Business Communication Topics

EUGENIA IRIMIAŞ ● BUSINESS COMMUNICATION TOPICS Second edition

Editura Fundaţiei pentru Studii Europene Cluj-Napoca, 2006

EDITURA FUNDAŢIEI PENTRU STUDII EUROPENE Str. Em. de Martonne nr. 1 Cluj-Napoca, România Director: Ion Cuceu

ISBN 10 973-7677-43-9 13 978-973-7677-43-3

EUGENIA IRIMIAŞ

BUSINESS COMMUNICATION TOPICS SECOND EDITION IMPROVED

Editura Fundaţiei pentru Studii Europene Cluj-Napoca, 2006

Business Communication Topics

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Descrierea CIP a Bibliotecii Naţionale a României IRIMIAŞ, EUGENIA Business Communication Topics / Eugenia Irimiaş. Cluj-Napoca : Editura Fundaţiei pentru Studii Europene, 2006 Bibliogr. ISBN 10 973-7677-43-9 13 978-973-7677-43-3


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Communicating in Business

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TABLE OF CONTENTS TABLE OF CONTENTS.....................................................................................8 I. COMMUNICATING IN BUSINESS...................................................................9 II. PROFESSIONAL COMMUNICATION............................................................17 III. TYPES OF COMMUNICATION....................................................................23 IV. COMMUNICATION STYLES........................................................................28 V. AVOIDING DISCRIMINATION IN COMMUNICATION....................................36 VI. EFFECTIVE LISTENING. THE AUDIENCE....................................................41 VII. PRESENTATIONS.....................................................................................47 VIII. COMMUNICATION AND RECRUITMENT...................................................60 IX. WRITING EMPLOYMENT DOCUMENTS......................................................67 X. INTERVIEWS.............................................................................................80 XI. BUSINESS CORRESPONDENCE................................................................86 XII. COMMUNICATION WITH PARTNERS........................................................91 XIII. BUSINESS LETTERS................................................................................96 XIV. COMMUNICATION INSIDE THE FIRM: MEMOS, MINUTES, REPORTS.....112 XV. BUSINESS REPORTS.............................................................................132 XVI. BUSINESS MEETINGS...........................................................................139 XVII. NEGOTIATING IN BUSINESS................................................................149 XVIII. INTERCULTURAL ASPECTS OF BUSINESS COMMUNICATION..............157 ANSWER KEY..............................................................................................160 BIBLIOGRAPHY............................................................................................169

I. COMMUNICATING IN BUSINESS “Some writers have other goals (to impress, to entertain). Business communication should seek only to communicate.” (Lesikar, Petit, Flatley 1993: 15) BASIC NOTIONS 1. What do you know about the following forms of communication? Where/ when/ how/ by whom are they used?

FORMS OF COMMUNICATION

NON-VERBAL ORAL WRITTEN COMPUTER

2. Does the process of human communication differ, depending on the specific form of communication?

THE PROCESS OF HUMAN COMMUNICATION

The message is sent. The message enters in the sensory world. The message is detected by the senses. The message goes through a filtering process. A response is formed and sent. The cycle is repeated.

3. Can you identify some other imperfections of the communication process?

IMPERFECTIONS OF THE COMMUNICATION PROCESS

Meanings sent are not always received. The symbols of communication are imperfect; e.g. communication across cultures is especially difficult. Stress on adaptation: fitting the message to the recipients. ……………………………………………….

4. Read about some forms of communication in business. Can you identify some other examples? INTERNAL OPERATIONAL: the communicating done in conducting work within a business

i.e.: giving orders, assembling reports, writing memorandums, and communicating by computers

Technology (computer, fax)

FORMS OF COMMUNICATION IN BUSINESS


i.e.: personal selling, telephoning, advertising, and letter writing It may affect worker attitudes, which, in their turn, affect worker performance.

assists in making & sending

EXTERNAL OPERATIONAL: workrelated communication with people outside the business PERSONAL: nonbusiness-related exchanges of information and feelings among people.

5. Use the information in the table below and describe the communication network in an organization you know. COMMUNICATION NETWORK OF THE ORGANIZATION

The information flow in business can be: downward/ upward/ horizontal The communication channels can be: formal/ informal

(adapted from R. Lesikar, J. Petit, M. Flatley 1993: 3-15)

1. Discussion

1. 1. Explain the importance of communication to you and to business. Debate upon what Peter Drucker, a well-known management consultant, states about the role of communication in business. In his opinion, the basic skill colleges teach students – as future employees – is “the ability to organize and express ideas in writing and speaking”. He continues: “…your effectiveness depends on your ability to reach others through the spoken or the written word. And the further away your job is from manual work, the larger the organization of which you are an employee, the more important it will be that you know how to convey your thoughts in writing or speaking. In the very large organization … this ability to express oneself is perhaps the most important of all the skills a person can possess.” 1. 2. Discuss the following statements. Do you agree or disagree with them?  All organized effort, including the work of business, requires communication.  Communication is vital to every part of business.  Business needs good communicators, but most people do not communicate well.  By improving your communication ability, you improve your chances for success.  The extent of a business’s communication depends on the nature of the business, its operating plan, and the people involved.

2. Reading 2. 1. Read about the importance of effective communication in the work place. The concluding sentence in some paragraphs of the text (1-7) has been removed. Choose the best sentence from the list below (A-I) to conclude each paragraph. There is one sentence that you do not need. There is an example at the beginning (0 D ).

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A We can only discuss them very briefly here, although each of these four is worth an essay on its own. B Encouraging a free flow of input from the receiver is the best way of ensuring that understanding has been achieved. C The task of the communicator is to change the aspect of "fear" into that of "understanding". D They need to realize that successful communication is no one-way process. E Assimilation of a concept presented by management, or by another worker, goes a long way towards ensuring active participation, and harmonious cooperation, in the workplace. F To communicate successfully managers and supervisors have to understand the other person, and have to work hard to get the other person to understand them. G However, respect for the other person is an important prerequisite for attention getting. H The originator of the message must play his part, too, with abundant support and encouragement. I Effective communication requires tools and planning.

Communicating Effectively in the Workplace: Four Essential Steps The way company personnel communicate with each other can make all the difference between efficiency and ineptitude, success and failure, making money or losing it. by Azriel Winnett Ineffective communication is a major, yet avoidable, obstacle to business productivity. And yes, it can be avoided. Given the will, the bleakest of situations can be turned around for the better. Management must face squarely the challenge of formulating strategies to encourage personnel to communicate effectively. On the other hand, managers themselves have to set the example. /0 D/ On the contrary, reciprocity is the essence of communication. This applies whether the process is conducted verbally or through the medium of the written word. Managers are human beings involved with other human beings. They are far more than givers of information or instructions. Communication is as much a matter of human relationships as it is about transmitting facts. /1__/ The vital four steps in effective communication might well help people to correct this distorted view of the communication process. Some call them the four A's of communication. /2__/ Attention. Winning the attention of the person with whom we wish to communicate, is an obvious first step. In order to achieve this goal, we must first try to eliminate - as far as is humanly possible - what experts in this field call "noise". This includes everything that distracts, be it noise in the literal sense, physical or emotional discomfort, personal problems, negative attitudes, or distracting mannerisms or dress. The human greeting, or inquiry about the other 11


person's health or personal circumstances, is an effective catalyst in this process. To be sure, if such introductions are false or stereotyped they might serve little purpose. Real empathy, all the more so important in downward communication from superior to subordinate, leads quickly to the second step in the process apprehension. /3__/ Apprehension. Although this word usually carries the connotation of "fear", its primary meaning is "understanding". We have preferred the term "apprehension" here primarily to retain the mnemonic of "four A's". Its two meanings, however, are related; they are two sides of one coin. /4__/ Achieving apprehension is a critical part of the communication process, but it is a very subtle one also. Managers sometimes defend their inability to communicate by asking, "Do you understand?" This is usually an unfair question, and even the somewhat improved "What do you understand?" is often perceived as a threat. On the other hand, if there is the right relationship between the transmitter and the receiver of a message, indirect ways of establishing the degree of understanding will present themselves. /5__/ Assimilation. As crucial as is the function of apprehension (in its positive sense as we defined it) it is not enough. Often, a person has understood a message perfectly, but he or she has not accepted it. Alternatively, it is accepted in a halfhearted manner, without any conviction. Communication is still incomplete if he has not assimilated the information into his own being. The initiator has achieved an ideal result if the recipient has assimilated the message to the extent that he becomes one with the sender, as it were. /6__/ Action. This is the final step in our communication process. It is that ingredient which propels abstract or theoretical knowledge into the world of reality. So often a good idea in business (no less than in other spheres) meets with facile acceptance or agreement, but is not translated into action. If assimilation has indeed taken place, action on the part of the receiver should follow inevitably. But what we have said about the two-sided nature of communication applies here as well. /7__/ (http://www.hodu.com/business-communication.shtml)

2. 2. Read the following text about the types of communication and answer the questions.

Types of Communication "You can't do without communication and computers, they are the keys to the success of your business." Gwyn Myers, Management Consultant Communication is the key to any business success! Unless potential clients and customers are aware of your business, they will not have the information to contact you or to purchase your products. When they are aware of your business, they must be able to contact it easily. Two types of communication are essential - external and internal.

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External communication reaches out to the customers to make them aware of your product or service and to give them a reason to buy. This type of communication includes your brochures, various forms of advertising, contact letters, telephone calls, web sites and anything else that makes the public aware of what you do. Image is extremely important in external communication! Your logo should represent who you are; your letterhead should be a selling tool; your telephone message should reflect your professionalism. Internal communication is essential to attracting and retaining a talented staff. You must provide the direction for the company by consistently communicating that message; you must motivate your staff through various forms of communication, which can include awards, newsletters, meetings, telephone calls, and formal and informal discussions. Effective communication requires tools and planning. The tools that facilitate that key element of your business – communication, can be grouped into 1) basic communication tools, 2) computers, and 3) the Internet. (http://www.myownbusiness.org/s3/#1)

3. Comprehension Answer the questions:

What do you think Gwyn Myers means by being “aware of your business”? What ‘communication means’ give the customer “a reason to buy”? What motivates the company staff?

4. Vocabulary

Read the text that highlights the importance of mastering modern communication technology in business by giving advice on what to do or not do when using modern technology. Build the word family of the words written in bold: Top Ten Do's and Don'ts Top ten do's 1. Gain the capability to do word processing, spreadsheets, presentations and email. 2. Consider using an accounting software program appropriate for your business. 3. Consider a laptop computer if your business requires mobility. 4. Learn digital technology including use of pictures for marketing purposes. 5. Consider using a headset for cordless and cell phones. 6. Plan ongoing internal communications including awards, newsletters and discussions. 7. When leaving messages, clearly and slowly repeat your name and number. 8. Use a remote Voice Mail answering system rather than an answering machine. 9. Use separate dedicated phone lines for your business and fax lines. 10. Develop a logo to represent who you are: for stationery, signs, cards and website. Top ten don'ts 1. Don't start your business without knowledge about and possession of computer tools. 2. Don't overlook making regular external back-ups to computer programs. 3. Don't overlook the Internet as an important business tool. 13


4. Don't purchase more equipment than will meet your need for the next two years. 5. Do not spend for a top-of-line computer unless it is required in your business. 6. Do not sign up for extended time periods on any service including phone and mobile. 7. When plans change, be sure to request information on communication plans that more closely meet your new requirements. 8. Don't fail to exercise your rights on return policies within time limits allowed. 9. Don't feel an 800 number is important unless you are receiving orders by phone. 10. Do not sign up for long term plans with Internet Service Providers. (http://www.myownbusiness.org/s3/#1)

5. Language focus

THE RIGHT WORD

The two most important aspects of word choice in business communication are:  Correctness  Effectiveness In order to achieve these text characteristics you should pay attention to the following tips: Strategies Use functional words correctly. Functional words express relations among content words and have only one unchanging meaning in any given context (e.g. conjunctions, prepositions, articles, and pronouns). Choose content words carefully: they carry the meaning of the sentence (e.g. nouns, verbs, adjectives, and adverbs). Pay attention to connotation and denotation. Denotative meaning=dictionary meaning Connotative meaning=associative meaning Mind abstraction/ concreteness of the words you use. Abstract words are concepts, qualities, characteristics. Concrete words stand for something particular, they are clear and exact. Choose strong words! These are the nouns and the verbs not the adjectives and the adverbs. Use familiar words (but avoid overworked terms). Use short words rather than longer ones. Do not turn verbs into nouns and adjectives – it weakens your writing style. Avoid biased language (sexist, racial, ethnic,

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Communication targets Use them correctly!

Develop your ability to choose the right content words for your message! Use terms that are low in connotative meaning! Use specific terms whenever possible! Use abstractions only when necessary! Be clear, concise and accurate!

Be fair and objective in content!


age or disability related). (adapted from Bovée, Thill 1992: 113)

5.1. Read the following list of words and group them into two categories: familiar/ unfamiliar. Find some other examples. Familiar

Unfamiliar

Find out, learn Close, bring about Avoid Growth, increase ……………… ………………..

Ascertain Consummate Circumvent Increment ……………………. ……………………..

5. 2. Use the following pairs of words correctly in sentences of your own, after you discuss the differences in meaning. accede – exceed accept – except access – excess allot – a lot born – borne complement – compliment correspondent – corespondent council – counsel defer – differ

discreet – discrete levee – levy loath – loathe material – materiel moral – morale shear – sheer stationary – stationery waive – wave weather – whether (selected from Bovée, Thill 1992: 613)

5. 3. Find some other pairs that can be easily confused. Use them correctly in the appropriate context.

6. Speaking 

 

Take into account the following positions: company president, chief accountant, supervisor, business consultant, and worker. To what extent is the ability to communicate important to the successful performance of each of them? Address the question to some other jobs you consider worth discussing. How much personal communication should be permitted in a business organization? What companies require extensive communication and what companies require little communication? Discuss the list you have made with your colleague.

7. Writing In not more than 200 words, describe the network of communication in an organization you are familiar with.

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Professional Communication

II. PROFESSIONAL COMMUNICATION BASIC NOTIONS Communication is defined as an exchange of messages resulting in shared meaning. Professional communication is a specialized exchange of messages resulting in shared meaning. KEY ELEMENTS OF PROFESSIONAL COMMUNICATION Elements Communication chain Communication channels Communication networks Communication skills Communication effectiveness Communication climate Communication technology Communication barriers Communication crisis

Indicators/qualities as direct as possible (fewer links) oral/ written; formal/informal downward/upward/horizontal internal/external influence employability (80%) perception, precision, credibility, congeniality open, influenced by the management style of the top executives affects information flow, ease of contact, organizational structure intercultural, oral/written problems conflict handling by communicating

(adapted from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

1. Discussion 1. 1. Describe the key elements of professional communication mentioned in the chart above. Feel free to enrich the list with some other characteristics defining professional communication. 1. 2. Which of them are, in your opinion, highly important for the business communication? Defend your view. 1. 3. Identify the types of technology used primarily in internal and externaloperational communication to transmit messages.

2. Reading Technical communication represents one of the most important elements that contribute to the success of communication in the business environment. By reading this fragment from “Ten Technical Communication Myths”, you will reconsider the effect of communication technology and the contribution of the specialists in this domain to the development of a productive communication climate within or outside an organization. It is not business properly, but you will see that it is indispensable to the modern business world. Decide whether the following statements (1-7) are true (T) or false (F).

