Business Etiquette PDF

BUSINESS ETIQUETTE Employee engagement- is the extent to which employees feel passionate about their jobs, are is a code that governs the expectations of social committed to the organization and put...

BUSINESS ETIQUETTE Employee engagement- is the extent to which employees feel passionate about their jobs, are is a code that governs the expectations of social committed to the organization and put discretionary behavior in a workplace. This code is put in place to effort into their work. "respect and protect time, people, and processes." It is a fundamental concept in the effort to There is no universal agreement about a standard understand and describe, both qualitatively and work etiquette, which may vary from one quantitatively, the nature of the relationship between environment to another. an organization and its employees. Work etiquette includes a wide range of aspects Team synergy- in the business environment, such as body language, good behavior, appropriate synergy occurs when two or more businesses or use of technology, etc. Part of office etiquette is resources come together to make a greater impact working well with others and communicating than they would separately. effectively. Synergistic relations within teams occur when every member of a team contributes something positive toward meeting an end goal. Success in any industry relies on relationships, whether with coworkers, clients suppliers or investors. When you’re well-mannered and NETWORKING FOR SUCCESS- when you’re considerate in dealing with others, you create networking, it is important to make the most of the engaging, productive, and long term business first meeting. relationships. ▪ It must discuss how to create an effective Before we look at etiquette rules across multiple introduction business-related scenarios, it’s best to level off everyone on what etiquette means. ▪ Make a good impression We would also look at the many ways business ▪ Minimize nervousness etiquette can improve a company or an organization's bottom line. ▪ Use business cards effectively ▪ Remember names Manners are more important than laws. Manners are what vex or soothe, corrupt or purify, exalt or debase, barbarize or refine us - Edmund Burke Etiquette defined ❖ Conventional rules of polite behavior ❖ Social interactions ❖ Communication ❖ Courtesy and hospitality Good manners can open doors that the best education cannot. - Clarence Thomas THE IMPORTANCE OF BUSINESS ETIQUETTE Branding- is a name, term, design, symbol or any other feature that identifies one seller's good or service as distinct from those of other sellers. Making a Great First Impression Customer care- is the process of looking after 1. Confidence- is a state of being clear headed customers to best ensure their satisfaction and either that a hypothesis or prediction is correct or delightful interaction with a business and its brand, that a chosen course of action is the best or most goods and services. It is closely related to “customer effective. experience” but different than “customer support” or “customer service.” Confidence comes from a Latin word fidere' which means "to trust"; therefore, having a self- confidence is having trust in one's self. 2. Competence- is the set of demonstrable characteristics and skills that enable, and improve the efficiency or performance of a job. 3. Credibility- comprises the objective and subjective components of the believability of a source or message. THE FOUR LEVELS OF CONVERSATION Small talk - is an informal type of discourse that does not cover any functional topics of conversation or any transactions that need to be addressed. Fact disclosure - the act of making something known or the fact that is made known: the action of making new or secret information known. Viewpoints and opinion - As nouns the difference between viewpoint and opinion is that viewpoint is the position from which something is observed or REMEMBERING NAMES considered; an angle, outlook or point of view while opinion is a belief that a person has formed about a ✓ Repeat topic or issue. ✓ Use mental imagery A verb opinion is (archaic) to have or express as an opinion. ✓ Put it on paper Personal Feelings - feeling of happiness, ✓ Use their creative sentences satisfaction, and well-being. ✓ Be genuinely interested DINING IN STYLE MEET AND GREET Conducting business over meals is a great way to It is a planned social occasion or activity at which build business relationships. a person, usually someone well-known, is formally Meals make for a more casual atmosphere introduced to attendees to socialize with them or compared to offices, and are therefore more answer their questions. conductive for a relaxed discussion. An introduction is almost always accompanied by USING TABLE NAPKIN a handshake and conversation Unfold your napkin and place it on your lap Place your napkin on your chair, if you leave the table Place to left side of the plate when finished If dropped discreetly ask for another EATING YOUR MEAL ✓ Don’t talk business during the meal proper, unless ❑ Avoid text-speak abbreviations the senior members want to do so ✓ Take a cue from the host ✓ Try to pace yourself so that you can finish at the same time as everyone else ✓ Don’t apply make-up, comb your hair while or pick your teeth at the table STICKY SITUATIONS AND POSSIBLE SOLUTIONS ✓ You accidentally spilt food or drinks on a guests: don’t panic TELEPHONE ETIQUETTE - is the way you use ✓ You’ve noticed something in your food: discreetly manners to represent yourself and your business to send it out to the server customers via telephone communication. This ✓ Inform host in advance of any dietary limitations includes the way you greet a customer, your body language, tone of voice, word choice, listening skills and how you close a call. EATING OUT - it is a basic courtesy to be observed 1. Answer a call within three rings. while eating out, including guidelines in ordering in a restaurant, intake of alcohol during a business ▪ If your position entails always being available to meeting, paying the bill and tipping. callers, you should actually be available. That means staying focused and answering calls immediately. The last thing you want to do is keep a customer waiting after a string of endless ringing or send them to voicemail when you should've been able and ready to reply. 