Business Communication Objectives

1. Business Communication Objectives • Communication is the way management gets its job done • Good managers are usually good communicators • Executives in the present day business world are not only highly skilled but also more articulate than any other professional • Business communication will explain management communication concepts and dimension

2. Objective Assist in improving communication skills -Receptive skills(listening and reading) -Expressive skills(speaking and writing) • Methodology -Role play -Cases & Lectures -Individual exercises -Group exercises • Evaluation of Performance • Group exercises & presentation /cases/tests -40% • Class attendance -10% • Exam -50%

3. Class Contribution • The distinguishing feature of truly great managers of human resources is the willingness and ability to be an advocate for an organization’s people and for human resource practices that benefit both the people and the organization. • During your career, you will encounter many individuals who think that organizations can obtain sustainable, long-term success through the latest technology, financial wizardry, or marketing techniques and that how people are managed has little impact on organizational performance. • You will need to be able to convince others that investing in sound human resource management practices makes economic sense. This will not be an easy task; it will require technical knowledge combined with excellent communication, persuasion, and negotiation skills..

4. Class Contribution • Our class is a laboratory where you can practice convincing your peers of the value of your ideas. Your participation in class discussions will count for 10% of your final grade. • Clearly, you must participate in class if you are going to share your ideas with others. However, there is no need to speak in every class session. Some of the best contributors participate less often than the most active speakers. • Though less vocal, their thoughts are truly insightful and persuasive. Thus, the issue is one primarily of quality, not quantity.

5. Contd • After every class session, I will assess your contribution to the class. In assessing your class participation, I will address the following questions: • Is this person an excellent listener? • Does this person make points that are relevant to this discussion and, where appropriate, linked to the comments of others? • Does this person distinguish among different types of data – facts from a case) or do this person’s comments add value and new insight? • Does this person distinguish among different types of data – facts, opinions, personal beliefs or value statements, theoretical concepts, etc? • Is this person willing to test new ideas or are all comments “safe” (e.g., minor elaborations on the comments of others)? • Is this person able to bring together several ideas and summarize what we have learned in the discussion so far? • Does this person raise great questions that expand the scope of our discussions?

6. Contd • Outstanding participant. In-class contributions reflect excellent preparation and thorough knowledge of relevant readings and cases. Ideas offered are always substantive and provide one or more major insights as well as direction for the class. Arguments are well-supported, persuasively presented, and reveal that this person is an excellent listener. Comments help others move their thinking to a higher plane. If this person were not a member of our class, the quality of our discussions would be greatly diminished.

7. Contd • Good participant. In-class contributions reflect thorough preparation. Ideas offered are usually substantive and provide good insights and sometimes direction for the class. Arguments are usually well-supported and often persuasive and reveal that this person is a good listener. Comments usually help others improve their thinking. If this person were not a member of the class, the quality of our discussions would be diminished.

8. Contd • Adequate participant. Contributions reflect satisfactory preparation. Ideas offered sometimes provide useful insights but seldom offer a major new direction for discussion. Supporting arguments are moderately persuasive. Comments occasionally enhance the learning of others and indicate that this person is usually, but not always, listening to others if this person were not a member of the class, the quality of our discussions would be diminished somewhat.

9. Contd • Unsatisfactory participant. Contributions reflect inadequate preparation. Lack of know ledge of fundamental case facts and/or key ideas from the readings. Ideas offered are seldom important, often irrelevant, and do not provide insights or constructive direction for the class. Integrative comments and higher order thinking are absent. This person does very little to further the thinking and potential contributions of others. If this person were not a member of the class, the quality of our discussion would be improved. • Non-participant. This person has said little or nothing in class and so has not contributed anything. This person is a free-rider because he or she has benefited from the thinking and courage of peers but has offered little in return. If this person were not a member of the class, the quality of our discussion would be unchanged.

10. Contd • You will receive maximum (10%) if your contributions are good or outstanding on most days. • You will receive 8% if your contributions are adequate or good on most days. • You will receive 6% if your contributions are adequate on most days but rarely going beyond that. • If your participation is consistently below adequate levels you will receive between 0 and 5%.

11. Meaning The word communication originates from the Latin word “communis”, which means “common” The word business stands for any economic activity which is undertaken with a view to earn profit and the communication undertaken in the process of this activity is termed as "business communication.

12. Communication - Meaning • Communication is a dynamic process… • Through this process we convey a thought or feeling to someone else. • How communication is received depends on a set of events, stimuli, that person is exposed to. • How you say what you say plays an important role in communication.