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1. Despite the degree of abstraction or exaggeration that makes myths so fascinating, there is often a grain of truth but no insight into some fundamental aspects of the human condition at their heart. 2. The things we usually do in our daily work are strongly influenced by "rules of thumb". 3. Some modern communicators misinterpret the occasional rule to the point where it becomes valid for any circumstance it is applied to. 4. There are 14 central myths in modern technical communication. 5. It is a rule that audiences are always dynamic. 6. Technical communicators know that documentation is very expensive. 7. A culture can reinvent a myth by recasting it in their own unique context. Ten Technical Communication Myths by Geoff Hart Myths often represent the very human attempt to explain something important but poorly understood, such as the turning of the seasons, or to provide cautionary tales to warn listeners against unsanctioned behavior, as in the myths of Prometheus and Epimetheus. The fascination inspired by myths has kept many alive across the millennia, but despite the degree of abstraction or exaggeration that makes them so fascinating, there is often a grain of truth or an insight into some fundamental aspects of the human condition at their heart. In our current enlightened age, we fancy that we've grown beyond the need for myths, yet "urban legends" abound (particularly on the Internet), and many of the things we do in our daily work are strongly influenced by "rules of thumb" that are, in a very real sense, a form of myth. (par. 1) As any other profession, technical communication has accumulated its share of mythical rules of thumb, but the good news about our profession's myths is that they too contain grains of truth and insights into things that are truly important to us. The bad news is that we've also internalized some of these myths to the point that we no longer question them and have begun to let them constrain our choices rather than to help us remember and see the truth. Some communicators even overgeneralize the occasional rule to the point where it loses its validity and becomes dangerously misleading. (par. 2) So what myths do we live by? In no particular order, this paper presents my "top 10 list" of what I consider to be the central myths in modern technical communication. There are undoubtedly others. By acting as devil's advocate, intentionally presenting these myths in a bad light, I'm hoping that I can persuade you to question these and other rules of thumb that you use daily. When you pay closer attention to the rules you obey, consciously or otherwise, and question why, you can start to recognize the disabling aspects of a myth and begin taking steps to free yourself from those constraints. And here they are: (par. 3)  Knowledge of Specific Tools Is Vitally Important (1)  Sans Serif Fonts are Always More Legible Online (2)  Audiences are Static (3)  Minimalism Means Keeping Text as Short as Possible (4)

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The Optimum Number of Steps in a Procedure is 7 Plus or Minus 2 (5) You Can Make a Bad Interface Easy to Use Through Superior Documentation (6)  We Can’t Talk to the SMEs (7)  Usability Testing is Prohibitively Expensive and Difficult (8)  Single-sourcing Means Dumping Printed Documents Online (9)  Documentation is a Cost Center (10) (par. 4) But myths aren't always invalid. Myths endure because no matter how much they simplify or exaggerate reality, they are nonetheless based on something truthful, something important to us, or something that sheds a bright light on an aspect of our lives. Two of the things that fascinate me most about mythology are just how universal the themes can be and how creatively each person or culture can be in reinventing a myth by recasting it in their own unique context. Folklorist Josepha Sherman has observed that "Myths are attempts to explain the cosmic truths.... All peoples have the same questions, and so all peoples have the same basic type of myths." (par. 5) Each of the ten myths I've presented in this guest editorial passes this test for that idiosyncratic group of people known as technical communicators. My hope is that each of us will find ways to answer those universal questions for ourselves by seeking out the underlying truths and building on them to create something more useful and fascinating still. By making the myths more relevant to ourselves, we reinvigorate them and ourselves. One obvious way to do this is to re-examine our current rules of thumb and see how they can be refined. After all, the thing to remember about "rules of thumb" is that thumbs bend when necessary. (par. 6)  

(adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

3. Comprehension Answer: What is technical communication? What is a technical communicator? What are the position/ function/ role of a technical communicator in the communication diagram of an organization?

4. Vocabulary Explain with your own words; if possible, find synonyms for the following: Paragraph 1: cautionary, unsanctioned, fancy Paragraph 2: share, insights, overgeneralize, misleading Paragraph 3: advocate, obey, disabling Paragraph 4: legible, interface, dumping Paragraph 5: shed, attempt Paragraph 6: idiosyncratic, invigorate, refine

5. Language focus THE PARAGRAPH The paragraph consists of several sentences all related to the same topic. It is a unit of thought. It involves logical thinking.

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The paragraph consists of three basic elements:

Elements

Role It contains the essence of the whole paragraph (main idea). It indicates how the subject of the paragraph will be developed. It can come first, in the middle, or last, depending on the writer’s plan.

Topic sentence

Related sentences

Explain the topic sentence. They are more specific than the topic sentence, dealing with some details.

Transitional elements: Connecting words (i.e. conjunctions) Repeated words or phrases Pronouns Words that are frequently paired

Methods to develop a paragraph

They indicate how paragraphs and ideas are related. They make the text coherent.

Illustration

- it gives examples that demonstrate the general idea

comparison or contrast

- it presents similarities or differences among thoughts

discussion of cause and effect

- it focuses on the reasons of something

classification

- it indicates the specific categories of a general idea

discussion of problem and solution

- it presents a problem and debates a possible solution to that problem

(adapted from Bovée, Thill 1992: 129)

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DO NOT FORGET: Limit each paragraph to one general idea! Write short paragraphs (100 words or less)! Leave out unessential details! Your message should contain unified, well developed, and coherent paragraphs! 5. 1. In the following paragraph, identify the topic sentence, and the related sentences: The world in which we live is a desperately poor place. Today, three thousand million human beings crowd its surface, each one needing food and shelter in order to do nothing more than preserve his own life. But parts of the world, it may be said, are not poor; in America the family garage has two cars and indoors the deep-freeze contains ice cream and chicken. Even in Europe the general standard of living is not bad; few people die of starvation or exposure; television sets and cars are not uncommon. The sad truth is partly that Europe and North America are not the world, or even the greater part of the world, and that for the majority of the world’s population human life exists on the border between bare subsistence and extinction. It is also true that the relatively rich communities such as Europe and North America contain enormous pockets of real poverty, and the world is a long way yet from the day when they will be finally removed. Even if all the good things of the world were placed in a gigantic common pool, and shared equally amongst all the human race, therefore, the world’s population would still have scarcely enough food and clothing and warmth and shelter to keep itself alive. (Nevin 1971: 3)

5. 2. Build a paragraph around each of the following topic sentences: Scarcity is the foundation of economics. Exchange is vital to economics. Economic affairs are frequently involved with ethics. Words are frequently misleading, sometimes downright dangerous. (Nevin 1971: chapters 1, 2)

5. 3. Write a paragraph on each of the following topics, choosing for each the most suitable way for the paragraph to be developed: by illustration, by comparison or contrast, by discussion of cause and effect, by classification, and by discussion of problem and solution. Suggested connections:     

the issue of unemployment types of personal computers available for sale how to use a digital camera a famous company got bankrupt advantages and disadvantages of traveling on business

5. 4. Break up these sentences into shorter, more readable ones: The calculation of total expenditure, however, is not entirely a straightforward affair even in principle (the statistical problems of estimation, of course, are very considerable) and certain pitfalls have to be avoided, and in the process of avoiding them the published national income estimates become somewhat 21


complicated because it is obvious that in calculating a country’s national income via estimates of total expenditure, only purchases which provide income for someone else in the community should be included, while care should be taken to see that no such purchases are excluded.

6. Speaking  



Describe how managers use communication. Employees belong to various groups, each with their own characteristics. What role does communication play in establishing their membership in each group? Give examples. Choose two jobs you might like to have after you graduate. What communication skills do you think would be most important to you in these positions?

7. Writing Think of an organization you are familiar with and make a list of the means used for downward communication (i.e. methods used by top executives to inform individuals about the organization itself, organization policies, employee or member responsibilities, etc.). Compare your list with another, made by one of your colleagues. Which of the systems described is better? How could the organization improve its downward communication?

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III. TYPES OF COMMUNICATION BASIC NOTIONS

Varieties

Functions

Main characterist ics

Importance

Types of communication Nonverbal verbal Oral Facial Face-to-face conversation expressions, eye Phone conversation behaviour, Conferences gestures and Presentations postures, vocal Meetings characteristics, Interviews personal Training programmes, etc. appearance, touching behaviour, use of time and space Supports and It largely has an interactive clarifies verbal function. communication It can be: locutionary (say something), illocutionary (content), perlocutionary (intention), constatative/ performative (according to the theory of speech acts). It can be: representative (statements); directive (order, request, advice); promising (promise, offer, inviting); expressive (congratulating, thanking); declarative (appointment, declaration). Less-structured, Easy, spontaneous, not learned, efficient, quicker, more spontaneous, it convenient than written often occurs communication, it unconsciously facilitates feedback.

More reliable and more efficient

It maximizes collaboration. It saves time and provides

written Letters Memos Minutes Reports

informative, persuasive, collaborative (inquiring, claiming, ordering, acknowledging , accepting, refusing, etc.)

planned, controlled, organized It is more likely to involve creative effort. It increases the sender’s


than verbal communication - In job interviews - In speech delivery

opportunities for social interaction.

control but makes immediate feedback impossible.

(adapted from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

1. Discussion 1.1. Discuss the table above. Add your own ideas to each of the points mentioned in it. 1. 2. How can you handle emotional conflicts in business communication? Will you be able to maintain your objectivity? Discuss the topic considering the three types of communication: nonverbal, oral and written.

2. Reading Read the excerpt that describes the first myth - Knowledge of Specific Tools Is Vitally Important – from the article “Ten Technical Communication Myths” by Geoff Hart and answer the questions (1-4) by choosing the appropriate answer (A, B, or C). Knowledge of Specific Tools Is Vitally Important

Few managers want to hire a new technical communicator and wait weeks for the person to become productive with the company's writing tools, yet hiring on the basis of "tool skills" ignores the fact that the ability to format text is a very small part of our value as technical communicators. (It also ignores the fact that any new employee, even one who comes equipped with the desired tool skills, faces a learning curve in a new position or at a new company, and may take weeks to learn the ins and outs of the new job.) Employers hire us primarily because we can understand their products and communicate that understanding to their customers. They hire us because we know how to take a product apart, literally or figuratively, and decide what components of the product we must document and how we should do it. They hire us because we possess the ability to pry information from the grasp of reluctant Subject Matter Experts (SMEs), because we have that rare skill of empathizing with our audience well enough to understand that audience's needs, and because we have the persistence to make an effort to satisfy those needs. None of these reasons depends strongly on the ability to work in Word, FrameMaker, or RoboHELP. Back in the Dark Ages before computers, the ancients did a pretty good job of documenting complex processes without these tools; in fact, those ancients could probably teach us a few things about good writing. Nowadays, few writers lack the ability to type and do basic formatting from the software's menus, and these (not formatting skills) are the crucial tools that support our work; in many situations, advanced formatting skills are actually a red herring, because templates already exist and layout or design work consists more of applying the templates than of actively designing something new. It's not that knowing how to format is unimportant to us; rather, it's far less important than our ability to communicate. 24

Types of Communication

But let's assume that tool skills really are as important as some managers claim. Given that most of us have learned enough software skills to quickly develop basic to moderate competence with new software, the period of several weeks while we adapt to our new job is more likely to pose problems than our ability to learn new software. For example, in my comparatively short career (not quite 15 years), I've mastered four different layout programs, half a dozen word processors, three operating systems, and more other types of programs and applets than I care to count, all the while coping with an ever-accelerating rate of evolution in each of these software categories. What's impressive about my experience is not that I'm a software prodigy, but rather that I'm so average; many of my colleagues have an even more diverse portfolio of tools at their disposal. The consequence for employers is that most experienced technical communicators have yet to encounter software we couldn't begin using productively within a day, and become skillful with in about a week. Mastery can certainly take far longer, but most of what we do doesn't require that level of mastery. To see the flaw in using tool skills as a primary hiring criterion, ask yourself this: would you rather read well-written documentation or documentation produced by someone who can make Word 97 jump up and dance? Now ask yourself which of the two skill sets (writing versus formatting) is easier to teach, and you'll know which of the two writers you should hire. All else being equal—a rare situation— choose the communicator who also knows your development tools and can use them for layout. (adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

1. Hiring on the basis of "tool skills" A. ignores the fact that the ability to format text is a key element that makes technical communicators valuable for the organization. B. ignores the fact that any new employee, even one who comes equipped with the desired tool skills, faces a learning curve in a new position or at a new company C. ignores the fact that a new employee takes a couple of days to learn the ins and outs of the new job 2. Employers hire technical communicators because A. they can understand their products and communicate that understanding to their customers B. they know how to advertise a product C. they have that rare skill of presenting accurately the company’s policy in front of a demanding audience 3. The crucial tools that support technical communicators’ work are A. formatting skills B. the ability to type and do basic formatting C. the ability to communicate 4. An important hiring criterion for technical communicators should be A. using tool skills B. writing and formatting

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C. knowing your development tools and being able to use them for layout

3. Comprehension Answer the questions: Can the myth you have read about be extended to some other categories of persons dealing with the business environment? Take managers, chief executives, supervisors, secretaries, for example. Why are technical communicators needed in a company?

4. Vocabulary Read about another myth of technical communication: Minimalism Means Keeping Text as Short as Possible. For each blank (1-10), decide which of the options A, B, C, or D is best. There is always one correct answer. John Carroll has been one of the leading standard bearers in the minimalism movement and no doubt has grown rather frustrated with the notion that minimalism means brevity, pure and 1__. It also doesn't mean trial and error learning, maximum simplicity, or any of several other 2__ or oversimplifications. To set the record 3__, he co-wrote an article that deals with the misconceptions firmly and eloquently (Carroll and van der Meij 1996). To quote Carroll and van der Meij: "The central principle in minimalism is task 4__. But many other principles play a role in this design approach either because they 5__ task orientation or because they follow from it." In short, the minimalist philosophy involves understanding what your audience is trying to accomplish (audience and task analysis) and focusing on those needs by 6__ enough information, in the right form and at the right time or in the right place, to help them accomplish their tasks. The myth that minimalism equals brevity stems from a much more interesting and complex 7__: that you shouldn't bury readers in 8__ detail. The challenge, of course, lies in discovering what is truly extraneous. It's also a myth that minimalism is a one-size-fits-all solution for all communication problems because its task orientation does not make it directly 9__ to problems such as communicating theoretical information (for example, the "why" of graphic design rather than the "how") or writing to persuade the reader (for example, marketing). Yet even for such 10__ unrelated problems, minimalism has much to say because of its emphasis on the reader, and that emphasis won't lead us far astray even when the reader's tasks are not immediately recognizable as tasks. (adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

1. A clear 2. A misconceptions 3. A direct 4. A orientation promotion 5. A help supply 6. A insuring 7. A assertion 8. A foreign 9. A fit 10. A seemingly

B simple B conceptions B directly B directive

C C C C

B support B B B B B

assuring discussion outsider matching seeming

D straight D terms D straight D

C view C C C C C

26

obvious notions straightly direction

providing asserting lateral applicable apparent

D D D D D D

offering sentence extraneous correspondent confused

Types of Communication

5. Language focus COHERENCE Text coherence is important in a business message. Coherence is achieved through the use of transitions that show the relationship  between paragraphs and  between sentences within paragraphs. Give your message coherence by:  presenting information in logical order  bridging together the information presented TRANSITIONAL INFORMATION

DEVICES.

Tie-in sentences Repetition of key words Use of pronouns Transitional words

TECHNIQUES

TO

TIE

TOGETHER

THE

Design the sentences to tie in two successive ideas. Use the same word in a sequence of sentences: it connects thoughts. Pronouns connect with the words they relate to. They indicate the kind of thought connection between following ideas (i.e. in addition, besides, in spite of, in contrast, however, likewise, thus, therefore, for example, also).

5. 1. Discuss how the text from exercise 4 is organized in terms of coherence. Identify the transitional devices used by the author. 5. 2. Write a one-page essay about The importance on selecting positive/ negative words in a business message. Mind coherence of your text.

6. Speaking  

Is written communication or spoken communication more susceptible to be misunderstood and misinterpreted? Verbal communication skills are very important in business. Evaluate your own skills in this field, present them to your colleagues and ask their help: how can you improve them?

7. Writing Think of a communication experience you have had recently. Describe it taking into account the main elements communication involves (sender, receiver, the message, the transmission channel, feedback, any possible barriers which affected the communication process).

27

IV. COMMUNICATION STYLES BASIC NOTIONS Composition is defined as the process of drafting a message. When composing the message you should create a tone that suits the particular situation you are referring to. You can do that by using the right style. The particular way you use words to achieve an overall impression or a certain tone in your message is the style of that message. Read and, if possible, improve the table below:

types of style/registers

types of style (another classification)

formal

Forceful

informal

Passive Personal Impersonal Colorful Colorless

key elements for a successful business style Choose a warm but businesslike tone. Emphasize the positive. Establish credibility. Be polite. Project the company’s image. ………………………………..

