INTERVIEWS
GOALS OF THE INTERVIEW
Assess the candidate and determine whether
there is a good fit between the candidate’s
capabilities and the position requirements
 Describe the job and working conditions
 Create goodwill for the organization, whether or
not the candidate is hired

ELEMENTS OF GOOD INTERVIEWING
Meeting the interview goals requires the following on the interviewer’s
part:
 Interpersonal skills, which put a job candidate at ease and elicit the
most accurate responses.
 Preparation helps an interviewer cover all job-related questions and
avoid saying things that might violate antidiscrimination laws, create
an implied employment contract, or misrepresent the job.
 Objectivity requires the interviewer to be impartial and
unbiased. Interviewers must evaluate a candidate based on the
factors that predict future job performance.
 Good recordkeeping supplies the information needed to compare
different candidates and documents the screening process in case a
rejected candidate challenges the hiring decision.
INTERVIEW TYPES
STRUCTURED INTERVIEWS
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The interviewer approaches the
interview with an organized and
well-planned questioning method
while always staying on task.
Some interviewers will ask the
interview questions in a specific
order while others take a more
relaxed approach, though still
addressing all pre-planned
questions.
Structured interviews generally
provide the interviewer with the
information needed to make the
hiring decision.
All candidates are asked the same
questions, rather than tailoring the
questions to target a specific
individual.
UNSTRUCTURED INTERVIEWS
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Unstructured interviews do
not rely upon a prepared
agenda. Instead, the
candidate sets the pace of
the interview.
The lack of structure makes
it difficult to compare and
rank candidates because
they do not respond to the
same questions.
However, unstructured
interviews are sometimes
used to make the selection
between two, equally
qualified, candidates.
INTERVIEW QUESTIONS

Interview questions
should accomplish
the following goals:
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Determine a candidate’s
qualifications and general
character, in relation to the
job
Expose undesirable traits
Clarify information
Provide other job-related
data
Reveal inconsistencies
JOB-RELATED QUESTIONS
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Skills and abilities, including technical skills,
communication ability, analytical ability, and specialized
training
Behavioral factors: motivation, interests, goals, drive
and energy, reliability, stress tolerance. Performance is a
function of skills and abilities multiplied by behavioral
considerations; skills and abilities determine whether
someone “can do” a job. Behavior determines whether
they “will do” a job. Both must be measured.
Corporate culture and job fit issues: team orientation,
customer service focus, and accountability, for example.
EVALUATING CANDIDATE RESPONSES
The interviewer should not feel that a
candidate’s first answer to any of the questions
must be accepted as the only answer.
 When the interviewer feels an answer is
lacking, the interviewer should ask layered
questions until reaching an answer with a
satisfactory amount of information.

QUESTIONING TECHNIQUES
The best interviewers employ a flexible questioning
technique to elicit pertinent, accurate information.
 Employers should vary the questioning technique
according to the goals of the interview.
 For example, an appropriate technique in one
instance may yield false, incomplete, or misleading
information in another. The best interviewers use
some combination of the following techniques as
the situation demands.

CLOSE-ENDED QUESTIONS
Close-ended questions are most commonly asked
in interviewing and are the most commonly
misused questions.
 “Can you work under pressure?” Only “Yes” and
“No” are the possible answers.
 A closed-end question also helps interviewers in
an attempt to refresh their own memory or in
verifying information from earlier in the
interviewing sequence: “You were with Company X
for 10 years?”

OPEN-ENDED QUESTIONS
Open-ended questions do not lend themselves
to monosyllabic answers; instead, the question
requires an explanation.
 “How do you succeed in working under
pressure?”

BEHAVIORAL QUESTIONS
Behavioral questions are based on the premise
that past behavior is the best predictor of
future performance.
 “Share with me an experience when . . .”
 “Give me an example of . . .”

NEGATIVE-BALANCE QUESTIONS
Interviewers often assume, albeit incorrectly, that
a candidate who is strong in one area is equally
impressive in all areas. This is not always the
case.
 To avoid this assumption, an interviewer may ask
the following questions:
 “That is very impressive. Could you please
describe an occasion when the situation did not
work out to your advantage?”
 “Additionally, please offer an example of an aspect
in this area where you struggle.”

NEGATIVE CONFIRMATION
When interviewers have sought and found
negative balance, they may feel content that
they are maintaining their objectivity and move
on or that an answer they receive may be
disturbing enough to warrant negative
confirmation.
 Example ; “That is very interesting. Let’s talk
about another time when you had to . . .”

REFLEXIVE QUESTIONS
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Reflexive questions function to close a line of questioning
and move the conversation forward. Reflexive questions
help interviewers calmly maintain control of the conversation
no matter how talkative the interviewee.
An interviewer may accomplish this by adding phrases, such
as the following, to the end of a statement:
Don’t you?
Couldn’t you?
Wouldn’t you?
Didn’t you?
Can’t you?
Aren’t you?
LOADED QUESTIONS
Loaded questions are inappropriate as they
may lead to manipulation by the interviewer.
 Loaded questions are fundamentally
problematic because questions require the
interviewee to decide between equally
unsuitable options.
 For instance, the following is a loaded
question: “Which do you think is the lesser evil,
embezzlement or forgery?”

