CHAPTER ONE

INTRODUCTION

1.1 Introduction

It is a competitive world out there and survival of the fittest is no more a statement but
reality. There is an imperative need of the hour to focus on developing one's soft skills
and sharpen technical knowledge. These skills allow students, who are aspiring
professionals, to apply what they have learnt to an established level and measure their
success. While technical skills are more practical based and measurable, soft skill is
sociological and subjective as it focuses on an individual's Emotional Quotient. Under
this, personal attributes are sharpened to enhance an individual's communication,
networking and social skills that lead to better career prospects. The dire need of
incorporating soft skills trainings in a student's curriculum is imperative to ensure
enviable job placement opportunities.

When it comes to skills in employment, the first line of emphasis is typically towards
abilities, training and knowledge of specific skill sets. These are referred to as hard
skills. Soft skills are often overlooked, but they also play an important role in day-to-
day operations. Small business owners should place equal importance on hard and
soft skills during the hiring process for new employees. In addition, current
employees should be encouraged to develop soft skills if they are lacking in this area.
By ‘skills for employability’ means the knowledge, skills and competences which
help people negotiate the labor market and secure a job. These are not just technical or
vocational skills, but also 'soft' skills such as entrepreneurship, problem solving and
team work, as well as ICT and communication skills.

I just have completed the ITES (Information Technology enable Services) Foundation
Skills Training program which is one of the ambitious projects under the LICT
(Leveraging Information & Communication Technology), to be implemented by
Bangladesh Computer Council (BCC) funded by World Bank. I had to prepare a
report under the supervision of our honorable Associate Professor, Mohammad
Shofiqul Islam, Department of Accounting & Information Systems, Jagannath
University, Dhaka.

1.2 Background of the Program

I have done my training for twelve weeks and this was a wonderful time period for
me. The internship is long enough for me to recognize differences among skill and

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knowledge that I have learnt and practical assessments at training, and how to apply
these skills. This report describes all of tasks I have done during my internship. It is a
record of my achievements – what I got as well as recognitions about skills
development.

This training program offer a wide range of soft skills training courses to improve
communication, influencing, meeting management, presentations, negotiating,
creativity, problem solving and strategic thinking. The present world is running on the
basis of the Information Technology enabled Services (ITES). But effective Soft skills
play a vital role for professional and personal success. I prepared my report on
Effective Soft Skills Training along Basic IT literacy under Information Technology
enabled Services (ITES).

Leveraging ICT for Growth, Employment and Governance is a project of Bangladesh

Computer Council (BCC) under the Ministry of Posts, Telecommunication and
Information Technology. The project has been launched in January 2013 aiming to
develop a vibrant and healthy Information Technology (IT) and Information
Technology-Enabled Services industry in five years by identifying the strategies,
programs and investment needed for the country to leverage ICT for economic growth
and competitiveness.

This sub-component will develop the foundational skills of 20,000 ITES professionals
in a way that is closely aligned with the requirements of global markets, and provide
training grants to companies meeting a minimum set of skills development and hiring
criteria, and support the GOB’s existing National ICT Internship Program
administered by BCC. Foundational work skills are fundamental to creating a
competitive ITES labor force as these are necessary for virtually all its sub-segments,
including BPO and micro-work. It is proposed to closely integrate assessment and
training so that results can be achieved faster, and training activities can be more
tightly coupled with individual needs.

These projects are the first of their kinds and will be benchmarks for large scale skill
development execution initiatives in the country. Supply creates its own demand and
the Endeavour is that these integrated initiatives will create a talent pool which along
with other initiatives in the country will encourage foreign and domestic investments
in the IT/ITES sectors in the country.

1.3 Vision

Skills have a profound relationship with economic and social outcomes. In countries
around the world, youth unemployment and skills gaps are threatening the growth of
economies, the stability of societies and the wellbeing and prospects of individuals.

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This Training builds trust and international opportunities that support efforts to
enhance the skills and employability of young people.

1.4 Mission

While my education and experience may make myself eligible to apply for a job, to be
successful in the role I will need to exhibit a mix of skills: ‘employability skills’. This
means that the specialist, technical skills associated with different roles may be less
important than the 'soft skills' that can be transferred between different jobs and
different employment sectors.

For employers, getting the right people means identifying people with the right skills
and qualities to fulfill the role and contribute to the organization’s success. Candidates
may have the qualifications and 'hard skills' needed to be able to manage the job role
but, without a well-honed set of 'soft skills', employers are less inclined to hire.

