ADM 1100-Communication Skills - EN PDF

Applied Computer Science: ADM1100
COMMUNICATION
SKILLS
Phylis Bartoo
Communication Skills
Foreword
The African Virtual University (AVU) is proud to participate in increasing access to education in
African countries through the production of quality learning materials. We are also proud to
contribute to global knowledge as our Open Educational Resources are mostly accessed from
outside the African continent.
This module was developed as part of a diploma and degree program in Applied Computer
Science, in collaboration with 18 African partner institutions from 16 countries. A total of 156
modules were developed or translated to ensure availability in English, French and Portuguese.
These modules have also been made available as open education resources (OER) on oer.avu.
org.
On behalf of the African Virtual University and our patron, our partner institutions, the African
Development Bank, I invite you to use this module in your institution, for your own education,
to share it as widely as possible and to participate actively in the AVU communities of practice
of your interest. We are committed to be on the frontline of developing and sharing Open
Educational Resources.
The African Virtual University (AVU) is a Pan African Intergovernmental Organization established
by charter with the mandate of significantly increasing access to quality higher education and
training through the innovative use of information communication technologies. A Charter,
establishing the AVU as an Intergovernmental Organization, has been signed so far by
nineteen (19) African Governments - Kenya, Senegal, Mauritania, Mali, Cote d’Ivoire, Tanzania,
Mozambique, Democratic Republic of Congo, Benin, Ghana, Republic of Guinea, Burkina Faso,
Niger, South Sudan, Sudan, The Gambia, Guinea-Bissau, Ethiopia and Cape Verde.
The following institutions participated in the Applied Computer Science Program: (1) Université
d’Abomey Calavi in Benin; (2) Université de Ougagadougou in Burkina Faso; (3) Université
Lumière de Bujumbura in Burundi; (4) Université de Douala in Cameroon; (5) Université de
Nouakchott in Mauritania; (6) Université Gaston Berger in Senegal; (7) Université des Sciences,
des Techniques et Technologies de Bamako in Mali (8) Ghana Institute of Management and
Public Administration; (9) Kwame Nkrumah University of Science and Technology in Ghana; (10)
Kenyatta University in Kenya; (11) Egerton University in Kenya; (12) Addis Ababa University in
Ethiopia (13) University of Rwanda; (14) University of Dar es Salaam in Tanzania; (15) Universite
Abdou Moumouni de Niamey in Niger; (16) Université Cheikh Anta Diop in Senegal; (17)
Universidade Pedagógica in Mozambique; and (18) The University of the Gambia in The
Gambia.
Bakary Diallo
The Rector
African Virtual University
2
Production Credits
Author
Phylis Bartoo
Peer Reviewer
Rober Oboko
AVU - Academic Coordination

Dr. Marilena Cabral
Overall Coordinator Applied Computer Science Program

Prof Tim Mwololo Waema
Module Coordinator
Karen Ferreira
Instructional Designers
Elizabeth Mbasu
Benta Ochola
Diana Tuel
Media Team
Sidney McGregor Michal Abigael Koyier
Barry Savala Mercy Tabi Ojwang
Edwin Kiprono Josiah Mutsogu
Kelvin Muriithi Kefa Murimi
Victor Oluoch Otieno Gerisson Mulongo
3
Copyright Notice
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Attribution-ShareAlike 4.0 International License. CC-BY, SA
Supported By
AVU Multinational Project II funded by the African Development Bank.
4
Table of Contents
Foreword 2
Production Credits 3
Copyright Notice 4
Supported By 4
Course Overview 10
Welcome to Communication Skills and Team Building course . . . . . . . . . . . 10
Prerequisites. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Course Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Units. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Unit 0: Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Readings and Other Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit 0. Pre-Assessment 17
Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Unit Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Grading Scheme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Answers 18
Unit Readings and Other Resources. . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 1. Introduction to The Communication Process 19
Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Unit Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Learning Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
5
Activity 1 - Definition of communication Process . . . . . . . . . . . . . . . . . . 20
Introduction 20
Activity Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Activity 2 - Definition of communication Process . . . . . . . . . . . . . . . . . . 26
Introduction 26
Activity Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Activity 3 - Searching techniques . . . . . . . . . . . . . . . . . . . . . . . . . 33
Introduction 33
Writting Academic Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Grading Scheme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Answers 36
Unit 2. Forms of Communication in The Business Setting 37
Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Unit Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Activity 1 - Information Flowing In a Business Setting. . . . . . . . . . . . . . . 38
Introduction 38
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Activity 2 - Forms of Communication . . . . . . . . . . . . . . . . . . . . . . . . 40
6
Introduction 40
Activity Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Written Communication 43
Non-verbal Communication 44
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Activity 3 - Forms of communication in business setting. . . . . . . . . . . . . . 46
Introduction 46
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Unit Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Grading Scheme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Answers 72
Unit 3. Forms of Communication in The Business Setting 74
Unit Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Activity 1 - What is business technology. . . . . . . . . . . . . . . . . . . . . . 75
Introduction 75
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Activity 2 - The Role of IT in Business Success. . . . . . . . . . . . . . . . . . . 78
Introduction 78
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Activity 3 - Digital and information Literacy. . . . . . . . . . . . . . . . . . . . 80
Introduction 80
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7
Grading Scheme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Answers 82
Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Unit Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Unit 4. Team Building in Business Communication 84
Unit Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Activity 1 - Understanding Team Building . . . . . . . . . . . . . . . . . . . . . 85
Introduction 85
Activity 2 - Team Building Activities . . . . . . . . . . . . . . . . . . . . . . . . 86
Introduction 86
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Activity 3 - Strategies of Team Building . . . . . . . . . . . . . . . . . . . . . . .91
Introduction 91
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Grading Scheme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Answers 93
Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Unit Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Module Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Course Assessment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Instructions 95
Course Assessment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Instructions 97
Course References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
8
Course Overview
Course Overview
Welcome to Communication Skills and Team Building course
There are both practical and theoretical reasons to study algorithms. From a practical
standpoint, you have to know a standard set of important algorithms from different areas
of computing; in addition, you should be able to design new algorithms and analyze their
efficiency. From the theoretical standpoint, the study of algorithms, sometimes called
algorithmics, has come to be as the cornerstone of computer science.
This course aim to provide an in-depth understanding of the fundamental algorithmic

techniques for design and analysis, in turn impart knowledge and practical competence in use
of advanced data structures and the design and analysis of algorithms.
Prerequisites
• None
Materials
The materials required to complete this course are:
• Computer
• Internet connection
• Reference materials:
• online sources and text books
9
Course Goals
Upon completion of this course the learner should be able to:
• Obtain and convey workplace information.

• Use effective questioning, active listening, and speaking skills to gather and
convey information.
• Follow the process of communication which show the direction of information
flow.
• Select appropriate medium to transfer information and idea.
• Use appropriate verbal and nonverbal communication.
• Identify and follow appropriate lines of communication with supervisors and
colleagues.
• Define workplace procedures for the location and storage of information in line
with current information technology.
• Operate effectively as a productive member of a team by producing results in a
range of professional and social situations.
• Create successful teams from a range of members of different educational, social,
cultural and technical expertise.
Units
Unit 0: Pre-Assessment
The purpose of this module is to provide you with guidance and practice on how to enhance
your business communication skills and team building. This will enable you to become good
communicators in business organizations you wish to work for.
Communication Skills and team building has been designed to enable you cope with those
business demands that each course and call in the business world demands. The unit contains
various documents required in a business set up. How to prepare the documents, make
effective presentations and generally how to become an efficient manager, supervisor, team
player etc.
10
Course Overview
Assessment
Formative assessments, used to check learner progress, are included in each unit.
Summative assessments, such as final tests and assignments, are provided at the end of each
module and cover knowledge and skills from the entire module.
There are activities at the end of each topic, although some are integrated in the discussion.
Please attempt all the activities because they will give you a chance to practice what you will
have learned.
Summative assessments are administered at the discretion of the institution offering the course.
The suggested assessment plan is as follows:
1 Assessments 1 10%
2 Assessments 2 10%
3 Assessments 3 10%
4 End of Term Exam 70%
11
Schedule
Unit Activities Estimated

time
Unit 0: Preliminary assesment 5hours
Pre-Assessment
Unit 1: Activity 1.1 Definition of the 5 hours

communication process
Introduction to the 10 hours
Communication Activity 1.2Communication in the
10hours
process. business environment
Activity 1.3Writing academic

documents
Unit 2: Activity 2.1 Information flow in 10 hours

business setting
Forms of 10 hours
Communication in Activity 2.2 Forms of communication
10 hours
the Business Setting
Activity 2.3Forms of communication
in business
Unit 3: Activity 3.1 Business Technology 10 hours
Business and Activity 3.2 Role of IT in business 10 hours

Communication
Activity 3.3Digital and information 10 hours
Technology
literacy
Unit 4: Activity 4.1 Understanding team 10 hours

building
Team Building 10 hours
and Business Activity 4.2 Team building activities
5 hours
Communication
Activity 4.3Team building strategies
Unit 5: Final Examinations 3 hours
12
Course Overview
Readings and Other Resources

The readings and other resources in this course are:
Unit 0
Required readings and other resources:
Sherron Bienvenu & Paul Timm, (2002): Business Communication: Discovering Strategy
Developing Skills
• http://www.skillsyouneed.com/general/communication-skills.html
• (http://www.kent.ac.uk/careers/sk/communicating.htm
• http://www.helpguide.org/articles/relationships/effective-communication.htm
• http://www.teambuilding-kenya.com/
• http://managementstudyguide.com/team-building.htm
Optional readings and other resources
• http://www.isoc.com/london/public-speaking-presentation-training?gclid=Cj0KE
QiAr8W2BRD2qbCOv8_H7qEBEiQA1ErTBoWo3A3X2oNb2TNyMpsDFduSTH1U
EfxZeN-zlYy4uaIaAq-o8P8HAQ
• http://smallbusiness.chron.com/meaning-building-team-relationships-31474.html
Unit 1
• http://www.writing.utoronto.ca/advice/specific-types-of-writing/
academic-proposal
• International Journal of Social Research Methodology 10 (2007): 5-20.
• http://www.restore.ac.uk/mrp/services/ldc/mrp/resources/resproskills/comprespro.
shtml
• http://www.skillsyouneed.com/general/communication-skills.html
• http://www.kent.ac.uk/careers/sk/communicating.htm
Optional readings and other resources:
• http://education-portal.com/academy/lesson/types-of-communication-formal-
informal-grapevine-verbal-non-verbal.html#lesson
• http://www.cliffsnotes.com/more-subjects/principles-of-management/
communication-and-interpersonal-skills/methods-of-communication
13
Unit 2
• https://www.google.com/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=define+business+communicat
ion
• Dorothy Denning. A lattice model of secure information flow. Communications of
the ACM, 19(5):236-242, 1976.
• Smith, Geoffrey (2007). “Principles of Secure Information Flow Analysis”.
Advances in Information Security. Springer US. pp. 291–307.
• http://www.notesdesk.com/notes/business-communications/
types-of-communication/
• McCarthy, J. F. (2008). Short stories at work: Storytelling as an indicator of
organizational commitment. Group & Organization Management, 33, 163–193
• http://catalog.flatworldknowledge.com/bookhub/5?e=carpenter-ch12_s03
• Flink, H. (2007, March). Tell it like it is: Essential communication skills for
engineers. Industrial Engineer, 39, 44–49.
• http://www.nywici.org/features/interview/power-story-business
• http://www.goodreads.com/book/show/15014.Crucial_Conversations
• http://www.inc.com/encyclopedia/written-communication.html(2016)
• http://catalog.flatworldknowledge.com/bookhub/7?e=collins-ch08_s05http://
www.cgu.edu/pages/852.asp
• https://alison.com/courses/Business-Communication-Fundamentals-of-Business-
Writing
• http://catalog.flatworldknowledge.com/bookhub/5?e=carpenter-ch12_s03#ftn.
fn-5
• http://www.subliminalhacking.net/2012/10/12/
proxemics-have-you-heard-of-personal-space/
• https://en.wikipedia.org/wiki/Minutes
Unit 3
• http://smallbusiness.chron.com/use-vlookup-different-sheets-excel-40058.html
instant&ion=1&espv=2&ie=UTF-8#q=technology+in+oral+communicat
ion
14
Course Overview
shtml
• http://image.slidesharecdn.com/usesoftechnologyinbusinesscommun
ication-120124120500-phpapp02/95/uses-of-technology-in-business-
communication-21-728.jpg?cb=1327407107
• http://www.uefap.com/writing/genre/discuss.htm
Unit 4
• http://smallbusiness.chron.com/team-building-communication-skills-4832.html
• Sahin, F.(2012). “The mediating effect of leader-member exchange on the
• relationship between Theory X and Y management styles and effective
commitment:A multilevel analysis.” Journal of Management and Organization,
18(2).
• (http://www.businessballs.com/love.htm)
Optional reading sources:
• Page, D., & Donelan, J. G. (2003). “Team-building tools for students”. Journal of
Education for Business 78 (3): 125–128. doi:10.1080/0883232030959
• Ravio, E., Monna, A.B., Weigand, A.D., Eskolar, J., & Lintunen, T. (2010). “Team
building in sport: a narrative review of the program effectiveness, current
methods, and theoretical underpinnings”. Athletic Insight Journal 2 (2): 1–19
15
Unit 0. Pre-Assessment
Unit Introduction
The purpose of this unit is to determine your grasp of knowledge related to this course . This
course communication and teambuilding helps you to acquire skills so as to perform effectively
in any business setting. We look at different communication channels and formats that are
available forinformation flow. Moreso the course takes you through team creating. Team
building is very essential in the job market today as its a channel organizations motivate their
employees.
Unit Objectives
Upon completion of this unit you should be able to:
• Have a grasp of communication in general and what is expected of them at the

end of the module.
• Acquire busines communication skills.
• Understand the relevance of IT in business setting.
Key Terms
Communication Skills:The ability to convey
information to another effectively and efficiently. It also
means a purposeful exchange of information between
participants. At the end of communication, the
conversants should be able to give feedback as a way
of showing understanding.
www.businessdictionary.com/definition/communication-
skills.html
Business Communication:The sharing of information

between people within an enterprise that is performed
for the commercial benefit of the organization. In
addition, business communication can also refer to how
a company shares information to promote its product or
services to potential consumers.
Team building: is a collective term for various types of

activities used to enhance social relations and define
roles within teams, often involving collaborative tasks.
https://en.wikipedia.org/wiki/Team_building
16
Unit 0. Pre-Assessment
Assessment
1. Why do you think communication skills and team building is relevant to
you as a student of computer? Give 5 reasons for your answer. (10 marks)
2. Think of team building activities that are relevant for your class. Identify 5
activities and present to your instructor (10marks)
Grading Scheme
The assessment constitutes 5% of the overall assessment.
Answers
1. In your opinion how well is the unit developed or delivered?
2. Which areas do you think needed more clarity?
3. Were there terms that needed further explanation.
4. What suggestions do you have for better delivery of the content?
5. Do you feel the activities and assessments being adequate?
Unit Readings and Other Resources
• Senécal, J., Loughead, T. M., & Bloom, G. A. (2008). “A season-long team-

building intervention: Examining the effect of team goal setting on cohesion”
(PDF). Journal of Sport & Exercise Psychology 30 (2): 186–99. PMID 18490790
• http://www.skillsyouneed.com/general/what-is-communication.html
17
Unit 1. Introduction to The

Communication Process
Unit Introduction
This unit helps us to understand the communication process. In this unit we shall discuss the
meaning of communication and describe the processes designed to help you to understand
how communication takes place in an institution or a workplace or a business environment. We
shall also focus on the various types of communication and the different barriers that can make
communication difficult which is considered as noise.
Unit Objectives
• Define the concept of communication.

