PUNJAB COLLEGE OF TECHNICAL EDUCATION

COURSE MODULE OUTLINE: BUSINESS COMUNICATION(BB105)

Course Instructor: SHILPA JAIN,SIMRAN.R.KAUR

E-Mail ID: shilpa228@gmail.com..simran1141@gmail.com

Marks: 100

Internal assessment:40

External:60

Internal Assessment Break-up

Minor Test 1 5 marks

Minor Test 2 5 marks

MSE- 15 marks

Assignment- 5 marks

Presentation- 5marks

Regularity &

Class participation 5marks

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The course demands:

1. Your regularity in all the lectures.

2. Your commitment towards the assignments.

3. Your serious preparation for the tests.

4. Your active participation in lectures and tutorials.

5. Your initiative to prepare notes of the difficult concepts.

6. Your involvement in Group Discussions.

I shall not be able to help you, if:

1. You fall short of attendance i.e. 75% of total lectures delivered.

2. You don’t score well in MSTs.

3. You don’t buy and read recommended books of the course.

4. You copy your assignments from each other and submit them late to me.

5. You don’t take up your tests seriously.

Introduction

This is a module in basic communication. It gives the student a fairly rigorous

grounding in the essential tools of communicating in business organisations. The

aims and objectives of the module, together with information on learning methods is

given below.

.

Objectives

Students will gain:

To prepare the students to become well versed in English speaking

To make them capable enough to present themselves in the business world

LECTURE PROGRAMME:

Sr. No./

Date

Topics Assignments Case studies

1,2

Introductory Session (the students will

Introduce themselves to the class)

Other ICE Breaking Activities(Given

Below)

3

Meaning of communication :it is defined

as an exchange and exact replication of

thoughts, feelings between and among

individuals through a common system of

symbols to cause some actionns or change

in behaviour.

definitions: "it is a process of transmitting

feelings,attitudes, facts, beliefs and ideas

between living beings." -- Birvenu

. 4.

Activity- the students will be required to

choose 5 different situations from their

day to day life and explain why they feel

communication is important (randomly

students will be called to explain their

information)

5. Communication Models;

(one way communication -

Communication in which information is

always transferred in only one reassigned

direction. One-way communication is not

necessarily constrained to one

transmission path, Examples of one-way

communication systems include broadcast

stations and wire line news services.

Two way communication is a form of

transmission in which both parties

involved transmit information. Common

forms of two-way communication are:In-

person communication, telephone

conversations.

Picto Activity And Following instuctions

activity

6,7 Role of noise in communication communication noice refers to influences

on effective communication that influence

the interpretation ofconversations.. While

often looked over, communication noise

can have a profound impact both on our

perception of interactions with others and

our analysis of our own communication

proficiency.

Forms of communication noise include

psychological noise, physical noise,

physiological and semantic noise.

Activity- The students will be required to

identify the barriers to communication in

the college.

8 Discussion of the Activity given.

Importance of communication .

Paper fold exercise

9

Basic Presentation skills (using ppts)

10

Story telling

11

No. 1

(communication

failure)

12 Formal communication is that which is

connected with the formal organizational

arrangement and the official status or the

place of the communicator and the

receiver. It moves through the formal

channels authoritatively accepted

positions in the organization chart.

-Types of formal

-downward communication

Communication which flows from the

superiors to subordinates is known as

downward communication. In an

organization structure, the superiors

utilize their abilities to attain the desired

targets which mean that they may be

engaged in issuing commands, directions

and policy directives to the persons

working under them (at lower levels).

Some examples of downward

communication include notice, circulars,

instructions, orders, letters, memos,

bulletins, handbooks, annual reports,

loudspeaker announcements and group

meetings.

13

Upward communication

14

Informal communication

-grapewine: it is an informal

communication network which ignores

formal channels communication and

spreads rumours and gossips at all levels

of the organisation.

.

15

Noun, pronouns

Exercise through worksheets.

16

Verb, adverb

Exercise through worksheets.

17

Extempore

18

Verbal communication is one way for

people to communicate face-to-face. Some

of the key components of verbal

communication are sound, words,

speaking, and language.

Speaking can be looked at in two major

areas: interpersonal and public

speaking.

