MB0039 Business Communication Set1

Sikkim Manipal University | MBA-Spring 2010 | MB0039 Business Communication | Sem 1
ASSIGNMENT – 01/02NameAyaz Anis AnsariRegistration

No.511025251Learning CentreKarrox Technologies
(Borivali Centre, Mumbai) Learning Centre
Code03092CourseMBASubjectBusiness Communication - Set
1SemesterSemester 1Module No.MB0039Date of SubmissionMay 8,
2010Marks AwardedDirectorate of Distance Education
Sikkim Manipal University
II Floor, Syndicate House,
Manipal – 576 104
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Signature of Coordinator
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Business Communication | Set 1 Page 1 of 21

Q. 1. Describe any situation in your experience where the communication

went wrong. Analyze the situation by pointing out the type of barrier to
communication and suggest how to overcome this barrier.
Ans. Situation where Communication was a failure to me: As an Associate Manager, I was a sender for a
communication and intended to be received by my executives. I have sent the following communication to my
executives through a notice and displayed on the notice board:
“Coming Second Saturday to complete our targets for the month a review meeting is arranged and all should
attend. If any executive is not able to attend should find out the contents of the meeting from their peers without
fail”. But my communication went wrong and out of 10 executives, only three executives attended at 4.00 PM
who checked-in with me at the time of the meeting.
Following were the barriers of communication which stood in the way of my communication:
The “Channel” I have chosen did not ensure the receipt of the communication by “Receivers”.
The communication lacked the “Chronological context”.
Second Saturday being a non-working day.
The communication has created a “Psychological noise” by not mentioning correct time of the meeting and
confusion had been created
The “social context” also is one of the cause for the failure of the communication as I have not taken all my
executives into confident by giving any advance information or an intention of the meeting earlier.
Lessons learnt in order to overcome these barriers of communication:
My communication was unclear by not giving exact time of meeting.
The media I have used is the placing the notice on the notice board, instead had I circulated to all the receivers
and obtained their signatures by asking their availability or feedback my communication would not have failed.
I have chosen a wrong day a holiday though the task was a routine one.
I could have maintained good relations with my executives for success of my communication.
Irrespective of the setting in which communication takes place or the number of people that are involved, all
communication consists of certain key elements. The Communication Model shown on the next page illustrates
each of these elements:
Model of Communication
Sender or Encoder – This is the person who transmits a message. For example, a manager writing a letter of
apology to a customer regarding a defective product, or a sales manager making a presentation to his sales
team. Receiver or Decoder – The person who notices and decodes, or attaches some meaning to a message.
Decoding may not always be accurate and a wrong meaning may be attached to a Message. For example, a
friendly joke might be taken as an offense, or feedback given to a Subordinate by a superior might be taken in
the wrong Sense.
Message – This is any signal that triggers the response of a receiver. Messages may be intentional (as in the
example of the sales presentation given above) or unintentional (nonverbal signals such as yawns that convey
the message of boredom).
Channel – This refers to the medium or the method used to deliver the message. As a business executive, you
will often have a choice of channels. For example, you could communicate with a customer through a letter,
through email or telephone.
Feedback – Most communication is two-way. Receivers generally respond to messages – for example,
students may ask questions during a lecture session and an employer may tell an employee that he has to think
about his proposal. This response to a sender’s message is called feedback. This kind of feedback is oral.
Sometimes feedback could also be written, as when you respond to a customer’s letter of complaint, for
example. At other times, feedback could be nonverbal, as in smiles and nods of appreciation during a talk or
presentation. Even failure to respond could be considered as feedback, since it may indicate a lack of interest
or indifference to the sender’s message. Due to the element of feedback, people are simultaneously senders
and receivers of information in face to face communication.
Noise – Communication fails when the message received is not identical to the message that is sent. Several
factors could interfere with the exchange of messages. “Noise” refers to all these factors that disrupt the
communication and could be classified under the following types:
Physical Noise – Distracting sounds, poor acoustics, or just information overload could interfere with the
listening process.
Physiological Noise – Hearing or other disabilities, fatigue, or physical illness could come in the way of both
speaking and listening.
Psychological Noise – Sometimes emotions within the sender or receiver such as preoccupations, hostility,
fear or lack of interest could interfere with the speaking or listening Process.
Context – This refers to the setting in which the communication takes place and could sometimes determine
the success or failure of the communication. Context could be classified as follows Physical context refers to the
physical surroundings for example a work or social environment, in which the communication takes place.
Asking your boss for a promotion might be received differently, depending on whether the communication takes
place in your office, your boss’s office, at a company party or over lunch at a restaurant. Social context refers to
the relationship between the sender and the receiver. Taking the same example, asking for a promotion is likely
to be received differently, depending on how well you get along with your boss and whether you are personal
friends or not. Chronological context refers to time related factors that could influence the communication. For
example, is your request made first thing in the morning or at the far end of the day? Is it made during or after
work hours? Is it made at a time when the company is going through problems such as a strike in the factory, or
Business Communication | Set 1
major losses?
Page 3 of 21
Cultural context refers to the similarity of backgrounds between the sender and the receiver, such as age,
language, nationality, religion and gender. These factors could influence the communication favorably or
unfavorably.
Each of the elements discussed above contributes to the success of the communication. In other words,
communication can go wrong if any of the following elements go wrong.
A wrong person sends the message. For example, a junior accountant in a company writing a letter to a bank,
asking for a loan for a project worth several Crores, is not likely to get the bank’s approval.
The message is unclear or badly worded. Or there are too many messages, leading to confusion and
information overload.
The wrong channel of communication is chosen. Placing an ad for a liquor product in a religious magazine for
example, is not likely to be received favorably!
The message is wrongly interpreted, i.e., the receiver attaches the wrong meaning to the message.
The feedback is not adequate to ensure understanding.
Physical, physiological or psychological noise distorts the message.
The communication takes place in the wrong physical, social, chronological or cultural context.

