ASSIGNMENT COVER SHEET

STUDENT DETAILS

Student name: Dao Duy Phuoc Student ID number: 31221025360

UNIT AND TUTORIAL DETAILS

Unit name: Business Communication Unit number: BC-DH48ISB-2

Tutorial/Lecture: Class day and time: Tuesday, 15h30
Lecturer or Tutor name: Dr. Stephen Rowe

ASSIGNMENT DETAILS

Title: A3 - Business Project – Individual Proposal

Length: 1787 Due date: 01/06/2023 Date submitted: 01/06/2003

DECLARATION

I hold a copy of this assignment if the original is lost or damaged.

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any other source except where due acknowledgement is made in the assignment.
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current) assessment, except where appropriately referenced, and with prior permission from the Lecturer /
Tutor / Unit Coordinator for this unit.
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Student’s signature: Phuoc

Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has not been
signed.
 Executive Summary

Overall, this report analyzes the communication practice in the education center Vision Kids.

The report includes a comparison of the reported business’s communication practices and the
communication principles that students learned in class, a list of the Vision Kids company
communication issues and their analysis, the suggestion of possible solutions, and the proposal of
those solutions.

Analysis of the organization’s communication practices

1. The organization uses of business messages:

Types Principles Compare and Contrast

1. Oral messages - Employ a variety of - The company uses a lot of

2. Text messages (Messenger,
Zalo, Telegram)
3. Social media (Facebook)
messaging formats. messaging types.
- Convey clear, correct, - Most of the information was
comprehensive, concise, and sent comprehensively and
complete messages (5C). clearly. Situations, when sent

4. Emails information caused

misunderstandings, were
minimized.

 Analysis:
o Oral messages: Thanks to the convenience, speed, and effectiveness of this kind of
message, information can be transmitted with ease and high precision.
o Text messages: This type of communication is normally used to inform employees of
internal schedules and meetings and to communicate with customers (parents and
students) about tuition fees, children’s performance, and class schedules.
 o Social media (Facebook): Facebook helps the education center to share the kids’
progression, events, and holiday celebrations.
o Emails: Effective tool for internal communications.
 Communication issues: None.

2. Perceptions:

Situations Principles Compare and Contrast

Situation 1 (Appendix 2.1) (1) Be open-minded and give Appropriate:

non-evaluative statements Situations 1, 3, and 4 follow
Situation 2 (Appendix 2.2) that invite a response. principles (1), (2), and (3).

(2) Be objective, consider and

Situation 3 (Appendix 2.3) Inappropriate:
listen to others’ opinions.

Situation 2 does not follow

Situation 4 (Appendix 2.4) (3) Convey polite responses to
principle (2).
others’ perceptions.

 Analysis:
o Employees have different perceptions of their students due to the difference in the
amount of information that they own (the Halo effect).
 Communication issues:
o Conflict in the workplace may be caused by employees with divergent viewpoints.
 Possible solutions:
o Opening communication classes within the company to train employees about
communication and show them ways to tackle communication issues that may
occur.

3. Diversity:

Diversity Principles Compare and Contrast

1. Age range - Appreciate and respect your -The employees manage to
own cultures and others. follow the principles.
2. Origin - Think thoroughly and
communicate with carefully
3. Academic level selected words, so that not to
cause misunderstandings.
4. Job Duties - Overcome personal biases.

(Appendix 3)

 Analysis:
o The employees collaborate with each other through different events celebrated by
the company; therefore, they get to know better of others and develop bonds,
connections, and acceptance of cultural differences.
 Communication issues: None.

4. Response styles:

Practices Principles Compare and Contrast

Evaluating/Judging -It is important to develop -The employees’ comments

good listening skills and vary in one of the five

Interpreting choose the appropriate practices.

response styles in
-Supporting and Paraphrasing
Supporting communication practices.
response styles observe the
most usage.
Questioning

Paraphrasing
 Analysis:
o The employees of the organization excel at listening. They are incredibly patient
when it comes to giving time for the students to express what they are trying to say
and then providing quality responses.
o The most common response style is Supporting and Paraphrasing because the
teachers want to carefully understand the students’ expressions and help students
to overcome problems and encourage them to do better.
 Communication issues: None.

