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SBI पीओ प्रारंभिक परीक्षा मॉक टेस्ट 1

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टॉपिक-वाइज जीके टेस्ट
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आपका समय समाप्त हुआ. यह ऑनलाइन टेस्ट स्वचालित रूप से सबमिट किया गया है.


SBI PO PT Online Mock Test 1

  • यह SBI PO PT के लिए एक ऑनलाइन मॉक टेस्ट है.
  • इस परीक्षा में प्रत्येक प्रश्न के लिए एकाधिक उत्तर विकल्प दिए गए हैं. आपको सबसे अच्छा विकल्प चुनना है.
  • टेस्ट पूरा करने के बाद आप अपना रिजल्ट देख सकते हैं.
  • इस परीक्षण में 100 प्रश्न हैं जिसे पूरा करने के लिए आपको 60 मिनट का समय दिया जाएगा.
  • कृपया ध्यान दें कि परीक्षा निर्धारित समय समाप्त होने पर स्वचालित रूप से सबमिट कर दी जाएगी.
  • गलत उत्तरों के लिए कोई नकारात्मक अंकन नहीं है.
  • EduDose ने यह परीक्षा अंग्रेजी और हिंदी दोनों माध्यमों में प्रदान की है.
  • यह परीक्षण एक प्रयास (ONE attempt) तक सीमित है.

1 / 100

निम्नलिखित शृंखला में प्रश्चन-वाचक चिन्ह (?) के स्थान पर क्या आयेगा?
WE SG PJ LN?

sbi-clerk-mock-pt-5-48510.png

2 / 100

यदि A को 4 से विस्थापित कर दिया जाए, B को 3 से, C को 2, D को 4, E को 3, F को 2 से तथा इसी प्रकार आगे भी क्रम जारी रहा, तो शब्द SICK के अक्षरों के अंकीय मान का कुल योग क्या होगा?

sbi-clerk-mock-pt-5-48516.png
Total Value = 11

3 / 100

निम्नलिखित पांच में से चार किसी निश्चित प्रकार से समान है अतः उनका एक समूह बनता है। यह एक कौन-सा है जो इस समूह में शामिल नहीं होता है?

All are multiple of 4, except 70.

4 / 100

यदि U को 7, M को 2, I को 5, O को 1, K को 8 और J को 4 से बताया जाए तो शब्द MOUJIK को उलटे क्रम में लिखने पर शब्द का संख्यात्मक रूप क्या होगा?

M O U J I K
2 1 7 4 5 8
After written in reverse order.
854712

5 / 100

शब्द FAINTS के अक्षरों को वर्णानुक्रम से लगाने पर कितनी अक्षर उसी क्रम में रहेंगे, जिस क्रम में वे शब्द में हैं?

sbi-clerk-mock-pt-5-48522.png

6 / 100

एक खास कोड में GARNISH को RGAINHS लिखा जाता है। उस कोड में GENIOUS कैसे लिखा जाएगा?

sbi-clerk-mock-pt-5-48528.png
Similarly,
sbi-clerk-mock-pt-5-48534.png

7 / 100

शब्द MISPLACE में अक्षरों को ऐसे कितने जोड़े हैं जिनमें से प्रत्येक के बीच शब्द के दो अक्षरों के बीच उतने ही अक्षर हैं जितने अंग्रेज़ी वर्णमाला में उनके बीच हैं?

sbi-clerk-mock-pt-5-48541.png

8 / 100

एक खास कोड में INKER को GLLGT और GLIDE को EJJFG लिखा जाता है। उस कोड में JINKS कैसे लिखा जाता है?

As,
sbi-clerk-mock-pt-5-49833.png
and,
sbi-clerk-mock-pt-5-48558.png
Similarly,
sbi-clerk-mock-pt-5-48564.png

9 / 100

निम्नलिखित पांच में चार किसी प्रकार से एक समान हैं तथा वे अपना एक समूह बनाते हैं। वह कौन-सा एक है जो इस समूह में शामिल नहीं होता है?

Except 'Grey' all are the colours of rainbow.

10 / 100

संख्या 5314679 में ऐसे कितने अंक हैं जो संख्या के प्रारंभ से उतनी ही दूरी पर हैं जितनी कि संख्या के अंकों को अवरोही क्रम में सजाने पर हैं?

