This document provides an overview of the key topics and materials covered in the BUS 370 course at Western Michigan University. The course focuses on developing communication skills, including nonverbal, oral, and written communication. Specific topics covered include interpersonal applications of communication skills, business applications, the importance of communication, communication strategies and models, language patterns, and developing rapport. The document lists various course materials and resources available on the instructor's website.
This slideset was used for a presentation to the Palliative Medicine Fellows for the University of Kansas PM Fellowship in association with Kansas City Hospice & Palliative Care
Business Communication is any communication used to promote a product, service, or organisation. Effective communication is an important part of business success.Effective communication is a vital tool for any business owner. Society, business and technology are all dependent on effective communication. Without effective communication there is confusion, dissatisfaction
There are many different types of non-verbal communication.This presentation explains the non-verbal communication associated with the body, including body language or body movements, also known as kinetics, posture, and proxemics, or the message given by how close we stand to someone else.
This slideset was used for a presentation to the Palliative Medicine Fellows for the University of Kansas PM Fellowship in association with Kansas City Hospice & Palliative Care
Business Communication is any communication used to promote a product, service, or organisation. Effective communication is an important part of business success.Effective communication is a vital tool for any business owner. Society, business and technology are all dependent on effective communication. Without effective communication there is confusion, dissatisfaction
There are many different types of non-verbal communication.This presentation explains the non-verbal communication associated with the body, including body language or body movements, also known as kinetics, posture, and proxemics, or the message given by how close we stand to someone else.
What Do I Do Monday Morning: Behavioral Strategies, Part 2SCAAC-N
PART 2 of 2:
Every SLPA has struggled with behavior challenges in their therapy sessions. The good news is - help is here! This session will provide insight into common causes of problem behavior in students with developmental disabilities and communication disorders. Practical tools for positive behavior support will come to life, including: visual supports for understanding, token economies, and capitalizing on student interests. Participants will leave with ideas they can apply immediately to their work with students.
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What Do I Do Monday Morning: Behavioral Strategies, Part 2SCAAC-N
PART 2 of 2:
Every SLPA has struggled with behavior challenges in their therapy sessions. The good news is - help is here! This session will provide insight into common causes of problem behavior in students with developmental disabilities and communication disorders. Practical tools for positive behavior support will come to life, including: visual supports for understanding, token economies, and capitalizing on student interests. Participants will leave with ideas they can apply immediately to their work with students.
FREE TRAINING SLIDES FOR NON-VERBAL BUSINESS COMMUNICATIONS- For more free training, tips and tools - check us out at: www.tek-infovision.com Email me at: bam@tek-infovision.com
BUSINESS COMMUNICATION FREE TRAINING SLIDES. For more free training, tips and tools - check us out at: www.tek-infovision.com Email me at: bam@tek-infovision.com
Enterprise Excellence is Inclusive Excellence.pdfKaiNexus
Enterprise excellence and inclusive excellence are closely linked, and real-world challenges have shown that both are essential to the success of any organization. To achieve enterprise excellence, organizations must focus on improving their operations and processes while creating an inclusive environment that engages everyone. In this interactive session, the facilitator will highlight commonly established business practices and how they limit our ability to engage everyone every day. More importantly, though, participants will likely gain increased awareness of what we can do differently to maximize enterprise excellence through deliberate inclusion.
What is Enterprise Excellence?
Enterprise Excellence is a holistic approach that's aimed at achieving world-class performance across all aspects of the organization.
What might I learn?
A way to engage all in creating Inclusive Excellence. Lessons from the US military and their parallels to the story of Harry Potter. How belt systems and CI teams can destroy inclusive practices. How leadership language invites people to the party. There are three things leaders can do to engage everyone every day: maximizing psychological safety to create environments where folks learn, contribute, and challenge the status quo.
Who might benefit? Anyone and everyone leading folks from the shop floor to top floor.
Dr. William Harvey is a seasoned Operations Leader with extensive experience in chemical processing, manufacturing, and operations management. At Michelman, he currently oversees multiple sites, leading teams in strategic planning and coaching/practicing continuous improvement. William is set to start his eighth year of teaching at the University of Cincinnati where he teaches marketing, finance, and management. William holds various certifications in change management, quality, leadership, operational excellence, team building, and DiSC, among others.
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Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
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𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
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[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
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Business Valuation Principles for EntrepreneursBen Wann
This insightful presentation is designed to equip entrepreneurs with the essential knowledge and tools needed to accurately value their businesses. Understanding business valuation is crucial for making informed decisions, whether you're seeking investment, planning to sell, or simply want to gauge your company's worth.
