4 Expressing Reservations (usually used by the ‘discussion leader)
Yes, but….
Possibly. But…….
Yes, but the problem is…
5 Disagreeing
I don’t really agree with you.

I’m not sure I agree with you. The reason is that…..
Yes, that may be true, but…..

VOCABULARY FOR TAKING TURNS
1. Getting Attention
To indicate that you want to speak, you can use nonverbal signals such as leaning
forward or raising your hand. You can also gain that attention of the group members
during a pause by saying:
May (could) I ask a question?

May (could) I say something here?
May (could) I make a suggestion?
Or:
I have a question I’d like to ask.

I have a point I’d like to make.
2. Interrupting
If you feel that a interruption would be appropriate, you can wait for a pause in the
conversation and then say:
Excuse me, but…….

Pardon me, but…….
Excuse me for interrupting, but……..
Sorry to interrupt, but………
3. Keeping Your Turn
Excuse me, I’d just like to finish this point.

If you could wait for a second, I’m just about to finish my point.\
Could I please just finish my point?
4. Continuing after an Interruption
Anyway, ……
As I was saying, …….
In any case,…….
Going back to what I was saying……
As I was saying,………

VOCABULARY FOR DEALING WITH A PROBLEM
Emphasizing a Point
It seems to me that the real issue is…..
I think the basic cause is……
As far as I can see, the main problem is……
In my opinion, the basic problem is……
VOCABULARY FOR STATING PRIORITES

In my opinion, the main thing is……
As I see it, the most important point is……
I feel that the most important consideration is…….
VOCABULARY FOR ASKING FOR OPINIONS

(Name), would you like to give us your opinion about…….
(Name), what’s your opinion about……..
(Name), I wonder if you’d like to comment on……
(Name), what’s your reaction to……
(Name), how do you feel about…..
Purpose: to hold a successful discussion

To practice the vocabulary from Activity 3
1 Choose a ‘Discussion Leader’. This ‘discussion leader’ should follow the

points written in ‘responsibilities of a Discussion Leader’.
2 Each member of the group should in turn put for ward the topics he/she
wrote down in ‘Activity2” and present his/her point of view on this topic.
The other members of the group will discuss each topic for about five
minutes. Try to use the ‘suggested vocabulary’ as much as possible.
After each topic has been discussed, the teacher will ask the group to
comment on their performance and then present his/her comments on the
Group Discussion Evaluation Form’.

Group Discussion Evaluation Form
Topic of discussion: _________________________________

Enter each group member’s name in a ‘Speaker’ box. Evaluate each speaker’s
contribution to the discussion. Put a check in a speaker‘s box each time that speaker
displays one of the following discussion skills. This information will then be used to
evaluate the discussion.
Discussion skills
Name
Name
Name
Name
Name
1
Contributed ideas
2
Asked question
Use the following key to evaluate the group as a whole:

+ = very good
u = satisfactory
__= needs more practice
A:
Clarity: All group members spoke loudly and clearly.
B:
Participation: All group members contributed ideas and took equal part in the
discussion.
____ C: Pace: The discussion moved along at the right speed, with no long pauses
between speakers.

Observation Sheet-1
Your name:
Name of the person you are observing:
Topic of the GD:
Points to note:
 Did the person take the initiative to start the discussion?
 Did the person play the role of the ‘Moderator’? If yes, how?
 Did the member facilitate the quieter members to contribute? If yes, how?
 Did the person emerge as the ‘Talking terror?”
 Did the person try to handle the talking Terror? If yes, how?
 Did the person make any valuable contribution in terms of ideas? How often?

Observation Sheet-2
Instructions to the observer:

You are required to observe the individual along the dimensions given below. Try to give
specific behaviors for each dimension, rather than making a statement or comment.
Please do not mention your personal opinions or judgments; for instance, do not make
statement like “the presenter did not present well”; instead say exactly the presenter
did/ did not do effectively.
Observations for Presentation

Did the presenter…
1. Keep to the time limit? If no, how much time did he/she take?
2. Keep to the Topic?
3. State the objective of the presentation?
4. Give a conclusion?
5. Maintain eye contact?
6. Look at everybody (instead of looking at one person only)?
7. Speak audibly?
8. Look involved in the presentation?
9. Look confident?
10. Use gestures meaningfully?

Observation Sheet-3
Instructions to the observer: You are required to observe the individual along the
dimensions given below. Try to give specific behaviors for each dimension, rather than
making a statement or comment. Please do not mention your personal opinions or
judgments; for instance, do not make statement like “this team did not manage the
situation well”; instead say what exactly the team did in that situation.
Observation for the Group Discussion
Did the person…
1. Take the initiative to start the discussion?
2. Play the role of ‘Moderator’? What did he/she do?
3. Help the quieter members to contribute? How?
4. Emerged as the ‘Talking Terror?” If yes, who handled him/ her and how?
5. Give valuable ideas? If yes, what were they?
6. Respond when someone disagreed with him/her? How?
7. Mention your observations about how the group, as a whole, discussed the issue.
Did conflicts come up? If yes, how were they resolved?
Other Observations:

HOW TO REDUCE MTI??
Non-native speakers of the English language tend to carry the intonation, phonological
processes and pronunciation rules from their mother tongue into their English speech.
They may also create innovative pronunciations for English sounds not found in the
speaker's first language.
Grammar differences (for example the lack or surplus of tense, number, gender etc.) in
different languages often lead to grammatical mistakes that are tell-tale signs of their
native language. Sometimes non-verbal body language cues also give away the origin of
the speaker.
Another factor is how the English language is taught to foreign students. The
pronunciation students use will be affected by that used by their teachers. Thus, there
may be distinctive features of pronunciation in those speakers from a particular country,
such as India, Hong Kong, or Malaysia.
MTI ( THE INDIAN CASE )
John Lawler of the University of Michigan observes the following anomalies in the
grammar of Indian English:
 The progressive tense in stative verbs: I am understanding it. She is knowing the
answer.
 Variations in noun number and determiners: He performed many charities. She
loves to pull your legs.
 Prepositions: pay attention on, discuss about, convey him my greetings
 Tag questions: You're going, isn't it? He's here, no?
 Word order: Who you have come for? They're late always. My all friends are
waiting.
 Yes and no agreeing to the form of a question, not just its content -- A: You
didn't come on the bus? B: Yes, I didn't."
In addition to Lawler's observations, other unique patterns are also standard and will
frequently be encountered in Indian English:
 Use of the words but or only as intensifiers such as in: "I was just joking but." or
"It was she only who cooked this rice."
 Anglicization of Indian words especially in Chennai by adding "ify" to a local Tamil
word.
 Use of yaar, daa, machaa, abey, arey in an English conversation.
 Use of the word ki (Hindi) to mean, loosely, that, such as in "What I mean is ki
we should adopt this plan instead."
 Idiomatic English for quantification in use of preposition "of", as in "There is so
much of happiness in being honest."
 Use of "open" and "close" instead of switch/turn on/off, as in "Open the air
conditioner" instead of "Turn on the air conditioner."
 Use of "off it" and "on it" instead of "switch it off" and "switch it on."
 Use of "current went" and "current came" for "The power went out" and "The
power came back"
 Swapping around the meanings of "slow" and "soft" as in "I shall speak slower for
you" (actually means I will speak softly) or "make the fan softer" (actually means
make the fan go slower/ reduce its speed)
 Use of "I can able to cook" instead of "I can cook" - a widespread gramatical
error in Tamil Nadu.