5 3 1 4 6 7 9
9 7 6 5 4 3 1

11 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
सभी कमरे टेबल हैं।
कुछ टेबल कार्ड हैं।
सभी कार्ड चम्मच हैं।
निष्कर्षः
I. कुछ चम्मच कमरे हैं।
II. कुछ चम्मच टेबल हैं।

Some tables are cards.(I-type)
All cards are spoons. (A-type)
I + A ⇒ I-type of Conclusion
"Some tables are spoons".
Conclusion II is Converse of it.

12 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
कुछ कुर्सियां खिडकियाँ हैं।
कुछ खिड़कियां दीवारें हैं।
कुछ दीवारें घर हैं।
निष्कर्षः
I. कुछ घर कुर्सियां हैं।
II. कोई घर कुर्सी नहीं है।

All the three Premises are particular Affirmative (I-type). No Conclusion follows from the two Particular Premises. Conclusions I and II form Complementary Pair. Therefore, either I or II follows.

13 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
कुछ पिन तलवारें हैं।
सभी तलवारें चाकू हैं।
सभी चाकू छड़ियां हैं।
निष्कर्षः
I. कुछ छड़ियां पिन हैं।
II. कुछ चाकू पिन हैं।

Some pins are swords. (I-type)
All swords are knives. (A-type)
I+ A ⇒ I-type of Conclusion
"Some pins are knives."
Conclusion II is Converse of it.
All swords are knives. (A-type)
All knives are sticks. (A-type)
A + A ⇒ A-type of Conclusion
"All swords are sticks."
Some pins are knives. (A-type)
All knives are sticks. (A-type)
I + A ⇒ I-type of Conclusion
"Some pins are sticks."
Conclusion I is converse of it.

14 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
सभी डेस्क प्लेट हैं।
सभी प्लेट दर्पण हैं।
सभी दर्पण बाॅक्स हैं।
निष्कर्षः
I. कुछ बाॅक्स प्लेट हैं।
II. सभी दर्पण डेस्क हैं।

All desks are plates. (A-type).
All plates are mirrors. (A-type)
A + A ⇒ A-type of Conclusion
"All plates are mirrors."
All plates are mirrors. (A-type)
All mirrors are boxes. (A-type)
A + A ⇒ A-type of Conclusion
"All plates are boxes."
Conclusion I is converse of it.

15 / 100

निर्देश (5 प्रश्नों के लिए): नीचे प्रत्येक प्रश्न में तीन कथन और उसके बाद दो निष्कर्ष दिए गए हैं। दोनों निष्कर्षों को पढ़िए, फिर तय कीजिए कि कौन-सा निष्कर्ष दिए गए कथनों का तर्कसंगत रूप से अनुसरण करता है।
कथन:
सभी रोड बस हैं।
कोई बस ट्रेन नहीं है।
कुछ ट्रेन प्लेटफाॅर्म हैं।
निष्कर्षः
I. कुछ प्लेटफाॅर्म रोड हैं।
II. कुछ ट्रेन रोड हैं।

All roads are buses. (A-type)
No bus is train. (E-type)
A + E ⇒ E-type of Conclusion
"No road is train."
No bus is train. (E-type)
Some trains are platforms. (I-type)
E + I ⇒ O*-type of Conclusion
"Some platforms are not buses."

16 / 100

निर्देश (2 प्रश्नों के लिए): निम्नलिखित जानकारी को ध्यान से पढ़िए और उसके बाद दिए गए प्रश्न का उत्तर दीजिए।

यदि 'A - B' का अर्थ है 'A, B का पिता है।'
यदि 'A + B' का अर्थ है 'A, B की पुत्री है।'
यदि 'A ÷ B' का अर्थ है 'A, B का पुत्र है।'
यदि 'A × B' का अर्थ है 'A, B की पत्नी है।'

अभिव्यक्ति 'P ÷ Q - T' में T का P से क्या संबंध है?

P ÷ Q – T ⇒
sbi-clerk-mock-pt-5-48570.png
T is either brother or sister of P.

17 / 100

निर्देश (2 प्रश्नों के लिए): निम्नलिखित जानकारी को ध्यान से पढ़िए और उसके बाद दिए गए प्रश्न का उत्तर दीजिए।

यदि 'A - B' का अर्थ है 'A, B का पिता है।'
यदि 'A + B' का अर्थ है 'A, B की पुत्री है।'
यदि 'A ÷ B' का अर्थ है 'A, B का पुत्र है।'
यदि 'A × B' का अर्थ है 'A, B की पत्नी है।'

अभिव्यक्ति 'P ÷ Q × R' में R का P से क्या संबंध है?

