Business Communication Professor Bahman Moghimi General Definitions Part one University of Georgia Tbilisi.pdf

‫ذرد‬ ‫ن‬ ‫ه‬ ‫د‬ ‫ا‬ ‫ن‬ ‫د‬ ‫و‬‫جان‬‫د‬ ‫داو‬ ‫م‬
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Bahman Moghimi (PhD, DBA, MBA)
Faculty Member, Academic Staff at University of Georgia
B.Moghimi@Yahoo.co.uk
Business Communication

Bahman Moghimi.
Professor at University of Georgia
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B.Moghimi@yahoo.co.uk
B.Moghimi@ug.edu.ge

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Carl. G. Jung
Thinking is difficult…
That’s Why People Judge!
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What is Paradigm Shift?
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What is Paradigm Shift?
 Information Age
 Buy-Side Market Place
 Competitors
 High Expectations
 High Rate of Change in Buying Behavior
 E-Life !!!!
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Old Economy New Economy
Organize by product units
Focus on profitable transactions
Look primarily at financial scorecard
Focus on shareholders
Marketing does the marketing
Build brands through advertising
Focus on customer acquisition
No customer satisfaction measurement
Over-promise, under-deliver
Organize by customer segments
Focus on customer lifetime value
Look also at marketing scorecard
Focus on stakeholders
Everyone does the marketing
Build brands through behavior
Focus on customer retention and growth
Measure customer satisfaction & retention
Under-promise, over-deliver
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Old Economy V.S. New Economy

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Why do we do business?!!
1. Profit
2. Turn Over
3. Credit
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Why do we buy goods or services?
 Differentiation
 Price
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How much do you pay for a cup of coffee in Tbilisi?
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• A god complex is an
unshakable belief
characterized by
consistently inflated
feelings of personal
ability, privilege, or
infallibility.
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Introduction of communication
The word ‘communication’ is derived from the Latin word
‘COMMUNICARE’
Which means ‘to make common, to share, to transmit or to impart’.
Thus communication can be considered as process that involves the
transfer of information, ideas, emotions, feelings etc. between
people.
‘Business communication differs from other types of
communication, not by its means of communicating but by its
objectives’
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Definition
Communication is the ART of transmitting
information, ideas, attitudes from one person to
another. Communication is the process of meaningful
interaction among human beings.
B.Moghimi: Communication is the process of
meaningful and valuable interaction among human
beings in the content of people or entities
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Components of Communication
 Sender – Encoder
 Message
Medium(channel)
Receiver Decoder
 Feedback
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The Communication Process
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Notifications!
 It is a 2-way process (Sender and Receiver)
Must be valuable for both! (GROUP WORK)
 Communication involves exchange of ideas,
feelings, information, thoughts, and knowledge.
 Communication should involves mutual
understanding between Sender and Receive

Why We Communicate
 Conveying the right message
 Co-ordination of effort
 Manage our professional/industrial relations
 Development of managerial skills
 To send message
 To receive message
 To promote
 To inform objectives of business
 Inform  Misinform  Counsel  Sell  Buy  Confuse
 Confirm  Advice  Teach  Learn  Reveal  Persuade
 Accept  Affirm  Clarify  Motivate  Criticize  Deny
Conceal

Types of Communication
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Inter
or
Intra

Communication Divisions
• Communication Skills
• Nonverbal communication
• Oral communication
• Written communication
• Interpersonal Applications
• Business Applications

Why Study Communication?
• The Only Completely Portable Skill
• You will use it in every relationship
• You will need it regardless of your career path
• The “Information Age”
• The history of civilization is the history of information
• Language and written documents facilitate the transfer
of information and knowledge through time and space

Why Study Communication?
• Your Quality of Life Depends Primarily on
Your Communication Skills
• You Cannot Be Too Good at Communication
• People Overestimate Their Own
Communication Skills

We Want Others to Change

What Is Communication?
• Transfer of Meaning—No
• Influence of Mental Maps—Yes
• Redundant (Learning, Scholarly Accomplished)
• Visual
• Auditory
• Kinesthetic
• Energetic