LEADING QUESTIONS
Leading questions allow interviewers to lead the
listener toward a specific type of answer.
 . Leading questions often arise accidentally when
the interviewer explains what type of organization
the interviewee will be joining.
 For instance, the interviewer might proudly
exclaim, “We’re a fast-growing outfit here, and
there is constant pressure to meet deadlines and
satisfy our ever-increasing list of customers”, then
ask, “How do you handle stress?”

QUESTION LAYERING
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A good question poorly phrased will be ineffectual and
provide the interviewer with incomplete or misleading
information.
For example, when an interviewer wants to determine
whether a candidate could work well under pressure the
basic line of questioning (“Can you work under
pressure?”) may prove to be the wrong approach
because the question:
requires only a yes or no answer, which fails to provide
adequate information for the interviewer
leads the interviewee toward the type of answer the
individual knows the interviewer wants
CONTI…..
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Instead, interviewers can use a combination of all the
questioning styles and techniques to examine the topic
from every angle. For example, to examine all angles of
a topic the interviewer may ask:
Who?
What?
When?
Where?
Why?
How?
CONTI……
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The following sequence demonstrates how much more
relevant information an interviewer can glean through
question layering:
Tell me about a time when you worked under
pressure. (Open-ended.)
So, it was tough to meet the deadline? (Mirror
statement.)
How did this pressure situation arise? (Question
layering.)
Who was responsible? (Question layering.)
Why was this allowed to occur? (Question layering.)
Where did the problem originate? (Question layering.)
ADDITIONAL INPUT QUESTIONS
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Interviewers can use the following techniques to gain more
information from an initial question:
If the interviewer wants to hear more — whether dissatisfied with
the first answer or interested in obtaining more information — the
interviewer could say, “Can you provide more detail about
that? It’s very interesting,” or, “Can you give me another
example?”
Perhaps the best technique for gathering more information is for
an interviewer to simply sit quietly, while maintaining eye contact
with the interviewee and saying nothing.
If the conversation lulls, the interviewee may instinctually attempt
to fill the silence and provide more information and/or
details. Although an interviewer may initially find the silence
difficult to manage, patience and allowing the interviewee to
speak without encumbrance can be effective.
ADDITIONAL QUESTIONS
Employers should try to include questions that
go beyond a candidate’s technical competence
or knowledge.
 The interviewer should probe for qualities
needed to succeed at the job:
 Organizational skill
 Willingness to put in the extra time and effort
necessary to complete a project

RELEVANT AND JOB-RELATED QUESTIONS MIGHT
TARGET THE FOLLOWING
Incomplete information on application form
 Work experience or education
 Gaps in work history
 Geographic preferences
 Normal working hours
 Willingness to travel
 Reasons for leaving or planning to leave previous
job
 Job-related achievements
 Signs of initiative and self-management

IMPROPER INTERVIEW QUESTIONS

Do not solicit information
that employers are legally
barred from considering in
the hiring process.
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For example, under Title VII of
the Civil Rights Act of 1964
and similar state laws, hiring
decisions cannot be based
on an the following:
Race
Religion
Creed
Sex, pregnancy, childbirth, or
related medical conditions
Marital status
National origin
Ancestry
PERSONAL DATA
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"What is your maiden
name?"
"Do you own or rent your
home?"
"What is your age?"
"Where do you live?"
"What is your date of
birth?"
"Are you married?"
Questions which tend to
identify an applicant's age
as over 40.
EDUCATION

The dates of attendance or
completion of elementary
or high school.
CITIZENSHIP
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Birthplace of applicant or
of applicant's parents,
spouse or other relative.
"Are you a U.S. Citizen?" or
"What is your citizenship or
that of your parents,
spouse or other relative?"
Questions as to race,
nationality, national origin,
or descent.
"What is your mother's
tongue?" or "What is the
language you speak at
home?"
FAMILY
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Applicant's marital status.
The number or ages of
children or dependents.
Provisions for child care.
Pregnancy, childbearing or
birth control.
MEDICAL
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Questions which indicate an
applicant's sex.
The applicant's height and weight.
Applicant's general medical
condition, state of health, or
illness.
Questions regarding HIV, AIDS, and
related questions.
"Have you ever filed a workers
compensation claim?"
"Do you have any mental or
physical disabilities or handicaps?"
ASSOCIATIONS
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"Have you ever been arrested?"
Applicant's credit rating.
Ownership of a car.
Organizations, clubs, societies or lodges
which an applicant belongs to.
Religious obligations that would prevent
an individual from being available to
work on Friday evenings, Saturdays,
Sundays or holidays.
Asking an applicant the origin of their
name.
"Do you speak __________________?"
(unless a requirement for the job).
"Do you have any physical or mental
disability/handicap that will require
reasonable accommodation?"
STRUCTURING THE INTERVIEW
In structuring the interview, interviewers may
mistakenly use a job candidate’s resumé as a
guide for structuring the interview.
 Generally, the resumé only provides information
the candidate wants to reveal.
 Following the resumé throughout the interviewing
process allows the candidate to control the
interview, not the interviewer.
 Interviewers must establish a set structure, to be
applied consistently, for each interview to
accomplish efficient and accurate interviews.

