AN INTERSHIP REPORT

Submitted by

PETCHI MANI. A 212220040114

in partial fulfilment for the award of the degree

of

BACHELOR OF ENGINEERING

IN

COMPUTER SCIENCE AND ENGINEERING

SAVEETHA ENGINEERING COLLEGE

ANNA UNIVERSITY : CHENNAI – 600 025

NOVEMBER 2023

i
 ANNA UNIVERSITY, CHENNAI

BONAFIDE CERTIFICATE

Certified that this Internship training report undergone at “SIX PHRASE-

TALENTLY” is the bonafide work of PETCHI MANI. A (212220040114),
who carried out the Internship Training under my supervision.

SIGNATURE SIGNATURE
Mr. M. JOEL JOHN, M.E., Dr. G. NAGAPPAN, M.E., PhD
Assistant Professor Professor
SUPERVISOR HEAD OF THE DEPARTMENT
Dept. of Computer Science and Dept. of Computer Science and
Engineering, Engineering,

Saveetha Engineering College, Saveetha Engineering College,

Thandalam, Chennai 602105. Thandalam, Chennai 602105.

DATE OF THE VIVA VOCE EXAMINATION: ……………………..

INTERNAL EXAMINER

ACKNOWLEDGEMENT
ii
 I express my deep sense of gratitude to our honorable and beloved
Founder President Dr. N.M. VEERAIYAN, our President Dr. SAVEETHA
RAJESH, our Director Dr. S. RAJESH and other management members for
providing the infrastructure needed.
I express my wholehearted gratitude to our principal, Dr. N.
DURAIPANDIAN, for his wholehearted encouragement in completing this
project.
I convey my thanks to Dr. G. NAGAPPAN, Professor and Head of the
Department of Computer Science and Engineering, Saveetha Engineering
College, for his kind support and for providing necessary facilities to carry out
the project work.
I would like to express our sincere thanks and deep sense of gratitude to
our Placement Coordinator Mr. N.V. RAVINDHAR, Assistant Professor and
Mr. M. JOEL JOHN, Assistant Professor, Mentor, Department of Computer
Science and Engineering, Saveetha Engineering College, for their valuable
guidance, suggestions and constant encouragement that paved the way for the
successful completion of the internship training and for providing us necessary
support and details at the right time and during the training process.
I owe my thanks to all the members of our college, faculty, staff and
technicians for their kind and valuable cooperation during the course of the
project. I pleased to acknowledge my sincere thanks to our beloved parents,
friends and well-wishers who encouraged us to complete this project
successfully.

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iv
 DECLARATION

I, PETCHI MANI. A (212220040114), hereby declare that this

Internship report, submitted to the Saveetha Engineering College, Chennai in
partial fulfillment of the requirements for the award of the Degree of Computer
Science Engineering is a record of original training undergone by me during the
period 23/01/2023 to 23/02/2023 under the supervision and guidance of Mr. M.
JOEL JOHN, M.E., Assistant Professor, Department of Computer Science and
Engineering, Saveetha Engineering College, Chennai and it has not formed the
basis for the award of any Degree/Fellowship or other similar title to any
candidate of any University.

Place: Thandalam
Date:

Signature of the Student

v
 TABLE OF CONTENTS

CHAPTER TITLE PAGE NO

1 INTRODUCTION 1
1.1 Background 1
1.2 Objectives 1
2 ABOUT SIX PHRASE 2
2.1 Industries 2
2.2 Company Overview 2
2.3 Founding Information 2
2.4 Contact Information 3
2.5 Website
3
3 TRAINING PROGRAM STRUCTURE 4
3.1 Curriculum overview 4
3.2 Program objectives 4
3.3 Pedagogical approach 4
4 C PROGRAMING TRAINING 5
4.1 Course content 5
4.2 Practical applications 5
4.3 Evolution of c programming 5
4.4 Understanding basics of C 6
4.5 Reasons to learn C 6
5 FUNDAMENTALS OF C PROGRAMMING 7
5.1 Data types 7
5.2 Control statements 7
5.3 Functions 7
5.4 Arrays 7
5.5 Strings 8
5.6 Structures 8
5.7 Pointers 8
5.8 Recursion 8

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6 DATA STRUCTURES 9
6.1 Introduction 9
6.2 linked list 10
6.3 Stack 10
6.4 Queue 11
6.5 Trees 12
6.6 Heap 13

