13211034 Bussiness Communication

8/8/2019 13211034 Bussiness Communication

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The objectives ofThe objectives of

communicationcommunicationTo be received (heard orTo be received (heard or

read)read)

To be understoodTo be understood

To be acceptedTo be accepted

To get action (change ofTo get action (change ofbehavior or attitude)behavior or attitude)


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When we fail to achieve anyWhen we fail to achieve anyone of these, we have failedone of these, we have failed

to communicate. This canto communicate. This canoften lead to frustration andoften lead to frustration andresentment expressed inresentment expressed inphrases like dont youphrases like dont youunderstand plain English?understand plain English?


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But what is plain English?But what is plain English?English after all is only a codeEnglish after all is only a code

which we use to express thewhich we use to express thethoughts in our head, and athoughts in our head, and acode can only be understood ifcode can only be understood ifboth parties give the sameboth parties give the same

meaning to the symbols thatmeaning to the symbols thatare used.are used.


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Words are only symbols that representWords are only symbols that representthings and ideas, and we attach slightlythings and ideas, and we attach slightlydifferent meanings to the words that wedifferent meanings to the words that we

hear and use. The meanings that wehear and use. The meanings that wegive to the results from the way wegive to the results from the way weeach interpret the world around use.each interpret the world around use.The meanings that we give to wordsThe meanings that we give to wordsresults from the way we each interpretresults from the way we each interpretthe world around use, and for each ofthe world around use, and for each ofus that world is seen and understoodus that world is seen and understooddifferently.differently.


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The meaning of wordsThe meaning of words

It is therefore our individualityIt is therefore our individualitythat is the main barrier tothat is the main barrier to

effective communication. Theeffective communication. Theconnection between the wordconnection between the wordand the thing it represents isand the thing it represents iswhatever association awhatever association a

particular group or people haveparticular group or people havechosen to makechosen to make


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Dap, primsoll, tennisDap, primsoll, tennis

shoes, pumps, keds,shoes, pumps, keds,trainer, runningtrainer, running

shoesshoes


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With concrete wordsWith concrete words-- wordswordswhich describe things wewhich describe things we

can touch, feel, hear, see orcan touch, feel, hear, see orsmellsmell-- we may have fewerwe may have fewerdifficulties in explainingdifficulties in explaining

what we mean because if allwhat we mean because if allelse fail we can point toelse fail we can point tothings.things.


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But what about abstract wordsBut what about abstract words-- wordswordswhich describe sensations, feelings,which describe sensations, feelings,emotions, ideas?emotions, ideas?

How can you be sure that someoneHow can you be sure that someoneelse gives the same meaning as you toelse gives the same meaning as you towords like danger, love, hate,words like danger, love, hate,beautiful, and so on? The meaningsbeautiful, and so on? The meanings

attached to these words will be theattached to these words will be theresult of each persons pastresult of each persons pastexperience.experience.


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NonNon--verbal communicationverbal communication

Of course , we dont only use words toOf course , we dont only use words tocommunicate. Every time wecommunicate. Every time wecommunicate we are sending outcommunicate we are sending out

messages by means of all sorts ofmessages by means of all sorts ofother things. In fact, even when we areother things. In fact, even when we arenot actually writing or speaking we arenot actually writing or speaking we arestill communicating, even ifstill communicating, even ifunintentionally.unintentionally.

List 15 ways we communicate nonList 15 ways we communicate non--verbally. Exercise.verbally. Exercise.


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Obviously we may use picturesObviously we may use picturesto communicate our message,to communicate our message,either to replace words or moreeither to replace words or moreimportantly to reinforce ourimportantly to reinforce ourverbal message. But,verbal message. But,consciously or unconsciously,consciously or unconsciously,

when we speak we will alsowhen we speak we will alsocommunicate by other means.communicate by other means.


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Check points: nonCheck points: non--verbalverbal

communicatio0ncommunicatio0n Facial expressionFacial expression--a smile, a frowna smile, a frown GesturesGestures-- movement of hands and body tomovement of hands and body to

help to explain or emphasize our verbalhelp to explain or emphasize our verbalmessagemessage

Body postureBody posture-- how we stand or sithow we stand or sit OrientationOrientation-- whether we face the otherwhether we face the other

person or turn awayperson or turn away Eye contactEye contact-- whether we look at the otherwhether we look at the other

person or not , and the length of time that weperson or not , and the length of time that welook at the other personlook at the other person

Body contactBody contact-- a pat on the back, an arma pat on the back, an armaround the shoulderaround the shoulder


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ProximityProximity--the distance we sit or stand fromthe distance we sit or stand fromthe personthe person

HeadHead--nodsnods-- to indicate agreements orto indicate agreements ordisagreements or to encourage the other todisagreements or to encourage the other togo on speakinggo on speaking

AppearanceAppearance-- physical grooming and choicephysical grooming and choice

of clothingof clothing NonNon--verbal aspects of the speechverbal aspects of the speech-- variationsvariations

of pitch, stress and timing; voice quality andof pitch, stress and timing; voice quality andtone of voice (these are sometimes calledtone of voice (these are sometimes called

paralanguage)paralanguage) NonNon--verbal aspects of writingverbal aspects of writing-- handwriting,handwriting,

layout, organization, neatness and visuallayout, organization, neatness and visualappearance generally.appearance generally.


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All these nonAll these non--verbal elements ofverbal elements ofcommunication are some timescommunication are some timescalled metacalled meta--communication, fromcommunication, from

the Greek word meta meaningthe Greek word meta meaningbeyond or inbeyond or in--additionaddition--to.to.

Metacommunication is thereforeMetacommunication is therefore

something in addition to thesomething in addition to thecommunication and we mustcommunication and we mustalways be aware of its existencealways be aware of its existence


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Metacommunication whichMetacommunication whichaccompanies any message is veryaccompanies any message is verypowerful. The receiver will usepowerful. The receiver will use

these clues to help them tothese clues to help them tointerpret what you mean, but moreinterpret what you mean, but moreimportantly they will often take theimportantly they will often take themeaning from themeaning from themetacommunication rather frommetacommunication rather fromthe words themselves, particularlythe words themselves, particularlywhen what you are saying conflictswhen what you are saying conflictswith what you are doing.with what you are doing.


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The context or situationThe context or situation

Just as the words (the verbal message)Just as the words (the verbal message)and the nonand the non--verbal message may beverbal message may beinterpreted differently by differentinterpreted differently by different

people, so the person may attributepeople, so the person may attributedifferently meanings to the same wordsdifferently meanings to the same wordsat different times and in differentat different times and in differentcontexts. After all we dontcontexts. After all we dontcommunicate in vacuum; the art ofcommunicate in vacuum; the art ofcommunication always takes placecommunication always takes placewithin a situation or a context.within a situation or a context.


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The situation will have a historyThe situation will have a historyand particular characteristicsand particular characteristicswhich will make it different fromwhich will make it different from

any other situation. In order toany other situation. In order tocommunicate, we learn tocommunicate, we learn torecognize similarities in situationsrecognize similarities in situationsso that we can learn from ourso that we can learn from ourexperiences. This is obviouslyexperiences. This is obviouslyessential or we would never knowessential or we would never knowwhat to do or what to expect.what to do or what to expect.


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Barriers to communicationBarriers to communication

Lets look at some factorsLets look at some factorswhich can cause problemswhich can cause problems

for communication andfor communication andwhich we must be aware ofwhich we must be aware ofif we are to overcome themif we are to overcome them

or communicate in such aor communicate in such away as to minimize theirway as to minimize theireffecteffect


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Differences in perceptionDifferences in perception

The way we view the world is largelyThe way we view the world is largelydetermined by our past experiences, sodetermined by our past experiences, sopeople of different ages, nationalities,people of different ages, nationalities,

cultures, education, occupation, sex,cultures, education, occupation, sex,status, personality, and so on, will eachstatus, personality, and so on, will eachhave different perceptions and willhave different perceptions and willeach perceive situations differentlyeach perceive situations differently

Differences in perception are often atDifferences in perception are often atthe root of many other barriers ofthe root of many other barriers ofcommunicationcommunication


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Jumping to conclusionsJumping to conclusions

We often see what weWe often see what weexpect to see, and thereforeexpect to see, and therefore

hear what we expect to hear,hear what we expect to hear,rather than what is actuallyrather than what is actuallythere. This may lead us, Asthere. This may lead us, As

the saying goes to put twothe saying goes to put twoand two together and makeand two together and makefive.five.


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StereotypingStereotyping

Because we have to learn fromBecause we have to learn fromour experiences, we run theour experiences, we run therisk of treating different peoplerisk of treating different peopleas if they were the same:as if they were the same:youve met one cop/ student/youve met one cop/ student/

peon/ barber/ professor, youvepeon/ barber/ professor, youve

met them all! we often hear, ormet them all! we often hear, orwords to that effect.words to that effect.


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Lack of knowledgeLack of knowledge

It is difficult to communicate effectivelyIt is difficult to communicate effectivelywith some one who has a very differentwith some one who has a very differentbackground from yours, or whosebackground from yours, or whose

knowledge of the particular subject ofknowledge of the particular subject ofdiscussion is considerably less thandiscussion is considerably less thanyours. Of course it is possible, but ityours. Of course it is possible, but itrequires skill on the part of therequires skill on the part of thecommunicator to be aware of thecommunicator to be aware of thediscrepancy between the levels ofdiscrepancy between the levels ofknowledge and communicateknowledge and communicateaccordingly.accordingly.


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Lack of interestLack of interest

One of the greatest barriers toOne of the greatest barriers toovercome is the receiver's lackovercome is the receiver's lackof interest in your message.of interest in your message.You should always be alert toYou should always be alert tothis as a possibility, since it isthis as a possibility, since it isso easy to assume thatso easy to assume that

everyone is as concernedeveryone is as concernedabout our interests as we are.about our interests as we are.


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Where the lack of interestWhere the lack of interestis obvious andis obvious and

understandable you mustunderstandable you mustwork particularly hard towork particularly hard toangle your message toangle your message to

appeal to the interestsappeal to the interestsand needs of the receiverand needs of the receiver


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Difficulties with selfDifficulties with self

expressionexpression If, as the communicator, you haveIf, as the communicator, you havedifficulty finding the words todifficulty finding the words toconvey your ideas, this will clearlyconvey your ideas, this will clearly

be a barrier and you must; work atbe a barrier and you must; work atimproving your vocabulary. Butimproving your vocabulary. Butlack of confidence, which can alsolack of confidence, which can alsocause difficulties in expression,cause difficulties in expression,can be boosted by carefulcan be boosted by carefulpreparation and planning.preparation and planning.


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EmotionsEmotions The emotions of either the receiver orThe emotions of either the receiver or

communicator can also prove to be barriercommunicator can also prove to be barrier any strongly felt emotion is liable to preventany strongly felt emotion is liable to preventalmost anything but the emotion beingalmost anything but the emotion being

communicatedcommunicated The moral, of course is to try avoidThe moral, of course is to try avoid

communicating when a strong emotion iscommunicating when a strong emotion isliable to make you incoherent or when it willliable to make you incoherent or when it willtotally distort what you mean to saytotally distort what you mean to say

Some people use emotion to their advantageSome people use emotion to their advantageat timesat times


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PersonalityPersonality

Clash of personalities is one of theClash of personalities is one of themost common causes ofmost common causes ofcommunication failure.communication failure.

We may not be able to change theWe may not be able to change thepersonality of others, but at leastpersonality of others, but at leastwe should be prepared to considerwe should be prepared to considerour own personality to see if aour own personality to see if achange in our behavior may resultchange in our behavior may resultin more satisfactory relationshipsin more satisfactory relationships


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Why?Why?Who?Who?Where?Where?When?When?

What?What?How?How?


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Whatever communication taskWhatever communication taskyou are undertaking, askingyou are undertaking, askingthese six simple questionsthese six simple questionsBefore you start will give yourBefore you start will give yourcommunication a better chancecommunication a better chanceof success and make the taskof success and make the task

easiereasierSome check pointsSome check points


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Why? (purpose)Why? (purpose)

Why am I communicating?Why am I communicating?What is my reason forWhat is my reason for

writing or speaking?writing or speaking?What am I hoping toWhat am I hoping to

achieve? Change ofachieve? Change of

attitude? Change ofattitude? Change ofopinion?opinion?


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What do I want the reciever(s) toWhat do I want the reciever(s) todo as a result of mydo as a result of mycommunication?communication?

What is my purpose? To inform?What is my purpose? To inform?To persuade? To influence? ToTo persuade? To influence? Toeducate? To sympathize? Toeducate? To sympathize? Toentertain? To advise? To explain?entertain? To advise? To explain?To provoke? To stimulateTo provoke? To stimulatethought?...thought?...


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Who? (Receiver)Who? (Receiver)

Who exactly is my audience?Who exactly is my audience?What sort of people are they?What sort of people are they?

Personality? Education age?Personality? Education age?Status?..Status?..What do they know alreadyWhat do they know already

about the subject of myabout the subject of mymessage? A lot? Not much?message? A lot? Not much?Nothing? Less/more than I do?.Nothing? Less/more than I do?.


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Where and when? (placeWhere and when? (place

and context)and context)Where will they be whenWhere will they be when

they receive my message?they receive my message?

In their office close to otherIn their office close to otherrelevant material? Orrelevant material? Orisolated from the problem soisolated from the problem so

that I may need to remindthat I may need to remindthem of the facts?them of the facts?


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At what point in the totalAt what point in the totalmatter does my messagematter does my message

come? Am I replying tocome? Am I replying tosomething they havesomething they haveraised? Or will my messageraised? Or will my message

represent the first they haverepresent the first they haveheard about the problem/heard about the problem/topic/ issue?topic/ issue?


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What is my relationship with theWhat is my relationship with thereceiver? Is the subject of myreceiver? Is the subject of mymessage the cause of controversymessage the cause of controversy

between us? Is the atmospherebetween us? Is the atmospherestrained or cordial?strained or cordial?Answers to these questions willAnswers to these questions will

help you to find answers to thehelp you to find answers to thenext set of questions more easilynext set of questions more easilythan if you had jumped straight in.than if you had jumped straight in.


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What? (Subject)What? (Subject)

What exactly do I want to say?What exactly do I want to say?What do I need to say?What do I need to say?

What do they need to know?What do they need to know?What information can I omit?What information can I omit?What information must IWhat information must I

include in order to be:include in order to be:


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The six Cs of effectiveThe six Cs of effective

communicationcommunicationClearClearConciseConciseCourteousCourteousConstructiveConstructive

CorrectCorrectcompletecomplete


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How? (Tone and Style)How? (Tone and Style)Which medium of communicationWhich medium of communication

will be most appreciated? Spoken?will be most appreciated? Spoken?A letter or a personal chat or anA letter or a personal chat or an

interview? A report or an oralinterview? A report or an oralpresentation? A memo or apresentation? A memo or atelephone call?telephone call?

How am I going to communicateHow am I going to communicatemy message/ with words? Ormy message/ with words? Orpictures? Or both?Which words?pictures? Or both?Which words?Which pictures?Which pictures?


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How will I organize the points IHow will I organize the points Iwant to make? Shall I usewant to make? Shall I usedeductive sequence (start with mydeductive sequence (start with my

main points and then go on to themain points and then go on to theexplanation/ illustration)? Orexplanation/ illustration)? Orinductive sequence (start with theinductive sequence (start with theexplanation/ examples/explanation/ examples/

illustrations and then build up toillustrations and then build up tothe main point at the end ).the main point at the end ).


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How am I going toHow am I going toachieve the right effect?achieve the right effect?

What tone must I use toWhat tone must I use toachieve my purpose?achieve my purpose?Which words must I use/Which words must I use/

avoid in order to createavoid in order to createthe right tone?the right tone?


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In some cases the answers toIn some cases the answers tothese questions will come quickly.these questions will come quickly.In fact, they may seem obvious.In fact, they may seem obvious.

But bewareBut beware -- it is very easy toit is very easy tojump to conclusions, to see thejump to conclusions, to see theproblem from your point of viewproblem from your point of viewand forget that your listeners orand forget that your listeners orreaders may see things differently.readers may see things differently.


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PLEASE ENGAGEPLEASE ENGAGE

BRAINBEFOREBRAINBEFOREOPENING MOUTHOPENING MOUTH


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PLANNING THE MESSAGEPLANNING THE MESSAGE

Only when you have youOnly when you have yougiven some thought togiven some thought tothese six essentialthese six essentialquestions are you readyquestions are you ready

to plan your messageto plan your message


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1.Write down your purpose1.Write down your purpose

It is always a good idea to writeIt is always a good idea to writedown (preferably in one or twodown (preferably in one or twosentences) exactly what you aresentences) exactly what you are

trying to achieve by your message.trying to achieve by your message.You will then always have it alwaysYou will then always have it always

before you to help you to organizebefore you to help you to organizeyour material and avoid strayingyour material and avoid strayingfrom the point.from the point.


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2.Assemble the information2.Assemble the information

Jot down all the ideas or pointsJot down all the ideas or pointswhich you think you need to makewhich you think you need to makeon notes paper, index cards oron notes paper, index cards or

notes on PC, especially if it is to benotes on PC, especially if it is to bea long message.a long message.At this stage select only theAt this stage select only the

essential relevant information andessential relevant information andreject the irrelevant.reject the irrelevant.


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3. Group the information3. Group the information

Now consider your list and lookNow consider your list and lookfor links between the bits offor links between the bits ofinformation. Rewrite your notesinformation. Rewrite your notesin clear groups. It helps to givein clear groups. It helps to giveeach group a headingeach group a heading

The groups will probablyThe groups will probably

become the paragraphs orbecome the paragraphs orsections in your finishedsections in your finishedmessagemessage


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4. Put the information onto4. Put the information onto

logical sequencelogical sequenceYour next task is to put theYour next task is to put thegroups of information (stillgroups of information (still

only in the note form) intoonly in the note form) intosome sort of sensible ordersome sort of sensible orderwhich your reader canwhich your reader canfollowfollow

Some commonly usedSome commonly usedmethods of orderingmethods of ordering

materialmaterial


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Chronological orderChronological order

It is sometimes calledIt is sometimes calledhistorical order and ishistorical order and is

perhaps the most commonperhaps the most commonmethod, which merelymethod, which merelypresents the material in thepresents the material in the

order in which it occurred ororder in which it occurred oroccurs in timeoccurs in time


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Spatial (or place) orderSpatial (or place) order

Effective for describingEffective for describingmachinery, buildings, furniture,machinery, buildings, furniture,geographical location. Factsgeographical location. Factsare presented on theare presented on thegeographical basisgeographical basis fromfrom

place to place: from north toplace to place: from north to

south, top to bottom, left tosouth, top to bottom, left toright, high to low, in and out, upright, high to low, in and out, upand down, or near and farand down, or near and far


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Order of importanceOrder of importance

Descending order ofDescending order ofimportance (or deductiveimportance (or deductiveorder): starting with the mostorder): starting with the mostimportant point to gain theimportant point to gain thereaders attention; or ascendingreaders attention; or ascendingorder of importance (ororder of importance (or

inductive order) starting withinductive order) starting withthe least important pointthe least important point


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Ascending order ofAscending order ofimportance starting with theimportance starting with the

simple and moving towardssimple and moving towardscomplex or difficultcomplex or difficult

Descending order ofDescending order offamiliarity moving from thefamiliarity moving from theknown to the unknownknown to the unknown


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Cause and effect, put simplyCause and effect, put simplyit means because of this,it means because of this,

then that. In other words,then that. In other words,because this happened, thatbecause this happened, thathappenedhappened

TopicalTopical--no real link orno real link orsequence but just chunkssequence but just chunkson a topicon a topic--byby--topic basistopic basis


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5. Produce a skeleton5. Produce a skeleton

outlineoutlineBy working through theBy working through theprevious four stages youprevious four stages you

will have produced in effectwill have produced in effecta plan or skeleton outline ofa plan or skeleton outline ofyour finished messageyour finished message

This is the basis for theThis is the basis for thebeginning of the finalbeginning of the finalproductproduct


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6. Write the first draft6. Write the first draft

Now you are ready to startNow you are ready to startwriting. Write the first draft towriting. Write the first draft toyourselfyourself

Dont worry at this stage aboutDont worry at this stage aboutthe style and the wordsthe style and the words thatthatcan come latercan come later

Starting to write is a big barrierStarting to write is a big barrier the first draft helps clear thisthe first draft helps clear thishurdlehurdle


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7. Edit the first draft and7. Edit the first draft and

write the final draftwrite the final draftOnce you have written the firstOnce you have written the firstdraft you must put yourself in thedraft you must put yourself in theshoes of the receiver. Read yourshoes of the receiver. Read your

draft through their eyes, checkingdraft through their eyes, checkingfor ambiguities, errors, awkwardfor ambiguities, errors, awkwardexpressions, lack of signpostexpressions, lack of signpostwords (first second, finally, onwords (first second, finally, on

the other hand, consequently,the other hand, consequently,etc.) which are essential to guideetc.) which are essential to guideyour reader alongyour reader along


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Editing checkEditing check--listlist

Vary the length of the sentences butVary the length of the sentences butkeep them on the short side: 18keep them on the short side: 18--2222words should be the averagewords should be the average

Paragraphs should have only one mainParagraphs should have only one mainideaidea Use words that the reader willUse words that the reader will

understandunderstand

Avoid unAvoid un--businesslike colloquialismsbusinesslike colloquialisms(e.g. to cut the long story short)(e.g. to cut the long story short) Omit unnecessary wordsOmit unnecessary words


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Use the shorter rather than theUse the shorter rather than thelonger word or phrase, iflonger word or phrase, ifappropriate.appropriate.

Avoid hackneyed expressionsAvoid hackneyed expressions(please find enclosed thanking(please find enclosed thankingyou in anticipation)you in anticipation)

Avoid needless repetition of wordsAvoid needless repetition of wordsand phrasesand phrases-- find alternativesfind alternativeswherever possiblewherever possible


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Use sincere wordsUse sincere words-- dontdontoverstate or exaggerateoverstate or exaggerate

Use positive words ratherUse positive words ratherthan negative words ifthan negative words if

possiblepossibleUse the active rather thanUse the active rather than

the passivethe passive


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Write in detail whatWrite in detail what

you understand whenyou understand whenyou hear/ read theyou hear/ read the

followingfollowing-- Vippy, theVippy, thedoor is opendoor is open


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SpeakingSpeaking

EffectivelyEffectively


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Perhaps because we learn toPerhaps because we learn tospeak before we write, orspeak before we write, or

perhaps because speakingperhaps because speakingis so much a part of ouris so much a part of oureveryday life, we are liableeveryday life, we are liableto take speaking for granted.to take speaking for granted.

It is not just the select or theIt is not just the select or thebig occasion which requiresbig occasion which requires

care and attentioncare and attention


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Earlier we had a look at theEarlier we had a look at theproblems inproblems in

communication process.communication process.The same principles applyThe same principles applyin the countless speakingin the countless speaking

situations which presentsituations which presentthemselves at workthemselves at work


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Lets look first at the basicLets look first at the basicskills of speaking whichskills of speaking which

apply in any situation:apply in any situation:a.a. Personal qualities andPersonal qualities andb.b. vocal qualitiesvocal qualities

enunciation andenunciation andpronunciationpronunciation


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Basic speaking skillsBasic speaking skills

Personal qualitiesPersonal qualities

1.1. Clarity: to be a goodClarity: to be a goodspeaker you need firstspeaker you need firstand foremost to be ableand foremost to be able

to express your ideasto express your ideasclearlyclearly


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Your language should be simpleYour language should be simple Your material should be organized soYour material should be organized so

that it can be easily followedthat it can be easily followed

Avoid trying to impress by using long,Avoid trying to impress by using long,complicated wordscomplicated wordsAt times you may need to use jargonsAt times you may need to use jargons

and specialized vocabularyand specialized vocabulary

Speaking clearly also means utteringSpeaking clearly also means utteringthe words distinctly so that they arethe words distinctly so that they arerecognizablerecognizable


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AccuracyAccuracy

Make sure that the words youMake sure that the words youuse say exactly what you mean.use say exactly what you mean.

So you need a reasonably wideSo you need a reasonably widevocabulary so that you canvocabulary so that you canchoose words with precisechoose words with precisemeanings to suit your purposemeanings to suit your purpose

The facts you use should beThe facts you use should becorrectcorrect


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Dont make statementsDont make statementswhich go beyond facts orwhich go beyond facts ormight be challengedmight be challenged--everybody thinks oreverybody thinks or

nobody in their rightnobody in their rightminds would acceptminds would accept


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EmpathyEmpathy

Always try to courteous andAlways try to courteous andfriendlyfriendly

However angry you feel, try toHowever angry you feel, try to

control your emotions and at leastcontrol your emotions and at leastremain calmremain calm

Put yourself in the other personsPut yourself in the other persons

placeplace-- it will help you beingit will help you beingcourteous and polite besidescourteous and polite besidesestablishing empathyestablishing empathy


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This doesnt mean that you have toThis doesnt mean that you have toagree with them ;or their ideas, butagree with them ;or their ideas, butit does help you to beit does help you to be

understanding and patientunderstanding and patientFacial expressions and tone ofFacial expressions and tone of

voice are important here,voice are important here,especially in group discussionsespecially in group discussionsand interviewsand interviews


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RelaxationRelaxation

The best way of getting rid ofThe best way of getting rid ofunnatural speechunnatural speechcharacteristics is to relaxcharacteristics is to relax

When our muscles are tense,When our muscles are tense,we have difficulty expressingwe have difficulty expressingourselves naturally.ourselves naturally.

Awkward movements are alsoAwkward movements are alsothe result of tensionthe result of tension


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Try taking a deep breath.Try taking a deep breath.This may help you to relaxThis may help you to relax

If you freeze up withIf you freeze up withtension, you probablytension, you probably

begin holding your breathbegin holding your breathwithout realizing it.without realizing it.


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Eye contactEye contact

Whenever people are speaking toWhenever people are speaking toone another eye contact is veryone another eye contact is verycrucialcrucial

A speaker who never looks at hisA speaker who never looks at hislisteners may be conveyinglisteners may be conveyingmessages like I am not verymessages like I am not veryinterested in you, I dont like you,interested in you, I dont like you,or even dont believe what I amor even dont believe what I amsaying.saying.


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So when you are speaking giveSo when you are speaking giveyour listeners their fair share eyeyour listeners their fair share eyecontact.contact.

Dont keep your eyes on the desk,Dont keep your eyes on the desk,or in your lap or out of the windowor in your lap or out of the windowand when you are talking to a largeand when you are talking to a largegroup move your eyes around thegroup move your eyes around theroom treating your audience asroom treating your audience asindividuals.individuals.


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They will prefer a slightlyThey will prefer a slightlyhesitant speaker whohesitant speaker who

shows interest in them byshows interest in them bylooking at them, than to alooking at them, than to ahighly fluent speaker whohighly fluent speaker who

reads with head downreads with head downover their notesover their notes


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AppearanceAppearance

How you look can affectHow you look can affecthow well othershow well others

understand you.understand you.Your appearance reflectsYour appearance reflects

how you see yourselfhow you see yourself--selfself--image.image.


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Since your listeners cannot helpSince your listeners cannot helpbut notice your appearance theybut notice your appearance theywill receive meta communicationswill receive meta communications

from the way you dress and yourfrom the way you dress and yourgeneral groominggeneral grooming In most speaking situations peopleIn most speaking situations people

see the speaker and formsee the speaker and form

judgments about them even beforejudgments about them even beforethey speak.they speak.


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Attractive dress and goodAttractive dress and goodgrooming are obviously importantgrooming are obviously importantin formal situations: publicin formal situations: public

meetings, job interviews, and someetings, job interviews, and soon.on.Personal cleanliness and tidinessPersonal cleanliness and tidiness

are also importantare also importantDress and appearance must beDress and appearance must be

appropriate to the situationappropriate to the situation


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PosturePosture

Good posture is also important.Good posture is also important.Someone who props up the wall orSomeone who props up the wall or

slouches in their chair as theyslouches in their chair as they

speak conveys a message to theirspeak conveys a message to theirlisteners which may surprise them.listeners which may surprise them.

Their attitude is showing. They areTheir attitude is showing. They areeither tired or bored or careless, oreither tired or bored or careless, orall three! And the listeners are notall three! And the listeners are notlikely to be impressed.likely to be impressed.


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Posture is also related toPosture is also related tovoice quality as it affectsvoice quality as it affects

the breathing qualitythe breathing qualityPoor posture also affectsPoor posture also affects

your voiceyour voice

psychologically as well aspsychologically as well asphysically.physically.


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By improving your postureBy improving your posturewhen talking, you can do muchwhen talking, you can do muchtoward instilling in your voicetoward instilling in your voice

and your whole manner fourand your whole manner fourcharacteristics of voice qualitycharacteristics of voice quality

Alertness, pleasantness,Alertness, pleasantness,

distinctness, anddistinctness, andexpressiveness.expressiveness.


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Vocal qualitiesVocal qualities

Dont think that you cant changeDont think that you cant changethe way you speak. You can and dothe way you speak. You can and docontrol your voice all the time.control your voice all the time.

You can improve your voice if youYou can improve your voice if youwant to, but you have to work at it.want to, but you have to work at it.

The first step is to be aware of theThe first step is to be aware of thefactors which affect the sound offactors which affect the sound ofyour voice.your voice.


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The mechanics of speechThe mechanics of speech

Speech involves manySpeech involves manymechanical skills.mechanical skills.

It requires a complicatedIt requires a complicatedmanipulation of themanipulation of thediaphragm, the lungs anddiaphragm, the lungs and

muscles of the chest as wellmuscles of the chest as wellas vocal chords, mouth,as vocal chords, mouth,tongue and lips.tongue and lips.


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PitchPitch

A person whose voice has a highA person whose voice has a highpitch may sound thin or squeakypitch may sound thin or squeakyor shrill.or shrill.

A person with low pitch will soundA person with low pitch will sounddeep or throatydeep or throatyWhen your voice chords areWhen your voice chords are

stretched tight, the sound will bestretched tight, the sound will behigher as the air is forced pasthigher as the air is forced pastthem causing them to vibrate (likethem causing them to vibrate (likeplucking a tight elastic band).plucking a tight elastic band).


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When people are frightenedWhen people are frightenedor tense, their vocal chordsor tense, their vocal chords

stretch tight and their voicesstretch tight and their voicestend to squeak.tend to squeak.

One way to relax your throatOne way to relax your throat

muscles is to practice thismuscles is to practice thissimple exercise:simple exercise:


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Take a deep breath then, as youTake a deep breath then, as youbreathe out, say several short syllablesbreathe out, say several short syllablesfor example: she gave us all a shortfor example: she gave us all a shorttalk on art.talk on art.

Try it. Notice how the tightnessTry it. Notice how the tightnessdisappears as you exhale. It is in factdisappears as you exhale. It is in factphysically impossible to breathe outphysically impossible to breathe outand keep the muscles tight at the sameand keep the muscles tight at the same

time. This is why deep breathing cantime. This is why deep breathing canhelp you relax.help you relax.

volumevolume


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volumevolumeVolume is more easilyVolume is more easily

controlled than pitchcontrolled than pitchBut practice is still required toBut practice is still required to

get the right volumeget the right volume

Proper breathing is essential toProper breathing is essential tovolume control and goodvolume control and goodspeakingspeaking

Practice taking deep breathsPractice taking deep breathsand letting out the air justand letting out the air justenough force to generate theenough force to generate the

right volume.right volume.


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If you control your voice andIf you control your voice and

speak clearly withoutspeak clearly withoutappearing to strain or shout orappearing to strain or shout orrun out of breath, you willrun out of breath, you willimpress your listeners by theimpress your listeners by thequality of the voice alonequality of the voice alone

Learn how to project your voiceLearn how to project your voiceso that you can be heard atso that you can be heard at

great distances without yellinggreat distances without yellingor sounding strainedor sounding strained


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The right volume depends onThe right volume depends on

the situation. You shouldthe situation. You shouldtherefore note: where you aretherefore note: where you arespeaking as the location willspeaking as the location will

affect how well your words canaffect how well your words canbe heard;be heard;The size of the group to whomThe size of the group to whom

you are speaking;you are speaking;Background noise, e.g. theBackground noise, e.g. thenoise of airnoise of air--conditioning.conditioning.


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Diction and accentDiction and accent

Diction is the way in which you sayDiction is the way in which you sayor pronounce words, and isor pronounce words, and isacquiredacquired

To some extent it is affected byTo some extent it is affected byyour accentyour accentDiction depends on articulationDiction depends on articulation

and enunciation, which are termsand enunciation, which are termsused to describe how youused to describe how youpronounce words:pronounce words:


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Articulation refers to theArticulation refers to theway people pronounceway people pronounce

consonantsconsonantsEnunciation refers to theEnunciation refers to the

way people pronounceway people pronouncevowelsvowels


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If people articulate andIf people articulate and

enunciate well, i.e. clearly,enunciate well, i.e. clearly,they will have good diction.they will have good diction.Good diction is generallyGood diction is generally

considered to be the resultconsidered to be the resultof being wellof being well-- educated andeducated andwellwell-- informedinformed

However, it is important notHowever, it is important notto confuse diction withto confuse diction withaccent.accent.


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Whatever your accent, it isWhatever your accent, it isimportant you pronounceimportant you pronounceyour words clearly.your words clearly.

LabratryLabratry--laboratorylaboratoryAve you go the leerAve you go the leer

Soon, seen, sand, sawn,Soon, seen, sand, sawn,sow, such,sow, such,

SS


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Speed and pauseSpeed and pause

The speed at which you talk willThe speed at which you talk willalso affect the message you arealso affect the message you aresendingsending

A good speaker varies the paceA good speaker varies the paceaccording to the relativeaccording to the relativeimportance of what he is saying;importance of what he is saying;thus unimportant words andthus unimportant words and

phrases are spoken more quicklyphrases are spoken more quicklywhile important words or phraseswhile important words or phraseswill be spoken more slowly.will be spoken more slowly.


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Pauses carefully used, can bePauses carefully used, can bevery effective device for gettingvery effective device for gettingyour message across.your message across.

A good speaker will pauseA good speaker will pausebriefly at the appropriate placesbriefly at the appropriate placesto give their listeners theto give their listeners the

opportunity to take in what theyopportunity to take in what theyhave said.have said.

TT


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ToneTone

Your tone can convey whetherYour tone can convey whetheryou are happy or angry or sad.you are happy or angry or sad.

You can sound humble andYou can sound humble andfrightened, or commanding andfrightened, or commanding and

patronizing.patronizing.You can even make the sameYou can even make the same

word mean several differentword mean several differentthings by the tone you give it.things by the tone you give it.

Qualities to aim for whenQualities to aim for when


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Qualities to aim for whenQualities to aim for whenspeakingspeaking

Pleasantness: is partly being polite,Pleasantness: is partly being polite,but also striving to give a friendlybut also striving to give a friendlytone to your voice by smiling andtone to your voice by smiling and

looking smart.looking smart.Alertness: gives your listener theAlertness: gives your listener the

impression that you are of andimpression that you are of andinterested in what is happeninginterested in what is happeningaround you and what you arearound you and what you aresaying. They are more likely to feelsaying. They are more likely to feelit is worthwhile to listen to youit is worthwhile to listen to you


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E iE i


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ExpressivenessExpressiveness

Is putting feeling intoIs putting feeling intoyour voice. To beyour voice. To be

expressive , you mustexpressive , you mustavoid the low droningavoid the low droning

monotone which will turnmonotone which will turnoff your listener.off your listener.


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Thank YouThank You

B i itiB i iti


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Business writingBusiness writing Effective writing does not comeEffective writing does not come

by chance. It does not justby chance. It does not justhappen. It requires a set of skillshappen. It requires a set of skillsto write SIMPLY, CLEARLY,to write SIMPLY, CLEARLY,

ACCURATELY, AND BRIEFLY.ACCURATELY, AND BRIEFLY.

You have to learn and acquireYou have to learn and acquirethem as you have earned yourthem as you have earned yourprofessional knowledge andprofessional knowledge andexperienceexperience

P f itiP f iti


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Purpose of writingPurpose of writing

Writing to informWriting to inform

Writing to persuadeWriting to persuade



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Presents facts, data,Presents facts, data,statistics, reports,statistics, reports,accounts of facts andaccounts of facts and

written with maximumwritten with maximumobjectivity.objectivity.

It is also called expositoryIt is also called expositorywriting because itwriting because itexpounds or expressesexpounds or expressesideas and facts.ideas and facts.

A h kA h k li tli t


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A checkA check--listlist Does it focus on the subjectDoes it focus on the subjectunder discussion?under discussion? Does it primarily inform ratherDoes it primarily inform rather

than persuade the reader?than persuade the reader?

Does it offer complete and exactDoes it offer complete and exactinformation?information?

Can the information beCan the information beascertained?ascertained?

Does it present the informationDoes it present the informationlogically and clearly?logically and clearly?

Does it make good reading?Does it make good reading?



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Persuasive writing aims atPersuasive writing aims atconvincing the reader about aconvincing the reader about amatermater

It is at times calledIt is at times calledargumentative. The matterargumentative. The matterhas two or more sides to it.has two or more sides to it.The writer seeks to influenceThe writer seeks to influence

and convince the readerand convince the readerIt focuses on the reader andIt focuses on the reader and

does more than just state andoes more than just state anopinionopinion

A checkA check--listlist


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A checkA check listlist

Does it basically seek to convinceDoes it basically seek to convincerather than informrather than inform

Does it support its view point byDoes it support its view point bygiving information or validgiving information or validreasonsreasons

Does it clearly follow a logicalDoes it clearly follow a logicalarrangement of thought andarrangement of thought and

reasoningreasoning Does it finally evoke the intendedDoes it finally evoke the intended

response from the readerresponse from the reader

Does it focus on the readerDoes it focus on the reader

Th di / iTh di / i


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The audience/receiverThe audience/receiver

Recognize the needs,Recognize the needs,expectations, fears, and theexpectations, fears, and theattitudes.attitudes.

Written communication isWritten communication isoneone--way till such time theway till such time thereader responds. So thereader responds. So thechallenge is to get thechallenge is to get thewritten communication right.written communication right.

Planning saves timePlanning saves time


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ggand effortand effort

In good business writingIn good business writingcarefully think about whatcarefully think about whatyou plan to say, and spendyou plan to say, and spendeven a bit more timeeven a bit more timethinking about the peoplethinking about the people

to whom youre going toto whom youre going tosay it.say it.

Plan iting in itingPlan iting in iting


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Plan writing in writingPlan writing in writing

Always plan in writing, not justAlways plan in writing, not justin your head. If you write yourin your head. If you write yourplans down, youll not onlyplans down, youll not onlyremember them more clearlyremember them more clearly--

youll also be less likely to beyoull also be less likely to bethrown off when you do multiplethrown off when you do multipleprojects at the same time.projects at the same time.

Refer to document planningRefer to document planningsheet till it comes as a reflexsheet till it comes as a reflex

Early criticism kills theEarly criticism kills the


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yycreative processcreative process

We are often crass and cruel toWe are often crass and cruel toourselves when we write. We tend toourselves when we write. We tend tofeel and think that our thoughts arefeel and think that our thoughts are

not appropriate or phrased or spellednot appropriate or phrased or spelledcorrectly even before we put our pencorrectly even before we put our pento the paperto the paper

This early criticism is one of the chiefThis early criticism is one of the chiefcauses of writers block and of acauses of writers block and of a

general dislike for writing. It is also ageneral dislike for writing. It is also acostly waste of productive time.costly waste of productive time.

The brainstormingThe brainstorming


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ggattitudeattitude

Like you brainstormLike you brainstormamong your colleaguesamong your colleagues

/friends/family for ideas,/friends/family for ideas,you brain storm withinyou brain storm withinbefore you embark onbefore you embark onwriting.writing.

Brainstorm now, organizeBrainstorm now, organizeand perfect later.and perfect later.

BrainstormingBrainstorming


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ggguidelinesguidelines

Write as fast as you canWrite as fast as you can Start anywhereStart anywhere

Free yourselfFree yourselfAccept every idea, even weirdAccept every idea, even weird

onesones Record as many ideas as possibleRecord as many ideas as possible

Write everything down; useWrite everything down; useabbreviationsabbreviations

Ignore spelling, punctuation,Ignore spelling, punctuation,


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Ignore spelling, punctuation,Ignore spelling, punctuation,sentence structure, etc.sentence structure, etc.

Prevent all selfPrevent all self-- criticismcriticism

Jump freely among ideasJump freely among ideas

Write until you burn out;Write until you burn out;

rest; repeat till you achieverest; repeat till you achievewhat you set out to dowhat you set out to do

Time for writingTime for writing


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Time for writingTime for writing

Writing business documents,Writing business documents,like any highlike any high--concentrationconcentrationactivity, is much easier if youactivity, is much easier if you

can work uninterrupted.can work uninterrupted.A 1minute interruption fromA 1minute interruption from

a writing task might requirea writing task might requireas much as 20 minutes ofas much as 20 minutes of

recovery time before you canrecovery time before you canresume the flowresume the flow

Suggestions for reducingSuggestions for reducing


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Suggestions for reducingSuggestions for reducing

writing distractionswriting distractions

Curtail internal phoneCurtail internal phone

calls, meetings, andcalls, meetings, andvisitors except forvisitors except for

emergencies.emergencies.


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Come in early or stay late if youCome in early or stay late if you

can go to lunch half an hour late.can go to lunch half an hour late.Find quiet time when you areFind quiet time when you areleast likely to be disturbedleast likely to be disturbed

Schedule writing appointmentsSchedule writing appointmentswith yourself. If someone asks towith yourself. If someone asks tosee you during your scheduledsee you during your scheduledtime, say sorry, I have antime, say sorry, I have an

appointment. What other timeappointment. What other timewould be good for you?would be good for you?


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Hang up a do not disturbHang up a do not disturb

until or an in conferenceuntil or an in conferenceuntil sign on your door,until sign on your door,and tell people you insist.and tell people you insist.

Turn your writing space awayTurn your writing space awayfrom the entrance to yourfrom the entrance to yourworkplace. Especially if youworkplace. Especially if you

have no office door. This willhave no office door. This willreduce interruptionsreduce interruptions


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Executive timeExecutive time


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Executive timeExecutive time

ListeningListening--45%45%

SpeakingSpeaking--30%30%ReadingReading--16%16%

WritingWriting--9%9%

Use white noiseUse white noise


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Use white noiseUse white noise

In noisy and open offices,In noisy and open offices,get a softly playing radioget a softly playing radio

or a small fan minimizeor a small fan minimizethe distractingthe distracting

conversations floatingconversations floatingover your partitionover your partition

Make your office lessMake your office less


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appealing to visitorsappealing to visitorsSit in front of a bright window,Sit in front of a bright window,put books on visitors chairs,put books on visitors chairs,or remove visitors chairsor remove visitors chairs

altogether. Be very carefulaltogether. Be very carefulwhen using such techniques towhen using such techniques tobe especially friendly to yourbe especially friendly to your

colleagues when you finishcolleagues when you finishyour writing sessionyour writing session

Ignore the phoneIgnore the phone


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Ignore the phoneIgnore the phone

Forward your calls, orForward your calls, orhave a secretary screenhave a secretary screen

them, or take phone offthem, or take phone offthe hook, which signalsthe hook, which signals

that you are busythat you are busy-- whichwhichyou areyou are

Promise call backsPromise call backs


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Promise call backs.Promise call backs.

If you are writing andIf you are writing andsome one calls or popssome one calls or popsin, quickly say, can Iin, quickly say, can Iget back to you in sayget back to you in sayabout 15 minutes?about 15 minutes?

Find a hiding placeFind a hiding place


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Find a hiding place.Find a hiding place.

Try an empty office, anTry an empty office, anunoccupied conferenceunoccupied conferenceroom, a storeroom, orroom, a storeroom, oreven your car in theeven your car in the

parking lot.parking lot.

Dont be an interruptionDont be an interruption


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Don t be an interruption.Don t be an interruption.

Be sensitive to otherBe sensitive to otherpeoples need for privatepeoples need for private

writing time. Be observantwriting time. Be observantand flexible whenand flexible when

balancing your needs withbalancing your needs withtheir time.their time.

Getting it rightGetting it right


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Getting it rightGetting it right

The last phase inThe last phase inproducing a goodproducing a goodpiece of writing ispiece of writing isrevision.revision.

bigbig--middlemiddle--little revisinglittle revising


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bigbig--middlemiddle--little revisinglittle revising

Revising isnt easy, partly becauseRevising isnt easy, partly becausewriting isnt easy. Written languagewriting isnt easy. Written languageinvolves word choice, tone,involves word choice, tone,

punctuation, spelling, organization,punctuation, spelling, organization,connection, formality, ambiguity,connection, formality, ambiguity,visual formatting, sequence ofvisual formatting, sequence oftense, pronoun agreement,tense, pronoun agreement,

conciseness, and technicalconciseness, and technicallanguagelanguage-- to name just a fewto name just a few


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All of these factors are elaborateAll of these factors are elaboratesystems of constantly evolvingsystems of constantly evolvinglinguistic conventions.linguistic conventions.

Are we supposed to think of allAre we supposed to think of allthat, as we read throughthat, as we read throughNo way. Thats why we need toNo way. Thats why we need to

break up revising into threebreak up revising into three

manageable chunks.manageable chunks.

Big revisingBig revising


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Big revisingBig revising

Skim through your document, lookingSkim through your document, lookingfor the big picturefor the big picture-- the overall contentthe overall contentand organization of your work. Eyeballand organization of your work. Eyeballthe text from a distance: does it lookthe text from a distance: does it look

easy to read (with lots of marginaleasy to read (with lots of marginalwhite space, clearly marked sections,white space, clearly marked sections,and so on) or does it look like a brickand so on) or does it look like a brickwall of unbroken words?wall of unbroken words?

If a memo looks hard to read, it IS hardIf a memo looks hard to read, it IS hardto read, and it may not be read at all.to read, and it may not be read at all.

Middle revisingMiddle revising


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Middle revisingMiddle revising

Next, quickly read for simplicity,Next, quickly read for simplicity,clarity, and conciseness. Do yourclarity, and conciseness. Do yourreaders absolutely need to knowreaders absolutely need to know

everything youve written? Caneverything youve written? Canyou leave phrases, paragraphs, oryou leave phrases, paragraphs, oreven whole sections out? Can youeven whole sections out? Can yousimplify the language in whatssimplify the language in whats

left? Are your ideas clear and toleft? Are your ideas clear and tothe point?the point?

Little revisingLittle revising


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Little revisingLittle revising

Next, look for the detailsNext, look for the details-- thethegrammar, spelling, andgrammar, spelling, andpunctuation. Leave thispunctuation. Leave thissmall but very importantsmall but very importantdetailing to the last. Whydetailing to the last. Whycorrect the spelling of acorrect the spelling of a

word you might end upword you might end upeliminating.eliminating.

Headlines for instant clarityHeadlines for instant clarity


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Headlines for instant clarityHeadlines for instant clarity

Headlines also known as subject linesHeadlines also known as subject linesmust be complete. For examplemust be complete. For exampleMANAGEMENT MEETING.WhatsMANAGEMENT MEETING.Whatsthis memos point? Is it an invitation tothis memos point? Is it an invitation to

a meeting? An agenda? A suggestiona meeting? An agenda? A suggestionfor the next meeting? A complaint? Youfor the next meeting? A complaint? Youcant tell; youd have to read the finecant tell; youd have to read the fineprint. In a way, this subject line is anprint. In a way, this subject line is an

incomplete headlineincomplete headline

xx


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xx

To make your memos more clear,To make your memos more clear,think: subject line=purpose +topic.think: subject line=purpose +topic.For example: request to cancelFor example: request to cancel

the next management meeting.the next management meeting.this headline is instantly clearthis headline is instantly clearbecause it states the memosbecause it states the memospurpose (request to cancel), thenpurpose (request to cancel), then

the topic (next managementthe topic (next managementmeeting).meeting).

Add breathing space forAdd breathing space for


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reader friendlinessreader friendlinessA true story: a few years ago an old friendA true story: a few years ago an old friend

decided to start a new life. He just picked updecided to start a new life. He just picked upand moved from Chennai to Mumbai. Heand moved from Chennai to Mumbai. Hearrived, wrote up a resumearrived, wrote up a resume-- a onea one--pager,pager,crammed edgecrammed edge--toto--edge with everything hededge with everything hedever doneever done-- and started looking for work.and started looking for work.Months went by: no job. Puzzled andMonths went by: no job. Puzzled andworried, he revamped his resume, spreadingworried, he revamped his resume, spreadingthe same information out over to two pagesthe same information out over to two pagesand making the pages breezier, and muchand making the pages breezier, and mucheasier to read. The next week he found a jobeasier to read. The next week he found a job


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What happened?What happened?Somebody finally readSomebody finally readhis resume!his resume!

Revise for readerRevise for readerff


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friendlinessfriendliness Frequent paragraph breaks: even useFrequent paragraph breaks: even use

occasional oneoccasional one-- or twoor two-- line paragraphsline paragraphsfor important thoughtsfor important thoughts

Lists: readers find listed informationLists: readers find listed informationeasier to organize, so they look at listseasier to organize, so they look at listsalmost immediately. Lists can alsoalmost immediately. Lists can alsocondense documents by allowing thecondense documents by allowing theuse of phrases instead of sentencesuse of phrases instead of sentences

cc


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cc

Wide margins: readers find shorter textWide margins: readers find shorter textlines easier to read than long, edgelines easier to read than long, edge--toto--edge text lines, and wide margins giveedge text lines, and wide margins givereaders more room for writing notesreaders more room for writing notes

Section headlines: headlines allowSection headlines: headlines allowreaders to scan for main ideas, readreaders to scan for main ideas, readselectively or in any order they wish,selectively or in any order they wish,and easily review the document at aand easily review the document at a

later time.later time.

Simplify and clarify yourSimplify and clarify yourd td t


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documentdocumentEliminate nonessential ideas:Eliminate nonessential ideas:

distinguish what readers need todistinguish what readers need toknow from what would be nice toknow from what would be nice to

know.know.Write to express and not toWrite to express and not toimpress: the purpose of businessimpress: the purpose of businesswriting should not be to show off,writing should not be to show off,

but to inform. Pompous writingbut to inform. Pompous writingoften alienates busy readers.often alienates busy readers.


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Write as if your readersWrite as if your readerswere 12years old: Albertwere 12years old: Albert

Einstein said thatEinstein said thateverything should beeverything should bemade as simple asmade as simple as

possible, if not simplerpossible, if not simpler--sums it upsums it up


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Reduce or eliminate bigReduce or eliminate bigdd


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wordswordsBeware of threeBeware of three--, four, four--, and five, and five--

syllable words. Change oursyllable words. Change ourcontemporary organizationalcontemporary organizational

structure possesses thestructure possesses theprerequisite autonomousprerequisite autonomousfunctioning capabilities to todayfunctioning capabilities to todaywe have the strength we need towe have the strength we need to

stand alone. Try to use thestand alone. Try to use thesimplest words that work.simplest words that work.

Use personal pronounsUse personal pronouns


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Use personal pronounsUse personal pronouns

Instead of, it is recommended thatInstead of, it is recommended thatthis procedure be implemented,this procedure be implemented,write WE recommend YOUwrite WE recommend YOUimplement this procedure.implement this procedure.personal pronouns can help makepersonal pronouns can help makesentences simpler, less abstract,sentences simpler, less abstract,and more personal. They alsoand more personal. They also

clarify the important issue of whoclarify the important issue of whodoes what.does what.

ThereThere--it goesit goes


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ThereThere it goesit goes

Reduce or eliminateReduce or eliminateunnecessary uses of THEREunnecessary uses of THEREand IT in phrases such as itand IT in phrases such as it

is, there was, it will, thereis, there was, it will, therehas been, and so on. Change has been, and so on. Change it is true that there was anger init is true that there was anger inthe crowd to true, the crowdthe crowd to true, the crowdwas angry.was angry.xx

Advantages of EAdvantages of E--mailmail


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Advantages of EAdvantages of E mailmail EE--mail, like death, taxes, and TV, is probablymail, like death, taxes, and TV, is probably

here to stay. It is a wonderful mediumhere to stay. It is a wonderful medium-- itsitsquick, immediate, generally inexpensive,quick, immediate, generally inexpensive,fairly easy to use, and even environmentallyfairly easy to use, and even environmentallyfriendly when it saves paper. Efriendly when it saves paper. E--mail is almostmail is almostuniversal among modern businessuniversal among modern business

professionals, which adds anotherprofessionals, which adds anotheradvantageadvantage-- the ability to send the samethe ability to send the samemessage to many people at once. Moreover,message to many people at once. Moreover,ee--mail messages can often be keptmail messages can often be kept

permanently in computerized filespermanently in computerized files

Disadvantages of EDisadvantages of E--mailmail


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Disadvantages of EDisadvantages of E mailmail

EE--mail can reduce live humanmail can reduce live humaninteraction, leading to oddlyinteraction, leading to oddlyimpersonal businessimpersonal business

relationships. Employees sendrelationships. Employees sendpersonal epersonal e--mails on companymails on companytime. Etime. E--mail encourages sloppymail encourages sloppywriting. Communicating quicklywriting. Communicating quicklydoes not mean you dont havedoes not mean you dont haveto communicate wellto communicate well

Make your EMake your E--mails readermails readerf i dlf i dl


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friendlyfriendly

To make the most of eTo make the most of e--mail technology and writemail technology and write

ee--mail it is worthwhilemail it is worthwhileconsidering the followingconsidering the following

suggestionssuggestions

Beware of confidentialBeware of confidentialbj tbj t


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subjectssubjects

You can never be sureYou can never be surewhere your messageswhere your messageswill be forwarded, howwill be forwarded, howlong they will be kept,long they will be kept,or by whom.or by whom.

Know how to brainstormKnow how to brainstorm


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Maybe youre mostMaybe youre mostefficient when youefficient when youbrainstorm and organizebrainstorm and organizeon paper first, then writeon paper first, then writethe ethe e--mail. Paper is stillmail. Paper is still

OK, you know.W

hatOK, you know.W

hatworks best for you.works best for you.

Assume high standardsAssume high standards


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gg

Many readers are put offMany readers are put offby bad writing in anyby bad writing in any

form, eform, e--mail as well asmail as well ashard copy. Write as wellhard copy. Write as well

as you can, whenever youas you can, whenever youcan.can.


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Avoid typing in all caps.Avoid typing in all caps.


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yp g pyp g p

Its easier to type, but IT SUREIts easier to type, but IT SURESOUNDS LIKE SHOUTING,SOUNDS LIKE SHOUTING,DOESNT IT? Also, all capDOESNT IT? Also, all cap

writing slows reading bywriting slows reading byinhibiting recognition ofinhibiting recognition ofacronyms, proper names, andacronyms, proper names, andsentence starts, which allsentence starts, which alldepend on upper/lower casedepend on upper/lower casecontrasts.contrasts.

Use informative subjectUse informative subjectlineslines


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lineslines Readers may screen their eReaders may screen their e--mails bymails by

scanning subject lines, discardingscanning subject lines, discardingwithout reading messages that dontwithout reading messages that dontseem relevant or clear. To get your eseem relevant or clear. To get your e--

mails read, dont use subjects likemails read, dont use subjects likemanagement meeting or projectmanagement meeting or projectxyz if you can use request toxyz if you can use request toreschedule meeting or how projectreschedule meeting or how project

xyz will save $500000/year. thesexyz will save $500000/year. theselonger subject lines communicate evenlonger subject lines communicate evenif your whole eif your whole e--mail isnt read.mail isnt read.

Keep it shortKeep it short


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pp

Try to get your wholeTry to get your wholemessage on onemessage on onescreen .it is one thescreen .it is one thebest ways to ensurebest ways to ensure

very high readershipvery high readership

If you cant keep it short,If you cant keep it short,

forecast the structureforecast the structure


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forecast the structureforecast the structureOn your readers first screen,On your readers first screen,

summarize your messagesummarize your messageand then forecast itsand then forecast its

structure by listing all yourstructure by listing all yoursection headings. This helpssection headings. This helpsreaders scroll quickly toreaders scroll quickly to

sections that may interestsections that may interestthem.them.

Use emphasis devicesUse emphasis devices


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pp

Even though some eEven though some e--mailmailsystems dont yet allow manysystems dont yet allow manyword processing options, youword processing options, you

can still facilitate reading bycan still facilitate reading byusing headings, white space,using headings, white space,occasional all caps, indents,occasional all caps, indents,lists, simulated underlines, andlists, simulated underlines, andother devicesother devices

Beware of acronyms andBeware of acronyms andemoticonsemoticons


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emoticonsemoticonsDont over use eDont over use e--mail jargonmail jargon

or those cute little smileysor those cute little smileys

likelike

oror

. Even though they. Even though theycan communicate quickly,can communicate quickly,make sure your readersmake sure your readers

accept them before youaccept them before youthemthem

Print out long onesPrint out long ones


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gg

If you print out long eIf you print out long e--mails, your scanning formails, your scanning for

important sections mayimportant sections maybe easier than if you rollbe easier than if you roll

or scroll on screenor scroll on screen

Reply quickly to yourReply quickly to yourmessagesmessages


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messagesmessages

Dont negate one of theDont negate one of themain advantages of emain advantages of e--

mail, which is speed.mail, which is speed.Check your eCheck your e--mailmail

frequently and replyfrequently and replypromptlypromptly


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PresentationsPresentations


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The Specialists Fallacy: HowThe Specialists Fallacy: HowPresentations Go WrongPresentations Go Wrong


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Presentations Go WrongPresentations Go Wrong The specialists fallacy assumes thatThe specialists fallacy assumes that

the listeners are just as familiar withthe listeners are just as familiar withyour subject as you are. If you assumeyour subject as you are. If you assumethis you may lose your audience. Withthis you may lose your audience. With

this false assumption, presenters givethis false assumption, presenters givetalks that are too long and full oftalks that are too long and full ofdigressions, contain too much detail,digressions, contain too much detail,and over use specialized termsand over use specialized terms

Presentations given this way may bePresentations given this way may bemisunderstoodmisunderstood-- or even disregardedor even disregarded

Where the SpecialistsWhere the SpecialistsFallacy OriginatesFallacy Originates


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Fallacy OriginatesFallacy OriginatesThe specialists fallacy comes fromThe specialists fallacy comes from

mistakingmistaking familiarityfamiliarity with a subjectwith a subjectfor an intrinsicfor an intrinsic simplicitysimplicity of theof thesubject. if I understand it,subject. if I understand it,everyone under stands it. Weeveryone under stands it. Weassume that what we know isassume that what we know iscommon knowledge and thatcommon knowledge and that

everyone will understand us if weeveryone will understand us if wejust say what we know. The result:just say what we know. The result:they dont understand us.they dont understand us.

The solution: Plan to Speak toThe solution: Plan to Speak toListeners on Their Own TermsListeners on Their Own Terms


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Listeners on Their Own TermsListeners on Their Own Terms

To avoid the specialists fallacyTo avoid the specialists fallacyand plan your presentations forand plan your presentations foryour listeners, use theyour listeners, use thepresentation planning form.presentation planning form.

This will help you createThis will help you createpresentations that tailor yourpresentations that tailor yourmessage to your listeners, avoidmessage to your listeners, avoid

the dreaded fallacy, andthe dreaded fallacy, andcommunicate clearly.communicate clearly.

Use a recipe to begin withUse a recipe to begin withconfidenceconfidence


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confidenceconfidence

Say hello and say yourSay hello and say yourname.name. Greet the audienceGreet the audience

with a strong, clear voice.with a strong, clear voice.If anyone in the audienceIf anyone in the audience

doesnt know who youdoesnt know who youare, say your nameare, say your name

2. Name your topic2. Name your topic


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Tell them right away whatTell them right away whatyou will be discussing. Dontyou will be discussing. Donttrust the technique oftrust the technique ofstarting with a joke. Humorstarting with a joke. Humoris tricky; youre safest to getis tricky; youre safest to get

right down to business andright down to business andname the topic.name the topic.

3. Give your topic3. Give your topiccredentialscredentials


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credentialscredentials Imagine that your audience asksImagine that your audience asks

you, why are you qualified toyou, why are you qualified tospeak about this topic? dontspeak about this topic? dontdetail your whole resumedetail your whole resume-- justjustenough to credential you in thisenough to credential you in thistopic. Dont brag about yourself,topic. Dont brag about yourself,eithereither-- just state your experience.just state your experience.

This section should take no moreThis section should take no morethan two or three sentences.than two or three sentences.

4. Emphasize the benefits4. Emphasize the benefits


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Emphasize the benefitsEmphasize the benefitsthe audience will gain bythe audience will gain by

listening to you. This is alistening to you. This is asometimes neglected butsometimes neglected but

crucial part of an effectivecrucial part of an effectivebusiness presentationbusiness presentation

5. Forecast the structure of5. Forecast the structure ofyour talkyour talk


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your talkyour talkBriefly outline the agendaBriefly outline the agendapoints you will cover.points you will cover.Dont detail them yet, justDont detail them yet, justlist them. If you wish,list them. If you wish,show the audience ashow the audience a

visual agenda tovisual agenda toaccompany your words.accompany your words.

6. Suggest question6. Suggest question--answer rulesanswer rules


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answer rulesanswer rules

Tell the audience whenTell the audience whenyou would like them toyou would like them to

ask their questionsask their questions--anytime, after sections,anytime, after sections,

or after the entire talk.or after the entire talk.

7.Start agenda item #1.7.Start agenda item #1.


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Simply say, now letsSimply say, now letsstart with point #1, andstar

13211034 Bussiness Communication

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