5. Supportive and Defensive communication:

Practices Principles Compare and Contrast

Supportive Supportive Communication: -Empathy and problem-

communication: orientation communication
 Problem orientation
is used.
- Students who do not  Equality
study well are assisted by  Empathy
teachers with their frequent  Spontaneity
attention.  Description
 Provisionalism
- During exercise sessions,
students work together to
answer the question.

Defensive communication: Defensive communication: -Control and evaluation

communication is used.
- Students take directions  Evaluation
from teachers to take their  Control
seats.
- Students give numerous  Strategy
excuses for being late to  Neutrality
class and failing to complete  Superiority
homework.  Certainty

 Analysis:
o Supportive Communication: This type of communication is used by the
teachers to empathize with the children, motivate their improvement, and
help them to be better.
o Defensive communication: This type of communication is used by teachers to
criticize, discipline the students and teach them manners.
 Communication issues: Since supportive communication is overused and defensive
communication has only a few practices, students at the center show no self-control
and self-discipline in class. Therefore, the business receives complaints from the
parents about the quality of the class.
 Possible solutions:
o Vision Kids managers should make improvements to the class quality by
demanding their teachers to be stricter, apply punishments to troublemakers
and contact their parents to inform them of their kids’ bad behavior in class.

6. Communication styles:

Practices Principles Compare and Contrast

Assertive Style: -There are 3 communication -Most of the

styles: communication styles used
Teachers give commands in
class to students in a low in the organization are
 Assertive style
voice, showing respect for similar to that of the
students.  Aggressive style
“Look at the screen, please” textbook.
 Non-assertive style

Aggressive Style:
 -In comparison with the
other communication style,
During class, some students
raised their hands to express the assertive style shows to
their opinions while the be the most effective and
teacher was still teaching.
optimal one to apply in
 “I know, I know the conversations.
answer”

Non-assertive style:

In the class, there are some

shy children, so when
arguing with a friend, even
though her answer is right,
she just sits still and listens
to her friend and does not
dare to give her opinion

 Analysis:
o Most of the employees of the Vision Kids education center apply the
assertive style to communication well. There seems to be only a small
amount of them who is aggressive or non-assertive.
 Communication issues: None

7. Negative information delivery:

Practices Principles Compare and Contrast

- When teachers inform -When informing bad news, Vision Kids has its negative
parents of their child's poor do explain them with information delivered like
academic performance, they respect and in an what the module has
do so in a gentle and polite appropriate manner (be suggested.
manner. sensitive, be polite).

- Provide logically-sound
-When students receive low reasons before justifying
grades, teachers will negative information.
encourage them to try
- When it is your fault,
harder the following term.
apologize immediately,
briefly, and sincerely; avoid
-The teacher will apologize
a phony, arrogant, or
politely for informing
groveling tone.
parents of the unscheduled
leave via social media.

-Teachers will politely and

frankly inform parents in
advance that their child will
continue to exercise after
school due to the absence of
the previous session.

 Analysis: Employees are professionally trained to always keep a polite manner

when communicating with parents or students. Therefore, they can also transmit
negative information in such manner and in such ways that the information is
delivered fully and causes no problems for the company and the customers.
 Communication issues: None.

8. Audience-focused messages and me-focused messages:

 Practices Principles Compare and Contrast

Audience-focused - You-attitude messages The business has employed

messages: concentrate mainly on the the same strategy in the
audience. principles in order to obtain
-The teachers have a
audience-specific Facebook
discussion about offering the - In order to benefit the
posts.
students benefits audience:
(celebrating a small party),
Be well aware of the
requiring them to achieve
desires, needs, and Vision Kids has also created
high scores, and creating
concerns that can motivate a few posts on Facebook
motivation for them in the
your audience. based on the guiding
next test by using audience-
principles.
focused messages.

Describe how your services,

products, or featuring
-The business informs the
policy can assist customers
parents about the
in achieving their goals.
installation of a new AC in
the classroom and its
benefits by using audience-
focused messages.