7 ADVANCED QUANTITATIVE APTITUDE 14

7.1 Introduction 14
7.2 Verbal 16
7.3 Quants 18
8 ENGLISH SPEAKING ABILITIES 20
8.1 Focus on Language Proficiency 20
8.2 Group Discussions 20
8.3 Individual Presentation 21
9 INTERVIEW PREPARATION 22
9.1 Panel interviews 22
9.2 Individual interviews 22
9.3 "Tell me about yourself" sessions 23
CONCLUSION 24
10.1 Achievements 24
10.2 Areas for improvement 24

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 CHAPTER 1
INTRODUCTION

1.1 BACKGROUND
The training program, initiated by Six Phrase, aimed to help participants
boost their career skills. Six Phrase focused on teaching C programming,
improving aptitude, enhancing verbal communication, honing reasoning
abilities, and refining English-speaking skills. The goal was to empower
participants for better career opportunities and growth.

1.2 OBJECTIVES
The main goal is to give participants a broad skill set, covering C
programming, soft skills like problem-solving and communication, and key
abilities in aptitude, reasoning, and verbal communication. This aims to make
participants job-ready with practical knowledge for today's industry needs,
improving overall employability. Another focus is empowering participants
for career growth by providing skills for professional advancement. The
program adapts to industry changes, ensuring participants learn current and
future- focused skills. Building confidence is crucial, achieved through
mastering technical skills and effective communication. The program aims to
empower participants for various career paths, making a meaningful impact
on their careers with confidence and competence.

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 CHAPTER 2
ABOUT SIX PHRASE

2.1 INDUSTRIES
Six Phrase operates in various industries, catering to the diverse needs of
individuals seeking career advancement. These industries include career planning, e-
learning, education, and the service industry. The organization's presence in these
sectors reflects its commitment to providing comprehensive solutions for skill
development and professional growth. Whether individuals are navigating career
paths, seeking online learning opportunities, pursuing educational goals, or
exploring service-related fields, Six Phrase endeavors to play a significant role in
empowering them for success.

2.2 COMPANY OVERVIEW

Six Phrase is a company based in Asia-Pacific (APAC), particularly in Chennai,
India. It was founded in 2020 by Suresh Kalpathi. The company focuses on helping
people in their careers by offering various training programs and resources.
Whether it's about coding, communication skills, or getting ready for interviews, Six
Phrase aims to be a helpful guide for individuals looking to grow in their professions.

2.3 FOUNDING INFORMATION

Six Phrase, also known as Veranda Learning Solutions Ltd., was established in
2020. The organization was founded by Suresh Kalpathi with the vision of
providing comprehensive learning solutions to individuals seeking career

2
advancement. The founding of Six Phrase marked the beginning of a commitment to
empower individuals with the skills necessary for success in a rapidly evolving
professional landscape. Since its inception, the organization has been actively
contributing to the education and skill development sector, with a focus on fostering
growth and employability among its participants.

2.4 CONTACT INFORMATION

For inquiries and assistance, you can contact Six Phrase at the following:
Email: [email protected]
Phone Number: +917397303030

2.5 WEBSITE

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 CHAPTER 3
TRAINING PROGRAM STRUCTURE

3.1 CURRICULUM OVERVIEW

The curriculum covers a diverse range of essential skills, including C
programming, aptitude, verbal communication, reasoning, and English-speaking
abilities. It is designed to provide participants with a well-rounded skill set, making
them job- ready and enhancing their overall employability. The curriculum
incorporates practical applications and a pedagogical approach to ensure effective
learning and skill retention. The goal is to empower participants for career
advancement and success in various industries.

3.2 PROGRAM OBJECTIVES

The program aims to equip participants with a comprehensive skill set, fostering
job readiness and enhancing overall employability. Key objectives include
proficiency in C programming, development of aptitude, improvement in verbal
communication, honing reasoning skills, and enhancing English-speaking abilities.
The program is designed to empower participants for career advancement, ensuring
adaptability to industry needs. Through a balanced approach of theoretical learning
and practical application, the program seeks to instill confidence and facilitate long-
term skill retention, ultimately making a meaningful impact on participants' careers.

3.3 PEDAGOGICAL APPROACH

The pedagogical approach is practical and balanced, combining theoretical
learning with hands-on application. It aims to ensure effective skill acquisition,
confidence building, and long-term retention among participants.