What Is Communication?
• Conscious and Intentional
• Nonverbal
• Verbal
• Unconscious and Unintentional
• Nonverbal
• Verbal

Unconscious Processing
• Conscious Processing = 7±2/Second
• Unconscious Processing = 200,000,000/Sec.
• Short-term Memory
• Long-term Memory
• Habits
• Physical
• Mental

Habits
• Learned Behavior
• Established Over Time
• Practice
• Self-talk
• Change

Learning
• Unconscious Incompetence
• Conscious Incompetence
• Conscious Competence
• Unconscious Competence
• Mastery

External Reality
• The Map is Not the Territory
• We delete information
• We distort information
• We generalize
• We assign meaning
• Models of the World

Sensory Data
• The Building Blocks of Subjective Experience
• What we see
• What we hear
• What we touch, taste, and smell
• The Four-tuple
• Meanings and Memories

Filtering Experience
• Primary Mediation
• Secondary Mediation
• Genetic predisposition
• Conditioning
• Personal profiles of behavioral type
• Beliefs, values, core questions, and core metaphors
• Physical and mental state

Perception Can Be Tricky

The
Sensory
Data
Sensory
Data
Sender Receiver
Filters
Beliefs
Values
Questions &
Metaphors
Beh. Type
State
Filters
Beliefs
Values
Questions &
Metaphors
Beh. Type
State
Decision-
Making
Message
Channel
The Bowman Communication Model, 1992-2003
Encoding
Decision-
Making
Encoding

Metaphor: The Language of Perception
• Metaphors and Similes
• My love is a flower.
• My love is like a flower.
• Core Metaphors
• Argument is war
• Business is war
• Business is a sport or a game
• Business is a building

Core Metaphors
• Metaphors, Similes, and Analogies
• Perceptual Filters
• Common Operational Metaphors
• Time is…
• Learning is…
• Men/Women are…
• Success is...
• Life is…

Experience, Language, and Meaning
Experience
Sensory Data
Mental Maps
Language Meaning

Symbol Systems
• Language
• Words and sentences
• Meaning and labels
• Mathematics
• Money

History of Communication
• Nonverbal: 150,000 years
• Oral: 55,000 years
• Written: 6,000 years
• Early writing: 4000 BC
• Egyptian hieroglyphics: 3000 BC
• Phoenician alphabet: 1500 to 2000 BC
• Book printing in China: 600 BC
• Book printing in Europe: 1400 AD

Communicating Meaning
• Physiology and Appearance: 55 percent
• Paralanguage: 38 percent
• Language: 7 percent

Sensory Data and Mental Maps
• Bridge Between Internal and External
• Internal and External Processing
• Internal Processing
• Posture and breathing
• Language and paralanguage
• Eye accessing cues

Sensory Modalities
• Visual
• Auditory
• Kinesthetic kɪnɪsˈθɛtɪk,
Relating to a person's awareness of the position and movement of the parts of
the body by means of sensory organs (proprioceptors) in the muscles and
joints.
• Touch
• Taste
• Smell
• Emotional responses (feelings)

Preferred Sensory Modalities
• People Use All Their Available Senses
• Some Prefer Visual
• Some Prefer Auditory
• Some Prefer the Kinesthetic Cluster
• Senses of touch, taste, and smell
• Associated emotional responses
• Some Prefer “Digital” Processing

Visuals
• Vocabulary
• I see what you mean.
• It looks good to me.
• Let’s stay focused on the problem.
• She has a bright future.
• He’s always in a fog.
• Physiology and Appearance
• Paralanguage

Auditory
• Vocabulary
• I hear what you are saying.
• It sounds good to me.
• Does the name Pavlov ring a bell?
• That’s music to my ears.
• He’s always blowing his own horn.
• Paralanguage

Kinesthetics (Kinos)
• Vocabulary
• I can grasp the concept, and it feels right to me.
• It smells fishy to me.
• It left me with a bad taste in my mouth.
• She’s still rough around the edges.
• He’s a smooth operator.
• Paralanguage

Eye Accessing Cues
Vr
Ar
Ai
Vc
Ac
K

Exercise: Observing Eye Movements
• Ask questions that require internal processing.
• Visual
• Auditory
• Kinesthetic
• Taste or smell
• Touch
• Emotions

Exercise: Flexibility
• Determine your preferred system.
• What are you doing when you “think”?
• Speak for two minutes using predicates
from one sensory modality, then do the
the same for each of the other two.
• Work in groups and take turns speaking
using sense-based predicates in a systematic
way.