P + Q × R ⇒
sbi-clerk-mock-pt-5-48576.png
R is father of P

18 / 100

'लोहा' उसी प्रकार संबंधित हैं 'ठोस' से जिस प्रकार 'पारा' संबंधित हैं....................... से।

Iron is found in solid state. Similarly, mercury is found in liquid state.

19 / 100

एक निश्चित कूट भाष में BRIGHT को JSCSGF लिखा जाता है। उसी कूट भाषा में JOINED किस प्रकार लिखा जाएगा?

As,
sbi-clerk-mock-pt-5-48101.png
Similarly,
sbi-clerk-mock-pt-5-48107.png

20 / 100

एक निश्चित कूट भाषा में BOARD को 51324 लिखा जाता है तथा SIDE को 9647 लिखा जाता है। उसी कूट भाषा में BASE किस प्रकार लिखा जाएगा?

sbi-clerk-mock-pt-5-48114.png
and
sbi-clerk-mock-pt-5-48121.png
Therefore,
sbi-clerk-mock-pt-5-48127.png

21 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि प्रत्येक संख्या के पहले व तीसरे अंक परस्पर बदल दिए जाएं, तो कौन-सी संख्या सबसे छोटी से तीसरी होगी?

283 ⇒ 382; 347 ⇒ 743;
518 ⇒ 815; 829 ⇒ 928;
748 ⇒ 847; 827 ⇒ 728
∴ third lowest number = 347

22 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि दूसरे अंक में 1 जोड़ दिया जाए, तीसरे अंक में से 1 घटा दिया जाए और फिर पहले और तीसरे अंक परस्पर बदल दिए जाएं, तो सबसे बड़ी संख्या कौन-सी होगी?

283 ⇒ 292 ⇒ 292
347 ⇒ 356 ⇒ 653;
518 ⇒ 527 ⇒ 725;
829 ⇒ 838 ⇒ 838;
748 ⇒ 757 ⇒ 757;
827 ⇒ 836 ⇒ 938;
∴ third number = 829

23 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि प्रत्येक संख्या के पहले अंक को उस संख्या के तीसरे अंक के स्थान पर रखा जाए, तीसरे अंक को दूसरे अंक के स्थान पर रखा जाए और दूसरे अंक को पहले अंक के स्थान पर रखा जाए तो उसके बाद जो संख्याएं बनें उन्हें आरोही क्रम में रखा जाए, तो तीसरी संख्या कौन-सी होगी?

283 ⇒ 832; 347 ⇒ 473;
518 ⇒ 185; 829 ⇒ 298;
748 ⇒ 487; 827 ⇒ 278;
185, 278, 298, 473, 487, 832

24 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि प्रत्येक संख्या के पहले और तीसरे अंक को परस्पर बदल दिया जाए और प्रत्येक संख्या के दूसरे अंक में 1 जोड़ा जाए, तो निम्नलिखित मे से संख्याओं के किस जोड़े में उनके संख्यात्मक मूल्य का सर्वाधिक योग होगा?

283 ⇒ 932; 347 ⇒ 753;
518 ⇒ 825; 829 ⇒ 938;
748 ⇒ 857; 827 ⇒ 738
825 + 938 = 1763
829 and 518

25 / 100

निर्देश (5 प्रश्नों के लिए): इनमें से प्रत्येक प्रश्न नीचे दी गई 6 संख्याओं पर आधारित है:

283347518829748827

यदि 283 को 328 लिखा जाए, 347 को 734 लिखा जाए और आगे भी ऐसे ही परिवर्तन किए जाएं तो निम्नलिखित में से किन दो संख्याओं के बीच सबसे कम अन्तर होगा?

