CGL Tier II: Reading Comprehension Quiz: 17.11.2017 for SSC & Railway Exams

Question 1

Read the passage carefully and choose the best answer to each question out of the four alternatives.

When talking to a reporter early in the season, a coach tends to talk down the abilities of his new man, he does want his team to become known as a favourite because, if the team loses, he will be criticised for not making the most of his material. Even when he knows he has a great team, a coach avoids favourable publicity. He realises that overconfidence, injuries, an error on the field or the better luck of his opponent may wreck any season.

When talking to a reporter, a coach usually ________.

Question 2

Read the passage carefully and choose the best answer to each question out of the four alternatives.

When talking to a reporter early in the season, a coach tends to talk down the abilities of his new man, he does want his team to become known as a favourite because, if the team loses, he will be criticised for not making the most of his material. Even when he knows he has a great team, a coach avoids favourable publicity. He realises that overconfidence, injuries, an error on the field or the better luck of his opponent may wreck any season.

If his team is elevated to the position of a favourite, it may

Question 3

Read the passage carefully and choose the best answer to each question out of the four alternatives.

When talking to a reporter early in the season, a coach tends to talk down the abilities of his new man, he does want his team to become known as a favourite because, if the team loses, he will be criticised for not making the most of his material. Even when he knows he has a great team, a coach avoids favourable publicity. He realises that overconfidence, injuries, an error on the field or the better luck of his opponent may wreck any season.

If a favourite team loses the game, its fans _______.

Question 4

Read the passage carefully and choose the best answer to each question out of the four alternatives.

When talking to a reporter early in the season, a coach tends to talk down the abilities of his new man, he does want his team to become known as a favourite because, if the team loses, he will be criticised for not making the most of his material. Even when he knows he has a great team, a coach avoids favourable publicity. He realises that overconfidence, injuries, an error on the field or the better luck of his opponent may wreck any season.

In spite of good players, a team may lose the game if

Question 5

Read the passage carefully and choose the best answer to each question out of the four alternatives.

When talking to a reporter early in the season, a coach tends to talk down the abilities of his new man, he does want his team to become known as a favourite because, if the team loses, he will be criticised for not making the most of his material. Even when he knows he has a great team, a coach avoids favourable publicity. He realises that overconfidence, injuries, an error on the field or the better luck of his opponent may wreck any season.

In spite of being favourite a team may lose the game, if its opponents _______.

Question 6

Direction: Read the following passage and answer the questions that follow.

Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management course is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme.

Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place — or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill- acquisition and skill-application. But can such a sharp distinction be maintained?

Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill.

What is the passage about?

Question 7

Direction: Read the following passage and answer the questions that follow.

Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management course is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme.

Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place — or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill- acquisition and skill-application. But can such a sharp distinction be maintained?

Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill.

Which of the following statements is false?

Question 8

Direction: Read the following passage and answer the questions that follow.

Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management course is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme.

Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place — or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill- acquisition and skill-application. But can such a sharp distinction be maintained?

Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill.

The writer's attitude, as reflected in the passage, is __________.

Question 9

Direction: Read the following passage and answer the questions that follow.

Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management course is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme.

Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place — or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill- acquisition and skill-application. But can such a sharp distinction be maintained?

Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill.

The course promoters’ attitude is __________.

Question 10

Direction: Read the following passage and answer the questions that follow.

Stuck with the development dilemma? Stay away from management courses. Seriously, one of the biggest complaints that organisations have about management course is that they fail to impact the participants’ on-the-job behaviour. Some management trainers stress the need for follow-up and reinforcement on the job. Some go so far as briefing the participants' managers on what behaviour they should be reinforcing back on the job. Others include a follow-up training day to review the progress of the participants. None of this is really going far enough. The real problem is that course promoters view development as something which primarily, takes place in a classroom. A course is an event and events are, by definition limited in time. When you talk about follow-up after a course, it is seen as a nice idea, but not as an essential part of the participants' development programme.

Any rational, empowered individual should be able to take what has been learnt in a course and transfer it to the work place — or so the argument goes. Another negative aspect of the course mindset is that, primarily, development is thought to be about skill-acquisition. So, it is felt that the distinction between taking the course and behaving differently in the work place parallels the distinction between skill- acquisition and skill-application. But can such a sharp distinction be maintained?

Skills are really acquired only in the context of applying them on the job, finding them effective and, therefore, reinforcing them. The problem with courses is that they are events, while development is an on-going process which, involves, within a complex environment, continual interaction, regular feedback and adjustment. As we tend to equate development with a one-off event, it is difficult to get seriously motivated about the follow-up. Anyone paying for a course tends to look at follow-up as an unnecessary and rather costly frill.

The word ‘mindset’ here means _______.