2. Immediately introduce yourself. ▪ Upon picking up the phone, you should confirm with the person whom they have called. - Practice answer the phone with, "Hi, this is [Your first name] from [Your company]. How can I help PAYING THE BILL you?" ❖ the host usually picks up the tab 3. Speak clearly. ❖ never fight over a bill if someone else offers to pay Phone calls, while a great option for those who detest in-person interaction, do require very strong ❖ be discreet in paying communication skills. For one, the person on the other end of the line can only judge you based on your voice, since they don't get to identify your body language and — hopefully — kind smile. You always want to speak as clearly as possible. Project your voice without shouting. You want to be heard and avoid having to repeat yourself. A strong, Email etiquette - is a convenient and effective confident voice can make a customer trust you and medium to conduct business communication. your support more. In case of bad cell service or any inability to hear or be heard, immediately ask to Addressing your message hang up and call back. ❑ Know when to use the TO, CC AND BCC fields 4. Only use speakerphone when necessary. ❑ Address the receiver by name in the first sentence We all know the trials of speakerphone. It's easier of your email for you because you can use your hands to multitask. However, for the other caller, it's like trying ❑ Subject field to hear one voice through a honking crowd of taxis Grammar and Acronyms in Manhattan — impossible and frustrating. ❑ Always follow the rules of good grammar Give your customers your full attention, and avoid speakerphone. This will make it easier for both parties to be heard, and it will ensure that you're If you are on a call that requires you to speak louder actually paying attention to them. due to a bad connection or a hard-of-hearing customer,simply step out of the room and speak with 5. Actively listen, and take notes. them separately. Your customers are always your Speaking of paying attention to your customers, it's main concern, but you don't want to inhibit the work essential that you're actively listening to them ethic of others in your workplace. throughout the conversation. Actively listening 11. Check for and respond to voicemails. means hearing everything they have to say and basing your response off of their comments, rather It's quite possible that a customer might reach out than using a prescribed script. This proves to your to you when you're on a break or after you've left customers that you're present and are empathetic to work for the day. If it's possible for you to receive their inconveniences. voicemails, make sure you're always checking for them. It's easy for a voicemail to slip under the It's helpful to take notes during support calls. You'll radar, but the customer won't easily forget. want to file a record post-conversation, and notes will be immensely helpful. It also ensures that, during DEVELOPING AN APPROPRIATE GREETING long-winded explanations from customers, you can jot down the main points and jump into problem- ❖Identify yourself and the company solving without requiring them to repeat. ❖Inquire how you might be of assistance 6. Use proper language. ❖Speak clearly and distinctly A key difference between professional and personal phone calls is obvious — the language. It DEALING WITH VOICEMAIL might be acceptable to use slang and swears when ❖ State your name, affiliation and phone number talking on the phone with your friends, but this kind of language can cause you to lose a customer for ❖ State your reasons for calling life. ❖ State any action plan or action required on your Always be mindful and respectful when on the message phone. You never know what customers might be offended by something you say, so it's best to use WRITTEN LETTER - even in written formal language. It's okay to throw in humor if communication, appropriate tone, content and appropriate, but never crack a joke that could upset format must be observed. a customer. THANK YOU NOTES 7. Remain cheerful. ❖ Expressing appreciation is always a good idea You never know when a customer is having a bad day. When someone is rude to you on the phone, ❖ Formal ones can be written on the company your immediate reaction may be to put them in your letterhead place. ❖ Non- formal ones can simply be a handwritten The point is to always remain positive and friendly, letter especially in the face of negativity. Your optimistic FORMAL LETTERS - is a letter from one company outlook may be enough to turn a failing phone call to another, or between such organizations and their right around. Remind yourself that the last thing your customers, clients, or other external parties. customer probably wanted was to spend their afternoon on the phone with customer support. So, ✓ Recommended for most business make that call the best it can be, and it may create correspondence a loyal, lifetime customer. ✓ Use the correct stationary and content 9. Be honest if you don't know the answer. ✓ Always remember proper grammar You might need to put a customer on hold or transfer their call if the dreaded occurs — you don't INFORMAL LETTER know the solution. Perhaps you've tried everything you can or simply have no idea what they're talking ✓ Shorter and more straight forward about. Don't panic; customer support ✓ Grammars is more flexible representatives are humans, too, and it's okay not to be the omniscient voice of reason. ✓ Relaxed tone 10. Be mindful of your volume. DRESSING FOR SUCCESS - a significant part of You may be so focused on your phone call with a practicing etiquette is proper self presentation. The customer that you're barely paying attention to your way you look, talk to people, not just how you want present setting. to project yourself, but also the courtesy you have How we change as explained through numerical for people in the company. quantities Qualitative Change in kind,structure,or organization Multi - Dimensional & Integrated Development involves the whole individual and all of his different aspects: ✓ Physical - body, structure, motor skills ✓ Cognition - mental abilities ✓ Personality & Emotional - Self-concept self- INTERNATIONAL ETIQUETTE perception, gender identity, emotions and feelings, ❖ Etiquette is heavily influenced by culture; each self-esteem country and nation has their own set of rules for ✓ Social - interactions and relationships with others polite behaviour. ❖ In dealing with an international client or when conducting business in a foreign country, it’s best to Development throughout life-span (8 Stages) be aware of local etiquette guidelines. Prenatal (from conception to birth) Infancy (birth to age 2) General Rules Early Childhood (2-7) ❑ Take the time to research cross-cultural etiquette Middle Childhood (7-11) ❑ Be observant Adolescence (11-20) ❑ If an error occurs apologize immediately and ask Young Adulthood (20’s to 40’s) how you can make up for it Middle Adulthood (40’s to 60’s) Important points Late Adulthood (60's onwards) ❑ Be aware of different greetings ❑ Some cultures are less time-conscious STABILITY AND PLASTICITY IN DEVELOPMENT ❑ Stick to formal titles Stable ❑ Understand differences in perception of personal There are some traits that remain unchanged space Unstable/Plastic Can be caused by changing conditions NORMATIVE & NON-NORMATIVE INFLUENCES Normative HUMAN DEVELOPMENT Biological and environmental influences which Developmental Psychology occur in a similar way for most people Branch of psychology that describes and explains Age-Graded change across the lifespan particular to an group Human Development History-Graded Is described as how people change and how particularly common generation people stay the same over time Non–Normative Are occurrences not common to most people Two Forms of Change: They are unusual events that have a major impact Quantitative on an individual's life.  Theories of development provide a framework for thinking about human growth, development, and Development in Context learning. Development is in constant interaction with the But why do we study development? What can we environment learn from psychological theories of development? Biological Systems Perspective (Urie If you have ever wondered about what motivates Bronfenbrenner, 1998) human thought and behavior, understanding these A child develops within a complex and dynamic theories can provide useful insight into individuals system of relationships and is affected by them. and society. Five Systems: TYPES OF THEORIES ✓ Microsystem - primary relationships (immediate Developmental Theories surrounding) ▪ Developmental theories provide a set of guiding principles and concepts that describe and explain ✓ Mesosystem - connections among a person’s human development. Some developmental theories microsystems focus on the formation of a specific quality, such as ✓ Exosystem - settings that do not involve a person Kohlberg's theory of moral development. Other but is still affected by it developmental theories focus on growth that happens throughout the lifespan, such as Erikson's ✓ Macrosystem - describes the culture in which theory of psychosocial development. individuals live Grand Theories ✓ Chronosystem - influence of historical time in ▪ Grand theories are those comprehensive ideas shaping one’s environment and life experiences often proposed by major thinkers such as Sigmund Freud, Erik Erikson and Jean Piaget. Minitheories ▪ Minitheories describe a small, very specific aspect of development. A minitheory might explain fairly narrow behaviors, such as how self- esteem is formed or early childhood socialization. ▪ These theories are often rooted in the ideas established by grand theories, but they do not seek to describe and explain the whole of human behavior and growth. Emergent Theories ▪ Emergent theories are those that have been created recently and are often formed by CHARACTERISTICS OF HUMAN DEVELOPMENT systematically combining various minitheories. Hierarchical evolution of phases These theories often draw on research and ideas from many different disciplines, but are not yet as Ready for certain types of experiences – critical broad or far-reaching as grand theories. The periods sociocultural theory proposed by theorist Lev Vygotsky is a good example of an emergent theory Pre-set by maturation of biological systems of development. Differentiation from general to