283 ⇒ 328; 347 ⇒ 734;
518 ⇒ 851; 829 ⇒ 982;
748 ⇒ 874; 827 ⇒ 782;
518 and 748

26 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

E के दाएं से दूसरा कौन है?

sbi-clerk-mock-pt-5-48585.png

27 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

A के बाएं से तीसरा कौन है?

sbi-clerk-mock-pt-5-48585.png

28 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

निम्नलिखित में से किस जोड़े में पहला व्यक्ति दूसरे व्यक्ति के तुरंत दाएं बैठा है?

sbi-clerk-mock-pt-5-48585.png

29 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

उपरोक्त व्यवस्था में अपने स्थान के आधार पर निम्नलिखित पांच में से चार किसी प्रकार समान है अतः उनका एक समूह बनता है। वह एक कौन-सा है जो इस समूह में नहीं आता है?

sbi-clerk-mock-pt-5-48585.png

30 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित जानकारी का अध्ययन कर नीचे दिए गए प्रश्नों के उत्तर दीजिए।

आठ मित्र A, B, C, D, E, F, G, H, I और J केन्द्र की ओर मुंह किए एक वृत्त के गिर्द बैठे हैं। H, E के तुरंत बाएँ है जो B के दाएँ तीसरा है। C, D के दाएँ दूसरा है और B का पड़ोसी नहीं है। F, G के दाएँ दूसरा और C का पड़ोसी नहीं है।

B के तुरंत बाएं कौन है?

sbi-clerk-mock-pt-5-48585.png

31 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: R © K, K * M, M % P
निष्कर्षः
I. M % R
II. P © R

$ ⇒ ≥
* ⇒ ≤
@ ⇒ =
© ⇒ <
% ⇒ >
Statements:
R © K ⇒ R > K
K * M ⇒ K ≤ M
M % P ⇒ M > P
Hence, R < K ≤ M > P
Conclusions:
I. M % R ⇒ M > R (True)
II. P © R ⇒ P < R (Not true)

32 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: H @ K, K $ F, F © N
निष्कर्षः
I. N % K
II. F * H

Statements:
H @ K ⇒ H = K
K $ F ⇒ K ≥ F
F © N ⇒ F < N
Hence,H = K ≥ F < N
Conclusions:
I. N % K ⇒ N > K (Not True)
II. F * H ⇒ F ≤ H (True)

33 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: M % Q, Q @ K, K $ R
निष्कर्षः
I. M % K
II. R © M

Statements:
M % Q ⇒ M > Q
Q @ K ⇒ Q = K
K $ R ⇒ K ≥ R
Hence, M > Q = K ≥ R
Conclusions:
I. M % K ⇒ M > K (True)
II. R © M ⇒ R < M (True)

34 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: P * R, R $ J, J @ D
निष्कर्षः
I. D $ P
II. P @ J

Statements:
P * R ⇒ P ≤ R
R $ J ⇒ R ≥ J
J @ D ⇒ J = D
Hence, P ≤ R ≥ J = D
Conclusions:
I. D $ P ⇒ D ≥ P (Not True)
II. P @ J ⇒ P = J (Not True)

35 / 100

निर्देश (5 प्रश्नों के लिए): निम्नलिखित प्रश्नों में @, ©, $, * और % प्रतीकों का नीचे बताए गए अर्थों में प्रयोग किया गया है:

'A $ B' का अर्थ 'A, B से या तो बड़ा है या बराबर है'।
'A * B' का अर्थ 'A, B से या तो छोटा है या बराबर है'।
'A @ B' का अर्थ 'A, B से न तो बड़ा है न छोटा है'।
'A © B' का अर्थ 'A, B से छोटा है'।
'A % B' का अर्थ 'A, B से बड़ा है'।

अब नीचे दिए गए प्रत्येक प्रश्न में, दिए गए कथनों को सत्य मानते हुए, यह पता लगाइए कि उनके नीचे दिए निष्कर्ष I और II में से कौन-सा/कौन-से निश्चित रूप से सत्य है/हैं?
कथन: W $ P, P © K, K * R
निष्कर्षः
I. R $ P
II. K % W

Statements:
W $ P ⇒ W ≥ P
P © K ⇒ P < K
K * R ⇒ K ≤ R
Hence, W ≥ P < K ≤ R
Conclusions:
I. R $ P ⇒ R ≥ P (Not True as R > P)
II. K % W ⇒ K > W (Not True)

36 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
18 × 8 + (?)² = (15)²

18 ÷ 8 + (?)² = (15)²
or, (?)² = (15)² = (15)² – 18 × 8
= 225-144 = 81
∴ ? = sbi-clerk-mock-pt-5-49025.png=9

37 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
546 का 66% - 439 का 43% =?