• Identify and describe the elements of communication.
• Describe the process of communication.
• Think about the different types of communication barriers.
• Understand business communication requirements with the elements of the
communication process.
Key Terms
Communication is a process: it is an activity
which is an exchange of meaning that is dynamic.
Communication is therefore not static. Communication
as a process is a concept whose critical element is the
changing nature of its occurrence.
Communication involves meaning: meaning is shared

understanding of message. The understanding of the
meaning of another person’s message only occurs
when you elicit common meanings for words, phrases,
and non-verbal messages.
Communication is a system of symbols, signs and

behavior: the system may be in form of language,
gesture, demeanor or even facial expressions
http://study.com/academy/lesson/what-is-the-
communication-process-definition-steps.html
18
Unit 1. Introduction to The Communication Process
http://thecommunicationprocess.com/
models-of-communication/
Communication Models and Theories
www.praccreditation.org/resources/.../APRSG-Comm-
Models.pd Cultural Barriers to Effective Communication
Burnett, M.J., & Dollar, A. (1989).

BusinessCommunication: Strategies for Success.
Houston, Texas: Dane
Learning Activities
Activity 1 - Definition of communication Process
Introduction
A process often defined as a series of actions or steps taken in order to achieve a particular
end. The communication process is the guide toward realizing effective communication. It
is through the communication process that the sharing of a common meaning between
the sender and the receiver takes place. Individuals that follow the communication process
will have the opportunity to become more productive in every aspect of your life. Effective
communication leads to understanding.
It is important for you to note that the communication process is made up of specific key
components or elements. Those components/elements include the sender/source; encoding;
the message; medium of transmission, receiver decoding; feedback and noise. There are also
two other factors in the process, and those two factors are present in the form of the sender
and the receiver. The communication process usually begins with the sender and ends with the
receiver within specific environment. Communication is therefore a process because it takes
place through various stages that interconnected by various elements that will he discussed in
the next section.
19
Activity Details
Elements of Communication
Elements of communication are the components that constitute the communication process.
These are:
Source/Sender
The sender is an individual, group, or organization who initiates the communication. This
source is initially responsible for the success of the message. The sender’s experiences,
attitudes, knowledge, skill, perceptions, and culture influence the message. “The written
words, spoken words, and nonverbal language selected are paramount in ensuring the receiver
interprets the message as intended by the sender” (Burnett & Dollar, 1989). All communication
begins with the sender.
The first step the sender is faced with involves the encoding process. In order to convey
meaning, the sender must begin encoding, which means translating information into a
message in the form of symbols that represent ideas or concepts. This process translates the
ideas or concepts into the coded message that will be communicated. The symbols can take
on numerous forms such as, languages, words, or gestures. These symbols are used to encode
ideas into messages that others can understand.
When encoding a message, the sender has to begin by deciding what he/she wants to
transmit. This decision by the sender is based on what he/she believes about the receiver’s
knowledge and assumptions, along with what additional information he/she wants the receiver
to have. It is important for the sender to use symbols that are familiar to the intended receiver.
A good way for the senders to improve encoding their messages, is to mentally visualize the
communication from the receiver’s point of view. Here the sender selects words, constructs
sentences and either decide when to write or speak.
Message
As already indicated earlier, when encoding a message, you need to begin by deciding what
you want to transmit. The message is therefore the verbal or non-verbal form of idea, thought
or feeling that you (source) wish to communicate to a group of people (receivers). The message,
therefore, is the content of interaction. A message may be easy to understand or long and
complex; it may also be intentional or unintentional.
Channel
To begin transmitting the message, the sender uses some kind of channel (also called a
medium). The channel is the means used to convey the message. Most channels are either oral
or written, but currently visual channels are becoming more common as technology expands.
20
Common channels include the telephone and a variety of written forms such as memos,
letters, and reports. The effectiveness of the various channels fluctuates depending on the
characteristics of the communication. For example, when immediate feedback is necessary,
oral communication channels are more effective because any uncertainties can be cleared up
on the spot. In a situation where the message must be delivered to more than a small group
of people, written channels are often more effective. Although in many cases, both oral and
written channels should be used because one supplements the other.
If a sender relays a message through an inappropriate channel, its message may not reach
the right receivers. That is why senders need to keep in mind that selecting the appropriate
channel will greatly assist in the effectiveness of the receiver’s understanding. The sender’s
decision to utilize either an oral or a written channel for communicating a message is
influenced by several factors. The sender should ask him or herself different questions, so
that they can select the appropriate channel. Is the message urgent? Is immediate feedback
needed? Is documentation or a permanent record required? Is the content complicated,
controversial, or private? Is the message going to someone inside or outside the organization?
What oral and written communication skills does the receiver possess? Once the sender has
answered all of these questions, they will be able to choose an effective channel.
Noise
Noise is any interference in encoding or decoding process that reduces the clarity of a
message. This can occur at any stage in the process of Noise can be in the form of:
1. Physical noise, which can be in form of distracting sounds or sights. Such

noise is usually easier to prevent in a speaking or listening situation. For
example, closing doors to a noisy room, wearing ear plugs etc.
2. Psychological noise, mental and emotional interferences that distract

communication, such as day dreaming, pain, hunger and the like.
3. Semantic noise, which is the use of expressions that are unknown to

the receiver or are too complex in grammatical structure. They include
language differences, inattention and misunderstanding caused by
different interpretations of a word or an expression. Cultural diversity can
also lead to semantic noise because people from different cultures may
have different meanings to same words
4. Physiological noise manifests from the inside of either the receiver

or sender of the message and is caused by a physiological process.
Physiological processes are the physical and chemical functions of your
body. Examples of physiological processes include hunger, fatigue,
headaches, pain, and physiological effects from medicine that affects the
way you think or feel.
21
The diagram below shows how noise affects the communication process:
Figure 1.1: Barriers to Communication
The receiver is the individual or individuals to whom the message is directed. The extent
to which this person comprehends the message will depend on a number of factors, which
include the following: how much the individual or individuals know about the topic, their
receptivity to the message, and the relationship and trust that exists between sender and
receiver. All interpretations by the receiver are influenced by their experiences, attitudes,
knowledge, skills, perceptions, and culture. It is similar to the sender’s relationship with
encoding.
Decoding
After the appropriate channel or channels are selected, the message enters the decoding stage
of the communication process. Decoding is conducted by the receiver. Once the message is
received and examined, the stimulus is sent to the brain for interpreting, in order to assign
some type of meaning to it. It is this processing stage that constitutes decoding. The receiver
begins to interpret the symbols sent by the sender, translating the message to their own set of
experiences in order to make the symbols meaningful. Successful communication takes place
when the receiver correctly interprets the sender’s message.
Feedback
Feedback is the final link in the chain of the communication process. After receiving a message,
the receiver responds in some way and signals that response to the sender. The signal may
take the form of a spoken comment, a long sigh, a written message, a smile, or some other
action. Even a lack of response, is in a sense, a form of response. Without feedback, the sender
cannot confirm that the receiver has interpreted the message correctly.
Feedback is a key component in the communication process because it allows the sender to
evaluate the effectiveness of the message. Feedback ultimately provides an opportunity for
the sender to take corrective action to clarify a misunderstood message. Feedback plays an
important role by indicating significant communication barriers: differences in background,
different interpretations of words, and differing emotional reactions
22
The process of communication can be summarized in the following diagram:
Figure 1.2: Communication Process model
Effective Communication
The communication process is the perfect guide toward achieving effective communication.
When followed properly, the process can usually assure that the sender’s message will be
understood by the receiver. Although the communication process seems simple, it in essence
is not. Certain barriers present themselves throughout the process. Those barriers are factors
that have a negative impact on the communication process.
Some common barriers include the use of an inappropriate medium (channel), incorrect
grammar, inflammatory words, words that conflict with body language, and technical jargon.
Noise is also another common barrier. Noise can occur during any stage of the process. Noise
essentially is anything that distorts a message by interfering with the communication process.
Conclusion
In this unit you learned that as a student at the university level, you are expected to be both a
sender and a receiver. This is because you will be interacting with your tutors, colleagues and
with your reading materials. At the same time you will be expected to demonstrate through
writing assignments and examinations that you can send relevant messages to your recipients
in the academic world including the business environment.
You will get feedback by way of the scores you will obtain and therefore prompting you to
assess your abilities. The section shown in the diagram as NOISE implies any interruption that
affects the communication. This can occur at any stage in the process. So you will need to be
aware of these noises and deal with them when they occur during the communication process.
This is necessary for you to know and act upon because human communication has many
problems and difficulties. This is as a result of the fact that whenever we try to communicate,
something often seems to get in the way and we are not understood in the way we intended.
23
Assessment
1. From your academic situation describe the meaning of communication.
(5marks)
2. In your experience, how would each of the models discussed be used to

explain the communication process? (2marks)
3. Select any one of the types of communication and relate it to your

learning situation. (5marks)
4. Identify the barriers that you likely to encounter in your academic
communication situation.(5marks)
5. In your opinion, how you would deal with each of the barriers you have
identified? (5marks)
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Activity 2 - Definition of communication Process
Introduction
Welcome to note taking and note making! This topic will take you through understanding the
meaning of note taking and the differences that exist between the two. It will also discuss the
key things that you need to consider if you wish to take good note when listening or when you
are reading in a business environment. The Topic will discuss the various strategies that you
can use to enable you take notes that you can use for a variety of uses.
Activity Details
Meaning of Note Taking and Making
Note taking is one of the active listening skills that you will need to acquire here at Egerton
University in order to record accurately what you listen to in lectures and in your study groups.
However, you will find that this skill is relevant and necessary in other topics such as reading
skills, study skills and writing skills. It is important that you learn the difference between note
making and note taking.
Note taking is a crucial skill and one that we would encourage you to develop as early as
possible in your studies. It can help you to listen actively as opposed to passively. This means
making sense of what you are listening to at that particular point in time and keeping a record
for yourself, a record that you can go back to later on, whether for revising for examinations or
for making links with later parts of the various courses you are studying. Therefore, taking notes
does not imply simply taking things down more or less word for word, of what the speaker says.
Rather, it is a selection and it needs to be organized and it will include the most important or
interesting parts of the lecture that you have been listening to.
Purpose: The purpose of note-taking is to assist concentration and to guide you in taking
down what is important from wide content. You can take notes when you listen to lecturers
and other presentations for academic purposes. You may make notes when you are studying
on your own in the library or during your private study. Making notes can also include filling up
gaps and adding information to notes taken during a listening process where certain details
could have been left out.
When taking notes, you are brief and write fast. But later when you go back to look at the
notes, you may add some details and provide various examples, thus making them more
detailed and clearer and also editing any errors
Despite the slight difference, you can see that Note-taking and note-making are selective
processes in which you record or write down the main points or items heard or read in the
course of learning.
25
There are a number of reasons why you need to take and make notes. These include:
1. Notes to assist retention: note-taking and note-making greatly increases

the chances of recalling the information.
2. Notes for revision: This is perhaps the most important function of notes.
You can perform better when you revise from your own notes.
3. Notes for external storage: when you record what has been said during
any presentation, this acts as a storage mechanism of these facts and
ideas.
4. Notes as preparation for written assignments. Notes you take may

be used to expand the concepts to be discussed or they could be
incorporated in the writing process. So this means that extensive and
intensive reading and making notes will enable you to focus on the topic
or subject of the assignment.
Devices or tools used in note-taking and note-making
The skills required in taking notes include quick coordination between listening (decoding or
interpretation) and writing. It is not possible to write down everything as uttered by the speaker
or written by the author. There are devices or tools that you can use to enable you take useful
notes.
These devices include:
i). Abbreviations
ii). Acronyms
iii). Symbols
What are abbreviations? These are shortened forms of words or part of written word.
Abbreviations could either be standard or personal in form. The standard abbreviations are
those forms that are conventional and are nationally and internationally used. The personal
forms of abbreviations are devised by the writer for his/her own use later on. The personal
forms may or may not be understood by other people.
Examples of standard abbreviations are:
U.K United Kingdom or United Kingdom
Med. Medicine
F Female
M Male
E.g. For example
26
U. S. A United States of America
A. U. African union
E.U European Union
A.V.U African Virtual University
Examples of some non-standard abbreviations are:
Pple people
Wlkg walking
Dev. develop
Devping developing
Devpment development
What are Acronyms? These are words formed or based on the initial letters or syllables or
other words.
Examples of acronyms are:
KARI Kenya Agricultural Research Institute
KEMRI Kenya Medical Research Institute
KNEC Kenya National Examination Council
UN ESCO United N ations Educational Scientific and

Cultural Organization
WHO World Health Organization
What are symbols? These are representations which are conventional. They stand in the
place of something else.
You can use any of the following symbols to represent longer words or phrases as shown:
+ addition or plus sign
- subtraction or minus sign
= equivalent or equal sign
X multiplication sign
> greater than sign
< less than sign
CO2 carbon dioxide
27
O2 oxygen
O3 Ozone
≈ approximately equal to
How to take notes. Methods of note-taking are a matter of personal preference & each
person should work out the style which suits them. Notes are personal & private & since they
are almost always for personal use, they can be as idiosyncratic as the writer may choose.
However, there are some basic principles which may be applied in note-taking to produce
good and useful notes. These include:
1. Listening with concentration to that there is an understanding of what is

being said.
2. Selecting the main points from the lecture on presentation.
3. Omitting many words and compressing text without losing the essential
meaning. The use of abbreviations, acronyms and symbols are
appropriate.
Taking Lecture Notes
You might one time find yourself in a lecture mode of learning or a formal talk that you will
need to take some notes. Here, you will require to have an understanding of how to take useful
notes.
1. There are many reasons for taking lecture notes:
• Making yourself take notes forces you to listen carefully and test your
understanding of the material.
• When you are reviewing, notes provide a gauge to what is important in the text.
• Personal notes are usually easier to remember than the text.
• The writing down of important points helps you to remember then even before
you have studied the material formally.
2. Instructors usually give clues to what is important to take down. Some of

the more common clues are:
A. Material written on the blackboard.
B. Repetition
C. Emphasis
• Emphasis can be judged by tone of voice and gesture.

