CHAPTER - 5

BASIC SKILLS IN COMMERCE

AND
TEACHING METHODS
 CHAPTER - 5
BASIC SKILLS IN COMMERCE AND TEACHING METHODS
5.1 Basic skills in Commerce

Introduction
The development of the basic skills in Commerce in every student
should be an important outcome of teaching Commerce subjects. These skills
may pertain to various subject areas like Accoimtancy, Costing Computer
Science, Banking etc. The primary aim of teaching Commerce subject is the
development of some skills besides imparting the knowledge.
The importance of skill subjects in Commerce education is gradually
being recognized. Therefore learning of skills of different types is very
important. According to L. P. Jacks, the human body is naturally skill hungry
and until that himger is satisfied, it will be ill - at - ease craving for something it
has not got and seeking its satisfaction in external excitements, which exhaust
its vitality and diminish its capacity for joy; short of skill, the perfect health,
even of body is impossible.
James High of University of California states that a skill is the
wherewithal to gain an end. (money, things or skill)
Meaning
According to Webster's New Dictionary, skill is the ability "the ability
to use one's knowledge effectively and readily in execution or performance,
technical expertise, a power or habit of doing any particular thing
competently."
Pre-requisites
It may be stressed that no course of study is mutually exclusive.
Accountancy, although is primarily a skill oriented subject, in this case too,
before a student can use his acquired skill, he must have attained the
knowledge, understanding and attitudes acceptable in the business world or in
his own circle, depending on where he is planning to use the skill.
In this research work, an attempt is made to identify the basic skills in
Commerce, which student should learn during the course of three years by
adopting appropriate teaching - learning methods and focusing their attention
on the development of these skills. All these basic skills are explained in brief
for the guidance of teachers and students.

General skills

These are the outcomes of teaching-learning process to achieve the

educational objectives in general.
1. Application of knowledge

It implies the application of acquired knowledge and understanding of

unfamiliar situations. It involves -

1. Analysis of the unfamiliar situations or problems.

2. Establishing relationships.
3. Suggesting alternative methods to solve a problem.
4. Selecting the most appropriate method to attack.
5. Drawing inference and making generalizations.
6. Making predictions regarding the problem of outcome of a given situation.'

2. Self-confidence

It is commonly believed that people who are intelligent and students

who excel in studies alone have a bright future. But there are no unintelligent
people; there are only people who do not know how to be intelligent.
 The words, self-esteem and self-confidence are used as if they are
sjoionymous, but they are not. Self-esteem is more fimdamental to the
individual. It is a reflection of the self-image. Self- esteem is not something
you are bom with. Often it is a gift from parents, teachers, relatives and the
society in which you live. Self-confidence is what you can acquire with a little
effort in a chosen sphere of activity, provided you have been gifted with some
self-esteem. When we say someone has self-confidence, we always mean vis-a-
vis certain activity or action.
/

Self-acceptance is the key to self-esteem. If you accept yourself with all

your plus and minus points, with all your assets and liabilities, you will have
self-esteem in ftill measure. Self-esteem means a feeling of being happy with
your own character and abilities; whereas self-confidence implies confidence in
one's abilities to perform.^
Tips for gaining self-confidence
1. Convince yourself of your potential.
2. Set an attainable goal.
3. Plan to achieve your goal.
4. Learn from your mistakes.
5. Have faith in yourself
6. Take interest in people around you.
7. Learn to relax.
8. Always do the best you can in any situation.
9. Build a positive mental attitude.
10. Keep learning new knowledge and skills in the field of your interest and
career.
3. Comprehension
It means developing an understanding of facts, terms, concepts,
conventions, trends, principles, generalizations, assumptions, hypotheses,
processes etc. in Commerce. It is an ability to see relationship, the points of
emphasis and the trends of arguments, detect errors and correct them, give
reasons, interpret data presented in different forms and explain the meaning.

4. Observation
This is perhaps one of the most readily available and imsophisticated
ways of learning. Observing how people behave and react to others and in
different situations can provide some knowledge.

Always unique and inevitably impredictable, behaviour of other people

can teach the watchful, thoughtful observer a great deal. Thinking about the
behaviour witnessed, the causes of the particular action seen and the impact
they have can provide insight into elements of human nature. The process of
reflecting on the behaviour of others can also give insight into oneself. The
opportunities to observe behaviour also occur outside work. Any social
gathering or transactions between individuals provide opportunities for
watching which patterns lead to effective interactions and which lead to
difficulties. Watchmg, listening and reflecting on what has been seen can help
understanding how people operate. This understanding helps the manager in his
own development. The understanding of people can also be used to help other
people's development.

5. Thinking skills

"Thought means life, since those who do not think do not live in any
high or real sense. Thinking makes the man." A.B. Alcott.
 Thinking clearly and effectively is the greatest asset of any human
being. It means:
1) To tmn over in the mind, meditate, ponder, reason, to give continued
thought to, in order to reach a decision, to understand, or to solve;
2) To bear in mind, recollect or remember; and
3) To anticipate or expect.
Thinking in the present is mainly problem solving, thinking in the past is
remembering and thinking in the future is anticipating. We think in words,
images and with concepts.

Types of thinking
Analytical thinking is logical and leads to unique or few answers, which
can be implemented. Creative thinking requires imagination, and leads to many
possible answers or ideas. Analytical thinking consolidates ideas and practices,
and must be followed by creative leaps if a program is to be made.

Analytical thinking is convergent, narrowing down to unique answers or

a small number of ideas, which can be further, analyzed and implemented.

Creative thinking is divergent, starting jfrom the description of the

problem and diverging to give many ideas for solving it, or possible answers to
it. In effect analytical thinking produces solutions and creative thinking
produces ideas - from which the solution can be selected.

Tackling a problem in an analytical way requires deep, and possibly

narrow probing to identify all aspects - hence vertical thinking. On the other
hand, creative thinking requires a wide - ranging examination of all options,
including those which might be considered to be wild or foolish, and those
which appear to be outside and not linked at all with the problem - hence
lateral thinking.
 Thus, creative thinking is the relating of things or ideas which were
previously unrelated. There are a variety of mental processes that can be
subsumed under the word thinking. The following table lists over 30 mental
processes that highlight aspects of thinking.

Some processes of thinkins

Anticipating Creating Judging
Attributing Deciding Knowing
Being aware Distorting Memorizing
Being curious Dreaming Perceiving
Believing Evaluating Problem-solving
Choosing Fantasizing Reasoning
Concentrating Forgetting Reflecting
Conceptualizing Imaging Remembering
Concluding Introspecting Understanding
Considering Intuiting Visualizing

The verb ' thinking ' covers numerous mental processes. Although,
there is overlap between intellectual skills, these thinking skills are useful for
daily living.