66% of 546 – 43% of 439 =?
or, sbi-clerk-mock-pt-5-49019.png
= sbi-clerk-mock-pt-5-49013.png
sbi-clerk-mock-pt-5-49006.png
sbi-clerk-mock-pt-5-48999.png= 171.59

38 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
975 + 714 ÷ 42 =?

975 + 714 ÷ 42 =?
or, sbi-clerk-mock-pt-5-48993.png
= 975 + 17 = 992

39 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
(62)² + (14)² =?² + 559

(62)² + (14)² = (?)² + 559
or, (?)² = [(62)² + (14)²]-559
= [3844 + 196]-559
= 3481
∴ sbi-clerk-mock-pt-5-48986.png

40 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
? ÷ 40 × 9 = 378

? ÷ 40 × 9 = 378
or, sbi-clerk-mock-pt-5-48980.png× 9 = 378
∴ sbi-clerk-mock-pt-5-48974.png = 1680

41 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
sbi-clerk-mock-pt-5-48591.png

sbi-clerk-mock-pt-5-48968.png
= sbi-clerk-mock-pt-5-48962.png
=sbi-clerk-mock-pt-5-48956.png
= sbi-clerk-mock-pt-5-48950.png

42 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
1200 का 45% = ? का 54%

45% of 1200 = 54% of?
or, sbi-clerk-mock-pt-5-48944.png
or, sbi-clerk-mock-pt-5-48938.png= 1000

43 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
1354 + 1184 = 5640 का?%

1354 + 1184 =?% of 5640
or, sbi-clerk-mock-pt-5-48932.png= 1354 + 1184 = 2538
or, sbi-clerk-mock-pt-5-48925.png = 45

44 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
208 का sbi-clerk-mock-pt-5-48624.png + 786 = 2000 -?

sbi-clerk-mock-pt-5-48919.png of 208 + 786 = 2000 –?
or,? = 2000 –
sbi-clerk-mock-pt-5-48913.png
= 2000 – (1066 + 786)
= 2000 – 1852 = 148

45 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर मान कितना आएगा?
546 + 222 ÷ 6 × 9 =?

546 + 222 ÷ 6 × 9 =?
or,? = 546 + sbi-clerk-mock-pt-5-48907.png
= 546 + 333 = 879

46 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
32 34 37 46 62 87 123

The series is +(1)², +(2)², +(3)², +(4)², +(5)², +(6)²..........
The wrong number is 34
It should be 32 + (1)² = 33

47 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
7 18 40 106 183 282 403

The series is +(11×1), +(11×3), +(11×5), +(11×7), +(11×9)......
The wrong number is 40
It should be 18 + (11 × 3) = 51

48 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
850 843 829 808 788 745 703

The series is –7, –14, –21, –28, –35, –42..........
The wrong number is 788.
It should be 808 – 28 = 780

49 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
33 321 465 537 573 590 600

sbi-clerk-mock-pt-5-48902.png
The wrong number is 590.
It should be 573 + 18 = 591

50 / 100

निम्न संख्या श्रृंखला में केवल एक संख्या गलत है। गलत संख्या का पता लगाइए।
37 47 52 67 87 112 142

The series is +5, +10, +15, +20, +25, +30.........
The wrong number is 47
It should be 37 + 5 = 42

51 / 100

एक स्कूल में कुल 2500 छात्र हैं। यदि स्कूल में 1400 लड़कियाँ हैं तो उस स्कूल में लड़कों की कुल संख्या का लड़कियों की कुल संख्या से क्रमशः अनुपात कितना है?

The total no. of students = 2500
The total no. of girls = 1400
∴ Total no. of boys
= 2500 – 1400 = 1100
∴ Respective ratio
= 1100:1400 = 11:14

52 / 100

एक परीक्षा में पास होने के लिए कुल 675 अंक लेने पड़ते हैं। एक विद्यार्थी को 585 अंक मिलते हैं और वह 6% अंकों से फेल हो जाता है। कोई विद्यार्थी अधिकतम कितने अंक ले सकता है?

Let the maximum aggregate marks be x
The students failed by (675 – 585 =) 90 marks
∴ sbi-clerk-mock-pt-5-48895.png
sbi-clerk-mock-pt-5-48889.png = 1500

53 / 100

यदि 2x + 3y = 87 और 3x - 3y = 48 है, तो x का मूल्य क्या है?