1. Discussion

1.1. There always exists a company style you should be prepared to adjust to as an employee. Think of a company whose employee you would like to become. What do you know about that company’s style? Could you subordinate your own style to that of the company you chose? 1.2. When delivering speeches and presentations you have to decide on the style you will use – casual or formal. Identify some particular events and topics, decide upon the appropriate style and give your reasons for the choice you’ve made.

2. Reading

Read the following text about style in business communication. Have you got style? Most people connect the word style with fashion, particularly with clothes. In a sense, language too is either "dressed up" or "dressed down", depending on the situation you are in or who you are talking to. Style covers a variety of subjects but

Communication Styles

two aspects of style which are vitally important in business communication are formality and diplomacy. (1) Formality. English is different from many other languages in that its spoken form differs considerably from its written form. Naturally, written English tends to be more formal. Spoken English contains a great many contractions such as "it's", meaning "it is" or "it has", "I've", meaning "I have", "he's", meaning "he is" or "he has", "we'd", meaning "we would" or "we had". These contractions, used widely in conversation, are not used in written English (except, perhaps, in informal friendly letters). They would not be used in a formal letter or report. (2) Another aspect of formality which is important in report writing, for example, is the use of the passive voice. If you were giving advice in spoken English, for example, you would probably use an "active" sentence, such as "If I were you, I'd relocate the factory." This type of sentence would not be used in a business letter or report. The sentence would probably read: "It is recommended that the factory be relocated." In formal written English, it is also often preferable to avoid using personal pronouns, such as I or we, in order to make the text more impersonal. (3) Diplomacy. In addition to formal written style, English also has a unique diplomatic spoken style. Native speakers often try not to sound too direct. Examples of this tactful style include using I'd like instead of I want, e.g. "I'd like to hear your proposals", rather than "I want to hear your proposals...". Another example is "Perhaps we should now consider..." rather than "Now, it's time to consider...". (4) Native speakers also try to avoid giving an unnecessarily negative impression. For example, instead of saying "That is impossible" they say "That is not very likely". Or, instead of saying, "Wednesday is impossible" they might say "Would Monday be more convenient?". Notice the use of would which gives a more tentative sound to a statement or question. For example, "That is too expensive" can become "That would be rather expensive". Statements are usually softened by qualifiers such as rather, somewhat, quite, some, etc. For example, "I don't fully agree" or "There is a slight problem". (5) Modifying your language in this way can be a useful tactic in business dealings when you are trying to establish a pleasant cooperative atmosphere, particularly with people of other cultural backgrounds. Indeed, in many business meetings and negotiations such diplomatic use of the English language can be a very positive aid to avoiding direct confrontation with your counterparts and a useful tactic. (6) Non-native speakers whose own language is far more direct may find it odd to use such diplomatic language. However, they should at least be aware of its existence, especially if they are doing business with native speakers of English. (7) (http://www.linguarama.com/ps/294-6.htm)

3. Comprehension Write questions, relating to the text, to which these could be the answers: 1. Formality and diplomacy are vitally important in business communication. 2. Its spoken form differs considerably from its written form. 3. The use of the passive voice. 4. An example is "Perhaps we should now consider..." rather than "Now, it's time to consider...". 5. Qualifiers such as rather, somewhat, quite, some, etc. 6. The diplomatic use of the English language. 7. Non-native speakers whose own language is far more direct. 29


4. Vocabulary 4. 1. Read about another ‘myth’ of technical communication. For each blank (110), think of the word that best fits the context. Use only one word in each space. Speaking 1__ layout, a commonly agreed assertion is that ‘Sans Serif Fonts are Always More Legible Online’. This rule 2__ thumb claims, "sans serif typefaces remain easier to read on low-resolution displays 3__ as computer monitors, which typically have resolutions of between 72 and 96 dots per inch." This resolution is certainly low, even compared 4__ that of the advanced 24-pin dot matrix printers we abandoned 5__ favor of laser and inkjet printers, and certainly can't do justice to the fine details of many serif fonts designed for print; in particular, the serifs can disappear entirely, and character outlines may even blur 6__ the variable stroke width that characterizes traditional serif fonts lends itself poorly to fixed-size pixels. Unfortunately, though these assertions all contain a grain of truth, "all else" is almost never equal, and you should distrust any typographic studies that claim otherwise. Many factors can overwhelm the theoretical difference 7__ legibility 8__ serif and sans serif type, even if we ignore the fact that it's possible to optimize the designs of 9__ typeface style for online display (for example, "slab" serifs hold up better than thin serifs onscreen). The typographic factors that can overwhelm the 10__ of serif versus sans serif typefaces include, but are not limited to: legible design, line spacing, line width, word and character spacing, type size, the degree of contrast between the type and its background, etc. (adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

1. 2. Use the word given in capitals on the right to derive a word that best fits the context: It's easy to see why technical communicators are often first on the 1__ block when it comes time to trim staff: we cost a lot, we make all kinds of 2__ demands (such as time and money to perform audience analysis and usability testing), we take 3__ away from their crucial work to answer naive questions, we hide away in our cubicles and write instead of 4__ others to shout our praise in the ears of upper management, and we produce a product that often 5__ no obvious income for our employer. That's the myth, anyway. The facts can be quite different.

CHOP REASON DEVELOP PERSUASION GENERATOR

(adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

5. Language focus THE SENTENCE Mind the rules: Clear sentences are effective sentences! Adapt your sentences to your readers/ audience!

30


You can compose short sentences by:  limiting sentence content: the shorter sentences communicate better BUT don’t use too many short sentences!  economizing on words: seek shorter ways of saying things (e.g. avoid cluttering phrases, roundabout constructions, and unnecessary repetition of words or ideas) TYPES OF SENTENCES type

Simple

Compound

Complex

Characteristics

examples

Subject + predicate (+nouns/ pronouns serving as objects of the action, and by modifying phrases)

Unemployment will decrease next year.

It consists of two or more simple sentences (clauses) that deal with the same basic idea; a coma or a semicolon separates them; they are connected by co-ordinating conjunctions and adverbs (e.g. and, in addition, or, so, thus, consequently, for, hence etc.)

Although you were reluctant to his longterm plan, you have to recognize its strong points.

Independent clause (one or more) + dependent clause (one or more)

He was the best technician in his division, which made him famous.

Sentence style. Tips for developing a clear style Your sentences should be clear, accurate, and readable, grammatically correct, and appropriate for the audience. In order to achieve these qualities consider the following:  use short sentences  eliminate unnecessary words and phrases  avoid repetition (unless necessary)  separate strung-out sentences (sentences connected by and but containing unrelated ideas i.e. He is a talented speaker and he will deliver a speech tomorrow).  avoid hedging sentences (sentences containing may/seems which are used to avoid stating a judgment as a fact i.e. I believe that your business plan seems to indicate that you may succeed in your endeavour.)  avoid starting sentences with it and there  avoid long sequences of nouns  avoid cluttering phrases (uneconomical, too long)  use active sentences rather than passive ones  keep the subject and predicate of a sentence as close together as possible 31




emphasize key elements of a sentence. You can do that by: a. giving them more space, b. placing them at the beginning/ end of the sentence, and c. making them the subject of the sentence (adapted from Bovée, Thill 1992: 121)

5. 1. Choose two paragraphs from the text and analyze their structure. Identify specific techniques of style used by the author to maximize the effect of the message. 5. 2. Find shorter substitutions for the following cluttering phrases: along the lines of at the present time for the purpose of for the reason that in accordance with in the meantime in the near future

in the neighbourhood of in very few cases in view of the fact that on the basis of on the occasion of with regard to, with reference to with a view to (see Lesikar, Petit, Flatley 1993: 54)

6. Speaking  

Style is important in establishing a successful relation sender-audience. Do you agree or disagree with that? Consider the six styles mentioned in the introductory part of this unit and find for each an appropriate business situation to fit in that particular style. Explain and discuss your options.

7. Writing

Write 1. a resignation letter or 2. a letter of complaint for not receiving the books you ordered two months ago. Draft three letters for each of the two topics, each in a different style and compare them with the letters of your colleague. Which style is the most appropriate for each situation?

Supplementary material Read about communication styles: In addition to the nonverbal communication cues discussed, how we say things is influenced by culture. This is referred to as "communication style." While there are many nuances in communication styles there are essentially five contrasts in the way we approach topics of conversation -not the content but the way in which we debate, converse, ask questions, and organize verbal communication- that are challenging in interactions between people from different cultures. This can be one of the trickiest aspects of communication because we tend to react to different “styles” immediately and emotionally. But when we think back on an exchange which has not gone well and analyze just the words spoken, we often cannot figure out why we are so annoyed and/or frustrated. Knowing

32


something about communication styles will be very helpful to you in figuring out why “how” something is said is just as important as “what” was actually verbalized because we tend to react to style unconsciously and instinctively. Communication styles vary enormously across the globe. However, like so many of the contrast sets we have examined so far, most countries tend to prefer one or the other of the five we will examine here:

    

Linear versus Circular = straight line discussion versus a more circular approach Direct versus Indirect = meaning conveyed by words versus through suggestion Detached versus Attached = objective presentation versus expressive style Intellectual Engagement versus Relational Engagement = discussion is about the task versus discussion is about the task and the person Concrete versus Abstract = example driven versus theory driven discussion

Why Should You Pay Attention to These Differences? In this list, US-Americans tend to be on the left side, that is, to prefer linear, direct, detached, intellectually engaged, and concrete styles of communication. In contrast, many African, Asian, and Pacific groups prefer more circular, indirect, attached, relationally engaged styles. Europeans can have a combination, for example, in Spain (and much of Latin America), people prefer a strong, relational engagement, and attached style of communication while also being direct, linear, and abstract in their approach. The French style is often abstract, intellectually engaged, and detached. Many permutations of these five styles are found worldwide. The point here is that anyone about to enter an international study abroad program is likely to encounter styles of communication which are unfamiliar and, perhaps, disconcerting. If a new acquaintance overseas begins a long, meandering story in response to a question you posed, it is far better to say, "He or she certainly has a circular style!" than, "What is the matter with them, can’t they get to the point?" Learning to deal with a new set of communication styles is part of the challenge of studying abroad. If you learn to do it well, it will add to your ability to effectively communicate with a wider range of people than you can now and significantly increase your intercultural skills. A fuller explanation of these styles follows below.

CONTRASTING COMMUNICATION STYLES

33


Linear: Discussion is conducted in a straight line, almost like an outline, with the connections among the points stated as you move towards an end point, which is stated explicitly. There is a low reliance on context and a strong reliance on words. (Cut to the chase, where the rubber meets the road!)

Circular (contextual) Discussion is conducted in a circular manner, telling stories and developing a context around the main point, which is often unstated because the listener will get the point after I give them all the information. There is a high reliance on context. (Once you have the relevant information, you’ll know what I mean.)

Direct: Meaning is conveyed through explicit statements made directly to the people involved, with little reliance on contextual factors such as situation and timing. (What you see is what you get! Tell it like it is!)

Indirect: Meaning is conveyed by suggestion, implication, nonverbal behavior, and other contextual cues; for instance, statements intended for one person may be made within earshot of a different person. It is possible that messages will be sent through a thirdparty intermediary. Mostly, however, this style allows one to avoid confronting another person or cause them to lose face. (What you get is what you manage to see!)

Attached: Issues are discussed with feeling and emotion, conveying the speaker's personal stake in the issue and the outcome. This shows the passion someone feels in a situation or for an issue. (If it’s important, it’s worth getting worked up over!)

Detached: Issues are discussed with calmness and objectivity, conveying the speaker's ability to weigh all the factors impersonally. It is important to be objective. (If it’s important, it shouldn’t be tainted by personal bias!)

Intellectual Engagement: Any disagreement with ideas is stated directly, with the assumption that only the idea, not the relationship, is being attacked. This is an intellectual style found in some European countries. (We’re just arguing – don’t take it personally!)

Relational Engagement: Relational issues and problems are confronted directly, while intellectual disagreement is handled more subtly and indirectly. If you have a problem with someone, it helps to talk things over, albeit in a nonconfrontational manner. In an intellectual debate, it is important to be treated softly. (Be authentic about your feelings and respectful of other's ideas.)

Concrete: Issues are best understood through stories, metaphors, allegories, and examples, with emphasis on the specific rather than the general. (What’s an example?)

Abstract: Issues are best understood through theories, principles, and data, with emphasis on the general rather than the specific. (What’s the principle?)

34

Communication Styles (http://iisstage.uop.edu/sis/culture/index.htm)

35

V. AVOIDING DISCRIMINATION IN COMMUNICATION

Possible situations in which discrimination by communication occurs

a. the interview for a job (discriminatory questions) b. giving/ checking references for a post c. employment testing d. others………………

1. Discussion

Read and comment the table above. Can communication be discriminatory in certain situations? Explain. Is distorted information a source and a tool of discrimination in communication?

2. Reading

Read the following article about language discrimination and decide whether the following statements (1-7) are true (T) or false (F). 1. Language discrimination is based on the type of style used while speaking. 2. Sometimes people loose their jobs for the way they speak. 3. People talking to someone who doesn't speak exactly like them do not find it difficult to communicate with that person. 4. Communication barriers originate from social inequality. 5. There is language discrimination in the workplace. 6. A Mutual Life Insurance is related to English-speaking proficiency. 7. In American schools there is discrimination against children whose home language was "black English."

Language Discrimination: Is it fair? by Suzanne Crisanti Language discrimination is when a person is treated differently for the way he or she speaks. It is not based on a person's appearance, but strictly on the type of style used while speaking. This is wrong! Because of this, people who are discriminated against for the way they speak may find it difficult to get a job. Some people have even lost their job for the way they speak.

Avoiding Discrimination in Comunication

However, communication may not be the only barrier for people. See graph below:

(Graph from J. Keith Chick (1990) "The interactional accomplishment of discrimination in South Africa." In Donal Carbaugh, ed. Cultural Communication and Intercultural Contact. Hillsdale, N.J.: Lawrence Erlbaum, p. 243.)

While talking to someone who doesn't speak exactly like you, do you ever find it difficult to communicate with that person? Do you feel frustrated, upset, and even angry? This is not uncommon. People have different ways of communicating with others that are influenced by where they are from. A question may be asked but the desired response may not be given because that person answered the question according to the way he/she understood it. Yet, the person who asked the question might think that the response was one way of dodging the question. There are many communication barriers that exist among various races and groups of all sorts, which include ethnic, regional, and socio-economic factors. This is related to the way people treat those types of people. The chart above shows historical factors as being the primary cause for social inequality. Following the arrows, you can see how each part of the chart is related to one another. It is interesting to see that if a person has trouble communicating to people living in a particular area how easy it becomes for them to make that person feel lesser when they speak. Here are some examples indicating communication barriers that led to language discrimination: • language discrimination in the Workplace (Meyer v. Nebraska): In 1919, the Nebraska Supreme Court found Robert Meyer guilty for teaching a young student a Bible story in German. However, the United States Supreme Court rejected this decision on the basis of the Fourteenth Amendment. • language discrimination in the Consumer Industry (Kim v. Northwestern Mutual Life Insurance Company): A Korean-American family sued Northwestern Mutual Life Insurance Company for its denial of an application related to English-speaking proficiency. The company apparently has a requirement that applicants for insurance must be English-proficient. If not, their application is denied. The case resulted in a settlement. Northwestern could no 37


•

longer deny people insurance because they do not speak English well enough. language discrimination in Education (Martin Luther King Junior Elementary School Children et al., v. Ann Arbor School District): The main issue in this case was alleged discrimination against children whose home language was "black English." The court decided that it was appropriate that the School Board take steps to help the teachers better understand and recognize the language spoken at home by the children. (http://www.uwm.edu/Course/350-192/discrimination.html)

3. Comprehension Answer the following questions: How would you explain the concept of ‘discrimination’, generally, and ‘language discrimination’, in particular? Why is it important for teachers to recognize the language spoken at home by the children?