SET THE TONE
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Interviewers may set the tone of the interview by first
greeting the candidate and then engaging the candidate in
casual conversation to create a calm and relaxed
atmosphere. Comfortable and secure candidates may
communicate more honestly.
Interviewers may ask about the person’s hobbies, interests,
travel, or city of residence. However, interviewers must
remember to avoid sensitive areas like children, marital
status, or church activities.
The formal interview may then begin through a simple
transition question, such as, “What do you know about the
organization?” or “How did you hear about this job opening?”
PROVIDE AN OVERVIEW

Interviewers should
provide the candidate with
an overview of the
interview process. For
example, how the interview
will proceed and what will
be covered — job
experience, education,
interests.
DISCUSS WORK EXPERIENCE AND
EDUCATION

In discussing a candidate’s
work experience and
education, the interview
should ask prepared
questions first, following up
any responses that deserve
further inquiry.
CANDIDATE’S INTERESTS AND SELFASSESSMENT
After discussing a candidate’s education and
work experience, the interview may then ask a
few questions about a candidate’s activities
and interests to get a broader perspective.
 Candidates may also be asked to provide a
self-assessment, summarizing personal and
professional strengths, as well as
“developmental needs” or qualities that the
individual might want to change or improve.

REVIEW THE JOB
Interviewers would be wise to not discuss
details of the job until the interview has
covered a candidate’s qualifications
 ; otherwise, a candidate may exaggerate
certain skills required by the position.
 An interviewer should review the organization,
the job, salary, benefits, location, and any other
pertinent data

CLOSE THE INTERVIEW
In the final portion of the interview, the
candidate should be given an opportunity to
ask questions about the organization and the
job
 Interviewers should thank the candidate for the
time spent on the interview and review the next
steps in the hiring process.

INTERVIEWING PERSONS WITH DISABILITIES

Employers with 15 or more employees must
comply with the Americans with Disabilities Act
(ADA). The ADA protects persons with
disabilities from discrimination in hiring and
treatment on the job.
CHECKLIST FOR CONDUCTING A HIRING
INTERVIEW
The person conducting the interview should be
well prepared and knowledgeable on the
company’s interviewing and hiring
practices. When conducting the interview, the
interviewer should use the following outline:
 Establish Rapport
 Control the Interview
 Document the Interview

CONDUCTING
EFFECTIVE
MEETINGS
What is Meeting?

Two or more people come together for the
purpose of discussing a (usually)
predetermined topic such as business or
community event planning, often in a
formal setting.
WHAT IS MEETING?
What is the Purpose of the Meetings?
To socialize, network and build relationships
 To present information that cannot be
presented in any other way
 To obtain input and feedback from people
where there will be greater richness of idea
through interaction
 To make decision where the group is truly
the decision-maker
 To celebrate success

MEETING MANAGEMENT

A set of skills
 Very expensive
activities because the
cost of labor for the
meeting
….
5 MINUTES FOR PREPARATION
5 MINUTES FOR PRESENTATION
WHY MEETING IS IMPORTANT
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Meetings are important because that is where an organization’s
culture and climate perpetuates itself
Meetings are one of the ways that an organization tells its
workers: “You are a member.” If you have bad, boring, and timewasting meetings, then the people begin to believe that this is a
bad and boring company that does not care about time
great meetings tell the workers, “This is a GREAT organization to
be working for!” Also, remember that bad meetings lead to more
bad meetings which cost even more money
DO YOU REALLY NEED A MEETING?
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If you can accomplish your goal without a meeting don't have
one”
Unnecessary or less than productive meetings are costly and
ineffective.
Can this be done any other way?
o One on one over lunch
o A Quick phone call or email
Unnecessary meetings can have even worse effects than the
waste of money
MEETING CAN BE EXPENSIVE
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Work hours--Calculate combined salaries of attendants + annual overhead
+ various costs / Working hours per year (2080)
After hours--Calculate cost of being away from family or other functions
Annual Salaries Annual OverheadCost
Total
Work Hours per
Equals
year
240,000
150,000
400 390,400
2080 187.7
Combined Salaries + Overhead + meeting Costs / Work Hours per Year
Overhead is equal to company overhead per year.
Additional Costs are associated w/ Briefing Rooms, Refreshments,
Paper, Equipment and etc.
NON-FINANCIAL COST