1.5 Core value

Soft skills training improve the performance and productivity of individual and
organization. High-growth organizations understand they must invest in and
maximize the “human capital” of their workforce just as they do the physical assets.
This Training program initially creates some most important value in us. They are-

 Ability to work in a team structure.

 Ability to make decisions and solve problems.
 Ability to verbally communicate with persons inside and outside the
organization.
 Ability to plan, organizes, and prioritizes work.
 Ability to obtain and process information.

1.6 Objective of the Program

Soft Skills Training helps people develop competencies and capabilities. It develops
and strengthens several work related skills making them competent and confident in
handling tasks effectively and efficiently.

The fundamental objective is to gather practical knowledge and experiencing the

corporate working environment with the close approximation to the business firm and
the experts who are leading and making strategic decisions to enhance the growth and

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development of the students’ overall personality, thereby enhancing their career
prospects. There are some specific objectives on the way of achieving the main
objective. These are as follows:

 Develop effective communication skills (spoken and written).

 Develop effective presentation skills.
 Conduct effective business correspondence and prepare business reports which
produce results.
 Become self-confident individuals by mastering inter-personal skills, team
management skills, and leadership skills.
 Develop all-round personalities with a mature outlook to function effectively
in different circumstances.
 Develop broad career plans, evaluate the employment market, identify the
organizations to get good placement, match the job requirements and skill sets.
 Take part effectively in various selection procedures adopted by the recruiters.

1.7 Methodology

This report is prepared on the basis of my 160 hours practical experience of soft skill
program. Two types of data were used.

1. Primary Data: Class observation and thumb rules of soft skills.

2. Secondary Data: Data collected from ICT websites and LICT website, class notes,
ppt slides and lectures.

1.8 Limitations

Though I have given utmost effort to prepare this paper but there are some limitations
of the study. They are as follows-

1. Only160 hours is not enough to complete such a study in a lucid manner.

2. I had to base on secondary data for preparing this report.
3. I have not the same level of understanding of the subject matter as instructors.
4. I may be tempted to “borrow” ideas from other students for use in their own
work.
5. I may be inclined to show bias toward their friends.
6. I carried out such a study for the first time, so inexperience is one of the main
cost recent statistical data.

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 CHAPTER TWO

THEORETICAL ASPECTS OF ACTIVITIES PERFORMED

2.1 Introduction to Skill & knowledge

Skill- A skill is the learned ability to carry out a task with pre-determined results often
within a given amount of time, energy, or both. In other words, the abilities that one
possesses.

Knowledge- Knowledge is a familiarity, awareness or understanding of someone or

something, such as facts, information, descriptions, or skills, which is acquired
through experience or education by perceiving, discovering, or learning.

Different among Skill & knowledge

Skill Knowledge

Skills are the proficiencies developed Knowledge is the theoretical or practical

through training or experience. understanding of a subject

Skills refer to practical application of that Knowledge refers to theoretical

knowledge information acquired about any subject.

Skills require practical exposure and can Knowledge can be learned.

also be in-born.

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Types of skills

Soft Skills- The phrase ‘soft skills’ is often used to describe the skills which
characterize relationships with other people, or which are about how you approach
life and work. Others phrases that are often used for these types of skills include:
‘people skills’, ‘interpersonal skills’, ‘social skills’ or ‘transferable skills’.

Hard Skills- Hard skills are specific, teachable abilities that may be required in a
given context, such as a job or university application.

That is, the hard skills are a basic minimum necessary in order to operate in that
particular workplace. Whether or not you are successful in your career may depend on
how you relate to other people and to work: the so-called soft skills.

2.2 Communication Skills

Employers and potential employees alike believe the ability to communicate

effectively, accurately, and concisely is the most important soft skill an employee can
possess. Good communication leads to efficient and effective productivity, improves
team performance, and bolsters workplace safety.

To communicate effectively in the workplace, employees must master four

guidelines:

 Identify the message and its purpose

 Choose the appropriate means of communication

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  Deliver the message
 Solicit feedback and respond accordingly

2.3 Types of Communication

Verbal Communication

Effective verbal or spoken communication is dependent on a number of factors and

cannot be fully isolated from other important interpersonal skills such as non-verbal
communication, listening skills and clarification.

Clarity of speech, remaining calm and focused, being polite and following some basic
rules of etiquette will all aid the process of verbal communication.

Interpersonal communication is much more than the explicit meaning of words, the
information or message conveyed. It also includes implicit messages, whether
intentional or not, which are expressed through non-verbal behaviors.

Non Verbal Communication:- Non-verbal communications include facial

expressions, the tone and pitch of the voice, gestures displayed through body language
(kinesics) and the physical distance between the communicators (proxemics).