• Emphasis can be judged by the amount of time the instructor spends on points
and the number ofexamples he or she uses.
28
D. Word signals (e.g. “There are two points of view on . . . “

“The third reason is . . . “ “ In conclusion . . . “)
E. Summaries given at the end of class.
F. Reviews given at the beginning of class.
3. Each student should develop his or her own method of taking notes, but
most students find the following suggestions helpful:
• Make your notes brief.
1. Never use a sentence where you can use a phrase. Never use a
phrase where you can use a word.
2. Use abbreviations and symbols, but be consistent.
• Put most notes in your own words. However, the following should be noted
exactly:
1. Formulas
2. Definitions
3. Specific facts
• Use outline form and/or a numbering system. Indentation helps you distinguish
major from minor points.
• If you miss a statement, write key words, skip a few spaces, and get the
information later.
• Don’t try to use every space on the page. Leave room for coordinating your
notes with the text after the lecture. (You may want to list key terms in the
margin or make a summary of the contents of the page.)
• Date your notes. Perhaps number the pages.
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Saving Time on Note Taking
Here are some hints regarding taking notes on classroom lectures that can save time for almost
any student. Some students say that they plan to rewrite or type their notes later. To do so is
to use a double amount of time; once to take the original notes and a second to rewrite them.
The advice is simple: DO IT RIGHT THE FIRST TIME!
Second, there are some students who attempt to take notes in shorthand. Though shorthand
is a valuable tool for a secretary, it is almost worthless for you as a student in academic
work. Here is why. Notes in shorthand cannot be studied in that form. They must first be
transcribed. The act of transcribing notes takes a great amount of time and energy but does
not significantly contribute to your mastery. It is far better to have taken the notes originally in
regular writing and then spend the time after that in direct study and recitation of the notes.
Third, do not record the lesson on a cassette tape or any other tape. The lecture on tape
precludes flexibility. This statement can be better understood when seen in the light of a
person who has taken his/her notes in regular writing. Immediately after taking the notes this
person can study them in five minutes before the next class as s/he walks toward the next
building, as s/he drinks his/her coffee, or whatever. Furthermore, this student, in looking over
his/her notes, may decide that the notes contain only four worthwhile ideas which s/he can
highlight, relegating the rest of the lecture to obscurity. Whereas the lecture on tape has to be
listened to in its entirety including the worthwhile points as well as the “garbage,” handwritten
notes may be studied selectively. If you take the easy way out - recording the lecture on tape
as you sit back doing nothing – you will box yourself into inflexibility.
Note Making
Learning to make notes effectively will help you to improve your study and work habits and
to remember important information. Often, students are deceived into thinking that because
they understand everything that is said in class they will therefore remember it. This is dead
wrong! We encourage you to write it down.
As you make notes, you will develop skill in selecting important material and in discarding
unimportant material. The secret to developing this skill is practice. Check your results
constantly. Strive to improve. Notes enable you to retain important facts and data and to
develop an accurate means of arranging necessary information.
Conclusion
In this topic you have seen the emphasis of taking notes using your own words and even using
your own thoughts in that process, but it is also important that you keep reflecting on how you
take notes. It is also important to develop a formula that works for you. As you keep on refining
that process, you will realize that the notes you are taking towards the end of this course, will
be different from the notes you are taking now.
30
Unit Summary
This Topic has taken you through various key points that you need to consider when taking
or making notes. We have done this by helping you to understand the difference & similarity
between them. Remember that you can take and make notes in various situations that require
you to identify and keep the key points of discussion in any business forum.
Assessment
For you to know whether you have mastered the art of note taking and making, carry out
the following activities:
1. Take your notebooks and check your notes; whether you have
incomplete sentences and instances where the logic in the sentence is
lost.
2. After that, you should check how short your notes are. Your notes need
to be short, because it will be easy for you to revise as you prepare for
examinations, long notes are tedious.
3. While looking at your notes, ask yourself the following questions:
(a) Do I use abbreviations and symbols when taking notes?
(b) What formula do I use to organise my notes?
• TheCornell Note-taking System. Available at lsc.cornell.edu/LSC_Resources/

cornellsystem.pdf
• Note Taking and In-Class Skills www.ucc.vt.edu/academic_support.../
note_taking_and.../index.h
• Note taking techniques - Skills for OU Study - Open University. www2.open.ac.uk/
students/skillsforstudy/notetaking-techniques.php
31
Activity 3 - Searching techniques
Introduction
As a university student writing academic work is part and parcel of life. As a result there are
many forms of academic documents but for this unit we will concentrate on the common
types which include: reports and essays which learners write as a form of giving feedback on
assessment. We have academic proposals and thesis.
Activity Details
Writting Academic Work

There are several types of academic written works that students are expected to produce
however, the most common types are reports and essays, articles are normally written by
scholars and academic researchers but are a popular type of academic work. Essays and
Reports are a popular form of assessment in academics especially in assignment form. This is
because they test a student’s ability to gather complex material, make sense of the gathered or
researched material and communicate to the informed reader in a convincing manner that the
covered material has been understood.
Academic proposal
Academic Proposals are written as the final stage of an undergraduate study. This is after
writing a research proposal. An academic research proposal is the first step in producing a
thesis or major project. Its intent is to convince a supervisor or academic committee that your
topic and approach are sound, so that you gain approval to proceed with the actual research.
As well as indicating your plan of action, an academic proposal should show your theoretical
positioning and your relationship to past work in the area that is the. The final stage of most
undergraduate degrees involves writing a thesis or dissertation.
A research proposal clearly states what the problem is and how the research will be conducted
in to answer the research question. The problem that is identified in the proposal should be
well grounded in academic literature or theory. A research problem is a statement about an
area of concern, a condition to be improved upon, a difficulty to be eliminated, or a troubling
question that exists in scholarly literature, in theory, or in practice that points to the need for
meaningful understanding and deliberate investigation. In some social science disciplines the
research problem is typically posed in the form of one or more questions.
32
The core elements of an academic research proposal are:
• The title of the proposed study

• Statement of the Problem
• Relevance
• Objectives of the research Study
• Scope and limitations of the study
• Research Questions
• Hypothesis
• Literature Review
• Methodology
• References
Other elements can also be added to a research proposal, however that is based on the
discipline or the nature of the research. students are required to read widely the available
literature in the relevant discipline in order in order to come up with a good proposal. Thus,
students are urged to take time and care in drafting academic research proposals.
Academic Research Reports
The main purpose of the academic report discussion is to show that the results lead clearly to
the conclusion being drawn. This may include any limitations that might cause problems with
any claims being made as well as any possible explanations for these results. The students are
expected to engage in academic report writing depending on what they are pursuing. These
may include laboratory reports, industrial visit reports, work placement reports and research
reports. Across all faculties, students are expected to write an academic research report as
the climax of their study, this is what is referred to as a thesis or dissertation. Therefore, it is
important to understand the basic principles of report writing, especially that this piece of
work is highly structured. A report unlike an essay has headings and subheadings and is often
separated into sections. Academic reports often comprise the following parts:
• Title Abstract Introduction or Background Related work

• Methodology
• Results
• Conclusions or Recommendations
• References
• Appendices depending on the methodology
33
Conclusion
Assessment
The section we have seen at academic writing documents. These include reports and essays.
1. help Identify
This will a research
you as a student problem
to present in your
college areawork.
related of specialization and
You should now bedevelop
able to a
proposal
present quality work! Include all the components.
2. Write an essay detailing your experience as a first year student in the

university.
3. Look for academic proposals identify the different parts. Do they adhere
to what we have discussed?
Unit Summary
We have come to the end of unit one. In this unit we looked at the definition of communication
and the various processes through which communication goes through. We also saw the
various academic documents that are in the academic environment. This should help you
generate acceptable documents in the course of your study.
Unit Assessment
1. Giving relevant examples define the term communication (2 marks)
2. Communication is a process. Discuss (10 marks)
3. What are the various elements that makes communication complete? (8

marks)
4. Using your learning environment. Identify various types of noise that can
distract communication (6 mark)
5. Identify a topic of your choice and write an essay using the various
devices of note taking and note making (4 marks)
34
Grading Scheme
The marks expected for each question has been given above. It constitutes 5% of the total
assessment marks.
Answers
3. Are there terms from the unit that needed further explanation?

Communicate your feedback to the instructor. The address is found in
the module.

The readings in this unit are to be found at course level readings and other resources.
academic-proposal
shtml
35
Unit 2. Forms of Communication in

The Business Setting
Unit Introduction
In a business setting people exchange information and ideas at different levels. In this unit
we are going to look at different forms of communication that are available for interpersonal
communication in a business setting. This is because people inevitably share information
as they work. Communication in an organization flows in different directions- downward,
upward and lateral. For instance, for purposes of controlling and direction, managers engage
in downward communication. To get information and feedback from their subordinates,
communication flows in the upward direction. We are also going to look at the different forms
of communication.
Unit Objectives
• Define business communication.

• Identify different channels of communication.
• Identify and describe the various forms of communication used in a business set
up.
• Make a distinction between the features of verbal and nonverbal communication.
• Discuss the features of nonverbal communication and how it interacts with verbal
and written communication.
Key Terms
Business communication: Business communication is
any form of communication, verbal or nonverbal, that is
used to relay a message, promote a product or service
or share information.
Information flow: Path data takes from its original

setting to its end users.
36
Unit 2. Forms of Communication in The Business Setting
Learning Activities
Activity 1 - Information Flowing In a Business Setting
Introduction
In this section we are going to discuss the various directions information flows in a business
organization, This is based on the path the information takes. Such knowledge is very
important to you in the sense that as a member of an organization, you should know who to
report to and who reports to who and also referred to as the chain of command.
Activity Details
Communication can be categorized in three ways.
a) By the number of people involved in the communication process.
b) By the channel or medium used in the communication process.
c) By the flow of information
Communication categorized by number of people involved:
i) Intrapersonal communication: It’s the process of sharing meaning within

oneself in the mind, involving such activities as reflection, problem
solving, planning, & solving internal conflict among others. This is
a continuous process we always engage in but rarely realize we are
involved in it.
ii) Inter-personal communication: this involves exchanging meaning between

at least two people in a situation that allows mutual opportunities for
both speaking and listening. Interpersonal communication can be of two
types:
Dyadic communication: involves two people in communication such as a

doctor and a patient, a lecturer and a student.
Small group communication: involves 3-10 people such communication

includes that which takes place in families and work groups.
iii) Public communication: it involves one person communicating to a large

group of people.
iv) Mass communication: this is communication via a technological

transmission system involving a source (professional communicator often
representing an organization), & a large number of unseen receivers
spread over a wide geographical area. The transmission system might be
in the form of electronic, audio, audio-visual signal or visual technologies
such as publication in form of books or newspapers.
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Communication Categorized by Channel or Medium
i) Verbal communication: Often refers to use of word to communicate. It can

refer to communication that relies on the oral-auditory signal via the
hearing system (e.g. listening) for communication and written, that refers
to the use of visual symbols, representing language, on a surface which is
read by receivers.
ii) Graphic communication: this communication is also known as diagrammatic

communication. It involves use of non linear aspects to communicate
ideas facts and objects other than written communication e.g. cartoons,
graphs, charts, models, objects etc.
iii) Visual Communication: that uses the use of visual signals could include
graphics, diagrams photographs and cartoons. They also include forms
such as gestures, posture, distance, facial expressions, movements.
(iii) Upward Communication: Is the reverse of the above. It starts with the
subordinates and flows through to the Head of Department. The Head
should help to ensure that information travels upwards by creating
situations in which subordinates views are put forward and given
necessary ‘listening’. The Departmental Head gets ideas, suggestions,
views, grievances and problems from his subordinates (Junior officers). It
is important for the Head of Department to note that in both upward and
downward Communication information might be diluted, distorted or
halted depending on the nature of the information.
(iv) Horizontal Communication: Takes place between parallel groups in the

organization. The nature of interaction may be between: -
a. Subordinates and subordinates.
b. Head of one department and another.
c. Supervisors and Managers.
d.Managing Director and his Departmental Managers etc.
Horizontal Communication stimulates consultations, discussions, teamwork, sharing of ideas

and experience. The Departmental Heads must ensure that information travels upwards,
downwards, and sideways in order to have effective communication.
Conclusion
You have realized that information takes different paths based on the categorization of people
involved, medium and the flow of information. In a business set-up you should be able to map
out the information flow based on the various dimensions. This helps you to know the chain of
command i.e who reports to who?
38
Assessment
1. Select any one of the type of communication and relate it to your
learning situation
2. Discuss the various paths information take in an organization
3. Imagine a situation where information flow in an organization was having

no clear direction. What would be the consequence?
Activity 2 - Forms of Communication
Introduction
People communicate with each other in a number of ways that depend upon the message
and its context in which it is being sent. Choice of communication channel and your style of
communicating also affects communication. So, there are variety of types of communication
which are summarized in the diagram below:
Figure 2.1: Types of Communication
39
Activity Details
Verbal Communication
Verbal communication refers to the form of communication in which a message is transmitted

verbally; communication is done by word of mouth and a piece of writing. Objective of every
communication is to have people understand what we are trying to convey.
In verbal communication remember the acronym KISS(keep it short and simple).when we talk
to others, we assume that others understand what we are saying because we know what we are
saying. But this is not the case. usually people bring their own attitude, perception, emotions
and thoughts about the topic and hence creates barrier in delivering the right meaning.
So in order to deliver the right message, you must put yourself on the other side of the table
and think from your receiver’s point of view. Would he/she understand the message? how it
would sound on the other side of the table?
Verbal Communication is further divided into:
1. Oral Communication
2. Written Communication
In oral communication, Spoken words are used. It includes face-to-face conversations, speech,
telephonic conversation, video, radio, television, voice over internet. In oral communication,
communication is influenced by pitch, volume, speed and clarity of speaking.
Examples of Oral Communication:
Storytelling
Storytelling has been shown to be an effective form of verbal communication in business

settings. Many businesses are finding that stories offer a new and relevant way to connect with
audiences in other forums beyond advertising their products. Businesses now use storytelling
in presentations, meetings and as a way to present research or motivate employees.
It serves an important organizational function by helping to construct common meanings for

individuals within the organization. The tone, frequency and the strength of a story shows how
individuals are committed to the core business of the organization. When the stories are of
good quality they serve to enhance the culture of an organization. A great story engages the
emotions recreating an experience for the audience in an organization.
Stories create a forum where people connect in a context. This also helps in the retention of
information especially if the story contextualized in relation to time and space. This is by being
able the “5Ws” at the outset — who, what, where, why and when.
40
Crucial Conversations
Crucial conversation are tools used for navigating situations When Stakes Are High. Stakes
are high when opinions vary, and emotions run strong. In such a situation one can make
the following decisions: avoid crucial conversation and suffer the consequences; handle the
conversation badly and suffer the consequences; and discover how to communicate best when
it matters most.
This guide gives you the tools you need to step up to life’s difficult conversations. One has to
navigate the situation carefully in order to get the best results.
Some of the examples of crucial conversations are:
• Asking for a raise/promotion

• Ending a relationship
• Evaluating a peer or subordinate
• Confronting an abusive person
• Family matters
• Addressing inappropriate behavior
• Financial issues
• Work related conflict
• Imagine any of the above examples and give ways in which you can resolve each
one of them
Advantages of Oral communication are:
• It brings quick feedback.

• In a face-to-face conversation, by reading facial expression and body language
one can guess whether he/she should trust what’s being said or not.
Disadvantages of oral communication:
• In face-to-face discussion, user is unable to deeply think about what he/she is

delivering, so this can be counted as a barrier to communication
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Written Communication
In written communication, written signs or symbols are used to communicate. A written
message may be in printed or handwritten. The message can be transmitted via email, letter,
report, memo etc. Message, in written communication, is influenced by the vocabulary
& grammar used, writing style, precision and clarity of the language used. Written
Communication is most common form of communication being used in business. So, it is
considered core among business skills. Memos, reports, bulletins, job descriptions, employee
manuals, and electronic mail are the types of written communication used for internal
communication. For communicating with external environment in writing, electronic mail,
Internet Web sites, letters, proposals, telegrams, faxes, postcards, contracts, advertisements,
brochures, and news releases are used. It is essential for small business owners and managers
to develop effective written communication skills and to encourage the same in all employees.
Written communication involves any type of interaction that makes use of the written word.
Communication is a key to any endeavor involving more than one person. Communicating
through writing is essential in the modern world and is becoming ever more so as we
participate in what is now commonly called the information age. In fact, written communication
is the most common form of business communication. It is essential for small business owners
and managers to develop effective written communication skills and to encourage the same in
all employees. The information age has altered the ways in which we communicate and placed
an increasing emphasis on written versus oral communications.
The ever-increasing use of computers and computer networks to organize and transmit
information means the need for competent writing skills is rising.
Advantages of written communication includes:
1. Messages can be edited and revised many time before it is actually sent.
2. Written communication provide record for every message sent and can
be saved for later study.
3. A written message enables receiver to fully understand it and send

appropriate feedback.
4. Disadvantages of written communication includes
5. Unlike oral communication, Written communication doesn’t bring instant