Intangible costs include
 Missed Time with Family
 Fuel
 Bumping Schedules
 Reaction Time
 Frustration
SOME USEFUL TOOLS
Outlook Express
 Meeting Organizers

TYPES OF MEETINGS

Annual General Meeting (AGM)
 Weekly Committee Meeting
 Monthly Committee Meeting
 Quarterly Members Meeting
 Event Planning Meeting
- Hallowen Night
- Deepavali Celebration
- Bowling Inter College Competition
DOCUMENTS FOR MEETING

Notice of Meeting
 Previous Meeting Minutes
 Attachment for Discussion
NOTICE OF MEETING
AGENDA

A list of meeting activities in the order in
which they are to be taken up, beginning
with the call to order and ending with
adjournment.
 It usually includes one or more specific
items of business to be considered/
discussed.
DEVELOPING AGENDAS

Think of what overall outcome you want
from the meeting and what activities need
to occur to reach that outcome
• Design the agenda and circulate to all
participants so that they get involved early by
having something for them to do right away
and so they come on time.
DEVELOPING AGENDAS
 Ask participants if they’ll commit to the
agenda.

Keep the agenda posted at all times
 Do not overly design meetings, be willing to
adapt the meeting agenda if members are
making progress in the planning process.
DEVELOPING AGENDAS
 Think about how you label an event, so
people come in with that mindset.
 Give participants a chance to understand
all proposed major topics – circulate the
agenda and previous meeting minutes at
least one week before the meeting.
EXERCISE 1
1. Form a group of committee consists of
President, Secretary and other committee
members
2. Develop an agenda on the “Teambuilding
Event” – first meeting.
OPENING MEETINGS

Always start on time; this
respects those who
showed up on time and
reminds late-comers that
the scheduling is serious.
 Welcome attendees and
thank them for their time.
OPENING MEETINGS
 Clarify your role (s) in the meeting
 Review the previous
minutes at the
beginning of each
meeting before further
to the agenda
TIME MANAGEMENT
TIME MANAGEMENT

One of the most difficult facilitation tasks
is time management – time seems to run
out before tasks are completed.
 Therefore, the biggest challenge is keeping
momentum to keep the process moving.
 You might ask attendees to help you keep
track of the time.
EVALUATIONS OF MEETING PROCESS

It’s amazing how often people will
complain about a meeting being a
complete waste of time – but, they only
say so after the meeting.
 Get their feedback during the meeting when
you can improve the meeting process right
away.
EVALUATIONS OF MEETING PROCESS

Evaluating a meeting only at the end of
the meeting is usually too late to do
anything about participants’ feedback
 In a round-table approach, quickly have
each participant indicate how they think the
meeting is going.
EVALUATING THE OVERALL MEETING

Leave 5 – 10 minutes at the end of the
meeting to evaluate the meeting; don’t
skip this portion of the meeting
 Have each member rank the meeting from 1
– 5, with as the highest and have each
member explain their ranking.
Evaluating the Overall Meeting
 Evaluation Areas:
1. Content (Agenda)
2. Time
3. Outcome
4. Efficiency
5. Problem Solving
6. Action
CLOSING MEETINGS

Always end meetings on
time and attempt to
end on a positive note.
CLOSING MEETINGS
 At the end of a meeting:
1. Review actions and assignments
2. Set the time for the next meeting (ask each
person if they can make it or not – to get
their commitment
 Clarify that meeting minutes and/ or actions
will be reported back to members in at most
a week (this helps to keep momentum going)
MEETING MINUTES
1.
2.
3.
4.
Draft the minutes and send to President/
Advisor for verification (5 days)
President/ Advisor to verify the minutes
before sending to all members (3 days)
Circulate the approved minutes to all
members
Members to feedback on the minutes
before the next meeting
MEETING MINUTES
 Minutes should cover four elements:
1. Attendance
- What were the date and location?
- Who showed up?
2. Decisions
- What was the purpose of the meeting?
- What decisions were made and why?
MEETING MINUTES
3. Responsibility
- Who’s taking responsibility to implement
the decision?
4. Progress
- What progress have the people made who
took responsibility toward achieving the
decisions made in past meetings?
MINUTES OF MEETING
Heading
Present
Attendance
Absent
Agenda according to the Notice of Meeting
Confirmation of the previous meeting minutes as correct
Person in-charge
MINUTES OF MEETING
Any topics that not in the agenda
Meeting finish at 6.10pm needs to be recorded
Secretary of the meeting to write the minutes of meeting
Chairperson of the meeting to vet the minutes of meeting
OUTLOOK
MEETING ORGANIZER
MEETING CHECKLIST
Material Resources
 Meeting worksheets (action plans
or barrier & solution worksheets)
 List of members with phone
numbers and addresses for any
new members present
 Name tags for large meetings of
new groups
 Overhead Projector, PowerPoint
Projector
 Directional signage
 Laptop Computer
List of Members
Saad Khan
Manager HRContact
S.No
Name
1
Faraz
Assit
2
Fahd
Faraz
3
Zohaib
Kamran Iqbal
Finance0342-4652578
Manager
Mirza0301-5457644
Manager Admin
0304-4572487
MEETING CHECKLIST
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Flip Charts
Paper, Notepads, Pens
Board, Chalk/Markers
Sitting Arrangements
Podium with microphone
Banquets/Refreshments
MEETING PLANNER’S CHECKLIST
CATEGORY
NUMBERS
Meeting Rooms
Exhibit hall
General Session Room
Meal Function Room
Hospitality Room
Other
Food & Beverage
Breakfast
Lunch
Hi-Tea
Dinner ..
Audio/Visual Equipments Flipcharts
Microphones & speakers
Projection Equipment
Pads Pens/Markers
Telephone/Internet
Other
Decoration
Banners
Banquet set-up
Special Signs
Printing
Agenda forms
Participants List
Workbook & Handouts
Other
AMOUNT
OUTCOME OF MEETING