The meaning of word ' skill ' includes proficiency, competence and
expertness in some activity. The essential element of a skill is the ability to
make and implement an effective sequence of choices so as to achieve a
desired objective. For instance, if you are to be a good decision maker, you
have to make and implement the choices entailed in making good decisions.

To gain maximum happiness and fulfilment, you require a repertoire of

thinking skills. Your repertoire is the stock of skills that you are able to use
when necessary.
 Thinking skills are sequences of choices across various mental
processes. Your repertoire of thinking skills comprises your strengths and
weaknesses in each skill area.
Ways of developing thinking skills include: working with another
person, developing a support network, peer support groups; training courses
and workshops, counselling and psychotherapy; and reading about thinking
skills.

Logical thinking
Practical philosophy consists of two branches - Ethics and Logic. Logic
consists of epistemology, which discusses the nature of truth and certain
knowledge of truth, and dialectics, which consists of treating the correct ways
of thinking in order that we may reach the truth.
Dialectics (logic) consists of three main operations of the intellect
1) Simple apprehension
2) Judgement
3) Reasoning
1) Simple apprehension: Means the grasping or seizing by the mind of an
object or thing - just being aware of it. e.g. "This is a painting."
2) Judgement: If you say, "This is a beautiful painting", you have made a
judgement
3) Reasoning / Conclusion: Two judgments are necessary for a reasoning.
a) This is a beautiful painting
b) I like this painting
c) Therefore, I like beautiful paintings (conclusion)
Logical thinking is an art and it must be kept alive by practice and use.^
6. Communication skills
Today, communication is a prerequisite for progress in the rapidly
changing environment, be it social or corporate environment. Learning and
honing of these skills, oral as well as written, yield positive results.
Effective Business Communication has emerged as a response to the
growing recognition that communication is necessary for making an impact on
interpersonal relationships. As communication plays a vital role in the smooth
functioning of an organisation, the need to impart communication skills has
assimied greater importance. A realisation of this need by some universities has
led to the introduction of courses such as. Business Communication,
Communication Skills, Management Communication etc.
The term communication is derived from the Latin word "Communis"
which means "to share", that is, sharing of ideas, concepts, feelings, emotions,
information etc. The science of communication is almost as old as man
himself
Communication is a two-way process in which there is an exchange and
progression of ideas towards a mutually accepted direction or goal.
a) Speaking skill
Language is our basic tool - the instrument by which we express our
thoughts. The way we speak or write is more revealing of personality and
character than any other single characteristic.
Most of our time between getting up in the morning and going to bed at
night is spent in speaking and listening to other people. The way we listen and
speak can affect our relationship with others. It can help us to make friends,
influence people favourably and even build success for us in our work. Most
workers who lose their jobs do so, not because of incompetence in a skill, but
because of their inability of getting along with people. Getting along with
people depends to a great extent on what you say (or don't say) to them.
 What we say and how we say it reveal our general attitude and
disposition. Therefore, we want to give the best possible impression - even if
we might disguise our unpleasant reactions. Speak up in a clear but low pitched
voice.
Rules for successful speech making :-
1. Be well informed about the subject.
2. Pick out the facts that will be most interesting to your audience.
3. Organize the details carefully.
4. Practice talking from your notes.
5. Use a natural, conversational style.
6. Get the attention of the group before you start to speak.
7. Speak distinctly and loudly enough to be heard in the back row.
8. Work for acceptable Standard English pronunciations.
9. Keep improving your vocabulary.
10. Go at a moderate pace in the development of your ideas. Carry the
audience along in your thinking process.^

b) Writing Skill
Any language has two aspects: oral and written. These days we have to
commimicate with others in written way too. We have to write letters to many
people on many occasions. Letter writing is an art. It requires skill and it can be
achieved only by following certain rules as well as practice.

Writing can be a joy provided the basic purpose is clear. It proves to be

tedious when the very motive is hazy. In simple terms, effective business
writing means getting things done. This simple target can be achieved if we
write with the following two-fold purpose in mind: to inform the reader and to
request him to take action.
 Acquiring the ability to vyrite in a logical, coherent manner requires a lot
in terms of preparation. The three stages in writing process are
(a) Pre-drafting (b) Drafting (c) Post-drafting.
Guidelines for composing business messages -
1) Short and simple, 2) Choosing correct words, 3) Simple sentence
structure.
4) Paragraph construction - one or two ideas in one paragraph. 5) Your -
viewpoint.

c) Listening Skill

Most of us do not realise the importance of listening as a communicative

tool. Yet studies have shown that we actually spend 50% or more time in
listening than we do talking. We often take listening for granted, never
realising that it is a skill that can be learned.

At school we were probably taught to write from the first day to last; we
were taught to read and speak, at least up to a basic level of ability. As for
listening, it seems to be assumed that as long as we don't have a physical
hearing deficiency, we are automatically capable of listening from the day we
are bom, and do not therefore, need to be taught. Real listening is an active
process that has three basic steps.
1. Hearing - Means listening enough to catch what the speaker is saying.
2. Understanding - The next part of listening happens when you take what you
have heard and understand it in your own way.
3. Judging - After you are sure you have understood what the speaker has
said, think about whether it makes sense.^
Tips for being a good listener -
1. Clean off your desk when meeting with employees.
2. Grive your full attention on the person who is speaking.
3. What is the colour of your employees' eye?
4. Make sure your mind is focused, too.
5. Let the speaker finish before you begin to talk.
6. Finish listening before you begin to speak.
7. Listen for main ideas.
8. Ask questions.
9. Give feedback.
10. Don't smile the whole time.
11. Preview.

d) Reading skills
Reading takes on a central role as part of your approach to learning
communication skills. It is very important to read independently and effectively
to learn significant portions of a course of study.
Here are six steps to improve your reading skills.
1. Evaluate your reading habits to fmd out where you need to improve.
2. Provide the best conditions for reading.
3. Use your eyes efficiently.
4. Increase your vocabulary by keeping a dictionary handy.
5. Match your speed to the material you are reading. Know what and why you
are reading.
To improve your reading speed, practice for about 15-30 minutes each day.
While you read, ask yourself-
a) Do I really understand this?
b) Can I remember?
c) What is the main point of what I just read?
d) Am I answering my own questions?
Keep in mind your specific purpose while reading. Are you reading for
details or main ideas? Is this the main text or a suggested reading? Adjust your
approach accordingly/

e) Non- verbal skills

Commimication may be verbal or non-verbal. Studies have revealed that
only 35 percent of communication may be verbal. In a face-to-face interaction,
a person may be receiving, as much as 65 percent of the message non-verbally
via tone, gestures, facial expressions, dress etc.