feedback.
6. It takes more time in composing a written message as compared to

word-of-mouth.
7. and number of people struggle for writing ability.
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Non-verbal Communication
What is said is very important. More so what you don’t say is even more important. Signs
speak volumes that words. Most of What you say is a vital part of any communication. But
what you don’t say can be even more important. Research also shows that 55% of in-person
communication comes from nonverbal cues like facial expressions, body stance, and tone of
voice. According to one study, only 7% of a Receiver’s comprehension of a Message is based
on the Sender’s actual words; 38% is based on paralanguage (the tone, pace, and volume of
speech), and 55% is based on nonverbal cues (body language).
This implies that non-verbal cues affect so many things in business. Sometimes in some
organizations judges scrutinize job applicants via videos. In this case the judges assess the
social skills of job candidate. They scrutinize qualities such as gestures speaking skills dress
code. For this reason, it is important to consider how we appear in business as well as what we
say.
The muscles of our faces convey our emotions. We can send a silent message without saying
a word. A change in facial expression can change our emotional state. Before an interview,
for example, if we focus on feeling confident, our face will convey that confidence to an
interviewer. Adopting a smile (even if we’re feeling stressed) can reduce the body’s stress levels.
Below are some few examples that can change a message. You can add others too.
Body Language
Sincerity is key to effective communication. A firm handshake, given with a warm, dry hand, is
a great way to establish trust. A weak, clammy handshake conveys a lack of trustworthiness.
Gnawing one’s lip conveys uncertainty. A direct smile conveys confidence.
Eye Contact
In business, the style and duration of eye contact considered appropriate vary greatly across
cultures. In some cultures, for example in the United States, looking someone in the eye (for
about a second) is considered a sign of trustworthiness. What about in your culture?
Facial Expressions
The human face can produce thousands of different expressions. These have been given varied
meanings. For example, our faces convey basic information to the outside world. Happiness
is associated with an upturned mouth and slightly closed eyes; fear with an open mouth and
wide-eyed stare. Flitting (“shifty”) eyes and pursed lips convey a lack of trustworthiness. The
effect of facial expressions in conversation is instantaneous. Our brains may register them as “a
feeling” about someone’s character.
Posture
The position of our body relative to a chair or another person is another powerful silent
messenger that conveys interest, aloofness, professionalism—or lack thereof. Head up, back
straight (but not rigid) implies an upright character. In interview situations, experts advise
mirroring an interviewer’s tendency to lean in and settle back in her seat. Such positions can
affect the way we are judged in business context.
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Touch
The meaning of a simple touch differs between individuals, genders, and cultures. In Mexico,
when doing business, men may find themselves being grasped on the arm by another man. To
pull away is seen as rude. In Indonesia, to touch anyone on the head or touch anything with
one’s foot is considered highly offensive. In Kenya in some communities, women and children
don’t shake the hands of elders.
Space
This is the distances people should keep in an organization. Proxemics is the study of
the spatial requirements of humans and the effects of population density on behavior,
communication, and social interaction. According to Anthropologist Edward T. Hall different
kinds of distance that occur between people convey meaning. These distances vary between
cultures. The figure below outlines the basic proxemics of everyday life and their meaning.
Figure 2.2: Proxemics of everyday
The English Question in New Zealand: Exploring national attachments and detachments
among English Migrants’, Nationalism and Ethnic Politics, 16
Standing too far away from a colleague (such as a public speaking distance of more than seven
feet) or too close to a colleague (intimate distance for embracing) can thwart an effective
verbal communication in business.
Conclusion
We have looked at the various forms of communication, These are verbal and non-verbal forms
in a business setting. We have also looked at the various ways the forms of communication
convey information. The different examples in each section will help you to understand
what it takes to communication in whatever setting. You can also discover other forms of
communication from you own cultures.
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Assessment
1. Make a distinction between verbal and non-verbal communication
2. Discuss the various communication techniques in non-verbal

communication. Give examples of your own.
3. What do you understand by term proxemics? Explain how it is relevant

to business communication
Activity 3 - Forms of communication in business setting
Introduction
In this section we are concentrating on those forms of communication which are relevant in a
business set-up. To get information and feedback from their subordinates in an organization,
communication flows in the upward direction. For purposes of teamwork and group
coordination, the flow of communication is said to be lateral as seen earlier. However, these
directions or flows of communication in recent years have evolved due to technological
advances that enable speedier and more efficient ways of communicating as necessitated by
market need.
Activity Details
Business Letter
Business letters are considered to be very important in a business environment because
they play a very crucial role. Most organizations prefer to use them as an official way of
communicating important messages. For a business letter to be authoritative, it has to be well
structured, written and printed well. As a result, it important for business students to be well
versed on how to structure a business letter. There are many types of Business Letters and their
structures may differ however the attributes are always the same across cultures language and
other set-ups.
The common features, elements are:
The Date
The Sender’s Address
The Inside Address/Recipients Address
Salutation
Subject
Main Body
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Closing
Name of Sender
Signature
All these elements must appear in a business letter. Below is a sample of a business letter
Figure 2.3: Business Letter
The letter above contains most of the labels required in a business letter. However, some
variations can be there depending on the organization.
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Business Reports
Reporting is a very important aspect when a business aims at larger movement towards
improved benefits. The Oxford English Dictionary (2012) describe a report as a structured
written document or statement with a clear purpose and for a particular audience; that
succinctly analyses and presents information about an investigation, matter or incident in an
easy and professional manner.
Reports are written for different reasons as such there are many types of reports like; Business
report, Executive Report, Technical reports, Research Reports, feasibility study reports, System
Analysis reports, and Client Case Report and Incident reports. Reports are important because
they present information which is helpful in decision making and may significantly reduce risk in
decision making. The Standard Components of a Business Report are:
Title Page
Letter of authorization
Letter of transmittal
Table of contents
Synopsis or summary
Introduction
Body of the report
Conclusions
Recommendations
Bibliography
Appendices
Brief Guidelines for Sections
Below is a sample of business report.
Figure 2.4: A Sample of Business Report
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Business Reports
Minutes, also known as protocols or, informally, notes, are the instant written record of a
meeting or hearing. They typically describe the events of the meeting and may include a list
of attendees, a statement of the issues considered by the participants, and related responses
or decisions for the issues. Meeting minutes keep an official account of what was done or
talked about at formal meetings, including any decisions made or actions taken. They are
taken during a formal meeting of the board of directors or shareholders of a corporation, such
as initial and annual meetings. Minutes are an accurate record of decisions, accomplishments,
tasks and agreements arrived upon during a meeting. They are important because they
communicate what happened in a meeting and act as a reference document for purposes of
tracking actions or item. For accurate procedure of writing minutes, the following can be done:
1. Write down who’s there.
2. The name of the group which held the meeting
3. Date, time and place of meeting
4. Names of chairman and members present, their designations and

organization
5. Names of observers – Ex officio members
6. Names of members who sent apologies
7. The Minutes paper
All channels of communication are structure. The minutes consist of the following parts:
• The title/subject matter

• The thinking which influenced members in reaching agreement/decisions
• The agreement/decisions/resolution.
• Here one listens to catch the essence and then write down a few words from each
person.
• Was there a decision? Agree on it.
• Was there an action item? For what individual? Agree on it.
• Furthermore minutes have the following characteristics:
• Written in the third person and in the past tense.
• Names of contributors to the decision should not be recorded unless there is a
specific reason to do so.
• State the title of each Minute – but be brief, you may use the agenda item as the
title of the Minute.
• The thinking which influenced the decision should be set out for precedent.
• The agreement/decision/resolution must be stated verbatim.
• Names of proposers and seconders may be stated.
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• Circulate Minutes immediately after the meeting to members who have to do

specific actions.
• The motion must be recorded – unanimous, without dissent; or actual numbers
“for” and “against”.
• Minutes should be numbered.
• The resolution must be stated completely as a statement which indicates exactly
what has been decided.
• It pays to compose the minutes as soon as possible after the meeting. A rough
draft is adequate, the polish can come later.
Order of Presentation in Minutes
i) Title includes Type of Meeting: Name of group, committee or organization;

Date, Time and Place.
ii) Names of Members present (if group is small).
iii) Names of members absent.
iv) Time of Opening.
v) Confirmation and approval of previous Minutes.
vi) Matters arising (when applicable).
vii) New Business
A. Record all significant discussions, announcements, etc.
B. Record exact language of main motions, name of initiator

and seconder.
C. A brief summary of the discussion on the motion.
i) Action taken, resolutions passed etc.
ii) Any Other Matters.
iii) Date of Next Meeting.
iv) Time of Adjournment or Closure.
v) Signature of Secretary (sometimes signature of chairman/presiding

officer too).
vi) Date Minutes are signed.
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A Note In The Agenda

The inclusion of the item “Any Other Business” or “Any Other Matters” on the agenda should
not be taken as the opportunity to raise matters for which proper notice should have been
given. Typical items which are permitted under this heading are urgent important questions
which have suddenly arisen and minor items which are not mentioned on the agenda. It is at
this stage of the agenda that the chairman can indicate his worth, for he should be careful what
business he accepts for discussion. Consideration of items which are important but not urgent
must be left until the next regular meeting of the committee.
Below is a sample of minutes
Figure 2.5: Sample Minutes
Other Tis For The Secretary
• The name and subject of a quest speaker can be included in the Minutes. Do not
include a summary of the remarks.
• Do not include what did not occur in the meeting.
• When the Minutes have been approved, the word “Approved” with the
Secretary’s initials should be written below the Minutes.
• When corrections are made, the error should be bracketed and the correction
written on the facing page or in a wide margin.
• Minutes can be corrected years after they are approved.
• The Secretary should sit near the presiding officer.
• The names of those elected or appointed to committees should be listed.
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• Motions should be recorded exactly as adopted.

• If a motion is long or difficult to record it could be requested that it be submitted
in writing.
• If a draft of the preceding meeting minutes are sent to all members, they need
not be read unless requested.
• The fact that a motion was seconded is not included.
Meetings
A secretary of an organization is in charge of calling for meetings. The secretary composes the
notice of meeting for approval by the chairperson. The secretary is guided by the company
secretary/lawyer/legal department on matters dealing with by laws, signing a proxy etc.
sending notices of meetings that are held very regularly, a form may be printed or duplicated
at the beginning of the year so that the date, subject of meeting or other pertinent information
are filled in to complete the form. A good meeting should follow a procedure as follows:
Agenda or Order of Business
Every meeting should follow a systematic programme that is planned and outlined prior to
the meeting. Review of the minutes of previous meeting(s) will be invaluable in preparing the
agenda because it will help the secretary determine if any unfinished business items should be
included on the agenda. In some organizations, the order of business is set out in the bye-laws.
However, the usual order for formal meetings is as follows:
i) Call to order by chairman or presiding officer
ii) Roll call – either oral or observed by secretary
iii) Announcement of quorum (not always done).
iiv) Reading of minutes of previous meeting (omitted when minutes are

circulated before the meeting).
v) Confirmation and Approval of Minutes.
vi) Matters arising or unfinished business (taken from previous Minutes).
vii) New Business.
viii) Any Other Business
ix) Adjournment.
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Procedure
Very formal meetings make use of parliamentary procedure for their conduct. The purpose of
this procedure is to arrive at a group decision in an efficient and orderly manner. It is based on
four principles; namely:
i) Courtesy and justice must be accorded to all.
ii) Only one topic is considered at one time.
iii) The minority must be heard.
iv) The majority must prevail.
Motions
Most business in formal meetings is transacted through main motions. This involves a member
addressing the chairperson, being recognized, and making a motion (proposal). Another
member seconds the motion. Then the chairman/presiding officer states the motion, names
both the person who made it and the seconder and calls for a discussion.
At the end of a discussion, a vote is taken – usually by voice but sometimes by show of hands –
The chairman announces the result:
“The motion is carried” (yes)
“The motion is defeated” (no).
Basic Methods of Voting in a Meeting
1. Voice Vote is the most common voting method since it is the easiest
and fastest way of determining a vote outcome. If the vote is in doubt,
another voice vote or show of hands may be taken. Responses in favour
are either yeas or yes; against nays.
2. Show of Hands or Rising is used when a motion requires a definite

number of affirmative votes, such as two thirds. The secretary and
possibly others appointed by the presiding officer are responsible for
counting the votes.
3. Roll call vote may be required by the by-laws of an organization for

particular motions or may be decided upon by a motion from a member.
The presiding officer states the response to be used in voting for or
against the motion. Members not voting may be asked to respond by
saying. “Present” or “Abstain”. Names are called in alphabetical order
and the vote is given. The presiding officer is named last and only if the
vote would affect the result. The roll call record is made a part of the
minutes of the meeting.
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4. Ballot vote allows for a secret vote and is commonly used for elections or
important matters brought before the organization. Printed ballots, as
in the case of elections, generally are prepared before the meeting. For
matters arising at the meeting requiring a ballot vote, slips of paper are
distributed to the membership for voting use.
Announcement of Results: The affirmative vote is given first, followed

by a statement to the effect that the motion passed or the motion was
defeated.
5. Some Terms Associated with Meetings
Standing: Permanent e.g. standing committee or body which exists

permanently even though membership may change.
Ad hoc: Special purpose (e.g. ad hoc committee is formed for a special

purpose, and where its task has been accomplished, the committee is
dissolved.
Address the Chair: A member wishing to speak on a point must address

the Chair in the following way:
1) Mr. Chairman – for a gentleman
2) Madam Chairman – for a lady
All remarks must be addressed to the chairman, and members should as

much as possible not discuss matters between themselves at a meeting.
Adjournment/Postponement: Subject to the Articles, rules or

constitution of an organization, the chairman, with the consent of the
meeting may adjourn it in order to postpone further discussion, or
because of shortage of time.
Motion: A motion must be “moved” by one person and seconded

by another. If there is no seconder, a motion is dropped and cannot be
introduced again. When put to a meeting, the motion becomes “the
question and when it is passed, it is called “the resolution”. A motion
on a matter made has not been included on the agenda can be moved
only if “leave of urgency” has been agreed by the meeting or it has been
included under the customer item “any other business”.
Amendment: A proposal to alter a motion by adding or deleting words.

It must be proposed, seconded and put to the meeting in the customary
way.
Putting the Question: To conclude the discussion on a motion it is

customary for the chairman to “put the question” by announcing “The
question before the meeting is…”
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Question Be Now Put: When members feel that sufficient discussion has
taken place on a motion it may be moved “that the question as now put”.
If it is carried, only the proposer of the motion being discussed may speak
and a vote is taken. If the motion “question be now put” is defeated
discussion may be discontinued.
Rider: A rider is an additional clause or sentence added to a resolution

after it has been passed and it differs from an amendment in that it
adds to a resolution instead of altering it. A rider has to be proposed,
seconded and put to the meeting in the same way as a motion.
Nam. Com. : This means “no one contradiction”, i.e. there are no votes
against the motion, but some members have not voted at all.
Teller: Teller is the title given to the person appointed to count the votes
at a meeting.
No Confidence: When the members of a meeting are aggrieved or at

variance with the chairman they may pass a vote of “no confidence” in
the chair. When this happens the chairman must vacate the chair in
favour of his deputy or some other person nominated by the meeting.
There must be a substantial majority of members in favour of this decision.
Quorum: This is the minimum of persons who must be in attendance

to constitute a meeting. The quorum is laid down in the constitution or
bylaws of the organization.
In attendance: Persons who are at a meeting other than by right are said
to be in attendance. The term is usually applied to the one who is not a
member or to a recorder.
Standing Orders: These are rules compiled by the organization

regulating the manner in which its business is to be conducted.
Going into Committee: A motion “that the meeting go into committee”

is moved if less restricted discussion is thought necessary. A motion “that
the meeting be resumed gives the meeting authority to proceed at the
point where it left off.
Lie on the Table: A letter or document is said to “lie on the table” when
it is decided at a meeting to take no action upon the business contained
in it.
Majority: The articles and rules of the organization will define the
majority of votes required to carry a motion.
Poll: Poll is the term given for the method of voting at an

election, and in a meeting this usually takes the form of a
secret poll. Its conduct is determined by the laid down rules
in the standing order or constitution of the organization.
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Point of Order: This is a question regarding the procedure at a meeting

or a query (relating to the standing orders or constitution) raised by a
member during the course of the meeting, e.g. absence of quorum.
Casting Vote: A second vote usually allowed to the chairman except in

the case of a company meeting. A casting vote is only used when there
is an equal number of the existing members of the organization.
Presentations
The ability to deliver a good presentation is yet another important communication skill that
many employers are looking out for in the labor market. There is a growing need for people
to develop their presentation skills because business settings have evolved. People are
increasingly being challenged to orally explain things with support from written work. Even
academically, students are expected to engage in presentations such as defense of their
research proposals. Therefore, it is not surprising that presentation skills are key. For example, a
Business Development Manager may be asked to make a presentation on a proposed Business
Plans or Venture.
There is need for individuals to be able to make presentations with flair, great style and success.
However, this is not easy; it takes time and experience even though there are no hard and
fast rules involved. Presentation skills go hand in hand with PowerPoint skills, a well-designed
PowerPoint document is a great tool in making great presentations. PowerPoint bring out
the key issues in a presentation in written form, thereby acting as notes for the presenter and
can be used to aid visuals in oral presentations. When preparing PowerPoint, take care not to
overload the slides with chunks of text. Use bullets and avoid explanations – otherwise then
you will be reading and not presenting. The PowerPoint should simply be used for key issues
not details. For further reference on presentation skill refer to the following source
http://www.skillsyouneed.com/present/what-is-a-presentation.html
https://en.wikipedia.org/wiki/Minutes
Effective Presentations
Most people have at least some level of apprehension about public speaking, and yet most
business and public careers require oral presentations at least periodically. Some jobs require
oral presentations almost immediately; others may not require them until you’ve been on the
job a while. If you are to advance in your career, however, it is certain that you will eventually
be called upon to deliver an oral presentation.
For this reason, the more you know about what is required for an effective presentation, and
the more practice you have had speaking to groups, the more comfortable you will feel when
it comes time for you to deliver your first one to an audience. As is true for all communication,
the two initial factors are your purpose and your audience: what do you need or want to say to
whom. The third critical factor is the effectiveness of your delivery.
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The Audience
The audience is an important variable in any communication situation. Analyzing an audience

for an oral presentation is easier than analyzing an audience for a written message.
You and your audience are in the same place at the same time, usually for a specific purpose.
Check about your audience’s range in ages, educational backgrounds, and occupations.
The attributes of your audience that will have the greatest influence on your presentation are
size, attitude toward you and your subject, and their previous knowledge about the subject.
Audience Size. The size of the audience is an important influence on any presentation. In
general, the larger the group, the more difficult it is to satisfy everyone. Sometimes, just
gaining the attention of a large group can be a challenge. The three most important qualities
of large audiences that cause problems for presenters are the following:
1. The members of a large group are less cohesive; hence the behavior of
large audiences is less predictable than that of small groups.
2. The members of a large group are likely to have less in common with one
another. Thus in any large group, some members of the audience will
disagree with you.
3. The members of a large group have a greater variation in attitudes,

knowledge about the subject, and educational level. So large groups
present greater challenges for finding the appropriate balance of
technical and non-technical information.
Audience Attitude. The attitude of the audience toward you and your subject can vary in
several ways. The audience may:
• Like you and like your subject.