 Creation of nonsensical, rhyming double-words to denote generality of idea or
act, a 'totality' of the word's denotation, as in "No more ice-cream-fice-cream for
you!", "Let's go have some chai-vai (tea, "tea and stuff")." or "There's a lot of
this fighting-witing going on in the neighbourhood."
 Use of "baazi"/"baaji" or "-giri" for the same purpose, as in "business-baazi" or
"cheating-giri."
 Use of word "wallah" to denote occupation or 'doing of/involvement in doing'
something, as in "The taxi-wallah overcharged me.", "The grocery-wallah sells
fresh fruit." or "He's a real music-wallah: his CD collection is huge."
 Use of the word maane (Bengali) or matlab (Hindi/Urdu) to mean, loosely,
"meaning" ("What I mean is..."), as in "The problem with your idea, maane, what
I feel is missing, is ki it does not address the problem of overstaffing." or "Your
explanation, matlab, your feeble attempt at one, was sorely lacking in
cohesiveness."
 Overuse of the words "Generally"/"Actually"/"Obviously"/"Basically" in the
beginning of a sentence.e.g "Actually I am not feeling well."
 Use of the word "since" instead of "for" in conjunction with periods of time, as in
"I have been working since four years" instead of "I have been working for four
years" or "I have been working since four years ago". This usage is more
common among speakers of North Indian languages such as Hindi where the
words for both "since" and "for" are the same.
 Use of the word 'different-different': We went to different different places in the
city in search of a good hotel.
 Use of the word "of" before nouns that do not require it : Shailesh has so much of
food. Shreyans has so much of time before the train leaves.
 Use of the word "gift" as a verb : You are gifting me a new cell phone?
 Use of other nouns as verbs, such as "Does it pain?" instead of "Does it hurt?" or
"I'll phone you later" instead of "I'll call you later."
Idioms
 "Your good name please?": "What is your name?", carryover from Hindi
expression.
 "Deadly", "high-tech", "sexy" are used in idiomatic ways as adjectives. Deadly
means intense, "high-tech" stylish and "sexy" excellent or extremely cool.
Examples are "That movie was deadly, yaar; what an action scene!", "Your shoes
are high-tech. Where'd you get them?" and "That's a sexy car, man!"
 "He met his Panipat": reference to a decisive battle; similar to English Waterloo.
 "To face one's Kurukshetra": to come to a major turning-point or conflict; from
Mahabharata.
 "Hello, What do you want?": used by some when answering a phone call, meant
to be polite. Commonly perceived as rude by non Indians.
 "What a nonsense/silly you are!" or "Don't be doing such nonsense anymore.":
occasional - idiomatic use of nonsense/silly as nouns.
 "pindrop silence" literally means that such a silence should be maintained that
even a pindrop can be heard.
 "back" replacing "ago" when talking about elapsed time, as in "I met him five
years back" rather than "I met him five years ago."
 "freak out" is meant to have fun, as in "lets go to the party and freak out."
Titles (of respect; formal)
 Referring to elders, strangers or anyone meriting respect as "'jee'"/"'ji'" as in

"Please call a taxi for Gupta-ji"

 Use of "Shree"/"Shri" (Mr.) or "Shreemati"/"Shrimati" (Ms./Mrs.): Shri Ravi
Shankar or Shreemati Das Gupta.
 As with Shree/Shreemati, use of "Saahib" (Mr.) and "Begum" (Mrs.) as in
"Welcome to India, Smith-saahib." or "Begum Khan would like some tea."
 Use of "Mrs" as a common noun. For example, "My Mrs. is not feeling well"
means "My wife is not doing well."
 Use of the words 'uncle' and 'aunty' when addressing people significantly older
than you such as distant relatives, neighbours, acquantances, even total
strangers who are significantly older than oneself.
Interjections & casual references
 "Theek hai" or "Theek acchhe" (th being heavily aspirated and retroflex) meaning
"Okay," "alright," "great," "fine," or "sure."
 Casual use of words yaar (friend, buddy, dude, man), bhai (brother) and bhaiyya
(very informal for brother) much as with the American English 'man' or 'dude', as
in " Arey! C'mon, yaar! Don't be such a killjoy!", "Long time no see, bhai." or "Ay,
bhaiyya! Over here!"
 Use of interjections Arey! and acchha! to express a wide range of emotions,
usually positive though occasionally not, as in "Arey! What a good job you did!",
"Accha, so that's your plan." or "Arey, what bad luck, yaar!"
 Use of oof! to show distress or frustration, as in "Oof! The baby's crying again!"
 Use of "Waah" to express admiration, especially in musical settings, as in "Waah!
Waah! You play the sitar so well!"
 Use of "just" and "simply" in a seemingly arbitrary manner in southern India,
especially Kerala. e.g. Q:"Why did you do it?" A:"Simply!" or "Just I was telling to
[sic] him.
 "Lady's finger" means "Okra" (as in some other English-speaking countries).
 "Hotel" means "restaurant" (as well as specifically "big hotel") in India: "I ate in
the hotel" "Lodge" is used to refer to small hotels.
 "stepney" or "stepaney" refers to a car's spare tyre.
 "specs" means spectacles (as in colloquial UK English).
 "cent percent" means "100 percent" as in "He got cent percent in maths."
 "centum" is also frequently used to refer to 100.
 Use of the verb "sit" in place of "live., e.g. "Where are you sitting?" for "Where do
you live?"
 High-End : (Supposedly) of very high quality (used sarcastically for work and
people)
 n - Many (He takes n troubles to stay neat)
Anomalous Usage
 The verb "repair" in southern India is used as a noun for a broken object as in,
"The TV became repair." The same word is used for saying when the broken
object is fixed: "The TV is repaired and now it is working properly."
 The word "healthy" to refer to fat people, in North India in general and in Bihar in
particular as in "He build is on the healthy side" to refer to a positively
overweight person.
 The expression "my dear", used as an adjective to refer a likeable person. as in
He is a my dear person. Very common in Bihar.
 The word "dress" is used to refer to clothes for men, women, and children alike:
"She bought a new dress for her son."
 The word "cloth" usually refers only to any clothes or fabrics that are not
wearable, like "waste cloth": "Use that cloth for cleaning."
 "Cloth" and "clothe" are used interchangeably.

Words unique to (i.e. not generally well-known outside South Asia) and/or popular in
India include those in the following by no means exhaustive list:
 batchmate or batch-mate (Not classmate, but of a schoolmate of the same
grade)
 cousin-brother (male first cousin) & cousin-sister (female first cousin); used
conversely is one's own brother/sister (of one's parent, as opposed to uncle or
aunt; English brother/sister): most Indians live in extended families and many do
not differentiate even nominally between cousins and direct siblings.
 crore (ten million)
 eve teasing (catcalling - harassment of women)
 funda short for fundamental
 foot overbridge (bridge meant for pedestrians)
 fundu (adjective meaning a brilliant or intelligent person, derived from funda)
 godown (warehouse)
 godman somewhat pejorative word for a person who claim to be divine or who
claims to have supernatural powers
 Himalayan blunder (grave mistake)
 lakh (one hundred thousand)
 nose-screw (woman's nose ornament)
 opticals (eyeglasses)
 pomfret (a popular turbot-like fish, derived from its local name, paplet)
 prepone (the opposite of 'postpone')
 scheduled caste (a socially/economically marginalised Hindu caste, given special
privileges by the government)
 scheduled tribe (a socially/economically marginalised Indian tribe, given special
privileges by the government)
 upgradation (commonly used in business communication instead of 'upgrade')
would-be (fiancé/fiancée)

CREATIVE THINKING ACTIVITIES
WEEK - 1
Collect several photo post cards, old photos from trips (print or slides), photos cut from
or in magazines or old books. Take the collection you assemble and sort them into 5
piles by shuffling and dealing them like you would a deck of playing cards. Then for 15
to 30 minutes each day MAKE YOUR STUDENTS do the following to help expand abilities
at Breaking through from current limits or conditions.
MONDAY
Describe what might have happened just prior to the time the photo was taken.
TUESDAY
Describe what might happen just after the time the photo was taken.
WEDNESDAY
Describe the people or the animals in the picture and what they might have been
thinking
THURSDAY
Describe the natural scene and what the conditions are: light, heat, wind, etc.
FRIDAY
Pick one color at a time and talk of everything you can think of the color in the photos.
Ex. Feeling the color generates, do you like the brighter or the darker version, why?
What role does color play in generating moods etc.

WEEK – 2
MONDAY
- WHO? Each day take up a magazine, newspaper, book or some other source of
information and randomly pick an article based on a headline or a photograph without
reading the article or material. Then ask Who? questions, such as: Who is involved? Who
Might be involved? Who is not involved? Who might have been involved? Who probably
out to be involved?
TUESDAY
- WHEN? When did it happen? When might it happen? When might it have happened in
the past or might in the future?
WEDNESDAY
- WHERE? Where did it occur? Where might it occur? Where else might it occur or have
occurred?
THURSDAY
- WHAT? What happened? What might happen next? What might have happened just
before this happened?
FRIDAY
- HOW? How did it occur? How might it have occurred? How might it occur in the future?

WEEK – 3
Begin your preparation by making a quick list of occupations a to z
A artist B baker C cabinet maker D dentist E educator F finance officer G gold digger
(actual or metaphorical) Etc.
MONDAY
Combine occupations C and L and W and list some possible new products.
TUESDAY
Combine occupations X and O and F and list some possible new services.
WEDNESDAY
Combine occupations M and E and G and list some possible ways they might improve
middle school education if they were brought in as possible consultants.
THURSDAY
Combine occupations A and K and S and list some possible new sports they might create
if they went into business together.
FRIDAY
Combine occupations J and Q and W and list some possible new candies they might
create if they went into business together.

WEEK – 4
Collect joke books, knock knock books, riddle books.
MONDAY
Give a joke book, to the students and make them read a joke of their choice or tell it the
way they want to.
TUESDAY
Ask everyone tell one of their favorite jokes.
WEDNESDAY
Read some knock knock jokes to make your students familiar with these type of jokes.
Then make every one make one up and tell it to the class. You start it off. If necessary
give them 1 hour to prepare, but not as a home assignment.
THURSDAY
Practice laughing today for spurts of 1 to 3 minutes many times during the day ranging
from snickers, hee hees, ha ha's to very deep belly laughs. Just simply laugh for no
apparent reason except to laugh. You might do some of this in all classes to day.
FRIDAY
Tell each one to narrate an embarrassing situation which has happened to them. You
start it off.
Laugh, laugh, laugh and laugh some more this week.
Have a marvelously, gorgeously, luxuriously creative week.

WEEK – 5
This is the superlatives week!
Ex. Super fantastic!, greatest of the greatest! Etc.
Let's work with THIS degree of enthusiasm to increase our creativeness this week
through our words.
MONDAY
List out and Use as many different superlatives as you can today when you speak to
people
TUESDAY
List out and Use multiple dramatic adjectives today
WEDNESDAY
List out and Use very visual and dynamic nouns today
THURSDAY
list out and Use very extensive adverbs today
FRIDAY
Use very expressive and dramatic verbs today

WEEK – 6
Let's have some fun stretching our creative muscles inventing ideas for future
inventions.
Each day set aside 15 to 30 minutes in your creative space or a creative space and list
as many potential inventions you would love to have created.
MONDAY
Make a list of inventions for your favorite sports that could be for improving practice to
the play of the sport.
i.e.: Automatic spiral pass glove, soft football helmets
TUESDAY
Make a list of inventions that could make food and food preparation better.
i.e.: instant freezer (reverse of a microwave), watermelon de-seeder
WEDNESDAY
Make a list of new entertainment inventions

i.e.: portable, pocket size holographic projector, credit card size, chip size storage
music player
THURSDAY
Make a list of new household appliances (inside or out)

i.e.: portable room size air conditioner, ceiling hung bookstorage system
FRIDAY
Make a list for transportation inventions

i.e.: frictionless roller shoes, computer controlled highway systems
Use your imagination. Hopefully you'll generate one you'll want to start working on in
your spare time.

WEEK – 7
One skill we can all further develop to expand and enrich our creative thinking is abilities
to see from multiple and unusual perspectives. Let's practice this ability.
Each day choose an example from the category provided and imagine how your
selection would see, smell, taste, touch, hear, imagine a situation. Ex. Suppose you
imagine yourself to be something very small, how things and beings would appear to
you etc.
MONDAY
Choose an animal, i.e.: a horse, a dog. Then write down how it would describe where
you work or go to school or to a picnic.
TUESDAY
Choose an insect, i.e.: a spider, a house fly. Then write down how it would describe a
cricket match, kho-kho or other sports events.
WEDNESDAY
Choose a plant, i.e.: a flower, a tree, a lawn. Then write down how it would describe a
picnic or an excursion of students.
THURSDAY
Choose something from weather: cloud, sunshine, a storm. Then write down how it
would describe your city.
FRIDAY
Choose an electric or electronic devise, i.e.: television, telephone, cell phone, computer.
Then write down how it would describe a typical day in it's life.
Have fun with your imagination. Let it wander.

WEEK – 8
Before you get started choose a mix of books, magazines, newspapers or

advertisements. Cut sample pages from each. Then cut them apart into individual
paragraphs and sentences and alphabets and photographs. Each day distribute different
sets to each member of the class and make them do these…….
MONDAY: Imagine yourself writing a sports story. Read the set and rewrite it or take
pieces from it to create a sports story about any sport.
TUESDAY: Imagine yourself creating a new situation comedy from television. Use
combined sets and rewrite it or take ideas from it for characters, plots, situations, title of
your show.
WEDNESDAY: Imagine yourself writing a murder mystery. Use today's combined set as
your source of ideas and content.
THURSDAY: Imagine yourself creating a new game for children. Use today's set as your
source of ideas and content.
FRIDAY: Imagine yourself creating a new restaurant that you would love to eat at. Use
today's set as your source of ideas and content.

WEEK – 9
The challenge this week is to practice and further develop your associative thinking
skills, ability to make links to things in multiple directions.
Each day this week practice associating with the word provided for 15 to 30 minutes
during the day or throughout the day a few seconds to minutes at a time, several times.
I.E.:
face cream -> wrinkles -> old -> ancient -> young -> ageless -> forever -> smooth ->
spring -> Paris
Make your lists continuous linear lists, slash diagrams or Mind mapping like diagrams.
Start with the word and freely associate with words that come to mind. Perhaps you can
use books or magazines or television or radio to help spark associations.
Monday Begin with the word WOOD
Tuesday Begin with the words VALUE FOR MONEY
Wednesday Begin with the word SUPER MARKET
Thursday Begin with the word HUNGERLESS (NO MORE HUNGER IN THE WORLD)
Friday Begin with the word CUSTOMER SERVICE
Each of these can lead in many divergent directions while helping you discover
convergent paths you might never have wandered down any other way.

WEEK – 10
This week's Challenge is to try to be positively supportive for 15 to 30 minutes each of

ideas that may initially seem totally strange, off-the-wall, out-in-space, etc.
So each day work with one or more of the ideas provided and list reasons why the ideas
might be very useful and profitable. Remember the goal is to be positive. Use your
creativeness to find ways that the ideas might be great.
MONDAY Randomly choose one of the following ideas and spend 15 to 30 minutes
thinking of ways it might work or reasons why it ought to be made possible.
 A black highlighter pen

 A book on how to read
 A dictionary index
 A Pedal powered wheelchair
 AC adapter for Solar powered calculators
 Battery powered Battery Charger
 Braille Drivers Manual
TUESDAY Randomly choose one of the following ideas and spend 15 to 30 minutes
 Do-it-yourself road map

 Double sided playing cards
 Ejector seats for Helicopters
 Fireproof Cigarettes
 Fireproof Matches
 Glow in the dark sunglasses
 Hand powered Chainsaw
WEDNESDAY Randomly choose one of the following ideas and spend 15 to 30 minutes
 Inflatable Anchor
 Inflatable Dartboard
 Mechanical Pencil sharpeners
 Non stick Cellotape
 Pedal-powered wheel chairs
 Powdered water
 Reuseable ice cubes
 Seatbelts for Motorbikes
THURSDAY Randomly choose one of the following ideas and spend 15 to 30 minutes
 See-through toilet tissue

 Silent Alarm Clock
 Skinless bananas
 Smooth Sandpaper
 Solar Powered Flash Light
 Submarine screen doors

 The water-proof towel
FRIDAY Randomly choose one of the following ideas and spend 15 to 30 minutes
 Toe implants
 Turnip ice cream
 Watermelon seed sorter (my personal favorite!!)
 Waterproof sponge
 Waterproof tea bags
 Zero proof alcohol

WEEK – 11
This week practice using idea grids and the main principle(s) of Improvisation. First, the
main principle I mean is... Whatever happens or whatever a fellow actor does you
always respond either of the following two ways...

a. yes, and.....(adding your part)
b. yes (the answer is always yes...total open acceptance to whatever is said or done)
In either case the answer is always YES! Yes with enthusiasm. Each day during your
creative challenge, creative skills and abilities development time make a list of 24
randomly, preferably totally unrelated items or traits.

a. aardvark
b. blue
c. candy
d. dinosaur
e. electric razor
f. football
g. grape flavoring
Then make a grid that is 12 by 12. Write your list of 24 items or traits vertically and
horizontally on your chart. The next step is to combine each of the 24 with the other 24,
two at a time in pairs.
For example,
electric razor and grape flavoring
Now use the principle of YES! and/or YES AND...! to create a possible use or application
of this new found idea.
Possibilities...
z. grape colored electric razor
y. electric razor that sprays a light mist of grape flavoring while it shaves
x. sell razors with a free bunch of grapes
w. peel grapes with your electric razor
Do this with all 12 random combinations each day. To keep freshness and interest level
up generate a separate list of 24 each day. If time is pressing for you use the initial list
each time.

Week – 12
Cut different pictures from magazines in a random manner. Then divide each set of
pieces into separate piles. Then combine one pile of pieces together and then put them
into separate envelopes.
Monday
Give one envelope each to the members of your class. Tell them to put all the picture
surfaces face down.
Then put as much of the puzzle together as you can in 15 to 20 minutes.
Once your time is up, turn over the completed portion of puzzle.
Examine it.
Then talk about their reactions to it. What does it look like? Does it appeal to you? What
can you learn from it? What can you learn from this experience.
Tuesday thru Friday
Choose another container of puzzle pieces.
Then put as much of the puzzle together as you can in 15 to 20 minutes. Think about
different strategies you are using or you could be using. Start with edges. Start from the
interior. Work in a circle, a square, and create shapes out of the puzzle pieces.
Once your time is up, turn over the completed portion of the puzzle.
Examine it.
Then write down your reactions to it. What does it look like? Does it appeal to you? What
can you learn from it? What can you learn from this experience.

Additional activities
Name Three Things That...

Directions: For each number list three things that share the described quality.

1. are square. _______________________________________________
2. are big. _______________________________________________
3. are orange. _______________________________________________
4. are animals. _______________________________________________
5. live in the water. _______________________________________________
6. are candy. _______________________________________________
7. smell good. _______________________________________________
8. are bright. _______________________________________________
9. taste really bad. _______________________________________________
10. you can read. _______________________________________________
11. are found in your

_______________________________________________
classroom.
12. are round. _______________________________________________
13. you bring to school

_______________________________________________
daily.
14. you like to do. _______________________________________________
15. you don't like to do. _______________________________________________
ROLE PLAY
Have an event where each guest plays the part of a character from a book, movie, the
media, or other realm.
During the event the participants should get into the shoes of the character and speak
and behave accordingly.

FAQs in Interview (HR round)
1. Please tell about yourself ?

2. Please tell about your profile?
3. May I know what your Resume says ?
4. Could you please tell something about your educational background ?
5. Do you have any work experience ? If so could you just brief on it?
6. What is your family background ?
7. What brings you here ?
8. How do you think you would fit into this job ?
9. What do you know about our company ?
10. What do you understand by ‘Call Center’ or ‘BPO’ ?
11. What are your hobbies ?
12. What are your strong and weak points ?
13. What are your areas of development ?
14. How many people you have reported to in your previous job ?
15. What do you understand by working in a team or be a Team member?
16. Can you be a good Team Member ?
17. Why do you want to leave your present job ?
18. Why did you leave your previous job ?
19. Why you do not want to continue further studies ?
20. What is your career objective ?
21. What is your salary expectation ?
22. What was your previous CTC ?
23. Where do you see yourself in the next five years?
24. How have you improved the nature of your job in the past years of your
working?
25. Why should we hire you?
26. What contributions to profits have you made in your present or former
company?
27. Why are you looking for a change?

Scripts
CUSTOMER SERVICE
Script 1
Agent : Thank you for Calling Standard Bank my Name is _________________ May I
have your Credit Card Number Please
Customer : The Number is 4417 1234 56789112.
Agent : Is it 4417 1234 56789112 ?
Customer : Yes
Agent : Am I Speaking with Ms.. Sunita Varma
Customer : Yes you are
Agent : Good ______________ Ms. Varma , How may I help you Today.
Customer : Yes I want to Know how much I paid in November.
Agent : Ok , what I understand Ms. Varma is that you want to know how much you
paid in November
Customer : Yes
Agent : May I place you on hold for a minute while I check your Record
Customer : Yes
Agent : Thank you for being on Hold. According to our database, you paid Rs.5000 in
November
Customer : Thank you
Agent : is there any thing Else
Customer : No Thank you ,
Agent : Thank you for calling Standard Bank. Have a nice day good bye.
Customer : Bye

Script 2
Agent : Thank you for calling Standard Bank My name is _____________ May I have
your credit card number please .
Customer : The number is 4417 1234 56789112.
Agent : Yes.
Agent : Thank you .. Am I speaking with Mr. Shiva Gupta?
Customer : Yes ,You are.
Agent : Good _____________ Mr. Gupta , How many I help you today .
Customer : My card is not working again …..
Agent : I am so sorry . Let me see what I can do. May I place you on hold for a minute
while I check your Record ?
Customer : Yes
Agent : Thank you for being on hold Mr. Gupta . When was the last time you made a
payment ?
Customer : 3 days ago
Agent : Mr.Gupta , I think we haven’t yet received your payment and that is the
reason we have seized your Card …
What I can do for you Mr.Gupta , is that after receiving your cheque I will immediately
reactivate your account. I am so sorry for the inconvenience.
Customer : Ok
Agent : is there anything else I can do for you today ?
Customer : No
Agent : Thank you for calling standard Bank , have a nice day

Script 3
Agent : Yes.
Agent : Thank you. Am I speaking with Mr. Shiva Gupta?
Customer : Yes
payment?
Customer : I haven’t made any payment since last 2 months
Agent : Mr. Gupta, according to our records, your account is transferred to the
collections department. What I can do for you Mr Gupta is that I can transfer this call to
the collections department.
Customer : OK
Agent: Thank you. May I place you on hold so that I can transfer this call.
Customer : Yes
Agent : thank you for calling Standard Bank, Have a nice day.

Script 4
Agent : Yes.
Agent : Thank you. Am I speaking with Mr. Shiva Gupta?
Customer : Yes
payment?
Customer : I haven’t made any payment since last 2 months
Agent : Mr. Gupta, according to our records, your account is transferred to the
collections department. What I can do for you Mr Gupta is that I can transfer this call to
the collections department.
Customer : But Why ? why can’t you do it?
Agent : I understand that Mr Gupta but the collections department is the right place to
contact.
Customer: OK
Agent: Thank you. May I place you on hold so that I can transfer this call?
Customer : Yes.
Agent: Thank you for calling Standard Bank, Have a nice day.

TELEMARKETING
Script 1
Agent: Hello, my name is Raj. I am calling from Standard Bank. May I speak to Mr. Shiv
Gupta please?
Customer: This is Mr. Gupta
Agent: Hello Mr. Gupta, how are you today sir?
Customer: Fine
Agent: Mr. Gupta, How would you like to receive 10000 Rupees worth of credit interest
free? That’s right! Standard Bank would like to offer you its first “no interest” credit
card. This credit card will allow you “interest free” credit up to 10000 Rupees. That
means you can charge up to 10000 Rupees and not pay a single paise of interest. If you
don’t mind me asking, what is your average monthly credit charges?
Customer: About 25000 Rupees.
Agent: How much interest do you pay on Rs. 25000?
Customer: May b 18% I don’t know really.
Agent: You must be paying a lot of interest. With the “NO Interest” credit card you can
charge for 25000 Rupees and pay interest on only 15000 Rupees of your purchase the
remaining ten thousand rupees is interest free for one year. That’s a lot of savings!
Talking about savings, would you like to receive discounts on movie tickets, restaurants,
and airfare?
Customer: Sure
Agent: Great! You can use your “no interest” credit card and receive discounts on movie
tickets at any PVR Cinema complex, Pizza Hut. Marry Brown and Café Coffee Day
restaurants. Do you travel?
Customer: Not Really
Agent: Then this is the best card for you. In the case you want to travel, you can
receive discount fares on any Jet Airways flights in India. You are probably wondering
about the “activation fee?” There is no “activation fee” or “hidden charges.” This is a
limited offer! Only two thousand cards will be issued. Would you like me to issue you a
card?
Customer: For how long do I get the interest free deal?

Agent: For a period of one year. It’s a great offer plus you get discounts in travel and
entertainment. I can issue your card immediately over the phone. How would you like
your name to appear on the card?
Customer: Kavi Shiv Gupta. After one year what happens?
Agent: After one year you pay the market rate credit interest on the full amount. But
during this year you can save up to 18000 rupees in interest charges plus avail another
10000 Rupees worth of discounts from participating vendors. This is a limited offer and I
recommend you order your card today. How do you spell your name?
Customer: Kavi that’s K A V I. Okay, but what if I don’t want the card after one year?
Agent: Oh. You can cancel the card at any point of time? We have an excellent
Customer service team that can help you cancel the card or answer any of your
questions about the card. Shall we continue with the application process?
Customer: Yeah
Agent: Great kavi is spelled K A V I
Customer: S H I V
Agent: That’s S H I V
Customer: Yes
Agent: and your last name
Customer: G U P T A
Agent: That’s G U P T A
Customer: Yes
Agent: The name on your card will be Kavi Shiv Gupta. Is that correct?
Customer: Yes
Agent: May I have your e-mail address?
Customer: My email is [email protected]
Agent: can you spell that for me?
Customer: S H I V G @ yahoo. Com
Agent: That’s S H I V G as in Gujrat @ yahoo. Com
Customer: Yes
Agent: thank you. May I have your phone number please?

Customer: 235464236
Agent: 2354 . . . . . and I’m sorry the rest of the number
Customer: It’s 64236
Agent: Your number is 235464236
Customer: That’s right
Agent: And your cell number is.
Customer: 9840098409
Agent: That’s 9840098408
Customer: 984009
Agent: 984009 correct
Customer: yes
Agent: and your office Number
Customer: 23544789
Customer: Yes
Agent: May I have the name of your employer
Customer: Hardware Associates
Agent: Please spell that for me

Customer: H A R D W A R E A S S O C I A T E S
Agent: That’s H A R D W A R E A S S O C I A T E S. Am I right?
Customer: Yes
Agent: What is your designation?
Customer: Hardware Engineer
Agent: Great. May I have the name of your bank?
Customer: HDFC
Agent: And your bank account number.
Customer: HD009234
Agent: I’m sorry can you repeat that for me.
Customer: H D 0 0 9 2 3 4
Agent: That’s H for Hyderabad and D for Delhi 0 0 9 2 3 4?
Customer: Yes. I hope this is all confidential.
Agent: It definitely is. Don’t worry you can trust us with your information. Are you
married?
Customer: Yes
Agent: Great. May I have you mailing address?
Customer: 64 A Apt.5 Shyam Gardens
Agent: That’s 64 A Apt.5 Can you spell the apartment name?
Customer: S H Y A M G A R D E N S
Agent: That’s S H Y A M G A R D E N S?
Customer: Yes, Banjara Hills Road No. 3
Agent: okay, Banjara Hills Road No. 3

Customer: Um. AP 500 034
Agent: That’s 5 0 0 0 3 4
Customer: Yes
Agent: So your address is 64 A Apt. 5 Shyam Gardens, Banjara Hills Rd. no. 3 A.P
500034. Am I correct?
Customer: Yes
Agent: Thank you for your patience. It will take us three working days to verify the
information. You should receive your card in 7 to 10 working days. If we need any extra
information can our Agents contact you on your cell phone?
Customer: Yes
Agent: If you have any problems or questions please feel free to call our toll free
number 1-800-256-3645. Please note down your transaction number as a reference to
this call. Do you have a pen and paper?
Customer: Hold on for minute.
Agent: Sure
Customer: Okay what’s the number?
Agent: The number is V B K 0 8 9 4. That’s V for Victory B for Boy and K for King 0 8 9
4.
Customer: Okay Thanks
Agent: Thank you for your time Mr. Gupta. Have a great day sir. Good Bye.
Customer: Bye

Script 2
Agent: Hello, my name is Raj. I am calling from Standard Bank. May I speak to Ms.
Sunita Varma please?
Customer: This is she.
Agent: Hello Ms. Varma, how are you today mam?
Customer: Fine
Agent: Ms. Varma, How would you like to receive 10000 Rupees worth of credit interest
means you can charge up to 10000 Rupees and not pay single paise of interest. If you
don’t mind me asking, what is your average monthly credit charge?
Customer: I’m not interested.
Agent: I understand mam. But with this credit card you can save up to 18000 Rupees
this year alone. How much do you save with your existing card?
Customer: I don’t know. Can you save with a credit card? (Sarcastic)
Agent: This credit card will allow you “interest free” credit up to 10,000 Rupees. For
example, with the “No Interest” credit card you can charge for 25000 Rupees and pay
an interest on only 15000 Rupees of your purchase the remaining ten thousand Rupees
is interest free. That means you save 1500 Rupees worth of interest. How much is your
average monthly charges?
Customer: May be around 15000 Rupees
Agent: With the “No Interest” card you will pay interest on 5000 Rupees and the
remaining 10000 Rupees is interest free for a period of one year. Talking about savings,
would you like to receive discounts on movie tickets, restaurants, and airfare?
Customer: Why not?
Agent: Great! You can use your “no interest” credit card and receive discounts on movie
tickets at any PVR Cinema complex plus, any Pizza Hut, Marry Brown and Café Coffee
Day restaurants. Do you travel?
Customer: Not Really

Agent: Then this is the best card for you. In case you want to travel, you can receive
discount fares on any Jet Airways flights in India. You are probably wondering about the
“activation fee?” There is no “activation fee” or “hidden charges.” This is a limited offer!
Only two thousand cards will be issued. Would you like me to issue you a card?
Customer: I guess I’ll try (doubtful)
Agent: You’re making the right decision. How would you like your name to appear on
the card?
Customer: D. Sunita Varma
Agent: That’s D for Delhi and can you spell your first name for me?
Customer: Yest its S U N I T A and my last name is V A R M A
Agent: That’s S U N I T A V A R M A
Customer: Yes
Agent: The name on your card will be D. Sunita Varma. Is that correct?
Customer: Yes
Agent: May I have your e-mail address?
Customer: My email is [email protected]
Agent: can you spell that for me?
Customer: D O L L 2@ gmail. Com
Agent: Thank you. May I have your phone number please?
Customer: 28332457
Customer: No, 28332457
Agent: Sorry, Your number is 28332457
Customer: That’s right.
Agent: And your cell number is

Customer: 9840293098
Agent: That’s 98402 . . . . .
Customer: No. 98402 93098
Agent: 93098 correct
Customer: yes
Agent: Great and your office Number
Customer: I’m a housewife
Agent: Fabulous
Agent: Great. May I have the name of your bank?
Customer: My husband and I run a joint account is that okay?
Agent: No problem as long as your name is also on the account.
Customer: It is.
Agent: Good. May I have the name of your bank?
Customer: ICICI
Agent: ICICI and your bank account number
Customer: Hold on I need to search for it.
Agent: Take your time
Customer: The account number is AF238765
Agent: That’s for Apple and F for Frank 2 3 8 7 6 5?
Customer: Yes. When will I receive my card? You see I’m leaving to Bangalore next
week.
Agent: It will take us three working days to verify the information. You should receive
you card in 7 to 10 working days.
Customer: Okay I will be back by then.

Agent: Great. May I have your mailing address?
Customer: 35 Bishop Wallers Ave. East
Agent: That’s 35 Bishop; can you spell the street name please?
Customer: Bishop is B I S H O P, wallers is W A L L E R S, avenue east
Agent: That’s B I S H O P W A L L E R S Avenue east?
Customer: Yes, Mylapore Tamil Nadu 600 006
Agent: okay, how do you spell Mylapore
Customer: It’s M Y L A P O R E
Agent: That’s M Y L A P O R E, Tamil Nadu 600006. Correct?
Customer: Yes
Agent: So your address is 35 Bishop Wallers Avenue East Mylapore T.N. 600 006. Am I
correct?
Customer: Yes
Agent: Thank you for your patience. As I mentioned before, it will take us three working
days to verify the information. You should receive your card in 7 to 10 working days. If
we need any extra information can our Agents contact you on your cell phone?
Customer: Yes
Agent: If you have any problems or questions please feel free to call our toll free
number 1-800-256-3645. Please note down your transaction number as a reference to
this call. Do you have a pen and paper?
Customer: Hold on for minute.
Agent: Sure
Customer: Okay
Agent: The number is Q V R 5890. That’s Q for Queen V for Victory and R for Red 0 8 9
4
Customer: Okay Thanks
Agent: Thank you for your time Mr. Gupta. Have a great day sir. Good Bye.
Customer: Bye

Script 3
Agent: Hello, my name is Raj. I am calling from Standard Bank. May I speak to Mr. Dev
Gowda please?
Customer: Speaking
Agent: Hello Mr. Gowda. How are you today sir?
Customer: Okay tell.
Agent: Mr. Gowda, How would you like to receive 10000 Rupees worth of credit interest
means you can charge up to . . . . .
Customer: I’m not interested. Don’t want.
Agent: I understand sir. But with this credit card you can save up to 18000 Rupees this
year alone. 18000 Rupees, that’s a lot of money. How much interest do you pay with
year existing card.
Customer: I don’t use credit card. Not interested.
Agent: Since you don’t have a credit card, this is the best card for you. You can charge
up to 10000 Rupees without paying interest for one year. It’s like an interest free loan.
Is there something you always wanted to buy? Like a microwave oven or T.V.
Customer: No I’m retired and I don’t need anything.
Agent: Do you have children Mr. Gowda?

Customer: One son.
Agent: maybe you would like to buy him something. With the “No Interest” card you
can purchase up to 10000 Rupees and not pay interest for one year, that means you can
buy your son a gift and pay installments over one year without paying interest. How
does that sound to you?
Customer: My son doesn’t need gifts. He has enough. He lives in America. Not
interested.
Agent: Thank you for your time sir, it’s been a pleasure speaking to you. Good-bye
Customer: Ha

Script – 4
Agent: Good Evening. May I speak with rachana please?
Customer: This is Rachana. Who’s calling?
Agent: Hello Rachana. This is nancy from alpha motors. May I speak with you for a few
moments?
C: Go ahead nancy.
A: Before I go on, may I know if you own or use a car?
C: yes I do.
A: Which car do you use?
C: I use a santro
A: what do you like in santro.
C: well, it’s compact, easy to maneuver, perfect for my small little family to travel about
in the city. Parking is at a premium these days, and often I need to squeeze my santro
into whatever little space is available.
A: Well, Rachana we’ve come out with reva cars As I understand you have a small
family, this would be perfect for you. The Reva only takes up space of 2 motorbikes.
Parking would no longer be a hassle for you.
C: Hmmm.. Sounds interesting! Tell me more.
A: What are your views on protecting our environment? Especially when the government
has made emission testing mandatory for every six months.
C: Well I’ve never been a Greenpeace freak, but I try to do my bit for the environment.
The emission testing can really be a pain.
A: Rachana, you’d be glad to hear that you don’t need to bother about emission tests
anymore. The Reva cars run on electricity rechargeable battery that are completely
environmental friendly.
C: what about mileage?
A: It can run upto 90 miles on a single battery. The battery can be recharged and re-
used. So you can drive about the city at only cents per miles. What’s more, rachana,
you get complementory battery with the car. Switching batteries are easy. Its plug –n-
play.
C: I’m not sure I understand how to use the car.
A: If you find clutch – gear system difficulty, the Reva should be a solution. It has
automatic transmission. When you take a test ride you will be amazed to see the power
steering at work. Our representative will be there beside you if you need any help. Do
you find fixing punctures a pain Rachana?

C: Hell!! Yes. They only happen at wrong time.
A: Then you will be delighted to know that the Reva has puncture resistant tyres
specially designed for Indian roads.
C: Hmm.. almost sounds too good to be true
A: It’s a great car, rachana. You can take my word for it. How much would you pay for a
car with such extraordinary benefits?
C:Well, I can’t really afford another car right now, so cost really doesn’t matter.
A: How about just 8000 per month? Would that be too much for you?
C: you have got to be kidding!!! Is this some installment scheme that you are offering
me
A: Oh yes Rachana. The car is priced 205000 on the road. But with our anniversary sale
you get a discount of 5% and you also go in for 0% installment scheme, If you book
your car within a week. Guess what? You also get a stereo, an air-conditioner and a car
freshener absolutely free. How does that sound, Rachana?
C: Pretty exiting, I must say.. I need to think about this and talk it over with my
husband.
A: So when can I send our representatie over to let you and your family take a test ride,
Rachana?
C: Saturday is the best day to catch us all together. Would he be able to come over after
9 am this Saturday?
A: Sure, Rachana. Our representative Mr. Kumar will be over at 9.30 this Saturday
morning. May I have your address please?
C: Its ________________________________. Did you get that?
A: Yes, let me reconfirm it to you, Its _________________.
C: Perfect! Lovely talking to you Nancy.
A: Thanks Rachana. Have a great day! Enjoy your Reva drive.

Script 1 (Collections)
Agent: Hello, My name is _________________ I am from the Standard Bank. May I

speak with Ms. Sunita Varma?
Customer: Yes, Ms. Sunita Varma speaking
Agent: Mrs. Varma, this call is in reference to your outstanding credit card bill. This call
is to remind you that a payment of Rs.11,000 must be paid before the end of this
month. If you have already made your payment, I apologize for the disturbance. Have
you made your payment
Customer: No I haven’t. I think I will make it tomorrow. How much do I have to pay
Agent: Rs.11,000 You can drop it off at any of our city ATM’s
Customer: Thank you I will do hat.
Agnet: Please feel free to call us if you have any questions or problems on our toll free
number 1-900-2534565. Thank you Mrs. Varma have a great day Good bye.
Customer: Goodbye

Script 2
Agent: Good ________________. My name is ___________________________ and I

am calling from the Standard Bank. Can I speak with Mr. Shiv Gupta?
Customer: Yes, this is Shiv Gupta.
Agent: Mr. Gupta, this call is in reference to your outstanding bill.
Customer: What?
Agent: Just before we proceed ahead, would you tell me your 4-digit password for
verification?
Customer: Yes. It is 7845
Agent: Thank you Mr. Gupta. According to our database there is an outstanding amount
of Rs. 11000 on your account and I am calling in to take the payment.
Customer: But I cannot make a full payment now.
Agent: I understand that Mr. Gupta. Can you tell me the amount for which you can
make a payment?
Customer: I can pay only 5000 Rupees.
Agent: Mr. Gupta you must understand that more you delay the payment, the more
time it takes for us to re-activate your card. What I can do for you is that I can re-
activate your card if you can make a payment of 7500 Rupees right away.
Customer: Ok. Can I make a payment of 7500 Rupees over the telephone itself?
Agent: Yes, Mr. Gupta. Can I have the 16-digit credit card number please?
Customer: OK. Give me a moment.
Agent: Take your time.
Customer: The number is 1600 4789 6547 1225
Agent: Is it 1600 4789 6547 1225
Customer: Yes
Agent: Thank you Mr. Gupta. May I place you on hold while I process the payment for
you.
Customer: Yes.
Agent: Thank you. Mr. Gupta I have processed the payment and your card would be
reactivated in the next 48 hours.

Customer: OK.
Agent: Thank you for your time and patience and have a great day.
Script 3 (Corrections)
Agent: Good __________________. My name is ________________________ and I

am calling from the Standard Bank. Can I speak with Mr. Shiv Gupta?
Customer: Yes, this is Shiv Gupta
Agent: Mr. Gupta, this call is in reference to your outstanding bill.
Customer: What?
Agent: Just before we proceed ahead, would you tell me your 4-digit password for
verification?
Customer: Yes. It is 7845
Agent: Thank you Mr. Gupta. According to our database there is an outstanding amount
of Rs. 11000 on your account and I am calling in to take the payment.
Customer: But I do not have a credit or a debit card now
Agent: I understand that Mr. Gupta. Can you tell me when can we expect a payment
from you at the bank?
Customer: I can pay 5000 Rupees tomorrow by cheque.
Agent: Mr. Gupta you must understand that more you delay the payment, the more
time it takes for us to re-activate your card. If you can make a payment of 7500 Rupees
tomorrow by cheque, your card will also get re-activated.
Customer: OK. I will send a cheque of Rupees 7500 tomorrow.
Agent: Great Mr. Gupta. Once we receive the payment, we will re-activate your card
within 48 hours.
Customer: Ok.
Agent: Thank you for your time and patience and have a great day.

Numerical Ability:
CRS and ITES facilitators have to take the responsibility of training aspirants of all
domains in basics of Customer Related Sales and IT Skills respectively. They have to
discuss with the respective domain facilitators and decide as to what topics they can
take up keeping the Learning Objectives and Outcomes in mind.
Also, the facilitators have to design their Time Table in such a way as to incorporate
reinforcement classes for the aspirants.
Apart from Technical and Life Skills, aspirants should also have minimum knowledge of
simple Mathematics and Logical Ability. It is the responsibility of the team of facilitators
in every center to discuss and design their Time Tables in order to include Numerical
Ability in the curriculum. Sample papers of Numerical Ability have been given below. The
facilitators may design more papers in the same manner and administer the same to the
aspirants.
Points to be remembered
 Even numbers are those which are divisible by 2. For Ex. 2, 4, 6, 8, 10 and so on.
 Odd numbers are those which are not divisible by 2. For. Ex. 1, 3, 5, 7 and so on.
 The result of multiplying a number by itself is called a square. For Ex. 2 x 2 = 4
i.e. 22 = 4
 The number which is multiplied by itself to give a square is called the square
root. For Ex. 4 = 2 x 2 i.e. 2 is the square root of 4 and it is written as √4 = 2
 While solving a mathematical equation, the rule of BODMAS should be followed.
That is, the order of solving the equation should be Brackets, Of, Division,
Multiplication, Addition, Subtraction.
For Ex. (36 – 12) ÷ 4 + 6 ÷ 2 x 3 = 24 ÷ 4 + 6 ÷ 2 x 3 (Solving Bracket)
=6+3x3 (Solving Division)
=6+9 (Solving Multiplication)
= 15 (Solving Addition)
 Prime numbers are numbers which can be divided only by 1 and the number
itself. Ex. 13…it can be divided only by 1 and 13. Other examples can be 19, 23
and so on.
 An Arithmetic Progression (A.P.) is a series of numbers where the difference
between any two consecutives numbers is the same. For Ex. 1, 4, 7, 10 … is an
A.P. where the difference is 3. 1 + 3 = 4; 4 + 3 = 7; 7 + 3 = 10 and so on.
 A Geometric Progression (G.P.) is a series where every number is multiplied by a
certain number to get the next number in the series. For Ex. 2, 4, 8, 16, 32 … is
a G.P. where every number is multiplied by 2. 2 x 2 = 4; 4 x 2 = 8; 8 x 2 = 16
and so on.
 (a + ab + ac) = a (1 + b + c)
 (a + b)2 = (a2 + 2ab + b2)
 (a – b)2 = (a2 – 2ab + b2)

PAPER - 1
Section – 1
Part 1 – Comparison
Directions: Choose the figure which continues the given series.
1.
a. b. c. d.
2.
a. b. c. d.
3.
a. b. c. d.

Directions: Choose the correct option.
4. How many lines are there in the figure given below?
a. 9 b. 12 c. 16 d. 20
5. How many squares are there in the figure given below?
a. 10 b. 11
c. 12 d. 13
Directions: Find the odd figure.
6.
a. b. c. d.
7.
a. b. c. d.
8.
a. b. c. d.
9.
a. b. c. d.
10.
a. b. c. d.
Part 2 – Identification

Directions: Each of the figures given below has a number associated with them as
shown. Using this data, answer the following questions.
1 2 3 4 5
6 7 8 9 10
1. + = ________ x
a. b. c. d.
2. Which of the following is correct?
a. – = b. x = x
c. 124 x 3 = d. 1 + 2 + 3 + 4 =
3. Which of the following numbers is smaller than,
a. b.
c. d.
4. How many do you need to complete the following equation?
79825 = 7 x _____ + 9 x _____ + 8 x _____ + 2 x _____ + 5 x _____
a. 10 b. 11 c. 14 d. 15
5. ( – )x( + ) =?
a. x + b. x –
c. x x d. + x
6. =?
a. b. c. d.
7. =?
a. + + b. x

c. x x d. +
8.
=?
a. x b. x x x
c. x x d.
9.
=?
a. x b.
c. + d.
10. + =?
a. + + b.
c. x d.
Part 3 – Analytical Reasoning
Directions: Choose the right answer.
1. If = , then = ?
a. b.
c. d.

2. How many such @ are there in the following sequence which are immediately
followed by and immediately preceded by an even number?
75÷@ 852@ $3@7+x ÷67 @8@
a. 2 b. 3 c. 4 d. none
3. If ‘A’ means +, ‘D’ means ÷, ‘P’ means x and ‘S’ means –, then
32 A 66 D 2 S 8 P 10 =?
a. –20 b. 15 c. 20 d. –15
4. If P denotes ÷, Q denotes x, R denotes + and S denotes –, then

18 Q 12 P 4 R 5 S 6 =?
a. 36 b. 53 c. 59 d. 65
5. If x stands for ‘addition’, ÷ stands for ‘subtraction’, + stands for ‘multiplication’ and –
stands for ‘division’, then
20 x 8 ÷ 8 – 4 + 2 =?
a. 80 b. 25 c. 5 d. 24
Directions: Choose the correct answer that will continue the same pattern of the group.
6. 1, 4, 9, 16, 25 …
a. 35 b. 36 c. 48 d. 49
7. 2, 3, 5, 7, 11, (…), 17
a. 12 b. 13 c. 14 d. 15
8. 3, 9, 27, 81, (…)
a. 324 b. 243 c. 210 d. 162
9. 4, 8, 12, 16, (...)

a. 18 b. 20 c. 22 d. 24
10. 5, 25, 15, 45, (...)

a. 35 b. 55 c. 65 d. 75
Part 4 – General Multiplication
Directions: Choose the correct answer.
1. 5 x 197 + 7 x 197 – 9 x 197 =?
a. 5991 b. 519 c. 595 d. 591
2. 8290 x 10 + 3624 x 1 – 8290 x 0 =?
a. 89034 b. 86524 c. 78234 d. 76524

3. _____ + 313 x 50 = 15900
a. 200 b. 225 c. 250 d. 275
4. 15 + 16 + 17 + 18 + 19 + 20 = _____ x 7
a. 15 b. 16 c. 17 d. 18
5. (29 x 1 – 0 x 29) – (0 x 31 + 45 ÷ 9) =?
a. 22 b. 23 c. 24 d. 25
6. (3/5 x 45 – 18 ÷ 3) + 7 =?
a. 22 b 23 c. 24 d. 25
7. [{(4 / 2) x 5} + 40] / 2
a. 25 b. 22 c. 17 d. none of these
8. 7 x 100 + 8 x 10000 + 6 x 1000 + 2 x 5 + 9 x 10 =?
a. 86792 b. 86800 c. 87890 d. 87000
9. 21 + 21 + 21 + 21 + 21 + 21 + 21 = 7 x ___ x ___
a. 9, 3 b. 3, 6 c. 3, 7 d. 7, 6
10. 3/2 x 5 + 14/4 x 9 + 6/18 x 3 =?
a. 30 b. 40 c. 50 d. 60
Section 2
Directions: According to the rule mentioned below, perform the calculation on the
numbers that appear before the blank and fill the blank with the result.
Rule: Addition
 2, 3, __, 9, 8, __, 23, 65, __, 7, 6, __, 12, 21, __, 14, 19, __, 27, 93, __, 99,
89, __, 76, 80, __, 43, 57, __, 8, 7, __, 4, 67, __, 22, 66, __, 56, 98, __, 45,
55, __, 34, 54, __, 65, 76, __

PAPER - 2
Section 1
Part 1 – Comparison
Directions: Choose the figure which continues the given series.
1.
a. b. c. d.
2. > > < > < > < > < <
> > < < <
> > > > > > < > < >
< > < < < < >

a.
< < c. > d.>
>
< > < < < > < <
3.
a. b. c. d.

4.
a. b. c. d.
Directions: Choose the correct option
5. What is the number of straight lines in this figure?
a. 10 b. 12
c. 13 d. 17
6. Count the number of triangles in the figure given below:
a. 15 b. 16
c. 17 d. 18
7. How many triangles are there in the following figure?
a. 5 b. 6
c. 8 d. 10
8. How many rectangles are there in the figure given below?
a. 6 b. 7
c. 8 d. 9

9. How many triangles are there in the following figure?
a. 36 b. 40
c. 44 d. 48
10. Count the number of squares in the figure given below.
a. 13 b. 16
c. 19 d. 20
Part 2 – Identification
Directions: If A = 1, B = 2, C = 3 and so on up to Z = 26, then answer the following.
1. What is 3 1 20 5 18 9 12 12 1 18
a. CHAMELEON b. CATERPILLAR
c. CATAPULT d. CHARISMATIC
2. What can APPLE be written as?
a. 1 1 6 12 5 b. 1 16 16 13 5
c. 1 17 18 12 5 d. 1 16 16 12 5
3. (A + B + C) x (J – K + L) = ?
a. (C + B + F) x (A + B) b. (V + X – U + T)
c. (V + X + T + Y) d. (C x B) x (C + B + F)
4. How many 19s are there in ASSASSINATION?
a. 2 b. 3 c. 4 d. 5
5. What is the value of
(M + O – Z) x (A + Z – C) ÷ (X + Z – N – L)
a. 2 b. 3 c. 4 d. 5

Directions: Each of the figures given below has a number associated with them as
shown. Using this data, state whether the given equations are TRUE or FALSE.
1 2 3 4 5
6 7 8 9 10
6. = (TRUE / FALSE)
7. = (TRUE / FALSE)
8. ( + )2 = ( + x x + )
(TRUE / FALSE)
9. = (TRUE / FALSE)
10. > (TRUE / FALSE)

Part 3 – Analytical Reasoning
Directions: Choose the right answer.
1. If – means x, x means +, + means ÷ and ÷ means –, then

40 x 12 + 3 – 6 ÷ 60 =?
a. 7.95 b. 16 c. 44 d. 4
2. If + means ÷, x means –, ÷ means x and – means +, then

8 + 6 x 4 ÷ 3 – 4 =?
a. –12 b. –4 c. 12 d. None of these
3. If x means ÷, – means x, ÷ means + and + means –, then

(3 – 15 ÷ 19) x 8 + 6 =?
a. 8 b. 2 c. 0 d. –2
4. If + means x, ÷ means –, x means ÷ and – means +, then

4 + 11 ÷ 5 – 55 =?
a. 94 b. 11 c. 79 d. 91
5. If x means +, ÷ means –, – means x and + means ÷, then

8 x 7 – 40 + 8 ÷ 2 =?
a. 39 b. 40 c. 41 d. 42
6. If + means –, – means x, x means ÷ and ÷ means +, then

15 x 3 ÷ 15 + 5 – 2 =?
a. 0 b. 6 c. 10 d. 20
7. If x means –, + means ÷, – means x and ÷ means +, then

15 – 2 ÷ 900 + 90 x 100 =?
a. 190 b. 180 c. 90 d. –60
8. If + means ÷, – means x, ÷ means – and x means +, then

8 + 2 x 4 – 7 ÷ 3 =?
a. 29 b. 30 c. 31 d. 32
9. 1, 5, 9, 13, 17, (...)

a. 18 b. 19 c. 20 d. 21
10. 9, 2, 18, 3, 54, 4, (...)

a. 212 b. 214 c. 216 d. 218

Part 4 – General Multiplication
1. (6 + 7)2 = (36 + 30 + 103) (TRUE / FALSE)
2. 8543 x (7462 – 3152 x 2 + 579 x 2) =?
a. 8543 b. 85447 c. 84 d. 0
3. (92 + 234 + 169) =?
a. 480 b. 482 c. 484 d. 486
4. (196 – 2 x 14 x 7 + 49) =?
a. 48 b. 49 c. 50 d. 51
5. (1/2 of 6) ÷ (1/3 of 9) x (1/5 of 15) =?
a. 3 b. 5 c. 7 d. 9
6. (84 ÷ 4) – (72 ÷ 6) =?
a. 8 b. 9 c. 10 d. 11
7. 8 x (37 – 22) + (37 – 22) ÷ (37 – 22) =?
a. 120 b. 121 c. 122 d. 123
8. 673 – 22 x 3 ÷ 11 + 12 ÷ 4 =?
a. 673 b. 671 c. 670 d. 672
9. [{(12 / 2) x 7} + 88] / 2
b. 55 b. 60 c. 65 d. 70
10. [{(15 / 3 of 13) + (14 / 7 of 15)} x 2] ÷ 19 =?
a. 5 b. 10 c. 15 d. 20