Me-focused messages:

-The staff and teachers

communicate with each
other using me-focused
messages.
 -The teachers use student-
focused messages while
teaching.

 Analysis:
o Information about the company’s activities, events,… is obtainable through
shared posts on websites and fanpage on Facebook.
o The Vision Kids shows detailed information about the New Year celebration
events on Facebook, informing the audience about what they have done and
achieved throughout the previous year and inviting the audience to join.
 Communication issues: None

9. Meetings:

Practices Principles Compare and Contrast

One-on-one meeting: -There is a wide range of -Most of the company’s

means of meetings: meetings are operated offline.
Informal meeting between the
Depending on the different
manager and the janitor.  Informal, one-on-one
situations and time, it can
(Appendix 9.1) meetings.
flexibly switch to online
 Team meetings.
Team meeting: meetings.
 Regular staff meetings.
Meeting of Group of teachers  Sales, staff meetings.
responsible for Intermediate
Classes (aged 11-14).  Sales, staff training,
-Sometimes, teachers hold
conventions, and
(Appendix 9.2) meetings after the teaching
retreats.
session.
Staff meeting:  Parliamentary
proceedings.
Meeting of 2 managers and all
staffs.  Virtual meetings.
 (Appendix 9.3)

Parliamentary proceedings:

Meeting of the board

members.

(Appendix 9.4)

 Analysis:
o The company holds a lot of offline meetings during a one-month period.
o Employees usually get distracted during meetings.
 Communication issues:
o Fatigue is built up regularly among employees because they have to attend too many
meetings.
o Most meetings are ineffective.
 Possible solutions:
o The manager needs to reduce the number of meetings held per month while
increasing the effectiveness of each meeting by raising the duration of the meeting
by 30% and imposing punishments for whom are distracted.

10. Conflict types:

Practices Principles Compare and Contrast

1. Pseudo Conflict: Types of conflict: -The company experienced 5

types of conflict.
 Staff A misunderstood staff  Pseudo conflict
B for sneaking away from
 Fact conflict
the shared task.
 In fact, staff B was asked  Ego conflict
by the manager to do
other tasks and he forgot  Value conflict
to tell staff A.
(Appendix 10.1)  Need conflict

2. Fact Conflict: To deal with conflicts, you

 An argument between a need to:

student and his teacher
about his behaviors in  Switch flexibly
class.
between speaking and
(Appendix 10.2) listening.

3. Ego Conflict:  Find the solutions that

serve both your needs
 A teacher was corrected by
a student with a small and the opposing
grammar error. party’s needs.
(Appendix 10.3)  Express gratitude.
 In advance preparation
4. Value Conflict:
of remarks.
 Staff A thinks minigames  Try the other party’s
are useful tools to cheer
up the class's productivity shoes.
 Staff B thinks games are
time- and effort-
consuming.

(Appendix 10.4)

5. Need Conflict:

 There were only 2

whiteboard markers left
but class A needed two
and class B needed one.

(Appendix 10.5)

 Analysis:
o Overall, conflicts occur often within the business. However, they have come up with
the optimal solutions to immediately tackle the problems.
 Communication issues: None
 Appendices

Appendix 2

1. Employees were talking about a kid with regular low academic performance before the test.
While teacher A thinks that the kid would fail the test, teacher B thought that the kid would
be fine because she had been investing in the revision sessions with huge effort.
2. Employees were talking about a kid with regular low academic performance after the test.
Teacher A believed the student achieved a high score because she was lucky or cheated.
Teacher B complimented the student and said that her hard work had paid off.
3. Employees were talking about the smartest kid in the class before the test. Teacher A
expected her to excel at the test, but teacher B thought that her grade could decrease
because she had been lazy lately.
4. Employees were talking about the kid that is top-notch at English in the class after the test.
While teacher A thought that the student achieved a lower score than the initial student
because she caught the flu the night earlier and that affected her performance. Teacher B
believed that had nothing to do with the student’s results and said that the student should
have tried harder.