• ike you but dislike your subject.
• Dislike you but like your subject.
• Dislike both you and your subject.
• Like or dislike you and be neutral about your subject.
• Be neutral about you and like or dislike your subject.
• Be neutral about you and your subject.
If the audience has a positive attitude toward either you or your subject, you are off to a good
start.
When you know beforehand that your audience has a negative attitude, make a special effort
to be positive at the beginning of the message. If you have discovered the reason for the
negative attitude, can you deal with it directly and eliminate it as an influence?
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Audience Knowledge. What does your audience already know about your subject? What
is the typical educational level of those in the audience? The answers to these questions
determine what you will need to do to adapt your presentation to fit a specific audience.
When the audience is unfamiliar with the subject, or when the subject is complex given
their educational background, you will need to make a special effort to help your audience
understand:
1. Use a vocabulary that everyone will understand.
2. Explain technical terms.
3. Make your organizational plan obvious, and make transitions clear.
4. Repeat and emphasize key points.
Presentation Skills
Regardless of the variables in the situation, the techniques required for an effective
presentation are essentially the same. You will need to plan what you will say, establish
credibility, deliver the message, and obtain feedback.
Planning
How much planning you must do before you speak depends on the complexity of the subject
and the formality of the situation. Complex subjects require more planning than simple ones.
Planning means thinking before you speak. Adequate planning includes the following steps:
1. Know Your Subject. Presentations will require at least some specific

preparation to adapt material to the audience and occasion and to
ensure that the most important points are covered in a logical order.
Being thoroughly familiar with your subject and what you intend to
say about it is the best antidote for presentation jitters and the best
guarantee for a successful presentation.
2. Be Positive. When possible, avoid saying negative things about people,

organizations, or ideas presented by others.
3. Rehearse. You should rehearse enough to be familiar and comfortable

with your message. To be effective as a presenter, you must know what
you want to say well enough to say it without reading it or memorizing it.
4. Be clear, truthful, and interesting. You can’t be perfect; nobody is. You
cannot prepare for every contingency; and you cannot know everything
about your subject, the circumstances, or the audience. You do, however,
owe it to your audience to present what you do know in a clear, truthful,
and interesting way, and that’s all they will expect.
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Establishing Credibility
Your credibility as a message source will have an important influence on the reception the
audience gives your message. You can establish long-term credibility only by becoming a
recognized expert in a given area. Once you have established yourself as an authority, you
carry this credibility with you. Long-term credibility in one area has a halo effect or carry-over
effect.
But the halo effect is not always national. It is logical for a tennis player to recommend a brand
of tennis racket, for example, but why would people expect a tennis player to make good
recommendations about automobiles or soft drinks? Even if you possess long-term credibility,
you will still need to establish short-term credibility with your audience each time you speak.
To help ensure high short-term credibility, make clear distinctions among facts, inferences, and
value.
Delivering The Message
In addition to the structure and content of your message, the way you deliver it will also have
an influence on its reception. Whatever the sizes of your audience, the skills you need to make
an effective presentation are essentially the same as the conversational skills you have been
using all your life.
Unfortunately, the larger the size of the audience, the easier it is to forget the basic
conversational skills. Most people find large audiences at least a little intimidating. The
fundamental rules for delivering a message to a group are the following:
1. Relax. One of the things effective presenters have in common is that

they are relaxed and comfortable while speaking to a group. You will
recall from the discussion of “Establishing Rapport” that people tend to
match one another in social situations.
If you appear nervous and uncomfortable, your audience will become

nervous and uncomfortable as well. Use natural gestures and movements,
but avoid pacing and other nervous mannerisms.
2. Involve everyone. Whatever the size of the group, take a moment

before you begin to speak to establish eye contact with as many people
as possible. “”pull” the audience in to you, glance at those seated on
the left side of the room, then look at those seated across the back of
the room, and then move your gaze back toward the front of the room,
looking at those seated on the right. Make sure that everyone can hear
you.
3. Ask questions. Ask them for a “show of hands” in response to a relevant

question about the subject of your presentation (such as “How many of
you own a digital camera?”). If appropriate, ask for a volunteer to take
part in a demonstration. After the demonstration, have the audience
applaud that person.
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4. Be enthusiastic. If you are interested in and enthusiastic about your

subject, you increase the level of interest and enthusiasm in your
audience. If you look depressed and speak in a small, shaky voice, your
audience will believe your appearance rather than your words.
5. Stick to the subject. Entertainment material is useful only if it helps

you convey your message. Jokes, stories, and other material inserted for
entertainment purposes must be related to your message. Remember
that you have a purpose in speaking and that your principal objective is
to accomplish that purpose.
Obtaining Feedback
You need to obtain feedback from your audience for two distinct reasons. First, you need
feedback to make sure that your audience is hearing and understanding your message.
Second, you need feedback to help you do a better job on your next presentation.
To ensure that everyone is hearing and understanding you, maintain eye contact with your
audience and invite questions.
• Use eye contact. The only way to know how the members in your audience
is responding to you is to look at them. If the entire back row has fallen asleep,
they probably can’t hear you. If members of the audience have turned their
attention to their calendars or to the stack of reading materials they brought with
them, you have lost their attention and will have to do something to regain it.
• Invite questions. Let your audience know in advance whether you prefer
to receive questions at the end of the presentation or as you go along. When
someone has a question, others probably have the same question, which
suggests a need for clarification. If a question anticipates a point that you will be
addressing later in the presentation, you can ask the person to hold the question
until that point by saying something like. “That’s a good question, and I will be
addressing that issue in a few minutes.
• To obtain feedback for the second objective of doing a better job with your next
presentation, do the following:
• Analyse the audience’s questions. Keep track of the questions the
members of your audience ask, and then revise your presentation to ensure that
you provide better coverage of the topics they asked about during your next
presentation.
• Invite evaluation. Request an evaluation of your presentation by your
presentation by your supervisor or a trusted colleague.
Remember that the feedback does you no good unless you act on what you have learned. Not
every comment you receive will be valid, but if four or five people tell you that you need to
speak more slowly or more quickly, you would do well to change the pace of your delivery.
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Formality
Formal presentations differ from other kinds of oral communication primarily because one
person speaks for an extended time without receiving much oral feedback. In most other
communication situations – from interviews to group meetings – the participants exchange a
series of short messages and comment on what others have said. In a formal presentation, the
speaker is expected to deliver a fully planned, well-organized, extended message on a topic
usually announced in advance to the audience.
Restricted oral feedback is a criterion of a formal presentation. Sometimes the medium used
for the presentation, as would be the case with a televised presentation, may make feedback
virtually impossible. Other formal presentations may permit questions and answers during the
presentation itself, but even in such cases, feedback is restricted to help ensure the orderly
presentation of ideas.
Reading Presentations
Rarely used in business but most academics and scientists read papers. In business, the
following kinds of presentations – are most common.
1. Public speech or lecture. Public presentations are prepared in advance

and typically delivered with the aid of notes. Oral feedback is usually
restricted to the end of the presentation, if any is permitted at all.
2. Sales presentations. Sales presentations may be invited or uninvited,

with invited sales presentations being the more formal of the two. In
an invited sales presentation, the speaker has been specifically invited
to present his or her product or service to those who will make the
purchasing decision. In an uninvited sales presentation, the speaker
takes advantage of an opportunity to describe a product or service. In
either case the presenter must prepare a wide variety of material in
advance and then select the most appropriate material for the situation
and audience. Most sales presentations include time for questions and
answers.
3. Education and training presentation. Education and training

presentations combine the characteristics of lectures and discussion
sessions. The speaker must be fully prepared both to deliver a specific
message and to deal with a wide range of questions about related
subject matter. Oral feedback is encouraged during and after the
presentation and, sometimes, even before it.
4. Informal oral reports. A common occurrence in business is for managers

to ask members of their staffs to report on their progress with a particular
project or a solution to a problem. At any staff meeting, you may be
called upon to brief your department or committee on something you
have been working on. Although the situation is much less formal than
most other presentation types, others will be judging you on the quality
of your presentation, so be prepared.
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Note that, in general, as the formality of the presentation decreases, the

responsibility of the presenter also decreases, while the responsibility
of the audience increases. In a public speech or lecture, the audience
is characteristically responsible only for listening; whereas in discussion
sessions and for most informal oral reports, the audience is expected to
participate by asking questions and making comments.
Presentation Support
For most formal presentations, you will need two kinds of support: notes and visual aids, which
typically depend on equipment of one type or another.
i) Notes experienced presenters typically prefer to put their notes on full-

size sheets or to speak from an outline shown by overhead projector or
computer-based display. Some presenters put their entire presentation on
their notes pages. But once a speaker begins reading, he or she tends to
focus exclusively on the notes, losing eye contact with the audience. The
other problem with having your notes contain the complete text of your
presentation is the possibility of getting lost and having to take time to
search through your notes for what you want to say next.
The alternative is to know your material well enough that you can move
about naturally, referring to the text only when you need to provide the
audience with a specific detail.
ii) Paraphernalia. The most common supplements to an oral presentation are

chalk and white boards, display boards, flip charts, projectors, handouts,
and models.
Chalk and White Boards. Black, green or white boards are known communication aids. The
basic rules for using chalk and white boards are the following:
• Write legibly. Your writing should be big enough to read. Start at the left side
of the board (as you are facing it), and work to the right.
• Keep the message simple. Too much information clutters the board and
confuses the audience.
• Stay out of the way, and speak to the group. Make sure that the audience
can see what you have written or drawn. Stand on one side when you’re referring
to information on the board, and use a pointer if one is available. Speak to the
audience rather than to the board.
• Flip Charts. The main advantages of a flip chart are that they require no erasing
and different colour markers can be used to help create visual interest.
• Projectors. It is currently the standard device for visual support. Other
projector types include computer-based projection systems. VCR and TV
systems, and film projectors.
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Overhead Projectors
For effective use of the overhead, organize your transparencies in advance, and keep
transparencies simple and easy to read. Use 18 point type or larger for anything printed on a
transparency.
Computer-based projection systems.
Power Point Computer-based projection systems will do everything an overhead projector will
do, and more – when they work. At their best, they project a bright image and can use the
several colours. Even when you are absolutely sure that your equipment is compatible and that
everything will work, have a backup plan. Take a set of printed transparencies and/or handout
package containing the essential points of your message.
VCR and TV systems.
Videotape can be used to present a wide variety of material, including stand-alone

presentations. If you need to deliver a specific message to groups of people separated
by time, distance, or both, a videotaped presentation may be the most effective way to do
that. The principal disadvantages of videotaped presentations are the relatively high cost of
producing quality video and the size of typical TV monitors.
Nevertheless, once produced, it can be sent to a wide variety of locations for viewing by small
numbers of people over an extended time. For this reason, video may prove an effective
means of distributing certain kinds of information to well-defined audiences.
Handouts.
Handouts are written supplements that a presenter distributes to the audience. Handouts have
the following uses:
1. To provide details you don’t have time to cover.
2. To illustrate specific points of your presentations.
3. To serve as worksheets for your audience.
4. To outline the key points of your presentation and thus help your
audience follow your message more easily.
5. To provide a summary of your presentation.
6. To provide statistical data or other information that supports your

generalizations.
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Before Delivery
It should be obvious that to give an effective oral presentation, you need to know what you are
talking about. The first step in delivering an effective preparation is to make sure that you are
thoroughly familiar with your subject.
Second, to the extent that it is possible to know such things in advance, you need to have a
good understanding of your audience and the context in which you will be speaking. Key to
success depends on the following:
a) Preparation
The three cornerstones of preparation are to know your material, know your audience, and
know your objective. Knowing your material, however, does not mean that you should
memorize what you are going to say.
Your memory can fail. When that happens, you are left with nothing to say and nowhere to go.
The best preparation is to know your material well enough to be able to speak from an outline.
Also, part of your preparation should be to cultivate a good speaking voice. Use a tape
recorder to record and listen to your own voice. You do not actually hear your own voice the
way others do when you are speaking. Also tape your presentation as you plan to give it, and
check the tape for the following:
• Pronunciation. Are you pronouncing all words clearly and distinctly?