2x + 3y = 87
3x – 3y = 48
5x = 135
∴ sbi-clerk-mock-pt-5-48883.png

54 / 100

एक पुरुष और एक ही दिन पैदा हुए उसके जुड़वां पुत्रों की औसत आयु 30 वर्ष है। पिता और उसके पुत्र की आयु का अनुपात क्रमशः 5:2 है। पिता की आयु कितनी है?

According to the question,
Average age of a man and his twin sons = 30
∴ Total age = 30 × 3= 90 years
Given that the ratio of father and one son = 5:2
(since children born on the same day)
∴ 5x + 2x + 2x = 90
or, 9x = 90
∴ sbi-clerk-mock-pt-5-48877.png
∴ Father's age = 5 × 10
= 50 years

55 / 100

अंकों के निम्नलिखित सेटों के लगभग औसत का पता लगाइएः
1566, 2455, 1231, 2678, 1989, 3342, 2715

Required average
sbi-clerk-mock-pt-5-48871.png
sbi-clerk-mock-pt-5-48865.png= 2282.28 ≈ 2282

56 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
परीक्षा में पास होने के लिए अंग्रेजी में न्यूनतम 54 और विज्ञान में न्यूनतम 93 अंक पाना जरूरी है तो परीक्षा में कितने विद्यार्थी पास हुए हैं?

Percentage pass marks in English
sbi-clerk-mock-pt-5-48859.png
Percentage pass marks in Science
sbi-clerk-mock-pt-5-48853.png
So, only B and C passed in the exam.

57 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
सभी विषयों में मिलाकर किस विद्यार्थी को सर्वाधिक अंक मिले हैं?

Marks in all subjects together for:
A = 111 + 51 + 77.5 + 34 + 81 + 18.5 = 373
B = 96 + 54 + 102.5 + 34 + 63 + 16.5 = 366
C = 108 + 63 + 97.5 + 33 + 77 + 17.5 = 396
D = 117 + 61.5 + 80 + 35 + 69 + 21 = 383.5
E = 123 + 48 + 105 + 36 + 65 + 15 = 392
F = 102 + 54 + 92.5 + 37 + 83 + 20 = 388.5
Hence C scored the highest marks in all subjects
together.

58 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
सभी विद्यार्थियों द्वारा मिलाकर हिन्दी में प्राप्त औसत अंक कितने हैं? (दशमलव के बाद दो अंकों तक पूर्णांकित)

Required average
= (34 + 34 + 33 + 35 + 36 + 37) ÷ 6
= 209 ÷ 6 = 34.83

59 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
सभी विषयों में मिलाकर F को प्राप्त अंकों का समग्र प्रतिशत कितना है?

Marks obtained by F in all subjects
= 388.5
Total maximum marks
= 150 + 75 + 125 + 50 + 100 + 25 = 525
∴ Required % = sbi-clerk-mock-pt-5-48841.png = 74

60 / 100

निर्देश (5 प्रश्नों के लिए): नीचे दिए गए प्रश्नों के उत्तर देने के लिए इस सारणी का ध्यानपूर्वक अघ्ययन कीजिए।

छह विद्यार्थियों द्वारा छह अलग-अलग विषयों में प्राप्त अंकों का प्रतिशत

sbi-clerk-mock-pt-5-h1927.png
B को गणित और समाजशास्त्र में मिलाकर कुल कितने अंक मिले हैं?

Marks obtained by B in Maths and Social Studies
together
sbi-clerk-mock-pt-5-48835.png
= 96 + 63 = 159

61 / 100

16 व्यक्ति एक काम 14 दिन में पूरा करते है। 8 व्यक्तियों को इसी काम को पूरा करने में कितने दिन लगेंगे?

Required days sbi-clerk-mock-pt-5-48829.png
= 28 day

62 / 100

एक कार 1078 किमी की दूरी 14 घंटे में तय करती है। उस कार की चाल कितनी है?

Speed sbi-clerk-mock-pt-5-48823.png
sbi-clerk-mock-pt-5-48817.png= 77 km/hr

63 / 100

यदि 4,51,000 रुपए की राशि को 88 व्यक्तियों में एक समान बांटा जाए, तो प्रत्येक व्यक्ति को कितनी राशि मिलेगी?