Nonverbal communication roles:
• Repetition: It repeats and often strengthens the message you’re making
verbally.
• Contradiction: It can contradict the message you’re trying to convey,
thus indicating to your listener that you may not be telling the truth.
• Substitution: It can substitute for a verbal message. For example, your
facial expression often conveys a far more vivid message than words ever
can.
• Complementing: It may add to or complement your verbal message. As
a boss, if you pat an employee on the back in addition to giving praise, it
can increase the impact of your message.
• Accenting: It may accent or underline a verbal message. Pounding the
table, for example, can underline the importance of your message.
Source: The Importance of Effective Communication, Edward G. Wertheim, Ph.D.

Rapport
• Finding Commonalities
• Values
• Vocabulary and paralanguage
• Physiology and appearance
• Matching and Mirroring
• Cross-over Matching
People who are like each other,
like each other.

Developing Rapport
• Nonverbal (what you see and do)
• Physiology
• Appearance
• Congruence
• Verbal (what you hear and say)
• Sense-based predicates
• Values, beliefs, and criteria
• Voice tone and rate of speech

Reading Nonverbal Messages
• Sensory Acuity
• Agree and Disagree
• Posture and Movement
• Associated or dissociated
• Bodily response

Exercises: Rapport
• Matching and Mirroring
• Observing others
• Practicing
• Calibration
• Like/dislike
• Yes/no

Congruence
• Physiology
• Left/right body
• Left/right brain
• Nonverbal and Verbal Messages
• “Parts”
• Groups
Agreement or Harmony
Compatibility!

Neuro-linguistic programming
 NLP is a psychological approach that involves
analyzing strategies used by successful individuals and
applying them to reach a personal goal. It relates
thoughts, language, and patterns of behavior learned
through experience to specific outcomes.
 Proponents of NLP assume all human action is
positive. Therefore, if a plan fails or the unexpected
happens, the experience is neither good nor bad—it
simply presents more useful information.
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HOW NEURO-LINGUISTIC PROGRAMMING WORKS
 Modeling, action, and effective communication are key elements of neuro-
linguistic programming. The belief is that if an individual can understand how
another person accomplishes a task, the process may be copied and
communicated to others so they too can accomplish the task.
 Proponents of neuro-linguistic programming propose that everyone has a
personal map of reality. Those who practice NLP analyze their own and other
perspectives to create a systematic overview of one situation. By understanding
a range of perspectives, the NLP user gains information. Advocates of this
school of thought believe the senses are vital for processing available
information and that the body and mind influence each other. Neuro-linguistic
programming is an experiential approach. Therefore, if a person wants to
understand an action, they must perform that same action to learn from the
experience.
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Known NLP Techniques
 Anchoring: Turning sensory experiences into triggers for certain
emotional states.
 Rapport: The practitioner tunes into the person by matching their
physical behaviors to improve communication and response
through empathy.
 Swish pattern: Changing patterns of behavior or thought to come
to a desired instead of an undesired outcome.
 Visual/kinesthetic dissociation (VKD): Trying to remove
negative thoughts and feelings associated with a past event.
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More NLP Techniques
IMAGERY TRAINING
 sometimes called mental rehearsal, is one of the classic neuro-linguistic
programming techniques based on visualization. It’s an excellent exercise for
beginners because it’s straightforward and linear.
 The key is to create a highly detailed scene of yourself performing an action
successfully – whether that action is nailing a presentation or perfecting your
golf putt. Picture your body language: confident, determined, comfortable. Feel
the confidence you exude and the energy that’s around you. Be as detailed as
possible. NLP techniques like this are essential for creating absolute certainty in
yourself and your abilities.
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MODELING
 Modeling is one of the NLP training techniques that has gained the most
attention from successful entrepreneurs, athletes and more. It’s based on
the law of attraction – the idea is that “Whatever you consistently think
about and focus upon you move toward.”
 In order to elevate your life, you need to surround yourself with people
who have achieved the success you want and focus on modeling their
behaviors.
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More NLP Techniques
B.Moghimi@ug.edu.ge

