The word MBA is one of the most commonly heard words in the field of higher education today, and the Common Aptitude Test (CAT) simply tags along.
The word MBA is one of the most commonly heard words in the field of higher education today, and the Common Aptitude Test (CAT) simply tags along. It is one of the best opportunities available for achieving admission in to the best management institutes in India, like the IIMs.
Preparing for the CAT is not an easy task. A student preparing to appear for the CAT will have several questions in mind; the most important being: when is the best time to start preparing for CAT? Also, how much time does one require to effectively prepare for the CAT?
A student should start preparing for the CAT while studying in the pre-final year of graduation. This helps the student to balance college studies and the study for the CAT. Also, starting the preparation early gives the student more time to complete the portion and to appear for more practice CAT papers.
Moreover, with greater time and practice put in, the student is able to get better clarity of concepts, and better awareness of the strengths and weaknesses. If one starts late the pressure of study and performance in the tests become immense, and this affects one's confidence.
The three main areas tested in the CAT are:
1. Quantitative Aptitude.
2. Verbal Ability
3. Logical Reasoning and Data interpretation (LR and DI)
These are the areas tested in all the other MBA entrance examinations also. Hence, it is advisable to start preparing for the CAT even if one's focus is some other specific entrance examination.
The minor differences in some of the other exams are: Business Awareness and General Knowledge in exams like IIFT, SNAP and TISS; Higher mathematics in FMS and JMET; Essay writing in XAT; and Visual Reasoning in CET. These areas can then be systematically covered to attempt all the examinations in the exam season.
The CAT has changed its testing style in the past decade. Gradually moving away from its strong focus on concept application in the late 90s, it has now become an almost completely reasoning test.
The logic behind this shift, as most people perceive it, is to identify those who are well equipped to face the challenges in the corporate world.
In Quantitative Aptitude a student could easily prepare the basics of mathematics in Std. VIII, IX, X on his own, but the applications of these principles will have to be learnt with some effort in a formal academic setting of the class room under a faculty. Self study may help, but only to a limited extent. Classroom coaching can be of tremendous help in learning the different ways to approach a problem and to solve it in the shortest time.
In verbal ability, the focus has shifted from comprehension and proficiency in language to analytical skills. All the options for a particular question appear correct and demand much more than a casual or superficial analysis. Reasoning ability is the key requirement to solve these questions correctly.
In fact, DI was the harbinger of these changes in the testing style of CAT. DI questions were the first to change and were earlier dominated by varying types of graphs and tables. Questions were loaded with numbers and required detailed calculations.
The DI/LR section is now a collection of sets that are completely interpretation-cum-analysis based. Solving questions in the new scheme of things is not at all a function of how well an individual can calculate but a direct function of how much and how well the test taker can comprehend and logically process the given data.
So, what helps a student to solve the New-Age CAT paper is not sheer brilliance but a combination of sharp, swift intelligence and 'pin-pointed precision' in reasoning. A well planned strategy is essential in the preparation for the CAT to get the required confidence and to make a successful attempt to achieve one's goals.
The author Amit Panchmatia is Head - Logistics, Faculty - Quant, at CPLC
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