1.
2.
Establishing a desired outcome provides two things
It gives a focus
a "benchmark" against which actual outcomes can be
measured
MEETING PURPOSE
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Problem-solving meeting
To share information
Data gathering meeting
A decision-making meeting
To receive reports
To discover, analyze, solve a problem
To gain acceptance for an idea or program
To resolve a conflict
To obtain reactions
To gain understanding
SELECT THE PARTICIPANTS
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Who needs to be there?
Who will this affect?
Should I invite someone just for a fresh perspective?
Will the parties work well together?
Have you invited the right people?
INFORM THE PARTICIPANTS
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Date, time and place
Purpose and desired outcome
Information to bring with them
What is expected of them at the meeting
Meeting length
Special arrangements
SEND OUT AN AGENDA
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Written plan for the meeting
Order of subjects and time for each
“If people are to prepare for a meeting, they need to know
what it is about. Let them know. Send out an agenda a few
days in advance
Keep the agenda simple as possible
AL AWWAL MANAGEMENT CONSULTANCY
MEETING AGENDA
Date:
Tues 3rd November 09
Location: Al Awwal House
Venue:
Conference Hall
Timings: 9:00 hrs-12:00 hrs
Dept:
Human Resources
Meeting called by: Faisal Anwar
Type of meeting: Monthly Progress meeting
Facilitator:
Faisal Khan
Please Bring: Individual Progress Report
Please Read:
Time Keeper:
Minute Taker:
Kamran Saeed
Naveed Khan
AGENDA ITEMS
Agenda Topics
Presenter
Time allotted
Business Overview
Faisal Anwar
9:00hrs -10:00 hrs
Recruitment services for Mobilink
Faraz Mirza
10:00hrs -11:00 hrs
Open discussion on business issues
All Participants
11:00 hrs-13:00 hrs
Attendees: Syed Zohaib,Faisal Anwar,Kamran Iqbal,Saad Khan,Faraz Mirza,
Naveed,liaqat,Rizwan
WHO DOES WHAT?

Facilitator - This is the person designated to direct the group
session, by leading members through the activities required to
achieve their outcomes. The facilitator ensures all members
participate, reviews the outcomes, processes progress and
summarizes discussions, decisions and consensus. In most
instances the meeting leader retains this responsibility.

Timekeeper - One team member should be assigned the task to
monitor the agreed-upon time frames for agenda items and give
updates to the group on time usage.
WHO DOES WHAT?

Minute Taker - This person's job is to capture and distribute
proceedings of the session, which at a minimum must include
"who has agreed to do what, by when."

Scribe - Another participant records key ideas and issues,
verbatim, on flip charts, and posts them on the meeting room
walls for the whole group to see and refer to .
ATTENDANCE

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

Make sure everyone attends
Send a notice in advance. Include the purpose of the meeting, the
list of participants and whom to contact if there are questions
Provide agenda in advance
Schedule a meeting on a day and time that is convenient to
participate
START ON TIME
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“A nine o’clock start means a nine o’clock start
Facilitators, don’t start a minute later
If you start on time habitually, people will get the message
that they must be punctual as well
Don’t repeat things for those that arrive late.
No need to penalize the many for the tardiness of an
attendee or two
Latecomers can pick up what they missed from someone
after the meeting, or from the meeting minutes”
5 MINUTES FOR PREPARATION
5 MINUTES FOR PRESENTATION
OPENING THE MEETING
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Start on time
Welcome the group
Establish a friendly atmosphere
Set the ground rules: when the meeting will end, how each
member will be heard, what is expected
Communicate the purpose and desired outcomes to all
participants
Introduce the situation or problem
Stay focused on the agenda topics. Do not wander off topic or
become distracted
OPENING THE MEETING
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Bring everyone up to date
Open with an attention getter
Show that you value their ideas, opinions and questions
Record ideas and notes on a flip chart
Assign next steps throughout the meeting. Make all next steps
specific assignments
INTRODUCING THE SITUATION OR PROBLEM
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How it arose
Why it is important
Ask how it affects them
Point out how they can help
Explain the group’s responsibility
HANDLING THE MEETING – LEADER
QUALITIES
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Poise
Sensitivity
Impartiality
Tact
Sense of Humor
Good Judgment
Good Listening Skills
HANDLING THE MEETING – HOW TO’S
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Get everyone participating
Promote an open atmosphere
Summarize
Use transitions
Ask questions
Test possible solutions
Keep the discussion on track
Work for consensus
Plan for future action
TIME MANAGEMENT

Establish ground rule to make sure the meeting is effective.