 Humans are capable of producing 6, 50,000 nonverbal signals

 Nonverbal Communication contains 65 % - 95 % of your message
 Actual words carry only 5% - 35% of your message

Non-verbal Messages Allow People To:

 Reinforce or modify what is said in words. For example, people may nod their
heads vigorously when saying "Yes" to emphasize that they agree with the
other person, but a shrug of the shoulders and a sad expression when saying
"I'm fine thanks,” may imply that things are not really fine at all!
 Convey information about their emotional state.
 Define or reinforce the relationship between people.
 Provide feedback to the other person.
 Regulate the flow of communication, for example by signaling to others that
they have finished speaking or wish to say something.

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2.4 Personal Glooming

Personal grooming (also called preening) is the art of cleaning, grooming, and
maintaining parts of the body. It is a species-typical behavior. 2 core points to be
noted are:

1. Understand personal cleanliness and hygiene

2. Identify guidelines for dressing up

Personal Cleanliness and Hygiene

Lack of attention to personal care can:

 Create an embarrassing situation.

 Put off clients and colleagues.
 Hamper your professional image.

Some of the basic problems that occur due to lack of personal cleanliness are:

 Bad breath
 Body odor
 Persistent dandruff

2.5 Body Language

 Body language comes in clusters of signals and postures, depending on the

internal emotions and mental states.
 It has no words / sentences – but conveys more than words
 The nonverbal messages reveal your feelings and your personality
 If you say something and your body says something else, people generally
believe your body – not your words

2.6 Components of Body Language

 Eye contact  Handshakes

 Smile  Gestures
 Facial expressions  Body posture

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2.7 Types of Body Language

1. Aggressive body language

 Facial Signals: Much aggression can be shown in the face, from disapproving
frowns and pursed lips to sneers and full snarls.
 Attack Signals: When somebody is about to attack, they give visual signal
such as clenching of fists ready to strike and lowering and spreading of the
body for stability.
 Exposing Oneself: It can include not looking at the other person, tensing the
body, turning away and so on.

2. Bored body language

 Distraction: A bored person looks anywhere but at the person who is talking to
them. They find other things to do, from doodling to talking with others to
staring around the room.
 Repetition: Bored people often repeat actions such as tapping toes, swinging
feet or drumming fingers. The repetition may escalate as they try to signal
their boredom

3. Closed body language

 Arms Cross: In a closed positions one or both arms cross the central line of the
body. They may be folded or tightly clasped or holding one another. There
may also be holding one another.
 Legs Cross: When legs are crossed but arms are not, it can show deliberate
attempts to appear relaxed. This is particularly true when legs are hidden
under a table.

4. Deceptive body language

 Anxiety: A deceptive person is typically anxious. This may include sweating,

sudden movements, minor twitches of muscles (especially around the mouth
and eyes), changes in voice tone and speed.
 Control: In order to avoid being caught, there may be various signs of over-
control. For e.g.: forced smiles, jerky movements, etc.
 Distracted: A person who is trying to deceive needs to think more about what
they are doing, so they may drift off or pause as they think about what to say
or hesitate during speech.

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5. Defensive body language

 Covering vital organs: In physical defense, the defensive person will

automatically tend to cover those parts of the body that could be damaged by
an attack.
 Fending off: Arms may be held out to fend off attacker, possibly straight out
or curved to deflect incoming attacks.
 Seeking escape: Flicking the eyes from side to side shows that the person is
looking for a way out.

6. Emotional body language

 Anger: It occurs when achievement of goals are frustrated. Examples are red
face, bearing of teeth, clenched fists, invasion of body space, etc.
 Fear and nervousness: Fear occurs when basic needs are threatened. Examples
are cold sweat, pale face, damp eyes, varying speech tone, etc.
 Sadness: It indicates a depressive state. Examples are drooping of body, flat
speech tone, etc.

7. Evaluating body language

 Hand movements: The classic signal of evaluation is the steeped hands which
are clasped together, either looking like they are praying, with both hands
pressed together, or with linked fingers and with index fingers only pointing
upwards.
 Relaxed intensity: The body may well be relaxed and open. The person seems
to be unafraid or even unaware of danger. The chin may be resting in one or
both palms.

8. Open body language

 Arms & Legs open: Arms and legs are not crossed.
 Looking around and at the other person: The head may be directed solely
towards the other person or may be looking around. Eye contact is likely to be
relaxed and prolonged.
 Relaxed clothing: Clothing is likely to hang loosely and actions to loosen
clothing may take place.

