Communicating with others is an essential skill in business dealings, family affairs, and romantic relationships. Do you often find yourself misunderstanding others? Do you have difficulty getting your point across clearly? When it comes to communication, what you say and what you don't say are equally important. Being a good listener is quite crucial. Find out how your interpersonal skills rate by taking this Communication Skills Test.

Examine the following statements and indicate the degree to which they apply to you. In order to receive the most accurate results, please answer each question as honestly as possible.

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here.

ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAP^®) exam.

Primary Textbook

A Guide to the Automation Body of Knowledge is the primary text resource for the CAP test and provides a complete overview of all technical topics. Order the Guide to the Automation Body of Knowledge.

Study Guide

The CAP Study Guide is a comprehensive self-study resource that contains a list of the CAP domains and tasks, 75 review Braindumps complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains. Order the CAP Study Guide.

Review Courses

A CAP review course is available in several formats as preparation for taking the certification exam. This course is offered by ISA and can also be offered at your location.

ISA also has a variety of training courses that would be helpful in preparing for CAP. NOTE: The CAP test fee is not included with the CAP review courses (EC00, EC00V, EC00E, and EC00M). Visit the Automation Professional Training page for a complete list.

Additional Resources

Exam Topics

1. Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment
2. Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements, Discrete and Sequencing Control, Motor and Drive Control, Motion Control
3. Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes, Environmental, Environmental Monitoring, Building Automation
4. Reliability, Safety, and Electrical: Alarm Management, Reliability, Process Safety and Safety Instrumented Systems, Electrical Installations, Safe Use and Application of Electrical Apparatus
5. Integration and Software: Digital Communications, Industrial Networks, Manufacturing Execution Systems and Business Integration, System and Network Security, Operator Interface, Data Management, Software, Custom Software
6. Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting, Maintenance, Long-Term Support and System Management
7. Work Structure: Automation Benefits and Project Justifications, Project Management and Execution, Interpersonal Skills

CAP demo Questions

Questions on the test were derived from the actual practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop test specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.

The following six questions were taken from the CAP test question item bank and serve as examples of the question type and question content found on the CAP exam.

1. The method by which the tasks and hazards associated with a machine or process are analyzed is known as:
   • A. Risk assessment.
   • B. Machine assessment.
   • C. Risk reduction.
   • D. Risk abatement.
2. To test controller tuning or prototype new control strategies offline, the model should be a(an):
   • A. Tie-back (loopback) simulation.
   • B. Artificial neural network.
   • C. Dynamic process simulation.
   • D. Steady state process simulation.
3. The temperature measurement with the BEST repeatability and resolution is the:
   • A. Thermocouple.
   • B. Resistance temperature detector (RTD).
   • C. Dial thermometer.
   • D. Capillary system.
4. Which of the following is NOT a variable speed drive setup parameter?
   • A. Acceleration rate.
   • B. Motor winding type.
   • C. Output frequency.
   • D. Maximum speed.
5. A complete test plan for system integration testing MUST include:
   • A. Comments for the application programmer.
   • B. Multiple test cases for each mode of operation.
   • C. At least five test cases for each test.
   • D. Expected results for each test case.
6. Frequency of maintenance should be determined by:
   • A. Failure rates of components.
   • B. Availability of personnel and parts.
   • C. Management targets for efficiency and productivity.
   • D. Effectiveness of maintenance personnel.

Sample Questions Answer Key

An test proctor will begin studying test instructions approximately 15 minutes before the test start time. Students must be in the test room with their test at this time. If taking the test on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an test room, unless otherwise allowed according to the professor’s instructions. A student entering the test room after the proctor begins studying instructions will not receive additional time for booting up their laptop, passing the security check, and/or studying test instructions.

When instructed by the proctor, write your test number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten test answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an test past the instructions page until the proctor instructs them to do so.

When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the test room or in the front or sides of the test room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.

Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the test and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each test room will be the official timekeeper for the exam.

Non-alcoholic beverages are permitted in test rooms; however, the container must have a lid.

After the test instructions have been read and the test begins, the proctor will remain in the room. Any student who has a question or problem during an test should see the proctor.

Students may use the restroom or take a break during an exam. However, all test materials must be left in the test room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.

1. Each test paper will contain questions that require you to recall what you've learnt.

2. Each test paper will contain questions that require you to apply what you’ve learnt to an unfamiliar context.

3. Each test paper will contain questions that require you to analyse evidence or data and then make your own decision or conclusion

16 What are the differences among the MSc programmes?

All of our programmes offer a multi-disciplinary and theoretically-oriented approach to media as well as a broad social science foundation in research skills, while allowing students to take a specialist degree according to their interests.

All programmes include the compulsory courses, Theories and Concepts in Media and Communications (either as a full or as a half unit) and Methods of Research in Media and Communications. Additionally, each programme offers a distinctive range of optional and compulsory courses to allow for a greater specialisation in either globalisation, new media, politics, development or regulation. For the course lists for each programme check the individual programme pages from the Graduate Prospectus. They are distinguished as follows:

MSc Media, Communication and Development: The main aim of this programme is to offer an advanced interdisciplinary education and training in contemporary theory and research in the field of media and its application in low income country contexts and provides an opportunity to critically examine the intersection of the fields of media and communications and development research.