19 verbal communication

Public speaking - Turncoat

20

No. 2

21 Essentials of effective communication

Video

22,23 Non-verbal communication includes

facial expressions, eye contact, tone of

voice, body posture and motions, and

positioning within groups. It may also

include the way we wear our clothes or the

silence we keep.

-Proxemics

-Kinesics means body language the best

way to access an executive's managerial

potential is not to listen to what he has to

say, but to observe what he does when he

is saying it. He calls this new behavioral

science "movement analysis."

24

25,26 Non verbal communication

Body language

Gestures

Activity on giving instructions

27, 28 Gestures : International perspective

Learning gestures across the world

29, 30

Business etiquettes, interview skills

31

Learning few words in British And

American English

32 Paragraph writing- teaching them how to

place the sentences in order and telling

them the importance of connectivity

33 Paragraph writing

34 Vowels Exercise

35,36 Precis writing,

37,38 report writing

39 Prepositions, articles and conjunctions

Worksheet Exercise.

40

Report writing on Koshish

41 Common idioms exercise

42. Translation

43. Principles of letter writing

44 Sales letters

45.

Request letter

46 Response letters

47 Refund letters

48 Salary advance letters

49 Applying for loan appeals

50 Revision of syllabus

1. Presentation:

The students will be divided into groups of 4 students each and will be given the

respective topics.

Each group will be required to speak on the respective topics for 20 minutes.

The students will be marked on the basis of a fixed criteria:

Synopsis 3

Report 5

Presentation 10

Formals 5

Slides 5

Query 2

Attendance will be compulsory.

PRESENTATION TOPICS:

Education System in India

Managing Diversity in the organizations

Mobile Phones : Boon or Bane

effects of cinemas on youth

Are ethics applicable in media

Religion Vs. God

Similarities and Differences between genders in communication styles

Principles and forms of public communication

Impact of Retail stores on small vendors

Strategies to,persuade, convince and get results

The art of selling message

Face to face communication

Inter office communication

Paying bribes, why, when and why not?

Benefits of performance-related pay.

Small business ideas and opportunities.

Globalization trade opportunities

Review of a popular book about a business topic.

Ceiling on weekly working hours?

How to implement workers' ideas.

The mighty power of strategy for winning in business and in life.

How to avoid product wastage due to churning frozen food products

Top ten strategic e-marketing issues

Trade in bankruptcy.

Five ideas for a cool dance party.

What to do to prevent stress.

Tips to motivate your audience to purchase healthy running shoes.

How to choose safe video games for kids.

2. ASSIGNMENTS:

The marks for the assignment for the purpose of internal assessment will be taken as the

average of the marks of all the assignments.

The students will be given the topic for the assignment on the scheduled date and will be

required to submit the same after 4 days. Late submissions will not be accepted.

The students are required to keep a record of all the assignments given so that at the time

of giving the assessment no confusion is created.

Assignment No. 1: Making an online magazine and writing article on word ‘IF’

(10marks)

Assignment No. 2:

Making Introduction through Tree Analogy and presenting the same in the class. (10marks)

Following is the broad outline of the type of tests which will be conducted on the scheduled

dates. The students are required to keep a record of the tests along with the marks so that

there occurs no confusion at the time of giving the assessment.

4. CASE STUDIES:

The case studies as said above help the students to have a better understanding of the

topics of economics and understand their application in the practical world.

The class will be divided into groups of two each and the case study will be discussed.

The marks will be allocated to the students on the basis on the basis of their participation

The students will be given the case studies in advance. The students are expected to have

a copy of the same on the date of discussion.

A case study

¶ Communication failure

mr and mrs Basu went to Woodlands Apparel to buy a pullover.Mr. Basudid not read the

price tag on the piece selected by him. At the counter,while making the payment he asked

for the price.Rs 950 was the answer meanwhile,Mrs. Basu,who was still shopping came

back and joined her husband. she was glad that he selected a nice black pullover for

himself.she pointed out that there was a 25% discount on that item.the counter person

nodded in agreement.

Mr.Basu was thrilled to hear that, " it means the price of pullover is just Rs.645. thats

fantastic, said Mr. Basu.

He decided to buy one more pullover in green colour. in no time, he returned with second

pullover and asked him to pack both.he was astonished to see that he had to pay Rs.1900

and not 1290 when he recieved a cash memo.

Mr. Basu could hardly reconsile himself to the fact that counter person had quoted the

discounted price that is Rs.950. the original price printed on the price tag was Rs1225.

Bridging the Communications Gap at a Multinational Corporation:

A case study

THE SETTING When the efficiency and profitability of one of the world’s largest software and information

technologies companies – a proverbial “household name” in the IT sector – becomes hampered

by organizational and communicative difficulties, the stakes are high. This is precisely what took

place within the Enterprise Product Groups (EPG) division at the X Corporation. Although

consisting of only 12 tenured senior directors and their direct reports, this division currently

accounts for approximately 1/3 of the organization’s overall sales and marketing budget. As

such, the need to cultivate a streamlined and seamlessly integrated organizational environment

was absolutely crucial; a responsibility I accepted with both enthusiasm and anticipation.

THE CHALLENGE In its most basic form, the organization was experiencing a “disconnect” between its various

poject teams on the one hand, and the recruiting personnel assigned to their needs on the other.

At the very heart of the problem was a break down in effective communications which ultimately

served to undermine office productivity while also contributing to an overall climate ill-suited to

efficient team-based operations and adequate employee succession. Although not always aparent

at first glance, it was clear that this communicative breakdown was hampering departmental

performance and limiting the organization's profitability.

Specifically, the highly specific (and forever changing) needs of the individual project teams

were not being adequately identified, evaluated, and articulated as efficiently as they should have

been. In addition, the intentions, motivations, and operational concerns of each recruiting team

were not transparent enough such that a seamless communicative relationship between the two

groups could develop. Instead, the relationship was replete with misunderstanding, misdirection,

and misinformation.

After a thorough evaluation of the problem, it became apparent that the communication

breakdown – and the subsequent losses in terms of employee productivity – was less a product of

individual personalities and/or unfulfilled employment responsibilities, and more a product of an

organizational structure that required adjustment in the present and ongoing management in the

future; the problem was systemic as opposed to episodic.

Above and beyond communication barriers, the organization lacked the necessary procedures to

adequately deal with candidate cycles, personal interviews, employee relocations, and other

integral tasks related to the hiring process. In short, numerous organizational protocols had to be

modified and some had to be created from the ground up.

CASE STUDY

The importance of communication

Clear communication is essential when managing activities. Amway needs to communicate

regularly with its 35,000 distributors in order to help them prepare for their increasingly

challenging role.

Communication is the passing on of ideas and information. In business, it is essential to have

good clear channels of communication.

This case study focuses on how Amway uses a range of communication methods and processes

to help individual distributors develop their own business opportunities. There are many possible

objectives and benefits from a close and well developed communication system as shown below:

Communication is only successful when the intended result is achieved. This effectiveness is

dependent on the choice of recipient, the clarity of the message and the choice of communication

medium.

It would be inefficient and wasteful to send a message to every distributor regarding every single

issue, particularly if some issues only concerned a few individuals. Similarly, members of an

organisation should not be overburdened with communications. If there are too many messages,

distributors may simply stop reading them. This could mean that they may miss the most

important messages!

Effective communication at Amway, therefore, involves making prior decisions about who needs

to receive the message.

Sometimes it is necessary to repeat a message. For example, in the classroom, a lecturer will

attempt to explain a task in clear and simple terms, but if students are unsure about the message,

he will rephrase it until the students understand. Repeating messages through a different

communication channel can also aid the target market's understanding.

Messages to Amway's distributors should, therefore, be as clear and direct as possible, limiting

areas in which misinterpretation could arise. A good understanding of the audience using terms

and language they are familiar with is vital.

5. Article discussion:

the students will be given the articles and the house will be open for discussions. The basic

motive for the article discussion is to keep the students updated with the latest news and

economic trends

6. OUT OF THE BOX ACTIVITY:

This activity is held for the purpose of making the students aware and knowledgeable about the

topics not from the syllabus:

-The students will be divide into groups of 4 each and will be asked to visit any institutes

teaching spoken English. The students will have to interview the concerned and inquire about

the proceedure as to how to become a part of the institute and how will it be beneficial for them.