4. Vocabulary In each of the following (groups of) sentences (1-7), there are four underlined parts, A, B, C, and D. For each sentence, find the underlined part, A, B, C or D, that makes the sentence incorrect. There is always one possible answer. What is language discrimination? 1. Language discrimination (A) means to treat someone differently solely (B) because of his or her native language (C) or other characteristics (D) of speech. 2. (A) On the job, for example, an employee (B) may be subjected to language discrimination if the workplace has a "speak-English-only" policy, (C) especially if her (D) primar language is not English. 3. An employee (A) may also be the victim of language discrimination if she is treated (B) less favorable than other employees because she speaks English (C) with an accent, or if she is told she does not (D) qualify for a position because she does not speak English well enough. 4. But (A) language discrimination doesn't only happen (B) in the job. For example, a person may be denied (C) access to businesses or government services because (D) he or she does not speak English. 5. The (A) question rises: Is language discrimination illegal? Although the (B) law in this area is still developing, there are many court (C) decisions which have found language discrimination (D) to be a violation of people's constitutional rights and civil rights laws. 6. Some courts have found language discrimination to be (A) the same like discrimination (B) based on race or national origin. (C) As early as 1926, the United States Supreme Court ruled that a requirement that accounting (D) records be

38

Avoiding Discrimination in Comunication

kept in English or local dialects but not Chinese, violated the Constitution (Yu Cong Eng v. Trinidad). 7. In 1974, the Supreme Court ruled that (A) failing to provide bilingual instruction for public school students who did not speak English effectively (B) denied them equal access to educational opportunities, and thus constituted national origin (C) discrimination under Title VI of the Civil Rights Act of 1964, (Lau v. Nichols). And, as recently as 1991, the court ruled that (D) in some cases, language-based discrimination should be treated as race discrimination (Hernandez v. New York). (http://www.aclunc.org/language/lang-report.html)

5. Language focus

NONDISCRIMINATORY WRITING TIPS FOR AVOIDING DISCRIMINATORY WRITING Tips

Suggestions a. rephrase the sentence

Do not use masculine pronouns for both sexes.

Avoid words indicating minorities in a stereotyped way.

a. When a client needs assistance, it is his right to get it. = A client who needs assistance has the right to get it.

b. make the reference plural c. substitute neutral expressions (he or she, he/she, you, one, person)

Avoid words derived from masculine words.

Examples

Replace these words.

Take care to the effects of your words!

39

b. When clients need assistance, they have the right to get it. c. When assistance is needed, one has the right to ask for it. Man-made – manufactured Congressman – representative, member of the Congress Businessman – business executive Italians are Mafia members –Wrong! Blacks can do only menial jobs – Wrong! …the ghetto areas of the


city… - Wrong! Avoid words that indicate age.

Carefully judge the use of such terms.

e.g. mature, elderly, juvenile etc.

Avoid words that describe disabilities.

Find nonbiased vocabulary to replace such words.

Deaf and dumb = hearing and speech disabled

(adapted from Lesikar, Petit, Flatley 1993: 38)

6. Speaking 



Name some ethical dilemmas in business communication; choose one and describe it in detail (source, elements, characteristics, ways of preventing it, etc.) Can a business report be discriminatory? Give examples.

7. Writing

Complain to the local newspaper that your firm has been discriminated by a previous article that appeared in the same newspaper a week ago. That article contained distorted data about your organization. You wonder who’s to blame but do not accuse your competitors.

40

VI. EFFECTIVE LISTENING. THE AUDIENCE BASIC NOTIONS Listening represents a vital skill in business. Do you usually listen according to the five steps mentioned in the table below? Which of the three types of listening do you prefer? Why? 1. sensing 2. interpreting steps in listening

3. evaluating

types of listening

4. remembering 5. responding

1. content listening (understand and retain the message) 2. critical listening (evaluate the information) 3. active/ emphatic listening (to understand the other person)

What type of a listener are you?

types of listeners

Self-centered: superimpose their experience on yours. Defensive: they view every comment as a personal attack Good/ effective: receptive to both information and feelings.

Does audience represent a problem for you? Explain. audienc e

profile

needs (information, motivational, practical)


take into account: Audience’s size and composition (Who?) Reaction (How? Why?) Level of understanding (How much?) Relationship with the sender of information (What type?)

a. Make the difference: what do they want/ need to know? Anticipate possible questions. Mind the quality of information (accuracy, logic, importance, specificity) b. Try to win the audience to your point of view (agreement). c. Current problems audience may face: lack of time, distraction, and problem priority. Overcome them by: a convenient format of your message, use devices that make the message easy to understand (summaries, overviews, headings, lists, appendixes, handouts, charts, graphs, etc.)

1. Discussion What makes you a good listener? Make a list of attitudes and qualities that contribute to effective listening and discuss them in your group of work. How will you use your listening skills during an interview or a meeting? Is it possible to overcome language and cultural barriers simply by listening carefully? Explain.

2. Reading Read about another ‘myth’ of technical communication – “Audiences are Static”. Choose the best sentence from the list below (A-E) to fill each gap (1-3). There is one sentence that you do not need. There is an example at the beginning (0-E). A But within one or two decades, these people will have become a vanishingly small component of the audience for typical software developers. B But will they change over time? C And the cycle begins again as more neophytes pick up the product and decide it's worth learning because it's the standard. D The only way to find out will be to keep our eye on them and start assessing how their needs are changing. E That's far from true. There's a myth that once you've characterized your audience through audience analysis, the job's done and all you need to do is follow up with a round of usability testing to provide a reality check. /__0 E/ Inconveniently, audiences insist on changing over time. The neophyte you devoted an entire "getting started" manual to teaching eventually grows beyond the need for this information, and may even become a "power user." Some of the former power users leave, tempted away from the fold by newer, more interesting products that present exciting new possibilities; in particular, the radical fringe who first adopted a product and pushed it to its maximum potential often leave to

42

Effective Listening. The Audience

follow newer waves, leaving behind craftsmen who feel no need for such exploration. /__1/ I've already mentioned that our audiences are aging, but this fact has significant implications beyond the need to remember legibility issues. One change that is already well underway and that may be complete within the professional lifetimes of most current business people involves computer use. Even today, 20 years after personal computers began moving out of the hands of hobbyists, we must write for an audience that includes a fair number of people who are acutely uncomfortable with computers and who may be using them for the first time. /2__/ If they become sufficiently rare, perhaps our employers won't grant us the time and resources to cater to their needs. For most of our audience, computers will be so familiar that they're second nature, and that will have profound implications for how and what we document. There's already a trend in this direction, since manuals that begin with the words "We assume you already know how to use Windows" have pretty much driven manuals with an operating system tutorial into extinction. How else will our audience change over the next two decades? /3__/ (adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

3. Comprehension Answer the questions: How do audiences change over time? Does the audience of technical communicators resemble in any respect with the audience of a business presentation? Will employers still hire technical communicators in future?

4. Vocabulary Use the word given in capitals at the end of each gapped line (1-10) to derive a word that fits in the space.

43


Usually it is important to 1__ and use your own words in 2__ your understanding of the message. Parroting back the words verbatim is annoying and does not ensure accurate understanding of the message. Depending on the purpose of the 3__ and your understanding of what is relevant, you could reflect back the other persons: account of the facts, thoughts and beliefs, feelings and emotions, wants, needs or motivation, hopes and 4__. Don’t respond to just the 5__ of the words, look for the feelings or intent beyond the words. The dictionary or surface meaning of the words or code used by the sender is not the message. Inhibit your impulse to immediately answer questions. The code may be in the form of a question. Sometimes people ask questions when they 6__ want to express themselves and are not open to hearing an answer. Know when to quit using active listening. Once you accurately understand the sender’s message, it may be appropriate to respond with your own message. Don’t use active listening to hide and avoid 7__ your own position. If you are confused and know you do not understand, either tell the person you don’t understand and ask him/her to say it another way, or use your best guess. If you are 8__, the person will realize it and will likely attempt to correct your misunderstanding. Active listening is a very effective first response when the other person is angry, hurt or expressing difficult feelings toward you, especially in relationships that are important to you. Use eye contact and listening body language. Avoid looking at your watch or at other people or activities around the room. Face and lean toward the speaker and nod your head, as it is appropriate. Be 9__ about crossing your arms and appearing closed or critical. Be empathic and 10__. You can be accepting and respectful of the person and their feelings and beliefs without invalidating or giving up your own position, or without agreeing with the accuracy and validity of their view.

PHRASE, VERB ACTION EXPECT MEAN

REAL

REVEAL CORRECT

CARE JUDGE

http://www.drnadig.com/listening.htm#top

5. Language focus

COMMUNICATING EFFECTS When you communicate within the organization you usually communicate information (reports, memos, proposals, procedures etc.). When you communicate outside the organization, mostly by letter writing, you communicate not only information, but also certain effects (i.e. goodwill effect, persuasion etc.)

Effects

Techniques used to achieve that effect

44

Effective Listening. The Audience

goodwill effect (favourable effect)

emphasis determines effect

Use a conversational language (warm and natural). Use “you-viewpoint”: it emphasizes the reader’s interests. Be sincere in being courteous. Avoid a cold, unnatural style. Be careful not to manipulate! Avoid exaggeration. Place the word/phrase you want to emphasize in the beginning/end of the sentence. Give the topic you want to emphasize more space. Use short sentences that emphasize the content. Use mechanical devices (colour, diagrams).

accuracy effect

clear, logic presentation

clarity and planned effect

clear, logic presentation Pay attention to text coherence.

persuasion effect

Use adequate vocabulary!

moderation effect (for bad news)

Give special care to the words/ phrases you use! (adapted from Lesikar, Petit, Flatley 1993: 73)

Read the table about sending a message according to certain goals and objectives (Harold D. Lassiter’s diagram) Question

Elements to care about

Who?

The communication antecedents The code and the characteristics of communication

Objectives

Knowing the author of the message What? To describe the trends of the message; comparing the content to a certain standard Why? Communication process To know the aims of the sender To whom? The receiver The message and the audience How? The receiver Describe the communication patterns; persuasion techniques With what Getting information about the To assess feedback, to

45


effects?

results of communication

analyze the information flow (Lasswell 1973)

5. 1. You are supposed to deliver a speech in front of a ‘reluctant’ audience. Re – write ful paragraphs starting from the following sentences and try to render an effect of accuracy, clarity, sometimes persuasion or good will. Discuss the changes you have made in the text to achieve your goal. a. The pupil will organize his work so that he or she can pass all classes. b. PR employees will increase communication skills. They will also increase written language skills to 3rd grade level. c. Our sales agents will pass all training classes.

6. Speaking  

Make a list of various activities that may help you improve your listening skills. Present it to your colleagues. Evaluate yourself as a listener; then do the same with your best friend. Do the problems you have (as a listener) affect your behaviour at school/ at work/ in your group of friends?

7. Writing In not more than 200 words make the profile of the ideal audience; consider a particular occasion (conference, presentation, trade fair, negotiation, etc.).

46

VII. PRESENTATIONS BASIC NOTIONS Definition: A presentation is a prepared talk given by a speaker (the transmitter) to one or more listeners (the receivers) 1. Components of a presentation Pre-preparation Planning

Preparing

Delivering

Constitutives Consider: objectives, audience, time, location Consider: goal, expectations, main points, best order, your relationship with the audience, their reaction • collect materials • select relevant points • group common points • arrange ideas in the most meaningful sequence • consider ways of linking pieces of information most effectively Consider the structure of your presentation

2. The structure of a presentation

Elements

I ntroduction

Greeting Introduce yourself (if necessary) Introduce your talk (subject of your speech)

body

Present main point divided into: point 1, point 2, etc. Emphasize transition between parts

Action Gain attention Opening possibilities: human interest, humour, quotations, questions, etc. Be logical, coherent, clear.


Invite questions (if necessary) conclusion

Restate the subject Summarize main points Draw a conclusion

Call for action

3. Elements of an effective presentation organization of information

delivery of information

use of language

care for the audience

Targets structure transparency content organization information level 1. image (formal/informal; relaxed/ high powered, etc.) 2. audience features 3. non-linguistic techniques 4. linguistic techniques (sentences, voice, silence, humour, questions) 5. technical support (slides, diagrams, transparencies, handouts, etc.) Vocabulary grammar pronunciation fluency Logic never forget the audience Let them ask questions or make comments (feedback)

4. Presentation making Presentation techniques Extemporaneous: thorough preparation, uses notes, rehearsed Memorizing

Presentation strategies 1. Determination of the presentation method 2. Consideration of personal aspects (confidence, sincerity, thoroughness, friendliness) 3. Audience analysis (audience characteristics: size, age, education,

48

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knowledge, audience reactions: facial expressions, movements, noises) 4. Be careful with your appearance and physical actions (communication environment, personal appearance, posture, manner of walking, facial expressions, gestures) 5. Use of voice (avoid: lack of variation in pitch, lack of variation in speed, lack of vocal emphasis, unpleasant voice) 6. Use of visuals (select visuals carefully, use the type of visual that communicates the information best, make the visuals points of interest in your presentation)

Reading

(all tables adapted from Bovée, Thill 1992 and Lesikar, Petit, Flatley 1993)

Types of presentations: 1. Classic (one person presentation) 2. Team (collaborative) presentations 3. The oral report (an oral presentation of a factual information) Tips            

for effective speaking: organize your speech logically target your speech to a clear conclusion adapt your language to the audience pronounce clearly speak correctly maintain a vivid attitude use body language to best advantage be relaxed and natural keep eye-contact be calm support your presentation with visuals keep your temper

1. Discussion

What kind of presentations have you delivered during your school years? Analyze yourselves as effective speakers. Have your personal characteristics influenced your presentations?

2. Reading

Read about Audience Interaction. The topic sentence in each paragraph has been removed. Choose from the list (A-M) the best sentence to fill each of the blanks (111). There is one extra sentence, which does not belong in any gap. There is an example at the beginning (0 E).

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A The keywords when dealing with disruption are to be polite but firm, never lose your temper or your cool. B It was recommended earlier that you planned your presentation to have a question and answer session at the end. C The use of humor in presentations is a difficult area. D A good presentation can be ruined by a poor question and answer session. E Recognizing both positive and negative signals from audience interaction during presentation should not change your planned presentation fundamentally. F If someone denounces something that you have said, avoid getting into an argument with them. G Another thing that can prove invaluable is to know how to recover when a joke has failed. H When answering questions do so by speaking clearly and confidently, otherwise you will appear unsure of what you are saying. I You may be facing an unresponsive group, one that just sits inert and will not show any interest in taking part - even during the planned question and answer session. J You may face questions that are unanswerable. K However by pausing, taking a drink of water and regaining eye contact with supportive members of the audience, the presenter has managed to compose herself once more. L Consider an example where the presenter has started well, and delivered a clear and concise introduction. M Humour should be carefully used in a presentation.