Each person get the amount = sbi-clerk-mock-pt-5-48811.png
= ₹5125

64 / 100

एक वार्षिक परीक्षा में सम्पदा को 800 में से कुल 523 अंक मिलते हैं। वार्षिक परीक्षा में उसका लगभग प्रतिशत कितना है?

Approx% sbi-clerk-mock-pt-5-48805.png× 100 = 65.375 ≈ 65%

65 / 100

राजन और साजन ने शुरू में क्रमशः 14,200 रुपए और 15,600 रुपए के साथ व्यवसाय आरंभ किया। यदि उन्हें वर्ष के अंत में कुल 74,500 रुपए का लाभ हुआ तो उसमें राजन का हिस्सा कितना था?

The respective ratio of Rajan's and Sajan's share
= 14200:15600
= 142:156
= 71:78

66 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
53864 × 68 = ? × 41548

? × 41548 = 53864 × 68
∴ sbi-clerk-mock-pt-5-48794.png = 88.14
= 88 (Approximately)

67 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
sbi-clerk-mock-pt-5-48633.png =?

sbi-clerk-mock-pt-5-48788.png
= 252.98
= 253 Approximately)

68 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
(629.715 - 238.938) × 8.451 =?

? = (629.715 – 238.938)
× 8.451
= (630 – 239) × 8.5
= 3300 (Approximately)

69 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
(808 का 563% ) ÷ 129 =?

sbi-clerk-mock-pt-5-48782.png ÷ 129
= sbi-clerk-mock-pt-5-48776.png
= sbi-clerk-mock-pt-5-48769.png= 34.89
= 35 (approximately)

70 / 100

निम्नलिखित प्रश्न में प्रश्न-वाचक चिन्ह (?) के स्थान पर लगभग मान कितना आएगा?
(632.46)² =?

? = (632.46)²
= (632.5)²
= 400056.25
= 4,00,000 (Approximate)

71 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

What is the main topic of the passage?

The main concern of the passage in importance of leadership in an organisation management and success are only subordinate ideas depending on the leadership in an organisation. Management schools are only referred to, they are not a significant idea in text.

72 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Why did companies and universities develop programmes to prepare managers in large numbers?

This is a factual question refer to the first sentence of the second paragraph. It could be inferred from this line that there were many large organisations but not enough managers and this need for geed managers lead to development of various management programs by companies and universities.

73 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following statements is not true according to the passage?

Thus is an incorrect statement because, as can be inferred from the passage budgeting and planning are managerial treks relating to Management and not leadership.

74 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Management education was emphasized in the management programmes because:

Refer to the second last sentence of the second paragraph.

75 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

What is the historical reason for many organisations not having leadership?

(1), (3) and (4) can be eliminated because they are not suggested as such by the passage. (2) can be infrared from the third paragraph of the passage which describes difference between managers and leader and talks about the importance given to the former in today's world.

76 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following is similar in meaning to the word 'nurtured' as used in the passage?

Developed is nearest in meaning to are true.

77 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

What according to the author is leadership?

(1) (2), (3) and (4) are the functions of a manager according to the passage and in author's opinion leader task so different from that of a manager's. A leader is a visionary. Refer to this sentence in the first paragraph "Leadership defines what the future should look like.... despite the obstacles.

78 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following characteristics help organisations in their transformations efforts?

According to the passage successful transformations is 70 to 90% leadership and only 10-30% management. So the emphasis should be on leadership rather than management for transformation efforts.

79 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Why were people taught little about leadership in management programmes?

Because management was the main item on 20th century agenda, and it was manager that were required in large numbers the focus was on management which is why they were taught little about leadership.

80 / 100

Directions (for 10 questions): Read the following passage carefully and answer the questions given below it.

Management is a set of processes that can keep a complicated system of people and technology running smoothly. The most important aspects of management include planning, budgeting, organizing, staffing, controlling and problem solving. Leadership is a set of processes that creates organizations in the first place or adapts them to significantly changing circumstances. Leadership defines what the future should look like, aligns people with that vision, and inspires them to make it happen despite the obstacles. This distinction is absolutely crucial for our purposes here. Successful transformation is 70 to 90 percent leadership and only 10 to 30 percent management. Yet for historical reasons, many organisations today don't have much leadership. And almost everyone thinks about the problem here as one of managing change.