When combined with verbal messages, non-verbal signals are quite

effective in conveying messages, particularly emotional messages such as love,
hate, anger, fear etc. We express our attitudes through our body language,
facial expressions, our voice and articulation signals etc. Areas of non-verbal
communication include body language, (Kinesics); voice and articulation
(para-language); objects (clothes and things); space and time.
Non-Verbal communication has some peculiar characteristics:
1. It always communicates something.
2. It is bound to the situation.
3. It is believed.
4. It is seldom isolated.
5. It affects our relationships.
 Research suggests that individuals who appear attractive to the audience
are most successful in interpersonal communication. Dressing appropriately is
of paramount importance during any presentation.^
In addition to the above-mentioned features of non-verbal skills, also
needed is the avoidance of certain mannerisms, the presence of which distracts
the audience.
e. g. smoking, chewing gum, hands in pocket, tapping the microphone, use of
pointer, cleaning of throat, etc.

f) Presentation skills
Making presentations is an integral part of any business. Today business
is becoming increasingly competitive and there is an added emphasis on
customer satisfaction, effective business presentations go a long way in
winning business contracts. Presentation is done to create and develop
organization's image, to market a product or service and present a report on in-
house projects etc.

The suggestion of an idea as a solution to any given problem is known

as presentation. The ability to create, develop and deliver an effective
presentation is a learned skill. No one is a bom speaker. A good presenter has
to follow 4P's for effective presentation - Plarming, Perseverance, Practice and
Patience.
There are five major elements in a successful presentation:
1) Planning
2) Preparing the content
3) Delivery skills (verbal and non-verbal skills)
4) Effective use of visual aids
5) The speaker's self state and confidence
 Environment plays a major role in making a presentation successful. It
includes the following factors-
1) Room-size, services and freedom from distraction
2) Space to breathe
3) Acoustics
4) Using the lectern
5) Lighting
6) The entrance
7) Seating arrangement

Success comes to those who want it. Eventually it is the practice that
makes a person perfect.^
7. Decision making and problem solving skills

Managers at all levels have to make important decisions in such areas as

purchasing, selling, designing, manufacturing, supervising, budgeting and
many more. However, quite often they are not adequately trained in the critical
skill of decision-making. There is sometimes confusion between the qualities
of decisiveness and being able to take good decisions.

Decisiveness is defined as influential, conclusive and characterised by

the ability to take quick decisions.
Decision is defmed as judgement, resolution, choice and purpose.

What some people seem to expect is decisiveness, without realizing that

the skill in making decisions does take time. The time needed depends on the
seriousness of the decision to be made.
 A skill of decision-making can be developed by understanding the steps
involved in the process and its practice in practical life. The steps for good
decision-making are as follows:
1. Clarify the objective/s.
2. Consider the factors, which will influence the choice of action.
3. Generate options / alternatives for action.
4. Compare and evaluate the options and make the choice.
5. Present the choice / recommendation.
6. Plan for implementation.
Thus, the skills of decision-making can be improved by learning and
practice.

Learning, understanding and applying critical thinking and creative

problem solving skills can improve the quality of the decisions that mean the
most to us. We need to spend time to think about our own decisions, especially
those related to solving problems.
To think critically and solve problems creatively, we must first
understand how decisions are arrived at and the factors influencing our
decision-making processes.

Critical thinking is a process that emphasises a rational basis for what

we believe and provide standards and procedures for analysing, testing and
evaluating our beliefs. Critical thinking skills enable decision makers to define
problems within the proper context, to examine evidence objectively and to
analyse the assumptions underlying the evidence and our own beliefs.

Creativity results in the production of novel or new ideas. Creativity

means doing things differently: being unique, clever, innovative or original. It
results in the creation of new and improved ways of doing things.
 Critical thinking involves determining what we know and why we know
it; creativity involves generating, considering and using new ideas, concepts
and solutions. Applied together, these two strategies enable decision makers to
arrive at superior decisions consistently and solve our problems in a better
way.'°
8. Public relations
Mr. Edward Bemays first introduced the concept of Public Relations in
U. S. A. in 1883. By public relations we mean that the organization creates a
way of communication, which can have direct contacts and dealings with the
public. The basic aim of public relations is to have contact with the public to
get the feedback and information regarding the image of the organization, its
products, services and customer satisfaction.
Public relations practice is deliberate, planned and sustained efforts to
establish and maintain mutual understanding between an organization and its
related public. The Public Relations Officer handles public relations activities.
Communication skills, leadership qualities, creativity and foresight contribute
to his/her success. These skills can be developed through proper education and
training."
9. Self-awareness and evaluation
Who am I? Who is the 'real me'? How can I know the 'real me'? Let's
start the journey to self-discovery. There are five level crossings at which we
must stop.
Behaviour - 'What we do' tells us much about who we are?
I
Feelings - Feeling tell us even mores.
I
Vision - Our thoughts and beliefs determine our feelings.
I
Va^es - Our values influence our thoughts and beliefs.
Self-image - This is the core, the most tender yet powerful part of
myself, the 'real me.'
 By taking an honest look at yourself at each of these levels, you can
come to see yourself as you are right now, and what you may wish to change,
in order to become the 'real you.'
Self-awareness - Any experience that increases your self-awareness and
self-acceptance increases your intemality. People who feel good about them
produce good results. Learn from your behaviour, feelings, vision, values and
self-image all these means of psychological growth increase your control and
contribute for your self-development.
Knowing our strengths and weaknesses is a must for self-development.
Awareness of one's weaknesses and desire to overcome them will motivate one
to convert them into strengths and achieve one's goals in life.'^

10. Intellectual and learning skills

It implies acquiring knowledge (information) of facts, terms, concepts,

conventions, trends, principles, theories, generalizations, assumptions,
hypotheses, process etc. in commerce. It is mental process involving the
recalling and recognizing these things

Learning to learn is a basic skill. In a world where the rate of change is

increasing every year, the ability to learn seems important.
How do we learn? All learning begins with a sense of experience.
Reflection as a concrete experience is what leads to insight. If you experiment
(like Mahatma Gandhi) with the truth of the insight; this leads you to a new
experience.