Audience interaction Focusing Your Message for Maximum Impact /0 E/ Your message and the material with which you are communicating should have been carefully prepared and radical changes will almost certainly not be practical. The real point of reading signals from your audience is that it can help you to judge who you have on-side, who is opposing your point of view and who has yet to decide. This should help you to focus your message where it can have maximum impact, talking round those that can be swayed, whilst keeping your supporters with you and trying not to alienate the opposition. One or more members of your audience may attempt to disrupt your presentation, usually because they strongly disagree with your message. Learn to recognize how this disruption may manifest itself and you will be better equipped to cope with it. Use Humor Carefully /1__/ On the whole humor is seen as a positive thing - but its all down to the way it’s delivered. There is an increasing trend towards actually opening presentations with a joke - and if you carry it off it can be an excellent way of creating a rapport with the audience. However, a badly executed joke, or simply the wrong joke can create erect an insurmountable hurdle - right at the start. You must be confident that any jokes you include do not offend or embarrass any members of your audience - as this will represent negative audience interaction during presentation. Timing is a critical aspect of using humor effectively. Good

50

Presentations

comedians work with timing, and practice setting up the punch line. The use of pacing, time and pauses are all important when telling jokes. /2__/ Often this can be done just by pointing out the flatness of the failed joke - but once again this is a skill that takes a lot of self-confidence and practice. If you are tempted to use humor because the content of your presentation seems a little dull, then you may be safer using an analogy. Done with care, this can liven up a presentation and help the audience to remember your key points. For example, if you were a sales manager trying to explain to your sales force the attributes of your competitors you might draw parallels with popular family pets from a loyal dependable unimaginative Labrador to a small tenacious hyperactive terrier to a large aggressive and dominant Rottweiller. In summary, if you are using humor make sure it is a medium that you are familiar with, check the appropriateness of the content, rehearse it well and have a contingency plan in case it falls flat. Never get into an Argument /3__/ If you enter into a shouting match with a heckler then they win and you lose. It is vital you don’t let disruptive members of the audience derail your presentation - you are working to a tight schedule so don’t get involved in protracted discussions. Try to approach the point of contention from any common ground that you share, but if this fails to work then politely request that the point is discussed later at the pre-planned question and answer session. /4__/ If your point was based on fact then make this clear and present the evidence. However, if it was based on your personal opinion then don’t attempt to pass this off as factual - it is your presentation and therefore your opinion should be worth expressing. Always remember that what is underlying the point of contention may be a genuine concern and that if you try to brush it aside it is likely to be taken up by other members of the audience, who may then swing against you. Attention seekers may make silly or sarcastic comments simply to get themselves noticed, whilst other members of your audience may respond unwittingly to a rhetorical question that you pose - simply because they weren’t paying full attention. Try to analyze these sort of events as they occur and respond, perhaps with humor or support but don’t try to put people down - as this nearly always reflects badly on the presenter. Losing Your Presentation /5__/ This will enable you to deliver your message and then end strongly with a clear and concise summing up before entering the relatively unpredictable area of tackling questions from the floor. Unless you are using visual-aids make sure that they are switched off to avoid them causing a distraction during your conclusion. Step forward so that you are confidently asserting yourself as the center of attention and then deliver the summing up with confidence and authority. It may be a good idea to announce that the end is near - as this can refocus the attention of any members of the audience who are beginning to suffer from listening fatigue. For example you could say ‘Now to sum up briefly before I answer your questions’. Your conclusion, or summing up, should be strong and clear but not protracted. Ideally it will represent about 10 per-cent of the overall presentation. The last impression you make with the audience will be the lasting one and the last words that you say may be the best remembered - so always plan to finish strongly. Aim to reiterate the main points from your presentation. Use a combination of pauses, intonation and other verbal techniques - such as alliteration, in order to create a memorable statement. 51


The Question & Answer Session It was recommended earlier that you provide your audience with a protocol in the introductory phase of your presentation; to include such elements as the timing of the question and answer phase. This is often best dealt with at the end of the presentation, just before your final summing up. /6__/ Conversely a mediocre one can be saved by a confident final session. The key to being confident in dealing with questions is preparation. When you have finished drafting your presentation read through it carefully and note any questions that it is likely to raise, and prepare answers to these in advance. This is the time to focus on any areas in which your message is short of facts or vulnerable to being challenged - in this way it is usually possible to anticipate most questions that are likely to arise. This analysis will also help you to prepare one or more lengthy answers in advance for questions that you are sure will be raised. /7__/ You may think that the obvious conclusion to draw is that they have no interest in what you are saying. However it is equally likely that you are just facing an unresponsive group, this may be due to the character types within it or the intra-group politics. If your presentation has a chair then the chairperson should intervene and ask some initial questions in an attempt to involve your audience. /8__/ Do not let nerves draw you into responding hastily, always think about your answer before you speak and if necessary refer back to your notes in order to answer a question. If the question requires clarification then ask the questioner to do this, rather than risk answering a question that wasn’t asked. When answering, address the entire audience and not just to the questioner, and avoid getting into a protracted debate on any point that is raised - you may offer to see a questioner after the presentation to continue a point that is of specific personal interest to them. /9__/ These may be posed by people who are hostile to your message or by those just wishing to make a point. If you feel unable to answer a question you may find it useful to have a standard reply ready in order to reduce its impact on your presentation. Here are some examples that you may find useful: “I'd rather not answer that here and now, but if you see me after the session I will take your details and get back to you as soon as I’ve checked some facts”. “Let me think about that for a minute, can we come back to it later? Next question please”. “I don’t think that the information necessarily supports either view definitively. However my personal opinion is that…”. Regaining Control During a Presentation /10__/ However early into the main body of the presentation she became confused about where she was in relation to her cue cards, nerves set in and subsequently she lost the attention of the audience. At this stage the presentation could have degenerated into chaos, which is what would happen if control was not regained. /11__/ She followed this by telling a joke at her own expense, and then firmly re-established her position in the presentation by summing up the main points made so far. Following this her confidence returned and the presentation proceeded well, with the help of smooth running audio-visual aids and some well researched but spontaneously delivered examples. The presentation ended with a clear and memorable conclusion and the question and answer session was also well managed. The overriding impression was of a professional and successful presentation. This example illustrates a key point - that if the presenter can remain 52

Presentations

calm and composed and deal with situations as they arise then they should be able to stay in control, hold the interest of the audience and make a successful presentation. (http://www.getahead-direct.com/gwpr14-audience-interaction-during-presentation.htm)

3. Comprehension

Explain and find synonyms for the words written in italics in the text above.

4. Vocabulary

Here are some phrases you can use during a presentation. Practice them in short presentations in your work group. INTRODUCTION Good morning/afternoon/evening ladies and gentlemen/ colleagues. My name is… and I am… I would like to say a few words to you about…/ I would like to talk to you about…/ I would like to explain to you the operation of…. I will take about 20 minute of your time. I aim to talk to you for about… minutes. This will take about… I have divided my talk into three main parts. The subject may be looked at under four main headings. During my talk I’ll be looking at two main areas. If you have any questions, please feel free to interrupt. I’ll be glad to try to answer your questions at the end of my talk. To start with, I’d like to consider… LINKING SENTENCES: First of all, I’d like to look at… Those are the main points on… That’s all I have to say about… Now we have looked at/ dealt with… Now let’s turn to…/ move on to… I’d like now to consider/examine… Next we come to… Turning now to… Let’s move on now to… The next point I’d like to make is… As I said at the beginning I told you a few moments ago that… In the first part of my talk I said… As I have already said… As I mentioned earlier… I’ll come to that later. I’ll return to this point in a few minutes. I’ll talk about this in the next part of my presentation. I’ll comment on this in my conclusion. CONCLUSIONS So now, I’d just like to summarize the main points. In brief, we have looked at… That’s all I have to say for now. 53


I think that covers most of the points. That concludes my talk. Thank you for your attention. GETTING FEEDBACK And now, if you have any questions, I’ll be glad to answer them. Does anyone have any questions? Any questions?

5. Language focus ASKING FOR AND GIVING OPINIONS Study the following tables and try to improve their content with some other expressions: Giving opinions Degree of intensity

Expressions

Strongly

I’m convinced/ sure/ positive that… I strongly believe that… I have absolutely no doubt that… I definitely/ certainly think that… I really do think that… I really feel that…

Neutrally

In my opinion… As far as I am concerned… According to…

Weakly

I think/ consider/ feel that… I believe that… As I see it, … To my mind… From my point of view… I’m inclined to think that… I tend to think that… Asking for opinions

Intensity of manner Strongly

Expressions Do you really think that…? Do you really believe that…? Are you absolutely sure/ convinced/ positive that…? Don’t you think that…? 54

Presentations

Neutrally Tactfully

Do you think…? Do you believe that…? Do you consider that…? Am I right in thinking that…? Would I be right in thinking that…? (see Brieger, Sweeney 1994: 186)

6. Speaking   

Present some advantages and disadvantages of getting feedback during a presentation. Discuss some good and bad techniques of using visuals. Make a presentation to a hypothetical group of investors that may help you begin a new business.

7. Writing Prepare outlines for the following speaking situations:  a five-minute talk to 15 workers that must improve the quality of their work.  A 10-minute informative presentation to a group of high school pupils interested in attending the Faculty of Economics  A 20-minute sales presentation to a 5-member group of top executives interested in ordering some of your products.

INTERCULTURAL ASPECTS 1. Discussion

How do cultural differences affect a presentation making?

2. Reading

Read the text about how to deliver an effective presentation. The topic sentence has been removed from some paragraphs. Choose the suitable topic sentence for each paragraph. A As you can see, communication is a complex two-way process. B The most important thing to remember is that the message that you intend to communicate is likely to be misunderstood. C Creating and delivering an effective presentation require a basic understanding of the communication process.

The Communication Process. Delivering effective presentations

/1/ Most business presentations require the clear and unambiguous communication of a message in a way that can be clearly understood by the recipient. It is human nature to assume that when we communicate we are doing 55


so effectively; and that if anything goes wrong consequently then the responsibility for that must rest with the recipient. This screen highlights six steps that constitute a typical two-way communication, and when the opportunities for misscommunication are considered you may view it as surprising how often communication works without a problem. A presenter speaks to an audience. Therefore we have: 1. What the presenter thinks they say; 2. What they actually say; 3. What the audience thinks they say. None of these are necessarily the same and three chances already exist for a breakdown in communication. As a result of what a recipient hears, they may make a reply, giving: 1. What they think they say; 2. What they actually say; 3. What the presenter thinks they say. Six Steps in Effective Communications Let’s examine each of the six steps in slightly more detail - with a view to providing some guidelines that should help to promote more effective two-way communication. 1. Ensure that your audience are tuned in and paying full attention to what you are about to say. Once you have the attention of the audience the communication of the message can begin. 2. Each recipient listens to the message. 3. Each recipient will have some feeling about the message and will interpret its meaning. This is often done in the light of individual attitudes and prejudices or alternatively with reference to previous experience or associations. Your problem is that the audience may not feel and interpret in the way that you intended. The result may range from a simple failure for the message to hit home, through to a serious misunderstanding. 4. Each recipient may respond to the original message. 5. You have now become the receiver, and should listen carefully to the message. 6. You will feel and interpret something about this message. This may range from satisfaction that the communication is proceeding as you intended, to bewilderment at how your original message was miss-interpreted. /2/ This is why it so often breaks down and is ineffective. With the complexity apparent even in a simple communication, it should be apparent that there is a need for clarity and simplicity - to minimize the chance of misunderstandings. Communication is a skill and like any skill it requires practice. It is improvement through practice that differentiates a skill from other forms of knowledge. Understanding the theory of communication and effective presentation will not in itself make you a brilliant communicator or presenter but should make you aware of how to maximize the impact of your presentations. /3/ Therefore in addition to carefully preparing and presenting your message, stay alert for any signs that your audience is misinterpreting it. It is up to you, the presenter, to continually check that your message has been received, understood, correctly interpreted and filed in the receivers mind. (http://www.getahead-direct.com/gwpr01-presentation-skills-training.htm) 56

Presentations

3. Comprehension Explain how a breakdown in communication can occur. How can a message be distorted?

4. Vocabulary Read about the Seven Steps to Better Presentations, by Jeffrey Veen. For each blank (1-10), decide which of the options A, B, C, or D is best. Only one answer is correct and there is always one correct answer. Seven Steps to Better Presentations I've noticed a lot of talk about Powerpoint lately. About how it's so terrible and how it 1__ awful presentations. But the problem isn't Powerpoint, of course. The problem is bad content delivered poorly. I speak for a living, and hear lots and lots of presentations at the conferences I attend. Here are some notes I wrote up for someone who is 2__ to give his first ever public presentation. Tell stories. Seriously. People could care less about the five ways some XML vocabulary will enable enterprise whatever. Rather, put a screenshot of your project up, tell people what you learned 3__ doing it, then give them a slide that reiterates those ideas in easy to digest bullets. That's do not go from bullet-point slide to bullet-point slide trying to tell people what to think. Show pictures. Got a good metaphor? Use it. "The Web is like a school of fish." But go to images.google.com and type in "sardines" or "school of fish" or 4__. Make it a slide. Then say the Web is like that. Much more powerful and memorable. Don't apologize. Ever. If something is out of order, or if something occurs 5__ you as a mistake during the presentation, keep it to yourself. They'll never know. Besides, nobody cares about the presentation itself. This is really hard, because you know the whole backstory, and you'll be tempted to explain why something isn't quite perfect. Skip it. Also, you don't need to apologize about the color on the projector, or the fact that your mic just popped off your lapel, or that a staff person spilled a pitcher of water. Commiserating is fine, however. "If it 6__ another 5 degrees colder in here, I'll be able to see my breath!" Start strong. I can't believe how many presenters forget this. Do not get up there and say, "Um, well, I guess we should probably get started." Instead, say, "Hi, I'm Jeff. It's really great to be here, and thank you so much for coming to my session. Today, we're going to talk about...." Make sure those are the absolute first words you say out 7__. No need for a joke or an opening or any of that. Just start strong and confident. End strong too. "...so that's why I like social software. I appreciate your attention today. Thank you." Then stand there and wait. Everyone will clap, because you just told them you were done. When they've finished, ask them if they have any questions. If nobody asks anything, 8__ the uncomfortable silence with "Well, I guess I told you everything you need to know then. [heh heh] I'll be around after if you think of anything. Thanks again!" and start packing up your stuff. Stand. Away from the podium. Out from behind the presenter table. Keep your hands 9__ of your pockets. Take off your conference badge (the lights will catch it and be distracting). I pace a little bit around the stage, timed with my points, saying one thing from over here, and another from over there. But don't move too much. Pause. When you say something important, leave a gap 10__ it. Let it hang there for a few seconds. Try it when talking to your friends. "You know what I 57


think? (pause...two...three...four...) I think X is bankrupting this corporation for the next ten years. (pause...two...three...four...) Here's why..." (http://www.veen.com/jeff/archives/000483.html)

1 2 3 about 4 5 6 7 8 9 10

A creates A on A while

B enables B ever B in

C produces C aloud C from

A A A A A A A

B B B B B B B

C what C to C becomes C in loud C stop C off C after

whoever with gets louder disrupt out following

whatever about makes loud interrupt of ending

D imagines D about D

D D D D

D alike D by rises loudly break outside D besides

Language focus AGREEING AND DISAGREEING Distinguish between: agreeing with someone // agreeing to something. Study the table and use the phrases in a conversation with the topic Facing cultural diversity in negotiations.

Type

Agreement

Partial agreement

Disagreement

Agreeing with someone

Agreeing to something

I totally agree with you I fully/ completely agree I’m in total agreement with you there

I totally accept that I fully/ completely agree I’m in favour of that

Up to a point/ To a certain extent I’d agree with you, but… You may have something there but… You could/ may be right, but…

Up to a point/ to a certain extent I’d accept that, but… That may be so, but… That may/ might be right, but…

(I’m afraid) I can’t agree with you I don’t agree

(I’m afraid) I can’t accept that I don’t accept that

(see Brieger, Sweeney 1994: 188)

Make the difference: to agree with (someone/something)// to agree to (something) // to agree to do something // to accept something 58

Presentations

6. Speaking Work in groups. One member of the group will make a short presentation of a product he/she has bought lately. The other members of the group will make comments about the accuracy of the presentation they have just listened to.

7. Writing Draft the plan of a presentation you have to make in front of a group of investors willing to finance a student project about the environment protection.

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VIII. COMMUNICATION AND RECRUITMENT BASIC ELEMENTS Read about the essential use of communication in recruitment activity. Consider the steps you have to take, the activities you should perform and the skills you may be required in applying for a job. Do you have suggestions of your own to improve the table below? Essential use of communication in recruitment activity steps

activities

skills required

- analyze your work skills and qualifications - list your best prospects for employment (build a network of contacts) - develop a strategy for selling yourself

- analytical and synthetic judgment - assessment ability - creative thinking …………………………………… ……………………………………

the interview

- apply for an interview - attend the interview

the job application

write your CV (resume) - write the application letter (cover letter)

1. Skills for the position you apply for: - functional skills (leadership, speaking ability, ………………… - education and experience - personal characteristics (i.e. outgoing, articulate, great with people, aggressive, …) 2. Skills for the interview and the written documents you have to produce - speaking and writing skills - use correct business vocabulary - use correct grammar - ……………………………….

the job search

1. Discussion

1. 1. Consider the following questions: What would you enjoy doing every day? What type of corporate culture best suits you?