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Improving profitability for small businessBen Wann
In this comprehensive presentation, we will explore strategies and practical tips for enhancing profitability in small businesses. Tailored to meet the unique challenges faced by small enterprises, this session covers various aspects that directly impact the bottom line. Attendees will learn how to optimize operational efficiency, manage expenses, and increase revenue through innovative marketing and customer engagement techniques.
1. BUS 370
• Course Information
• http://homepages.wmich.edu/~bowman/bus370.html
• http://homepages.wmich.edu/~bowman/syl370.html
• Course Materials
• http://homepages.wmich.edu/~bowman/mir.html
• http://homepages.wmich.edu/~bowman/bus370.ppt
• Class Conference
• http://vms.cc.wmich.edu/www/confer/
• BUS370-DISC and BUS370-CASES
2. Overview
• Communication Skills
• Nonverbal communication
• Oral communication
• Written communication
• Interpersonal Applications
• Business Applications
3. 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
4. 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
11. External Reality
• The Map is Not the Territory
• We delete information
• We distort information
• We generalize
• We assign meaning
• Models of the World
12. 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
13. 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
15. The Communication Process
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
16. 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
17. Core Metaphors
• Metaphors, Similes, and Analogies
• Perceptual Filters
• Common Operational Metaphors
• Time is…
• Learning is…
• Men/Women are…
• Success is...
• Life is…
20. 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
22. 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
24. 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
25. 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
26. Auditories
• 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.
• Physiology and Appearance
• Paralanguage
27. 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.
• Physiology and Appearance
• Paralanguage
30. 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.
31. 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.
32. 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
33. Reading Nonverbal Messages
• Sensory Acuity
• Agree and Disagree
• Posture and Movement
• Associated or dissociated
• Bodily response
40. Communication Strategy, 1 & 2
• Pace
• Match (nonverbally and verbally)
• Meet expectations
• Lead
• Set direction
• Maintain interest
• Maintain rapport
41. 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
42. Exercise: Eliciting Strategies
• Ordering a Meal in a Restaurant
• Learning Something New
• Teaching Something for the First Time
44. 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.
45. Metaprograms
• Action — Initiate or Respond
• Direction — Toward or Away From
• Source — Internal or External
• Conduct — Rule Follower or Breaker
46. More Metaprograms
• Response — Match or Mismatch
• Scope — Global or Specific
• Cognitive Style — Thinking or Feeling
• Confirmation — VAK and Times
47. Exercise: Eliciting Metaprograms
• Metaprograms are revealed by
• Nonverbal messages
• Language
• Questions
• What do you mean?
• How do you know?
• What’s important to you about that?
48. 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
50. The Structure of
Subjective Experience
• Sorting for Time
• Past, present, and future
• Timelines
• Sorting for Like and Dislike
• Creating and Changing Meaning
51. 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.)
52. Exercise: Changing Submodalities
• 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.
53. 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
54. Values
• A Type of Belief
• Hierarchical
• Either Positive or Negative
• Something desired
• Something to avoid
• Congruent or Incongruent
55. Core Questions
• Remain Out of Conscious Awareness
• Focus Attention
• Influence Interpretation of Events
• Influence Psychological State
• Influence the Range of Possibilities
56. Exercise: Belief and Disbelief
• Elicit the submodalities of something you
believe absolutely.
• Elicit the submodalities of something you
doubt.
• Elicit the submodalities of something you
disbelieve.
• Select a limiting belief and change its
submodalities.
57. Frames and Reframes
• The Filters That Determine Meaning
• Influence State and Behavior
• Creating and Changing Frames
• Anchoring
• Reframing Context
• Reframing Content
58. 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
59. 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
60. The Metamodel
• 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)?
61. Metamodel “Violations”
• Unspecified Nouns
• Abstract nouns (a student, teachers)
• Nominalizations (freedom, justice)
• Unspecified or Missing Pronouns
• Someone you know. . . .
• It’s wrong to think that.
62. Metamodel “Violations”
• Unspecified Verbs
• You have to learn this.
• You will solve your problems.
• Unwarranted Generalizations
• You never want to do anything.
• Politicians are crooks.
63. Metamodel “Violations”
• 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.
64. The Milton Model
• Used to Change Another’s Mental Maps
• Used to Create New Possibilities
• Used to Influence
65. Milton Model Techniques
• Metamodel “Violations”
• Unspecified nouns, pronouns, and verbs.
• Generalizations
• Comparisons
• Shifts in referential index
67. 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.
68. 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.
69. 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?
70. 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.
71. 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
72. 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
73. 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?
74. 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?