So learning is a circular process: experience - to reflection - to concept

- to experimentation - to new experience and the cycle starts again.
 A scientist such as C. V. Raman amazes us with his abihty to develop
abstract concepts; and an entrepreneur such as Jamshedji Tata is strong on
putting ideas to work. Today everybody is a student. The expansion and
obsolescence of knowledge makes all of us life - long students. Here are a few
tips for more effective study.
1) Keep yourself fit both physically and temperamentally.
2) Have a regular place for study.
3) Work out a time - table and follow it.
4) Improve your study methods.
5) Stimulate motivation by recalling your goals.
The methods of learning different subjects may vary, but like any other
art, it requires knowledge of certain basic principles to succeed in studies,
ability is required.' ^
Important study skills like plaiming, note taking, reviewing and
organizing study plans have to be learnt and practiced. Research has shown that
students who adhere to a regular programme have done better than others.
11. Management of time
Time is one of the few resources in the world that is distributed fairly to
all of us. We all have about 112 working hours weekly (16 X 7). Some manage
these hours others let it dribble (leak) away.
If we can learn to manage our time now, we have a lifelong managerial
skill. There are four key points in managing time:
1. The size of the time unit appropriate for the task,
2. The amount of time invested in a particular activity,
3. The distribution of time units over the week and
4. The sequence or order of activities.
 Benjamin Franklin wrote -
'If you want to enjoy one of the greatest luxuries in life, the luxury of
having enough time, time to rest, time to think things through, time to get
things done and know you have done them to the best of your ability,
remember there is only one way. Take enough time to think and plan things in
the order of their importance. Your life will take on a new zest, you will add
years to your life, and more life to your years. Let all your things have their
places. Let each part of your business have its time'.*'*
We can accomplish everything on our big work chart in a normal life
span and perhaps do more, if we know when to plant and when to release,
when to feel your way and when to rest.

Specific or technical skills

A specific (technical) skill is the ability to perform a specific task or
function. An accounting manager needs the basic technical skills of the
accounting profession. A production manager needs the technical skills to deal
with the machines, equipment, technology and methods of production. First
line managers need a high degree of technical skills in order to properly
supervise subordinates in the use of these skills. The need for technical skill
decreases as the manager moves up in the organisational hierarchy. These are
the outcomes of teaching - learning process to achieve the instructional
objectives of a particular subject.

1. Drafting of letters and reports

Clear, concise and effective business writing does not require special
talent or a more rigid form of English than what we speak. It requires good
planning and judicious revision. Writing effective letters and reports help us to
establish good relationships and boost productivity. It serves time and money
because the recipients of letters and reports will be able to quickly absorb our
messengers and respond accordingly.
 The skill of drafting of letters and reports can be developed by
understanding the basic principles of writing business letters and reports and
applying them in practice.
2. Accounting skills
Those managing or practicing accountancy need to acquire certain skills
without which they cannot achieve the desired objectives. Accounting skills are
the fimdamental norms, which senior professionals have discovered for the
benefit of new generation of accountants and managers.
There are broadly two types of accounting skills:

1) Qualitative skills and

2) Quantitative skills
Qualitative skills point to the various qualities, which should be
reflected in the information provided by the accountant. For example, relevance
is a quality to be aimed at. If information about current assets is needed,
information about total assets should not be supplied.

Quantitative skills, on the hand, refer to the principles, which should be

followed in quantifying the items. For example- revenue Rs.5 Lakhs, total cost
Rs. 3 Lakhs etc.

There are about seven skills which point out that the aggregate quality of
accounting data should be such that meets the purpose of accounting at hand. A
financial statement should possess the following qualities:

1) Relevance 2) Understandability
3) Verifiability 4) Neutrality
5) Timeliness 6) Comparability and
7) Completeness
The following skills need to be developed to achieve the objectives of
accounting.
1. The skill of equity
2. The skill of dual aspect
3. The skill of matching
4. The skill of monetary measurement
5. The skill of materiality
6. The skill of consistency
7. The skill of conservatism or prudence
8. The skill of cost
9. The skill of going concern

A community expects from accountants these statements and reports

which make a reasonable disclosure of business affairs for a specific period.
This objective can be achieved by following the above principles and their
practice.'^

3. Behavioural skills
Behaviour is the manifestation of personality and attitudes demonstrated
as the individual interacts with the environment and the other people in it.
Behavior can be controlled, or it can be reactive. Skills are used to control
behaviour. These skills are witnessed and experienced by others and therefore
can be appraised. They can be learnt and their acquisition and development
assessed.

People come in all sorts of shapes and sizes, which is another way of
saying that people are complex and intimately variable. Remarkably, however,
there are some fundamental skills for handling people that are not dauntingly
complex.
 People skills are behaviours, used face to face, that succeed in helping
progress towards a useful outcome. Behaviours are everything you say and do.
Face to face covers a whole multitude of different interactions between people.
Your behaviour is the only part of you that other people can observe. So
far as other people are concerned, you are your behaviour for they cannot
observe your underlying thoughts, motives, attitudes or feelings. It follows,
therefore, that your behaviour influences.
1. Other people's perceptions of you (i.e. whether they like or dislike you,
trust or mistrust you and so on.)
2. Other people's reactions to you. (i.e. whether they behave helpfully or
unhelpfully towards you.)
People skills can be improved by improving our behaviour and
influencing the Behaviour and influencing the behaviour of others. The
following are the fundamental skills to improve the behavioural pattern.
1. Analysing the situation.
2. Establishing a realistic objective.
3. Selecting appropriate ways of behaving.
4. Controlling our behaviour.
5. Shaping other people' s behaviour.
6. Monitoring our own and others' behaviour.

The first three skills are essentially about thinking and the last three are
about doing. Both are vital for improving our people skills.'^

4. Costing and cost consciousness

Costing is the process of determining the cost of doing something, e.g.
the cost of manufacturing a product, rendering a service, or performing a
flmction.
 Cost Accounting is the processing and evaluation of monetary and non-
monetary data to provide information for external reporting, internal planning
and control of business operations and for special analysis and decisions.
Cost Accountancy is the application of costing and cost accounting
principles, methods and techniques to the science, art and practice of cost
control and ascertainment of profitability as well as presentation of information
for the purpose of managerial decision-making.

Skills in Cost Accountancy are necessary to control costs and increase

the profitability of the organisation. The knowledge and skills in this area help
to develop the cost consciousness among the employees of the organisations.'^

5. Filing and record keeping

Availability of the records with speed and accuracy to the management
is the basic requirement of record keeping. By record keeping we mean not
only maintaining the records systematically but also preserving them from loss
or damage.