Q. 2. Describe any two aspects of non verbal communication and give

examples of how each of them could be used to convey positive
messages at the workplace.
Ans. Nonverbal communication has received much attention in the areas of business presentation, sales and
marketing, and the development of social skills. Little attention, however, has been given to its importance in
general communication despite major differences in cultural use and interpretation of body language,
expression, personal space and other nonverbal tools. It is estimated that less than ten percent of interpersonal
communication involves words, the remainder being made up of voice tone, sounds and a variety of devices
such as kinetics (movement), haptics (touch), oculesics (eye-contact), proxemics (space) and chronomics (time)
as well as posture, sound symbols and silence, which either replace or accompany words. Different studies
have identified a wide variety of types of nonverbal communication. The following is a relatively simple
classification:
Kinesics body motions (blushes, shrugs, eye movement, foot-tapping, drumming fingers) Proxemics spatial
separation (in relation both the social and physical environment)Haptics touchOculesics eye contactChronemics
use of time, waiting, pausing OlfacticssmellVocalics tone of voice, timbre, volume, speed Sound
Symbolsgrunting, mmm, er, ah, uh-huh, mumbling Silenceabsence of sound (muteness, stillness,
secrecy)Adornmentclothing, jewellery, hairstyle Postureposition of the body (characteristic or
assumed)Locomotionwalking, running, staggering, limping Expressionfrowns, grimaces, smirks, smiles, pouting
It is often assumed that nonverbal communication is a transferable skill. However, there are two major
problematic factors: firstly that, like speech, it has both form and function, and, secondly, that it is not always
directly translatable. It is the first of these factors which makes nonverbal communication difficult to teach, and
the second which leads to breakdowns and misunderstandings in intercultural communication.

Gestures, expressions and all other forms of nonverbal communication have functions, which, as with language,
need to be taught along with their forms. In the same way as language items, some paralinguistic expressions
have several functions, while nonverbal communication in general performs the three basic functions of
managing identity, defining relationships, and conveying attitudes and feelings (but not ideas):
FormMain Function (in some cultures)Nod (Yes)RepeatingShrug (I don’t know)SubstitutingScratch head,

quizzical lookComplementingTone of voice, pointingAccentingHand raisedRegulating, turn taking Head
shakeContradictingEye movementsDeceivingStaring/Looking down or awayDominating/Submitting Raised
fistAggressionHand-shakeSocialisingTouching, kissingArousalOver-adornmentBoasting
Misunderstandings occur because the functions of paralinguistic forms vary from culture to culture, although
there are some universal nonverbal such as smiles, laughter and sour expressions. There are also differences
according to gender and age. Nonverbal communication tends to be relatively ambiguous and open to
interpretation while its influence often depends on the nature of the ‘listener’, particularly when it is unclear
whether the messages conveyed are deliberate or unconscious. Nonverbal indicators are most common in
polychronic cultures, in which an individual often performs several tasks simultaneously. The following are
examples of common gestures which have different functions and meanings in different cultures:
Perfect: Commonly – everything’s all right perfect, France – worthless, Japan – Money, Germany – rude, Malta,
Greece, Brazil – obscene.
Thumbs up: Commonly – all OK, Australia, Iran- Rude, Nigeria – Very offensive, Japan – five, Turkey –
Political rightist Party
Stop: Commonly – Stop, enough (person, car, action), Turkey – you get nothing from me, West Africa – You
have 5 fathers!
The Fig: Turkey, Greece, Tunisia, Holland – obscene, Russia- you get nothing from me, Yugoslavia – you can’t
have it, Brazil – good luck

Nonverbal and verbal communication are normally inseparable, which, for example, is why it may seem so
difficult to use the telephone in a foreign language. It needs to be taught and practiced as per situation, in the
right contexts, and with plenty of cultural input and awareness. Given its importance, there is a singular lack of
material for the teacher which focuses on this aspect of communication, but here are a few techniques:
Learners discuss the meaning of gestures and expressions (either demonstrated by the teacher, from pictures,
or from existing published materials. This is particularly effective with multilingual classes.
Learners watch a video clip without sound, then discuss and write the dialogue.
Learners act out a dialogue using gesture and expression only:
A: Excuse me. Can you take a picture of me?
B: Yeah, sure.
A: Just press that button.
B: Er, which one?
A: The one on the top.
B: OK, right. Er.... can you move back a bit.
A: Is this OK?
B: Fine, now smile. That's it. Very nice.
A: Thanks.
B: Not at all. You've got a lovely smile. Er... fancy a drink?
A: OK, but I've got no money on me.
B: That's OK. I'll pay.
Learners, in pairs, take turns in listening to each other for 30 seconds, using only nonverbal responses.
Nonverbal communication has implications for the teacher as well as the learner. It is often said that one can
always recognize a language teacher by their use of gesture in normal conversation, while it is certainly true
that a system of gestures has evolved which allows a teacher to perform aspects of classroom management
quickly, quietly and efficiently. Gestures for 'work in pairs', 'open your books', 'listen' and 'write' are universal,
while individual teachers have developed nonverbal repertoires involving the use of fingers to represent words,
expressions to denote approval/disapproval and gestures to indicate time, tense and other linguistic features,
and hence systems for instruction, correction and management which well-trained learners respond to
immediately. The effective use of nonverbal cues assists in a wide range of classroom practices by adding an
extra dimension to the language:
reducing unnecessary teacher talking time
increasing learner participation
confidence building
reducing fear of silence
clear instructions
efficient classroom management
classroom atmosphere
Teachers, however, should always remember that the meanings of gestures and other nonverbal cues need to
be taught in the same way as the meaning of essential classroom language, also that a number of nonverbal
techniques already exist in their repertoire, such as the use of Cuisenaire rods, colors and charts, adapted from
the Silent Way. Make sure that the learners understand your codes, and teach them to use them themselves.

Q. 3. Which types of listening would be required the most at the

workplace? Explain with suitable examples.
Ans. Listening is the most important of all the aspects of communication. In fact, listening precedes
communication. It occurs more frequently on the job than even speaking, reading or writing. The new model of
business, based on teamwork, requires more effective listening skills than before for greater coordination. Given
its importance, in this unit we will try to understand the true meaning of listening, examine some obstacles to
listening and discuss methods to be adopted for better listening in the workplace.
Listening is one of the most important skills you can have. How well you listen has a major impact on your job
effectiveness, and on the quality of your relationships with others.
We listen to obtain information.
We listen to understand.
We listen for enjoyment.
We listen to learn.
Given all this listening we do, you would think we’d be good at it! In fact we’re not. Depending on the study
being quoted, we remember a dismal 25-50% of what we hear. That means that when you talk to your boss,
colleagues, customers or spouse for 10 minutes, they only really hear 2½-5 minutes of the conversation.
Turn it around and it reveals that when you are receiving directions or being presented with information, you
aren’t hearing the whole message either. You hope the important parts are captured in your 25- 50%, but what
if they’re not?
Clearly, listening is a skill that we can all benefit from improving. By becoming a better listener, you will improve
your productivity, as well as your ability to influence, persuade negotiate. What’s more, you’ll avoid conflict and
misunderstandings – all necessary for workplace success.
Understand the importance of listening at workplace:
Listening is hard work and is more than just sitting passively and absorbing a speaker’s words. According to
Lundsteen, “Listening is a highly complex process by which spoken language is converted to meaning in the
mind”. Listening has been identified by Stephen Covey as one of the “seven habits of highly effective people”, in
his book with the same title. This definition implies that listening is a skill which can be cultivated and
developed, just like speaking, reading or writing. Listening is often thought to be synonymous with hearing. The
difference is that while hearing is a passive process, listening is active. It means being alert to and
understanding the meaning behind the speaker’s words. While listening, one is engaged in processing the
information, reconstructing the information and also giving meaning to the information. This brings us to a
discussion of the different types of listening.

Types of Listening:
Discriminative Listening
This is the most basic type of listening, whereby the difference between the sounds is identified. Unless
the difference between the sounds is identified, the meaning expressed by such differences cannot be
grasped. Once we learn to distinguish between sounds in our own language, we are able to do the
same in other languages
Comprehension Listening
Once we have learnt to discriminate between the different sounds, the next step is to try to comprehend
the meaning of these sounds. In order to do this, we require a dictionary of words, along with the rules
of grammar and syntax. Apart from the verbal communication, we also need to understand the meaning
conveyed by the speaker’s nonverbal behavior
Evaluative Listening
This kind of listening involves making judgments about what the speaker is saying. We listen critically
and try to assess what is being said as good, bad, worthy or unworthy. We generally resort to this kind
of listening when the other person is trying to persuade us, change our behavior or convictions. The
tendency then is to question what the speaker is trying to say.
Appreciative Listening
This kind of listening could be in the form of paying selective attention to certain kinds of information
which might be relevant to us, or which helps to meet our needs and goals. The tendency is to
appreciate such information better. Appreciative listening is also used when listening to good music,
poetry or a powerful speech.
Empathetic Listening
In this type of listening, we try to put ourselves in the other person’s place and understand the moods,
beliefs, goals and feelings behind the speaker’s words. It requires excellent discrimination and paying
attention to the nuances of emotional signals. It also requires a high degree of sensitivity and tactful
probing on the part of the listener. Empathetic listening is most often needed at the workplace, when
dealing with customer complaints, employee feedback and problems.
Therapeutic Listening
In this type of listening, the listener goes beyond merely empathizing with the speaker and tries to help
him to change or develop in some way. This type of listening is common in social situations, where
family and personal problems are resolved through counseling. It is also important in job situations,
where managers try to solve the problems of employees. Taking the same example of a manager doing
a performance appraisal, the manager should not only understand the employee’s problems, but should
also “counsel” him, by suggesting what measures he could take to improve his performance in future.
Dialogue Listening
As the name suggests, listening involves listening and learning through dialogue. This implies that
listening is a two way, rather than a one way process. It involves interchange of ideas and information
between the speaker and the listener. This type of listening is active listening, whereby the listener
continuously seeks clarifications, gives feedback and engages in conversation with the speaker.
Another name for this is “relational” listening, since a relationship is established through the exchange
of ideas.

Q. 4. Imagine that you have to make a presentation on your MBA project

to a group of your professors and industry experts. Prepare the following:
a) A general statement of purpose b) A specific statement of purpose c)
The key idea d) A brief audience analysis e) Delivery style.
Ans. Statement of Purpose:

The main aim of this presentation is to inform Online Study Portal project. Introduce the flexibility of MBA
Project, by high lighting the salient features of this project that it is an online class room for the students from
which they can access to a wide variety of activities like eBooks, SLMs, Quizzes, etc. anytime anywhere by just
simply logging in.
Key Idea:
Project has launched first time in the History of Distance Education in India, the virtual classroom through this
Project. Within the portal, after logging in, a student can access study materials in the form of an e-workbook
with value-added components, attempt quizzes related to his study curriculum interactively, ask questions in the
Discussion groups related to his subject of study and will get the reply also either from the LC faculties or the
core faculties just sitting in the comfort of his own drawing room. The portal is for bridging the gap between the
students and the faculties, for transferring the knowledge of the core-faculties directly to all students, for
increasing the interaction between the LC faculties as well as core-faculties and above all for imparting quality
education in a more productive way.
Audience Analysis:
Making a good presentation alone is not enough. It also has to be tailored to your listeners, in such a way that
they understand and appreciate it. The group size of the students is 45 and nearly 50% of the students are new
to internet. So the presentation should be more focused towards those persons in educating them about the
advantages of Portal and how to use it without any difficulty. Explain the user friendliness of the web portal. As
the group size is large, more time can be devoted for question and answers for making it more interactive. Also
nearly 10 participants are not very good at English; hence the presentation could be had at a slower speed so
that they can understand the point of discussion. There are around 5 participants who have used the portal for
the first time. We could take an opportunity to request them to share their opinion on this portal.
Delivery Style:
The delivery style of the presentation could be speaking from notes – because this is generally the most
effective style of delivery. I write down the main ideas in point form on index cards and then referring to these
cards merely as a trigger while speaking, I can deliver the presentation. If the main ideas are put down briefly
on the cards, I can elaborate on these ideas in my own words and speak for any length of time. The
presentation is likely to be more effective, since it comes across as natural and permits eye contact with the
audience.
Q. 5. In your opinion, does the success of a meeting depend more on the

chairperson or the participants? Justify your answer.
Ans. Successful Meetings:

Face-to-face meetings are the most common way for groups to make decisions, solve problems, and educate
people, and plan programs and projects. Meetings can be productive and accomplish goals efficiently.
However, an unproductive meeting can be frustrating and influence the enthusiasm and attitude of the group.
This also affects the image of the organization in the community and can hamper your efforts in recruiting
volunteers, partners and sponsors.
Effective meetings do not happen automatically. Planning the design, the equipment needed and who needs to
be involved is critical to a meeting’s success. Most resources about effective meetings refer to business
meetings.
Key Roles
Everyone at the meeting is responsible for its success. Some people have key roles to play including:
The Chairperson is responsible for ensuring that meetings are run effectively and efficiently. The chair must
consider both the task functions of the group, i.e., the actions and decisions that are critical to achieve, and the
maintenance functions – the relationships, welfare and harmony of the group. Both functions are important and
will affect the organization’s success. The chair has the lead role in planning, preparing, implementing and
evaluating meetings and is responsible for starting and ending on time and involving members in the decisions
and discussions
The Secretary helps the chair and is responsible for the legal record of decisions and group memory. The
secretary ensures the meeting minutes are prepared, adopted and kept in a format that is available to the
membership.
Committee chairs are responsible for researching issues and bringing options and recommendations to the
meeting for decision.
Members should come to the meeting prepared, be on time, keep their discussion focused, and participate in
the decision making. Side conversations should be held until the end of the meeting or social time as they can
be very disruptive.
Before The Meeting
Define the purpose of the meeting. A clear purpose is required for every meeting. If the purpose is unclear,
regularly scheduled meetings may not be needed. Determine if a meeting is the most effective way of getting
the information across. Organizations must make good use of their volunteers’ time.

Plan the agenda. An agenda is a step-by-step outline of the topics to be discussed at the meeting. The chair
should consult the secretary, treasurer and committee chairs when planning the agenda and organizing the
materials and resources. Ensure that critical items are discussed first, with the appropriate time allowed.
Send out the agenda and background information prior to the meeting. This will remind people of the
meeting, ensure important issues are not overlooked and help members focus on the issues and be prepared to
discuss them.
Ensure all reports and information is available. Confirm that the required person or a suitable alternate is
available to attend the meeting and make a report.
Notify everyone who needs to know about the meeting early notification is important to ensure that the
required people can attend.
Physical Set-Up
All your best planning efforts can be wasted if you overlook the physical surroundings of your meeting. The
following considerations will encourage participation:
Size of the room. How many people will attend the meeting? Too big a room gives an isolated feeling, and too
small a room makes people feel cramped and uncomfortable.
Seating Arrangements. The arrangement will depend on the type of meeting. Large meetings with limited
speakers suit the classroom or theatre style (chairs in rows).Long narrow boardroom tables tend to minimize
participation. Chairs and tables arranged in circles, U shapes or squares support increased interaction as
people can see each other, and the chair is part of the group.
Do participants know one another? Nametags or table cards help people interact and assist those who have
difficulty remembering names. New people could be assigned a host for the meeting to make them feel more
comfortable and part of the group.
Other considerations.
How do you access the room?
Who has the key?
Where is the room in the building?
Don’t forget the acoustics, temperature, ventilation, audio-visual equipment, lighting, parking, and location of
rest rooms, coat racks and refreshments.
At The Meeting
Set the ground rules. These agreements for participant behavior will make meetings more efficient and
effective. They should be discussed by the group and revisited periodically. Some ground rules are:

Everyone has equal rights and can participate.

The will of the majority is carried out.
The minority will be heard.
Only one topic will be considered at a time
Decision-making will be done fairly and impartially
Start and end the meeting on time. Do not penalize the people who made the effort to be on time.
Use a warm-up activity. As people come together, they should move their thinking from being individuals to
being part of a group. Use of an ice-breaker activity can help build the team
Make introductions. Welcome participants and ensure everyone knows everyone else, especially any
newcomers.
Summarize the purpose of the meeting and the timelines for discussions. It can be useful to write the agenda
and points about the issues on a blackboard or large piece of posted paper. This helps participants keep track
of the discussion.
Use a speakers’ list. Make sure everyone who wants to speak is given the opportunity before anyone receives a
second opportunity.
Encourage input from all participants. Sometimes a few participants dominate the discussion because they are
more comfortable speaking in a group or are more passionate about the topic. The chairperson must ensure
there is input from everyone and should try to draw quiet people into the discussion.
Keep the discussion focused on the topic. Avoid topic drift, when participants add comments that are irrelevant
to the agenda. The comments are usually interesting, but if they are pursued, the conversation drifts further
from the objective
Use a “Parking Lot.” When unrelated issues are raised, keep track of them on the flipchart or blackboard, visible
to everyone. Participants will realize that these ideas and concerns will not be lost and can be considered at the
appropriate time or put on the agenda for the next meeting.
Explain acronyms. Ensure short forms or initials are explained so that everyone is aware of what is being
discussed.
Be aware of non-verbal behavior. Body language can provide important clues as to the need for further
discussion and/or the involvement and satisfaction of members. Respond to it accordingly.
Assess when the debate has run its course. The chairperson should summarize the discussion and ask for a
vote or expression of consensus
Use an “Action Sheet.” Record the actions required, who is responsible and timelines for each action. The
Action Sheet captures meeting decisions and reminds people to follow through on their commitments

Approaches to Decision Making

Organizations should aim to hold fair and democratic meetings. The following two approaches are commonly
used. If democratic processes are not being observed, it is wise for more formal processes to be introduced.
Parliamentary Procedure. This is a formal and defined procedure that is especially useful for larger groups.
Using Roberts Rules of Order or other meeting procedure resources can give organizations a defined process
to ensure the wishes of the majority are followed.
Consensus. This is an alternative decision-making method for smaller meetings, including board, executive or
committee meetings. Consensus occurs when the participants, through discussion, come to an agreement on
the decision. It eliminates the amendment process that parliamentary procedure dictates and encourages
maximum participation. The minutes will reflect that the decision was made by consensus.
Decision Making Processes
Many times groups find themselves dominated by an individual or struggling to agree on a course of action.
Using a structured process to discuss issues will help improve your meeting’s efficiency and group
performance. The following are brief outlines of some basic processes that the chairperson or members can
facilitate.
These processes work best with smaller groups, but large groups can be divided for discussion purposes. Each
small group has its own facilitator, then the large group is reconvened, and the results discussed. These
processes will encourage the quiet person to contribute and moderate the impact of more assertive individuals.
More processes and details can be found in resources on facilitation techniques Brainstorming. This process
generates many spontaneous and diverse ideas in a short period of time. The leader clearly states the problem
and outlines the rules which are:
No evaluation, criticism or discussion on any point.
Ideas are recorded until they are exhausted. Quantity counts. The more ideas, the greater the chance for a
really good idea.
Build on the ideas of others. Pool your creativity.
Everyone participates.
Ideas are recorded on a flipchart or blackboard for everyone to see. Following the brainstorming, the list is
screened and points clarified. Members then choose their four or five priority items and decide on a course of
action.
SWOT Analysis. This method examines the Strengths, Weaknesses (internal factors), Opportunities and
Threats (external influences) of a given issue or situation. The whole group can participate in the discussion, or
subgroups can discuss each section, and then report back to the larger group. This analysis helps the group
determine direction.
SCORE Analysis. This is a similar method to SWOT that examines issues using Strengths, Challenges,
Opportunities, Risks and Expectations.
TOPS Analysis. Also similar to SWOT, this method examines the trends, opportunities, priorities and
strategies.
Prioritizing Technique. Each participant thinks of ideas or solutions that are recorded on a flipchart or
blackboard. From these ideas, the group develops various options or solutions. The following techniques can be
used to arrive at the option that the majority supports:
Give each person in the group five sticky dots and have them place the dots beside the options they prefer.
They can choose five individual options or place multiple dots on an option they feel strongly about. The option
with the greatest number of dots will determine the course of action.
Participants are asked to rank the options using a scale of 1 to 5, where 5 points represents their first choice, 4
their second choice, etc. The desired option is the one that accumulates the highest total score.
Force Field Analysis. This process is a way to graphically show the forces driving for change or forces
restraining change in relation to a situation.
Draw a line vertically down the middle of the flipchart page and post so that everyone can see. The situation is
stated clearly and written at the top.
Participants then list the forces that are driving (the pros) the change in the left column, and the forces
restraining (the cons) the change in the right column.
A comparison of the driving and restraining forces helps participants determine the course of action.
Review the Action Sheet. This ensures that the people who are assigned a task are clear on their
responsibilities and timelines.
Confirm the date, time and location of the next meeting.
Evaluating the Meeting
After the meeting, review what went well, where improvements could be made and any problems to be
addressed before the next meeting. If you have people being groomed for the chairperson position, such as
vice chairs, this is a good time to get them involved. It is important that results and strategies for improvement
be summarized and communicated to the participants. Take the opportunity for feedback. It reduces the
possibility of repeating unproductive behaviors and procedures and shows respect for people’s time.
Some ideas for assessing your meeting are
Before the meeting is adjourned ask, “What went well” and “what could be improved.”
Appoint someone to monitor the meeting process and report on it at the end.
Have participant’s complete one of the numerous anonymous survey tools that are available on the Internet and
discuss the results.
Common Questions about Meetings
How do we keep members aware of dates and deadlines for activities throughout the year? An Annual Planning
Calendar is a breakdown, by month, of all the important dates of the organization, such as meeting dates,
fundraising activities, events and deadlines for funding applications, etc. This tool keeps everyone informed of
key activities and is a good recruitment and orientation tool to use with new members. The annual planning
agenda should be reviewed and revised regularly throughout the year.
Conflict can arise and it is not necessarily negative. It can lead to innovation and positive change. Some points
to consider when conflict occurs:
Recognize there is conflict and identify the issue.
Focus on the issue, not the personality. Do not criticize individuals
Use a structured process to help the group discuss the issue, propose and assess solutions, and come to a
resolution.
If the discussion gets too tense, take a short break and, when the meeting reconvenes, summarize the pros and
cons for the issues and negotiate a solution.
In a sensitive meeting, a neutral facilitator can help the group resolve the issues.
What happens when we don’t have a quorum? A quorum is the minimum number of people needed for an
organization to conduct its business. This number should be specified in the organization’s constitution or
bylaws. For small groups, it is usually the majority of members, i.e., if the board has 12 directors, a quorum
would be seven. In large groups, it is the majority of the number that usually attends the meeting. If a meeting
does not have a quorum, the people attending can hold discussions on issues, but no decisions can be made. A
quorum should be present at the beginning of the meeting and remain through the entire meeting for a decision
to be valid.

Q. 6. How do memos differ from other written communication channels?

Give examples of two business situations that would require either an
informational or a persuasive memo.
Ans. The word “memo” is a short form for “memorandum”, which is derived from the Latin word which means “a
thing which must be remembered.” It is also referred to as an “Inter Office Memorandum”, since it is used
primarily as a tool for communicating within the organization.
The memo is essentially a condensed or a brief report that can be used to convey information and decisions, or
to make short requests to coworkers, superiors and subordinates. It is relatively informal in style, compared to
letters and long reports, and is unpretentious and concise.
It is important for the business executive to know how to write condensed reports or memos. Often, business
executives may also be asked to condense business articles for their superiors. This is essentially the same as
“précis writing”, where an article is condensed to one fourth its size, without losing the essence or meaning. The
condensed article could then be put in memo format and sent to the superior.
Memos are generally of two types – informational memos and persuasive memos. A memo may be written in
one of two formats –
Direct organizational plan or deductive Organization
Indirect organizational plan or inductive organization.
Direct Organizational Plan – This format is used when a memo is purely informational, as in the example
shown above. Since the purpose is only to convey information, the purpose is mentioned right at the outset and
all the details are presented right away. It is also used sometimes when the purpose of the memo is to
persuade. This is appropriate when you are sure that your proposal or request will be accepted without any
resistance. In this case, the writer will make the request right at the beginning and then list out the reasons. An
example of a persuasive memo that is written following the direct organizational plan or deductive organization
is shown below –