For most of this century, as we created thousands and thousands of large organisations for the first time in human history, we didn't have enough good managers to keep all those bureaucracies functioning. So many companies and universities developed management programmes and hundreds and thousands of people were encouraged to learn management on the job. And they did. But, people were taught little about leadership. To some degree, management was the main item on the twentieth-century agenda because that's what was needed. For every entrepreneur or business builder who was, a leader, we needed hundreds of managers to run their ever growing enterprises.

Unfortunately for us today, this emphasis on management has often been institutionalized in corporate cultures that discourage employees from learning how to lead. Ironically, past success is usually the key ingredient in producing this outcome. The syndrome, as I have observed it on many occasions, goes like this: success creates some degree of marked dominance, which in turn produces much growth. After a while keeping the ever larger organisation under control becomes the primary challenge. So attention turns inward, and managerial competencies are nurtured. With a strong emphasis on management but not leadership, bureaucracy and an inward focus take over. But with continued success, the result mostly of market dominance, the problem often goes unaddressed and an unhealthy arrogance begins to evolve. All of these characteristics then make any transformation effort much more difficult.

Arrogant managers can over evaluate their current performance and competitive position, listen poorly, and learn slowly. Inwardly focussed employees can smother those who want to respond to shifting conditions. And the lack of leadership leaves no force inside these organisations to break out of the morass.

Which of the following statements is false according to the passage?

The passage does not support this statement. Rather the passage states that leadership is a set of processes that creates organizations at the first place. Size of organizations do not affect leadership.

81 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
In any serious investigation, all points of suspicions should check properly.

should be checked ...

82 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
The circumstances in which succumbed below pressure, are not known.

to should follow succumb.

83 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
All human beings are vulnerable to greed and temptations.

Not found...

84 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
How did the burglar got into the bank is a mystery.

How the burglar got into ...

85 / 100

Directions (for 5 questions): Which of the phrases given below should replace the phrase given in bold in the following sentence to make the sentence grammatically meaningful and correct.
What most of the people think right cannot be said to be necessary and right?

Said to be necessarily

86 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
The _______ successfully repelled every _______ on the city.

You cannot repel (drive away) comments or criticism, only an attack or onslaught can be repelled. So, the pair of most suited words would be citizens-onslaught

87 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
He was _______ very clever, but he _______ performed excellently.

Since, there is a but between the two parts of the sentence, the passive words should be antonyms. (1) and (4), thus, get eliminated never-also do not fit the sense of the sentence properly thus, not-always are the most suitable fillers for the given sentence.

88 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
A _______ analysis of these substances will show that they differ _______ .

An analysis must be careful, it may or may not be detailed and final. It certainly should bot be random, thus, (1) is eliminated of the remaining careful is the most appropriate choice for this sentence.

89 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
When the _______ polished the stones, they gleamed with a breath-taking brilliance.

Graphologist is one who studies handwriting, while a cosmetologist is a person skilled in the art of cosmetics, Beagle is a species of dog and lapidary is a person skilled in polishing of atoms.

90 / 100

Directions (for 5 questions): Choose the word or the set of words for each blank that best fits the meaning of the sentence as a whole.
As _______ head of the organisation, he attended social functions and civil meetings, but had no _______ in the formulation of company policy.

The second blank could either be voice so (3) and (4) are eliminated. Hypothetic means something that is assumed and titular means a ruler without real authority. So, titular-voice is the appropriate choice of words.

91 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 1?

Not found...

92 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 2?

Not found...

93 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 3?

Not found...

94 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 4?

Not found...

95 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 5?

Not found...

96 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 6?

Not found...

97 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 7?

Not found...

98 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 8?

Not found...

99 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 9?

Not found...

100 / 100

Directions (for 5 questions): Fill in the blanks with the help of the alternatives given.

India's ...1... over the past half century since independence has been unique and ...2... in many ways. Yet the record is ...3... in relation to what the country set out to achieve and could certainly have been ...4.... It is ...5... to look at both sides; the alternative is to be ...6... down by unrelieved gloom or unwar­ranted ...7.... The fact is that after eight 5-year plans, about 40 per cent of population is ...8... below the poverty line. The human development indices are ...9... low, placing India at the 126th position in the world table, far below many countries that came into ...10... much later than it did.

Which word will come in place of 10?

Not found...

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