basics of communication

1. +
Chapter 10
Megan Finley
Communication: Soft Skills

2. + Employers rate communication as the number one
attribute among new recruits. – (NACEWeb, 2006)
Communication Development Discussed in this Chapter:
 Foundations
 Form/Mode
 Societal
 Workplace

3. +
When business
communication is not offered as a
separate course multiple sources
suggest that it be integrated
through the curriculum of every
course in every business
business subject.
– p.40, National Standards
(2007)
Integrating communication skill
development into other courses should be
done with emphases on maximizing student
learning preferences.
– Duncan & Baker (2007)

4. +
Communication
Foundations:
Speaking
Signaling
Listening
Writing
Reading

5. + Speaking:
Spoken communication can be enhanced through:
• Signals
• Voice inflection
• Immediate feedback
But it can also lead to misunderstanding.
Placing phone calls and interviewing are two examples of spoken skill
which need to be planned, practiced, revised, and rehearsed.
Other skills include:
• Introducing yourself to classmates
• Reacting to in-class media presentations
• Preparing and performing a presentation

6. +
• Accomplishing the objective
• Including an adequate outline
• Supplying documentation
• Using appropriate delivery
• Incorporating effective presentation aids
• Exhibiting good speaking techniques
• Encouraging audience participation when appropriate
A well prepared presentation includes:

7. + Criteria for evaluating spoken
communication focus on:
 Speaker’s poise
 Clarity of content
 Voice projection and volume
 Topic development
McGregor, 2007
Optimist International and Toastmasters International offer
instructional materials and encourage student involvement in
spoken competitions.

8. + Signaling:
Body language includes:
 Posture
 Facial expressions
 Eye contact
 Grooming
 Gestures

9. +
Body language exists even in non-
action and varies across cultures:
 Person to person distance
 Bodily contact
 Work-related arrangements

10. +
Time perceptions differ widely
among countries and cultures:

11. +
Students need to practice &
interpret appropriate signaling
 Viewing & noting examples of
non-verbal communication in
presentations, movies, or
television programs
 Students might pantomime
actions or ask classmates to
identify the intended message
 They might role-play situations
in which non-verbal
communication by the listener
can encourage or distract
speakers
 They can research and prepare
spoken or writeen reports on
cultural signaling differences
 In a written report document
appearance can send the
wrong signals through the
misuse of headings or
inappropriate margins

12. +
Listening:
Employees can expect to spend more time listening than reading, writing
and speaking combined (Lehman & DuFrene, 2008).
 You can improve listening skills by:
 Observe signals that may reinforce the words in a message
 Practice active listening; concentrate on content and provide suitable feedback
(verbal &/or non-verbal)
 Maintain an open mind; eliminate preconceived ideas about the speaker and focus
on the message
 Avoid the temptation to interrupt; ask questions at an opportune time
 Record notes in outline format; avoid writing verbatim
 Resist both environmental and mental distractions
 Use lag time (the difference in speech speed and thought speed) to review what has
been said or to anticipate what the speaker will say next

13. +
Practice:

14. + Teaching strategies to develop and strengthen
listening competencies:
 Lead students in identifying factors that influence listening using
techniques such as: group discussions, brainstorming sessions, role
playing, and simulation
 Give directions one time only. Ask students to explain or repeat the
directions
 Play pre-recorded background noises such as phones ringing, doors
slamming, and people talking. Give directions while the recording plays to
illustrate environmental effects on listening. Conduct a discussion on the
effects of noise.
 Interview employees and prepare an inventory of listening situations in
business.
 Keep a log of time spent listening over a given period and record the
purposes.
(Davis & Brantley, 2005)

15. + Writing:
Many hiring professionals believe the ability to write well can
move employees up the corporate ladder. (College Board, 2005)
Teaching strategies for writing:
Have individuals or groups critique
and revise sample documents
which include examples of both
effective and ineffective messages.
Incorporate revision beginning with
the first writing assignment.
Use proofreading exercises for
evaluating students’ abilities to
detect errors in punctuation and
word usage (Robles, 2005)
 Individualize instruction for
students who lack a command of
English mechanics.
 Use current issues/topics in the
news for writing assignments.
 Motivate students by giving them
timely feedback either online or in
person.
 Write frequently with a positive
attitude. Record the subject,
outline key ideas, prepare a draft,
verify content correctness, and
revise repeatedly.