INCANTATIONS
• Incantations are a more powerful version of affirmations, which
are one of the more mainstream neuro-linguistic programming
techniques. An affirmation is a phrase you repeat to yourself about
your beliefs and goals. Incantations take it a step further, changing
your physiology as well as your words to create a state of total
confidence.
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More NLP Techniques
B.Moghimi@ug.edu.ge

Strategies
• The Structure of Subjective Experience
• Four-tuples
• Syntax
• Learned Behavior
• TOTE (Test, Operate, Test, Exit)
• Habits
• Skills

Common Strategies
• Spelling
• Auditory (spell “phonics” phonetically)
• Visual
• Making Decisions
• Communicating
• Listening and speaking
• Writing

Decision-making Strategies
• Purchasing
• An inexpensive product
• Dinner in a nice restaurant
• An expensive product or service
• Relationships
• Career Choices
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Communication Strategy, 1 & 2
• Pace
• Match (nonverbally and verbally)
• Meet expectations
• Lead
• Set direction
• Maintain interest
• Maintain rapport

Communication Strategy, 3 & 4
• Blend Outcomes
• Understand objectives and desires
• Create win-win solutions
• Motivate
• Clarify who does what next
• Future-pace possibilities
• Presuppose positive results

Exercise: Eliciting Strategies
• Ordering a Meal in a Restaurant
• Learning Something New
• Teaching Something for the First Time

Personal Profiles
• Achiever
• Communicator
• Specialist
• Perfectionist C
S
P
A

Profile Characteristics
• Achiever
• Likes to set goals, challenge the environment and win.
• Sees life as a competition.
• Communicator
• Likes to achieve results by working with and through people.
• Finds more enjoyment in the process than in the results.
• Specialist
• Likes to plan work and relationships.
• Finds enjoyment in knowing what to expect.
• Perfectionist
• Enjoys jobs requiring attention to detail.
• Complies with authority and tries to provide the “right” answer.

Meta-programs
• Action — Initiate or Respond
• Direction — Toward or Away From
• Source — Internal or External
• Conduct — Rule Follower or Breaker

More Metaprograms
• Response — Match or Mismatch
• Scope — Global or Specific
• Cognitive Style — Thinking or Feeling
• Confirmation — VAK and Times

Exercise: Eliciting Meta-programs
• Metaprograms are revealed by
• Nonverbal messages
• Language
• Questions
• What do you mean?
• How do you know?
• What’s important to you about that?

Changing Behavior
• Patterns and Pattern Interrupts
• Anchors and Anchoring
• Stimulus-response conditioning
• Visual, auditory, and kinesthetic anchors
• Advanced Language Patterns
• The Metamodel
• The Milton Model

The Structure of
Subjective Experience
• Sorting for Time
• Past, present, and future
• Timelines
• Sorting for Like and Dislike
• Creating and Changing Meaning