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 CHAPTER 4
C PROGRAMMING TRAINING

4.1 COURSE CONTENT

The course content encompasses in-depth coverage of C programming, covering
essential concepts and practical applications. It is designed to provide participants
with a solid foundation in programming skills, preparing them for real-world
challenges and applications.

4.2 PRACTICAL APPLICATIONS

The program emphasizes hands-on practical applications of C programming
concepts. Participants engage in real-world scenarios, applying their theoretical
knowledge to solve practical problems. This approach ensures a thorough
understanding of how to use programming skills in actual situations, enhancing
practical proficiency.

4.3 EVOLUTION OF C PROGRAMMING LANGUAGE

The history of the C programming language is developed in the early 1970s, by
Dennis Ritchie at Bell Laboratories. C's simplicity, efficiency, and portability
contributed to its widespread adoption, becoming a foundation for numerous
programming languages. Over the years, various versions and updates have refined
C, ensuring its relevance in diverse computing environments. The evolution of C is
marked by its adaptability, making it a timeless language that continues to influence
modern programming practices. Its legacy is evident in the development of software,
operating systems, and embedded systems across the globe.

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4.4 UNDERSTANDING THE BASICS OF C:
Exploring the functionality of the C programming language unveils its inner
workings. C operates through a sequence of steps, from code compilation to
execution. The process involves a compiler translating human-readable code into
machine-readable instructions, followed by the creation of an executable file.
When a C program is executed, the operating system loads the executable file into
memory, and the program's instructions are executed sequentially. The language's
efficiency lies in its direct interaction with the hardware, allowing for precise control
and optimal performance. In essence, C programming involves the transformation of
human logic into machine-executable instructions, making it a powerful and
versatile language for various applications.

4.5 REASONS TO LEARN C LANGUAGE

Learning the C programming language offers several compelling reasons:
 C is considered the "mother of all languages" and serves as a foundational
language. Understanding C provides a solid base for learning other
programming languages.
 C is known for its efficiency and high performance. It allows direct access to
hardware and provides low-level manipulation, making it suitable for tasks
where performance is crucial.
 C is versatile and applicable in various domains. It is used in system
programming, embedded systems, game development, and more, showcasing
its broad utility.

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 CHAPTER 5
FUNDAMENTALS OF C PROGRAMMING
5.1 DATA TYPES
In C programming, data types help define the kind of information a variable can
store. Common data types include integers (whole numbers), floating-point numbers
(decimals), characters (single letters or symbols), and more. Properly choosing data
types is crucial for efficient memory usage and program functionality.

5.2 CONTROL STATEMENTS

Control statements enable programmers to dictate the flow of a program. This
includes decision-making (if-else statements), loops (for, while), and switch
statements. These statements allow you to control the execution of code based on
certain conditions or repeatedly execute a block of code.

5.3 FUNCTIONS
Functions are blocks of code designed to perform specific tasks. They are like
mini-programs within a larger program. Functions help in organizing code,
promoting reusability, and simplifying complex tasks. They have a name,
parameters (inputs), and a return value (output).

5.4 ARRAYS
Arrays are collection of similar data elements stored under a single name. They
allow efficient storage and retrieval of data. For example, an array of integers can
store multiple numbers under one variable name. Array elements are accessed using
an index, starting from 0.

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5.5 STRINGS
In C, strings are sequences of characters. They are crucial for working with text.
Strings in C are represented as arrays of characters and are terminated with a null
character ('\0'). String manipulation functions are used to perform operations like
concatenation, copying, and comparison.

5.6 STRUCTURES
Structures allow the grouping of different data types under one name. They are
useful for creating complex data structures. For instance, a structure representing a
person might have fields for name, age, and address. Each field can be of a different
data type.

5.7 POINTERS
Pointers store the memory address of a variable. They provide a way to indirectly
access or modify the value of a variable. Pointers are powerful tools in C
programming, especially for tasks like dynamic memory allocation and efficient data
manipulation.

5.8 RECURSION
Recursion involves a function calling itself. It's a technique used to solve problems
by breaking them down into smaller instances. In C, recursion is often employed for
tasks like traversing data structures, solving mathematical problems, or
implementing algorithms like quicksort.

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 CHAPTER 6
DATA STRUCTURES

6.1 INTRODUCTION
A data structure is a storage that is used to store and organize data. It is a way of
arranging data on a computer so that it can be accessed and updated efficiently.
A data structure is not only used for organizing the data. It is also used for
processing, retrieving, and storing data. There are different basic and advanced
types of data structures that are used in almost every program or software system
that has been developed.