TO : The Marketing Manager
FROM : The Sales Manager
DATE : March 10th , 2008
SUBJECT : Increase in the number of salespersons
Based on my experience and knowledge of territory X, for which I am responsible, I feel that an increase in the
sales force will yield a positive growth rate. Therefore, I would like to recommend that we increase the number
of salespersons from 10 to 15, so as to reach more number of prospective customers.
I have done an in depth analysis of the current market situation in territory X. Although several new entrants and
our existing competitors have done well, we continue to enjoy a good reputation in the market. Although the
current rate of growth is disappointing, the future market potential is enormous, pointing towards a positive
growth.
Strengthening the sales force will be advantageous for the following reasons –
Increases the reach of the company to the customers
Increases the frequency of calls made
Gives us an edge over the competition
In view of the above long term benefits to the company, I request you to consider my proposal and to grant
approval.
2. Indirect Organizational Plan or Inductive Organization – This type of memo format is appropriate when
the purpose of the memo is to persuade, but when the writer feels that the reader might object to the request or
the proposal .Therefore, the writer will try to convince the reader by presenting the reasons first and then make
the request or recommendation right at the end. An example of a memo written using this format is given
below–

TO : The VP Marketing
FROM : The Advertising Manager
DATE : March 11th , 2008
SUBJECT : Review of advertising campaign
An analysis of our latest sales reports has revealed that territory X, for which I am responsible, is a highly
profitable one. This territory has been contributing to the bulk of our company’s sales over the last one year.
The annual advertising budget for our products being sold in territory X is currently Rs. 50 lakhs.
Although our advertising has been satisfactory, it needs to be reviewed for the following reasons-
More frequent advertising is needed to improve awareness levels of our products, which are still new to the
market.
Advertising is an investment and needs to be sustained over a long term, in order to build our brand.
Building a positive brand image through advertising can help build long term brand loyalty.
Fast moving consumer goods such as ours require a higher percentage of sales spent on advertising, during
the introductory stage.
We need to spend an amount on advertising that is comparable to our closest competitor in the region.
In view of the long term benefits of advertising, I would like to recommend doubling our advertising budget in
territory X to Rs. 1 crore a year. I request you to consider my proposal and to grant approval.

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Sikkim Manipal University | MBA-Spring 2010 | MB0039 Business Communication | Sem 1

ASSIGNMENT – 01/02NameAyaz Anis AnsariRegistration

Business Communication | Set 1 Page 1 of 21

Q. 1. Describe any situation in your experience where the communication

The feedback is not adequate to ensure understanding.

Physical, physiological or psychological noise distorts the message.

Business Communication | Set 1 Page 4 of 21

Q. 2. Describe any two aspects of non verbal communication and give

Business Communication | Set 1 Page 5 of 21

FormMain Function (in some cultures)Nod (Yes)RepeatingShrug (I don’t know)SubstitutingScratch head,

Business Communication | Set 1 Page 6 of 21

Business Communication | Set 1 Page 8 of 21

Q. 3. Which types of listening would be required the most at the

Business Communication | Set 1 Page 9 of 21

Business Communication | Set 1 Page 11 of 21

Q. 4. Imagine that you have to make a presentation on your MBA project

Ans. Statement of Purpose:

Q. 5. In your opinion, does the success of a meeting depend more on the

Ans. Successful Meetings:

Business Communication | Set 1 Page 13 of 21

Business Communication | Set 1 Page 14 of 21

Everyone has equal rights and can participate.

Business Communication | Set 1 Page 15 of 21

Approaches to Decision Making

Business Communication | Set 1 Page 18 of 21

Q. 6. How do memos differ from other written communication channels?

Business Communication | Set 1 Page 19 of 21

TO : The Marketing Manager

FROM : The Sales Manager

DATE : March 10th , 2008

SUBJECT : Increase in the number of salespersons

Increases the reach of the company to the customers

Increases the frequency of calls made

Gives us an edge over the competition

Business Communication | Set 1 Page 20 of 21

FROM : The Advertising Manager

DATE : March 11th , 2008

SUBJECT : Review of advertising campaign

Business Communication | Set 1 Page 21 of 21

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