Subject Title: BUSINESS COMMUNICATION

2) Differentiate between ‘posture’ and ‘gesture’ using specific examples?

Answer:-
Posture
Negative posture :- Generally speaking, people tend to adopt ‘closed’ postures or positions like arms
folded when speaking to people they may not like or keep distance.

Positive posture :- In the business sense, a good, straight posture indicates confidence, slouching can
convey lack of confidence or uneasiness.

Gesture
Hand gestures, recognised as an almost universal language, can be a strong aid to

communication. Some cultures would almost be unable to communicate without

them.

Negative gesture:- They can convey a range of emotions from conviction and passion to anger

and sadness.

In a business setting, especially a formal presentation,

uncontrolled gestures can prove distracting and seriously undermine the ‘message’.

Proxemics is how an individual uses space when communicating with another in

an interpersonal sense. These informal spatial distances can be strong indicators of

interpersonal behaviour. Researcher and writer Edward Hall denoted four space zones:

1. The intimate zone (from physical contact to eighteen inches)

2. The personal zone (from eighteen inches to four feet)

3. The social zone (from four to twelve feet)

4. The public zone (beyond twelve feet)

Spatial distances are particularly subject to gender and cultural influences. For

example, although countries such as Japan have become ‘Westernised’, there are still

Japanese and other cultures where business people tend to be more formal; this is often

reflected in spatial distance and lack of overt behaviour. However, ‘social distance’ is

not just determined by cultural influences. Many individuals, regardless of culture,

prefer to ‘keep their distance’ until the relationship matures.

The immediate environment is also an important factor in interpersonal

communication. For example, many interviewers prefer to leave their desks and sit

closer to the interviewee. The rationale for this is that the desk can be seen as a barrier

to communication; the closer the interviewer is to the person being interviewed, the

better the rapport. Where there is a good rapport, the interviewee often discloses more

about themselves. It is important to note that spatial zones can be ‘crossed’ quickly

in certain cultures—the importance of the handshake in personal and business life

should never be underestimated.

Our personal appearance, especially in a business setting, sends strong signals about

not so much who we think we are, but who others think we are. Though many areas

of business have become less formal where dress is concerned, it is useful to remember

that dress is an important aspect of non-verbal communication. Whether we like it or not,

dress is still seen by many in the business world as an indication of standards. The best

advice where dress is concerned is to ‘dress like them’. If it is not possible to ascertain how

people dress in a particular organisation or setting, then it is best to dress formally (gents

can always remove their jacket and tie, and ladies can remove a formal jacket.

4) How does ‘Lack of common language’ remain a roadblock to effective communication?

Explain.

Answer:-
Even parties engaged in negotiations based on ethical behaviour can pursue a number

of legitimate tactics. Examples in this respect are making the pie bigger, making ‘yesable’

proposals, compensating and re-packaging. Making the pie bigger entails the creative

use of a bargaining chip. Say, for instance,

that an aid agency was trying to get food through a rebel roadblock in a war-torn country, and the
only bargaining chip the agency had was friends in the media. During negotiations, the rebels

indicated their need for media support in the forthcoming elections.

Example :-
Making the pie bigger.

The ‘pie’ = a media event

Slice 1: a photo opportunity (offer)

Gain: safe passage for the first aid convoy

Slice 2: a press conference (offer)

Gain: safe passage for another aid convoy

Slice 3: International TV coverage (offer)

Gain: more talks about future aid

The lead negotiator for the aid agency maximised the offer of media support by ‘making

the pie bigger’. In other words, had the negotiator offered the international

television coverage up front, all he would have gained would have been the safe

passage for the one convoy. By composing the media offer of a photo shoot of the

rebel leader helping to distribute the aid, then extending this to a press conference,

and finally, international television coverage (and offering these at different times),

he was able to gain safe passage for the first convoy, the agreement for another aid

convoy, and the offer of more talks on aid issues. The aid agency negotiator was careful

not to guarantee any media event, but simply to do his best to bring this about. Any

negotiator who promises something when they are not certain they can deliver risks

losing his or her credibility. For example, circumstances outside their control may

mean that they cannot deliver what they have promised; such a situation also seriously

undermines the important factor of trust. Language here is vital, and the negotiator

should always use caveats; for instance, “I cannot guarantee this, but will do my best

to bring it about.”