Records management has, thus become a part of modem office

management in all types of organisations - business, government or social. By
records management we mean all the activities connected with filing of
records, retrieving of information, establishing, maintaining, copying of records
and destroying the records, which are not useful to the management. It is the
system, which deals with the life cycle of records. The skills of managing
records and information have to be developed for the effective office
management. These skills can be learnt by studying the principles of records
management and their application.
6. Computing and programming skills
The twenty-first century has lead to the information age. Computers and
Internet have radically transformed human life-style and opened new avenues
of knowledge, information, employment, business entertainment and
communication. Nowadays Information Technology has become essential for
survival and growth in the knowledge society and also for the career
advancement.
Computer competency is understanding the rules and power of micro
computers. It enables one to take advantage of increasingly productive
software, hardware and the connectivity revolution that are even expanding the
microcomputers.
An information system consists of people, procedures, software,
hardware and data. Competent end-users need to understand these basic parts
and also the potential of connectivity through the Internet, which contributes to
the expansion of Web Network. However, the actual work on computers is
handled by specialists - programmers, data-entry clerk and computer operators.
Therefore, there exists a great need to develop skills related to these jobs. 1 Q
7. Marketing and salesmanship
In today's highly competitive market place, customers expect more from
sales people. They expect more information and expertise. They expect honesty
and integrity. In short they demand 'value' not only in the products or services
they are purchasing, but as well from the relationship they have with their sales
representative.
Skills for sales success include the following:
1. Tactical selling skills - Used when interacting with and hopefully
influencing customers.
2. Self - Management skills - The ability to manage your time and attitudes.
3. Strategic selling skills - Used for planning market and account penetration.
 Salesmanship is the ability to convert human "needs" into "wants". It is
the ability to persuade people to buy a product or service. The suffix ' ship ' is
generally added to nouns devoting persons and signifies "skill" or 'art', e.g.
craftsmanship.^^
8. Entrepreneurship skills
In the recent past many countries of the world have experienced
emergence of entrepreneurship development as a mean of economic
development resulting in creation of gainful employment for masses. The myth
that entrepreneurs are bom and not created seems to be slowly fading away.
Thoughtfully designed and systematically conducted Entrepreneurship
Development Programmes (EDPs) strengthen the hypothesis that entrepreneurs
can be created too.
The new economic reforms introduced by government have acquired
new dimension in the context of entrepreneurship development in India.
Entrepreneurship is an activity, which involves creative thinking,
innovation, organization and planning skills. It is reflected in psychological
characteristics and behaviourial activities of individuals.^®
Every entrepreneur may or may not have all qualities and skills required
for the success in business, but more the qualities and skills the person has, the
more he is likely to be successful.
For developing entrepreneurial skills, we have to focus on the following
activities:
1. Motivational developmental exercise to strengthen urge in their career and
also develop entrepreneurial traits and competencies.
2. Presentation of role models of young successful entrepreneurs or achievers
to share with participants their experiences in the pursuit of successful
career.
3. Visit to industrial units / institutions to view things - in - action and analyse
the process of creation and achievement.
4. Exposure to various potential entrepreneurs in industry and other
occupations and study of various factors of viability and suitability to one's
potential interest.
5. Opportunities of self-assessment through scientific instruments and
personal growlh for effectiveness through psychological laboratories using
role-plays, stimulation exercises, mental gyms, etc.

Management skills

These skills are required to perform the managerial fimctions efficiently

and effectively. These can be developed by imparting knowledge and skills.
Managerial training programmes are also organised to develop these skills.

1. Human relations
Human skills are needed to get along with people, to get work done
through people and to motivate individuals and group of people for their
performances. Human skills include interpersonal skills such as
communication, negotiation, bargaining, leading, motivating, maintaining
discipline and resolving conflicts. Human skills are very important at all levels
of management. However, they are most critical for the middle manager, who
is forever "in the middle."

Thus, human skills are essentially covered with the ability to interact
with people in an effective manner. This ability is helpful to achieve success in
all walks of life.
Interpersonal skills
Interpersonal skills are what we use when we communicate and deal
with other people face- to- face. Everything we say and do to another person
will have an effect on him, even though we often don't realise it.
When we communicate with other person you have no choice but to
make some impression on each other. When you make the impression you want
your interpersonal effectiveness is high; when you make the impression you
don't want, your interpersonal effectiveness is low.

To be successful in terms of interpersonal skills we need to create and

maintain good relationships with people, both at work and socially. Today it is
not good enough just to have the technical ability to do the job. Many of us
work as a part of a team and depend on each other to produce results. It is
essential therefore to know how to work well with people in a clear and fair
way. To be successful at work, we need the flexibility to deal with a variety of
people and situations. Developing one's interpersonal effectiveness will allow
him to achieve this.

No one can make you skillful but yourself. Effective communication is a

skill and like all skills, it must be practiced if you want to set better at it.^'
Improving our interpersonal skills involves three steps:
1. Become aware of the way you communicate with others,
2. Develop a broader repertoire of behavioral skills,
3. Select the 'right' response at the right time.

These steps require you to be objective and honest about yourself and
perhaps to change some of your old habits and replace them with new ones.
Tips for improving the interpersonal skills-
1. Express your feelings, attitudes, wishes, opinions or rights directly and
honestly,
2. Respect the feelings, attitudes, wishes, opinions and rights of the other
person,
3. Do not violate the rights of others,
4. Look for 'Win-Win' solutions where possible,
5. You do not have to behave assertively in every situation,
6. Whatever choice you make, keep in mind the consequences of your action.

2. Planning and forecasting

Planning is the management fimction of developing futuristic frame of
reference from which to identify opportunities and threats that lie in the future
and take action now to exploit the opportunities and defend against threats.
Understanding and effective use of planning skills are critical to
managerial success. Planning is the predetermination of events, through
prediction and decision making in advance of the need of action.

Planning involves forecasting and predicting the future, which in turn

requires the ability to know the customer's needs and the variety of ways to
satisfy them. It also involves the determining of organizational goals and the
means of achieving them most efficiently and effectively. Planning demands
creative decision making in order to maximize the selection of appropriate
courses of corporate action.

In short planning is a skill of deciding a course of action to achieve a

desired result.
3. Leadership and motivation skills
Leadership is a process whereby an individual influences a group of
individuals to achieve a common goal. Leadership involves influence. It is
concerned with how the leader affects the followers. Without influence
leadership does not exist. Leadership includes attention to goals. The people
who are engaged in leadership are referred to as leaders and those individuals
towards whom leadership is directed are referred to as followers. Both leaders
and followers are involved together in the leadership process although leaders
and followers are closely linked, it is the leader who often initiates the
relationship, creates the communication linkages and carries the burden for
maintaining the relationship.