Communication and Recruitment

What type of organization do you want to work for? 1. 2. What speaking skills should you have in order to perform well during a job interview? 1. 3. Discuss the importance of each of the stages you have to pass through in order to get a job (job-inquiry letter, application letter, CV, interview).

2. Reading Read about the importance of words at the place of work. Give each paragraph (18) the appropriate title from the list below (A – H). A - Credibility Assessment; B - Opportunities to Earn Your Credibility; C - Credible communicator; D - Say ‘No’ when Necessary; E - Your Word Represents You; F Tell the Truth; G - Communication truthfulness; H - Importance of Words You Say 1. You have to be credible when you apply for a job. Credibility in the workplace means that people believe what you say because your reputation is based on a track record of telling the truth. Your estimates have always been accurate, your forecasts realistic and your word solid. 2. From the moment you submit a résumé and then interview for a job, the credibility counter is activated. Your CV's assertions should be accurate, your chronology factual and your affiliations, degrees and awards correct. Whether or not you are "found out" during the interview process, you can lose your job and damage your career immeasurably when you lie, misstate or misrepresent your accomplishments. You're also susceptible to blackmail when you lie and are then threatened with exposure. 3. People listen to what you say and how you say it. In every job situation you have the opportunity to become known as a person of his or her word. Conversely, you can become known for shading the truth, for telling people what they want to hear, or parsing words as a defendant might do under cross examination in a court of law. Whether you cry racism, sexism, ageism or favoritism, it's important that there be credence to your claims. You do everyone a disservice if you falsely accuse or ascribe such motives to actions that otherwise occur. 4. Be cautious of assertions made about others. Whether or not you're a manager, your words carry a weight to them that affects others. Gossiping about others or spreading falsehoods or even half-truths can flag you as dangerous, untrustworthy and ultimately unpromotable. One of the keys to success in the workplace is engendering trust from your co-workers. If you are gossiping or betraying confidences you destroy your own credibility as an honorable co-worker, a safe confidante, and an ally. 5. Workplaces provide ample opportunities for you to earn credibility. Every time you make a deadline, do what you say you'll do or are there in a time of need for others, the department of the company at large, your credibility rises. Whenever you defend the honor of co-workers who aren't present, refuse to engage in gossip, or caution others to give co-workers the benefit of the doubt, you are showing wisdom and professionalism, which raises your credibility in the workplace.

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Similarly, when you "say the right thing" or "do the right thing" in ethical situations your credibility is enhanced. 6. Often employees fall down when it comes to admitting mistakes. The credible communicator can admit errors or mistakes in a forthright and direct manner. Everyone makes mistakes, yet the credible communicator can address them and go about rectifying them, restoring confidence in him or herself. Those lacking in credibility might try to cover up, ignore or minimize their folly, often compounding the error of their ways. Ultimately, it's less important that you made a mistake, than that you fixed it and can assure others it won't happen again. 7. The credible communicator doesn't just tell people what they want to hear. Life would be easy if we could say "yes" to every request we received. Yet realistically, agreeing to something you ultimately can't deliver on is detrimental to your reputation. Say "no" when this is the right answer, even though it may not be the popular one. Over the long term, you will be respected for the accuracy of your assessments, decisions and determinations, even if the news isn't music to the ears of all who listen. Sometimes the truth isn't popular or pretty, but a person who is a "straight shooter" is respected by all. 8. Strive to boost your credibility rating at work and in your professional relationships. You'll know you're succeeding when you hear others tell you they know they can count on you, have confidence in your projections and feel secure in their knowledge you're on the team. (adapted from Craig Harrison. http://www.hodu.com/business-communication.5.shtml)

3. Comprehension

Explain the meaning of the following words in the context above: Track record (par. 1); exposure (par. 2); parse (par. 3); engender (par. 4); forthright (par. 6)

4. Vocabulary

Use the word given in capitals at the end of each gapped line (1-10) to derive a word that fits in the space.

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Job fairs, like interviews, are face-to-face meetings between 1__ and employers. They are one of the easiest places to find good job leads. Every employer 2__ is there to hire one or more workers. At a fair, jobseekers gather 3__ about a company to help them decide if they want to apply for a job. 4__ staff booths and answer questions, distribute brochures, accept resumes, and size up jobseekers. Making a good 5__ at a job fair may give your resume or 6__ added weight. The 7__ tips can help you make the most of any fair. But you have to find the fair. Career centers, associations, State and local 8__, and private companies organize job fairs. Find the fairs in your area by looking 9__ they might be announced. Ask a career counselor, review the business bulletin board at your school or local library, check the employment section of the newspaper, and search online via an Internet job fair 10__. You know that before attending a fair, you should prepare a resume. Bring several copies to the fair. Leave at least one with every company that seems promising.

SEEK ATTEND INFORM RECRUIT IMPRESS APPLY; FOLLOW GOVERN WHERE LOCATE

(http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt)

5. Language focus

CONJUNCTIONS

Simple: and, or, if, when, that, since, why, but etc. Compound: although, otherwise, however, therefore, notwithstanding, besides etc. Complex:  as if, as though, as soon as, as long as, so that, even if, as well as  on condition that, in case that, provided that, in order that, no matter how Correlative conjunctions: either…or, neither…nor, both…and, not only…but also, no sooner…than, not…but, not so…as, as…as, whether…or, though…yet

SUBORDINATE CLAUSES The subordinate clause cannot stand by itself as a sentence; it depends on a main clause. Main types of subordinate clauses

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Type Relative / adjectiv e clauses (modify a noun or a pronou n)

1. defining relative clauses are essential to the meaning of the sentence by providing necessary information. 2. non-defining relative clause provides extra information and is not essential to the meaning of the main clause.

Cause or reason

Adverbi al clauses (take the place of an adverb)

Purpose

Result/ effect

Time

Place Manner (the adverbial clause of comparison)

Introduced by: Relative pronouns: Who/whom/whose Which/of which (whose) That Relative adverbs: when, where, why

as, since, because, for, the reason for, the reason why, on the grounds that, seeing that, in view of, owing to, now that, because of, due to the fact that, etc. in order that, so that, in order (not) to, so as (not) to, with the aim of, with a view to, for, for fear/lest, for fear of, in case, avoid, prevent that, with the result that, (and) as a result/ consequence, consequently, so, therefore, etc. as soon as, as long as, just as, after, since, once, before, by the time, when, while, till/until, the moment (that), whenever, every time, etc. where, wherever (exactly) as, (just) as As, than, as if, as though

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Observations

ANY TENSE can be used in a relative clause.

Clauses of purpose follow the rule of the sequence of tenses “that” is preceded in the main sentence by the following correlatives: such a (n)…/ so… The time clause requires a present instead of a future.


Concession/ Contrast

Condition (if clauses)

although/though/even though, in spite of (the fact)/ despite, while, whereas, on the other hand, yet, but, however, nevertheless, whatever, no matter what, however, no matter how

Structures that require a clause of concession: Adjective/adverb + as + subject + verb Adjective/adverb + though + subject + verb

if, unless (if…not), providing, provided (that), as long as, on condition (that), in case, suppose, supposing that, but for + gerund/ noun, otherwise, or else, what if, even if, only if

Read the following paragraphs and identify the type of subordinate clauses they contain and the words they are introduced by. It has been seen that people desire goods and services because they derive utility from them, that the utility derived from consumption will vary as between different commodities and different people, and that in general the additional utility derived from any commodity by any one person diminishes as his rate of consumption rises. (Nevin 1971: 49) Labour must be regarded as a very special agent in production, since (unlike land and capital) it is inseparable from the personality of its supplier. (Nevin 1971: 71)

The concentration on the productive activities of human beings, which is called labour, should not be taken to imply a belief that this is the only aspect of human economic activity with which the economist need be concerned. (Nevin 1971: 71)

It may be asked why the banks should lend money to discount houses, rather than discount the bills themselves and so enjoy the profits otherwise made by the discount houses. (Nevin 1971: 317)

6. Speaking

Identify particular business situations in which a certain type of subordinate is mostly used to create a well-aimed effect. Bring arguments in favour of your opinion.

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7. Writing Write an article for a newspaper in which you complain that you have suffered discrimination at the job interview you attended. Describe the situation in detail and stress the communication situations that put you into a bad light.

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IX. WRITING EMPLOYMENT DOCUMENTS THE APPLICATION LETTER 1. Discussion

How do you think companies find new employees? How do job seekers find work?

2. Reading

2. 1. Cover letters (letters of application). Read the following text and find for each paragraph a suitable title. Cover Letters: How to Sell Yourself 1. Your application letter is one of your most important job-search documents. An effective letter can get you a phone call for an interview, but a poorly written application letter usually spells continued unemployment. The difference can be a matter of how you handle a few key points. The following are some tips to help you develop effective application letters. 2. Give your readers some insight into you as an individual. Sometimes the writer chooses to describe particular experiences and skills that could not be generalized to most other recent graduates. Draft your letter to show how your individual qualities can contribute to the organization. This is your letter, so avoid simply copying the form and style of other letters you've seen. Instead, strive to make your letter represent your individuality and your capabilities. 3. Preferably, the person you write to should be the individual doing the hiring for the position you're seeking. Look for this person's name in company publications. If the name is unavailable in these places, phone the organization and ask for the person's name or at least the name of the personnel manager. 4. Your introduction should get your reader's attention, stimulate interest, and be appropriate to the job you are seeking. For example, you may want to begin with a reference to an advertisement that prompted your application. Such a reference makes your reason for contacting the company clear and indicates to them that their advertising has been effective. Or you may want to open by referring to the company's product, which you want to promote. Such a reference shows your knowledge of the company. Whatever opening strategy you use, try to begin where your reader is and lead quickly to your purpose in writing. 5. Make your goal clear. If you're answering an advertisement, name the position stated in the ad and identify the source, for example: "your advertisement for a graphic artist, which appeared in the Chicago Sun Times, May 15, 2006, ...". If you're prospecting for a job, try to identify the job title used by the organization. If


a specific position title isn't available or if you wish to apply for a line of work that may come under several titles, you may decide to adapt the professional objective stated in your resume. Additionally, in your first paragraph you should provide a preview of the rest of your letter. This tells your reader what to look for and lets him or her know immediately how your qualifications fit the requirements of the job. Also refer in the last sentence of the first paragraph to specific work experience that can be detailed in the following paragraph. 6. Organize the middle paragraphs in terms of the qualifications that best suit you for the job and the organization. That is, if your on-the-job experience is your strongest qualification, discuss it in detail and show how you can apply it to the needs of the company. Or if you were president of the Marketing Club and you are applying for a position in marketing or sales, elaborate on the valuable experience you gained and how you can put it to work for them. If special projects you've done apply directly to the job you are seeking, explain them in detail. Be specific. Use numbers, names of equipment you've used, or features of the project that may apply to the job you want. One strong qualification, described so that the reader can picture you actively involved on the job, can be enough. You can then refer your reader to your resume for a summary of your other qualifications. If you have two or three areas that you think are strong, you can develop additional paragraphs. Make your letter strong enough to convince readers that your distinctive background qualifies you for the job but not so long that length will turn readers off. Some employers recommend a maximum of four paragraphs. 7. Refer to your resume. Be sure to refer to your enclosed resume at the most appropriate point in your letter, for example, in the discussion of your qualifications or in the closing paragraph. Conclude with a clear, courteous request to set up an interview, and suggest a procedure for doing so. The date and place for the interview should be convenient for the interviewer. However, you're welcome to suggest a range of dates and places convenient to you, especially if you travel at your own expense or have a restricted schedule. Be specific about how your reader should contact you. If you ask for a phone call, give your phone number and the days and times of the week when you can be reached. Be professional. Make sure your letter is professional in format, organization, style, grammar, and mechanics. Maintain a courteous tone throughout the letter and eliminate all errors. Remember that readers often "deselect" applicants because of the appearance of the letter. Seek advice. It's always good idea to prepare at least one draft to show to a critical reader for comments and suggestions before revising and sending the letter. (http://www.io.com/~hcexres/tcm1603/acchtml/applex2.html)

Now check if the titles you found resemble the real titles of the paragraphs (a-g) and match the paragraphs (1-7) with their headings. a. Highlighting Your Qualifications; b. Individualizing Your Letter; c. Other Tips; d. Addressing a Specific Person; e. The Importance of Covering Letters; f. Catching Your Reader's Attention; g. First Paragraph Tips 2. 2. Job Advertisements. Read the following job advertisements. Extract from each the job requirements and the skills they are looking for and decide which best fits your career objectives and qualifications.

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Writing Employment Documents

1. We are currently looking for 4 engineers who have experience in C++ and DSP for integration with our clients systems/chips. As it is a client facing role you must have a good personality & also your minimum academic qualification must be a Bsc (min of 2-1 but ideally a 1st); preferably a Msc. We will also consider junior applicants with a similar academic quals who have had work placements or projects involving C++ & DSP.1st preference will be given to applicants with 2+yrs commercial exp. (http://www.ukworksearch.com/IT/England/Job/18860/)

2. Artists wanted for games industry. Experienced and trainee positions available. Knowledge of 3D Studio MAX, Maya and photoshop all an advantage. Please supply sample of work with CV. (http://www.ukworksearch.com/IT/England/Job/27076/)

3. One of the UK's largest and award winning direct communications companies is seeking customer service agents to join this fast moving, highly responsive team. You will be replying to customer queries efficiently and effectively in writing either by e-mail, fax or letter using personal judgment and initiative to investigate customer requests and ensure timely fulfillment of orders. You will maintain accurate task analysis records and ensure the database is correctly updated for all communications and transactions. The successful applicant will be educated to GCSE level or equivalent and have excellent keyboard skills ideally allowing you to type 50 words per minute. You will be able to demonstrate excellent written communication skills and computer literacy including word and e-mail. You will have a minimum of 6 months working in an office or clerical environment. Both full time and permanent opportunities exist. To apply please e-mail your CV with a short cover letter, or for more information call the number above. (http://www.ukworksearch.com/Customer_Services/Avon/Job/27096/)

4. At least 2 years commercial C++ experience working in a team environment Should have a strong mathematics / physics knowledge and ideally an understanding of 3D graphics Experience with a 3D graphics API such as DirectX or OpenGL would be useful Experience with DirectX 8 vertex and pixel shaders would be useful for work on the Xbox console or for PC titles and tools Experience with low level assembler programming would be useful, particularly MIPS / PowerPC Creative programming ability - having an eye for quality and special effects Passion for games (both playing & programming) Experience of version control software (e.g. VSS or CVS) A game demo with sample source code (http://www.ukworksearch.com/IT/East_Sussex/Job/24205/)

e.g. Job advertisements and job requirements To be: sociable, numerative, aggressive, mature, self-motivated, conscientious, dedicated, patient, bright, sensitive, confident, specialised, articulate, reserved, economical, aggressive, limited, talkative, anti-social, mean

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To have: appropriate professional qualifications, sound practical experience (proven track record), integrity, talent, the ability to establish rapport drive, stamina, flair, aptitude for…, industrial experience………… 2. 3. Application letter examples Read the following letters. Discuss their content (logical sequence of ideas, accuracy, tone, style, layout, etc.). Notice what are the points the applicants are making. 1707 Guernesey Lane Austin, TX 78759 6 June 1997 John G. Holloway Brackenridge Hospital 4505 W. Tom Thumb Ave. Austin, TX 78703 Dear Mr. Holloway: I am writing in response to your classified ad in the Austin-American Statesman for Assistant Director of Materials Management. Based on my experience and continuing education, I believe that I am qualified to fill this position. For the past four years, I have been employed in the materials divisions with two different manufacturing companies, XETEL Corporation and Fisher Controls International. My experience there has ranged from controlling, buying, analyzing, to planning materials. Currently, I am attending night school at Austin Community College where I lack only nine hours to complete my Associate Degree in Business Administration. When I complete this degree, I hope to return to St. Edward's University to complete my course work for a degree in Technical Business. Brackenridge Hospital and the Children's Hospital supply such a vital service to the Travis county area that I would be proud to be a part of your team. I hope to get a chance to discuss my qualifications and goals with you. I can be reached at (512) 877-0991 after 5 p.m. Sincerely yours, John M. Owens Encl.: resume ( http://www.io.com/~hcexres/tcm1603/acchtml/applex1.html)