• Modulation. Your voice should rise and fall in both volume and pitch naturally,
increasing in volume to emphasize important points, and decreasing from time to
time to provide variety.
• Speed. Make sure that you are speaking at a moderate rate, neither too fast nor
too slow.
• Projection. Does your voice carry well enough for you to be heard at the back of
the room? If not, use a microphone. It is better to use a mike than to strain your
voice.
b) Coping with Stage Fright
Virtually everyone is nervous about speaking in front of a group at least the first time. Fear of
public speaking – stage fright – is the most common type of performance anxiety.
Practice is the most reliable cure for stage fright. The first presentation is the hardest: each
subsequent time will get a bit easier. You will, of course, need to rehearse for all your
important presentations. Use your imagination to picture yourself in front of your audience,
speaking and moving naturally. As you gain experience speaking to groups, you will need to
spend less time on rehearsal of this variety.
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While you are rehearsing your presentation, keep the following points in mind:
• Your subject and your audience are more important than you are. Think about
your audience and your subject rather than about yourself.
• No presentation is perfect. You are bound to make a mistake or two – everyone
does. If you make a mistake, you can correct yourself and move on. Keep going
forward rather than looking back.
• You cannot please all the people all the time. No matter how well (or poorly) you
actually perform, someone in the audience will think you were wonderful, and
somebody will think you were awful. Do not let the one who thinks you were
awful undermine your confidence.
• When it comes to presentations, you will want to be both confident and
competent – circle of excellence.
c) Overcoming Speaking Anxiety in Meeting and Presentations.
Stage Fright or the fear of speaking in public is the number one fear of all fears. The fear of
dying is probably number seven and this tells you immediately how serious stage fright is.
People who have this fear or anxiety dealing with speaking in front of groups can experience all
kinds of symptoms:
• Sweaty palms
• Accelerated heart rate
• Memory loss.
An effective way of dealing with speaking anxieties is first to acknowledge that this fear is
normal and that it is not only with you. But to reduce this fear is to thoroughly prepare yourself
before you speak. And proper preparation and rehearsal will bring down this fear to about
75%, says Lenny Laskowski. Using his 9Ps:
PRIOR, PROPER, PREPARATION, PREVENTS, POOR,

PERFORMANCE OF THE PERSON, PUTTING ON THE
PRESENTATION
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Laskowski gives suggestions we can use to overcome our speaking anxiety:
1. K now t he ro o m – b e co me f amiliar wit h t he place in w hic h

you will speak.
2. Know the audience – as they arrive chat or greet them.
3. Know your material – nervousness will decrease.
4. Relax – by exercising, breathe in slowly, hold your breath for

4-5 seconds, then slowly exhale.
5. Visualize yourself speaking.
6. Be aware the audience want you to succeed.
7. Don’t apologize for being nervous – your nervousness might not show at all.
8. Concentr ate on the mes sage, not on the audience nor your
nervousness or yourself.
9. Gain experience – experience in frequent speaking is the key

to effective speaking.
So if the fear of public speaking causes you to prepare more, then the fear of speaking serves
as its own best antidote. He who fails to prepare is preparing for failure – so prepare.
Delivering The Message
When the day and time of your presentation arrives, arrive sufficiently early to check the room
and equipment – or to set up, if you have that responsibility as well. In particular, check the
following:
• The room arrangement. Are the chairs for the audience arranged
appropriately for our presentation? Will those seated in the back be able to hear
you and see you and your visual aids?
• The lighting. Will you need to adjust the lighting in the room (either by
opening or closing curtains or by adjusting the lights)? If the lighting will require
adjustment during your presentation, do you know how to do that, or will
someone be available who can help?
• The sound system. If your audience will be large enough so that you will
need a sound system, check to make sure that it works. If you have a choice of
microphone, request a lavalier. A lavalier mike will allow you to move around
while speaking. A hand-held mike is second best because it limits your gestures
and needs to be held at a fairly constant distance from your mouth so that
our voice hits the “sweet spot” on the mike that allows for the cleanest sound.
Because a stationary microphone attached to a lectern increases the physical and
psychological separation between speaker and audience, consider them a last
resort to be used only for speaking to large audiences when you have no other
options.
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• Audiovisual equipment. What kind of audiovisual support will be appropriate

for your presentation? Is the equipment there, and does it work properly?
Computer-based projection systems in particular require additional time to set
up, so make sure that you will have sufficient time to ensure that the system is
working (and have a backup plan in case it doesn’t). If you are using an overhead
or slide projector, make sure that a spare bulb is available.
• Your appearance. Before your presentation, check yourself in a mirror to make
sure that your appearance is acceptable. Men should make sure to check the
zipper on their trousers. It’s awkward to have someone in your audience point out
that your trousers need zipping. Women need to check their makeup and jewelry.
Knowing that you look acceptable will help provide the additional confidence
required for an effective presentation.
If you find that you are still nervous when you begin speaking (in spite of your rehearsal and
Circle of Excellence), do not apologize for it or make any comment that suggests that you are
inexperienced or poorly prepared. Concentrate on your message and your audience. If your
throat gets dry, drink water.
When your time to speak arrives, walk confidently to the lectern without speaking.
Before you speak, look at the audience, starting by looking at the people seated in the front on
your left. Let your eyes gaze down the left side of the audience, across the back row, and then
back to the front along the right side. This will pull the audience into you before you begin.
If you have been introduced, be sure to thank the person who introduced you. Express
appreciation for the opportunity to speak and, perhaps, the importance of the occasion. While
you speak, watch the audience for signs that everyone can hear you and follow what you are
saying.
A presentation, like all communication forms, requires a specific organizational pattern just as
letters, memos, and reports follow certain formats. These include the following:
I.Opening.
The opening of a presentation is usually designed to help both the speaker and the audience
feel comfortable and to orient the audience to the purpose of the presentation. The following
are typical openings:
1. A joke. When they are relevant and told well, jokes can be effective ice
breakers. Audiences have been conditioned to expect a joke or two at the
beginning of most presentations, so telling an appropriate joke will meet
that expectation.
2. A story. People enjoy listening to stories if they make an appropriate point.
3. A preview. For most presentations, a preview helps orient the audience to

the basic structure of the message. A preview provides the audience with
the structure of your presentation by identifying the main points and the
order in which you will present them.
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4. A special goodwill statement. If you haven’t already done so when thanking

the person who introduced you, you can open by expressing appreciation
for being invited to speak and referring to the importance of the occasion.
II.Body.
The body of the presentation consists of the facts, figures, and principles you wish to convey.
Because your organizational pattern must be clear to your audience, use explicit transitions
from one point to the next. Tell the audience how each part contributes to the whole, and how
the whole is equal to the sum of its parts. Refer to your purpose from time to time. Show how
what you have already said and what you are about to say contribute to your overall purpose.
An example of a transition: “Now that we have seen how X influences Y. let’s briefly
consider how X influences Z”.
Build your case slowly and carefully. If there are two sides to a subject, present both of them.
Your audience will become aware of the other opinion sooner or later anyway, and if you
neglect to mention the other side, they will hold that against you.
In an oral presentation, some redundancy is essential. Repeat important points. An oral

message is not the same as a written message in this regard. Because your audience cannot
“look back” to see what you said before, you will need to repeat important points to help them
remember. Work your repetitions in naturally but with variation.
III.Closing
• Invite questions. If appropriate, allow time at the end of your presentation to

answer questions from the audience.
• Summarize key points. Review the main points for your audience. Emphasize the
benefits associated with doing as you have suggested.
• Be specific about desired actions. If you want your audience to act, ask
specifically for that action. Explain exactly what you want your audience to do,
and make the action seem easy. If appropriate, get some kind of immediate
commitment from them – signing a petition, leaving names and phone numbers
(or email addresses), or showing hands to indicate willingness to act.
• Be positive and forward-looking. If you end your presentation on a negative note,
your audience will associate you with that negative element rather than with the
positive elements that may have preceded it. No matter how gloomy your topic
happens to be, find some hope for the future and focus on it as you conclude
your presentation.
• Conclude when you say you will. If you have been allotted a specific time for your
presentation, finish on time. Once you have said “In conclusion,” be sure that
you conclude – restate your main point, specify an action, and quit.
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Speech writing
Speech is one of the most common means of communication. One important skill in speech
writing is to determine the following factors before the speech writing process:
i) the issues, problems, or subjects to be addressed;
ii) the audience(s) for which the speech is intended;
iii) the reasons supporting the directives; and
iv) the goals to be attained.
The audience(s) to be addressed would depend on the needs to be satisfied, which may be
diverse and wide-ranging. The issues/problems to be addressed as constituting the substance
of the speech may be either general in character, or specific depending upon the nature of the
interests under consideration.
The major factors to be taken into consideration should include the type and scope of
information to be obtained, as well as the sources from which the necessary materials may be
obtained, as explained below:
1. The Type and Scope and Information to be Obtained
The collection and analysis of the required data should be guided by the nature and depth
of the needs and/issues to be addressed. That should be approached within the broad
perspectives of the institutions/organisations, and/or the individuals interested in, or affected
substantially by the substance of speech.
2. Sources from which the needed Information may be Obtained
The sources from which the necessary materials may be obtained would depend upon the
nature and scope of the problems and/or issues to be addressed. Equally important as a factor
to be considered is the kind of measures that can be applied for the effective disposal of the
problem/issues under consideration. The possible sources to be utilized should include the
different organisations and/or individuals with recognised relevant capabilities, competence,
and interests, which would include:
• Responsible public organisations and institutions such as Ministries, Regional

Coordinating Offices, District Assemblies, State Own Enterprises; Public Boards,
Corporation, Commission’s, Services, etc.
• Special interest groups such the Labour and Women’s Organisations, Chambers
of Commerce and Industries, Employers Organisations, Professional Associations,
Religious Organisations, Farmers’ and Fishermen’s Organisations; etc.
• Non-governmental organisations (NGOs).
• International, regional and bilateral cooperation organisations and their agencies.
• Individual specialists, consultants etc. with acknowledged competence and
capabilities in the subject(s) under consideration.
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3. Substance and Style of the Text:
• The substance of any speech should be oriented towards addressing directly,

problems/issues of prime and immediate interest to the targeted audiences.
Thus the substance of speech should be relevant, factual and meaningful in the
context of the needs of the identified audience. The facts to be presented should
be thoroughly tested to withstand challenges from any quarter. By the same
token promises that cannot be fulfilled should be eschewed.
• The substance of the speech should also be arranged and presented in a logical
manner to enhance the impact that it is expected to make.
• The style of writing should reflect simplicity and clarity in the language used. The
aim should be to make the speech easy to understand or comprehend for the
benefits of its audience. Short sentences as far as practicable should be used all
along so as to sustain a good style.
• Technical jargons as well as technical expressions not to be readily comprehended
by the targeted audience should as far as practicable, be avoided. Where it
may become necessary for technical jargons and expressions to be used, such
technical language should be explained.
4. Arrangement of the Text:
The sequence in the delivery of speeches should be logically arranged so as to strengthen the
impact the speeches are expected to make. The following guideline is suggested:
a) The Opening Salutations:
This should as far as practicable follow the prevailing state and/or official
protocol prescriptions. It is therefore necessary that Chief Directors
together with their supporting speech writers should have ready access to
and be sufficiently conversant with the prevailing Order of Precedence in
the relevant protocol as authorized by the Government.
b) The Purpose of the Speech:
This should be clearly explained to include the reasons for the timing of
its presentation.
c) A Summary of the Key sub/Topics of which the entir speech is

composed of.
That should serve as a brief introduction to the subjects to be discussed

later in detail.
d) Detailed Presentation of the Main Text of the Speech:
As covered by the summaries of sub-topics mentioned in Sub-paragraph

© above; the aim of this should be to facilitate the quick assimilation of
the speech by its audience.
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e) Conclusions:
These should include directives for the necessary follow-up action in

accordance with the decisions reflected in the speech.
f) Final Recommendations in Summary:
The recommendations should be presented as far as practicable,

according to the order of the relative importance.
g) Implementation Strategies
These should be defined in terms and resources requirements. They

should also include an indication of the allocation of responsibilities
among prospective executing organisations and agencies.
Conclusion
From now it is clear that people including business people need various techniques to
disseminate information. The way you present the information determines the way it will
be received by the audience There are also various samples of the forms of communication
presented. However, the list is inconclusive. In other sections links have been given for further
reading.
Assessment
1. Imagine you are a CEO in a company. Prepare a report showing the
company’s performance in the last financial year to be presented in a
meeting.
2. You are secretary of a business company write minutes for a previous

meeting that took place
3. What is the most appropriate means of communication for a higher

institution of learning.
Unit Summary
This unit takes through the process of information flow. . As a result we have various
forms through which information is transmitted. We also looked at the various forms of
communication available in a business setting including speech, minutes and presentations, I
hope you will be able to make better decisions in communication environments.
70
Unit Assessment
1. Imagine you are the secretary of your class write minutes of a meeting
which took place (10marks)
2. List the elements of a business letter(5marks);
3. Describe the three basic layouts of business letters (5marks)
4. Discuss the various non-verbal communication techniques available in

your institution (5marks)
5. Prepare a PowerPoint presentation for your classmates in a topic of your

own choice (10 marks)
Grading Scheme
Each question above has marks expected to be awarded. It constitutes 5% of the total final
marks
Answers
5. Do you feel the activities and assesments being adequate?
71

ion
• https://www.google.com/
webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=information+flow
Sources

the ACM, 19(5):236-242, 1976.
• Smith, Geoffrey (2007). “Principles of Secure Information Flow Analysis”.
Advances in Information Security. Springer US. pp. 291–307.
• http://www.goodreads.com/book/show/15014.Crucial_Conversations
• http://www.inc.com/encyclopedia/written-communication.htmlcollinsKaren
Pamela Hubbell
• P.2016)http://catalog.flatworldknowledge.com/bookhub/7?e=collins-ch08_
s05http://www.cgu.edu/pages/852.asp
• https://alison.com/courses/Business-Communication-Fundamentals-of-Business-
Writing
fn-5
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Unit 3. Forms of Communication in

The Business Setting
Unit Introduction
In this section we are going to look at how technology has revolutionised the world. It has
altered modern life in many ways, especially in the workplace. The invention of computers, the
miniaturization of electronics and the development of wireless communication have all altered
the business world. Business communication, in particular, has seen some of the greatest
advancements due to technological developments which we look at shortly
Unit Objectives
• Define communication technology

• Discuss the benefits of technology in business
• Advise on the best forms of technology relevant the business world.
Key Terms
Business technology: Business technology (BT) is the
ever-increasing reliance on information technology by
businesses of all types to handle and optimize their
business processes.
Information technology: is the application of

computers and telecommunications equipment to store,
retrieve, transmit and manipulate data, often in the
context of a business or other enterprise.
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Learning Activities
Activity 1 - What is business technology
Introduction
We are going to discuss the various technological trends available in the business world. It
is important to be aware of the current technological trends in order to operate well in the
business world. You should be able to know most of the technological advances.
As we read in section 2 the communication process is multifaceted. It is made of various

components which include channel, medium, forms etc. These are the things that make the
transfer of information effective. In other words the transmission of messages or information
from the encoder (sender) to the decoder (receiver). If a person wants to share information,
he or she will decide how to send that information- face to face, by phone, fax, email, video
conferencing or hard copy letter and so on. These channels or methods or mediums of
communication are often machines and as such are influenced by developments in technology.
It keeps on changing to suit the need of the business. It is upto an organization to work
hard to be in line with the pace. Technology presents a lot of tools and machines that aid
communication. These tools and machines present both advantages and disadvantages for oral
and written communication. Information technologies are tools and techniques that support
the development of information systems.
Activity Details
The technology tools are as follows:
Computer
An electronic device that stores and manipulates information. A computer can perform the
following functions in a business organization:
• Word processing
• Creating documents
• Desktop publishing
• Planning documents
• Research audience and contents
• statistical analysis
• Creating powerpoint
• E-mail and distributing documents
Printer
A printer is a peripheral machine which produces a text and/or graphics of documents stored
in electronic form, usually on physical print media such as paper or transparencies.
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Fax machine
A fax (short for facsimile) is a document sent over a telephone line. It is playing very important
role in business communication for a very long period.
Internet
The Internet is a global system of interconnected computer network that use the standard
Internet protocol suit(TCP/IP) to serve billions of users worldwide. Today’s communication is
so much dependent on internet. In business communication it plays more important role. This
technology facilitates other medias like – E-mailing Instant Messaging Teleconferencing and
Videoconferencing.
Multimedia
Multimedia is media and content that uses a combination of different content forms. It
Multimedia is usually recorded and played, displayed or accessed by information content
processing devices, such as computerized and electronic devices.
E-mail
• Reading and Replying to EMail

• Scan all messages before replying to any
• Print only when necessary
• Acknowledge receipt
• Don’t automatically return the sender’s message
• Revise the subject line if the topic changes
• Provide a clear, complete first sentence
• Never respond when you’re angry
• Check response before hitting “Send”
• Assume that all emails are monitored
Instant Messenger
Instant messaging (IM) is a collection of technologies used for real-time text- based
communication between two or more participants over the Internet, or other types of networks.
Instant messaging is used widely as informal communication tool.
Intranet
An intranet is a private computer network that uses Internet Protocol technology to securely
share any part of an organization’s information or network operating system within that
organization.
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Telephone
The telephone, often colloquially referred to as a phone, is a telecommunications device that

transmits and receives sound, most commonly the human voice. For oral communication this is
the most common technological equipment.
Voice-Mail
Voicemail (also known as voice-mail, VMS, or message bank) is a centralized system of stored
telephone messages that can be retrieved later. The term is also used more broadly to denote
any system of conveying a stored telecommunications voice message, including using an
answering machine. Most cell phones have voicemail as a basic feature, and many land line
phones and corporate PBXs have their own voicemail options.
Teleconferencing
A teleconference or teleseminar is the live exchange and mass articulation of information

among several persons and machines remote from one another but linked by
• A telecommunications Teleconferencing Equipment.