Body Language
 Body language is the unspoken part of communication that we use to reveal our
true feelings and to give our message more impact. Communication is made up
of so much more than words. Nonverbal cues such as tone of voice, gestures and
posture all play their part.
 Body Language is a type of communication in which physical behaviors, as
opposed to words, are used to express or convey the information. Such behavior
includes facial expressions, body posture, gestures, eye movement, touch and
the use of space.
 A simple example of body language is a relaxed facial expression that breaks out
into a genuine smile – with mouth upturned and eyes wrinkled. Equally, it can be
a tilt of the head that shows you're thinking, an upright stance to convey interest,
or hand and arm movements to demonstrate directions. It can also be taking care
to avoid a defensive, arms-crossed posture, or restlessly tapping your feet.
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Negative Body Language
 If someone’s exhibiting one or more of the following, negative
behaviors, they'll likely be disengaged, disinterested or unhappy (look at
the photo):
 Arms folded in front of the body.
 Minimal or tense facial expression.
 Body turned away from you.
 Eyes downcast, maintaining little contact.
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Negative Body Language
 When body language can indicate that someone’s bored by
what you’re saying. This might be in a presentation, a team
meeting, or even a one-on-one chat.
 Sitting slumped, with head downcast.
 Gazing at something else, or into space.
 Fidgeting, picking at clothes, or fiddling with pens and phones.
 Writing (purposelessly) or doodling.
 Nail biting – suggesting insecurity or stress.
 Locked ankles – also associated with anxious thoughts.
 Rapid blinking – which may indicate uncertainty or concern.
 Tapping/drumming fingers – often a mark of impatience or boredom.
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 People use their body language to convey positive feelings, such as trust,
interest and happiness. Spotting these signs can reassure us that others are
engaged with what we’re saying and at ease with the situation.
 What’s more, by adopting these behaviors ourselves, we can support our points,
convey ideas more clearly, and avoid sending mixed messages.
 These are nonverbal signs play a big part in people’s first impression too!
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Positive Body Language
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 Heads Up, Hands Open, Palm Visible
 Open posture.
 Relax Communication (not being slouch).
 Standing upright No dominance gesture.
 Firm handshake. (Respectful but not Dominance)
 Maintain good eye contact. (Sincere and Engaged).
 No touching face, fiddling hair or scratching the nose or body
 Smiling!
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Positive Body Language
B.Moghimi@ug.edu.ge

Modalities and Submodalities
• Visual Submodalities
• Location, size, distance, brightness, point of view
• Color or black & white, moving or still
• Auditory Submodalities
• Location, tone, rate, pitch, inflection, rhythm
• Language, voice (your voice, the voice of a parent)
• Kinesthetic Submodalities
• Location, strength, duration, movement
• Quality (warm, cold, “tingly,” etc.)

Exercise: Changing Sub-modalities
• Select something, someone, or an activity
you want to like better.
• Elicit submodalities for
• Things you like.
• Things you dislike.
• Change the submodalities with which you
represent the thing, person, or activity.

Belief Systems
• Cultural
• Parental
• Group
• Individual
• Global (Identity)
• Cause-effect
• If X, then Y
• If I study, then I will...
• Rules
• Can/can’t
• Must/must not
• Should/should not

Values
• A Type of Belief
• Hierarchical
• Either Positive or Negative
• Something desired
• Something to avoid
• Congruent or Incongruent

Core Questions
• Remain Out of Conscious Awareness
• Focus Attention
• Influence Interpretation of Events
• Influence Psychological State
• Influence the Range of Possibilities

Exercise: Belief and Disbelief
• Elicit the submodalities of something you
believe absolutely.
doubt.
disbelieve.
• Select a limiting belief and change its
submodalities.

Frames and Reframes
• The Filters That Determine Meaning
• Influence State and Behavior
• Creating and Changing Frames
• Anchoring
• Reframing Context
• Reframing Content

Reframing Context
• Key Questions
• Where would the characteristic or behavior be useful?
• When would the characteristic or behavior be useful?
• What would have to be true for this to be useful?
• Common Context Reframes
• Rudolph’s red nose
• Oil
• Procrastination

Reframing Content
• Key Questions
• What else could this mean (or be)?
• What am I missing here?
• How can he or she believe that?
• How could this mean the opposite of what I thought?
• Common Content Reframes
• The ugly duckling
• Plastic or sawdust
• Failure

The Meta-model
• Used to Understand Another’s Mental Maps
• Used to Recover Lost Information
• Used to Help Correct Distortions
• Universal Metamodel Questions
• What, who, or how specifically?
• What do you mean?
• How do you know?
• What would happen if you did (or didn’t)?

Meta-model “Violations”
• Unspecified Nouns
• Abstract nouns (a student, teachers)
• Nominalizations (freedom, justice)
• Unspecified or Missing Pronouns
• Someone you know. . . .
• It’s wrong to think that.

• Unspecified Verbs
• You have to learn this.
• You will solve your problems.
• Unwarranted Generalizations
• You never want to do anything.
• Politicians are crooks.