13. Hearing Seeing Smell Touch Taste Communication is a Series of Experiences of

14. TOTAL COMMUNICATION PROCESS

15. NATURE OF COMMUNICATION It is a process It is inevitable Meaning based Communication could be intentional and unintentional Communication is systematic A two–way traffic Communication is a social process A dynamic process Continuous process Communication involves interaction and transaction Cont….

16. It is spiraling process • It is contextual • Needs proper understanding • Leads achievement of the organizational objective • Dispels misunderstanding • It has four specific skills • It is all pervasive • It shares thoughts and ideas, which produce response • It is the life blood of the business:

17. CLASSIFICATION OF COMMUNICATION(TYPES OF COMMUNICATION) • Communication is classified according to the number of persons (receivers) to whom the message is addressed: • Intrapersonal communication • Interpersonal Communication • Group communication • Mass communication • Communication can also be classified on the basis of the medium employed(Forms of communication) • Verbal Communication • Non-verbal communication • Meta communication

18. PROCESS OF COMMUNICATION The process of communication involves two or more persons participating through a medium that carries the information or message for a particular purpose which is mutually understood by both the sender and receiver. Only when these conditions are fulfilled, a significant communicative situation will take shape

19. Elements of the Communication Process • For the communication process to materialize, it is essential that the basic elements of communication be identified. These elements are: • Sender/Encoder/Speaker • Receiver/Decoder/Listener • Message • Medium(Channel) • Feedback • Context or setting • Noise or interference

20. Process of Communication • Different scholars have viewed the communication process differently and have therefore developed different models. • There is no disparity as far as the essential components –functions –nature are concerned. Communication is an interactive process • The process of communication is dynamic and interactive • Interaction can be direct or indirect • As communication occurs the sender and receiver interact by sending (encoding) and receiving (decoding)messages

21. Feedback travels to sender NOISE Sender has idea Receiver “understands” message Sender encodes message Receiver decodes message Channel carries message NOISE Possible additional feedback to receiver The Process of Communication

22. The Process of Communication

23. The communication process SENDER RECEIVER • Communication begins with the sender CHANNEL Television,telephone,speaking,writing, computer Self –concept Family Culture Skills Feelings Attitudes Values Self –concept Family Culture Skills Feelings Attitudes Values MESSAGE Interference FEEDBACK CONTEXT Environment, status,time

24. The communication process • Communication begins with the sender • Senders are individuals who react to situations from a unique vantage point • interpreting ideas and filtering experiences through their own perception, based on the background of accumulated • attitudes, • experiences, • skills, cultural conditioning and individual differences that influences how they communicate. • Sender encodes an idea or feeling in words or signs that the receiver will recognise and transmit this message to the receiver.

25. Process of Communication • MESSAGE -The message connects the sender to the receiver • The message is the idea or feeling transmitted from the sender to the receiver to achieve understanding • It makes a connection between sender and receiver

26. The communication Process • THE RECEIVER • The receiver decodes or interprets the message to achieve understanding • In doing this the receiver is also acting as an individual from a unique vantage point -Interpreting the idea according to a particular personal perception of the message • This perception is the result of the receiver’s unique background of experiences, beliefs, concerns and many other factors

27. The communication Process • PERCEPTION • Since perception has a significant influence on communication, it is useful to look closely at it • The way a message is perceived by the sender may be quite different from the way the receiver perceives the message • Perception is the way people understand or give meaning to their environment • Perception and interpretation of the same message vary between people(why?)

28. The communication Process • Why perception vary? • This is because individual perception is influenced by • experience • attitudes and beliefs • and a range of acquired skills or expectations • For example- one person may conceive colour blue as cool,peaceful,comforting while another person perceives it as old fashioned and formal • Context /setting of the communication also affects perception(calming & relaxing/intimidating in its formality on another) • Specific meaning is also influenced by past experience

29. The communication process • Perception is often compared with a pair of spectacles, through which we process all the signals received from others • The glasses place a focus on what we see, hear and understand and influence the way we react to the message • The particular colour and focus of a message are affected by the pair of glasses worn • The glasses may distort the picture

30. The communication process • FEEDBACK • Feedback is an essential part of successful interpersonal communication • It is the receivers response to the sender’s message • Feedback can be intentional or unintentional • Feedback: • Provides continuity in the communication • Indicates effective understanding or misunderstanding of the message • Stimulates further communication and discussion

31. The communication process • FEEDBACK • Both sender and receiver need feedback • As you communicate, check with your receivers to establish that their understanding of the message is correct • Ask the receiver to rephrase what has been said and acknowledge your agreement or disagreement • It is important to the speaker to determine how the message is being received and helps receivers understand how their behaviour affects others