Linear data structure: Data structure in which data elements are arranged
sequentially or linearly, where each element is attached to its previous and next
adjacent elements, is called a linear data structure.
Non-linear data structure: Data structures where data elements are not placed
sequentially or linearly are called non-linear data structures. In a non-linear data
structure, we can’t traverse all the elements in a single run only.

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6.2 LINKED LIST

A linked list is a linear data structure, in which the elements are not stored at
contiguous memory locations. The elements in a linked list are linked using
pointers as shown in the below image:

It is basically chains of nodes, each node contains information such as data and a
pointer to the next node in the chain. In the linked list there is a head pointer,
which points to the first element of the linked list, and if the list is empty then it
simply points to null or nothing.

Types of linked lists:

There are mainly three types of linked lists:

 Single-linked list

 Double linked list

 Circular linked list

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6.3 STACK

In C, a stack is a data structure that follows the Last In, First Out (LIFO)
principle. This means that the last element added to the stack is the first one to
be removed. The stack can be implemented using an array or a linked list.

Push: Adding an element to the top of the stack.

Pop: Removing the top element from the stack.

Peek: Viewing the top element.

isEmpty: Checking if the stack is empty.

isFull: Checking if the stack is full (for an array-based implementation).

In C, a basic stack implementation using an array involves initializing the stack,

pushing elements onto it, popping elements off it, and checking its status (empty or

full). These operations are fundamental for managing data in a Last In, First Out

fashion.

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6.4 QUEUE

A Queue is defined as a linear data structure that is open at both ends and the
operations are performed in First In First Out (FIFO) order.

FIFO Principle of Queue:

A Queue is like a line waiting to purchase tickets, where the first person in lineis
the first person served. (i.e. First come first serve).
Position of the entry in a queue ready to be served, that is, the first entry that
will be removed from the queue, is called the front of the queue(sometimes,
head of the queue), similarly, the position of the last entry in the queue, that is,
the one most recently added, is called the rear (or the tail) of the queue. See the
below figure.

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6.5 TREES

A tree data structure is a hierarchical structure that is used to represent and

organize data in a way that is easy to navigate and search. It is a collection of
nodes that are connected by edges and has a hierarchical relationship between
the nodes.

The topmost node of the tree is called the root, and the nodes below it are called
the child nodes. Each node can have multiple child nodes, and these child nodes
can also have their own child nodes, forming a recursive structure.

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6.6 HEAP

A Heap is a special Tree-based data structure in which the tree is a complete

binary tree. Operations of Heap Data Structure:
Heapify: a process of creating a heap from an array.
Insertion: process to insert an element in existing heap time complexity O(log
N). Deletion: deleting the top element of the heap or the highest priority element,
and then organizing the heap and returning the element with time
complexityO(logN)
Peek: to check or find the first (or can say the top) element of the heap.

TYPES OF HEAP:

Max-Heap: In a Max-Heap the key present at the root node must be greatest
among the keys present at all of its children. The same property must be
recursively true for all sub-trees in that Binary Tree.
Min-Heap: In a Min-Heap the key present at the root node must be minimum
among the keys present at all of its children. The same property must be
recursively true for all sub-trees in that Binary Tree.

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 CHAPTER 7
ADVANCED QUANTITATIVE APTITUDE

7.1 INTRODUCTION
Aptitude reasoning, verbal, and quantitative skills are fundamental aspects of
cognitive abilities crucial in various academic, professional, and everyday settings.
Mastering these skills not only enhances problem-solving abilities but also
improves critical thinking, logical reasoning, and comprehension.
Mastering these aptitudes is vital in various competitive exams, job interviews, and
academic assessments. Strengthening these skills requires consistent practice,
understanding of fundamental concepts, and employing various problem-solving
strategies.
In this journey of honing aptitude reasoning, verbal, and quantitative skills,
practice, perseverance, and continuous learning are key elements that pave theway
for success in tackling challenging problems across different fields and
domains.Aptitude reasoning evaluates one's ability to analyze, interpret, and solve
problemsusing logical and abstract thinking. It encompasses various domains such
as logical reasoning, numerical reasoning, abstract reasoning, and critical thinking,
testing an individual's capacity to comprehend patterns, sequences, and
relationships.