• Computer with online connection
• Camera hooked up to computer
• Software – CU-SeeMe – NetMeeting – Skype – Yahoo Messenger
These are the various forms of technology that are very important in a business organization
however technology keeps changing.
Conclusion
This section has enabled us to understand what technology is and its relevance to the business
environment. We have also seen the various technological devices which can be used to
enhance business. At this level you should be able to choose the devices that best suits an
organization.
Assessment
1. What is business communication technology?
2. Discuss the various tools and devices used in information technology

giving the benefits of each.
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Activity 2 - The Role of IT in Business Success
Introduction
IT has changed lives both for individuals and organizations. For example we have social
networking, digital marketing, social networking cloud computing and many others. “Now
accurate business planning, effective marketing, global sales, systematic management, real
time monitoring, instant customer support and long term business growth cannot be achieved
at the optimum level without IT”.
The importance of IT in Business
The success of every business depends on accurate choice of technology beyond reasonable
doubt. Information technology provides organizations with the opportunity to analyze specific
data and plan their business appropriately. It also enables business organizations to plan the
future in relation to real and achievable growth. In the present times digital marketing has
enabled people to shop even at their doorsteps.
Cloud computing and modern communication has also enabled people and to manage
businesses wherever they are located in the world. Digital marketing is an umbrella term
for the targeted, measurable, and interactive marketing of products or services using digital
technologies to reach and convert leads into customers and retain them. The key objective is
to promote brands, build preference and increase sales through various l marketing techniques
medium, in addition to mobile and traditional TV and radio.
Importance of IT in Business Marketing:
Decision making in organization
It provides Speed and accuracy when it comes to decision making. For a business organization
to succeed it has to carry out a comprehensive market research process. This will enable the
managers to make informed decisions. Market research can be done in many ways through
online surveys, forums, blogs, and group discussions using World Wide Web and of course
through in-person interviews as well. Online tools like, Google Analytics and Microsoft CRM
Dynamics nowadays help analyze big data which enhances quick decision making and afford
genuine time responses from the potential viewers but also ensure the precision of data by
reducing the risk errors.
Marketing and Business Growth
Successful businesses are a result of marketing which enables the management to identify
its target audience first and then observe their trends and needs. Marketing in itself includes
public relation, advertising, promotion and sales which aid growth. Many types of marketing
can help you reach your potential customers. Technology has helped in marketing; this is the
era of digital marketing. It enables one to market products all over the world. You are aware
of terms like search engine optimisation (SEO), pay per click (PPC), blogging, discussion forum,
email shot, SMS, MMS, social media marketing and Smartphone app advertisement etc which
are current trending because organizations have understood the unlimited usage of internet.
Thus technology has really aided marketing hence productivity.
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Customer Support and Satisfaction
Businesses succeed because of knowing and being in touch with its customers. Internet
technology has helped organizations to best tool to understand their million customer
demands, problems and their solutions. IT channels like the email, webinar, social media,
member portals, online newsletters and text or multimedia messaging through the smart
phone are the many ways customer link is provided. Customer relationship management
systems (CRM) are important for analyzing customer behavior and needs.
Resource Management and Globalisation
Resource mobilization refers to all activities involved in securing new and additional resources
for an organization. It also involves making better use of, and maximizing, existing resources. It
becomes more complex for large organizations to manage resources like human and finances
manually.
IT plays an important role in automatic such complex situations; hence most of the resources
are now sored with the help of cloud technology. Organization can now invest and manage
their resources in any part of the word by using cloud based solutions.
What is the future of IT? Resource management plays a crucial role in business success. When it
comes to medium or large organization, multinational companies (Microsoft, Google, Amazon,
McDonalds etc) in the world use these cloud based solutions to manage their virtual or physical
offices and staff worldwide.
Conclusion
It seems very clear from the above roles that an organization cannot attain success without
the of information technology in this digital age. As much as it’s costly it is inevitable. The
companies have to bear a reasonable cost to o invest in IT.
Assessment
1. What are the current IT innovations in the market?
2. What is the importance of IT in an organization?
3. Can you think of any more area where IT is helpful in business success?
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Activity 3 - Digital and information Literacy
Introduction
This section discusses digital information literacy. This involves how to help members of
an organization to be in line with IT. The digital framework model helps us understand the
ideology of literacy.
Literacy is in the sense of this unit implies being able to read and write. In another sense
it also means having the knowledge or competence in computers. Graduates need to
demonstrate they can communicate clearly, verbally and in the different written formats used
at work which we saw in the previous sections but also being IT compliant. The ability to
communicate well with people at every level with technology is key in building good working
relationships. Digital literacy includes the ability to find and use information (otherwise known
as information literacy) but goes beyond this to encompass communication, collaboration
and teamwork, social awareness in the digital environment, understanding of e-safety and
creation of new information. Both digital and information literacy are underpinned by critical
thinking and evaluation.
Activity Details
Digital Literacy process
Beetham and Sharpe (2010) describe digital literacy as a development process from access
and functional skills to higher level capabilities and identity. However, this will change
depending on the context so it also reflects how individuals can be motivated to develop new
skills and practices in different situations.
This is because as much as organizations will want to utilize current trends in technology,
employees need to be literate as technology keeps revolutionizing. Therefore organizations
need to adopt the best literacy policies. Example below is an illustration of the digital
process:
Figure 3.1: Beetham and Sharpe ‘pyramid model’ of digital

literacy development model (2010)
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According to this process employees have to be sensitized. This is by being made aware of
the technological trends. Secondly is for them to have the skills or be literate. Thirdly is to
practice in the organization and finally be able to identify with the skill and own. This is what
all business organization should endeavor to do. ICT proficiency is widely seen as a pre-
requisite for or backbone of all the other capabilities
For build capacity for trainers and organizations the following can be done to boast digital
literacy
Effective use of digital technology by university and college staff is vital in providing a
compelling student experience and in realizing a good return on investment in digital
technology.
Working with stakeholders and sector bodies, we intend to provide clear guidance over what
digital skills are required, and equip leaders and staff with the tools and resources they need
to improve digital capability at a local or institutional level.
A digital capability framework which describes the skills needed by staff in a wide range of
academic, administrative and professional roles to thrive in a digital environment. This will
provide a structure to help managers and individuals understand what is needed and support
the development of tools. This will bring harmony in the organization.
Conclusion
Digital literacy is a process where employees are sensitised on the various trends in
technology. As a result, as seen in the Beetham and Sharpe theory the employees feel that
they are part of the business and hence identify with it.
Assessment
1. Define digital literacy
2. Basing your discussion on Beetham and Sharpe (2012) discuss how

digital literacy contributes to identity.
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Unit Summary
As a learner what is your assessment of this section? Are you satisfied with the content?
Unit Assessment
1. Define digital literacy
2. Basing your discussion on Beetham and Sharpe (2012) discuss how

digital literacy contributes to identity.
Grading Scheme
The assessment constitutes 5% of the total assessment
Answers
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• https://www.linkedin.com/pulse/role-information-technology-business-
success-abid-afzal-butt?articleId=6004531558055178241#comme
nts-6004531558055178241&trk=prof-post
• http://employability.uelconnect.org.uk/pages/standing_out/160/
communication_and_literacy_skills.
• htmlhttp://digitalcapability.jiscinvolve.org/wp/files/2015/06/1.-Digital-
capabilities-6-elements.pdf
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Unit 4. Team Building in Business Communication
Unit 4. Team Building in Business

Communication
Unit Introduction
Businesses of all sizes need dedicated employees that understand the importance of team
work in achieving goals and objectives. In this unit we are going to discuss the meaning of
team building, We shall also identify the different activities in team building and finally we
discuss the strategies used in team building to motivate employees in business setting.
Unit Objectives
• To define team building

• Identify various techniques employed to motivate people in an institution
• Give various strategies used in team building.
Key Terms
Team building is a collective term for various types of
activities used to enhance social relations and define
roles within teams, often involving collaborative tasks.
It is distinct from team training, which is designed
to improve the efficiency, rather than interpersonal
relations.
Team building activities: These are activities that

are designed to help the groups develop effective
communication and problem solving skills.
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Learning Activities
Activity 1 - Understanding Team Building
Introduction
In a business setting people work in teams. It’s important for us to know the rules and activities
that can be used to motivate team members. In this unit we are going to look at team building
activities, strategies used in forming teams and the various activities. Enjoy the course.
People who work together must communicate with one another in ways that promote
bonding and their ability to understand one another. Effective communication builds trust,
message clarity and loyalty. Communication which is poor and not structured erodes trust and
motivation. In this technological age, team members must develop appropriate communication
skills for the many communication platforms businesses use today. In the USA today the style
of management is where everybody participates. The participatory management style requires
teams to communicate frequently with a variety of, often culturally diverse, colleagues.
A person’s ability to effectively communicate with others influences the way they perceive
him and whether they take action based on the communication. Closely knit team members
have good interpersonal communication skills. People with these skills use active listening and
positive reinforcement techniques, understand personality dynamics, and the patterns and
habits of others. Successful teams manage conflict quickly and fairly, and work well with others
from diverse cultures.
Benefits
A cohesive team that communicates well with others creates an environment where people feel
free to express new ideas and creative solutions. Employee teams with good communication
skills enhance the customer experience, leading to possible improved retention of clientele
and referrals. Good workplace communication skills allow team members to focus on
prioritizing tasks and achieving objectives rather than chasing down an explanation for unclear
communications and directives. Some of the benefits are:
• Better Outcomes: Teamwork can lead to better business outcomes because

the team can bring more resources to bear against a challenge and there is
more oversight to reduce risk of poor individual contributions. For example, in
healthcare teamwork is associated with increased patient safety.
• Efficiency: When a team is able to work well together they accomplish more
than individuals can do alone. This helps a company save money while being
more competitive in their market.
• Better Ideas: A good team is made up of diverse members. When these
members apply different skills to the same problem, they come up with a more
effective solution than one person working on the same problem.
• Mutual support: When teams work well together they are supportive of one
another. Mutual support can encourage people to achieve goals they may not
have realized they could reach on their own.
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• Sense of Accomplishment: When members of a team work to achieve specific

goals, there is often a greater sense of accomplishment than what an employee
may feel when working on their own.
Therefore in order for teamwork to achieve these benefits, individual members must work well
together. They need to be able to put thoughts of their own accomplishments aside to work for
the benefit of the team and the organization at large.
Conclusion
This is the end of this section. You have been able to define team building. We also looked
at benefits of people working in teams. This shows that organizations need to encourage
teamwork in order to maximize the benefits.
Assessment
1. Define team building
2. What are the strategies of team building?
3. Discuss the benefits of team building in any business enterprising
Activity 2 - Team Building Activities
Introduction
There are many different reasons why companies use team building activities. A small sampling
of these reasons include: Improving communication, boosting morale, motivation, ice breakers
to help get to know each other better, learning effective strategies, improving productivity,
learning about one’s strengths and weaknesses and many others.
Team building activities can be used by any business, large or small, to promote better
teamwork in the workplace, and as most business owners and managers know, great teamwork
is one of the key factors associated with a company’s success. The idea is to perform various
activities that are both fun and challenging, and that also have the “side effect” of building
teamwork skills that can help improve employee performance and productivity at the office.
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Below are the examples of the team building activities:
Two Truths and a Lie
Time Required: 15-30 minutes
Start out by having every team member secretly write down two truths about themselves
and one lie on a small piece of paper – Do not reveal to anyone what you wrote down! Once
each person has completed this step, allow 10-15 minutes for open conversation – much like
a cocktail party – where everyone quizzes each other on their three questions. The idea is to
convince others that your lie is actually a truth, while on the other hand, you try to guess other
people’s truths/lies by asking them questions. Don’t reveal your truths or lie to anyone – even
if the majority of the office already has it figured out! After the conversational period, gather in
a circle and one by one repeat each one of your three statements and have the group vote on
which one they think is the lie. You can play this game competitively and award points for each
lie you guess or for stumping other players on your own lie. This game helps to encourage
better communication in the office, as well as it lets you get to know your coworkers better.
Life Highlife Highlights Game
Time Required: 30 minutes
This is an excellent icebreaker activity that’s perfect for small and large groups alike. Begin by
asking each participant to close their eyes for one minute and consider the best moments of
their lives. This can include moments they’ve had alone, they’ve shared with family or friends;
these moments can pertain to professional successes, personal revelations, or exciting life
adventures. After the participants have had a moment to run through highlights of their lives,
inform them that their search for highlights is about to be narrowed. Keeping their eyes
closed, ask each participant to take a moment to decide what 30 seconds of their life they
would want to relive if they only had thirty seconds left in their life. The first part of the activity
enables participants to reflect back on their lives, while the second part (which we’ll discuss in
a moment) enables them to get to know their coworkers on a more intimate level. The second
portion of the game is the “review” section. The leader of the activity will ask each and every
participant what their 30 seconds entailed and why they chose it, which will allow participants
to get a feel for each other’s passions, loves, and personalities.
Coin Logo
Begin by asking all participants to empty their pockets, purses, and wallets of any coins they
may have and place them on the table in front of them. If someone doesn’t have any coins
or only has very few, others in the room can share their coins with them. Instruct each person
to create their own personal logo using the coins in front of them in just one minute. Other
materials they may have on them, such as pens, notebooks, wallets, etc. can also be used in
creation of the logo.
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If there is a particularly large group, people can be broken up into teams of 3-6 people and
instructed to create a logo that represents them as a team or the whole room can gather to use
the coins to create a logo for the organization/group/department/etc. Each solitary participant
can explain their logo to the group or if the room was split into groups, the leader can have
each group discuss what led to the team logo and what it says about them. Not only does this
activity promote self and mutual awareness, but it also enables participants to get to know
each other on a more personal level.
The One Question Ice Breaker Activity
This icebreaker not only gets coworkers talking to each other, but it also gets them working
with one another. It’s quite simple: the leader gets to decide the situation the question will
pertain to. Example situations include babysitting, leading the company, or being married.
After pairing participants into teams, the leader will pose this question: If you could ask just
one question to discover a person’s suitability for (insert topic here), what would your question
be? Say the leader chose to go with a marriage situation. That means each person in a two-
person team would come up with one question that would help them discover whether or
not their partner was suitable to be married to them. If the topic was babysitting, each team
member would have to come up with just one question whose answer would help them
determine whether or not the person was suitable to babysit their child. This icebreaking
activity can also get mixed up by issuing one situation for the entire group or allocating a
different situation to each team member or pair to work on. Depending on the situation
chosen, the activity can be very fun, but it can also demonstrate that crucial questions should
be developed properly.
Classification Game
The classification game can be a quick icebreaker or a more complex activity. For the purposes
of this example, we will treat this activity as a quick icebreaker. Before splitting the room into
teams of four, explain the concept of “pigeon-holing someone,” which means classifying
someone as something or stereotyping someone. It should be made clear that this type of
classification is subjective and unhelpfully judgmental.
Instruct the participants to introduce themselves to those in their team and quickly discuss
some of their likes, dislikes, etc. After the introductions, reveal to the teams that it will be their
job to discover how they should classify themselves- as a team- into two or three subgroups by
using criteria that contains no negative, prejudicial, or discriminatory judgments. Examples of
these subgroups can include night owls and morning people, pineapple pizza lovers and sushi
lovers, etc. This activity encourages coworkers to get to know each other better and enables
them to collectively consider the nature of all individuals within the team.
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Problem Solving
Picture Pieces Game
This problem solving activity requires that the leader choose a well known picture or cartoon
that is full of detail. The picture needs to be cut into as many equal squares as there are
participants in the activity. Each participant should be given a piece of the “puzzle” and
instructed to create an exact copy of their piece of the puzzle five times bigger than its original
size. They are posed with the problem of not knowing why or how their own work affects the
larger picture. The leader can pass out pencils, markers, paper, and rulers in order to make
the process simpler and run more smoothly. When all the participants have completed their
enlargements, ask them to assemble their pieces into a giant copy of the original picture
on a table. This problem solving activity will teach participants how to work in a team and it
demonstrates divisionalized ‘departmental’ working, which is the understanding that each
person working on their own part contributes to an overall group result.
Sneak a Peek Game
This problem solving activity requires little more than a couple of sets of children’s building
blocks. The instructor will build a small sculpture with some of the building blocks and hide it
from the group. The participants should then be divided into small teams of four. Each team
should be given enough building material so that they can duplicate the structure you’ve
already created. The instructor should then place their sculpture in an area that is an equal
distance from all the groups. One member from each team can come up at the same time to
look at the sculpture for ten seconds and try to memorize it before returning to their team.
After they return to their teams, they have twenty-five seconds to instruct their teams about
how to build an exact replica of the instructor’s sculpture. After one minute of trying to recreate
the sculpture, another member from each team can come up for a “sneak a peek” before
returning to their team and trying to recreate the sculpture. The game should be continued in
this pattern until one of the team’s successfully duplicates the original sculpture. This game will
teach participants how to problem solve in a group and communicate effectively.
Zoom
This problem solving activity requires the wordless, picture book entitled, “Zoom” by Istvan
Banyai. This book features 30 sequential pictures that work together to form a narrative. The
book should be fairly easy to find, as it’s been published in over 18 countries. The pictures can
even be laminated to prolong their usage. Hand out one picture to each participant, making
sure a continuous sequence is being used. Explain to the participants that they can only look at
their own pictures and must keep their picture hidden from other participants.
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Time should be given for the participants to study their pictures because each picture will
contain important information that will help the participants solve the problem of putting them
into order. The ultimate goal is for the group to place the pictures in sequential order without
looking at one another’s pictures. The participants can talk to each other and discuss what is
featured in their picture. This activity brings coworkers together and gets them communicating
with the common goal of solving a problem, but it also allows for leaders to emerge and take
control of the task.
The Great Egg Drop
Time Required: 2 hours
This messy, yet classic and engaging problem solving activity requires splitting the room
into two large groups with the task of building an egg package that can sustain an eight
foot drop. A variety of tools and other materials should be provided to the teams. After the
packages have been built, each team must also present a 30-second advert for their package,
highlighting why it’s unique and how it works. At the conclusion of the presentations, each
group will have to drop their egg using their package to see if it really works. Aside from
teaching the groups to work together and communicate, it also brings them together with the
common goal of both winning the egg drop and successfully creating an egg package.
Create your Own Team Building Activities
Time Required: 1 hour
The group leader should present participants with this fake problem: The hour was going to be
spent doing a problem solving activity, but as the group leader- you don’t know any and you
don’t want to do one that the participants have already heard or tried previously. The goal- or
problem- then, is to have each group of participants come up with a new problem solving
activity that they’ve invented themselves. Groups should be no larger than four or five people
and at the end of the hour, each group must come up and present their new problem solving
activity. Aside from being a problem solving activity in and of itself, this activity also promotes
creativity, communication, trust, and time management, among other thing.
Conclusion
By this time you should be able to understand team building in detail. Basically we have
dwelled on the various team building activities. You can now compare them decide the
contexts in which the activities are suitable.
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Assessment
1. Pick at least four team building activities and discuss how best they fit to
an organization of your choice.
2. Identify other team building activities not discussed here and describe
how they operate.
Activity 3 - Strategies of Team Building
Introduction
This section looks at the strategies that can be used by organizations to build manageable
teams. This is based on the team building theory. Furthermore, we will discuss how to plan and
execute team activities.
Great teams in organizations make a huge impact. According to Gregor X-Y theory in
communication, empowered teams get the best results. This includes behaviour and attitude
towards employees. People who work for each other in teams surpasses skills policies and
processes. The diagram below shows how Gregor conceptualized team building:
Figure 4.1: Gregors x-y theory
The diagram shows two groups of management styles. One gives the staff liberty to perform its
duties whereas in y the staff plays a greater role in the organization,
Teamwork is fostered by respecting, encouraging, enthusing, caring for people, not exploiting
or dictating to them.
At the heart of this theory is being able to love one another and some level of spirituality which
in then helps bring mutual respect, compassion, and humanity to work. People working for
each other in teams is powerful force, more than skills, processes, policies. More than annual
appraisals, management-by-objectives, the ‘suits’ from head office; more than anything.
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Teams usually become great teams when they decide to do it for themselves but not when
somebody pushes another to work. Something inspires them but the ultimate decision is as a
result of the team i.e team decides. The team will look out for each other and succeed. And
then the team starts to move mountains.
Planning team-building activities
All people in a business should be involved designing and deciding the activities. It important
to assign the people various roles. This is because the organization will benefit if the activities
are geared towards developing people’s own potential. As a result, it’s good to find out what
people enjoy doing and learning.
The following are various ways the activities can be planned:
When you ask people commonly you’ll have several suggestions which can be put together
as a collection of experiences that people attend or participate in on a rotating basis during
the day or the team-building event. Perhaps you have people among your employees who
themselves have special expertise or interests which they’d enjoy sharing with others; great
team activities can be built around many hobbies and special interests.
If you are planning a whole day of team-building activities bear in mind that a whole day of
‘find ways to provide a mix of activities that appeal and help people achieve and learn. The
exercises should focus on one or two real work challenges or opportunities.
Perhaps involve a few employees in planning the day as this will be good for their own
development and will lighten your load. Provide also a guide who will take the teams though
the activities.
Conclusion
Team building has various activities that can be utilized in an organization. Gregor X-Y theory
explains the fact that a motivated staff is more efficient as opposed to when the management
is knowing it all. When all staff are involved it turns out to be better.
Assessment
1. What is team building?
2. Discuss Gregor X-Y theory stating how it is relevant to an organization of