3303 West Valley Cove Round Rock, Texas 78664 August 5, 1990 Personnel Assistant JD Employee Credit Bank of Texas 70


P.O. Box 32345 Austin, Texas 78745 Dear Personnel Assistant: I am writing about your newspaper ad in the August 1 Austin-American Statesman concerning your need for an experienced programmer in the database environment. I believe that I have the qualifications and experience that you are looking for. As for my experience with database programming, I have worked for the past year as a programmer/analyst in the Query database environment for Advanced Software Design. In that capacity, I have converted a large database that was originally written in a customized C language database into the Query database environment. I am currently working on a contract with Texas Parks and Wildlife to make major modifications to its existing Query database application. On both of these assignments, I have also served as customer contact person. Related to this database-programming experience is the work I have been doing to write and market an automated documentation utility for Query database applications. This product was written using a combination of C, Pascal, and Query programming languages. I was responsible for the authorship of the Pascal and Query programs. The Pascal programs are completely responsible for the user interface and system integration management. Enclosed you will find a resume, which will give you additional information on my background and qualifications. I would welcome a chance to talk further with you about the position you are seeking to fill. I can be reached by phone between 9:00 a.m. and 6:00 p.m. at (512) 545-0098. Sincerely, Virginia Rementeria Encl.: resume (http://www.io.com/~hcexres/tcm1603/acchtml/applex2.html)

3. Comprehension 3. 1. Fill in the following table with information you have found in the letters above: Applicant’s name Employer’s name Position Source of information Previous jobs Future plans Applicant’s motivation

Virginia Rementeria John Holloway

3. 2. Write an answering letter to one of the two candidates  announcing him/her that he/she is hired  refusing his/her application

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4. Vocabulary 4. 1. Find the right place for the following vocabulary items missing from the following letter of application (covering letter): 311 Nestor Street West Lafayette, IN 47902 1. … Ms. Christine Rennick Engineer Aerosol Monitoring and Analysis, Inc. P.O. Box 233 Gulltown, MD 21038 Dear 2. … Dr. Saul Wilder, a consultant to your firm and my Organizational Management professor, has 3. … me that Aerosol Monitoring and Analysis is 4. … someone with excellent communications skills, 5. … experience, and leadership 6. … to train for a management 7. … I believe that my 8. … resume will demonstrate that I have the characteristics and 9. … you seek. In addition, I'd like to mention how my work experience last summer makes me a particularly strong 10. … for the position. looking for, Ms. Rennick, candidate, June 6 1998, experience, informed, enclosed, organizational, background, position As a promoter for Kentech Training at the 1997 Paris Air Show, I discussed Kentech's products with marketers and 11… personnel from around the world. I also 12… and wrote reports on new product 13… and compiled information on aircraft industry trends. The knowledge of the aircraft industry I gained from this 14… would help me analyze how Aerosol products can 15… the needs of regular and prospective 16…, and the valuable 17… I gained in promotion, sales, and marketing would help me use that information 18… researched, clients, position, sales, development, effectively, meet, experience I would 19… the opportunity to discuss these and other 20… with you. If you are interested, please 21… me at (317) 555-0118 any morning before 11:00 a.m., or feel free to 22… a message. I look forward to meeting with you to discuss the ways my skills may 23… serve Aerosol Monitoring and Analysis. qualifications, welcome, leave, best, contact Sincerely yours, First Last name Enclosure: resume (http://www.io.com/~hcexres/tcm1603/acchtml/applex2.html, adapted from: Halpern, Jeanne W., Judith M. Kilborn, and Agnes Lokke. Business Writing Strategies and Samples. New York: Macmillan, 1988.)

4. 2. Read the following useful phrases in an application letter:

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Getting attention: • Highlight your strongest work skills: When you need a …… who can ….. call me. • Mention the name of a person highly regarded by the reader: When X of your division spoke to our business communication class last week, he said you need…. • Make reference to publicized company activities or achievements: The Financial Times reports that you may need the expertise of a …..for the opening of your new division in Germany. • Use a question referring to the organization’s needs: Can your R&D division use a specialist in ……… with nine - year experience in the field, a BA in chemistry and a real desire to succeed? If so, please consider me for the position. Stating the reason for writing: I am applying for the………position advertised by your firm in……….. I am seeking a position in…. Subject: Application for ………position (you may use a title at the opening of your letter) Expressing motivation and expectations: If my application were successful, I should like to… I wish to become involved in… I feel strongly that… Giving evidence of work experience: I feel I am well qualified to… for the following reasons:… As a … who has…, my experience would be invaluable in… My particular interest is… Through… I am well aware of… By …ing and …ing I would be able to… Ways of ending a letter of application: I have no urgent commitments at present. After you have reviewed my qualifications, could we discuss the possibility of putting my skills to work for your company? I am available; should you wish to discuss matters further, please contact me at… I would welcome the opportunity to meet you. You can contact me on … (your telephone number) between 11 am and 6 pm at the above address. Expressing application follow-ups: Please keep my application in your active file, and let me know when you need a skilled…. Please keep my application in your active file, and let me know when a position opens for a capable….

5. Speaking Work in groups. Write an application letter for the position you consider best fits your qualifications. Give it to a colleague in your group. After reading it, each in

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the group will have to concisely analyze the document, pointing out its value and its weak points.

6. Writing Draw an application letter (cover letter), imagining you are applying for the post of CEO of a well-known multinational. Write a covering letter applying for one of the positions advertised at the beginning of the unit.

CURRICULUM VITAE BASIC NOTIONS RESUME LAYOUT

1. A resume should contain: 

     

name and address, phone number career objective: be as specific as possible education: it contains: the school you most recently attended, list for each school you attended (the name and location); institutions, dates, degrees, areas of study work experience: should list all the related jobs you’ve had activities and achievements: projects, community service activities personal data (hobbies, etc) other relevant facts: miscellaneous facts: foreign languages proficiency, computer expertise, date of availability, references

Keep in mind! The following expressions are alternatively used: Career objective = summary of qualifications Education = academic credentials// academic preparation// professional college training Work experience = employment history

2. The format of the resume

Read the following checklist for resumes and discuss it with your colleagues. Try to improve it.  contents and style  present the strongest, most relevant qualifications  do NOT use whole sentences  use facts, not opinions  avoid personal pronouns  omit the date of preparation  omit mention of your desired salary, work schedule, vacation schedule  contact information  use a title/ your name and address as a heading

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3. Vocabulary You will find in the table below some action verbs for pointing out accomplishments; discuss their usefulness when writing your CV and application letter and try to find some more. Management skills Communicati on skills Research skills Technical skills Teaching skills Financial skills Creative skills Helping skills Clerical or detail skills More verbs for accomplishm ents

Administer, assign, attain, chair, consolidat direct, evaluat, improve, increase, organize, plan ……………………………………………………… Address, arbitrate, arrange, collaborate, convince, direct, draft, edit, lecture, mediate, promote………………………………………………………………………………………… …. Clarify, collect, critique, evaluate, examine, investigate …………………. ………………………………………………… Assemble, build, calculate, compute, design, devise, operate………………………………………………………… Adapt, advise, clarify, coach, communicate, coordinate, develop, explain, facilitate, inform………………………………………………………… Administer, allocate, analyze, appraise, audit, balance………………………………………………………….. Act, conceptualize, create, customize, design, establish …………………………………………………… Assess, assist, clarify, coach, counsel, educate, facilitate ………………………………………………………. Approve, arrange, classify, collect, execute, implement, prepare ……………………………………….. Achieve, expand, improve, pioneer, reduce (losses), resolve (problems), restore, spearhead, transform (adapted from Lesikar, Petit, Flatley 1993: 339)

4. Writing

Write your resume according to the standard procedure being careful to include the elements below: Arrange logically the information on education (dates, institutions, degrees, major field); employment (dates, places, firms, duties); personal details (interests, memberships, achievements), special information (achievements, qualifications, abilities), references. Use a heading for the entire resume and subheadings for the parts Include a statement of objective: e.g.: “To serve in an entry-level position in personnel management that will provide an opportunity for growth and advancement.“; “Sales Representative for X Corporation leading to sales administration.”; “To apply 20 years of successful furniture sales experience to selling quality products for a progressive company.” (adapted from Lesikar, Petit, Flatley, Basic Business Communication, IRWIN, 1993: 337)

Supplementary information and activities Other types of employment messages 75


1. Discussion 1. 1. Read the list containing other types of employment messages and check your knowledge: do you know when to use them? Job-inquiry letter Application form Application follow-up letter References (testimonial or open letter of reference)// Recommendation letter 1. 2. Answer: What’s the goal of a recommendation letter? What should such a letter contain?

2. Reading 2. 1. Be creative and finish the following recommendation letter by adding the missing information: I am pleased to support Tom Smith’s application for…… For the past five years, Tom and I have……………Working closely with him, I have found that he is a good…Not only is he…but he also…I have really enjoyed working…with him. We need more…like Tom. I would be happy to elaborate on his skills if you call me at home any evening. 2. 2. Read the following letters refusing to recommend a candidate and identify their characteristics. •

e.g. 1 – letter addressed to the employer

Tom Smith did work at ………… as a ……. from May 1999 through July 2203. In light of current legalities, however, we cannot comment on the job performance of people who no longer work here; I am sure you understand the dilemma. Good luck in your hiring process. •

e.g. 2 – letter addressed to the job applicant

You have had an interesting year since you left………… Thank you for bringing me up-to-date. Your decision to…………seems well thought-out, and the classes you have taken should help you get a job. Your instructors at the community college would have more relevant knowledge of your ability to perform the type of job you are applying for, so I suggest you ask them for recommendations. Good luck to you in your future endeavors.

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3. Vocabulary Reference-writing expressions – you may need them in giving references about a job candidate. He has been a most valuable/ loyal/ hard-working/ co-operative employee // She has a logical mind and is sensitive…// She has a talent/ flair for design and is creative…// She is an effective…// He was a very active member of………and he had a good relationship with colleagues// Through full and active membership of the… team, he created/ initiated/ inspired/ encouraged/ built up strong personal relationships.

4. Language focus CONNECTING AND SEQUENCING IDEAS Connectors and sequence markers are words or phrases, which show the relationship between ideas; they connect the following information with the earlier information: The merger has already been decided. So, there’s no use fighting against it. In brief, the purpose of my lecture is to convince you to buy our product. In the folowing table you have a list of these connectors and sequence markers and the types of relationships they express. Study them carefully.

Types of relationships between ideas

Time relationships

Logical relationships

Connectors and sequence markers First, first of all, initially, to start with, the first step, at the first stage Second, secondly, the second step, at the second stage Third, thirdly, the third step, at the third stage Then, after that Next, subsequently, the next step, at the next stage Finally, the final step, at the final stage Other language forms: before + verb …ing, after + verb …ing, (after) having + verb …ed Categories Connectors and sequence markers Therefore, so, accordingly, consequently, as a Cause consequence/result, hence, thus, because of this, that’s why, for this reason

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Comparison Concession Contradiction Condition Alternation Contrast

Time sequence Categories Addition

Highlight Intensification Repetition Generalization Textual relationships Stating the obvious Equivalence Inclusion/explan ation Summary Conclusion

Similarly, in the same way, here again, likewise, in comparison, still Anyway, at any rate In fact, actually, as a matter of fact, indeed Then, in that case, although, if Instead, alternatively Yet, however, nevertheless, still, but, even so, all the same,conversely, whereas, on the other hand, nonetheless, on the contrary, in contrast Formerly, after, when, meanwhile, sometimes Connectors and sequence markers Also, in addition, moreover, furthermore, besides, too, overall, what’s more in brief/short, first, second, finally In particular, in detail, especially, notably, chiefly, mainly Indeed, in fact, in any event That is, in other words, as has been said Usually, normally, as a rule, in general, for the most part, in most cases, on the whole Obviously, naturally, of course, clearly In other words, that means, namely, that is to say, or rather For example, for instance, say, such as, as follows, in particular, in this case, to illustrate, also, too To sum up, then, overall, in brief/short In conclusion, finally, lastly, to conclude (see Brieger and Sweeney 1994: 208)

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Test your skills in writing application documents 1. Look in the local newspaper for a job advertisement or compose the advertisement for an imaginary post you would like to apply for. 2. Write the corresponding letter of application. 3. Write your CV. 4. Write two recommendation letters – one, highly enthusiastic, the other – as neutral as possible. 5. Write a letter to follow up a job application using the information below: A month ago you applied for the position of…….with…….(the name and the address of the company) sending an application letter and your CV to………, the director of personnel. Since you have ten-year experience in ………..industry and a good academic record, you are very confident in your chance to get the position. Unfortunately, you haven’t got any reply yet, so you decide to write a follow-up letter to show your interest in the position. Consider the following points in your letter: You don’t know what has happened with your resume and application letter you sent them a month ago Since you wrote, you………. You have submitted applications to several other firms but would prefer to work at…….. Write a follow-up letter to………that will reinforce your application with………

X. INTERVIEWS BASIC ELEMENTS The interview is a planned conversation with a specific purpose involving two or more people.

job interview (directed, less formal, unstructured, simultaneous, simulating, stress interview etc.) information interview persuasive interview Types of interviews

exit interview evaluation interview counselling interview conflict resolution interview disciplinary interview

(from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

1. Discussion

Work in groups. Choose one of the eight types of interviews from the table above and make a list of some specific communication skills you suppose it calls for. Present the list to the class and bring arguments in favour of your choice. Try to find similarities and differences between the interviewer and interviewee (purpose, skills they need, style etc.).

2. Reading

Read the article about employment interviewing. Choose the best sentence from the list below (A-K) to fill each gap (1-9). There is one sentence that you do not need. There is an example at the beginning (0 C). A Employers say they are impressed by well-informed jobseekers. B Another important step in preparing for a job interview is to practice describing your professional characteristics. C But it doesn't have to be. D Responding to interview questions should not sound as if you are reciting a

Interviews

script. E Although these interviews often have different purposes, they all require basic interviewing skills. F As a starting point, try to respond aloud to the following: G Preparation can be as important as the interview itself. H Focus on what you learned from the experience, being careful never to criticize a previous employer or coworker. I The company itself is often the easiest place to start your search. J When responding, focus on subjects related to the job. K Clothes should be clean, well fitting, and wrinkle free. Employment Interviewing. Seizing the Opportunity and the Job by Olivia Crosby Interviewing is the most stressful part of the job search for many people. /0 C/ Interviews are an opportunity to show you are an enthusiastic worker who would do a job well. You can make the most of that opportunity by being prepared, presenting a professional demeanor, and describing your qualifications well. There are many types of interviews: screening interviews, designed to whittle the applicant pool; longer second and third interviews, intended to help employers make final selections; and telephone and video conferencing interviews, arranged to capitalize on available technology. /1/ Read on for advice about what to do before, during, and after a job interview. Preparation. Career counselors say a good job interview starts well before the jobseeker and interviewer meet. /2/ Researching, practicing, and dressing appropriately are the first steps to making the most of a job interview. Research. One of the best, but most frequently overlooked ways to demonstrate enthusiasm for a job is to research both the company and the position for which you are being interviewed. /3/ Before arriving for an interview, you should know what the company does, how large it is, any recent changes it has undergone, and what role you could play in its organization. Try to learn about the company's goals and values. With these facts, you can show how your qualifications match the company's needs. /4/ Many businesses fill their websites with information tailored to jobseekers. These sites often include a history of the company and a description of its products and customers. And many companies' human resources departments will send recruiting information if you request it. Public libraries and career centers also have valuable information about employers, including companies' annual reports to shareholders, reports kept by local chambers of commerce, trade journals, and business indexes, such as Hoover's Business Index and Dun and Bradstreet. Practice describing yourself. /5/ Think of examples from past jobs, schoolwork, and activities to illustrate important skills. Recalling accomplishments beforehand, when you don't have to respond under interview pressure, will strengthen your answers during the actual event. Every interview will be different, and there may always be surprising questions. Nevertheless, interviewers suggest rehearsing with a career counselor or friend to gain confidence and poise. /6/ * How would you describe yourself? * What did you like most about your last job? 81