The students will be required to prepare a report.

Debate

Extempore

Public speaking

BOOKS RECOMMENDED:

Business communication: Varinder Kumar and Bodh Raj

Ice Breaking Activities

Tell me partner, what’s different?

This is a five minute warm up game. The teacher has to ask everyone in the group to team up

with a partner (choose someone who is new and they have not met before). Ask the participant to

turn back-to-back and change four to five things about their appearance. It could be anything

silly also. The partners turn around when they are ready and try to guess the things that have

been changed. This icebreaker is good for introducing a new person to the class or the group. At

the end of the icebreaker session, he/she would feel comfortable and be a part of the session.

Four C’s

Four C’s icebreaker is a solution to get students to mingle with one another and also find what

they have in common. This activity could be played in a small group of four to six students and

also among the larger groups. Ask each student to write on a piece of paper/index card his

favorite: Color, Country, Cuisine and Closet Dream. The papers or cards are shuffled and

redistributed. Each student reads aloud the contents of his card and he has to guess the person

who wrote it.

Comonalities Game

Other Activities

Effective communication encompasses a variety of individual skills, including body language,

clear speech, eye contact and active listening. Communication activities allow participants to

focus on these skills and understand their impact on the effectiveness of communication.

Effective communication activities work well for groups of all ages, including students in the

classroom and co-workers in a workplace setting. Adapt these activities to fit the specific setting,

ages and interests of the participants.

Oral Instructions

1. Providing oral instructions for a task or activity, without visual cues, forces participants to

use precise language, emphasizing effective communication skills. Choose a task for the

oral-instruction activity, such as drawing a picture or building a structure from blocks. Create

an original picture or block structure. Allow one of the participants to see the picture or

structure. This person offers oral instructions for the task, while the others follows the

instructions exactly without seeing the original picture or structure. The activity forces the

instructor to give specific steps using words to complete the task, which can be challenging

for many people. Compare the result with the original to see how well the participants

communicated.

Back-to-Back Communication

2. Eye contact and body language influence communication between two people. This activity

eliminates these two communication factors. Have the two participants sit back to back, and

ask each person tell a story to his partner. After both partners have had a chance to tell a

story, gather the participants and discuss the exercise. Ask the participants how the

conversation was different from a normal conversation. Draw conclusions about the

importance of eye contact and body language in effective communication.

Recall the Details

3. This communication activity allows participants to assess listening skills. Without giving

away the intent of the activity, begin reading a story with lots of details. Create a series of 10

to 15 questions about the story, making the questions very specific about details in the story.

Pose the questions to the participants, asking them to record their answers on a sheet of

paper. Reveal the answers to the questions and see if anyone answered all of them correctly.

Discuss the reasons responses may be different.

Telephone Game

4. The classic game of telephone provides an effective demonstration for communication. The

idea behind the telephone game is to whisper a short story to the first person, who then

whispers the story to the next person. This continues around the room until everyone has

heard the story. The last participant repeats the story aloud, after which the original story is

reread. Compare the two stories and discuss how the communication changed the story.

Adapt the story to fit the age of the participants. For young children, use only one sentence.

For older kids and adults, tell a story of at least five sentences.B

5. Brainstorming Activity

1. Set up a brainstorming activity, in any subject area, that will reward kids for the process

rather than the results. Explain that the group will receive points for reaching several goals

during the brainstorming: each group member contributes, each group member asks a

question, no ideas are criticized and no one dominates the brainstorming session.

Kids will need to practice this activity by having one group at a time model a brainstorming

session while the rest of the class watches. Give the group a subject-related problem to

brainstorm; for example, how to effectively create a display about world hunger. Do not

grade these practice sessions.

6. Writing

The first participant writes two related sentences on a sheet of paper. He then folds the

paper to cover his first sentence and passes the paper to the next person. The next participant

writes two related sentences based on the one written sentence he can see. He then folds the

paper over so only his last sentence is seen and passes it to the next participant, and so on. At

the end will be a funny, nonsensical story. The lesson learned: Before responding to any e-

mail or other form of written communication, ensure that you have the full story.