Making ‘yesable’ proposals consists of one side offering a concession that the other

side will almost certainly accept. There are several problems here. Firstly, this could be

interpreted as eagerness to reach an agreement at any cost; secondly and implicitly, this

could be taken as a sign of weakness; thirdly, this may encourage the other side simply to

wait for further concessions. Yesable proposals should only be used to move talks forward

that are stalling, to test the goodwill of the other party, or to trigger the ‘law of reciprocity’
(I have scratched your back, now you must scratch mine). The timing of yesable proposals

is crucial, and they should be at the bottom of the proposer’s value range.

The compensating tactic is basically a ‘swings and roundabouts’ approach. It involves

one side balancing what the other side perceives to be a loss. For instance, when one

party points out that the other party’s price is too high, a compensating response

might be, “Yes, our prices on this particular product range are slightly higher, but the

quality is much higher than other products on the market. If you order in bulk, we will

discount.” It is important to note that the compensator involves another gain for the

seller, bulk orders. On the buyer’s side, they will get a superior product—a win-win

situation. Once again, the language used by the seller plays a vital role.

Re-packaging applies to both parties in a negotiation, and can involve substance

as well as language. It is not unusual in business to delay payment, but this can prove

problematic to sellers, especially if development costs have to be recouped. The

following is an example of re-packaging:

Buyer: “OK, we will up this to 4,000 units now, with a fi rst option for another 3,000,

but the payment will have to be spread over twelve months”

Seller: “You know this is the best product of its type in the last fi ve years, we have

invested heavily in its development. We guarantee to supply to you only for

the fi rst six months, but we will need 60% of the payment up front, with the

rest over four months”

Buyer: “If you can guarantee us sole supply for eight months it’s a deal”

The above example is not just an illustration of re-packaging, but again, how a

win-win situation can be developed. By simple re-packaging, the seller has gained

an important customer for a new product with guaranteed sales. The seller has also

managed to recoup some of his development costs. On the other hand, the buyer has

gained a much-needed new product, and guaranteed sole supply for eight months;

enough time to give them a substantial lead in the retail market.

The language of negotiation

The importance of language in negotiations should never be underestimated. In their

classic work on negotiation, Getting to Yes, Roger Fisher and William Ury recount the

incident in 1980 when the UN Secretary General Kurt Waldheim went to Iran to deal
with the hostage crisis. Before formal negotiations began, the Iranian media repeated

(in Persian) a remark that Waldheim had reportedly made on his arrival, “I have come as

a mediator to work out a compromise”—Waldheim’s car was stoned in the street. Whilst

Waldheim’s remarks appeared innocuous enough, the problem lay in the fact that some

words mean different things to different people; especially in different cultures.

Apparently, in Persian, the word compromise has no direct positive translation. In

Persian, the nearest meaning is a negative one, such as, ‘her virtue was compromised’,

or, ‘our integrity was compromised’. Things got worse for Waldheim; the word mediator

in Persian means meddler.

Although some examples have already been given as to the general importance of

language in negotiations, the following illustrations emphasise the importance of key

words:

“We won’t release all the hostages now” Here, the hostage-takers may be signalling

two significant things; firstly, that they may

be willing to release some of the hostages,

and secondly, that all the hostages may be

released at some point in the future

“I can’t accept these conditions” This statement could indicate two things.

That the other party would be willing to

consider amended conditions, and that

he or she may not have the authority to

accept them (they may need to consult

someone more senior)

“This is the best deal you will get” This statement, of course, could be true,

but the other side could be merely stating

their MSP (their Most Satisfactory

Position). In other words, it’s the best

deal for them

Negotiations can be tiring, the other side may be difficult and the time period

can stretch over many hours or even longer. In such circumstances, it is possible
to lose one’s cool and use language that may cost you dear or stop the negotiations

altogether. As the following examples show, it is better not to be tempted to reveal your

true thoughts. This is not being duplicitous, but merely the exercise of impression

management skills and good negotiating practice.