9. Power body language

 Handshake: As the other person approaches, move to left side, extend your
arm horizontally, palm down (be first to do this). Grab their palm firmly, pull
them in and hold their elbow with your left hand.

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  Talking & Emoting: Talk with confidence and use the body beat in time with
assertions. It is also powerful to show that you have emotion, but in the right
place only.

10. Relaxed body language

 Torso: The torso may sag slightly to one side (but not be held there by
irregular tension). It may also be well-balanced, with the shoulders balanced
above the pelvis.
 Breathing: Breathing is steady and slower. This may make the voice a little
lower than usual.
 Relaxed limbs: Relaxed limbs hang loosely. They do not twitch and seldom
cross one another, unless as a position.

11. Submissive body language

 Body Positions: The body in fearful stances is generally closed, and may also
include making the body small and motionless.
 Submissive Gestures: Hands out and palms up shows that no weapons are held
and is a common pleading gesture.

2.8 Leadership Skills

“Leadership is the art of getting someone else to do something you want done because
he wants to do it.”

– Dwight D. Eisenhower

The word "leadership" can bring to mind a variety of images. For example:

 A political leader, pursuing a passionate, personal cause.

 An explorer, cutting a path through the jungle for the rest of his group to
follow.
 An executive, developing her company's strategy to beat the competition.

Leaders help themselves and others to do the right things. They set direction, build an
inspiring vision, and create something new. Leadership is about mapping out where
you need to go to "win" as a team or an organization; and it is dynamic, exciting, and
inspiring.

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According to the idea of leadership, an effective leader is a person who does the
following:

1. Creates an inspiring vision of the future.

2. Motivates and inspires people to engage with that vision.

3. Manages delivery of the vision.

4. Coaches and builds a team, so that it is more effective at achieving the vision.

Leadership brings together the skills needed to do these things. We'll look at each
element in more detail.

1. Creating an Inspiring Vision of the Future

In business, a vision is a realistic, convincing and attractive depiction of where you

want to be in the future. Vision provides direction, sets priorities, and provides a
marker, so that you can tell that you've achieved what you wanted to achieve.

2. Motivating and Inspiring People

A compelling vision provides the foundation for leadership. But its leaders' ability to
motivate and inspire people that help them delivers that vision.

3. Managing Delivery of the Vision

This is the area of leadership that relates to management. Leaders must ensure that the
work needed to deliver the vision is properly managed – either by themselves, or by a
dedicated manager or team of managers.

4. Coaching and Building a Team to Achieve the Vision

A leader will then ensure that team members have the necessary skills and abilities to
do their job and achieve the vision. They do this by giving and receiving feedback 13

Plan regularly, and by training and coaching Plan people to improve individual and
team performance.

2.9 Top 10 Qualities of Great Leadership

A truly great leader understands the many different factors that come with leading
others, and strives to help others reach their goals; they are always developing
themselves, and act as visionaries for their organization.

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Honesty- The foundation of any relationship, both personal and professional,
leadership is honesty. People want to work for a leader they can trust−a leader that has
morals, values, and integrity.

Communication- Without clear communication, your employees won’t understand

your mission, goals, and vision. Employees want to work toward something they
believe in, so it’s important they understand that they are working toward the same
goals you are.

Confidence- When things go wrong, employees look to you for the answers and
judge the situation based upon your reaction. Even if the company is experiencing a
major downturn, it’s important to always be confident, calm, and set a good example.

Inspiration- Whether you’re starting a new business, or you’re leading a team in a

business that’s already been established, it’s important to get employees invested in
the vision and future of the company.

Positivity- Regardless of the situation, always stay positive. Positivity is essential to

productivity, employee happiness, and work environment. When mistakes are made-
even if they are serious, it’s important to look at the bright side of things.

Delegation- If there is a highly-important project, it can be difficult to trust

employees without micromanaging. Trusting them to do their best possible work is a
sign of strength in your leadership, and will encourage them to live up to your
expectations.

Commitment- Nothing shows commitment and humility like getting your hands dirty
with the rest of the workers. Showing your commitment sets the example for others to
follow, and leads to greater loyalty and respect for you as a leader.

Humor- Although it is not a requirement, a sense of humor goes a long way in

leadership. It helps create a positive work environment and enhances the feeling of
camaraderie.

Creativity- Some decisions have to be made quickly, and catch us by surprise. In

times like these, it’s up to you to think outside the box to find a solution.

Intuition- Sometimes we are presented with situations that aren’t in the textbooks,
and for which you might not be prepared as a leader. The first decision isn’t always
the best one, and taking your time to come up with a unique solution can be in the
best interest of your workers and organization.