Ask Attendees to actively participate, to stay focused and to look
for closure on discussion whenever possible. This will help to
keep the meeting from getting too long and to keep discussion on
topic
TIME MANAGEMENT

If the allocated time for topic is being consistently exceeded, the
chair should ask the group for input as to how to resolve the
problem

Simply build a plan for the session, step by step, and assign times
to each step
IF IT’S WORTH HAVING, IT’S WORTH
RECORDING

“Take minutes. They don’t have to be extravagant. Keep it
simple

While it is best to have an experienced minute taker at each
meeting, it is typically a luxury, so more often than not, the
responsibility falls on the facilitator. It’s not easy for the
facilitator to be effective in both roles, but it can be done
IF IT’S WORTH HAVING, IT’S WORTH
RECORDING

Rotating meeting minute responsibilities among attendees
for regularly scheduled meetings can ease the burden on the
facilitator”

The Minutes should be provided to each participant shortly
after the meeting
NO GRANDSTANDING PLEASE!

“Some (typically manager types), use meetings to show
that they are on top of things. They feel absolutely
obligated to pipe up to show that they are the boss.
Bosses, there is really no need to do this. These
attempts to impress typically backfire and actually
demonstrate a lack of knowledge. Others use valuable
meeting time to try to impress the boss. Try to refrain
from doing this as well. The meeting is about getting
things done, not about brown-nosing. Offer up your
opinions when you think they will truly help accomplish
something. Spend the rest of the time listening”
CLOSING
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Review the problem briefly
The chair should try to end the meeting on time on a positive
note
Any action to be taken and assignments resulting from the
meeting should be reviewed
Indicate time to conclude
If there is to be another meeting, the group should agree on the
date and time
CLOSING
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Summarize the progress made
Mail out notes or action lists as appropriate
Follow up with any meeting participant who made a commitment
Emphasize agreements
Inform of developments
Thank the group
CONCLUSION

Conducting an effective business meeting requires the efforts of
all parties involved

Careful and diligent planning, written agendas, and prompt and
focused conduct will help to ensure that the meeting’s goals are
met in an effective manner

Determining early in the planning process which participants are
necessary and keeping meeting size minimal are also important
factors in meeting management
ROLE PLAY
ROLE PLAY

Split into 2 Groups

Select the topic for meeting e.g. Cost Control, Discipline, New
business developments, Monthly Sales Target review etc..

Plan,Organise,Manage and close the meeting using effective
meeting tools and techniques

One Group perform and other group evaluate then Vise Versa
THE ART OF CONDUCTING EFFECTIVE MEETINGS
Name:
ACTION
BENEFIT
TIMINIG
REVIEW DATE
EDITING AND PROOFREADING STRATEGIES

Main Page Editing and proof reading are writing
processes different from revising.
Editing can involve extensive rewriting
of sentences, but it usually focuses on
sentences or even smaller elements of
the text.
 Proofreading is the very last step
writers go through to be sure that the
text is presentable. Proofreading
generally involves only minor changes
in spelling and punctuation.
EDITING STRATEGIES
Always Think About Your Target Audience
 Start with Sentences
 Consider Words
 Check Grammatical Details
 Don't Forget Punctuation and Spelling
 Try a Sample

PROOFREADING STRATEGIES
Start with Problem Areas
 Start with Problem Areas
 Read from the End to the Beginning
 Look Just for Typos
 A Proofreading Checklist
 Final Advice
 Try a Sample

REPORT WRITING

Reports are a highly structured form of writing
often following conventions that have been laid
down to produce a common format. Structure
and convention in written reports stress the
process by which the information was gathered
as much as the informa- tion itself.
DIFFERENT TYPES OF REPORTS

Reports vary in their purpose, but all of them
will require a formal structure and careful
planning, presenting the material in a logical
manner using clear and concise language.
STAGES IN REPORT WRITING
The following stages are involved in writing a
report:
 • clarifying your terms of reference
 • planning your work
 • collecting your information
 • organizing and structuring your information
 • writing the first draft
 • checking and re-drafting.
TERMS OF REFERENCE