your choice.
3. Giving relevant examples discuss the strategies used to make a team
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Unit Summary
This unit gives us a definition of team building. It also looks at the strategies used to develop
teams. The strategies have to be clear and follow ethical considerations. In addition, the unit
discusses the various activities which organizations can utilize. These activities are many. As a
student you can also invent others which you can copy right.
Unit Assessment
1. Imagine you have been tasked by organization x to organize a team
building event for the end of year party. Write an essay detailing how
the event will be planned and execute. (20marks)
Grading Scheme
The mark indicated is 20% and constitutes 5% of the total assessment mark
Answers
Learners write a well laid out activity of their choice for an imaginary organization.

• Sahin, F. (2012). “The mediating effect of leader-member exchange on the
relationship between Theory X and Y management styles and affective
commitment: A multilevel analysis.” Journal of Management and Organization,
18(2).
• http://www.businessballs.com/love.htm
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Module Summary
This module is about communication and team building.
In unit 1, we looked the meaning of communication in general and the various aspects of
communication. We saw that communication is a process Which has various elements for
example the sender, message, channel medium etc. Effective communication in discussed in
this unit. More so there are various directions for example upward downward and horizontal. It
also dwells on the various forms of communication like written and non written communication.
We discussed the various aspects of the forms and how they are relevant in the organization.
Unit 2 we looked at the various means through which organizations disseminate information.
People also have to share ideas, solve problems emotions etc. There are channels available
for such kind of communication. This include presentations, minutes speech etc. All these are
discussed in this section.
Unit 3 we discussed IT and its revolution in the area of communication. We looked at the
forms of IT devices and how they support communication in the workplace. Thus institutions
have seen some of the greatest advancements due to technological developments.
Unit 4 was the idea of team building. Business environments, institutions and all work
bring together people of all cadres. This people have to work together hence teamwork is
mandatory. This section unpackaged the strategies used to create teams and also some of the
activities available for team building. Students are also encouraged to use their creativity and
come up with other forms of activities.
I hope you enjoyed the module.
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Course Assessment 1
Instructions
Answer all questions
Marks have been indicated for each question
1. Knowledge and application
(a) Using the aid of a diagram, describe the communication process.

(20 marks)
(b) Using any three different situations, explain how you would
overcome communication barriers. (5 marks)
2. Knowledge and synthesis
(a) Make a distinction between note taking and note making. (5marks)
(b) Imagine you are going to make a business presentation to you

clients. Use 5 writing devices. (5marks)
3. Comprehension and analysis
(a) Classify the various forms of communication detailing how each is

applicable in a business set up. (10marks)
(b) Write a business letter to an organization of your choice requesting

the CEO to give a you a contract to install some software packages.
(10marks)
(a) Discuss any three benefits and three challenges of teams building in
an organization groups. (18 marks)
(b) Outline any five qualities that reflect an efficient team. (5 mark)
(c) Read the passage below and answer the questions
John Riley Writes a Memo
John Riley supervised the assembly room of a television-manufacturing plant.

Heoversaw the mounting of the sets in cabinets and the installation of the
fittings –knobs, handles, and labels. He noticed that out of every dozen or so sets
that came into his facility, one had screw holes on the bottom that were slightly
misaligned enough so that someone had to jiggle the set to match up with the
cabinet holes for final mounting.
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This process took extra time and thus reduced the productivity of his group. He
also feared that the rough handling of the sets required for the alignment would
cause damage and result in rejection by the quality control department, to which
the sets were shipped when they left his assembly room.
Riley decided to call the engineering design department, which he knew had
final authority over the design of the sets. A junior engineer to whom he spoke
there told him to write a memo about the problem to the senior designer. He did
so, but two months later he still had no response. Riley discussed the problem
at lunch with a fellow supervisor in the chassis room, from which the sets came
directly to the assembly room. This person was surprised that Riley had even
bothered to contact engineering design at all. He said that Riley should just have
mentioned the problem to him directly, and he would have followed up on it
right in the chassis room. Engineering design, he said, never liked to deal with
production people. Even if they got involved it would take months of study before
they would agree to a design change, whereas he, as supervisor of the chassis
room, could modify procedures on his own to correct the problem.
Questions for Discussion
1. Whom should Riley have contacted when he first spotted the problem?
Should he have communicated orally or in writing?
2. Should the junior engineer in engineering design have told Riley to write
the memo? Why or why not?
3. Should Riley have waited two months for a response to his memo? What
alternatives did he have?
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Course Assessment 2
Instructions
Answer all the questions.
1. Knowledge
(a) What is the communication process? (2marks)
(b) Using relevant examples discuss 4 elements of communication.

(18marks)
(a) Noise makes it difficult for people to communicate in an

organization. Identify various types and give a remedy for each.
(5marks)
(b) What is it to be an effective communicator? Give 5 characteristics
(15 marks)
(a) Discuss the merits and demerits 0f verbal and non-verbal

commnication
(b) Read the passage below and answer the questions that follow
CASE 4 : Lisa Dobbins Anticipates a Change
Lisa Dobbins prided herself on being well organized and efficient. She hated to
get behind in her work. When her company decided to implement a new flex
time plan that would allow the word-processing operators in her department
to schedule their hours to fit personal needs, she immediately called a staff
meeting to describe the plan, even though it was not scheduled to take effect
for four months. She wanted all her employees to understand the new system
and to prepare for it.
During the week after her staff meeting, eight persons in her group started
coming in earlier and leaving earlier, and three stopped taking lunch hours so
they could go home earlier. She had to remind them that the flextime schedule
was not yet officially in place. The week before the schedule was to start, she
made some remarks to some workers about getting their schedules to her in
writing. They said they hadn’t realized the new schedules had to be submitted
to Dobbins for approval. She curtly reminded them that she had discussed this
requirement at the staff meeting nearly four months before. When individuals
came to her to ask for more information, she realized that she would have to set
up another meeting. She was annoyed because, as she said, she would “have
to go over it all again”
96
Course References
ion
the ACM, 19(5):236-242, 1976.
• Smith, Geoffrey (2007). “Principles of
• Secure Information Flow Analysis”. Advances in Information Security. Springer US.
pp. 291–307.
• http://www.goodreads.com/book/show/15014.Crucial_Conversationshttp://www.
inc.com/encyclopedia/written-communication.html
• Pamela Hubbell P(2016) http://catalog.flatworldknowledge.com/
bookhub/7?e=collins-ch08_s05http://www.cgu.edu/pages/852.asp
• https://alison.com/courses/ Business-Communication-Fundamentals-of-Business-
Writing
fn-5
• https://www.linkedin.com/pulse/role-information-technology-business-
success-abid-afzal-butt?articleId=6004531558055178241#comme
nts-6004531558055178241&trk=prof-post
The readings in this unit are to be found at course level readings and others
Section 3
• http://smallbusiness.chron.com/use-vlookup-different-sheets-excel-40058.html
instant&ion=1&espv=2&ie=UTF-8#q=technology+in+oral+communicat
ion
97
Unit 4
• Sahin, F.(2012). “The mediating effect of leader-member exchange on the
• relationship between Theory X and Y management styles and effective
commitment:
• A multilevel analysis.” Journal of Management and Organization, 18(2).
• http://www.businessballs.com/love.htm
academic-proposal
shtml
• http://image.slidesharecdn.com/usesoftechnologyinbusinesscommunicat
ion-120124120500-phpap
• p02/95/uses-of-technology-in-business-communication-21-728.
jpg?cb=1327407107
• http://www.uefap.com/writing/genre/discuss.htm
98
99
100
101
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Applied Computer Science: ADM1100

African Virtual University

AVU - Academic Coordination

Overall Coordinator Applied Computer Science Program

Barry Savala Mercy Tabi Ojwang

Edwin Kiprono Josiah Mutsogu

Kelvin Muriithi Kefa Murimi

Victor Oluoch Otieno Gerisson Mulongo

AVU Multinational Project II funded by the African Development Bank.

Welcome to Communication Skills and Team Building course . . . . . . . . . . . 10

Course Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Readings and Other Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Unit Readings and Other Resources. . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 1. Introduction to The Communication Process 19

Activity 1 - Definition of communication Process . . . . . . . . . . . . . . . . . . 20

Activity Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Activity 2 - Definition of communication Process . . . . . . . . . . . . . . . . . . 26

Unit Readings and Other Resources. . . . . . . . . . . . . . . . . . . . . . . . 32

Activity 3 - Searching techniques . . . . . . . . . . . . . . . . . . . . . . . . . 33

Writting Academic Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit Readings and Other Resources. . . . . . . . . . . . . . . . . . . . . . . . 36

Unit 2. Forms of Communication in The Business Setting 37

Unit Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Activity 1 - Information Flowing In a Business Setting. . . . . . . . . . . . . . . 38

Activity 2 - Forms of Communication . . . . . . . . . . . . . . . . . . . . . . . . 40

Activity Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Activity 3 - Forms of communication in business setting. . . . . . . . . . . . . . 46

Unit Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

Unit Readings and Other Resources. . . . . . . . . . . . . . . . . . . . . . . . 73

Unit 3. Forms of Communication in The Business Setting 74

Activity 1 - What is business technology. . . . . . . . . . . . . . . . . . . . . . 75

Activity 2 - The Role of IT in Business Success. . . . . . . . . . . . . . . . . . . 78

Activity 3 - Digital and information Literacy. . . . . . . . . . . . . . . . . . . . 80

Unit Readings and Other Resources. . . . . . . . . . . . . . . . . . . . . . . . 83

Unit 4. Team Building in Business Communication 84

Activity 1 - Understanding Team Building . . . . . . . . . . . . . . . . . . . . . 85

Activity 2 - Team Building Activities . . . . . . . . . . . . . . . . . . . . . . . . 86

Activity 3 - Strategies of Team Building . . . . . . . . . . . . . . . . . . . . . . .91

Unit Readings and Other Resources. . . . . . . . . . . . . . . . . . . . . . . . 93

This course aim to provide an in-depth understanding of the fundamental algorithmic

• Obtain and convey workplace information.

4 End of Term Exam 70%

Unit Activities Estimated

Unit 0: Preliminary assesment 5hours

Unit 1: Activity 1.1 Definition of the 5 hours

Activity 1.3Writing academic

Unit 2: Activity 2.1 Information flow in 10 hours

Unit 3: Activity 3.1 Business Technology 10 hours

Business and Activity 3.2 Role of IT in business 10 hours

Unit 4: Activity 4.1 Understanding team 10 hours

Unit 5: Final Examinations 3 hours

Readings and Other Resources

Required readings and other resources:

Optional readings and other resources

Required readings and other resources:

Optional readings and other resources: