MCM603_Professional Business Communication-1

MASTER OF COMMERCE PROFESSIONAL BUSINESS COMMUNICATION – I MCM603 Dr. C.S.G. Krishnamacharyulu

CHANDIGARH UNIVERSITY Institute of Distance and Online Learning Course Development Committee Chairman Prof. (Dr.) R.S. Bawa Vice Chancellor, Chandigarh University, Punjab Advisors Prof. (Dr.) Bharat Bhushan, Director, IGNOU Prof. (Dr.) Majulika Srivastava, Director, CIQA, IGNOU Programme Coordinators & Editing Team Master of Business Administration (MBA) Bachelor of Business Administration (BBA) Co-ordinator - Prof. Pragya Sharma Co-ordinator - Dr. Rupali Arora Master of Computer Applications (MCA) Bachelor of Computer Applications (BCA) Co-ordinator - Dr. Deepti Rani Sindhu Co-ordinator - Dr. Raju Kumar Master of Commerce (M.Com.) Bachelor of Commerce (B.Com.) Co-ordinator - Dr. Shashi Singhal Co-ordinator - Dr. Minakshi Garg Master of Arts (Psychology) Bachelor of Science (Travel & TourismManagement) Co-ordinator - Dr. Samerjeet Kaur Co-ordinator - Dr. Shikha Sharma Master of Arts (English) Bachelor of Arts (General) Co-ordinator - Dr. Ashita Chadha Co-ordinator - Ms. Neeraj Gohlan Master of Arts (Mass Communication and Bachelor of Arts (Mass Communication and Journalism) Journalism) Co-ordinator - Dr. Chanchal Sachdeva Suri Co-ordinator - Dr. Kamaljit Kaur Academic and Administrative Management Prof. (Dr.) Pranveer Singh Satvat Prof. (Dr.) S.S. Sehgal Pro VC (Academic) Registrar Prof. (Dr.) H. Nagaraja Udupa Prof. (Dr.) Shiv Kumar Tripathi Director (IDOL) Executive Director (USB) © No part of this publication should be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording and/or otherwise without the prior written permission of the author and the publisher. SLM SPECIALLY PREPARED FOR CU IDOL STUDENTS Printed and Published by: Himalaya Publishing House Pvt. Ltd., E-mail: [email protected], Website: www.himpub.com For: CHANDIGARH UNIVERSITY Institute of Distance and Online Learning CU IDOL SELF LEARNING MATERIAL (SLM)

Professional Business Communication – I Course Code: MCM603 Credits: 2 Course Objectives: z To augment students’ overall communication and interpersonal skills by making them realize the importance of good oral and written English Language in professional life. z To enable the students to write business documents clearly, concisely and analytically incorrect syntax. z To enable the students to speak coherently, concisely in social and professional environment. Syllabus Unit 1 - Communication and Challenges to Communication: Meaning, Types, Process, Barriers, Understanding Workplace Communication (Channels), 7C’s of Effective Communication. Unit 2 - Interpersonal Relations: Meaning and Importance, Effective Satisfying Personal, Social and Professional Relationships, Team Spirit, Coordinating Skills, Making Oneself Aware of One’s Duties and Responsibilities, Determining Personal Goals, Devising ways to Achieve them. Unit 3 - Business Correspondence: Letter Writing, Memo Writing, Meeting’s Agenda and Minutes. Unit 4 - Technology Enabled Communication: E-mail, Mobile Messaging, Teleconferences, Social Media (Social Networking sites). Unit 5 - Managerial Writings: Technical Reports, Formal Reports, Project Reports, Documentation and Bibliography, E-mail Etiquettes, Press Release. Unit 6 - Employment Communication: Job Letters (Offer, Resignation, Increments and Appraisals), Resume and CV Writings, Group Discussion Skills. Unit 7 - Oral Business Communication: Speaking and listening like a Professional Business Person, Communicating Effectively in Meetings, Meeting the Challenge of Formal Speaking. CU IDOL SELF LEARNING MATERIAL (SLM)

Unit 8 - Presentation Skills: Paper Presentations, PPTs. Unit 9 - Interview Skills: Kinds of Interviews, Tips for Interviews, Most Expected Questions, Body Language at the Time of Interview, After Interview. Text Books: 1. Murphy, A.H., Thomas Jane P. Hildebrandt Herbert W. (2011), Effective Business Communication,. New Delhi: McGraw Hill Education. 2. Lesikar, R.V. and Petit J.D. (2013), Business Communication., New Delhi: Tata McGraw Hill. 3. Gamble, Teri, Kwal and Gamble, Michael (2011), Communication Works, New Delhi: McGraw Hill Education. Reference Books: 1. Dickson, D. (1999), Barriers to Communication in Long, A. (Ed), Interaction for Practice in Community Nursing,. Hampshire: Houndmills Macmillan. 2. Janis, J.H. (2010)., Writing and Communicating in Business,. New Delhi: The Macmillan Company. 3. Sinha. K.K. (2005)., Business Communication., New Delhi: Galgotia Publishing Company. CU IDOL SELF LEARNING MATERIAL (SLM)

CONTENTS 1 - 29 30 - 54 Unit 1: Communication and Challenges to Communication 55 - 92 Unit 2: Interpersonal Relations 93 - 110 Unit 3: Business Correspondence 111 - 146 Unit 4: Technology Enabled Communication 147 - 181 Unit 5: Managerial Writings 182 - 202 Unit 6: Employment Communication 203 - 227 Unit 7: Oral Business Communication 228 - 249 Unit 8: Presentation Skills Unit 9: Interview Skills CU IDOL SELF LEARNING MATERIAL (SLM)

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Communication and Challenges to Communication 1 UNIT 1 COMMUNICATION AND CHALLENGES TO COMMUNICATION Structure: 1.0 Learning Objective 1.1 Introduction 1.2 Meaning of Communication 1.3 Types of Communication 1.4 Process of Communication 1.5 Barriers to Communication 1.6 Understanding Workplace Communication 1.7 7C’s of Effective Communication 1.8 Summary 1.9 Key Words/Abbreviations 1.10 Learning Activity 1.11 Unit End Questions (MCQ and Descriptive) 1.12 References 1.0 Learning Objective After studying this unit, you will be able to: z Explain the meaning and types of communication. z Describe the process of communication. CU IDOL SELF LEARNING MATERIAL (SLM)

2 Professional Business Communication-I z Be aware of the barriers that reduce communication effectiveness. z Discuss the various elements in work place communication. z Describe the 7C’s that make communication effective. 1.1 Introduction Communication is a human process that binds people in homes, organizations, nations and world. Individuals do not like to live and function in isolation; they work in groups, develop common goals or interests and cooperate to achieve their objectives. Communication is something everyone does every day in different settings such as family, social group, or professional work teams. It is done in different forms and for different purposes. However, communication cannot be taken for granted. In view of this universal importance and need for making communication effective, there is a need to understand and improve communication process. 1.2 Meaning of Communication The word communication comes from Latin word “Communis” meaning common. Communicator tries to establish commonness or sharing of information, attitudes, idea, and understanding. Dictionary definition of communication includes such phrases as ‘to impart information or knowledge’, ‘to make know’, ‘to give or interchange thoughts, feelings, information or the like by writing, speaking’, etc. Different authors have given different explanations to communication. We shall examine some of them. “Communication is the transmission of information, idea, emotion, skills, etc., by the use of symbols-words, pictures, figures, graphs, etc. It is the act or process of transmission that is usually called communication”. (Berelson and Steiner, 1964). “Communication is the process by which we understand others and in turn endeavour to be understood by them. It is dynamic, constantly changing and shifting in response to the total situation”. (Anderson, 1959). CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 3 The above definitions point out to the following key ideas about communication. z It has two key playerṣsource (sender) and recipient. z It is a process. The key activity is transmission. z The transmission objects are: information, idea, emotion, skills, etc., consisting of a discriminative stimulus. z The transmission media include symbols, words, pictures, figures, graphs, etc. z It is dynamic, constantly changing and shifting from one situation to another. z The goal is understanding of others and by others. A simple definition of communication based on the above characteristics is as follows. Communication is a dynamic process of transmitting information and feelings in the form of words, symbols, signs and figures, between two or more persons, for mutual understanding. 1.3 Types of Communication People communicate with each other in a number of ways depending upon the message, choice of communication channel and style of communicating. Over time, different forms and types of communication have evolved through the continuing progression of technology. Communication started with gestures. Conventional languages (first sign and then vocal) arose by piggy backing on these already understood gestures. As part of this same evolutionary trajectory, human beings began to create and pass along culturally various grammatical conventions. Linguistic constructions were developed for use in recurrent communicative situations. Written communication first emerged with pictographs made in stone. The next step occurred when writing began to appear on paper papyrus, clay, wax and other media, with common shared writing systems, leading to adaptable alphabets. With this development, communication became mobile. The transfer of information through different media including the latest electronic media characterizes the present stage. Communication can be classified into different types based on media, as given in Table 1.1. CU IDOL SELF LEARNING MATERIAL (SLM)

4 Professional Business Communication-I Table 1.1: Types of communication Media Media vehicles Electric Electronic Manual Oral communication: Face-to-Face, Vocal Telephone, Cell phone, Voicemail, Reading, Conversation, Public address system Teleconferencing, Interview, Presentation, Handwritten Chats Discussion. Hand delivery Written Post/Courier services Telegraph Word Processor Letter, memos Typewritten Telex Fax Reports, posters Proxemics Photocopying E-mail Brochures Kinesics Internet Non-verbal Chronemics Paralanguage Paralanguage Images Verbal Communication Verbal communication is possible through oral and written forms. The difficulty in conveying messages effectively through the non-verbal medium led to the development of language. Mintzberg (1983) estimated that Chief Executive Officers spend up to 80% of their time in verbal communication. (a) Oral Communication: Oral communication can take a variety of forms. It can be a private discussion, a conversation over lunch, a gossip in the lift, a telephone conversation, an informal get-together of staff, interviews with clients, giving a presentation or meeting with employees. In your business life, you will probably spend much more of your time talking and listening to colleagues and clients than you will write and reading. Oral communication is supported by non-verbal communication especially audio-visual media for effectiveness. Technological advances have provided a new specialized communication with audio and visual impact. They include television, films, computer, projectors, graphs, tables, charts, diagrams and posters. (b) Written Communication: Written communication is widely used where oral communication is not suitable. It is necessary when messages are to be carefully CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 5 formulated, through editing and revising processes. Also it is preferred when a record of the transactions is to be built for future reference or storage (long-term memory). The main methods of written communication are: letters, memos, reports, circulars, notices, bulletins, brochures, leaflets, advertisements, fax, e-mail and questionnaires. Professional writing is an extension of manager’s responsibility. Clear expression of thoughts results in cooperation and mutual trust and ultimately contributes to relationships and productivity. Common on-the-job failures are poor work instructions, mediocre memos, lackluster letters and dull reports. They illustrate poor communication at work. To be an effective writer, a professional should cultivate good writing skills and observe the principles of writing. Non-verbal Communication It is also referred to as meta-communication – as it is beyond verbal. It encompasses all the communication that occurs without the use of words. These are clues of our feelings – a shaky voice, a rising eyebrow, distance between receiver and sender, time of communication, and display of material things like gold watch, etc. The use of non-verbal communication and the skills in interpreting it help in making communication effective. Non-verbal communications are transmitted in the following ways. z Voluntary and Involuntary: Many communicators may send involuntarily non-verbal messages. They may not be aware of the signals they are sending along with the verbal communication. A person telling lies may involuntarily blink eyes. Voluntary communication is sent with awareness. A person, aware of the meaning of blinking eyes, will not do it to support his lies. z Conscious and Subliminal: Conscious communication is focused on growing strong, mutually enriching relationship. Hugging is a deliberate act of giving the support and love people need. Subliminal messages are messages (phrases and images) that operate below the level of conscious awareness. A subliminal message, also called a hidden message, is inaudible to the conscious mind but audible to the unconscious, or deeper, CU IDOL SELF LEARNING MATERIAL (SLM)

6 Professional Business Communication-I mind. Bharatiya Janata Party (BJP) used subliminal advertising in one of it's government scheme's ad film. In the advertisement commercial, a school girl is seen going through the pages of a text book where she runs her hands though the louts symbol which is an electoral symbol of BJP. 1.4 Process of Communication The communication process is a simple model that demonstrates all the factors involved in Communication. It is a two-way process of exchanging information. It involves getting your message across and understanding what others have to say. The process of communication is shown in Figure 1.1. Sender Channel Receiver (Idea Encoding) (Message) (Decoding message) Response-Feedback Fig. 1.1: Communication process z Sender: Sender is the source or originator of the idea or message. Sender can be an individual or a group or an individual representing a group. Sender conceives the idea, prepares the message, decides about the receiver, selects the channel and transmits the message. The sender is initially responsible for the success of the message. The sender’s experiences, attitudes, knowledge, skill, perceptions and culture influence the message. z Message: It refers to the stimulus that a source transmits to the receiver. It is what communication is all about. There are multiple types of messages including biological messages (warning signals), electronic messages (such as e-mails), physical messages (such as letters and reports) and human messages (such as spoken words and gestures). Messages are composed of signs or symbols having certain meaning to the receiver. Translating the idea into a message for transmission is called encoding. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 7 z Channel: Channel is the means through which communication flows from sender to receiver. The channel can be mass media (not meant for one individual) such as newspapers, radio, television, etc., or interpersonal media (meant for an individual) like telephone, correspondence, etc. The sender carefully selects the channel depending upon the message to be conveyed, availability of the channel, cost of the channel and the effectiveness of the channel. z Receiver: Receiver is the person for whom the message is intended. He receives the message and interprets the signals and symbols in the message. This process is called decoding and its aim is finding meanings of the message and understanding it. The degree to which the decoder understands the message is dependent upon various factors such as knowledge of recipient, their responsiveness to the message, and the reliance of encoder on decoder. z Response and feedback: Response includes two actions ̣ understanding and giving feedback. The desired response primarily is understanding the message. When the receiver has doubts, he may seek clarification or confirmation through feedback. Otherwise, he may just note, store, or act as per the message. 1.5 Barriers To Communication To have proper understanding of barriers, on the way of effective communication, first let us identify the elements in the process. z Human: There are two human elements in the communication process ̣ sender and receiver. The barriers as such are: Personal (psychological) and interpersonal. z Technical: There is one technical element, channel in the communication. It is based on technology in use. For example, we can use post, telegraph, internet, or smart phone to carry messages to receiver. z Language: There is language element in encoding message. z Process: The process elements of sender are: ideation, encoding and transmitting. In case of receiver, the elements are: receiving, decoding, understanding and responding. CU IDOL SELF LEARNING MATERIAL (SLM)

8 Professional Business Communication-I To make communication effective we have to identify the barriers in a systematic way. Psychological Barriers The psychological barriers include the following: z Preoccupation: When the receiver is preoccupied, communication will be lost. Sometimes, we pay no attention to unsolicited communication. Some other times, when there is too much communication from a source, we get saturated. Then, we ignore some information. z Sensory limitations: The capabilities of sensory organs are limited. We can sense only part of the world around us. Sometimes, we miss what may be important to us. Some people have limited range and power of their senses, whereas some others have very acute and strong senses. As a result, between two people, there will be differences in sensation. z Negative attitude and emotion: Persons having negative thinking or pessimistic views tend to colour the message in their own way. They distort it to satisfy their own view of life. z Limited selectivity: People select those things that are of interest to them. They ignore such of those things which are unfavourable to them. The selection of message or object thus varies depending upon the selective mechanisms of individuals. The selective mechanisms operate supported by fancies, fantasies, beliefs, like and dislike of individuals. z Quick closure: People tend to close their mind when they lose interest in the communication target. The extent of openness or the degree of closure of mind naturally varies from individual to individual based upon the interests and biases of the individuals. Interpersonal or Social Barriers The problems arising in an interpersonal context represent the factors that hinder proper mutual understanding between receiver and sender. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 9 z Differing value judgments: Values are what we consider important in our thoughts and actions. The social and cultural values (respect to elders, peace, cooperation, wealth, pleasure, etc.) exercise influence on human beings differently in different contexts. The differences in norms and standards of the individuals result in contradictory opinions among the individuals. z Lack of mutual confidence: If the relationship between sender and receiver is strained, the tone, the language and the very communication will be suspected and misunderstood. When a superior says ‘excellent’, the subordinate having sound relationship with his boss will understand it as an appreciation. On the contrary, the subordinate having strained relationship may interpret it as a sarcastic remark. z Fear for criticism: Though criticism is important, many don’t look forward to it. Criticism should be positive. It should not hurt and blow the interest in the job. When a superior adopts criticism for the negative purpose, the subordinate develops apathy or indifference and becomes a poor communicator. z Status: Status is a double-edged sword; it is a facilitator as well as a barrier to communciation. Status enhance credibility of the sender. Messages sent by persons at higher levels of authority are received with due regard and given more attention. Low status people often fail to communicate with high status people, because High status people avoid eye contact with low-status people and often miss non-verbal cues. Technical or Physical Barriers Physical barriers may arise from the environment and transmitter. z Noise or disturbances: Loud noise of the machines or blaring noise of the stereo makes listening difficult. Disturbance can be experienced when a person arrives late at the meeting hall, drags the chair and whispers in the ears of the person sitting next to him. Poor telephone connections and bad handwriting are some of the examples of technical noise. z Mechanical problems of transmitter: A poor transmitter may cause noise and adversely affect communication. CU IDOL SELF LEARNING MATERIAL (SLM)

10 Professional Business Communication-I Language Barriers Language is the means through which thoughts find expression. The problems relating to expression are described here. z Abstraction: People fail to communicate effectively for two reasons: (i) They see only part of the reality (may be because of selectivity or sensory limitations). (ii) They can only express or report only partly (may be because of limitation in choice of right words or symbols). What we present therefore, about an objective reality is only subjective and partial. z Semantic differences: Words have no definite meanings. We attribute meanings. A word can have different meanings to different people. It is found that 300 words in English have 14,000 different meanings. Therefore, there is a chance for a word used by the sender to be understood differently by the receiver. Process related Barriers The process related barriers may be explained as follows. z Poor expression skills: Communicator should have command of a language to express his ideas or views. Besides vocabulary, one should have knowledge of grammar and punctuation. One should have skills of expression. For example, the use of long sentences and hard words may cause confusion in receivers. z Wrong media choice: There are several media to present information to the audience. Written communication is the best for transmitting rules and regulations. Oral communication is the best to know the problems of a worker. Wrong choices will make communication ineffective. z Inappropriate use of non-verbal cues: Appearance, postures, gestures, time and distance can act as barriers. Š Poor appearance will lower the respect of the sender. Š Wrong postures like leaning on the table may irritate the receiver. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 11 Š Too many gestures at a time may make the expression dramatic and the audience may fail to listen to the message. Š A telephone call in midnight may fail to get the required attention. Š Faulty seating arrangements may spoil the discussion. 1.6 Understanding Workplace Communication Work place communication is seen in different forms as shown in Table 1.2 Table 1.2: Organizational Communication Types S.No Base Types Description 1. Employee Intrapersonal Interpersonal Communication within an individual. 2. Environment 3. Channels Group Communication between two persons — superior — Internal subordinate or peer—to—peer units. 4. Authority External Communication within small or large task groups. Vertical Information flows within organization. Horizontal Information flows between organization and Diagonal environmental groups. Formal Communication between superior and subordinates. It can be categorized into upward and downward channels. Informal Communication between peers in organization. Also known as lateral communication. Communication that cuts across functional boundaries. Also called cross wise communication. Exchange of information by positional authority relationships Exchange of information based on individual interests and preferences. We will now briefly explain the different categories of work place communication. (a) Communication types based on employee Communication can be categorized as intrapersonal, interpersonal and group communication. We shall discuss the features of the three types of communication in the following section. CU IDOL SELF LEARNING MATERIAL (SLM)

12 Professional Business Communication-I Intrapersonal communication Communication involves symbolizing perceptions of reality in the environment. It is the study of the process of one’s sensations, perceptions and interpretations of objects, ideas or people in the environment. Intrapersonal communication is found in the following forms. z Observation: Observing objects, events and person and understanding them. z Writing: Recording of one’s thoughts or observations or just copying a text to aid memorizing. z Thinking loud: The semi — constant internal monologue one has with oneself at a conscious or semi-conscious level. z Speaking aloud: Reading aloud and making gestures while thinking. z Dreaming: Daydreaming and lucid dreaming in which one communicates to self. Interpersonal communication It refers to exchange of ideas and thoughts between two people for mutual understanding. It consists of a two-way flow of informational content with feelings associated between two or more persons, with an understanding of emotions and knowledge of self and others, for securing mutual understanding and cooperation. A good example of interpersonal communication is supervisor and employee communication. The other one is peer to peer communication. Table 1.3 shows the different forms of interpersonal communication. Table 1.3: Interpersonal communication forms Contexts Forms Superior-subordinate Ordering, Counselling, Coaching, Mentoring, Motivating, Peers Informing, Persuasion, Discipline Interview, Evaluation, Negotiation Discussion, Conversation, Gossip z Ordering/Instructing: An order is an authoritative communication. It sends directives of superior to the subordinate demanding an action. Order can be written or oral. Order becomes an effective communication, when it fulfills the following criteria. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 13 Š Compatible with the personal interests of the subordinate. Š Subordinate is capable of doing it. Š Consistent with the goals of the organisation. z Counselling: Counselling is a form of advice. It becomes necessary when an employee is disturbed and upset by a domestic or work place problem. Counselling helps subordinates in exploring and clarifying the various aspects of the problem faced by him or her. Counselling enhances self-awareness and enables subordinate to perceive alternative choices of thought, feeling or action. z Coaching: Coaching is a learning relationship which help subordinates realize their intrinsic potential to achieve results. This is a structured and formal approach. It is only for a short period focused on certain skills. z Mentoring: It is a long-term process based on mutual trust and respect. A mentor helps mentee by giving advice, through a process of reflection, questions, challenge and feedback to come to a decision themselves. A mentoring relationship may be formal or informal. z Motivating: Motivating subordinates skillfully is an obvious necessity in the organization. Motivational communication includes words of encouragement, support, or praise. It may be an announcement of reward or reprimand for a particular behaviour. z Informing: Information about work assignments, rules and regulations, opportunities and constraints are made available to employees, to work effectively. Information is passed on through verbal or written messages in different forms and occasions. z Persuasion: Persuasion implies changing the attitude by influencing the mind of the individuals. Managers persuade workers to attain high performance level and sales executive persuade customers to buy products. z Discipline: There will be situations, which require the superior to express unpleasantness or reprimand or even dismiss the employees. The aim of discipline is to bring order into behaviours of employees. Discipline related messages are sensitive and one should be tactful in delivering such messages. CU IDOL SELF LEARNING MATERIAL (SLM)

14 Professional Business Communication-I z Interview: Interview is a process of looking inside the mind of the individual by way of questioning. They are generally designed to probe. Interviews are employed in case of hiring, appraisal, and quits. z Evaluation: Appraisal of performance and proposals is a frequent and important activity in an enterprise. Evaluation implies selection of criteria for comparing what is desirable with what is actually or may be available. It requires critical analysis and rational comparisons. z Negotiation: Negotiation is necessary when two parties have conflict ͸ a zone of disagreement. It is a process of narrowing the difference by making proposals and getting counter proposals by the parties involved. The outcome of negotiation is agreement. z Discussion: It is a method of exchanging information among participants on issues of interest. Committee, conferences, meetings and panels are the methods used for having discussion. z Conversation: It refers to all talk between two individuals — both in formal and informal setting. z Gossip: It is defined as the private information about others shared in conversation or print. Group communication Communication within a small group, of fifteen members or less is called group communication. The directional pattern of communication within small groups is referred to as the network of communication. Communication networks can be either formal or informal. Different types of networks are identified in organizations that involve different number of participants. The popular network formations are Wheel, Circle, Chain and All channel. The informal networks are: Single strand, Gossip, Probability and Cluster. (b) Communication based on environment Organizations operate in an environment, which is classified into internal and external environment. We shall examine the features of communication that takes place in the two environments. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 15 External communication The external communication involves exchange of information between the organizational personnel and groups in external environment. The inflow of information will be on government policies, competition, customers and suppliers. The outflow will be annual reports, advertisements, notices and announcements. A variety of channels may be used for external communication, including face-to-face meetings, print or broadcast media and electronic communication technologies such as the internet. Now a days emails and social media (Facebook, Twitter, LinkedIn and others) have become popular. Internal communication It is the transmission of information between employers and employees, and employee to employees and department to department. It takes place across vertical and horizontal levels. It can be either formal or informal. It is generated and disseminated from the operations of the organization in various functional areas. Examples of internal information would be production figures, sales figures, accounts, etc. Internal communication flows through vertical and horizontal channels. The communication vehicles include policy manuals, memos, brochures, newsletters, meetings, etc. (c) Communication based on channels of flow Based on channels of communication, internal communication can be categorized into vertical, horizontal and lateral communication. Vertical communication Vertical communication is communication through the chain of command. It is communication between superiors and subordinates. It can be classified into upward and downward communication channels. z Upward communication: It flows from lower level groups (subordinates) to higher level groups (superiors). It is used to (a) Provide feedback to superiors (b) Inform progress towards goals and (c) Relay current problems. It helps managers in monitoring task performance, knowing employee behaviour and attitudes and getting creative ideas from employees. The policy of allowing free upward communication is called Open door CU IDOL SELF LEARNING MATERIAL (SLM)

16 Professional Business Communication-I policy. The useful written media are letters, and reports, oral media include presentations and discussions, supported by audio-visual means. The useful systems are grievance procedure, suggestion systems, employee attitude surveys and Quality circles. z Downward communication: It flows from high level to low level groups, i.e., superiors to subordinates. It is used to (a) Provide job instructions and give orders, (b) Inform details of policies and procedures, (c) Point out problems that need attention, and (d) Offer feed back about performance. It helps managers to get things done by people and create a congenial climate for effective performance. The written media can be: letters, memos, circulars, notices, house organs (in-house magazines and newspapers) manuals and reports. The oral media may be telephone talk, meetings, conferences, training sessions and appraisal interviews. Audio visual media like films and slides can also be used. Horizontal/lateral communication Michael J. Papa defines horizontal communication as “the flow of messages across functional areas at a given level of an organization”. With this system people at the same level are permitted “to communicate directly without going through several levels of organization”. Lateral communication occurs among co-workers, during staff meetings and informational presentations, throughout shift changes, and among employees regardless of peer types. Diagonal communication It refers to communication that takes place between workers in a different section of the organization and where one of the workers involved is on a higher level in the organization. For example in a bank, diagonal communication will occur when a department manager in head office converses with a cashier in a branch of the bank based on the high street. Given this freedom and flexibility, members within an organization have the following benefits. z Find an easier time with “problem solving, information sharing” across different work groups. z Achieves task coordination between departments or project teams. z Saves time and cuts delays. It is carried through telephone talk, face-to-face discussion or on-line methods. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 17 1.7 7C’s Of Effective Communication All of us communicate every day. The better we communicate, the more our credibility with our clients, our boss, and our colleagues. There are 7 Cs that help make communication better and effective. According to the seven Cs, communication needs to be: clear, concise, concrete, correct, coherent, complete and courteous. 1. Clear In all your communication either in writing or speaking, you should be clear about your goal or message. What is your purpose in communicating with this person? If you’re not sure, then your audience won’t be sure either. To make message clear, observe the following tips. z Minimize the number of ideas in each sentence. z Make use of words that are easy for the reader to understand their meaning. Avoid jargons and unfamiliar idioms. z Keep sentences short. z When speaking, clear your throat and speak slowly and audibly. Use supportive non- verbal communication. 2. Concise Be concise in your communication. Stick to the point and keep it brief. Do not use more words or sentences in your explanation, when your message is simple and easy to understand. Look for the following: z Are there any adjectives or “filler words” that you can delete? You can often eliminate words like “for instance,” “you see,” “definitely,” “kind of,” “literally,” “basically,” or “I mean.” z Are there any unnecessary sentences? z Have you repeated the point several times, in different ways? CU IDOL SELF LEARNING MATERIAL (SLM)

18 Professional Business Communication-I 3. Concrete Let your message be informative in all respects. Ensure that it is factually sound. Make your message solid with facts and figures. Provide evidence or support to your ideas. 4. Correct Correct communication is error-free communication. Do the technical terms you use fit your audience’s level of education or knowledge? Have you checked your writing for grammatical errors? Remember, spell checkers won’t catch everything. Are all names and titles correctly spelled? 5. Coherent Make your communication coherent, by adopting logical principles. Connect all points relevant to the main topic, and make sure that tone and flow of the text is consistent. 6. Complete In a complete message, the audience has everything they need to be informed and, if applicable, take action. When the message is complete in all respects, it can provide answers to questions like What, Where, When, Who, Why and How. When there are no gaps, your audience will have a clear picture of what you’re telling them. Does your message include a “call to action,” so that your audience clearly knows what you want them to do? Have you included all relevant information ͸ contact names, dates, times, locations, and so on? 7. Courteous Courteous communication is friendly, open, and honest. There are no hidden insults or passive-aggressive tones. Keep your reader’s viewpoint in mind, and be empathetic to their needs. 1.8 Summary Communication is not only essential for individuals but also for the organizations. It gives power and image of competence to individuals and helps them in succeeding in their lives. It signifies personality, gives power to influence events, projects image of competence, CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 19 helps form relationships, facilitates sharing of knowledge and experiences, and supports career development. Communication plays a vital role in the performance and success of organizations. It assists in participative decision-making, facilitates planning and controlling, helps organize and create teamwork, promotes trust and increases productivity. The different types of communication based on media are: Verbal (oral and written) and Non-verbal. Mintzberg (1983) estimated that Chief Executive Officers spend up to 80% of their time in verbal communication. Oral communication can take a variety of forms. Oral communication is supported by non-verbal communication. Written communication is widely used where oral communication is not suitable. It is necessary when messages are to be carefully formulated, through editing and revising processes. Non-verbal communication is also referred to as meta-communication as it is beyond verbal. The transmission of non-verbal communications can be (a) Voluntary and Non ͸ voluntary as well as (b) Conscious and Subliminal. Communication is a two-way process of exchanging information. It involves sender with idea, encoding it into message and transmitting it to a receiver, through a channel. The receiver decodes, understands and gives feedback. It comprises elements such as human, technical, language and process. To make communication effective we have to identify the barriers in a systematic way. The psychological barriers include preoccupation, sensory limitations, negative attitude and emotion, limited selectivity, and quick closure. Social barriers include: Differing value judgments, Lack of mutual confidence, Fear for criticism and status. Physical barriers may arise from the environment and transmitter. They include noise and mechanical problems of transmitter. Language barriers are abstraction, and semantic differences. The process related barriers are: Poor expression skills, wrong media choice and inappropriate use of non-verbal cues. Work place communication is seen in different forms. Intrapersonal communication involves symbolizing perceptions of people and objects in environment. It includes a process of sensation, perception and interpretation. The methods are: dreaming, observation, writing, speaking and thinking. Interpersonal communication refers to exchange of ideas and thoughts between two people for mutual understanding. The different forms of interpersonal communication are: CU IDOL SELF LEARNING MATERIAL (SLM)

20 Professional Business Communication-I Ordering, Counselling, Coaching, Mentoring, Motivating, Informing, Persuasion, Discipline Interview, Evaluation, Negotiation, Discussion, Conversation, and Gossip. Communication within a small group, of fifteen members or less is called group communication. The directional pattern of communication within small groups is referred to as the network of communication. The formal network formations are Wheel, Circle, Chain and All channel. Informal networks are single strand, Gossip, probability and Cluster. Based on environment, communication can be internal or external to an organization. The external communication involves exchange of information between the organizational personnel and groups in external environment. Emails and social media (Facebook, Twitter, LinkedIn and others) are new additions to traditional correspondence methods of letters. Internal communication is the transmission of information within organization. Examples are production figures, sales figures, accounts, etc. It flows through vertical, horizontal and diagonal channels. Vertical communication can be classified into upward and downward communication channels. Diagonal Communication refers to communication that takes place between workers in a different section of the organization and at different levels. There are 7C's that help make communication better and effective. According to the seven Cs, communication needs to be: clear, concise, concrete, correct, coherent, complete and courteous. 1.9 Key Words/Abbreviations z Communication: It is a process of exchanging information between two or more persons for creating mutual understanding. z Message: A message is a discrete unit of communication intended by the source for consumption by some recipient or group of recipients. z Channel: It includes speaking, writing, video transmission, audio transmission, electronic transmission through emails, text messages and faxes and even non-verbal communication, such as body language. z Noise: Noise is an unwanted signal which interferes with the original message signal and changes the meaning of communication. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 21 z Feedback: Feedback refers to the response or reaction of receiver to the sender’s message. z Verbal communication: It is the use of sounds and words to express yourself, especially in contrast to using gestures or mannerisms. z Non-verbal communication: Any communication made between two or more persons with facial expressions, hand movements, body language, postures, and gestures. z Psychological barriers: The mental condition that the communicators are in and is disturbed by mental disturbance. z Social barriers: It includes opinions and actions of others that affect our daily life. z Language barriers: It is the inability of passing information between two or more people due to linguistic differences. z Physical barriers: It is the environmental and channel disturbances that act as a barrier and create noise. z Intrapersonal Communication: Communication that takes place within an individual. For example, reading a book and understanding it. z Interpersonal Communication: Communication between two persons. Examples: Superior - subordinate or peer-to-peer communication. z Internal Communication: Information flows within organizations that can be further classified as vertical (upward and downward), horizontal and diagonal communication. z External Communication: Information flows between organization and environmental groups or stakeholders such as shareholders, creditors, customers, suppliers, distributors, government agencies, media and community. z Vertical communication: Communication between superior and subordinates. It can be categorized into upward and downward channels. z Horizontal communication: Communication between peers (employees at same level of authority) in organizations. Also known as lateral communication. CU IDOL SELF LEARNING MATERIAL (SLM)

22 Professional Business Communication-I z Diagonal communication: Communication that cuts across functional boundaries. Also called cross wise communication. It takes place between employees at different authority levels and in different units. z Formal communication: It refers to information that passes through predefined channels throughout the organization and is based on scalar chain of organization. z Informal communication: It is flow of information that flows in any direction and is based on individual interests and preferences. z Verbal communication: It refers to communication that uses sounds and words to express ideas and views, especially in contrast to using gestures or mannerisms. z Nonverbal communication: It is communication through signs and signals, eye contact, facial expressions, gestures, posture, and the distance between two individuals. z Counseling: It is a support process in which a counselor holds face to face talks with another person to help him or her solve a personal problem, or help improve that person's attitude, behaviour, or character. z Coaching: Coaching is task and performance oriented. It involves giving guidelines for effective performance, evaluating performance periodically and suggesting improvements in skill and knowledge. z Mentoring: Mentoring involves helping the learner discover their own wisdom by encouraging them to work towards career goals or develop self-reliance. z Discipline: It means following of rules and regulations. It means orderly conduct of affairs by the employees of an enterprise. z Interview: It is a formal meeting at which someone is asked questions in order to find out others viewpoints or assess abilities. z Negotiation: Negotiations are formal discussions between people who have different aims or intentions, during which they try to reach an agreement. z Gossip: Gossip is informal conversation, often about other people’s private affairs. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 23 1.10 Learning Activity 1. Communication Skills Inventory Note to instructor. Step-1: Form the students into a group of six members. Step-2: Ask each participant to read the statements in the skill inventory instrument and honestly rate his or her skills. For rating, ask them to circle a number on the 5 point rating scale that best reflects the perception of oneself. Scale: 1 - Low ability, 2 - Below average ability 3 - Average ability 4 - Above average ability 5 - High ability. S.No Statements Rating A. Writing skills 1. I possess basic spelling, grammar, and punctuation 1 2 3 4 5 skills 2. I am familiar with proper memo, letter, and report 1 2 3 4 5 formats for business documents 3. I can analyze a writing problem and quickly outline a 1 2 3 4 5 plan for solving the problem 4. I am able to organize data coherently and logically 12345 5. I can evaluate a document to determine its probable 1 2 3 4 5 success B. Reading skills 1. I am familiar with specialized vocabulary in my field 1 2 3 4 5 as well as general vocabulary 2. I can concentrate despite distractions 12345 3. I am willing to look up definitions whenever necessary 1 2 3 4 5 4. I am able to move from recreational to serious reading 1 2 3 4 5 5. I can read and comprehend college level material 12345 CU IDOL SELF LEARNING MATERIAL (SLM)

24 Professional Business Communication-I C. Speaking skills 1. I feel at ease in speaking with friends 12345 2. I feel at ease in speaking before a group of people 12345 3. I can adapt my presentation to the audience 12345 4. I am confident in pronouncing and using words 1 2 3 4 5 correctly 5. I sense that I have credibility when I make a 1 2 3 4 5 presentation D. Listening skills 1. I spend at least half the time listening during 1 2 3 4 5 conversations 2. I am able to concentrate on a speaker’s words despite 1 2 3 4 5 distractions 3. I can summarizes a speaker’s ideas and anticipate what 1 2 3 4 5 is coming during pauses 4. I provide feedback, such as nodding, paraphrasing, and 1 2 3 4 5 asking questions 5. I listen with the expectation of gaining new ideas and 1 2 3 4 5 information Step-3: Ask the members find group average scores for each dimension (A,B, C and D). Step-4: Ask the members in the group to find group average of self ratings. Step-5: Ask each member to find individual strengths and weaknesses. Strengths are those for which individual rating is higher than group rating. Weaknesses are those for which individual rating is lower than group rating. Step-6: Ask them to jointly prepare a plan of action for improvements. Step-7: Ask each member to make a ‘one-minute presentation’ of his or her strengths, weaknesses, and plan of action. CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 25 2. Self - Introduction This activity is designed to help students know each other. Instructor briefly says how important it is to know each other and then asks each participant/student to make a self introduction. Step-1: Ask each student to develop a word picture of self based on the following items. 1. My name. 2. My native place. 3. My educational background. 4. My occupation. 5. My marital status and family details. 6. My personal skills or talents related to the course. 7. My past achievements. 8. My strengths and weaknesses. 9. My future plans. 10. My expectations of this MBA programme. Step-2: Ask each student to make a two minute self – introduction of his or herself to the class. Step-3: After every one in the class room has finished, ask students to answer the following questions: 1. Do you feel you know something about many other students in the class after this activity? 2. What are the most cited expectations for the course? 3. What kinds of skills and resources are shared in this group? 4. Does the process of disclosing something about yourself help you get to know others? 5. Why is it often hard to get acquainted in a group of strangers? Step-4: After a little pause, ask the students the following question and encourage some students to speak. How good are your communication skills in comparison with others? CU IDOL SELF LEARNING MATERIAL (SLM)

26 Professional Business Communication-I 3. Introducing Others As a professional, a manager will often be called upon to introduce a colleague or a guest speaker to a group of people. This activity is designed to help improve such skills. Step-1: Ask student to form into dyads by selecting a person in the class, whom they do not know or do not know well. Step -2: Ask them to play the role of interviewers. As an interviewer the member can ask his or her partner questions to get information he thinks necessary to introduce him or her to the class. The interviewee is free to answer or to pass. Step-3: Tell them to decide who will interview the other first and proceed. Step-4: Ask them to reverse their roles. Interviewer will become interviewee and vice - versa. Step-5: Ask the students to organize the interview notes and get ready to introduce their partners to the class. Step-6: Each student in turn introduces his or her partner. Students should stand up and face the whole class when making the introduction. Step-5: Ask each student to answer the following questions: 1. How did you feel during the interview phase? As an interviewer? 2. Did anyone pass on some of the questions asked? Why? 3. How did you feel when you stood up in front of the class and introduced your partner? 4. How did you feel when you were being introduced? 5. What did you learn as a result of this activity: (a) About yourself? (b) About other in the class? Step-6: After a good pause, ask the students this question. Invite some students to speak. How good are your communication skills in comparison with others? CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 27 1.11 Unit End Questions (MCQ and Descriptive) A. Descriptive Types Questions 1. Define communication. 2. What is the role of communication in career development? 3. What is the role of communication in leadership? 4. Draw a diagram representing process of communication. 5. Explain: (a) Message (b) Feedback (c) Noise 6. Explain verbal communication. 7. What is non-verbal communication? 8. How is non-verbal communication transmitted? 9. What are psychological barriers to communication? 10. State the social barriers to communication. 11. How can language be a barrier to communication? 12. What are the physical barriers to communication? 13. How do you overcome psychological barriers to communication? 14. Explain how social barriers be surmounted? 15. What is work place communication? 16. What is intrapersonal communication? 17. Explain interpersonal communication. 18. Illustrate group communication networks . 19. Distinguish between internal and external communication? 20. Explain vertical communication. 21. What is lateral communication? 22. What is diagonal communication? 23. Explain oral communication. 24. Describe written communication. CU IDOL SELF LEARNING MATERIAL (SLM)

28 Professional Business Communication-I 25. Identify the types of non-verbal communication. 26. Describe the process of communication. 27. State the barriers to communication. 28. Explain how barriers to communication can be surmounted. 29. Explain the types of work place communication. 30. What are the 7’Cs of effective communication? B. Multiple Choice/Objective Type Questions 1. Communication may be defined as (a) Static process of exchanging ideas between two or more persons, for understanding. (b) Dynamic process of speaking and listening among people for mutual understanding. (c) Static process characterized by transmission and feedback to create understanding. (d) Dynamic process of sending ideas to a person through a channel to create mutual understanding. 2. Non-verbal communication may also be referred to as (a) Meta communication (b) Ulterior communication (c) Face-to-face communication (d) All the above 3. An important characteristic of two-way communication is (a) Noise (b) Semantics (c) Feedback (d) Proxemics 4. One of the psychological barriers to communication is (a) Fear of criticism (b) Noise (c) Limited selectivity (d) Abstraction 5. One type of Intrapersonal communication (a) Writing (b) Dreaming (c) Speaking loud (d) All the above CU IDOL SELF LEARNING MATERIAL (SLM)

Communication and Challenges to Communication 29 Answers 1. (d), 2. (a), 3. (c), 4. (c), 5. (b). 1.12 References Text Books 1. Krishnamacharyulu, C. S. G. & Lalitha Ramakrishnan (2014), Business Communication: Text, Cases and Laboratory Manual, 2/e, New Delhi: Himalaya Publishing House. 2. Aruna, Koneru (2008), Professional Communication, New Delhi: The McGraw ͸ Hill Companies. 3. Chaturvedi, P. D. & Chaturvedi, Mukesh (2013), Business Communication: Concepts, Cases and Applications, 3/e, New Delhi: Pearson Education. Web Resources 1. What is Business Communication - Management Study Guide, Retrieved from https:// www.managementstudyguide.com › business_communication 2. Types of Business communication, Retrieved from https://smallbusiness.chron.com ›... › Types of Business Communication Reference Books 1. Lesikar, Raymond. V; Flatley, Marie. E; Rentz, Kathryn; Lentz, Paula and Neeraj Pande (2015), Business Communication: Connecting in a Digital World, 13/e, New Delhi: McGraw Hill Education. 2. Asha Kaul (2009), Business Communication, New Delhi: PHI Learning Pvt. Ltd. CU IDOL SELF LEARNING MATERIAL (SLM)

30 Professional Business Communication-I UNIT 2 INTERPERSONAL RELATIONS Structure: 2.0 Learning Objective 2.1 Introduction 2.2 Meaning 2.3 Importance 2.4 Effective Satisfying Relationships 2.5 Team Spirit 2.6 Coordinating Skills 2.7 Making Oneself Aware of One’s Duties and Responsibilities 2.8 Determining Personal Goals and Devising Ways to Achieve Them 2.9 Summary 2.10 Key Words/Abbreviations 2.11 Learning Activity 2.12 Unit End Questions (MCQ and Descriptive) 2.13 References CU IDOL SELF LEARNING MATERIAL (SLM)

Interpersonal Relations 31 2.0 Learning Objective After studying this unit, you should be able to: z Explain the meaning and importance of interpersonal relations. z Discuss how effective satisfying relationships can be developed. z Describe how team spirit and coordinating skills can be created. z Explain how to make employees become aware of duties and responsibilities. z Understand how one can determine and achieve personal goals. 2.1 Introduction Societies are dependent on people and their constructive, functional and creative abilities. Modern organizations are characterized by work-force diversity, team work and cross-cultural adaptations. In view of this, the need for creating right climate for inter-personal relationships and fostering team spirit among employees is identified and various measures are initiated by corporate trainers. Accordingly, in the human resource development context, interpersonal relationship, group dynamics and team building have assumed great significance. 2.2 Meaning An interpersonal relationship is a strong, deep, or close association or acquaintance between two or more people that may range in duration from brief to enduring. The context can vary from family or kinship relations, friendship, marriage, relations with associates, work, clubs, neighborhoods, and places of worship. Interpersonal relationships are the basic unit of examination in promoting a climate of performance in the modern organizations. Whether one is engaged in a solo job or team work, he or she has to maintain constructive and productive relationships with peers, superiors and subordinates. Relationships can be formal and informal. Formal relationships are related to membership in an organization. They are official and bound by rules and regulations. They are expected to be CU IDOL SELF LEARNING MATERIAL (SLM)

32 Professional Business Communication-I goal and task oriented. Informal relationships on the other hand are based on ‘will and pleasure’ of an individual. They are personal and sustained as long as they are satisfying to the individuals. 2.3 Importance The following benefits are sought by individuals to look for relationships, networks, groups and associations. 1. Security: A feeling of comfort and protection is found when associated with others. Family and Friendship groups provide a feeling of protection to individuals. In addition, membership in group insurance and other kind of schemes, provide financial security to individuals. 2. Self-esteem: Relationships with eminent persons and membership in prestigious professional (All India Management Association), social (Rotary club) and cultural organizations (Karnataka Music Academy) help enhance the status of the individuals. 3. Affiliation: The sense of belongingness and interactions that fulfill social needs are found in Family and Friendship groups. We need colleagues to fall back on at the times of crisis. If you do not talk to anyone at the workplace, no one would come to your help when you are not related to him or her. 4. Power: The collective action enhances power of members. In union, there is strength and power. Individuals join associations of student groups or employee unions. 5. Appreciate and encourage: It is essential to have some trustworthy co-workers at the workplace who not only appreciate us when we do some good work but also tell us our mistakes. A pat on the back goes a long way in extracting the best out of individuals. One needs to have people at the workplace who are more like mentors than mere colleagues are. 6. Goal achievement: Goals, which cannot be accomplished individually, necessitate association with other persons. Students form study groups and join training programmes to strengthen their learning opportunities. Networking leads to mutual support and help which is essential for rapid career progress. CU IDOL SELF LEARNING MATERIAL (SLM)

Interpersonal Relations 33 2.4. Effective Satisfying Relationships Relationships between two or more persons will gradually develop and become stronger and satisfying, when the relationships are fostered based on mutual trust and benefit. According to famous psychologist George Levinger, every relationship goes through following five stages as described here under. 1. First Stage – Acquaintance: Acquaintance refers to knowing each other. To start relationship individuals need to know each other well. Two individuals might meet at some place and instantly hit it off. People feel attracted to each other and decide to enter into a relationship. Common friends, social gatherings and employment help people meet, break the ice, get acquainted with each other and start a relationship. Employees come to know each other through meetings and training programmes. 2. Second Stage – The Build up Stage: Individuals start trusting each other, as social exchanges turn out to be satisfying and fulfilling. The relationship is often characterized by two individuals coming close, being passionate and feeling for each other. Individuals must be compatible with each other for the relationship to continue for a longer period of time. Individuals with similar interests and backgrounds tend to get with each other more as compared to individuals from diverse backgrounds and different objectives. Individuals working together for same organization are said to share a professional relationship. Individuals sharing a professional relationship are called colleagues. 3. Third Stage – Continuation Stage: This is the stage when relationship blossoms into lasting commitments. It is when people after knowing each other well decide to be in each other’s company. The relationships may result in friendship, love and marriage. In professional context, colleagues may form a group or work as a team. They support and cooperate with other. They resolve conflicts through process of integration ͸ which will result in satisfaction of people involved. 4. Fourth Stage – Deterioration: Lack of compatibility, trust, love and care often lead to misunderstandings and serious troubles in relationship. Individuals sometimes find it extremely difficult to adjust with each other and eventually decide to end their CU IDOL SELF LEARNING MATERIAL (SLM)

34 Professional Business Communication-I relationship. When conflicting interests or attitudes develop, colleagues in organizations, may request for transfer or leave organization. 5. Fifth Stage – The Termination Stage: Relationship terminates due to death, transfer or separation. Tips for effective satisfying relationships at work place Let us go through some tips to improve interpersonal relationship at workplace. z Maintain decorum of office: There is a certain way of behaving at the workplace. It is essential to be professional at work. Never misbehave with any of your colleagues. Leg pulling, criticism, backbiting are mean and unprofessional. It is better to avoid the persons you don’t like rather than fighting or arguing with them. Your office colleagues can be your friends as well but one must know where to draw the line. Too much of friendship is harmful and spoils relationship among employees. z Do not interfere in your colleague’s work: Superiors must formulate specific Key Result Areas (KRAs) for all the employees and make sure job responsibilities do not overlap. Overlapping of job responsibility leads to employees interfering in each others tasks and eventually fighting over small issues. One should be concerned only with his work rather than trying to find out what the other employee is trying to do. z Give space to your fellow workers: Giving space in fact is essential in all relationships. Overhearing anyone else’s personal conversation is strictly unprofessional. An employee must not open envelopes, couriers or letters not meant for him. Such practices lead to severe displeasure among employees and eventually spoil relationships. z Do not spread baseless rumours at workplace: Even if you know something about someone, learn to keep things to yourself. Discuss it with the individual concerned in private rather than publicizing the whole thing. Organization has nothing to do with anyone’s private matters. z Pass on correct information to others: If your superior has asked you to share some information with any of your colleagues, make sure it is shared in its desired form. Data tampering and playing with information will spoil relationships among colleagues. CU IDOL SELF LEARNING MATERIAL (SLM)

Interpersonal Relations 35 z Do not share all your secrets with your co-workers: You never know when they might misuse them. Even if you do, make sure you are doing it with someone you trust blindly. z Leave your ego behind: Do not bring your personal tensions to work. Think before you speak. Making fun of colleagues is something, which is not at all expected out of a professional. z Do not scold any employee: Do not insult or degrade any person either privately or in public. Avoid comparisons among team members. z Stay away from politics: Do not play political games. Avoid being jealous. It will harm you in the end. There should be healthy competition among the employees for a healthy environment at the workplace. 2.5. Team Spirit Groups become teams when they develop synergy – the ability to produce more by coordinated effort. When the members of a task group know their objectives, contribute responsibly and enthusiastically to the task, and support one another, they are exhibiting team work. Table 2.1 shows the differences that distinguish teams with groups. Table 2.1: Group vs Team Variable Work group Team Leadership Single Shared Goals Share information Collective performance Focus of activity Efficient task performance Problem solving Skills Random and varied Complementary Synergy Neutral Positive Performance monitoring External Internal View of conflict Dysfunctional and discouraged Functional and encouraged Accountability Individual Individual and mutual Team spirit is the feeling of pride and loyalty that exists among the members of a team and that makes them want their team to do well or to be the best. Importance Team spirit and team work are important for organizations in many ways. CU IDOL SELF LEARNING MATERIAL (SLM)

36 Professional Business Communication-I 1. Bonding: Teamwork is important in an organization because it provides employees with an opportunity to bond with one another, which improves relations among them. 2. Cooperation: Team spirit encourages team members to examine how they work together, identify their weaknesses, and develop more effective ways of cooperating. 3. Responsibility: Teamwork increases the accountability of every member of the team, especially when working under people who command a lot of respect within the business. Building Team Spirit Spirit may lay dormant in many, but when stirred from its slumber, it inspires great thoughts and great actions. How to build a strong team “spirit” in your organization? The building blocks of team spirit are: values, direction, trust, respect, right job, listening, motivation, win–win attitude and informal relationships. 1. Values: Articulate and operate within a core set of values. Be impeccable about fairness, honesty, and respect for the individual. 2. Direction: Provide clear direction and a sense of purpose. Money motivates; it doesn’t inspire. The desire to be the best is driven from the inside, not the outside. 3. Trust: Make trust building a top priority. It is the foundation of high-performing teams. Trust is built by being reliable, open, straightforward, and accepting. 4. Respect: Value the contribution of each player. Care about not only the performance, but also the person. Mutual respect will enhance satisfaction and desire to accomplish. 5. Right job: Build on strengths; manage weakness. Put people in positions where they play best and minimize where they are vulnerable. 6. Listening: Listen to, acknowledge, and celebrate each player early and often. 7. Motivation: Make praise and feedback sharing an integral part of daily routines. Use internal email or messaging tools to share praise for achievements and to recognize your colleagues in a public way. Also, encourage team members to share feedback and praise with others. This will help to promote open communication in your team and strengthen bonds and understanding between each other. CU IDOL SELF LEARNING MATERIAL (SLM)

Interpersonal Relations 37 8. Win-Win attitude: Do not buy into the fallacy that winning is all that matters. The means to an end is as important as the end itself. The great tennis champion, Martina Navratilova, said, “The moment of victory is much too short to live for that and nothing else.” Make sure that your win is not a loss for others. 9. Informal relationships: Taking everyday opportunities to spend time together as a team can encourage team spirit. One example of this is to create an environment where team members can eat their lunch together either in a nice lunch room or at an organized team lunch. Colleagues will have a break from work during the day and socialize with their team mates. 2.6 Coordinating Skills Successful managers are good at coordination. Coordination brings together all individuals, groups, ideas and programmes in pursuit of a common goal. The following definitions provide an understanding of coordination. Mooney and Railey defined coordination as “orderly arrangement of group efforts to provide unity of action in the pursuit of common goals”. According to Charles Worth, “Co-ordination is the integration of several parts into an orderly whole to achieve the purpose of understanding”. A manager can be compared to an orchestra conductor since both of them have to create rhythm and unity in the activities of group members. Co-ordination is an integral element or ingredient of all the managerial functions as discussed below: z Planning: Planning facilitates co-ordination by integrating the various plans through mutual discussion, exchange of ideas. For example, co-ordination between finance budget and purchases budget is achieved through forecasting and decision making for future activities. z Organizing: When groups or teams are formed to carry out activities, the need for timely, active cooperation of diverse departments, and groups is considered. Through proper reporting structure and formation of committees, coordination is facilitated. CU IDOL SELF LEARNING MATERIAL (SLM)

38 Professional Business Communication-I z Staffing: Attitudes relating to unity and cooperation are important factors considered at the time of selection of employees. z Directing: The purpose of giving orders, instructions and guidance to the subordinates is creating a harmony between superiors and subordinates. z Controlling: The quality of output is dependent on team work of groups and departments. Companies focusing on quality, have to focus on team work. Coordination Objectives and Actions Coordination is essential for fulfilling various objectives explained in Table 2.2 Table 2.2: Coordination objectives S.No Objective Actions Example are 1. Quality delivery Promote standards Ensuring quality indicators legitimate and consistent 2. Planning Guide planning Leading strategic and contingency planning Establish policies Developing guidance materials like position papers 3. Information sharing Meet and network Chairing coordination meetings and conducting field visits Exchange data Creating and promoting common information management tools 4. Mobilise resources Financing proposals Developing rapport with financing agencies and convincing them Tracking the progress in Follow up phone calls, emails and proposal approvals personal visits. Setting up Reporting mechanism 5. Share capacities and Exchange knowledge Encouraging sharing best practices) learning Train and mentor Facilitating workshops and training activities 6. Advocate Lobby Developing advocacy messages Identify issues Highlighting performance and challenges CU IDOL SELF LEARNING MATERIAL (SLM)

Interpersonal Relations 39 Coordination Skills The skills of coordination can be classified into three categories: (i) Relationship skills (ii) Process skills and (iii) Task skills. A brief outline of the skills with examples is given under. (i) Relationship Skills (a) Sets the scene and sets the tone: » Conveys energy, enthusiasm and personal warmth. » Appears relaxed, alert and assured. » Makes good use of the physical environment and resources. » Motivates group members. (b) Builds confidence and trust: » Establishes his/her integrity. » Communicates in an assured, open manner, verbally and non-verbally. » Uses non-judgmental language. » Recognizes issues of discrimination, equality and diversity and any perceived power imbalance. » Defuses unhelpful tension and harnesses constructive tension. » Is sensitive to team dynamics and manages intra-team relationships. » Adapts to different individual cultures. (c) Develops interaction within the members: » Establishes rapport quickly with the members. » Encourages members to talk and to express what matters to them by using open questions and other communication skills. » Allows representatives of the different organizations to express emotion in order to enable progress. » Recognizes, respects and responds to expressions of emotion. CU IDOL SELF LEARNING MATERIAL (SLM)

40 Professional Business Communication-I » Communicates effectively in order to understand members. » Motivation, competency and agenda. » Creates space for quiet members. » Uses touches of humour effectively. (ii) Process skills (a) Takes responsibility for the process: » Establishes a sense of direction/vision with the team. » Demonstrates familiarity with the procedure, structure. » Sets ground rules and responsibilities related to work processes. » Respects and preserves confidentiality. » Manages the work process with confidence. » Handles challenges to the work processes. » Is alert to ethical dilemmas and handles them safely. » Develops and adjusts coordination structure to ensure fit with operational realities. (b) Manages work processes: » Adopts a pace which is responsive to the needs of the members. » Seeks for feedback on processes. » Facilitates decision making processes about the order of events consistent with progress. » Encourages productive conversation in meetings. » Provide updates on the work progress, and brings process changes. » Helps members to use the time productively. » Manages time well. » Manages own pace, energy level and emotions; takes time for reflection. CU IDOL SELF LEARNING MATERIAL (SLM)

Interpersonal Relations 41 (iii) Task skills: (a) Works towards quality delivery with the members on tasks: » Actively participates to determine the deliverables. » Keeps options open to find better solutions. » Finds practical ways to interrelate members’ goals. » Remains alert to and picks up on areas for further attention including data, organizational and personal aspects. » Demonstrates having attention to the detail and awareness of the bigger picture. » Adheres to standards, and is alert to good practices. » Uses strategies to overcome deadlock in work progress. (b) Progress though active engagement: » Identifies and probes problematic issues. » Creates opportunities for dialogue and flow of information between team members. » Helps team members to reassess risks. 2.7 Making Oneself Aware of One’s Duties and Responsibilities Clearly defining duties and responsibilities and making employees become aware of them can have a positive impact on the team projects and company as a whole. Benefits Defining roles and responsibilities within your business, whether it’s an office-wide initiative or dedicated to a single group, permits you to more effectively manage your entire business. The benefits of making employees aware of their roles and responsibilities are many as given under. (i) Everyone knows what to do: When you set clear roles and responsibilities, especially formal ones, everyone knows what is expected of them within the group. They know how to operate, what they need to accomplish, and how to reach the group’s goals. CU IDOL SELF LEARNING MATERIAL (SLM)

42 Professional Business Communication-I (ii) Everything is done: When you are short on time, it is easy for small pieces of the project to be overlooked. This is especially true if no one is completely clear on who is responsible for accomplishing those tasks. Less-desirable tasks are often left alone because no one wants to claim them. When people understand their job responsibilities, on the other hand, nothing is forgotten in the process. (iii) People work together better: There is less jockeying for position, fewer arguments, and higher overall creativity when everyone understands their responsibility as part of the group. (iv) Less energy is wasted: When there is a lack of clarity, people waste energy dealing with things that don’t matter. They argue over things that aren’t important, fail to focus on things that are, and miss out on opportunities. Creating Awareness (a) To start with, there are three things that every member of an organization must be clear about: their superiors or the person they have to report to, (b) Their responsibilities and corresponding expectations, and (c) The level of authority they require in order to make decisions. The following steps are necessary to help employees become aware of their duties and responsibilities. (a) Prepare position description The components that must be present in the position description include the following: z Job Description: More than just an official job title or designation, this sums up the tasks, functions and responsibilities of the employee who will be holding this position. z Tasks or functions: These refer to the specific activities or work that the employee will perform. z Roles or Responsibilities: Each position is associated with authority, duties and responsibilities. Also list down the skills, capabilities and capacity that are required to perform the functions and fulfill the roles and responsibilities of the job. CU IDOL SELF LEARNING MATERIAL (SLM)