particular Cortex discrimination & maturation PIAGET’S STAGES OF COGNITIVE Increased complexity DEVELOPMENT Integrates – e.g. need for complexity, challenge Jean Piaget was a developmental psychologist best known for his theory of cognitive development. Predictability His four stages of cognitive development deal with Criteria for normality whereby individuals can be the nature of knowledge (Epistemology- branch of assessed philosophy dealing with the origins nature and extent of human knowledge) and how humans come to gradually acquire it. THEORIES OF HUMAN DEVELOPMENT STAGES AND AGES The term ego-strength is the term used to refer to how well the ego copes with these conflicting forces. Sensorimotor (birth to 2 years) To undertake its work of planning, thinking and Gains knowledge through looking at, touching, controlling the Id, the Ego uses some of the Id's holding and manipulating objects libidinal energy. In transactional analysis, Ego equates to "Adult". Developsco-ordinations, and sensory motor perception becomes more complex 3. THE SUPEREGO: The Superego is the last part of the mind to develop. It might be called the moral Can distinguish between self part of the mind. The Superego becomes an Has little ability to distinguish symbols. embodiment of parental and societal values. It stores and enforces rules. Pre-operational Stage (ages 2-7 years) It constantly strives for perfection, even though this Learns through actions perfection ideal may be quite far from reality or possibility. Its power to enforce rules comes from its Increasing able to remember and anticipate ability to create anxiety. The Superego has two Internalizes the concrete world through language subsystems: Ego Ideal and Conscience. and visual images The Ego Ideal provides rules for good behavior, Concrete Operational Stage (ages 7-11 years) and standards of excellence towards which the Ego must strive. The Ego ideal is basically what the Child makes more progress in concrete thinking child’s parents approve of or value. The Conscience Achieve insight into the views of others is the rules about what constitute bad behavior. The Conscience is basically all those things that the child Can handle problems more logically. For example, feels mum or dad will disapprove of or punish. arithmetic equations can be solved with numbers, not just with objects Formal Operational Stage (ages 12 and up) Makes use of abstract thought Useslogical thinking and uses systematic and diverse approaches to problem-solving STRUCTURE OF PERSONALITY Sigmund Freud's psychoanalytic theory of personality, personality is composed of three elements. These three elements of personality are known as the id, the ego and the superego. They work together to create complex human behaviors. 1. THE ID: functions in the irrational and emotional FREUD PSYCHOSEXUAL part of the mind. At birth a baby’s mind is all ID– DEVELOPMENTAL STAGES want, want, and want. The Id is the primitive mind. It contains all the basic needs and feelings. It is the Sigmund Freud source for libido (psychic energy). Sigmund Freud (1856-1939) was a Viennese And it has only one rule, the pleasure principle: I doctor who came to believe that the way parents want it and I want it all now. In transactional analysis, dealt with children's basic sexual and aggressive Id equates to "Child". desires would determine how their personalities developed and whether or not they would end up 2. THE EGO: functions with the rational part of the well-adjusted as adults. mind. The Ego develops out of growing awareness that you can’t always get what you want. The Ego Theory of Psychosexual Development relates to the real world and operates via the reality One of psych’s best-known, and most controversial principle. theories The Ego realizes the need for compromise and Sexual energy of the id takes different forms as a negotiates between the Id and the Superego. The child matures Ego's job is to get the Id's pleasures but to be reasonable and bear the long-term consequences in Libido – driving force behind behavior mind. The Ego denies both instant gratification and pious delaying of gratification. Freud thought that our adult personality is determined by the way we resolve conflicts between these early sources of pleasure—the mouth, the child’s greatest pleasure involves the anus or the anus and the genitals—and the demands of reality. eliminative functions associated with it. What are erogenous zones? In Freud’s view,the exercise of anal muscles reduces tension. Erogenous zones are parts of the body that have especially strong pleasure-giving qualities at Phallic (Oedipal/Electra) Stage particular stages of development. It occurs between the ages of 3-6. The word“phillac” comes the Latin word “Phallus” which means “Penis”. During this stage, pleasure focuses on the genitals as the child discovers that self-stimulation is enjoyable. In Freud’s view,the phallic stage has a special importance in personality development because this period triggers the Oedipus Complex. Oedipus Complex - Is the young child’s development of an intense desire to replace the parent of the same sex and enjoy affection of the oppositesex parent. What is fixation? Latency stage Fixation is the psychoanalytic defense mechanism It occurs at approximately between 6 years of age that occurs when the individual remains locked in an until puberty. earlier developmental stage because needs are under- or over-gratified. At this stage, the child represses all interest in sexuality and develops social and intellectual skills. Example: The pursuit of social and academic activities Weaning a child too early or until too late channels much of the child’s energy into emotionally Being too strict in toilet training the child safe areas and aids the child in forgetting the highly stressful conflicts of the phallic stage. Punishing the child for masturbation Genital Stage Smothering the child with too much attention The final stage of psychosexual development occurs from puberty onwards. 5 Stages of PSYCHOSEXUAL DEVELOPMENT It is the time of sexual reawakening, but the 1. Oral Stage source of sexual pleasure now becomes someone outside the family. 2. Anal Stage Freud believed that unresolved conflicts with 3. Phallic (Oedipal/Electra) Stage parents re-emerged during adolescence. 4. Latency stage Once resolved, Freud believed that the individual 5. Genital Stage capable of developing a mature love relationship and functioning independently as an adult. Oral Stage To have a deeper understanding of human life, an It occurs during the first 18 months of life when understanding of human development is essential. the infants pleasure centers on the mouth. Chewing, sucking and biting are chief sources of pleasure and these actions reduces tension in the infant Anal Stage MOTOR DEVELOPMENT It is the second stage of oral development that Introduction occurs between 1½ until 3 years of age, in which the Childs born with few motor skills  By the age of 1 year they start to walk. Till this time the develop other motor skills. The acquisition of motor skill is really variable MOTOR SKILLS Fine Motor Skills MEMORY - is a cognitive processing function that - relate to the use of the upper extremities to engage people tend to associate with facts and figures, and and manipulate the environment. not motor skills. - Movements involving smaller muscles groups such ❖The simple ability to recall and repeat large as those in the hands and wrist numbers of motor skills over and over again after long time periods indicates that we have a large Gross Motor Skills capacity to remember motor skills we have learned, - movements related to large muscles such as legs, that is Motor memory. arms, etc. Certainly, it is implied that a motor skill learned is a - Examples: coordination to walk, balance, run, jump, motor skill remembered. But motor and non-motor climb, throw memory also play a critical role during the motor skill learning process and during high level performance. Principles Working Memory Differenciation: firstly motor skills are global reactions. With time and practice this skills become Temporary use and storage system for information more specific. Long-term Memory Cephalocaudal: develop from head to tail. Permanent repository of information Proximodistal: develop from the inside to outside. GROSS AND FINE MOTOR DEVELOPMENT Bertenthal and Clifton (1998) note that control over one’s motor behavior ranks among the infant’s greatest achievements. Psychologists who study the acquisition of motor skills find it useful to distinguish between gross motor development, that is, motor skills which help children to get around in their environment such as crawling and walking, and fine motor development, which refers to smaller movement sequences like reaching and grasping. The development of motor skill has implications beyond simply learning how to perform new actions: motor skills can have profound effects on development.  For example;children who can move about the Gallahue suggests that, beyond infancy, three environment develop an understanding of locations fundamental sets of motor skills emerge in the child such as ‘here’ and ‘there’. repertoire. Because infant memory is initially highly dependent These are locomotor movements, which include on context that is, similarity between the situation walking, running, jumping, hopping, skipping and where information is encoded and where it is climbing; manipulative movements including recalled infants who have experience moving about throwing, catching and kicking; and stability the environment and who learn to spatially encode movements including bending, stretching, rolling, information become less dependent on context for balancing and walking on one's hands. successful recall. These examples show that motor development has MATURATION VS. EXPERIENCE implications beyond the immediately apparent benefits of crawling or walking MATURATION (GENETICS) Gesell & Thompson (1929) and McGraw (1935) believe that motor behaviors emerged according to Piaget (1952) argued that the development of a preprogrammed genetic timetable. reaching and grasping was a key aspect of cognitive development because it forms an important link Gesell demonstrated it doing an experiment with between biological adaptation and intellectual twins, and the conclusion was that maturation and adaptation. not experience is the prime factor in determining when children acquire skills. Reaching and grasping are voluntary actions under the infant’s control, and as such, they open up EXPERIENCE (ENVIRONMENT) exciting new possibilities in the infant’s ability to explore their environment. The infant who reaches J.B.Watson, Thelen (1995), Zelazo & Kolb (1972), for and grasps an object so as to explore it pushes and Hopkins & Westra (1988) think that transactions his development forwards as he engages in with the environment must play a crucial role in the processes such as adapting his grip to the size and timing of motor skill acquisition. shape of the object. The acquisition of motor skills also varies across Piaget argued that these early processes of cultures. assimilation and accommodation to objects drive For