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2.10 Time Management skills

Time management is the act or process of planning and exercising conscious control
over the amount of time spent on specific activities, especially to increase
effectiveness, efficiency or productivity.

Time management may be aided by a range of skills, tools, and techniques used to
manage time when accomplishing specific tasks, projects, and goals complying with a
due date. Initially, time management referred to just business or work activities, but
eventually the term broadened to include personal activities as well. Time
management is usually a necessity in any project development as it determines the
project completion time and scope.

What Goes Wrong?

Managing time meaningfully is a challenge to many, because:

 We may not want to manage time [we have too much or too less time]
 We may not know how to manage time [barriers]

2.11 Resume Writing Skills

Difference between CV, Resume and Bio-Data

People use the words RESUME, C.V., and BIO-DATA interchangeably for the
document highlighting skills, education, and experience that a candidate submits
when applying for a job. On the surface level, all the three mean the same. However,
there are intricate differences.

Resume

Resume Is a French word meaning "summary", and true to the word meaning,
signifies a summary of one's employment, education, and other skills, used in
applying for a new position. A resume seldom exceeds one side of an A4 sheet, and at
the most two sides.

A resume is usually broken into bullets and written in the third person to appear
objective and formal. A good resume starts with a brief Summary of Qualifications,
followed by Areas of Strength or Industry

Expertise in keywords, followed by Professional Experience in reverse chronological

order. Focus is on the most recent experiences, and prior experiences summarized.

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The content aims at providing the reader a balance of responsibilities and
accomplishments for each position. After Work experience come Professional
Affiliations, Computer Skills, and Education.

C.V -CURRICULUM VITAE

C.V Is a Latin word meaning "course of life". Curriculum Vitae (C.V.) is therefore a
regular or particular course of study pertaining to education and life. A C.V. is more
detailed than a resume, usually 2 to 3 pages, but can run even longer as per the
requirement.

A C.V. generally lists out every skills, jobs, degrees, and professional affiliations the
applicant has acquired, usually in chronological order.

BIO-DATA

Bio Data the short form for Biographical Data, is the old-fashioned terminology for
Resume or C.V. The emphasis in a bio data is on personal particulars like date of
birth, religion, sex, race, nationality, residence, marital status, and the like. Next
comes a chronological listing of education and experience. The things normally found
in a resume, that is specific skills for the job in question comes last, and are seldom
included.

A resume is ideally suited when applying for middle and senior level positions, where
experience and specific skills rather than education is important. A C.V., on the other
hand is the preferred option for fresh graduates, people looking for a career change,
and those applying for academic positions.

Resumes present a summary of highlights and allow the prospective employer to scan
through the document visually or electronically, to see if your skills match their
available positions. A good resume can do that very effectively, while a C.V. cannot.
A bio-data could still perform this role, especially if the format happens to be the one
recommended by the employer.

Personal information such as age, sex, religion and others, and hobbies are never
mentioned in a resume. Many people include such particulars in the C.V. A Bio-data,
on the other hand always include such personal particulars.

Rules to write an effective resume

 Relevant, clear and concise

 No typing errors
 No misspellings

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  No abbreviations plus acronyms
 Do not tell a lie or mistruth
 Do not include any negative information

2.12 What is Group Discussion?

Group discussion is a methodology or in a simple language it may be called as an

interview process or a group activity. It is used as one of the best tools to select the
prospective candidates in a comparative perspective. It may be used by an interviewer
at an organization, colleges or even at different types of management competitions.

Group Discussion is one of the most important and popular techniques being used in a
number of personality tests. It is a technique or a method used for screening
candidates as well as testing their potential. It is also designed as a situation test
wherein a sample of a candidate's group worthiness and potential as a worker comes
out quite explicitly.

Today group discussion is a very important round in any selection process, campus
recruitment or for any graduate/post graduate degree. It is used as a tool to gauge
whether the candidates has certain personal traits or skills that the company or the
institution desires in its members.

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2.13 Group Discussion - Communication Style

2.14 Group Discussion – Body Language

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2.15 Interview Handling Skills

Interview

An interview is a conversation between two or more people where questions are asked
by the interviewer to elicit facts or statements from the interviewee. Interviews are a
standard part of qualitative research.

The qualitative research interview seeks to describe and the meanings of central
themes in the life world of the subjects. The main task in interviewing is to understand
the meaning of what the interviewees say.

Interviewing is a two-way street

 Employers are attempting to determine if you are an appropriate fit for the job
and their culture
 Decide if the environment is right.

2.16 Types of Interviews

 Phone - used to screen & narrow the pool of applicants

 One-on-One: most common interview style and incorporates you with the
potential employer
 Panel : Many individuals interview candidate together
 Stress Interviews : Used for specific roles
 Meal: used to see how you interact in a social setting
 On-site Interview: Allows a tour of the facility, meet the staff, and additional
questioning from different managers

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Telephonic interviews

 Increasingly used as the first selection method – aim is to filter

 Be prepared for call – avoid clueless response
 Get to a noise free place
 Zero distractions
 Simulate a business environment
 Have your resume in place
 Request reschedules if called without notice & are not prepared.
 Practice answers out-loud

One-on-One / Panel interviews

2.17 Interview Misconception & Tips

Interview myths… Common interview mistakes…

 The best person for the job gets
it.
 Interviews are like school
exams— the more you say, the
better you’ll do.
 No Communication Skills.
 Failing to express one clearly.
 Not being aware of one’s body
language.
 Failing to control those nerves.

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  Interviewers know what  Failing to give appropriate
they’re doing. examples.
 Never say ‘I don’t know’.  Trying too hard to please the
 Good-looking people get the interviewer.
job.
 If you answer the questions
better than the others, you’ll get
the job.
 You should try to give the
perfect answer.
 You must ask questions to
demonstrate your interest and
intelligence.

2.18 Handshake

A handshake is a short ritual in which two people grasp one of each other's like hands,
in most cases accompanied by a brief up and down movement of the grasped hands.

Using the right hand is generally considered proper etiquette. Customs surrounding
handshakes are specific to cultures. Different cultures may be more or less likely to
shake hands, or there may be different customs about how or when to shake hands.
Handshakes are known to spread germs.

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Types of handshake

2.19 Eye Contact

 Eye contact needs to be sustained,

 Appropriate & natural.
 Convey interest in the topic.
 Smile and nod.
 Show confidence in interacting with the listener

2.20 Ethics – What does it really mean?

Ethics or moral philosophy is the branch of philosophy that involves systematizing,
defending, and recommending concepts of right and wrong conduct.
 derived from Greek word ‘Ethicos’ meaning Character or Manners
 Science of character of a person expressed as right or wrong conduct or action.
 Set of moral principles prescribing code, explains what is good and right, or
bad and wrong.

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The three major areas of study within ethics are:
i. Meta-ethics, concerning the theoretical meaning and reference of moral
propositions, and how their truth values (if any) can be determined
ii. Normative ethics, concerning the practical means of determining a moral
course of action
iii. Applied ethics, concerning what a person is obligated (or permitted) to do
in a specific situation or a particular domain of action

Objective of Ethics
 Studies human behavior and makes evaluative assessment about them as moral
or immoral
 Establishes moral standards and norms of behavior
 Makes judgment upon human behavior based on these standards and norms
 Prescribes moral behavior and makes recommendations about how to or how
not to behave.

Common Unethical Acts

 Lying and withholding needed information.
 Abusive or intimidating behavior.
 Misreporting time work.
 Giving or accepting bribes.
 Falsifying records.
 Discrimination and sexual harassment.

2.21 Value
 Qualities, characteristics, or ideas about which we feel strongly.
 Our values affect our decisions, goals and behavior.
 Values define what is of worth, what is beneficial, and what is harmful
 Values are standards to guide your action, judgments, and attitudes.

Types of Values

Personal values: - These are considered essential principles on which we build our
life and guide us to relate with other people. They are usually a blend of family values
and social-cultural values, together with our own individual ones.

Family values: - These are valued in a family and iare considered either good or bad.
These derive from the fundamental beliefs of the parents, who use them to educate
their children. They are the basic principles and guidelines of our initial behavior in
society, and are conveyed through our behaviors in the family.

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Social-cultural values: - These are the prevailing values of our society, which change
with time, and either coincide or not with our family or personal values. They
constitute a complex mix of different values, and at times they contradict one another,
or pose a dilemma.

Material values: - These values allow us to survive, and are related to our basic
needs as human beings, such as food and clothing and protection from the
environment.

Spiritual values: - They refer to the importance we give to non-material aspects in

our lives. They are part of our human needs and allow us to feel fulfilled. They add
meaning and foundation to our life, as do religious beliefs.

Moral values: - The attitudes and behaviors that a society considers essential for
coexistence, order, and general well-being.

