Directorate of Online Education

DBB1101 – COMMUNICATION & PERSONALITY DEVELOPMENT

ASSIGNMENT

NAME MAANAS SINHA

ROLL NUMBER 2314509817
SEMESTER I
PROGRAM BACHELOR OF BUSINESS ADMINISTRATION (BBA)
COURSE CODE & NAME DBB1101 – COMMUNICATION & PERSONALITY
DEVELOPMENT

SET – 1

Question 1: Illustrate all the different types of Tenses. Give examples.

Answer: There are three primary categories of tenses: past, present, and future. Within these
categories, there are further divisions that signify different aspects of time. Given below are the
different types of tenses:

Present Tenses:
Simple Present: It indicates actions happening in the present.
Example: She sings beautifully.
Present Continuous: It signifies actions that are ongoing or happening at the moment.
Example: They are playing football.
Present Perfect: It refers to actions that started in the past and continue into the present or have just
been completed.
Example: I have finished my homework.
Present Perfect Continuous: It shows actions that started in the past, continue into the present, and
are ongoing.
Example: He has been studying for two hours.
Past Tenses:
Simple Past: It denotes actions that occurred and were completed in the past.
Example: She danced at the party.
Past Continuous: It indicates actions that were ongoing or in progress in the past.
Example: They were cooking dinner when I arrived.
Past Perfect: It refers to actions completed before a certain point in the past.
Example: He had finished his work before the meeting started.
Past Perfect Continuous: It signifies actions that were ongoing and had been happening before
another action in the past.
Example: They had been waiting for hours when the bus finally arrived.
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Future Tenses:
Simple Future: It denotes actions that will happen in the future.
Example: She will complete the project tomorrow.
Future Continuous: It indicates actions that will be ongoing at a specific time in the future.
Example: At 8 PM tomorrow, they will be having dinner.
Future Perfect: It refers to actions that will be completed before a specific time or another action in
the future.
Example: By next month, I will have graduated.
Future Perfect Continuous: It signifies actions that will continue up until a certain point in the future.
Example: By the time you arrive, I will have been waiting for an hour.

Question 2: Define the following and also give examples for each:
a) Noun
b) Pronoun
c) Conjunction
d) Preposition
e) Interjection

Answer: The following terms are defined below with examples:

a) Noun: A noun is a word that names a person, place, thing, or idea. It forms the basic building
block of a sentence and can function as the subject, object, or complement. Examples:

Person: Emily, doctor, teacher

Place: Paris, school, park
Thing: book, table, car
Idea: freedom, happiness, justice

b) Pronoun: A pronoun is a word used to replace a noun or noun phrase in a sentence to avoid
repetition. It takes the place of a specific noun and can function as a subject, object, or possessive in
a sentence. Examples:
Personal pronouns: I, you, he, she, it, we, they
Possessive pronouns: mine, yours, his, hers, its, ours, theirs
Demonstrative pronouns: this, that, these, those
Relative pronouns: who, whom, whose, which, that
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c) Conjunction: A conjunction is a word used to connect words, phrases, clauses, or sentences. It

joins different parts of a sentence to show the relationship between them. Examples:
Coordinating conjunctions: and, but, or, so, for, yet, nor
Example: She likes to read books and she enjoys writing.
Subordinating conjunctions: although, because, if, since, while, when, before
Example: Because it was raining, we stayed indoors.
d) Preposition: A preposition is a word used to show the relationship between a noun or pronoun
and another word in a sentence. It indicates location, direction, time, or relationship. Examples:
Location: in, on, at, under, above, below
Example: The cat is on the table.
Direction: to, toward, into, through, across
Example: They walked to the park.
Time: before, after, during, since, until
Example: She will arrive after lunch.
e) Interjection: An interjection is a word or phrase used to express sudden or strong emotions or
feelings. It stands alone and is often followed by an exclamation mark. Examples:
Wow! Oh no! Ouch! Yay! Alas!
Example: Wow, that's an amazing painting!
Well, hey, um, oh
Example: Um, I'm not sure about that idea.
These parts of speech play crucial roles in constructing sentences and expressing thoughts, emotions,
and relationships within language. Understanding their functions and usage enhances clarity and
effectiveness in communication.

Question 3: Illustrate the steps of making a flash card choosing any word of your choice. You may
use diagrams.