Appendix 3

1. Age: Ranging from 18 to 25, the employees are young and energetic.
2. Origin: Most of the teachers and employees are Southern and Northern originated.
3. Academic level: Some are in their university, and some are already graduated with degrees
and certifications, some have Master’s or even Ph.D.
4. Job duties: The majority of the workforce are teachers; some are teacher’s assistants and
others are security officers and janitor.
Appendix 9

1. Informal, one-on-one
Example Informal meeting between the manager and the janitor

Purpose The janitor reports the working issues and supply’s shortage (Exp: detergent,
broom,...) to the manager

Duration 20 minutes

Meeting form offline

Frequency once every two weeks

Meeting None
Minute

Agenda None

2. Team meeting:

Example Meeting of Group of teachers responsible for Intermediate Classes (aged 11-14)

Purpose  Report the problems in every class or to a specific student. As a result,

looking for solutions
 Make a teaching plan for next week.

Duration 1 hour 30 mins

Meeting form offline, online (depends on the problems)

Frequency once a week

Meeting Have
Minute

Agenda Have

3. Staff meeting:

Example Meeting of 2 managers and all staff

 Purpose  Report main problems in every group of classes (Kids group,
Intermediate Group, Ielts Group)
 Staff praising and criticism
 Make a plan for events, and festivals for holidays (Halloween, Christmas,
Tet,...)

Duration 2 hours

Meeting form offline

Frequency Once a month

Meeting Have
Minute

Agenda Have

4. Parliamentary proceedings:

Example Meeting of the board members

Purpose  Voting for the new leading teacher of each group of classes
 Provide development orientation and goals for the coming year

Duration 1 hour

Meeting form offline

Frequency once a year, usually at the end of the Lunar Year, before Tet holiday

Meeting Minute Have

Agenda Have

Appendix 10

1. Pseudo Conflict:

Summary of  After class, staff A and staff B watched after kids ages 5-8 for their
conflict parents to pick them up.
 However, when it was time for pickup, staff A noticed staff B leave the
building.
  Consequently, staff A assumed that staff B had slipped away from the
assigned task.
 In fact, staff B was asked by the manager to buy some Halloween
ornaments for the decorations after class, which staff B forgot to tell staff
A.

Cause of faulty assumption, misunderstanding and miscommunication

conflict

Solutions  There were no solutions; everything came to light when Staff B returned
to work.

2. Fact Conflict

Summary of  A 12-year-old student distracted his friends by talking in class and didn’t
conflict do the exercise assigned.
 The teacher gave the punishment by deducting the student’s score.
 The student had an argument with a disrespectful tone of voice. and bad
manners toward the teacher that he (the student) asked his friends for
help with the exercise.
 The teacher was convinced that the student was distracting other
students.

Cause of Disrespect or disregard other people

conflict

Solutions The teacher asked the student to get out of the class and gave a talk to the
students’ parent after class.

3. Ego Conflict:

Summary of  A teacher was corrected by a student with a small grammar error.

conflict

Cause of conflicting ego

conflict

Solutions  The teacher didn't want to be embarrassed in front of the entire class, so
she justified it as a deliberate error to put the students to the test (defend
in a hilarious voice).

4. Value Conflict:
 Summary of  In one class, Staff A believes mini-games will help the students absorb the
conflict knowledge better and create a cheerful atmosphere, while Staff B holds
the opinion that games are time- and effort-consuming.

Cause of different point of view

conflict

Solutions Staff A and staff B compromise to just have 30 minutes for games in every session.

5. Need Conflict:
Summary of There were only 2 whiteboard markers left but class A needed two and class
conflict B needed one.

Cause of conflict Needs of one individual clash with the needs of another

Solutions One marker for class A, one for class B. Class A needs to use thrifty.

References

Braun, K., Locker, K. O., & Kaczmarek, S. K. (2016). Business communication: Building critical
skills (6th ed.). Mc.GrawHill Education.

Cheesebro, T., & O'Connor, L. (2010). Communicating in the workplace (1st ed.). Prentice Hall.