Value versus Facts

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 CHAPTER THREE

LESSON LEARNINGS THROUGH TRAINING

3.1 How to be effective in Communication

3.2 Professional & Casual Business Attire for Men & Women

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3.3 Most Common Tips for Personal Grooming

Some of the common tips to complement your appearance are:

1. Wear ironed clothes

2. Wear polished shoes
3. Avoid noisy heels
4. Wear a recent haircut
5. Wear appropriate make-up
6. Use a fragrant detergent and fabric softener
7. Shave regularly
8. Use mild fragrances

3.4 How to Improve Body Language

 Start paying conscious attention to people’s body language

 Watch TV with sound off and try to comprehend what they are saying
 Make some notes on the body language of the people who are liked and
respected most and practice it deliberately
 Interpret nonverbal cues in relation to the context.

3.5 Leader vs. Manager

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3.6 Components of a Resume

A great resume is the first opportunity you have to make an impression on a hiring
manager or a recruiter. And it’s important to make a great first impression. The
average recruiter spends mere seconds scanning your resume so you need to make
yourself stand out. I’ve compiled a list of some important factors to keep in mind
when creating or updating your resume. Here’s a list of key components of a great
resume:

1. Organized format

Structure your resume in an organized manner; keep your font traditional, your lay-
out appealing, and your spacing consistent. You want your resume to stand out, so
don’t be afraid to experiment with colors and design. However, know your audience
and be sure you are representing yourself professionally first and foremost.

2. Correct spelling/grammar

Spell checks everything at least twice and have someone else proofread it before you
submit it.

3. Professional attitude

List a professional sounding e-mail address—not “partyanimal_687” or “2cool4u15.”

Also, list a phone number that is attached to a professional voicemail greeting.
Potential employers don’t need to hear reality TV, loud music, kids crying, or road
noise in the background. If this means you have to re-record your voicemail greeting,
so be it.

4. Objective keywords

Leave out subjective words like “reliable” and “hard-working.” A potential employer
is not going to bring you in for an interview because you say you’re reliable. They are
going to bring you in because they think you can solve a problem for them.

5. Keywords from the job description

Incorporate words into your resume that are listed in the job description of the
position you’re applying for. This will help a hiring manager quickly see that you’re a
fit for the position and it will also help resume scanning software signal you out as a
potential match.

6. Effective use of space

Treat each word on your resume like beach-front property—space is so valuable.

Make every word you use count.

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7. Customized cover letter

Your cover letter should contain content that is different from your resume and should
match up very well with the job description. This means you will need to re-write it
for each job you apply for.

8. Realistic expectations

Be optimistic, but realistic. If a job description lists a required task that you’re
confident you can do, try to word your past experience to reflect it. But if a job
description lists seven required skills or certifications and you only have three of
them, then you don’t meet the qualifications and shouldn’t apply.

3.7 Basic Do’s & Areas to avoid in Resume Writing

3.8 Basic Do’s & Don’ts in Group Discussion

Do’s Don’t
 Revise standard topics  No Negative Body Language
 Be aware of the latest current  Don’t attack people…attack the topic
affaires  Never look towards the GD
 Memorize basic facts and coordinator
figures.  Never contradict your previous point.
 Never hesitate to be the first one  Never disagree with any candidate in
to speak. a blunt manner.
 Be mentally agile
 Hold your stand

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3.9 Group Discussion – Body Language

 Sitting Posture
 Cross legged/arms
 Use of Finger
 Use of Palm
 Eye Contact
 Hand/Fists positions
 Drumming/Fidgeting
 Hand on neck/head

3.10 Misconception about Group Discussion

3.11 Non – Verbal Communication in Interview

 Facial expression (Smile, nods)

 Gestures (especially hand and arm movements)
 Body movements
 Postures (the way we stand/Sit)
 Visual orientation (eye contact)
 Physical Contact (handshake)
 Appearance (including clothes, type and style)
 Non-verbal vocalization

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3.11 Body Language in Interviews

Sitting Position… Avoid this posture in an Interview…

 Attention  Crossed legs
 Sitting on the edge of the chair  Legs crossed at ankle
 Leaning forward and making eye  Hands on the table
contact while you answer  Arms crossed on chest

Right way to sit… Other hand Gestures…

 Hands comfortably and naturally  Relaxed hands
placed either in the lap or on the  Open hands
arm rest  Clenched hands

Avoid this in an Interview… Never do this in an Interview…

 Putting objects in mouth  Cracking Knuckles
 Rubbing eyes  Wringing hands or drumming
 Rubbing Nose fingers
 Head in the hand  Hands on hips
 Covering mouth  Hands in the pocket

3.12 In Human Relations, the Most Important Words

 6 words are…. ‘I admit I made a mistake’

 5 words are…. ‘You did a good job’
 4 words are…. ‘What is your opinion?’
 3 words are…. ‘Will you please?’
 2 words are…. ‘Thank you’
 1 word is…. ‘We’
The least important word is…. ‘I’