MSc Media and Communications: A broad-based understanding of the development and forms of media systems in relation to political economy and power, production and organisation, processes of mediation and influence, communication content and audience response. This programme offers the greatest flexibility of course choices in and outside the department.

MSc Global Media and Communications: Two year Dual Degree with University of Southern California or Fudan University. This programme offers a critical exploration of mediation in the global context, examining processes of globalisation in relation to organisation, production, consumption and representation in media and communications. It is a preparation for high level employment in media and communications related professions anywhere in the world. It offers the opportunity for internships in Los Angeles or Shanghai.

MSc Politics and Communication: This programme offers an intensive, year long exploration of the relations between politics, media and communications. It provides an advanced understanding of the theoretical and applied knowledge in the intersecting fields of politics and communication research as well as an ideal preparation for research work and employment in these fields.

MSc Strategic Communications. The main aim of this programme is to offer an advanced theoretical and applied understanding of the ways in which communication by organisations and institutions shapes our understandings of the world and our place within it. The programme provides an opportunity to critically examine the ways in which organisations use all kinds of communication as strategic tools to engage with audiences in a globalised and digitised landscape. The impact of strategic communication on society and culture is a key focus, as is the effect it has on different dimensions of inclusion and exclusion at a local, national and global level.

For the specific core and optional courses available on each programme, check our Study pages. 

17 What is the difference between an MSc and its research track?

The Research Track provides students with advanced research training, enhancing their methodological and statistical skills. These programmes are particularly recommended for those who may wish to continue to PhD study or a research-oriented career.

18 Can I study a programme part-time?

All programmes, except the MSc Global Media and Communications, can be studied part-time. Full-time programmes run for 12 months, part-time programmes for 24 months. Please note, however, that part-time students must attend courses timetabled during the day and that evening classes are not available.

19 Are your Handbooks available online?

Yes, you can read the MSc Student Handbooks online.

20 Are there any preliminary readings I am expected to do before the beginning of my programme?

Although not required, it may be a good idea to undertake some studying to prepare for the MSc programmes, although none are compulsory. 

Please visit our Master’s programmes, and check the ‘Preliminary reading’ section on the individual programme page. 

21 Why are statistics and methodology courses compulsory for all programmes?

It is the aim of all our programmes to provide students with a robust social science background in research methodologies which includes quantitative as well as qualitative approaches. We consider this to be an essential requirement for overcoming the gap between theory and social research and a prerequisite for the conduct of the students' dissertations. Furthermore, it provides our students with the necessary critical and analytical skills that are highly rated by the media industries and research groups in both public and private sectors. 

22 How is the academic year structured?

The academic year at LSE is made up of three terms, Michaelmas (October - December), Lent (January - March) and Summer (April - June). All classroom teaching takes place in the Michaelmas and Lent terms.

Examinations take place in Janaury and in May/June. Dissertations are supervised intensively during the Summer Term and are written up over the summer vacation in time for submission in mid/late August. 

Students are required to be in London during term-time, but not during vacations, and many students return home to write up their dissertations. Please note that it is your responsibility to ensure that hard copies of your dissertation arrive at LSE on or before the submission deadline.

23 Will I be assigned an Academic Mentor?

At the start of the term all students will be assigned an Academic Mentor who is a member of the staff of the department. Academic Mentors take a personal interest in the student's welfare as well as in their academic studies and progress. The onus is on you to make arrangements to see your Academic Mentor and you should aim to do so at least twice each term, or more frequently if you are having particular difficulties. Students should regard their Academic Mentor as the first port of call in relation to both academic and welfare matters.

Early in the Lent Term, after submission of the first dissertation plan, each student will be allocated a Dissertation Supervisor. From that point onwards, your Dissertation Supervisor will take over the role of Academic Mentor.

24 When will my examinations take place?

Examinations take place in January and in May/June.  The timetable is published to departments and on the LSE website at the end of the Lent term in each year. Please note that the Examinations Office, which timetables each department's exams, is not able to start work on the test timetable until after students' final course choices are established in January of each year. Timetabling examinations for the whole School is a complex undertaking and you will therefore appreciate that it is impossible to produce final dates any earlier. Students should therefore avoid booking any flights at all during the examination period.

25 What are the links with the University of Southern California, Fudan University and the University of Cape Town, as far as the MSc in Global Media and Communications is concerned?

The MSc Global Media and Communications is a two-year programme. The first year of studies takes place in London, LSE, whereas for their second year applicants can choose to continue their studies in either The Annenberg School for Communication in Los Angeles, Fudan Journalism School in Shanghai or The Centre for Film and Media Studies in Cape Town.  On completion of their studies, students will have obtained both an MSc from LSE and an MA from either the Annenberg School of Communication Fudan University or the University of Cape Town. For more information on the programme and the schools, please check MSc/MA Global Media and Communications.