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1. SEATING ARRANGEMENTS:
A, P, R, X, S and Z are sitting in a row. S and Z are in the centre. A and P are at
the ends. R is sitting to the left of A. Who is to the right of P ?
A. A
B. X
C. S
D. Z
Answer: Option B
Explanation:
The seating arrangement is as P,X,S,Z,R
Therefore, right of P is X.

2. DATA SUFFICIENCY:
Question: In which year was Rahul born?
Statements:
I. Rahul at present is 25 years younger to his mother.
II. Rahul's brother, who was born in 1964, is 35 years younger to his mother.
A. I alone is sufficient while II alone is not sufficient
B. II alone is sufficient while I alone is not sufficient
C. Either I or II is sufficient
D. Neither I nor II is sufficient
E. Both I and II
are sufficient
Answer: option E

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Explanation:
From both I and II, we find that Rahul is (35 - 25) = 10 years older than his
brother, who was born in 1964. So, Rahul was born in 1954.

3. DIRECTION SENSE TEST:

A man walks 5 km toward south and then turns to the right. After walking 3 km he
turns to the left and walks 5 km. Now in which direction is he from the starting
place?
A. South-West

B. North

C. North-East

D. South

Answer: Option D

Explanation:

Hence required direction is South-West.

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7.2 VERBAL
Verbal aptitude involves linguistic skills, comprehension, vocabulary, grammar,
and the ability to analyze information presented in textual form. Proficiency in
verbal reasoning allows individuals to comprehend written material effectively,
draw conclusions, and make deductions based on provided information.

EXAMPLES:
1. SPOTTING ERRORS:
A. We discussed about the problem so thoroughly
B. on the eve of the examination
C. that I found it very easy to work it out
D. No error.
Answer: Option A

2. CHANGE OF VOICES:

A. After being driven to the museum, Professor Kumar was dropped at his hotel.
B. Professor Kumar was being driven dropped at his hotel.
C. After she had driven Professor Kumar to the museum she had dropped him
at his hotel.
D. After she was driven Professor Kumar to the museum she had dropped him
at his hotel.
Answer: Option A

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3. IDIOMS AND PHRASES:
1. To keeps one's temper
A. To become hungry
B. To be in good mood
C. To preserve ones energy
D. To be aloof from
E. None
of these
Answer:
Option B

4. ANALOGY:
Paw : Cat :: Hoof : ?
A. Lamb
B. Elephant
C. Lion
D. Horse Answer:
Option D
Explanation:
As cat has Paw similarly Horse has Hoof.

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7.3 QUANTS
Quantitative aptitude focuses on numerical ability, mathematical problem-
solving, and quantitative analysis. It involves proficiency in arithmetic, algebra,
geometry, data interpretation, and statistical reasoning. A strong grasp of
quantitative concepts enables individuals to solve complex mathematical problems
and interpret data accurately.

1. PROFIT AND LOSS:

Alfred buys an old scooter for Rs. 4700 and spends Rs. 800 on its repairs. If he
sells the scooter for Rs. 5800, his gain percent is:
Answer:5*5/11%
Explanation:
Cost Price (C.P.) = Rs. (4700 + 800) = Rs. 5500.
Selling Price (S.P.) = Rs. 5800.
Gain = (S.P.) - (C.P.) = Rs.(5800 - 5500) =
Rs. 300. Gain % =300x100% = 5*5/11%

2. TIME AND DISTANCE:

If a person walks at 14 km/hr instead of 10 km/hr, he would have walked 20 km
more. The actual distance travelled by him is:
Answer:50 km
Explanation:
Let the actual distance travelled be x km.
Then,x/10=x + 20/14
14x = 10x + 200
4x = 200, x=50

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3. CALENDAR:
It was Sunday on Jan 1, 2006. What was the day of the week Jan 1, 2010?
Answer: Friday
Explanation:
On 31st December, 2005 it was Saturday.
Number of odd days from the year 2006 to the year 2009 = (1+1+2+1) = 5
days. On 31st December 2009, it was Thursday.
Thus, on 1st Jan, 2010 it is Friday.

4. PROBLEMS ON AGES:
The sum of ages of 5 children born at the intervals of 3 years each is 50 years.
What is the age of the youngest child?
Answer:4 years
Explanation:
Let the ages of children be x, (x + 3), (x + 6), (x + 9) and (x + 12) years
Then, x + (x + 3) + (x + 6) + (x + 9) + (x +
12) = 50 5x = 20
x = 4.
Age of the youngest child = x = 4 years.