The terms of reference of a report are a guiding statement used to define the scope of your investigation. You
must be clear from the start what you are being asked
to do. You will probably have been given an assignment
from your tutor but you may need to discuss this further
to find out the precise subject and purpose of the
report. Why have you been asked to write it ?
Knowing your purpose will help you to communi- cate
your information more clearly and will help you to be
more selective when collecting your informa- tion.
PLANNING YOUR REPORT
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Careful planning will help you to write a clear, concise
and effective report, giving adequate time to each of the
developmental stages prior to submis- sion.
Consider the report as a whole
Break down the task of writing the report into various
parts.
How much time do you have to write the report?
How can this be divided up into the various planning
stages?
Set yourself deadlines for the various stages.
COLLECTING INFORMATION
There are a number of questions you need to
ask yourself at this stage : What is the information you need ?
 Where do you find it ?
 How much do you need ?
 How shall you collect it ?
 In what order will you arrange it ?

ORGANISING INFORMATION
One helpful way of organising your information
into topics is to brainstorm your ideas into a
‘spider diagram.’
 Write the main theme in the centre of a piece
of paper.
 Write down all the ideas and keywords related
to your topic starting from the centre and
branching out along lines of connecting ideas.

Each idea can be circled or linked by lines as
appropriate.
 When you have finished, highlight any related
ideas and then sort topics.
 Some ideas will form main headings, and
others will be sub-sections under these
headings.
 You should then be able to see a pattern
emerging and be able to arrange your main
headings in a logical order (see diagram below).

STRUCTURING YOUR REPORT
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•
•
•
•
•
•
•
•
•
•
. The following common elements can be found in many different
reports:
Title page
Acknowledgements
Contents
Abstract or summary
Introduction
Methodology
Results or findings
Discussion
Conclusion and recommendations
References
Appendices
ILLUSTRATION CHECKLIST
• Are all your diagrams / illustrations clearly
labeled?
• Do they all have titles?
• Is the link between the text and the diagram clear?
• Are the headings precise?
• Are the axes of graphs clearly labelled?
• Can tables be easily interpreted?
• Have you abided by any copyright laws when
including illustrations/tables from published
documents?
LAYOUT
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Most reports have a progressive numbering system. The most common system is the
decimal notation system.
The main sections are given single arabic numbers 1, 2, 3 and so on.
Sub-sections are given a decimal number - 1.1, 1.2,1.3 and so on.
An example structure would look as follows;
1. Introduction
1.1 ———————1.11 ———————1.2 ———————1.21 ———————2. Methodology
2.1 ———————2.11 ———————2.12 ———————-
PRESENTATION
The following suggestions will help you to produce an easily read
report:
• Leave wide margins for binding and feedback comments from your
tutor.

• Paragraphs should be short and concise.
• Headings should be clear - highlighted in bold or underlined.
• All diagrams and illustrations should be labelled and numbered.
• All standard units, measurements and technical terminology should
be listed in a glossary of terms at the back of your report.
REDRAFTING AND CHECKING

Once you have written the first draft of your report you will need to
check it through. It is probably sensible to leave it on your desk for a
day or so if you have the time. This will make a clear break from the
intensive writing period, allowing you to view your work more
objectively.

Assess your work in the following areas:
• Structure
• Content
• Style
 Look at the clarity and precision of your work.
SUMMARY
The skills involved in writing a report will help
you to condense and focus information,
drawing objec- tive findings from detailed data.
 The ability to express yourself clearly and
succinctly is an important skill and is one that
can be greatly enhanced by approaching each
report in a planned and focused way.

PROPOSAL WRITING

The general purpose of any proposal is to
persuade the readers o do something, whether
it is to persuade a potential customer to
purchase goods and/or services, or to
persuade your employer to fund a project or to
implement a program that you would like to
launch.
GATHERING BACKGROUND INFORMATION
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You will require background documentation in three
areas: concept, program, and expenses.
If all of this information is not readily available to you,
determine who will help you gather each type of
information.
If you are part of a small nonprofit with no staff, a
knowledgeable board member will be the logical choice.
If you are in a larger agency, there should be program
and financial support staff who can help you. Once you
know with whom to talk, identify the questions to ask.
CONCEPT
It is important that you have a good sense of how
the project fits with the philosophy and mission of
your agency.
 The need that the proposal is addressing must
also be documented. These concepts must be
well-articulated in the proposal.
 Funders want to know that a project reinforces the
overall direction of an organization, and they may
need to be convinced that the case for the project
is compelling.
 You should collect background data on your
organization and on the need to be addressed so
that your arguments are well-documented.