instance, Hopkins and Westra found that cognitive development in the sensory motor period. mothers in the West Indies have babies which walk The infants reaching does not depend simply on considerably earlier than the average North the guidance of the handandarmbythevisual system American infant. This example shows, environments but is controlled by proprioception, the sensation of can have important effects on when skills are movement and location based on simulation arising acquired. from bodily sources such as muscle contractions. By about 9 months of age,infants can adjust their INTELLECTUAL OR MENTAL DEVELOPMENT reaching to take into account moving object. The development of the mental abilities and The ulnar grasp is a primitive form of grasping in capacities which helps an individual to adjust his which the infant’s fingers close against their palm. behavior to the ever changing environmental The fingers seem to act as a whole, requiring the use conditions or to accomplish a task that needs of the palm in order to hold an object. complex cognitive abilities is referred to as When infants can sit upright on their own, infants intellectual or mental development acquire the ability transfer objects from hand to hand. By around the end of the first year, infants gave graduate to using the pincer grasp wherein Areas of Mental Development they use their index finger and their thumb in a The following are the major areas of mental opposable manner, resulting in a more coordinated development and finely tuned grip. For example to take a knob on a stereo system. 1. Sensation and Perception 2. Concept formation THE DEVELOPMENT OF MOTOR SKILLS 3. Attention and Interest BEYOND INFANCY 4. Development of Imagination 5. Language Development 6. Development of Memory 7. Development of Problem solving ability Attention is not any specific mental power that makes the selection possible, but it is just the process of selection itself. SENSATION AND PERCEPTION Interest is a motivating force that impels one for Sensation is the elementary impression gathered giving intense attention to an activity. through sense organs. Interest is the mother of attention, and attention is The elementary impressions gathered by sense interest in action. Both are I dispensable factors of organs when interpreted by giving meaning in the child development. light of the effects of past experience is called DEVELOPMENT OF IMAGINATION perception. Imagination is based on images. When one Sensation is sensory impression while perception closes his eyes and forms a metal picture of a distant is the interpreted form of sensory impression. friend, he gets a visual image. When he gets a While sensation depends mainly on the sense mental replica the friend’s voice that is an auditory organs, in perception brain also plays a major role. image. A mental picture is called “imagery”. Sensation and perception are two aspects of a LANGUAGE DEVELOPMENT single process. Though we can explain them Language development is an intrinsic part of separately,we cannot experience them separately in intellectual development which reflects cognitive actual situations. achievements of the child. CONCEPT FORMATION One of the main functions of language is to Concepts are the result of our sensational and facilitate communication. perceptual experiences. Language is also intimately associated with It is generalised mental image of the objects, cognitive functions like thinking, reasoning, problem phenomena or events perceived ealier. solving etc. It stands for a general class and not for a Speech and vocabulary are two of the important particular object, phenomena or event. areas in language development. Itis generalised idea firmed about them, on basis DEVELOPMENT OF MEMORY of similarities or commonalities in attributes. Human beings are endowed with higher This helps in understanding the phenomena or intellectual abilities. events that possess those common attributes. Memory is one such special attribute of man. The process of concept formation has four important Atbirth there is little memory. The child shows phases.They are Sensation , Perception , signs of memory from the early childhood. Abstraction and Generalization. Meaningful sensation lead to perception The memory which the child possesses during his young age is generally rote memory. He enjoys Perception provide opportunities for getting mental repetition and seldom uses logic and insight in images of the things or phenomena. The mind memorizing a thing. analyses these images and synthesizes them with a view to find out what is common to all, neglecting DEVELOPMENT OF PROBLEM SOLVING individual differences. This process of identifying ABILITY similarities and fusing them is called abstraction. Life of an individual is always confronted with so After making such observations leading to many problems. A problem means an obstruction or abstraction for a number of times the child is able to difficulty that one faces while proceeding in a desired form a general idea about the set observed on the direction. basis of the common characteristics or attributes He has to remove the obstruction to reach the possessed by all the numbers of that set. This generalization leads to the formation of a concept goal. ATTENTION AND INTEREST In order to solve the problem he has to make use of his power for thinking and reasoning. As such, Attention can be defined as a process which problem solving ability depends upon the compels an individual to select some particular development of thinking and reasoning. stimulus according to his interest and attitude.