Answer: Step 1: Choose the Word

Select a word you want to learn or remember. In this case, "Ephemeral" is the word we have
selected.
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Step 2: Define the Word

Write down the definition or meaning of the word. For "Ephemeral," the definition is: "Lasting for a
very short time; fleeting; transient."
Step 3: Create a Sentence
Develop a sentence that uses the word in context. This helps understand how the word is used. For
instance, "The beauty of the cherry blossoms is ephemeral, as they bloom for only a few weeks each
spring."
Step 4: Add Visuals
Include a visual representation or image related to the word. For "Ephemeral", we can draw a
blooming flower with a short lifespan or use an image that conveys the idea of fleeting beauty.

Step 5: Use Mnemonics or Associations

Create a mnemonic or association to aid memory. For example, "Ephemeral" sounds similar to
"ephedrine," a medication that has a short-lived effect.
Step 6: Diagram:
Here's a simple diagram illustrating the steps for creating a flashcard for the word "Ephemeral":
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Choose a Word

Define the Word

Create a Sentence

Add Visuals

Use
Mnemonics/Associations

Diagram

Review

Step 7: Review
Regularly review your flashcards to reinforce the word's meaning and usage. Quiz yourself on the
word's definition, use in a sentence, and associated image or mnemonic.
Flashcards are effective tools for vocabulary building and retention. By following these steps and
incorporating visual aids, context, and memory techniques, you can enhance your understanding and
recall of new words like "Ephemeral."

SET – 2

Question 4: What are the different types of questions that can be asked from a Reading
Comprehension? Explain.

Answer: Reading comprehension are used with the aim to assess different levels of understanding
and critical thinking skills. Here are some types of questions commonly encountered in reading
comprehension:
1) Literal Comprehension Questions: These questions assess a reader's understanding of explicit
information directly stated in the text. They focus on facts, details, and information explicitly
mentioned in the passage. Example: "What was the main character's name?"
2) Inferential Comprehension Questions: These questions require readers to draw conclusions or
make inferences based on implied or suggested information in the text.
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They go beyond explicit details and prompt readers to use reasoning and context clues. Example:
"Why do you think the character felt upset?"
3) Vocabulary Questions: These questions focus on understanding the meanings of specific words or
phrases in the passage. They might ask for definitions, synonyms, antonyms, or context-based
interpretations. Example: "What does the word 'melancholy' mean in this context?"
4) Main Idea and Summary Questions: These questions aim to identify the central theme, main idea,
or primary message conveyed in the passage. They require readers to grasp the overarching concept
and summarize the key points. Example: "What is the main idea of the passage?"
5) Author's Purpose and Tone Questions: These questions focus on the author's intent, purpose, or
tone in writing the passage. Readers need to analyze the author's perspective, attitude, or the reason
behind writing the text. Example: "What is the author's tone in this paragraph?"
6) Sequence or Chronology Questions: These questions assess the reader's understanding of the
chronological order of events or steps presented in the passage. They require arranging events or
identifying the correct order of actions. Example: "What happened first in the story?"
7) Comparative and Contrast Questions: These questions prompt readers to compare and contrast
information, characters, situations, or ideas presented in the text. They require identifying similarities
and differences between elements. Example: "Compare the protagonist and the antagonist in the
story."
8) Critical Thinking and Evaluation Questions: These questions demand higher-order thinking skills,
requiring readers to analyze, critique, or evaluate the information presented. They may ask for
opinions, evaluations, or judgments based on evidence from the text. Example: "Do you agree with
the author's argument? Why or why not?"

Question 5: Define Leadership. Explain the different types of leadership profiles.

Answer: Leadership is the process of guiding and influencing individuals or groups toward a
common goal. It involves inspiring, motivating, and directing others to achieve objectives effectively
and efficiently. Different leadership styles or profiles emerge from various approaches and behaviors
exhibited by leaders in different situations.
Leaders often exhibit a combination of these profiles depending on the context, organizational
culture, and the nature of the task or team. Effective leadership involves adapting styles based on the
situation, fostering a positive work environment, and achieving organizational goals while
supporting the growth and development of team members.
Here are several types of leadership profiles:
1) Transactional Leadership: This style focuses on maintaining routine operations and exchanging
rewards for performance. Transactional leaders emphasize clear structures, goals, and tasks. They
motivate through rewards or punishments based on compliance with established rules and
expectations. This approach suits stable environments but might lack innovation or adaptability.
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2) Transformational Leadership: Transformational leaders inspire and motivate followers by