5) Imagine that you are going to give a lecture to a group of business executives. How
will you structure your presentation?

Answer:-
This is the usual flow of a presentation, which covers all the vital sections and is a good starting point for my
presentation. It allows my audience to easily follow along and sets out a solid structure you can add your
content to.

1. Greet the audience and introduce myself

Before I start delivering my talk, introduce yourself to the audience and clarify who you are and your relevant
expertise. This does not need to be long or incredibly detailed, but will help build an immediate relationship
between you and the audience. It gives you the chance to briefly clarify your expertise and why you are
worth listening to. This will help establish your ethos so the audience will trust you more and think you're
credible.

2. Introduction

In the introduction you need to explain the subject and purpose of your presentation whilst gaining the
audience's interest and confidence. It's sometimes helpful to think of your introduction as funnel-shaped to
help filter down your topic:

1. Introduce your general topic

2. Explain your topic area
3. State the issues/challenges in this area you will be exploring
4. State your presentation's purpose - this is the basis of your presentation so ensure that you provide
a statement explaining how the topic will be treated, for example, "I will argue that…" or maybe you
will "compare", "analyse", "evaluate", "describe" etc.
5. Provide a statement of what you're hoping the outcome of the presentation will be, for example,
"I'm hoping this will be provide you with..."
6. Show a preview of the organisation of your presentation

In this section also explain:

 The length of the talk.

 Signal whether you want audience interaction - some presenters prefer the audience to ask
questions throughout whereas others allocate a specific section for this.
 If it applies, inform the audience whether to take notes or whether you will be providing handouts.

The way you structure your introduction can depend on the amount of time you have been given to present:
a sales pitch may consist of a quick presentation so you may begin with your conclusion and then provide
the evidence. Conversely, a speaker presenting their idea for change in the world would be better suited to
start with the evidence and then conclude what this means for the audience.

Keep in mind that the main aim of the introduction is to grab the audience's attention and connect with them.

3. The main body of your talk

The main body of your talk needs to meet the promises you made in the introduction. Depending on the
nature of your presentation, clearly segment the different topics you will be discussing, and then work your
way through them one at a time - it's important for everything to be organised logically for the audience to
fully understand. There are many different ways to organise your main points, such as, by priority, theme,
chronologically etc.

 Main points should be addressed one by one with supporting evidence and examples.
 Before moving on to the next point you should provide a mini-summary.
 Links should be clearly stated between ideas and you must make it clear when you're moving onto
the next point.
 Allow time for people to take relevant notes and stick to the topics you have prepared beforehand
rather than straying too far off topic.

When planning your presentation write a list of main points you want to make and ask yourself "What I am
telling the audience? What should they understand from this?" refining your answers this way will help you
produce clear messages.

4. Conclusion
In presentations the conclusion is frequently underdeveloped and lacks purpose which is a shame as it's the
best place to reinforce your messages. Typically, your presentation has a specific goal - that could be to
convert a number of the audience members into customers, lead to a certain number of enquiries to make
people knowledgeable on specific key points, or to motivate them towards a shared goal.

Regardless of what that goal is, be sure to summarise your main points and their implications. This clarifies
the overall purpose of your talk and reinforces your reason for being there.

Follow these steps:

 Signal that it's nearly the end of your presentation, for example, "As we wrap up/as we wind down
the talk…"
 Restate the topic and purpose of your presentation - "In this speech I wanted to compare…"
 Summarise the main points, including their implications and conclusions
 Indicate what is next/a call to action/a thought-provoking takeaway
 Move on to the last section

5. Thank the audience and invite questions

Conclude your talk by thanking the audience for their time and invite them to ask any questions they may
have. As mentioned earlier, personal circumstances will affect the structure of your presentation.

Many presenters prefer to make the Q&A session the key part of their talk and try to speed through the main
body of the presentation. This is totally fine, but it is still best to focus on delivering some sort of initial
presentation to set the tone and topics for discussion in the Q&A.

Other common presentation structures

The above was a description of a basic presentation, here are some more specific presentation layouts:

Demonstration
Use the demonstration structure when you have something useful to show. This is usually used when you
want to show how a product works. Steve Jobs frequently used this technique in his presentations.

 Explain why the product is valuable.

  Describe why the product is necessary.
 Explain what problems it can solve for the audience.
 Demonstrate the product to support what you've been saying.
 Make suggestions of other things it can do to make the audience curious.

Problem-solution
This structure is particularly useful in persuading the audience.

 Briefly frame the issue.

 Go into the issue in detail showing why it 's such a problem. Use logos and pathos for this - the
logical and emotional appeals.
 Provide the solution and explain why this would also help the audience.
 Call to action - something you want the audience to do which is straightforward and pertinent to the
solution.

Storytelling
As well as incorporating stories in your presentation, you can organise your whole presentation as a story.
There are lots of different type of story structures you can use - a popular choice is the monomyth - the
hero's journey. In a monomyth, a hero goes on a difficult journey or takes on a challenge - they move from
the familiar into the unknown. After facing obstacles and ultimately succeeding the hero returns home,
transformed and with newfound wisdom.

Another popular choice for using a story to structure your presentation is in media ras (in the middle of
thing). In this type of story you launch right into the action by providing a snippet/teaser of what's happening
and then you start explaining the events that led to that event. This is engaging because you're starting your
story at the most exciting part which will make the audience curious - they'll want to know how you got there.

Remaining method
The remaining method structure is good for situations where you're presenting your perspective on a
controversial topic which has split people's opinions.

 Briefly frame the issue.

 Go into the issue in detail showing why it's such a problem - use logos and pathos.
 Rebut your opponents' solutions - explain why their solutions could be useful because the audience
will see this as fair and will therefore think you're trustworthy, and then explain why you think these
solutions are not valid.
 After you've presented all the alternatives provide your solution, the remaining solution. This is very
persuasive because it looks like the winning idea, especially with the audience believing that you're
fair and trustworthy.

Transitions

When delivering presentations it's important for your words and ideas to flow so your audience can
understand how everything links together and why it's all relevant. This can be done using speech
transitions which are words and phrases that allow you to smoothly move from one point to another so that
your speech flows and your presentation is unified.

Transitions can be one word, a phrase or a full sentence - there are many different forms, here are some
examples:

Moving from the introduction to the first point

Signify to the audience that you will now begin discussing the first main point:

 Now that you're aware of the overview, let's begin with...

 First, let's begin with...
 I will first cover...
 My first point covers...
 To get started, let's look at...

Shifting between similar points

Move from one point to a similar one:

 In the same way...

 Likewise...
 Equally...
 This is similar to...
 Similarly...

Internal summaries
Internal summarising consists of summarising before moving on to the next point. You must inform the
audience:

 What part of the presentation you covered - "In the first part of this speech we've covered..."
 What the key points were - "Precisely how..."
 How this links in with the overall presentation - "So that's the context..."
 What you're moving on to - "Now I'd like to move on to the second part of presentation which looks
at..."

Physical movement
You can move your body and your standing location when you transition to another point. The audience find
it easier to follow your presentation and movement will increase their interest.

A common technique for incorporating movement into your presentation is to:

 Start your introduction by standing in the centre of the stage.

 For your first point you stand on the left side of the stage.
 You discuss your second point from the centre again.
 You stand on the right side of the stage for your third point.
 The conclusion occurs in the centre.
8. What are the important factors of persuasion? Explain any Four.

Answer:-
This section on persuasion deals mainly with persuasion in an interpersonal or small

group context. Persuasion in general terms is a process that attempts to bring about

change; usually in relation to behaviour, attitude, thoughts, or beliefs. In a business

sense, it is a fundamental and legitimate activity that features in areas such as selling,

marketing, advertising and public relations. In the increasingly non-hierarchical

and democratic workplace of today, persuasion has become a vital skill that not just

managers but everyone in the organisation needs to be profi cient in. As with most

skills, persuasion has an important transfer value in terms of one’s personal life.