16. +
Reading:
Depending on your intended audience you will want to alter your
mode of conveying messages. Make sure your students
understand that:
 Time sensitive corrections such as the spelling of names
should be handled by telephone.
 Personal information such as health diagnoses, professional
evaluations, and professional termination notices should be
handled face-to-face with a written notice sent throught the
postal service to maintain confidentiality.
 Email and faxes lessen confidentiality.
 Study the latest in netiquette- or email usage standards
Reading is considered to be the most important key to
educational success. (Font, as cited in Ellzey, 2007)

17. + Students should practice and discuss call
management techniques:
 Answer the phone promptly,
preferably on the first ring
 Develop a friendly and cheerful
greeting and identify yourself.
 Create a positive image for the
company and yourself through
your tone of voice, volume and
articulation.
 Record and transmit
information completely and
accurately
 Demonstrate interest in the
other person; repeat names
and include curteous words
such as “please”, “thank you”,
and “you’re welcome”.
 Avoid personal calls at work.

18. +
Cell Phone Etiquette:
 Maintain awareness of your
environment
 Use cell phones in privacy
 Turn your phone off when in a
group
 Keep your phone muted or on
vibrate
 Focus on safety
(Brantley & Miller, 2008)

19. +
Societal Communication:
 Making ethical decisions
 Communicating with diverse populations
 Interacting in group situations
 Participating in meetings

20. + Ethics: The values and standards by which
actions are judged right or wrong. (Goree, 2007)
The ACT Model from the
Center for American and
International Law
Alternatives- What choices are available
for making this decision? List at least three
options available for each situation.
Consequences- What is expected to
happen for each alternative? Label each
alternative as having either positive or
negative consequences.
Telling- Answer the question, “How will I
feel explaining this situation to my
supervisor? My family? My friends? A police
officer? A news reporter?”
(Goree, 2002)
Encourage discussions
among students about
confidentiality with regards
to modes of communication
and ethical implications of
forwarding messages and
disclosing message
contents.

21. + Diversity:
Age, gender, sexual orientation, education, cultural
background, religion, and life experiences
 Collect multicultural information
(as individuals or as teams) and
prepare objective quizzes or
crossword puzzles.
 Research and report on
differences and similarities of
doing business in various
countries including: appropriate
business dress, business
practices, entertaining, greetings,
and gestures. One resource is:
executiveplanet.com (Dresser, 2005)
 Compile examples or word usage
and generation-based terms.
Research print and digital
sources, interview someone who
has lived/worked in another area
of the U.S. or abroad, and consult
with representatives of various
age groups. (Arnett, 1999)

22. +
Group Dynamics: Collaborative Learning
Assignments For Teams:
 Generating ideas and making
decisions on ethical issues
 Evaluating peer writing and
speaking efforts
 Analyzing and revising written
materials, such as changing
negative statements to positive
statements
 Collecting and reporting on current
events
 Designing and preparing visuals for
reports.
Forming Teams:
 Assign groups in an odd number to
avoid tied votes
 Assign members of a group based on
assessments and interest inventories
with an eye for diversity of aptitude
 Be sure that diverse gender and
ethnicities are reflected in the team

23. +
Meetings:
Planning, Implementation, & Follow-up(Fry, 1997)
 Planning: Determine the
purpose, identify the
participants, prepare the
agenda, & determine the
location.
 Implementation: In a virtual
meeting perform a roll-call to
make sure everyone is online
and all equipment is functional.
 Use Robert’s Rules of Order,
(2000) to govern all activities.

24. +
Guidelines for Visuals and
PowerPoint During Meetings(Lehman, 2006)
 Select a light background with a
dark print. For digital projection
do the opposite.
 The 7x7 rule: no more than
seven words per line and no
more than seven lines per slide.
 Use lowercase and uppercase
letters for easier reading.

25. +
Follow Up- After the Meeting:
 Distribute the minutes in a
timely manner
 Encourage participants to share
comments, questions, and
ideas at a virtual web site,
through email, or with phone
conversations
 When the meeting includes a
slide presentation or website,
notify participants about how to
access and review the saved
presentation.
 You may want to follow-up with
a review to address questions
or to allow absentees to attend.

26. + Workplace Communication
The Job Search Process:
 Self-Assessment: Personality tests, skills
inventories, can help you determine your
needs and interests and match those
with a potential employer.
 Potential Employers: Jobs can be
located from a variety of sources
including newspapers, libraries, online,
career agencies, friends and family,
career centers and organizations.
 For each type of job you should
customize your resume to reflect their
requirements.
 Teachers should assist students in
creating a resume and choosing fonts,
formats, paper, and wording. Accuracy
and honesty should be stressed.
 Enclose an application form with your
resume which states the position you’re
applying for, mentioning your strong
points, and asking for an interview. It
should be addressed to a specific person
at the firm.
 Discuss and practice interviewing with a
potential employer with your student and
possibly invite an employer to be a guest
to talk to the class.
 Write a ‘thank you’ letter after every
interview.
 Compile a portfolio of original work
samples, class projects, academic
transcripts, recommendation letters, and
commendation messages.