PROGRAM
Here is a check list of the program information you
require:
 the nature of the project and how it will be
conducted;
 the timetable for the project;
 the anticipated outcomes and how best to
evaluate the results; and
 staffing and volunteer needs, including
deployment of existing staff and new hires.
EXPENSES

You will not be able to pin down all the
expenses associated with the project until the
program details and timing have been worked
out. Thus, the main financial data gathering
takes place after the narrative part of the
master proposal has been written.
COMPONENTS OF A PROPOSAL
Executive
Summary:
umbrella statement of
your case and summary
of the entire proposal
1 page
Statement
of Need:
why this project
is necessary
2 pages
Project
Description
:
nuts and bolts of
how the project will
be implemented and
evaluated
3 pages
Budget:
financial description
of the project plus
explanatory notes
1 page
Organizati
on
Informatio
n:
history and governing
structure of the nonprofit;
its primary activities,
audiences, and services
1 page
Conclusion
:
summary of
the proposal's
main points
2 paragraphs
THE EXECUTIVE SUMMARY
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Problem
A brief statement of the problem or need your agency has recognized
and is prepared to address (one or two paragraphs).
Solution
A short description of the project, including what will take place and
how many people will benefit from the program, how and where it will
operate, for how long, and who will staff it (one or two paragraphs).
Funding requirements
An explanation of the amount of grant money required for the project
and what your plans are for funding it in the future (one paragraph).
Organization and its expertise
A brief statement of the history, purpose, and activities of your
agency, emphasizing its capacity to carry out this proposal (one
paragraph).
THE STATEMENT OF NEED


If the grants decision-maker reads beyond the executive
summary, you have successfully piqued his or her
interest. Your next task is to build on this initial interest
in your project by enabling the funder to understand the
problem that the project will remedy.
You want the need section to be succinct, yet
persuasive. Like a good debater, you must assemble all
the arguments. Then present them in a logical sequence
that will readily convince the reader of their importance.
As you marshal your arguments, consider the following
six points.
First, decide which facts or statistics best support
the project
 Second, give the reader hope
 Third, decide if you want to put your project
forward as a model.
 Fourth, determine whether it is reasonable to
portray the need as acute. You
 Fifth, decide whether you can demonstrate that
your program addresses the need differently or
better than other projects that preceded it.
 Sixth, avoid circular reasoning.

THE PROJECT DESCRIPTION
This section of your proposal should have five
subsections: objectives, methods,
staffing/administration, evaluation, and
sustainability.
 the five subsections present an interlocking
picture of the total project.

OBJECTIVES

Objectives are the measurable outcomes of the
program. They define your methods. Your
objectives must be tangible, specific, concrete,
measurable, and achievable in a specified time
period. Grantseekers often confuse objectives
with goals, which are conceptual and more
abstract. For the purpose of illustration, here is
the goal of a project with a subsidiary objective
METHODS

The methods section describes the specific
activities that will take place to achieve the
objectives. It might be helpful to divide our
discussion of methods into the following: how,
when, and why.
STAFFING/ADMINISTRATION
"Staffing" may refer to volunteers or to
consultants, as well as to paid staff. Most proposal
writers do not develop staffing sections for
projects that are primarily volunteer run.
 Describing tasks that volunteers will undertake,
however, can be most helpful to the proposal
reader. Such information underscores the value
added by the volunteers as well as the costeffectiveness of the project.

EVALUATION
An evaluation plan should not be considered only
after the project is over; it should be built into the
project. Including an evaluation plan in your
proposal indicates that you take your objectives
seriously and want to know how well you have
achieved them.
 There are several types of formal evaluation. One
measures the product; others analyze the process
and/or strategies you've adopted.
 Most sound evaluation plans include both
qualitative and quantitative data.

THE BUDGET

The budget for your proposal may be as simple
as a one-page statement of projected revenue
and expenses. Or your proposal may require a
more complex presentation, perhaps including
a page on projected support and notes
explaining various items of expense or of
revenue.
SUPPORT AND REVENUE AND STATEMENT
For the typical project, no support and revenue
statement is necessary.
 The expense budget represents the amount of
grant support required. But if grant support has
already been awarded to the project, or if you
expect project activities to generate income, a
support and revenue statement is the place to
provide this information.

BUDGET NARRATIVE

A narrative portion of the budget is used to
explain any unusual line items in the budget
and is not always needed. If costs are
straightforward and the numbers tell the story
clearly, explanations are redundant.
ORGANIZATIONAL INFORMATION
Normally a resume of your nonprofit
organization should come at the end of your
proposal.
 Your natural inclination may be to put this
information up front in the document. But it is
usually better to sell the need for your project
and then your agency's ability to carry it out.

LETTER PROPOSAL
Sometimes the scale of the project might suggest
a small-scale letter format proposal, or the type of
request might not require all of the proposal
components or the components in the sequence
recommended here.
 The guidelines and policies of individual funders
will be your ultimate guide. Many funders today
state that they prefer a brief letter proposal; others
require that you complete an application form.
 In any case, you will want to refer to the basic
proposal components as provided here to be sure
that you have not omitted an element that will
support your case.

CONCLUSION
Every proposal should have a concluding
paragraph or two.
 This is a good place to call attention to the future,
after the grant is completed. If appropriate, you
should outline some of the follow-up activities that
might be undertaken to begin to prepare your
funder for your next request.
 Alternatively, you should state how the project
might carry on without further grant support.