32. The communication process • Feedback can help or hinder your communication and the climate you create • In the work place most people communicate face- to- face with their leaders, supervisors and colleagues -the ability to provide appropriate feedback can assist the development of effective working relationships - development of productivity of the business

33. The communication process COMMUNICATION CHANNEL • The channel is the vehicle of the message • A communication channel is the means or technique used to signal or convey a message • For example-a conversation, letter, telephone call, radio or television program • Choose a channel that suits your communication purpose ,your needs as the sender of the message and the needs of the receiver • The flow of communication moves through the organisation along different lines or channels of communication(horizontal/vertical)

34. The communication process • CONTEXT • Context affects the message • Context is the situation or setting within which communication takes place • The circumstances that surround a particular piece of communication • Context plays an important part in how a message is encoded and decoded • The same message can have a completely different meaning depending on the situations • Why? Since emotions and reactions to ideas and events vary in different situation

35. The communication process Context • Same message can have a completely different meaning -For example, communication at a conference ,in the lunch room ,at a formal meeting or in the office is taking place in different settings -It may use different language, relationships and authority to achieve the different communication purpose in each situation

36. The communication process Noise • Noise is any disturbance that obscures reduces or confuses the clarity or quality of the message being transmitted • It is any interference that takes place between the sender and the receiver. This is why we generally identify any communication problem that can’t be fully explained as “noise” • To overcome the noise barrier one should identify the source it may be (1) Physical noise(2)Physiological noise (3) Psychological noise

37. The communication process • Physical noise :- External factors that distract communication fall under this category -Everyday examples of physical noise /a loud motorbike roaring down the road while you are trying to hold a conversation -Your little brother standing in front of the TV set -mist on the inside of the car/smudges on a printed page -We are fairly good at avoiding this physical noise HOW? Shout Clout

38. The communication process • Physiological Noise:- Hearing disorders fall into this category-illness and disabilities that make it difficult to send or receive messages • Example- It is hard to pay attention when one is recovering from late night study session or has the flu • Psychological noise:-It consists of forces within sender or receiver that interfere with the understanding -Egotism, defensiveness, hostility,preoccupation,fear, different perception(will be discussing in detail under Barriers of communication) -Once source identified(steps taken to improve communication flow)

39. The communication process • NOISE • The message received is not necessarily the same as the message sent -Something other than the intended message is received because noise, or interference ,interrupts the intended message -Example send a message by electronic mail to person who is afraid of technology and unable to access the computer screen -what happens? -communication barriers will appear because of poor choice of channel/write a memo or business letter message is easily understood and accepted

40. The communication process • NOISE • Noise or interference that interrupts the message or communication flow between sender and receiver can lead to misunderstanding -or too confused or ambiguous communication • Communication barriers occur as a result of a misunderstanding or misinterpretation of the message -These barriers can be caused by sender, receiver, lack of feedback, a poor choice of channel -the wrong context or any other element in the communication model -Even when communication barriers appear something is communicated -the noise /interference distorts the intended message

41. Feelings Culture The communication Process Family Communication skills Attitudes & values expectations • The individual Perception experience Self concept

42. Working of the Process of Communication • One Way Process • ONE WAY COMMUNICATION PROCESS • SENDER ENCODING MESSAGE CHANNEL DECODING RECEIVER • Two Way Process Message Decoding Receiver Encoding of Response Encoding Idea Sender Decoding of Feedback Channel Perceived Meaning & Internal Response Feedback

43. The communication processmodel

44. An individual has an idea to communicate SENDER

45. The idea is encoded Perception • Self-concept • Family • Culture • Skills • Feelings • Attitudes • Values SENDER Individuals encode ideas according to their own unique perceptions

46. The encoded idea is sent in a message SENDERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues RECEIVERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues MESSAGE To a receiver who decodes it according to different individual perceptionsceptions

47. The receiver responds with feedback SENDERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues RECEIVERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues MESSAGE FEEDBACK Feedback helps to ensure that the messagereceived has been decoded correctly

48. CHANNEL CONTEXT Channel - the means of conveying the message SENDERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues RECEIVERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues MESSAGE FEEDBACK Context - the situation, environment or circumstances of the communication

49. CHANNEL INTERFERENCE CONTEXT Interference SENDERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues RECEIVERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues MESSAGE FEEDBACK Interferencechangesordistortsthemessage

50. CHANNEL CONTEXT The communication processis continuous… SENDERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues RECEIVERSelf-conceptFamilyCultureSkillsFeelingsAttitudesValues MESSAGE MESSAGE MESSAGE INTERFERENCE FEEDBACK FEEDBACK FEEDBACK