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 CHAPTER FOUR

FINDINGS

1. The contribution of soft skills arises because of the importance of team-

working, collaboration, worker-to-worker interaction and worker-to-customer
interaction in most – if not all – modern workplaces.
2. At many major companies soft skills lie at the heart of employee recruitment
and staff development at all levels.
3. Soft skills are obviously vital to businesses where customer care, personal
attention and face-to-face human interaction are central to the business model
(for example: businesses operating in leisure, hospitality, travel, and personal
care; and public sector organizations involved in delivering healthcare,
education and other services).
4. However, soft skills are also important to any business and organization where
teamwork and worker interactions are important, even where the opportunities
for customer interaction are minimal or absent. This includes sectors such as
manufacturing, construction and transportation, where collaboration between
workers is increasingly vital to safe, efficient and productive working.
5. The fact that soft skills matter to the great majority of companies is confirmed
by evidence of survey responses from senior business executives.
6. Soft skills gaps and shortages are not just a minor irritant for employers. These
skills deficits can cause major problems and disruptions for business and result
in increased costs and diminished competitiveness and profitability. Some
major consequences of skills gaps were reported as including:
 increased workload on other staff
 Difficulties meeting quality standards
 Difficulties introducing new working practices
 losing business to competitors
 delays in introducing new products or services
 the need to outsource work
Moreover, the research evidence is clear that soft skills gaps affect staff of all
occupational grades, from managers through to manual and elementary occupations.

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 CHAPTER FIVE

RECOMMENDATION

Imagine you are a company producing something, let’s say light bulbs. You come up
with a revolutionary new technology. Your light bulbs are suddenly much better than
others and your profits go up. But, after a while, your competitors get hold of the
technology: you license its use, perhaps, or they develop alternatives. Suddenly, light
bulbs are all the same again and your profits are suffering. You still need the new
technology, but you also need a new competitive edge.

Hard skills are like your technology; anyone can acquire them, with training, and they
are necessary. Without them you will not be able to operate in the workplace. Soft
skills are your unique selling point and give you a competitive edge in the workplace,
and perhaps even in life.

 Internet facilities and enough computer facilities are needed for this training.
 To establish a project management and implementation structure, implement
communication strategy and undertake monitoring and evaluation.
 A broad definition of skills development as a part of human capability
enhancement requires comprehensive and coordinated attention to the
spectrum of skills comprising foundation skills, transferrable skills and job-
specific skills.
 Overall, the training was conducted successfully. It was the general feeling
that more time should have been accorded to those student more specifically
because some did not have a strong background in computer and English
listening and this contributed to them feeling the program was rushed
somewhat.
 I recommend a refresher course where the participants can then have a time
with the trainees to consolidate and recap based on their new training
experience in the field.
 The program should include more practical sessions, so that all the students
can learn practically.
 From my own experience I would also recommend that in future when the
participants are being considered the full time allocated be given so as to
maximize what the participants are able to learn and have ample time to
process this.

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 CHAPTER SIX

CONCLUSION

Information Technology and Information Technology enabled services (IT/ITES) as

sectors would need to be a large part of this national mission on training and skill
development which would also meet the national aspiration to shift the ‘share of
contribution to GDP growth’ to IT/ITES sectors. The primary objectives of the project
are to catalyze the growth of Bangladesh’s IT/ITES industry for employment creation
and export diversification. Some of the specific objectives of the projects are to
develop skilled manpower for IT and ITES sector over three years through a World
Bank funded program have been envisaged. These are among the largest integrated
Skill development IT/ITES sector projects of their kind in the world.

It will be a career shaping and life transforming opportunity for the graduates who
would get selected and qualify for this fully-funded, government program. They will
get to learn from qualified trainers, interact with industry leaders and receive a
recognized certificate if they qualify the certification examinations and meet the strict
attendance requirements. The programs will open up national and international career
opportunities to the graduate’s post these programs as the programs are employment
linked.

Investing in corporate job training that targets soft skills is an effective way to
communicate these six skill sets to workers, and help them learn to use soft skills in
the workplace. Organizations that focus on developing their employees’ soft skills
will not only reap benefits for their workers in terms of personal success and career
development, but will also create continuous improvement and growth for the
organization itself.

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References

1. Class Lectures delivered by the instructor.

2. LICT’s official PowerPoint slides provided by the trainer.

3. ITES official website: http://www.bdskills.com

4. Official website of the ICT division of the people’s republic of Bangladesh:

http://www.ictd.gov.bd

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