Ethical persuasion does not involve deceit or pressure, but relies on the use of

evidence that is presented in a compelling and appropriate manner. This is crucial if the

person to be persuaded is to make a decision that remains relevantly permanent. For

example, pressuring a customer to buy a product or service they are basically unhappy

with will not lead to repeat business. The central issue here is to realise that, although

some aspects of persuasion such as advertising are largely one-way, effective persuasion

in an interpersonal sense entails the element of participation—the attempt to persuade

others is more likely to be successful if they feel that they have participated in the process

The IMPORTANT FACTORS of persuasion are:

● Active listening

● Empathy

● Identifying the needs of others

● Giving and receiving feedback

● Using evidence effectively

● Adapting your communication style

● Overcoming negativity

● Thinking creatively
However, the above skills alone are not enough; persuasion stands or falls on the

perceived credibility of the persuader. Again, Aristotle’s elements of ethos (credibility

of the persuader), logos (the logic and interest of the argument) and pathos (the

emotional connection) assume critical importance. Credibility can be seen to be

composed of several elements: product knowledge or expertise; being confi dent and

assured; trustworthiness; impression management and structuring.

Although trustworthiness is dealt with in detail on pages 85–88, simply stated,

trust is the belief in the word, actions or decisions of another; and where required,

the willingness to act on this belief. Impression management entails profi ciency in the

areas previously referred to in this chapter (interpersonal skills and communication

style), and also areas of chapter three, such as personality and emotional intelligence.

Structuring is largely Aristotle’s logos, and refers to the way the persuader plans

the key elements of the message; and builds-in opportunities for the involvement of

the person to be persuaded. Another important aspect of the structuring process

is the composition of the message and its main constituents (the key selling points).

Aristotle’s pathos, the emotional aspect of the persuasion framework, needs to be

pursued sensitively. There must also be a careful balance between logic and emotion. If

the person or group to be persuaded detects any notion of emotional manipulation, this

will not only result in the persuasion process being unsuccessful, but could damage the

reputation of the would-be persuader and their organisation. A classic example of making

an emotional connection to a large audience in modern times was President Kennedy’s

simple, but hugely effective address to residents of Berlin. Kennedy made a strong

emotional connection by using the words, “Eichbinein Berliner” (“I am a Berliner”).

Persuasion has a greater chance of being successful if it meets the following tests:

Appropriateness – the belief on the part of those to be persuaded, that the proposed

action is the correct thing to do

Consistency – the degree to which the persuasion appeal conforms to the

experiences, beliefs and values of the person/people to be

persuaded

Effectiveness – the extent to which the proposed action leads to an outcome

desired by the person/people to be persuaded (e.g., the advertising

slogan, ‘relief from pain’)

The language of persuasion

The following are examples of the way in which elements of language are used to

persuade:

Personal projection e.g. the use of first names or personal pronouns (“Mike,

this will…”; “You will…”)

Active speech e.g. “This will give your company the competitive edge”

Selective use of ideas e.g. “This will meet not just your current, but your future

needs as well”

Selective use of data e.g. “This has captured 30% of the market already” (but

rejected by 70%)

Short phrases/sentences e.g. “This product is a winner already”

Use of adjectives/adverbs e.g. latest, outstanding, leading (product), turnaround,

world-beater

Use of emotion e.g. ‘starving children’, “our only hope”, “we are relying on

you”

Implied urgency e.g. “This special offer closes tomorrow”

Emphasis e.g. “No maintenance required”

Overcoming objections e.g. “Yes, it is slightly more expensive, but we can discount

if…”

As stated previously, ethical business practice requires that persuasion does not

involve manipulation, undue pressure, misleading statements, or deceit. Persuasion

can be highly effective if you:

● Demonstrate trustworthiness

● Identify people’s needs in a genuine way

● Are committed to your company, product or service

● Have confidence and demonstrate this

● Balance emotional appeal with logic and credibility

● Possess well-developed communication skills

● Can adjust your communication style

9) Case study : (Compulsory)

Hunter Hunts for College Grads

Woody Hunter had been an HRM analyst with Control Data Corporation (CDC) for three
years but was recently reassigned to the college recruitment staff. The basic duties in his new
job were to visit college and university campuses and interview seniors in order to identify
individuals who could fill entry-level positions at CDC in accounting, engineering and marketing.

