Employability Training For EY Applicants

Summary

The session is an aptitude-training lesson for employment tests. The instructor explains five reasoning areas: analogies, number series, coding, figure-based reasoning, and data sufficiency. The recurring approach is to identify a rule or pattern and apply it consistently.

1. Analogies

An analogy asks learners to find the relationship between one pair of numbers or letters and use the same relationship to complete another pair.

• For numbers: Check for powers, multiplication, division, fractions, or formulas involving the number itself.
  • For example, (25 = 5^2) and (125 = 5^3). Applying the same square-to-cube relationship to (49 = 7^2) gives (7^3 = 343).
  • For (8 \times 7 = 8(8 - 1) = 56), the matching rule for 12 is (12(12 - 1) = 132).
  • For (15 \times 16 = 15(15 + 1) = 240), applying the rule to 14 gives (14 \times 15 = 210).
  • A number may also be paired with its reciprocal, such as 6 and (1/6).
• For letters: Convert letters to their alphabetical positions (A = 1, B = 2, etc.) and look for a numerical rule, such as doubling, taking a square root, or applying another operation, to determine the matching letter or letters.

2. Number Series

For a series, compare terms and differences, and check whether the sequence is a single series or several interleaved series.

• Each term may be the sum of previous terms. In 1, 2, 3, 6, 11, 20, 37, 68, each term from 6 onward is the sum of the previous three. The next term is (68 + 37 + 20 = 125).
• Changing subtraction amounts can form a pattern. For example, the differences may decrease by 15, 14, 12, and 9, with the amount subtracted changing by 1, then 2, then 3. Continue that difference pattern to find the next term.
• Look for alternating or interleaved series. In a decimal sequence, odd-positioned and even-positioned terms may follow separate rules. One sequence discussed has a strand increasing by 0.5 each time, while another increases by 1.
• Addition increments may multiply by a fixed factor. If successive additions are 6, 18, and 54, the next addition is 162.
• Division rules may alternate. The lesson demonstrates checking whether terms are divided by 2 and 5 in turn.
• A sequence may mix squares and cubes. Check whether consecutive positions follow a pattern such as a cube, a square, then a cube.
• Fractions can alternate between equivalent forms. Check both improper fractions and mixed numbers. For instance, (4/3) squared is (16/9 = 1\frac{7}{9}), not (1\frac{5}{9}).

3. Coding

Coding questions provide a word or number and its code. The task is to infer the transformation and apply it to a new item.

• Shift each letter by a fixed number of alphabet positions. In one example, each letter moves forward one place: AUSTRALIA becomes BVTUSBMJB.
• Rearrange letters alphabetically. For example, the letters in EQUATOR arranged in alphabetical order give AEOQRTU.
• Swap the halves of a word. For CUSTOM, the second half followed by the first half gives TOMCUS.
• Map letters consistently across words. Use the examples to determine each letter’s code, then encode a new word letter by letter.
• Use word length to determine a numerical value. The lesson gives examples where a word’s value is the square of its number of letters.
• Decode an operator rule rather than assuming the symbol’s usual meaning. In one numerical example, * means “add the two numbers, then subtract 5.”
• Check letter positions and offsets. Some codes combine a letter’s alphabet position with an added number. Identify the relationship from the examples before encoding the target word.

4. Figure-Based Reasoning

The instructor emphasizes observation: compare figures for changes in counts, positions, shading, or shape rather than overcomplicating the problem.

• Track quantities that increase or decrease, such as plus signs decreasing while stars increase.
• Follow alternating features, such as a central region changing from black to white and back.
• Count sides, shapes, or symbols, and check whether totals remain constant.
• In grid-style arrangements, compare rows and columns for a consistent count or distribution.
• Notice whether the number of repeated shapes changes while their orientation alternates.
• Track how many shapes have each marking or shading.
• Check whether every figure contains the same set of shapes with distinct shading patterns.
• Select the option that continues the observed rule and satisfies all relevant conditions.

5. Data Sufficiency

Data-sufficiency questions ask whether the given statements provide enough information to answer a question—not necessarily to calculate the answer itself.

The lesson’s answer choices are:

1. Statement A alone is sufficient, but B alone is not.
2. Statement B alone is sufficient, but A alone is not.
3. Either A or B alone is sufficient.
4. Both statements together are required.
5. Even both statements together are insufficient.

Method:

• Test statement A by itself.
• Test statement B by itself.
• If neither works alone, combine them.
• Check whether the information gives one definite answer. If multiple answers remain possible, the information is insufficient.
• Do not assume facts that are not stated.

Examples include combining a population figure with a growth rate to find a later population, and combining a machine’s current value with its depreciation rate to find its earlier value. By contrast, knowing that a number is divisible by both 6 and 10 may still be insufficient to establish whether it is a multiple of 60 if the statements allow multiple possibilities.

The session concludes by encouraging continued practice: these questions become easier when learners recognize common patterns quickly.

Speakers and Sources

• Instructor/presenter: An unnamed instructor leads the lesson and explains the questions.
• Learners: Participants submit answers in the chat. The presenter refers to commenters by names including Kavya, Alvin, Anjana, Devika, Shilpa, Narita, Grishma, Merita, Abirami, Leia, Arya, and Karthika. Some names may be imperfectly captured by the auto-generated subtitles.
• Other sources: No external speakers or sources are clearly featured.