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 CHAPTER 8
ENGLISH-SPEAKING
ABILITIES

8.1 FOCUS ON LANGUAGE PROFICIENCY

Within the training program offered by Six Phrase, a significant emphasis is placed
on enhancing language proficiency. Recognizing the pivotal role effective
communication plays in the professional world, the program dedicates specific
modules and resources to elevate participants' language skills. The focus on language
proficiency encompasses various aspects, including grammar, vocabulary,
pronunciation, and overall communicative competence. Participants engage in
activities that aim to improve their language usage in both written and verbal forms.
This is particularly crucial in today's globalized work environment, where clear and
effective communication is essential for collaboration and success.

8.2 GROUP DISCUSSIONS:

In the context of Six Phrase's training program, group discussions play a pivotal role
in honing English-speaking abilities and fostering collaborative communication
skills. Group discussions involve participants engaging in conversations within a
group setting, sharing ideas, perspectives, and solutions on a given topic. The
effectiveness of group discussions is assessed through participants' ability to actively
contribute, articulate ideas, and engage in constructive dialogue. This evaluation aids
in measuring the improvement of participants' English-speaking abilities and their
capacity to collaborate in professional settings. Group discussions thus stand as a
dynamic component within the training program for success in the workplace.

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8.3 INDIVIDUAL PRESENTATION
As part of Six Phrase's training program, individual presentations serve as a
valuable component to enhance participants' communication skills and showcase
their understanding of various subjects. An individual presentation involves a
participant delivering information, insights, or ideas to an audience, typically in a
structured and organized manner.

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 CHAPTER 9
INTERVIEW PREPARATION

9.1 PANEL INTERVIEWS

In the context of Six Phrase's training program, panel interviews represent a
crucial component of the preparation for real-world job interviews. These interviews
involve a candidate being interviewed by a panel of interviewers, usually comprising
professionals or experts from relevant fields. The aim is to assess the candidate's
suitability for specific roles, considering their skills, knowledge, and overall fit for
the organization. The panel format allows for a comprehensive evaluation,
incorporating diverse perspectives and expertise. Participants in the training program
undergo mock panel interviews, providing a simulated yet realistic experience that helps
them build confidence, articulate their thoughts effectively, and respond to a variety of
questions. The experience gained from panel interviews contributes to participants'
readiness for actual job interviews, preparing them to navigate professional interactions
with poise and competence.

9.2 INDIVIDUAL INTERVIEWS

In the training program offered by Six Phrase, individual interviews form a crucial
aspect of preparing participants for real-world job interviews. Unlike panel interviews,
individual interviews involve a one-on-one interaction between the candidate and an
interviewer. This setting allows for a more personalized assessment of the candidate's
skills, qualifications, and overall suitability for a specific role.
During individual interviews in the training program, participants undergo a
simulated interview experience where they are asked a series of questions related to
their expertise, experience, and the skills they have acquired through the training.

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9.3 "TELL ME ABOUT YOURSELF" SESSIONS
In the "Tell Me About Yourself" sessions within the Six Phrase training
program, the focus is on honing your ability to introduce yourself effectively in a
professional context. These sessions simulate a common yet critical question asked
in job interviews and professional settings. You, as the participant, are guided to
craft a concise and impactful self-introduction that highlights key aspects of your
background, skills, and aspirations. The goal is to help you confidently
communicate your professional identity, making a positive impression on potential
employers or collaborators.

25
 CHAPTER 10
CONCLUSION
10.1 ACHIEVEMENTS

Throughout the training program, I've experienced significant personal and

professional growth. The comprehensive curriculum enhanced my technical skills
and improved crucial areas like communication, problem-solving, and reasoning. The
structured approach to C programming, aptitude development, and communication
skills provided a well-rounded skill set. Practical applications in C programming and
real-world scenarios improved my ability to apply theoretical knowledge. Individual
and group activities, including presentations and discussions, built my confidence,
while mock interviews prepared me for real-world professional scenarios

10.2 AREAS FOR IMPROVEMENT

Reflecting on the training program, there are areas for improvement. While technical
aspects were covered well, staying updated is crucial. Verbal communication and
presentation skills improved, but ongoing practice is needed for further refinement. More
in-depth exploration of diverse problem-solving techniques could enhance critical
thinking. Diversifying group discussion topics would enrich the learning experience.
Continuous refinement of responses in "Tell Me About Yourself" sessions is important.
Actively seeking and incorporating feedback in day-to-day interactions can accelerate
personal and professional development.

26