Motivation

Everyone is a potential winner - Kenneth Blanchard,

People who feel good about them produce good results - Spencer
Johnson.
Motivation is defined as the activation and direction of energy. It refers
to inducing a person or a group of people, each with his own distinctive needs
and personality, to work to achieve the organisation's objectives, while also
working to achieve his own objectives.

A manager or a leader has to develop a skill to motivate the people to

achieve a common goal. He has to distinguish factors that dissatisfy from
motivating factors. Factors like physical working conditions, good supervision,
annoy us when they are absent, but do not really motivate us when they are
present. The real motivators are recognition, achievement, advancement,
growth and participation.
4. Conceptual skills
These include the ability to visualise the future of the organisation, to
understand the internal and external environment and to develop overall vision
for the direction of the organisation. It also reflects the manager's ability to
organise information and to judge relationships within a complex whole. He
must be able to view the total organisation. Conceptual skill is often called the
ability to see the 'big picture.'

The importance of conceptual skills increases as the manager is

promoted at the higher level in the organisation. Top-level functionaries in the
management cadre are required to be well versed in these skills than in
technical skills. Certainly, these skills are usually the most difficult to develop
and are most critical for top management.^^
5. Creativity
Creativity is the production of novel, valuable, relevant, and useful
ideas, and it may involve meaningfully recombining existing ways or doing
something for the first time anywhere by creating something entirely new.

Creativity results from an intersection of the personal resources

available, techniques or process used and the internal motivation of the
problem solver in a specific situation.

Creative problem solving follows a series of steps. This five-stage

creative model typically includes -
a) Problem identification
b) Preparation
c) Idea generation
d) Idea validation and
e) Verification.
 Creative people do not necessarily think harder or smarter than others;
creative thinkers are simply those who have learned methods of viewing things
differently and ways of thinking that are more likely to result in desirable
outcomes.^^
6. Organising skills
Organising is the management function of assigning duties, grouping
task, establishing authority, and allocating resources required to carry out a
specific plan.

Organising is the skill of setting up and staffing of the most appropriate

organization to achieve the aim. These skills can be developed by
understanding the manager's role and his practice.
7. Vision

It is the ability to think about or plan the future with great imagination
and intelligence.

People need to believe in the work they do; they need to believe what
they do, matters. Administrators, Executives, Principals and Teachers must
provide meaning to the work of their people. They will never get excellence in
performance without a vision that is shared by the members. There must be a
vision, a mission, a tangible, exciting, inspiring statement of what their work
means. An institution must have not only a head but a heart: " T am not just
breaking stones; I am building a temple." What a difference!

A vision is like a magnet. It gets everybody working in the same

direction. In an effort to develop a vision, a mission, an inspiring goal for your
organisation, answer the following questions and share them with your group.
What is the core purpose of our institution?
1. Who do we serve? Centrally? Peripherally?
2. What human needs do we meet?
3. How do we affect people? What do we stand for?
4. What is unique about our organisation?
5. What gives meaning to everything we do?
6. What gives us the most satisfaction and pride?
7. What would things look like if we really performed excellently?
8. Putting ourselves twenty years into the future, what would we look back on
with the greatest satisfaction?^''

Vision - "We are not just running a college we are raising the social and
economic level of the whole district." - Principal and Staff.

8. Team building

It is an art, a science and a skill. The art of team building is to have an

armory of understanding about people, individually and in groups. The art of
team building is concerned with talking through needs, differences and
individual contributions, and not about the details of the business. In any team
development, there comes the moment when the team is ready to address itself
fiilly to business plans and the future programmes, but it is important that these
details do not figure too much too early. In the team builder's art, it is the
ability to see the team as a whole, and to release the energies of the members
towards the solution of joint problems and be away from petty differences,
which can inhabit the workplace.

The science of team building is the collection of the facts and this is
where the scientific approach can make its contribution. Investigation about,
how people behave and how they feel about what is happening are necessary in
the process of team building.^^
 The skill of the team builder is that of the juggler. The juggler
understands the environment and the essential resources, has many balls in the
air and plans strategies and practices to perfection. Practice and confidence in
assessing situations and making interventions are the real skills for juggling
and teambuilding. The team builder's crucial skill is to open new doors, to
unfreeze attitudes, to reassure team leaders and members that this effort is one,
which will continue to pay off. Thus the team building involves uniting the
task, the group and the individual.
 5.2 Teaching Methods
Introduction
In order to make students learn effectively, the teacher has to adopt the
right method of teaching. For selecting a right method in a given situation, the
teacher must be familiar with different methods of teaching and their proper
use to develop knowledge and skills among the students.
In this chapter an effort is made to discuss some important methods for
teaching and learning Commerce subjects.

Method is a scientific way of presenting the subject, keeping in mind the

psychological and physical requirements of the smdents. Method of teaching
Commerce differs from stage to stage and from age group to age group. The
method to be adopted depends upon many factors, which include the
environment and the objectives to be achieved by learning a particular subject.
While teaching Commerce students with varying interests, aptitudes and
attitudes one has got to be aware of the psychological basis of teaching-
learning process.

The term method can be thought as the most effective and economic
way of learning. Communication of ideas and development of concepts in a
precise manner based on a logical development of subject is the most important
prerequisite in teaching Commerce subjects.

1) Lecture
It is one of the oldest methods of teaching. It refers to the teaching
procedure to explain the major concepts and ideas of a particular subject. It
places more emphasis on the presentation of the content. In this method teacher
is more active and the students are passive. In lecture method question -
answer procedure is used to keep the students attentive in the class. This
method is used to clarify matter, to explain content and motivate the students.
 A good lecture contemplates complete exposition of a topic, principles,
situation or concepts etc. In order to achieve the goal, it must be effective,
interesting, well expressed, concised, organized and systematised.
2) Guest Lecture

Subject experts or professionals are invited to deliver a lecture on the

topic of practical nature. Students get an opportunity to share their practical
experience and latest development in their field of work. Experts from Banks,
Insurance Companies, Industrial houses, Chambers of Commerce, Chartered
Accountants, Cost Accountants Company Secretaries, Lawyers, Computer
experts can help our students by imparting their knowledge and skills.

3) Industrial Visit
Industrial visits can be organized in a small group to see and observe the
working of industrial organizations and commercial units. Working procedures
systems and methods can be better imderstood by observation and interaction
with the people working on the spot. Such visits clarify the concepts rules,
principles and the practical application in the live situations, e.g. Plant layout,
material handling procedures and devices, working conditions and industrial
relations, adoption of new technology etc. can be seen and discussed with
people who have experience and practical approach. This 'seeing' is more
important than 'listening'.

4) Project Work

Project method is a natural, wholehearted problem solving and

purposeful activity carried to completion by students in a social environment
under the guidance of a teacher.

A project is a problematic act carried to completion in its natural setting

-T7 ATSlenvenson
 Project is a unit of educative work in which the most prominent feature
is some form of positive and concrete achievement. - Snedden.
It places emphasis on "Learning by Doing".
Types of Project work - W.H. Kilpatrick
(a) Procedure Type - It involves development of a material object or article.
(b) Consumer Type - The main objective is to obtain either direct or vicarious
experience.
(c) Problem Type - The main purpose is to solve a problem involving
intellectual processes.
(d) Drill Type - In such a project the objective is to attain a certain degree of
skill through practice.
5) Seminar
A seminar is an advanced group technique, which is usually used in
higher education. It refers to a structured group discussion that usually follows
a formal lecture or lectures often in the forms of an essay or a paper
presentation on a theme.

Individual students also prepare papers or reports and present them

before a group of peers as part of the course work. Presentation of paper/s is
followed by general discussion by the entire group. Considerable student
participation is expected.
As a seminar involves student preparation and participation and
response from the peer group, it not only breaks the monotony of the lecture
method but also motivates the students to probe into topic deeply.
Understanding power and questioning ability in a relevant situation are
developed. Self-reliance, Self-confidence, sense of cooperation and
responsibility are also developed.
6) Group Discussion
In this method the effective participation of students is made possible in
the process of teaching and learning. The teacher and students discuss the pros
and cons of the problem / topic and then arrive at some tangible conclusion.
It is described as a thoughtful consideration of the relationships involved
in a topic or problem under study. It is concerned with the analysis,
comparison, evaluation and conclusions of these relationships. It aims at
uniting and integrating the work of the class / group. It encourages the students
to direct their thinking process towards the solution of a problem and to use
their experiences for a further classification and consolidation of learning
material. It is very important in stimulating mental activity, developing fluency
in expression, clarity in thinking and training in the presentation of one's ideas
and facts.
Constituents of Discussion
1. The leader - the teacher
2. The group - the students
3. The problem - or the topic
4. The content - body of knowledge
5. Evaluation - change in ideas, attitudes etc.

7) Observation

This is the most commonly used method specially in studies relating to

behavioural sciences. In a way we all observe things around us, but this sort of
observation is not scientific observation. Observation becomes a scientific tool
and the method of data collection for the researcher student, when it serves a
formulated research purpose. Under the observation method, the information is
sought by way of investigator's own direct observation without asking to the
respondent; for instance, in a study relating to consumer behaviour, the
investigator instead of asking the brand of wristwatch used by the respondent,
may himself look at the watch. This method is particularly suitable in studies,
which deal with subjects (i.e. respondents) who are not capable of giving verbal
reports of their feeling for one reason or the other. ^^
8) Problem - solving
Life is full of problems and successful person in life is one who is
adequately equipped with knowledge and reasoning ability to tackle problems
rationally. The fimction of education is to prepare students for life. Problem
solving must be encouraged in schools and colleges.
Problem - solving may be defined as a planned attack upon a difficulty
or perplexity in which a person uses his ability to find a suitable solution. In
this method teacher motivates the students to make conscious, planned and
purposeful efforts to arrive at solution to some educationally significant
difficulty / problem.
Problem solving method involves active participation of students.
Problem which stimulates purposeful reflective thinking in arriving at a
solution, required the following:
a) Stimulation presenting difficulty, perplexity or doubt requiring the
solution.
b) A goal for which no ready answer can be given.
c) A desire or motive that stimulates thinking to find the answer.

9) Demonstration

In this method both senses (eyes and ears) of the students are appealed
by the teacher, which really accelerates the learning process. It is advisable to
make use of this method for teaching a subject in which skills relating to
manual dexterity are needed.
10) Question - answer
This method is quite important. Through question, an attempt is made to
ascertain and evaluate the knowledge of students in regard to the subject
matter. This method ensures participation. The teacher should ask question and
the students should be encouraged to raise questions.
Some of the important types of questions are -
a) Compare and contrast type
b) Relationship between cause and effect
c) Classification type
d) Statement of aims
e) Inference
f) Outline
g) Recall type

11) Laboratory
Laboratoiy method is usually associated with the teaching of Science
subject. Nevertheless there is a tendency in certain quarters to use the term
'laboratory method', in the teaching of social sciences including Commerce. It
is a place where students are engaged in profitable activities of one kind or
another, e.g. preparation of charts, graphs, maps, models, reports, assignments,
discussion, presentation, role playing, demonstration, use of audio-visual
cassettes, case-study, completion ofjournals etc.
12) Assignment (Homework)
Students are given assignment / or home work in the following forms -
1. Writing of essay type answers
2. Problems or exercises in the subject like Accountancy, Costing,
Mathematics, Statistics, Computer Science etc.
3. Collection of data, information and its presentation relating to a particular
topic of practical importance
4. Preparation of charts, maps, models, graphs etc.
5. Review of books or articles on a particular subject
6. Study of current literature - appeared in journals / periodicals, newspapers
etc.

The main purpose of assignment is to provide opportunities to students

to study and work independently to develop self-reliance and initiative.

13) Role-play
Role-play involves dramatisation of a situation by two or three students
under the direction of the teacher with the sole purpose and understanding the
feelings, action, and behaviour of students especially in a problem situation.
Role playing is life-like representations of experience. Students in a class or
group get an opportunity to observe the roles played by the students and learn
how to handle the practical situations in life.

14) Workshop

Workshop method is a type of group activity of teaching - learning

where 'work' or 'doing' is the essence where as in group discussion speaking
or the presentation is the key-factor. A workshop is an activity centred
technique. It involves directly the skills of both cognitive and psychomotor
domains, e.g. Preparation of teaching - learning material, syllabus, models,
instructional manuals, question banks etc. can be prepared under the guidance
of experts.
15) Case Study
According to Easton (1982), a case is a description of situation...
(consisting) of a few pages of written description of an actual situation facing
an organisation ...(describing) how the current position developed and what
problem a key personality in the case is currently facing.