Spring 2024

For Fall semesters, there will be one studying day on Monday of the first test week and one studying day on Friday of the first test week. For Spring semesters, there will be two studying days at the beginning of the first test week.

Final exams are scheduled by the Registrar's Office based on the meeting pattern of the class with the exception of certain basic course sequences that enroll large numbers of first-year students listed below. This schedule avoids direct conflicts for students and minimizes the number of students with more than two exams on a single day.

Any change to assigned final test dates and time requires additional approvals. Undergraduate students who have test questions should contact their four-year advisor. Faculty and staff who have questions should contact courses@case.edu.

The course sequences listed below are scheduled outside of the normal test grid because portions of the sequences enroll large numbers of first-year students. The special scheduling of these exams helps spread out final exams for these students.

“I got this.”

This was my go-to line when I knew what I was doing and wanted to get my boss off my back. What I couldn’t see was how it highlighted a major mistake. I wasn’t evaluating the situation, I wasn’t asking questions. I assumed I knew all the answers, and I was usually wrong.

I didn’t realize the error in my ways until a major client rollout flopped and I had no one to blame but myself — my own stubborn belief that “I got this,” even though I clearly didn’t.

In a debrief with my boss, he said, “Aaron, when you say 'I got this' and have no concerns about a situation, that is when I get concerned.”

What he meant was that as soon as I stop asking compelling questions, I assume I know what’s going to work and stop evaluating potential outcomes and solutions. It’s a tendency we all have when we want to take the quick route. It’s what holds us back from being powerful leaders.

Why is asking powerful questions an essential leadership habit?

It provides leaders with a means to mitigate their confirmation biases and dive deep into the evaluation of a situation, a person or their team as a whole.

I had biases for how the rollout was going to play out. I’d done this before; I knew what was going to happen, so why should I look further into it? I wish I could say this was unique to me, but we all do this. Our brains are wired to jump to outcomes, to look for shortcuts.

Not sure if this relates to you? Watch this quick video to test yourself.

Daniel Kahneman, Nobel Prize-winning behavioral economist who was the first to highlight these biases, states, “Confirmation bias comes from when you have an interpretation, and you adopt it, and then, top down, you force everything to fit that interpretation.”

This bias can be disastrous for leaders; it can hinder their decision making ability and blindside them completely. Asking powerful questions is our way around it. It can help us avoid this common miscalculation.

What does a powerful question look like?

I’m going to share a definition of and the criteria for a powerful question, but I also want to be clear there is no script for asking a powerful question. Powerful questions evoke clarity, create greater possibility, reveal new learning and generate action. Here are a few ways to determine if a question is powerful or not.

A powerful question …

• Is open-ended: Ask what, when or how instead of asking a yes or no question.

• Comes from a beginner’s mindset: Start by telling yourself, “I don’t know the answer.”

• Is clear and succinct: Keep it simple, don’t use too many words.

• Is impactful: It’s important to remember that not every question in a conversation should be powerful. In a 30-minute conversation, aim for 2-3 powerful questions.

• Happens in the moment: Here is probably the most crucial point to remember about powerful questioning. You can’t plan it! Formulaic questions outlined before the conversation won’t work. You have to be in the moment.

There is no script for asking powerful questions. There is, however, an often-overlooked trait that will set you up to ask powerful questions in any situation.

What’s the trait?

Curiosity. Want to discover a master of curiosity? Find any 3-year old and watch them for an hour. They ask what, why and how to nearly everything they see in the world around them. They want to know more and do not limit themselves to the societal expectations of what’s right or wrong. They just ask.

As we get older, we are trained to lose our curiosity when it becomes clear it’s not acceptable to ask all the questions that come to mind. Instead, we go about our days having surface-level conversations, rarely digging more in-depth with a co-worker, client or even a friend.

The secret to asking more powerful questions is digging deeper. It’s triggering our 3-year old selves and reconnecting with our curiosity.

I found it hard to come up with a way to share this concept with you. I realized it’s so hard to explain because, as adults, there are very few situations where we are curious. Then I remembered riddles. They are a great way to bring the curiosity right back. Try this one out.

“What has a head, a tail, is brown and has no legs?”

As you are studying this, trying to figure out the answer, your mind is swirling with questions and possibilities.

What kind of animal has no legs?

Is it an animal?

What else could it be?

What sorts of things have tails?

The series of questions running through your head is your curiosity showing up. It’s the little kid inside of you wanting to understand, to know. Curiosity is the genuine desire to learn more -- to explore.

To be able to evaluate people, teams or situations with greater fidelity, go back to the curious part of you that wants to explore. Instead of restricting yourself, open yourself up and allow your mind to ask any question.

Allow yourself to ask the powerful questions. You already have them in you.

Sometimes it may take priming yourself with a riddle to get you there.

“What has a head, a tail, is brown and has no legs?”

A penny.