• Unwarranted Comparisons
• Brand X gives you more.
• Sally is the best.
• Unwarranted Rules
• You can’t do that on television.
• Clean your plate.
• No pain, no gain.

The Milton Model
• Used to Change Another’s Mental Maps
• Used to Create New Possibilities
• Used to Influence

Milton Model Techniques
• Metamodel “Violations”
• Unspecified nouns, pronouns, and verbs.
• Generalizations
• Comparisons
• Shifts in referential index

More Milton Model Techniques
• Presuppositions
• Embedded Questions
• Embedded Commands
• Negative Commands
• Metaphors
• Quotes
• Ambiguities

Basic Language Skills
• My automobile prefers to warm up slowly.
• The organization is in excellent shape. For
example, the record profits last year.
• The company has decided to purchase new
furniture.
• While busy working at the computer all day
was no doubt the cause of her eye strain and
stiff neck.

More Basic Language Skills
• Not only will Alex need to justify his
behavior to his boss, but also to the
company president.
• The data is from “Service Is the Key”, by
Eileen Johnson in the May issue of The
Journal of Customer Relations.

Cognitive learning
• Cognition is the mental process of gaining knowledge and understanding through the
senses, experience and thought.
• Cognitive learning in marketing is a complex mental process of inclusion of all
consumer mental activities in resolving the problem of purchasing certain products or
services and resolution of the situation occurred. It involves learning of ideas,
concepts, attitudes and reasoning abilities.
• There are three main cognitive learning styles: visual, auditory, and kinesthetic.
Bahman Moghimi - University of Georgia - B.Moghimi@yahoo.co.uk
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Cognitive Learning Schematic Model
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Bahman Moghimi - University of Georgia - B.Moghimi@yahoo.co.uk 105

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Cognitive learning in CB
Refers to the way consumers
learn about the product
through analysis and
evaluation. And behavior
repetition.
The 8 Core Cognitive Capacities
Sustained Attention.
Response Inhibition.
Speed of Information Processing.
Cognitive Flexibility.
Multiple Simultaneous Attention.
Working Memory.
Category Formation.
Pattern Recognition.
Six levels of Cognitive Skills:
are remembering,
understanding, applying,
analyzing, evaluating, and
creating.

Language Skills for Case 1
• As an employee of Con-U-Tel, it is my
responsibility to set up our companies
annual convention.
• I am writing this letter to inquire about your
hotel’s accommodations.
• How many people can your hotel
accommodate at one time?

More Language Skills for Case 1
• Does your hotel have banquet facilities?
• How many conference rooms does your
hotel have with audio/visual equipment?
• I must have your answer by July 10th so
that I can make a decision.
• Thank you in advance for sending this and
other helpful information.

Block Format and Mixed Punctuation
• Date goes on left margin
• 5 January 2004
• January 5, 2004
• NOT: 1/5/2004 or 5.1.2004
• Inside address includes the following:
• Name of the individual with courtesy title
• Professional title and/or office or department
• Organization plus “mail stop” information
• City, state, and ZIP code information

Block Format and
Mixed Punctuation—Part 2
• Salutation
• Dear Ms. Goldman:
• Dear Director:
• Ladies and Gentlemen:
• The signature block includes the following:
• An appropriate complimentary close (Sincerely,
Cordially, Best Wishes)
• The signature of the person who wrote the letter
• The typed/printed name of the writer

Message Structure for Case 1
• Ask the most important question.
• What is the make-or-break question?
• Why are convention facilities more important than guest rooms?
• Why is it important to include the dates in the opening question?
• Explain your needs.
• What does she need to know to help you?
• What does she not need to know?
• What is required for transition to the list of secondary questions?

More Structure for Case 1
• Ask your secondary questions.
• What is implied by the numbered list?
• How do you ensure that the information you receive
will help you make a decision?
• Set and justify an end-date.
• Is it possible that she can help you in ways you haven’t
asked about?
• Why do you need a time index to justify a specific end-
date?

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EXAMPLE: THE HONG KONG CLUB

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