A case study is formally defined as a written description of actual

managerial problems, situations and events.
In fact, the case is the description of a situation that is being faced by a
businessman, or an employee, a group of employees, or an organisation as a
whole. This situation requires thorough analysis and appropriate decision.

Following are the major purposes of the case study

1. To develop basic understanding of various concepts in the subject, its tools

and techniques.
2. To develop total perspective of the subject by using the knowledge acquired
in the area.
3. To enhance the knowledge, skills, attitude and approaches that would help
the individuals to function smoothly in their respective positions in the
organisation.
4. To develop the skills especially used for analysis, diagnosis, prescription
and responsible implementation.
5. To provide opportunity to learn from experiences of the business
organisations.
6. To provide opportunity to participants to gain confidence in one's own
judgment.
7. To create forum for exchange of experience, ideas and information of
participants in formulating and implementing corporate plans and policies.
8. To emphasize the learning of both, the left and the right hemispheres of the
brain.
9. To develop communication skills among participants.
Following are the important skills being developed through the case
method
(i) Creative skill
(ii) Communication skill and Presentation skill
(iii) Self analytical skill
(iv) Social skill
(v) Analytical skill
(vi) Application skill
(vii) Decision Making skill
A step-by-step approach to complex problem solving is also advocated
in this context. There appears to be some slight difference in the number of
steps involved, but the issue is the same. A group of experts suggests the
following steps to solve or discuss a case.
1. Identification and definition of a problem,
2. Analysis of a situation and problem,
3. Developing alternative solutions,
4. Evaluation of alternative solutions,
5. Selection of the best alternative solution,
6. Conclusion.
 As discussed in the foregoing, one can conclude that selection and use of
appropriate methods of teaching and learning by both teachers and students
will ensure the development of expected skills and acquisition of knowledge of
the concerned subject.
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 5.3 Learning by Doing

Introduction
Basic skills in Commerce can be developed by performing some
activities. An active participation and involvement of students in these
activities is essential. Practicals should be designed with a view to acquire /
develop some skills by performing some specific act or work. The following is
the exhaustive list of such activities for making teaching - learning process
more effective and practical oriented. It is expected that these activities can
form a part of the practical work or assignment.

Learning Activities
1. Attendance and effective listening to a lecture or Guest Lecture.
I

2. Participation in the Question-Answer session.

3. Participation in the Group Discussion.
4. Presentation of paper in the Seminar / Workshop.
5. Conduct of the survey for collection of data and information.
6. On-the-job training in the vacation.
7. Field work in the vacation / or on holidays.
8. Observation of events, situations, people or environment with specific
objectives.
9. Participation in Role - Play.
10. Completion of assignments or homework involving preparation of charts,
graphs, specimen models, reports, pictures, etc.
11. Undertaking of project work & preparation of Project Report.
12. Visit to business houses: - factoiy, workshop - warehouse, office, work-
centre etc. with some learning objectives.
13. Organisation of study tours, seminars and workshops.
14. Review of books or articles.
15. Participation in 'Case Study' discussion.
16. Participation in Essay / Debating competitions.
17. Editing of College magazine, Wall newspaper etc.
18. Making use of Audio-Visual aids for learning purpose.
19. Interviewing of managers, entrepreneurs, subject experts with specific
objectives.
20. Organization of Commercial or Industrial Exhibition.
21. Preparation of a Journal as a part of practical of a specific subject.
22. Demonstration, (e.g. Sales process, Negotiations between management &
union etc.)
23. Use of office equipment / appliances, (e.g. Computers, Xerox Machines,
Telephone, Fax-Machines, Internet etc.)
24. Purchase of equipment, sports material, stationery, books etc. as a member
of Students' Council etc.
25. Working in the College Office, Library or Computer Laboratory under the
'Earn while Learn scheme' of the College / University.
26. Participation in various co-curricular and extra curricular activities of the
College conducted through NSS, NCC, Students' Council, Gymkhana etc.
27. Collection of advertisements for college magazine.
28. Computer based practical to be done by the concerned students.
29. Organization of the Fun-fair activity of the college.
30. Organization of Campus Interview - Working as a member of the
placement cell of the college.
31. Counselling to junior students - regarding study, examination, seminars etc.
32. Working as volunteers for various programmes of the College / Society,
(e.g. Ganesh Festival, Annual Social Gathering etc).
33. Participation in the working of student's council as a C. R. / G. R.
34. Participation in the Personality Development Programme.
35. Working as a Group leader for various activities of the College.
36. Working as a member of the Hostel Committee or Mess Committee.
37. Creation of Advertisements or Advertising Materials for the exhibition.
38. Drafting of Letters, Circulars, Notices, Agenda, Minutes etc. for various
types of meetings and reports.
39. Working as a member of Quality Circle or Study Group.
40. Undertaking some experimental activity for students or society - Running
of A Consumer Stores, Canteen, Stalls, Printing press etc.
41. Participation in various campaigns / rallies e.g. Tree Plantation, Blood
Donation, Adult Education, AIDS Awareness etc.
42. Writing of Books of accounts independently.
43. Undertaking of research activity with the help of teachers or research
guides.
44. Undertaking of consultancy activity with the help of teachers / consultants /
professionals etc.
45. Work as Insurance Agents, Sales Agents, Press Reporters, Agents for
collection of bank deposits etc. after the college hours.
46. Provide Clipping services to the researchers, students, or teachers with the
help of library.
47. Collection of documents and forms - e.g. Partiiership Agreement,
Memorandum of Association, Cheque, D. D., Insurance Policy etc.
48. Writing of case studies on the basis of visit and interaction with people
from business and industries.
49. Developing application softwares with the help of teachers / experts of the
Computer Science.
50. Use of stimulation technique under the guidance of teachers, (e.g. stock
exchange and share market.)
51. Development and practice of management games.
52. Conduct of Mock Interviews to develop the confidence of students.
53. Organization of Quiz Contest to test the knowledge and skills of students.
54. Organization of EDP (Entrepreneurship Development Programme) with the
help of MCED and other experts.
55. Organization of brain-storming sessions for developing creative thinking.
56. Arranging panel discussion of mangers, subject experts, entrepreneurs and
other professionals on current topics, (e.g. discussion on union budget)
57. Conduct of mock meetings of directors/shareholders etc.
58. Organisation of 'Team building exercise'.
59. Conduct of 'In-basket exercise'.
60. Develop Linkages with Society, industry and other academic institutions for
exchange of knowledge, skills and experience through a proper platform
like 'Linkage Committee' consisting of the representatives of the above
sectors.
References:
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