After three months’ travelling on the road, Woody received a report summarizing his
performance to dat. The figures showed he had conducted 540 preliminary interviews on 18
different campuses. Woody had follow-up interviews with 136 of these students, or
approximately 25 percent. Based on these second interviews, Woody recommended to his
supervisor that 71 candidates be invited for company-paid visits to appropriate CDC
manufacturing and administrative facilities where new college graduates were needed. All of
Woody’s selectees were offered visits.

What concerned Woody and his supervisor was this statistic: Only four of the seventy-one
candidates accepted the CDC invitation. Based on over seven years of recruiting experience with
CDC, Woody’s supervisor said that the company traditionally had better than a 60 percent
acceptance rate. Woody’s boss knew there was something seriously wrong. He asked Woody to
summarize how he described opportunities at CDC to the recruits.

“I ask the students if they have read the CDC literature in the placement office,” replied
Woody. “Most usually have, but if they haven’t, I highlight what we do at CDC, the kind of entry-
level positions we have to fill, and the kind of people we’re looking for. But I know that these
students have heard similar propaganda from a dozen other big company recruiters. So I
emphasize the things CDC has that others don’t. One thing I never fail to mention is our benefit
package. It is superior to anybody else’s. I tell students about our tuition-reimbursement plan,
our comprehensive health insurance program, and our pension system. I tell them that our
pension plan vests after only five years. I point out that the employee pays nothing into it-that
all the costs are paid by CDC. Most important, I emphasize that they can retire at age fifty five
and receive 80 percent of the salary they were making in their last year. There’s not a pension
 plan anywhere that attractive. I even take the time to show the students how, with inflation
figured in; they can probably expect a pension of $200,000 or $300,000 a year if they come to
work for CDC.”

Questions:

a. What role do you think benefits play in the employment decision of a new college graduate?

b. What role do you think the beginning salary plays in the employment decision of a new

college graduate?

c. What suggestions would you make that might improve Woody’s acceptance ratio?

Answer:-
(A)
Some firms have found that college hires bring many benefits that accrue to hiring
managers, but in addition, also help the company over the long term. Some of the benefits
that may extend to the entire company include:

1. A global perspective — many U.S.-based schools have a high percentage of international students.
The curriculum in nearly every discipline these days focuses on global issues. As a result, you can be
sure that new college hires will think globally, as well as feel comfortable working with
internationally located individuals.
2. Essential for filling future management positions — it is difficult to hire first-level managers
externally because no matter how strong their management skills, they are unfamiliar with the team
and the corporate culture. Consistently hiring entry-level college hires allows you to promote the
best into supervisory and management positions within five years. Without this college hire strata of
employees, it will be much more difficult to fill these critical management positions.
3. Long-term assets — if you do hire college grads, they are yours to lose. So with great retention and
career development, they will continue to be an asset to your firm for up to 40 years. Midcareer
hires can’t possibly return value for the same number of years.
4. You might only get one shot at them — whichever firm hires a new grad, it literally has a chance to
keep them forever. Meaning that if this firm treats them well, they may remain at this firm
throughout their entire career. However, if you only hire experienced hires, you may have missed
your one and only chance to monopolize this particular individual.
5. Competitive advantage — if your firm gets this talent, your competitors cannot.
6. Youth market benefits — if your firm happens to target many of its products and services toward
younger people, having a large number on your staff will likely result in better products and increase
sales to this population.
7. An opportunity to influence curriculum — even the process of college recruiting allows you to build
relationships with faculty. Over time this many help you in steering the curriculum so that graduates
more closely fit your future needs.
8. Now is the perfect time — in the past, a weak employer brand image or a poorly designed college
recruiting program may have resulted in your firm hiring lower performing college hires. However,
because almost no one is actively hiring large numbers on campuses these days, you could cherry-
pick the very best if you are willing to act quickly.
(B)
If you’re a soon-to-be or recent college graduate, you’ve probably
wondered how much your degree is worth. Most college students place a high
priority on salary as they anticipate employment after graduation.