Come November and students are frenzied lot! After days or even months of constant burning of the light lamp, it is time to fight the ferocious CAT. Anxiety pangs are a frequent phenomenon. But is CAT really as tough as it is perceived to be? Many a times the not – so - intelligent lot of students are able to crack CAT while the consistent high scorers come out of the examination hall broken – hearted. The truth lies in the unseen. Unlike other entrance test, like JEE for engineering or medical entrance test, CAT does not test your mettle in math formulae or your prowess in Queen’s English. Instead, Common Admission Test or CAT is essentially a race against time – a race which you can win.
Given below are a few tips which can turn you into Formula 1 racer for CAT! Read them carefully and imbibe them in you right now so that you are equipped well when the D-day arrives!!
Analytical skill: Being an application – driven test, CAT would test your analytical skills. It is mandatory to develop strong problem – solving skill rather than memorising the age – old math formulae and grasping the theories. So, after going through Study Lessons and solved examples, start solving the Practice Tests. Follow the 48-hours Principle which means do not look for solutions till 48 hrs. You are free to seek outside help during this time. If you are still confused then only see the answer. The most common mistake students can make is to look at the solved answer as soon as they realise that they are unable to work out a question. This hampers the building up of their analytical power. It is necessary the building up of their analytical power. It is necessary that you strain your brain to solve a question. As a result you would be able to understand the concept in – depth as well as develop sound problem solving skills.
Think long – term: Our brain functions like a computer’s memory. Whatever we learn either gets stored in the short – term or long term memory. One critical mistake which most students make is that whatever they learn gets stored in their short – term memory. This is why students forget about the concepts and principals which they have learned before the exam. To tackle this problem, follow the ‘Times 3 principal’. According to this principal, practice every concept/question three times. First is an attempt, then a solution and finally the last one makes for revision. Revision is an integral part of any preparation. You must not take this lightly.
Start speeding up: As mentioned earlier, speed is a major factor while appearing for CAT. You will not be able to suddenly start solving questions quickly at the time of the examination. Once you are through with the entire course, start giving mock entrance tests. The higher the number of tests. The better it is. However, do not err by thinking that this solely would increase your speed. Rather, you need to analyse every mock examination that you take to ensure that you don’t end up making the same mistakes again. Keep a note of time that you take to solve the paper and the marks that you attain in every mock test. A better option would be to track your rank at a national level. Remember one thing, Never fell in love with a question!! So if you can’t solve a question, leave it ASAP. Also, you all have heard that you should never throw good money after bad. This thing is applicable here also. Even if you have spent 2-3 minutes over a question, do not hesitate to leave it, the question might take another 6-7 minutes or more. So do not worry about wasted 3 minutes, save the next 7 minutes which you are going to waste on this question.
Work smart: Good decision – making skills go a long way in helping you crack CAT. It would be a better idea to deal with simple and less time – consuming questions. Once you have attempted the easier ones, your nervousness would take a back seat and you would be geared up to handle the difficult questions. This in turn would also increase the probability of getting the right answers for such problems. So always start with a section in which you are most comfortable. Get 7-8 right questions in your kitty and you are on the right path to tackle the difficult questions/sections. So is the paper contain questions with different maximum marks, it is better to attempt questions with lower marks first as they logically should be easier. Remember, Nothing matters more than your confidence during those 2-3 hrs
Practice Online: With the CAT exam going online, the test pattern might change considerably. Hopefully, it would follow the structure of GMAT and GRE entrance examinations. It is thus critical to familiarize yourself with the computer and internet as the test is conducted online. So take a lot of mock tests online so that you are comfortable in using online testing softwares.
Happy Cracking CAT !!
Taken from book Asian’s Crack the CAT
By Vivek Gupta
Batch of 2004-IIM Bangalore
Buy the book on flip cart at link below
http://www.flipkart.com/crack-cat-4th-ed-2010-book-8184121164
Showing posts with label group discussion preparation for mba enytance. Show all posts
Showing posts with label group discussion preparation for mba enytance. Show all posts
Wednesday, June 30, 2010
Sunday, March 7, 2010
Roles that Participants Play in a Group Discussion
Roles that Participants Play in a Group Discussion
There are a number of roles that a candidate can play in a GD. It has been observed that many candidates act or behave in a certain way or make their points in a particular manner.