PAPER - 3
Directions: Choose the number, which is different from the others in the group.
1. (a) 6 (b) 12 (c) 18 (d) 9 (e) 7
2. (a) 15 (b) 21 (c) 24 (d) 28 (e) 30
3. (a) 24 (b) 30 (c) 32 (d) 37 (e) 38
4. (a) 11 (b) 13 (c) 15 (d) 17 (e) 19
5. (a) 4 (b) 16 (c) 9 (d) 45 (e) 25
6. (a) 60 (b) 20 (c) 32 (d) 100 (e) 26
7. (a) 120 (b) 142 (c) 160 (d) 185 (e) 225
8. (a) 8 (b) 125 (c) 180 (d) 27 (e) 64
9. (a) 21 (b) 31 (c) 61 (d) 71 (e) 11
10. (a) 14 (b) 49 (c) 56 (d) 7 (e) 30
Directions: Choose the group of letters, which is different from the others.
11. (a) AB (b) JK (c) ON (d) UV (e) YZ
12. (a) BD (b) IK (c) RP (d) SU (e) WY
13. (a) XW (b) FG (c) ML (d) PO (e) TS
14. (a) ABD (b) FGI (c) LMO (d) STU (e) WXZ
15. (a) ACE (b) PRT (c) UWY (d) MNO (e) GIK
16. (a) BcD (b) KLm (c) QrS (d) GhI (e) WxY
17. (a) dE (b) pQ (c) tU (d) mO (e) fG
18. (a) OPq (b) YAz (c) STw (d) UVb (e) DEx
19. (a) PQs (b) AtB (c) sLM (d) mnZ (e) DfE
20. (a) BdE (b) XpD (c) MkV (d) HQu (e) PtZ

Directions: Choose the correct answer that will continue the same pattern of the group.
21. 1, 4, 9, 16, 25 …
(a) 35 (b) 36 (c) 48 (d) 49 (e) 64
22. 2, 3, 5, 7, 11, (…), 17

(a) 12 (b) 13 (c) 14 (d) 15 (e) 16
23. 3, 9, 27, 81, (…)

(a) 324 (b) 243 (c) 210 (d) 162 (e)
261
24. 4, 8, 12, 16, (...)

(a) 18 (b) 20 (c) 22 (d) 24 (e) 26
25. 5, 25, 15, 45, (...)

(a) 35 (b) 55 (c) 65 (d) 75 (e)85
26. 1, 5, 9, 13, 17, (...)

(a) 18 (b) 19 (c) 20 (d) 21 (e) 22
27. 9, 2, 18, 3, 54, 4, (...)

(a) 212 (b) 213 (c) 214 (d) 215 (e)
216
28. 4, 2, 9, 3, 16, 4, (...), 5

(a) 10 (b) 15 (c) 20 (d) 25 (e) 30
29. 1, 2, 3, 5, 8, (...)
(a) 9 (b) 11 (c) 13 (d) 15 (e) 17
30. 4, 8, 16, 32, 64, (...)

(a) 120 (b) 124 (c) 128 (d) 132 (e)
136
31. If x stands for ‘addition’, ÷ stands for ‘subtraction’, + stands for ‘multiplication’ and
– stands for ‘division’, then
20 x 8 ÷ 8 – 4 + 2 =?
(a) 80 (b) 25 (c) 5 (d) 24 (e) 81
32. If – means x, x means +, + means ÷ and ÷ means –, then

40 x 12 + 3 – 6 ÷ 60 =?
(a) 7.95 (b) 16 (c) 44 (d) 479.95 (e) 4
33. If + means ÷, x means –, ÷ means x and – means +, then

8 + 6 x 4 ÷ 3 – 4 =?
(a) –12 (b) –4 (c) 12 (d) 4 (e) None of these
34. If x means ÷, – means x, ÷ means + and + means –, then
(3 – 15 ÷ 19) x 8 + 6 =?
(a) 8 (b) 2 (c) 0 (d) –2 (e) –8
35. If + means x, ÷ means –, x means ÷ and – means +, then

4 + 11 ÷ 5 – 55 =?

(a) 94 (b) 11 (c) 79 (d) 91 (e) 49
36. If x means +, ÷ means –, – means x and + means ÷, then

8 x 7 – 40 + 8 ÷ 2 =?
(a) 39 (b) 40 (c) 41 (d) 42 (e) 43
37. If + means –, – means x, x means ÷ and ÷ means +, then

15 x 3 ÷ 15 + 5 – 2 =?
(a) 0 (b) 6 (c) 10 (d) 20 (e) 15
38. If x means –, + means ÷, – means x and ÷ means +, then

15 – 2 ÷ 900 + 90 x 100 =?
(a) 190 (b) 180 (c) 90 (d) 0 (e) –60
39. If + means ÷, – means x, ÷ means – and x means +, then

8 + 2 x 4 – 7 ÷ 3 =?
(a) 29 (b) 30 (c) 31 (d) 32 (e) 33
40. If P denotes ÷, Q denotes x, R denotes + and S denotes –, then

18 Q 12 P 4 R 5 S 6 =?
(a) 36 (b) 53 (c) 59 (d) 65 (e) 73
To give a little information on:

 A.P.
 G.P.
 BODMAS
 Prime numbers
 Odd and even numbers
 Squares, square roots

Key
PAPER – 1
Analytical General
Part 1 Comparison Part 2 Identification Part 3 Part 4
Reasoning Multiplication
1 c 1 d 1 b 1 d
2 d 2 b 2 a 2 b
3 c 3 c 3 d 3 c
4 b 4 a 4 b 4 b
5 c 5 c 5 d 5 c
6 b 6 d 6 b 6 d
7 a 7 c 7 b 7 a
8 d 8 b 8 b 8 b
9 b 9 d 9 b 9 c
10 a 10 c 10 a 10 b
PAPER – 2
Analytical General
Part 1 Comparison Part 2 Identification Part 3 Part 4
Reasoning Multiplication
1 b 1 b 1 e 1 TRUE
2 b 2 d 2 e 2 d
3 a 3 d 3 b 3 c
4 b 4 c 4 a 4 b
5 b 5 a 5 c 5 a
6 c 6 FALSE 6 c 6 b
7 d 7 FALSE 7 e 7 a
8 d 8 TRUE 8 a 8 c
9 d 9 TRUE 9 d 9 c
10 b 10 FALSE 10 c 10 b
PAPER – 3
1 2 3 4 5 6 7 8 9 10
e d d c d e b c a e
11 12 13 14 15 16 17 18 19 20
c c b d d b d b d d
21 22 23 24 25 26 27 28 29 30
b b b b a d e d c c
31 32 33 34 35 36 37 38 39 40
d e e b a c c e a b
.

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DAY 1-7

LEARNING & DEVELOPMENT 1

Facilitators must also assume an active role in the workshops. Discussion,

LEARNING & DEVELOPMENT 2

 The Name Game1

LEARNING & DEVELOPMENT 3

Materials: Flip-chart paper and markers

LEARNING & DEVELOPMENT 4

J Time waits for none.

Steps: Read the story aloud ( more then once if required)

Story : Realizing Ones’s potential

Points for discussion :

 Why do you think the old woman was crying ?

LEARNING & DEVELOPMENT 5

 Setting ground rules

Materials: Flip-chart paper, markers and masking tape

Materials: Flip-chart paper and markers

LEARNING & DEVELOPMENT 6

Saying no to a request is often difficult, especially if the request comes from

Materials: Markers and flip-chart paper

LEARNING & DEVELOPMENT 7

LEARNING & DEVELOPMENT 8

important decisions, they should be aware of how to go about the process of

 Steps for decision-making

Materials: Flip-chart paper, markers

Materials: Flip-chart paper and markers

LEARNING & DEVELOPMENT 9

LEARNING & DEVELOPMENT 10

 I am a person with an identity

LEARNING & DEVELOPMENT 11

Materials: Flip-chart paper, masking tape and markers

 Feel like a star

Materials: Flip-chart paper, markers, tape

LEARNING & DEVELOPMENT 12

Materials: Coloured cards and markers

LEARNING & DEVELOPMENT 13

Materials: Markers, flip-chart paper

The Waiting List

LEARNING & DEVELOPMENT 14

The story of Mola

LEARNING & DEVELOPMENT 15

LEARNING & DEVELOPMENT 16

LEARNING & DEVELOPMENT 17

 Are you listening?

Materials: Prepared cards

LEARNING & DEVELOPMENT 18

Materials: Prepared cards

LEARNING & DEVELOPMENT 19

Today’s session on HIV/AIDS awareness and education will consist of a presentation

As important as discussion is after the presentation, facilitators should remember

Suggested debrief questions/topics:

* Did you learn anything new from the presentation?

LEARNING & DEVELOPMENT 20

 Where should the profits go?

LEARNING & DEVELOPMENT 21

 Needs and wants

Materials: Markers, masking tape and flip-chart paper

LEARNING & DEVELOPMENT 22