+

Chapter 10
Megan Finley
Communication: Soft Skills
+ Employers rate communication as the number one attribute
among new recruits. – (NACEWeb, 2006)

Communication Development Discussed in this Chapter:

 Foundations

 Form/Mode

 Societal

 Workplace
+
When business
communication is not offered as a
separate course multiple sources
suggest that it be integrated through
the curriculum of every course in
every business business subject.

– p.40, National Standards (2007 )

Integrating communication skill

development into other courses should be done
with emphases on maximizing student learning
preferences.

– Duncan & Baker (2007)

+ Speaking
Communication
Foundations:
Signaling

Listening

Writing

Reading
+ Speaking:

Spoken communication can be enhanced through:

• Signals
• Voice inflection
• Immediate feedback
But it can also lead to misunderstanding.

Placing phone calls and interviewing are two examples of spoken skill which
need to be planned, practiced, revised, and rehearsed.

Other skills include:

• Introducing yourself to classmates
• Reacting to in-class media presentations
• Preparing and performing a presentation
+
A well prepared presentation includes:

• Accomplishing the objective

• Including an adequate outline

• Supplying documentation

• Using appropriate delivery

• Incorporating effective presentation aids

• Exhibiting good speaking techniques

• Encouraging audience participation when appropriate

+ Criteria for evaluating spoken
communication focus on:
 Speaker’s poise

 Clarity of content

 Voice projection and volume

 Topic development

McGregor, 2007

Optimist International and Toastmasters International offer instructional

materials and encourage student involvement in spoken competitions.
+ Signaling:

Body language includes:

 Posture  Eye contact

 Gestures

 Facial expressions  Grooming

+
Body language exists even in non-
action and varies across cultures:
 Person to person distance  Work-related arrangements

 Bodily contact
+
Time perceptions differ widely among
countries and cultures:
+
Students need to practice & interpret
appropriate signaling
 Viewing & noting examples of
non-verbal communication in
presentations, movies, or television
programs
 Students might pantomime actions
or ask classmates to identify the
intended message
 They can research and prepare
spoken or writeen reports on
cultural signaling differences
 In a written report document
appearance can send the wrong
signals through the misuse of
headings or inappropriate margins

 They might role-play situations in

which non-verbal communication
by the listener can encourage or
distract speakers
+
Listening:
Employees can expect to spend more time listening than reading, writing and
speaking combined (Lehman & DuFrene, 2008).

 You can improve listening skills by:

 Observe signals that may reinforce the words in a message

 Practice active listening; concentrate on content and provide suitable feedback (verbal &/or
non-verbal)

 Maintain an open mind; eliminate preconceived ideas about the speaker and focus on the
message

 Avoid the temptation to interrupt; ask questions at an opportune time

 Record notes in outline format; avoid writing verbatim

 Resist both environmental and mental distractions

 Use lag time (the difference in speech speed and thought speed) to review what has been
said or to anticipate what the speaker will say next
+
Practice:
+ Teaching strategies to develop and strengthen
listening competencies:

 Lead students in identifying factors that influence listening using techniques

such as: group discussions, brainstorming sessions, role playing, and
simulation

 Give directions one time only. Ask students to explain or repeat the directions

 Play pre-recorded background noises such as phones ringing, doors slamming,

and people talking. Give directions while the recording plays to illustrate
environmental effects on listening. Conduct a discussion on the effects of
noise.

 Interview employees and prepare an inventory of listening situations in

business.

 Keep a log of time spent listening over a given period and record the purposes.

(Davis & Brantley, 2005)

+ Writing:
Many hiring professionals believe the ability to write well can move
employees up the corporate ladder. (College Board, 2005)

Teaching strategies for writing:

Have individuals or groups critique  Individualize instruction for students

and revise sample documents which
include examples of both effective and
ineffective messages.
Incorporate revision beginning with
the first writing assignment.
Use
proofreading exercises for
evaluating students’ abilities to detect
errors in punctuation and word usage
(Robles, 2005)
who lack a command of English
mechanics.
 Use current issues/topics in the news for
writing assignments.
 Motivate students by giving them timely
feedback either online or in person.
 Write frequently with a positive attitude.
Record the subject, outline key ideas,
prepare a draft, verify content
correctness, and revise repeatedly.
+
Reading:
Reading is considered to be the most important key to
educational success. (Font, as cited in Ellzey, 2007)
Depending on your intended audience you will want to alter your mode
of conveying messages. Make sure your students understand that:

 Time sensitive corrections such as the spelling of names should be

handled by telephone.

 Personal information such as health diagnoses, professional

evaluations, and professional termination notices should be handled
face-to-face with a written notice sent throught the postal service to
maintain confidentiality.

 Email and faxes lessen confidentiality.

 Study the latest in netiquette- or email usage standards

+ Students should practice and discuss call
management techniques:

 Answer the phone promptly,  Demonstrate interest in the other

preferably on the first ring person; repeat names and include
curteous words such as “please”,
 Develop a friendly and cheerful “thank you”, and “you’re
greeting and identify yourself. welcome”.

 Create a positive image for the  Avoid personal calls at work.

company and yourself through
your tone of voice, volume and
articulation.

 Record and transmit information

completely and accurately
+
Cell Phone Etiquette:

 Maintain awareness of your

environment

 Use cell phones in privacy

 Turn your phone off when in a

group

 Keep your phone muted or on

vibrate

 Focus on safety

(Brantley & Miller, 2008)

+
Societal Communication:

 Making ethical decisions

 Communicating with diverse populations

 Interacting in group situations

 Participating in meetings
+ Ethics: The values and standards by which actions
are judged right or wrong. (Goree, 2007)

The ACT Model from the

Center for American and
International Law
Alternatives- What choices are available for
making this decision? List at least three options
available for each situation.

Consequences- What is expected to happen for

each alternative? Label each alternative as Encourage discussions among
having either positive or negative
consequences. students about confidentiality
with regards to modes of
Telling- Answer the question, “How will I feel
explaining this situation to my supervisor? My
communication and ethical
family? My friends? A police officer? A news implications of forwarding
reporter?”
messages and disclosing
(Goree, 2002) message contents.
+ Diversity:
Age, gender, sexual orientation, education, cultural
background, religion, and life experiences
 Research and report on differences  Collect multicultural information
and similarities of doing business (as individuals or as teams) and
in various countries including: prepare objective quizzes or
appropriate business dress, crossword puzzles.
business practices, entertaining,
greetings, and gestures. One
resource is: executiveplanet.com
(Dresser, 2005)

 Compile examples or word usage

and generation-based terms.
Research print and digital sources,
interview someone who has
lived/worked in another area of the
U.S. or abroad, and consult with
representatives of various age
groups. (Arnett, 1999)
+
Group Dynamics: Collaborative Learning
Assignments For Teams:

 Generating ideas and making

decisions on ethical issues

 Evaluating peer writing and speaking

efforts

Forming Teams:  Analyzing and revising written

materials, such as changing negative
 Assign groups in an odd number to statements to positive statements
avoid tied votes

 Assign members of a group based on

 Collecting and reporting on current
assessments and interest inventories events
with an eye for diversity of aptitude
 Designing and preparing visuals for
 Be sure that diverse gender and reports.
ethnicities are reflected in the team
+
Meetings:
Planning, Implementation, & Follow-up (Fry, 1997)

 Planning: Determine the purpose,

identify the participants, prepare
the agenda, & determine the
location.

 Implementation: In a virtual
meeting perform a roll-call to
make sure everyone is online and
all equipment is functional.

 Use Robert’s Rules of Order,

(2000) to govern all activities.
+
Guidelines for Visuals and PowerPoint
During Meetings (Lehman, 2006)

 Select a light background with a

dark print. For digital projection
do the opposite.

 The 7x7 rule: no more than seven

words per line and no more than
seven lines per slide.

 Use lowercase and uppercase

letters for easier reading.
+
Follow Up- After the Meeting:

 Distribute the minutes in a timely  You may want to follow-up with a

manner review to address questions or to
allow absentees to attend.
 Encourage participants to share
comments, questions, and ideas at
a virtual web site, through email,
or with phone conversations

 When the meeting includes a slide

presentation or website, notify
participants about how to access
and review the saved presentation.
+ Workplace Communication
The Job Search Process:
 Self-Assessment: Personality tests, skills
inventories, can help you determine your
needs and interests and match those with a
potential employer.
 Potential Employers: Jobs can be located
from a variety of sources including
newspapers, libraries, online, career
agencies, friends and family, career
centers and organizations.
 For each type of job you should customize
your resume to reflect their requirements.
 Teachers should assist students in creating
a resume and choosing fonts, formats,
paper, and wording. Accuracy and honesty
should be stressed.
 Enclose an application form with your
resume which states the position you’re
applying for, mentioning your strong points,
and asking for an interview. It should be
addressed to a specific person at the firm.
 Discuss and practice interviewing with a
potential employer with your student and
possibly invite an employer to be a guest to
talk to the class.
 Write a ‘thank you’ letter after every
interview.
 Compile a portfolio of original work
samples, class projects, academic transcripts,
recommendation letters, and commendation
messages.