Let us discuss some of the roles that candidates may choose to play:
The Initiator
Such a person typically is the one who tries to commence the discussion and make his point in the beginning. He may try to give direction to the GD and speak as much as possible in the beginning, before the GD gets too noisy or chaotic.
However, this person does not speak much later or participate in subsequent stages of the discussion. It appears that he has exhausted himself early in the game.
• Remember that if you initiate, do so with a structure and aim to give direction to the discussion. Lay down the ‘paramaters’ of the discussion-i.e. what all can be discussed
• Do not think speaking in the beginning is enough. You need to participate actively throughout the discussion
The Data Giver
The person playing the role of a data giver provides all the statistics and data relevant to the discussion. He seems to be a ‘talking newspaper’ or ‘talking journal’. However, he does not use the data that he gives to present his point of view in a logical manner.
Thus, the points he makes can be considered as being incomplete-although the supporting statistics are there, it is not really clear what the point of presenting them is.
You must try and go beyond just giving data in the Group Discussion-you are not meant to play a role of being a ‘talking newspaper’!
The Criticiser
Some participants play this role, in which they contradict or criticize the points that others make. Whatever others say, these participants object and state that the point may not be correct or accurate.
However, such participants do not make sufficient and impactful points of their own; they merely respond to the points that others make. They are unlikely to score well.
The Supporter
These participants play an opposite role to that described above. Here, participants agree with or support the points that others make. Whatever others say, these participants indicate their agreement, possibly by nodding their heads or saying, ‘hmm’.
Once again, the issue is that such participants do not make sufficient and impactful points of their own; they merely respond to the points that others make. Hence, just like above, they are unlikely to score well.
The Questioner
Rather than make points of his own, the ‘Questioner’ asks others questions-he solicits the opinions of others or asks them for data. He seems to almost play the role of an interviewer.
Since he doesn’t make substantial points of his own, the evaluation panel is not going to be too impressed with his performance and will not award him too many marks.
The Gatekeeper
Have you ever heard, during a Group Discussion, someone suddenly state that the others had better hurry up as only a few minutes were left?! This is the gatekeeper’s role, among other things.
This role is played by some participants who keep a check on various aspects-the time that has elapsed during the discussion or the time left, who all have spoken and how much etc. They seem more bothered by these aspects and in maintaining order and decorum rather than in making substantial and impactful points of their own.
Hence, the evaluation panel will not give such a participant high marks.
The Traffic Policeman
This person behaves like a traffic policeman trying to control the flow of traffic. He makes a number of gestures with his hands, trying to stop someone from speaking or waving his hands about while making a point.
Too many gestures are unlikely to impress the evaluation panel; so try and avoid this. do not stop others from speaking by raising your hands!
The Spectator/ Audience
These participants hardly say anything on their own, but almost seem part of the audience or spectators. They make no contribution, except nodding their heads or saying ‘Hmm’ almost to themselves!
When probed as to why they did not speak, they sometimes claim to be listening to others in the group. Such participants are unlikely to get selected.
The Leader
This is the role that you should try and play. We have discussed in another module as to how you could be perceived as the leader of the group.
Keep in mind that if you wish to be recognized as the group leader, then:
• You must try to initiate the discussion and provide a structure to the discussion
• You must try and provide a direction to the GD
• You may try and lay the framework or boundaries of the discussion
• You support your points by strong logic
• You give adequate examples to support your views
• You may try and involve others in the discussion
• You could try and manage the ‘flow’ of the discussion
• In the end, the ‘leader’ may try and summarize the discussion and review all the ideas discussed
The Summariser
This person tries to summarize the discussion at the end. Remember that this could be a good strategy, but you also must participate during the course of the discussion; you cannot only summarize!
Keep in mind, the following points while summarizing the discussion:
• Present both sides of the discussion while summarizing, not only the points reflecting the view you support
• Do not add new points during the summary-typically limit the summary to what was discussed during the GD
• Remember that you need to summarize the points that the group as a whole discussed, not just the points you made!
• Points mentioned during the summary must be in brief; yet the summary as a whole should be comprehensive: Present both sides of the picture, as mentioned earlier, and try to mention at least 4-5 points that came up during the discussion in the summary
There are a number of roles that a candidate can play in a GD. It has been observed that many candidates act or behave in a certain way or make their points in a particular manner.