emphasizing a compelling vision, encouraging creativity, and fostering a sense of purpose. They
stimulate enthusiasm and commitment by challenging the status quo, encouraging growth, and
promoting a shared vision. This style is effective in driving organizational change and innovation.
3) Charismatic Leadership: Charismatic leaders possess strong personalities, charm, and persuasive
communication skills. They inspire followers through their vision, confidence, and ability to engage
emotions. They often attract devoted followers, but there can be a risk of over-dependence on the
leader's personality, potentially hindering long-term sustainability.
4) Servant Leadership: Servant leaders prioritize the needs of their team members, aiming to serve
and support their development. They focus on empowerment, collaboration, and nurturing a
supportive environment. This approach can build strong team cohesion and loyalty, fostering a
culture of trust and mutual respect.
5) Democratic Leadership: Democratic leaders involve team members in decision-making, valuing
their input and opinions. They encourage participation, seek consensus, and promote open
communication. This style often leads to greater engagement and innovation but can slow down
decision-making in time-sensitive situations.
6) Autocratic Leadership: Autocratic leaders make decisions independently without much input from
others. They provide clear directives and expect immediate compliance. While it might ensure swift
decision-making in crises, it can stifle creativity and lead to resentment or disengagement among
team members.
7) Laissez-Faire Leadership: Laissez-faire leaders provide maximum freedom and autonomy to their
team members, offering minimal guidance or direction. This style allows for creativity and
innovation but might result in a lack of structure and accountability.
8) Bureaucratic Leadership: Bureaucratic leaders adhere strictly to established procedures and rules.
They focus on maintaining efficiency through adherence to protocols, which can ensure consistency
but might stifle flexibility and adaptability in rapidly changing environments.

Question 6: Explain the four quadrants of the Johari Window in detail. Use your own examples.

Answer: The Johari Window is a psychological model that illustrates self-awareness and
interpersonal communication. It consists of four quadrants, each representing different aspects of an
individual's personality and interactions with others:

1) Open Area (Arena): This quadrant represents information or traits known to both the individual
and others. It includes behaviors, feelings, motivations, and experiences that are openly shared and
understood by everyone involved.
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For instance, in a work setting, someone might openly communicate their professional skills,
expertise, and opinions during team discussions or presentations. These aspects are recognized,
acknowledged, and contribute to effective communication and collaboration.
2) Blind Spot: The blind spot includes information or traits that others perceive about an individual
but that the individual themselves is unaware of. These are aspects of behavior or characteristics that
others notice or observe but aren't recognized by the individual. For instance, someone might have a
habit of interrupting others during conversations without realizing it. Others may notice this
behavior, yet the individual remains unaware. Feedback and observations from others help
individuals uncover these blind spots, facilitating personal growth and self-awareness.
3) Hidden Area (Facade or Avoidance): This quadrant contains information, feelings, or experiences
known to the individual but not shared with others. Individuals consciously choose to keep certain
aspects of themselves hidden from others, possibly due to fear of judgment, vulnerability, or
discomfort. For example, someone might have personal insecurities or past experiences they don't
openly discuss at work. These hidden aspects might impact their behavior or interactions without
others being aware of the underlying reasons.
4) Unknown Area (Unknown or Unconscious): The unknown area represents information, feelings,
or traits that neither the individual nor others are aware of. These aspects lie outside of conscious
awareness and might include deeply buried emotions, latent talents, or undiscovered potential. Over
time, through self-reflection, introspection, and experiences, some elements from the unknown area
might move into the open or blind spot quadrants as individuals gain awareness.
Understanding these quadrants helps individuals navigate self-disclosure, feedback, and
interpersonal relationships. The goal is to expand the open area by sharing more information and
reducing blind spots, which contributes to improved communication, trust, and collaboration.
Meanwhile, exploring the hidden and unknown areas through self-reflection, feedback, and personal
growth activities can lead to increased self-awareness and personal development.
Regular feedback, open communication, and a willingness to explore and share different aspects of
oneself contribute to enlarging the open area and minimizing blind spots, ultimately fostering
healthier relationships and personal growth.