Let us discuss some of the roles that candidates may choose to play:
The Initiator
Such a person typically is the one who tries to commence the discussion and make his point in the beginning. He may try to give direction to the GD and speak as much as possible in the beginning, before the GD gets too noisy or chaotic.
However, this person does not speak much later or participate in subsequent stages of the discussion. It appears that he has exhausted himself early in the game.
• Remember that if you initiate, do so with a structure and aim to give direction to the discussion. Lay down the ‘paramaters’ of the discussion-i.e. what all can be discussed
• Do not think speaking in the beginning is enough. You need to participate actively throughout the discussion
The Data Giver
The person playing the role of a data giver provides all the statistics and data relevant to the discussion. He seems to be a ‘talking newspaper’ or ‘talking journal’. However, he does not use the data that he gives to present his point of view in a logical manner.
Thus, the points he makes can be considered as being incomplete-although the supporting statistics are there, it is not really clear what the point of presenting them is.
You must try and go beyond just giving data in the Group Discussion-you are not meant to play a role of being a ‘talking newspaper’!
The Criticiser
Some participants play this role, in which they contradict or criticize the points that others make. Whatever others say, these participants object and state that the point may not be correct or accurate.
However, such participants do not make sufficient and impactful points of their own; they merely respond to the points that others make. They are unlikely to score well.
The Supporter
These participants play an opposite role to that described above. Here, participants agree with or support the points that others make. Whatever others say, these participants indicate their agreement, possibly by nodding their heads or saying, ‘hmm’.
Once again, the issue is that such participants do not make sufficient and impactful points of their own; they merely respond to the points that others make. Hence, just like above, they are unlikely to score well.
The Questioner
Rather than make points of his own, the ‘Questioner’ asks others questions-he solicits the opinions of others or asks them for data. He seems to almost play the role of an interviewer.
Since he doesn’t make substantial points of his own, the evaluation panel is not going to be too impressed with his performance and will not award him too many marks.
The Gatekeeper
Have you ever heard, during a Group Discussion, someone suddenly state that the others had better hurry up as only a few minutes were left?! This is the gatekeeper’s role, among other things.
This role is played by some participants who keep a check on various aspects-the time that has elapsed during the discussion or the time left, who all have spoken and how much etc. They seem more bothered by these aspects and in maintaining order and decorum rather than in making substantial and impactful points of their own.
Hence, the evaluation panel will not give such a participant high marks.
The Traffic Policeman
This person behaves like a traffic policeman trying to control the flow of traffic. He makes a number of gestures with his hands, trying to stop someone from speaking or waving his hands about while making a point.
Too many gestures are unlikely to impress the evaluation panel; so try and avoid this. do not stop others from speaking by raising your hands!
The Spectator/ Audience
These participants hardly say anything on their own, but almost seem part of the audience or spectators. They make no contribution, except nodding their heads or saying ‘Hmm’ almost to themselves!
When probed as to why they did not speak, they sometimes claim to be listening to others in the group. Such participants are unlikely to get selected.
The Leader
This is the role that you should try and play. We have discussed in another module as to how you could be perceived as the leader of the group.
Keep in mind that if you wish to be recognized as the group leader, then:
• You must try to initiate the discussion and provide a structure to the discussion
• You must try and provide a direction to the GD
• You may try and lay the framework or boundaries of the discussion
• You support your points by strong logic
• You give adequate examples to support your views
• You may try and involve others in the discussion
• You could try and manage the ‘flow’ of the discussion
• In the end, the ‘leader’ may try and summarize the discussion and review all the ideas discussed
The Summariser
This person tries to summarize the discussion at the end. Remember that this could be a good strategy, but you also must participate during the course of the discussion; you cannot only summarize!
Keep in mind, the following points while summarizing the discussion:
• Present both sides of the discussion while summarizing, not only the points reflecting the view you support
• Do not add new points during the summary-typically limit the summary to what was discussed during the GD
• Remember that you need to summarize the points that the group as a whole discussed, not just the points you made!
• Points mentioned during the summary must be in brief; yet the summary as a whole should be comprehensive: Present both sides of the picture, as mentioned earlier, and try to mention at least 4-5 points that came up during the discussion in the summary
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