* * * * * * * * *

What types of courses do you enjoy most? Why should I select you over other applicants? What are your greatest strengths and weaknesses? What are your hobbies? Tell me more about the project you described on your resume. Describe a work or school-related problem and how you solved it. Tell me about a time you worked as part of a team. What are your short-term goals? Why do you want to work in this occupation and for this company? Each question gives you an opportunity to illustrate your favorable characteristics. /7/ For example, if asked to describe yourself, talk about your professional characteristics and background, not your personal life. Some questions – such as those about hobbies or interests – may seem irrelevant. Interviewers ask these types of questions to learn about your personality and test your interpersonal skills. In addition, answering questions about your hobbies or interests allows you to highlight some of your other strengths. Participating in a sport might demonstrate teamwork; ability in a craft, such as needlepoint, shows an attention to detail. Career centers and libraries have many books with additional questions and possible answers. The goal is not to memorize responses to these questions but to become comfortable speaking about yourself, your training and experience, and your career goals. /8/ Whatever the question, be ready to accentuate the positive. The interviewer might ask for a weakness or failure; choose one that does not affect your ability to do the job, or describe a shortcoming you are working to overcome. For example, if interviewing for an entry-level job, cite your lack of paid experience. If there are weaknesses evident on your resume; or transcript, such as being fired from a job or receiving poor grades, rehearse an explanation before the interview in case you are asked about them. /9/ Interviewers suggest rehearsing with a career counselor or friend to gain confidence and poise. The goal is to become comfortable speaking about yourself, your training and experience, and your career goals. (http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt)

3. Comprehension

Arrange the steps of the interview in an acceptable order and discuss your option. 10 Steps to a Successful Interview Write a thank-you letter to anyone you have spoken to. Use body language to show interest. Read company materials while you wait. Thank the interviewer. Smile, nod, give nonverbal feedback to the interviewer. Introduce yourself in a courteous manner. Arrive on time. Have a firm handshake. Listen. Ask about the next step in the process. (http://www.jobweb.com/Resources/Library/Interviews/10_Steps_to_a_02_01.htm)

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Interviews

4. Vocabulary 4. 1. Use the word given in capitals at the end of each gapped line (1-7) to derive a word that fits in the space. On the day of the interview, give yourself plenty of time to get ready for and travel to the interview. Plan to arrive 10 to 15 minutes early. 1__ carrying a briefcase to the interview. In addition to giving you a 2__ look, a briefcase serves a function: it gives 3__ to things you will want at the interview. These include a pen and paper to record important information, such as the proper spelling of the interviewer's name and the time and date of followup interviews; copies of your résumé or application and 4__; and examples of your work, such as writing samples.

CONSIDERATION PROFESSOR,PORTABL E

REFER

Most people are nervous when interviewing. But remember: you have been asked to interview for the job BELIEVE because the employer believes you could be right for it. NERVOUS The interview is your chance to confirm that 5__ and establish rapport. To reduce 6__, interviewers HEART recommend getting a good night's sleep and maintaining your usual morning routine – if you never eat breakfast, for example, don't eat a 7__ morning meal on interview day. They also recommend calling to mind some of your happiest memories or proudest moments before arriving for the interview. http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt

4.2. For each blank (1-15), think of the word that best fits in the context. Use only one word in each space. Dress professionally. Securing 1__ job is much easier if you look the part. A useful guideline is to dress 2__ you would for an important day 3__ the job, like a meeting with a supervisor or a presentation 4__ a client. Clothes should be clean, well fitting, 5__ wrinkle free. Most employers expect jobseekers 6__ wear a traditional two-piece suit, preferably 7__ a conservative color such as navy blue, gray, 8__ black. The object is to look reliable, 9__ trendy. Many employers say that women's skirts should be knee-length 10__ below. Polished, closed-toe shoes complete 11__ professional image. Avoid last-minute clothing disasters 12__ trying on your suit a few days before the interview. And plan 13__ the unexpected: if you will wear a skirt, buy an extra pair of stockings; if you have shoes that tie, get more shoelaces. Bring such extras 14__ with you the day of the interview. Keep hair neat by tying it back, putting it up, or cutting it short. Avoid cologne and perfume, large pieces of jewelry, and heavy or unnatural makeup. These distract the interviewer 15__ your qualifications. (http://www.pueblo.gsa.gov/cic_text/employ/employ-interview/emp.txt)

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5. Language focus

Types of interview questions

Open-ended: it invites the interviewee to offer an opinion

What do you think your company expects from you?

Direct open-ended: it suggests a response

How have you trained in…..?

Closed-ended: it calls for short responses or yes/ no answers

Did you attend those classes?

Restatement: invite the respondent to expand on an answer

You said you like travelling. Is that correct?

Warm-up: it helps break the ice

How was your trip?

Indirect: elicits further information

I’d like to know more about…

(from C. L. Bovée, J. V. Thill, Business Communication Today, New York: Mc Graw Hill Inc., 1992)

Checking and confirming information Techniques

Asking for repetition

Advice

Example

If you didn’t hear the message, you may use: State your problem and then make a request.

Sorry? Pardon? Pardon me? (AE) Excuse me? (AE) I’m sorry, I didn’t quite hear/ catch what you said. I missed that part. Could you repeat that / say that again, please? Would you mind repeating that, please? I don’t understand what you have just said. Could you go over that again, please? What exactly do you mean by…?

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Interviews

Asking for clarification

Asking for verification

Ask for more precise information.

What is the precise purpose function of…? Could you tell us a bit more/ Could we have some more details about…, please?

If you want to check that you have understood the message, you may use.

Did you say….? You did say…, didn’t you? Is it true/ a fact that he ….?

Asking for spelling

Can/could you spell that, please?

Repeating information

You can paraphrase the information or summarize the main points.

Correcting information

Do not forget to use a polite formula before. making the correction.

In other words… What I mean is…/ By that I mean that… Let me just go over/ repeat/ summarize the main points again. If I could just bring/ draw together the points we have discussed. Excuse me, Sorry, that’s not quite right. … Sorry, I think you’ve made a mistake. … (see Brieger and Sweeney 1994: 182)

6. Speaking

How do you prepare for a job interview? Is there advisable to mention your weaknesses in a job interview? Why? Comment upon discrimination during a job interview.

7. Writing

Select a job advertisement from the local newspaper and write the following letters: a job inquiry letter/ a thank-you letter for the interview/ a request for more time to decide/ a letter of acceptance/ a letter declining the job offer

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XI. BUSINESS CORRESPONDENCE BASIC NOTIONS inside the firm: memos, minutes, reports Types of business correspondence

Steps (i)

Steps (ii)

1. defining the purpose

outside the firm: business letters (of inquiry, complaint, order, warning etc.)

Type General: to inform, persuade, collaborate Specific: to present specific data…, to convince somebody to do something, to help somebody to do something

1. planning

2. composing

2. analyzing the audience (audience profile)

Small/ large Informed/ uninformed Specialists/ casual public, motivated/ unmotivated, etc.

3. establishing the main idea

It should make a statement about the topic.

4. selecting the channel and medium

Oral/ written communication

The result should be a well organized message, with: - clear subject and purpose, - information related to the subject and purpose - logically grouped and presented ideas - all necessary information included

Business Correspondence

3. revising

Review the message for content and organization

1. Discussion What will be, in your opinion, the main characteristics of business correspondence? What are the prerequisites of a well organized business message?

2. Reading Read about some key elements of the Business Communication Protocol and discuss them in your study group. Business Communication Protocol A universal format, style, and etiquette is accepted by nearly all organizations. Job candidates can alienate potential employers simply because they do no use standard business writing style. Professional communication ability remains a significant factor that employer use in evaluating and comparing applicants. Each letter, however, must be individually tailored to the needs of the prospective employer and individually produced. Misunderstandings often occur because of the failure to follow up in writing. Take the extra time needed to avoid confusion. Always keep copies of letters sent because they may save later embarrassment. If correspondence is lost in the mail, showing potential employers the copy may save a job offer. The importance of proper communications cannot be overemphasized. Written communication is the backbone of every personnel office. A good succession of communication shows the employer that you sincerely want the job. Correspondence Tips Use a standard business style format and 8 1/2" x 11" paper. Type all letters. Employers type even personal notes, so follow suit. Address letters to a particular individual, and use his/her correct title. Never duplicate a letter; each must be an original. Make paragraphs average in length. Always send a letter with a resume, never a resume alone. Check your work carefully for grammar and spelling. It is a good idea to have someone else proofread it. Be wary of suggestions to use gimmicky attention-getters, overzealous or desperate-sounding phrases, and exaggerated praise of the employer. (http://static.jobtrak.com/job_search_tips/protocol.html)

3. Comprehension Consider the words/ phrases from the text above, which are written in bold. Why were they emphasized in the text? Bring arguments in favour of their importance for business correspondence.

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4. Vocabulary Colloquial American Business Jargon Defined Native speakers unconsciously use jargon or slang that doesn't mean much to speakers of English (or even American in this case) as a second language. Here are some common phrases used by American businesspeople during U.S.-Japanese business meetings. Saying 20-20 hindsight A rising tide that lifts all boats An Old (China, Japan etc.) Hand at loggerheads at the 11th hour Bootstrapped both sides of the aisle deep pockets Do you read me? dog and pony show don't make waves down in the dumps

Meaning perfect knowledge but too late something that benefits all (Pres. Kennedy) someone with long experience in the place Disagreement at the last minute develop by yourself without outside support from politics, involving both parties wealthy; has ability to pay do you understand (military communications) financial presentation don't disagree or contradict policy depressed (http://www.pacificovertures.com/BizJargon.html)

5. Language focus

ASSERTING AND DOWNTONING INFORMATION You use assertion if you want to emphasize what you are saying and to influence the attitudes and behaviour of your listeners. Downtoning is used when you are not certain and want to protect yourself from your listeners. Asserting informat ion

Techniques

Example

Fronted topic

Rarely is he punctual at meetings.

Cleft sentences: It’s + subject + that Relative clause + is + subject

It is the competition that counts. What it counts is the competition.

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Business Correspondence

Inversion (after certain negative words: no-one, nowhere, never, nobody, nothing Intensifying adverbs (wholly, totally, completely, fully, absolutely, entirely, extremely, highly, very, fairly, reasonably, quite, moderately)

Downtoning informat ion

In no way will I deceive you.

Their company is completely bankrupt.

Connecting expressions of highlight (in particular, besides, especially, etc.)

He upgraded his computer. In particular, he maximized the PC memory.

Use the verbs: seem, appear

It seems that the stocks will plummet.

Use the verbs: tend to, be inclined to

He tends to underestimate the expertise of his competitors.

Minimize message with: just, only, a bit, a little

It’s just only a minor delay; it’s nothing serious.

Express possibility with: maybe, perhaps, might

Perhaps we will accept merger with NTX International. We might accept merger with them.

Express reservation with: in a way, to some/ to a certain extent

In a way I have to agree to their proposal.

(adapted from Brieger, Sweeney 1994: 174)

6. Speaking 

Which is the most important, the correspondence outside or inside the firm? Bring arguments to support your opinion.

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

Give examples of adapting the message you are sending to the audience.

7. Writing

In not more than 200 words write an essay about the manipulative power of words.

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XII. COMMUNICATION WITH PARTNERS BASIC NOTIONS Business letters usually use the BLOCK STYLE. This means:  the addressee’s name and address are at the top ON THE LEFT  the date: usually, on the right  no punctuation in the address or after the salutation  the paragraphs start at the margin, with double space between them  the writer’s name and title are under the signature Letter layout The logo of the firm The sender’s address The recipient’s address

Your ref: Our ref: The date

The salutation (Dear Sir/ Sirs/ Madam/ Mr. Thomson/ Mrs…/ Miss/ Ms…/ Kate) Heading (it says what the letter is about) The body of the letter Introduction: it says why you are writing The main message: details The close: it usually mentions a future, planned activity The ending of the letter Closing formula The signature The name (typed) Keep in mind  Ref. = references: names (initials of the author/ typist of the letter)  Common introduction formulae: I am writing in connection with…/ I have received your letter of…concerning…  Ending formulae: I look forward to receiving your …/ Looking forward to hearing from you  Closing the letter: Yours faithfully/ Yours sincerely/ Sincerely


1. Discussion What function do letters perform in society/ in business? What do the style and tone of a letter depend on? What does the format of a letter depend on?

2. Reading 2. 1. Read the following examples and try to figure out what do they refer at? Match them (a-e) with the suggestions you have below (1-5). Style of business correspondence a. “I am writing to apply for the position you currently have open…” “I am writing in response to your letter of… in which you discuss problems you have had with….” b. “I am writing in response to your July 2, 2006 letter in which you….” “I have just received your September 20, 2006 letter in which you…” c. “I have worked as a teacher in London for about ten years. Since 2001 I have been teaching at “….” University…” “As for my work experience, I have worked….” d. “If you do not send us the computers by the 1 July, you will not get the money…” “Please send us the computers we ordered till the 1 July as we agreed in the contract. Any change of the deliverate date may entail, unfortunately, changes in the method of payment.” e. “As soon as you…, I will …to …. May I expect to hear from you within the week?” “I am available in the afternoons, from 4 pm to 5 pm. Can we set up an appointment to discuss………? I’ll look forward to hearing from you.” 1. If you are responding to a letter, identify that letter by its subject and date in the first paragraph or sentence 2. Provide topic indicators at the beginning of paragraphs; “topic indicators” = a word or phrase that indicates the topic 3. Change the cold, unfriendly negative tone with one much more positive, cordial and tactful. 4. State the main business, purpose, subject matter right away: 5. Give your business letter an “action ending” whenever appropriate: make clear what you expect the recipient to do and when 2. 2. Here are some tips you may find useful in writing your business letters. Comment upon their value in business writing:  “compartmentalize” the contents of your letter: place each different topic of the letter in its own paragraph  keep the paragraphs short: these will help the reader to read rapidly, comprehend and remember the important facts or ideas  list or itemize whenever possible: it makes it easier to pick up the important points.  place important information strategically: info in the first and last lines of paragraphs tends to be read and remembered better; place important information in high - visibility points

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Communication with Partners

 

find positive ways to express bad news; avoid such words as: cannot, forbid, fail, impossible, refuse, prohibit, restrict, deny. avoid pompous, inflated, legal-sounding phrasing (picture yourself as a plain-talking, common-sense, down-to-earth person)

3. Comprehension Consider the tips presented under 2. 2. What do the following words mean in that context: ‘compartmentalize’, ‘itemize’, ‘strategically’, ‘positive ways’, ‘pompous’?

4. Vocabulary Read the following pieces of advice about business correspondence. Explain or find synonyms for the words written in italics. Before you begin sending any letters, it is important that you devise some way of keeping track of when and what you have sent. For instance, if you send a letter to Ms. X asking for an interview and offer to call her during the week of June 6th, you need to have that date on record so you can be sure to meet that commitment. Also, if you are sending out 40 letters to various employers, it can be critical to know what you have said in a particular letter to be able to follow it up with accuracy. Listed below are two formats for organizing your letter campaign. A. Create a chart with columns for the prospective employer’s name, the person contacted, the date sent, any commitments you made in the letter and follow-up. Make another chart showing the response you received from each letter with column headings, such as prospective employer’s name, person who replied, date of reply, and action taken. Keep these charts up to date and hold on to letters you receive. B. Make copies of all the letters that you send out and file them in a folder. Keep another file folder for the letters you receive which call for further action to be taken on your part and a separate file folder for your rejection letters. This method can be especially helpful because you have reference to all your letters for use when composing other letters. Also, you can look back over the letters you have sent and see which ones were the most effective in generating interviews. You should also take into account some general suggestions for letter writing: 

       

follow rules of layout and format of a standard business letter slant letter toward what you can offer employers, not what you think they should be offering you address, whenever possible, to an individual, along with his/her correct title spell, punctuate, and paragraph correctly write in your own words and in conversational language hand-sign, rather than type your signature print your letters on good quality paper be brief, concise and to the point close with a direct request for some sort of action (i.e. interview appointment)

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

take advantage of any link to the employer that can put your foot in the door or give you an edge over the competition (for example, mentioning the name of someone you know in the organization)

It’s not advisable to:

  

 

use stiff language or phrasing be gimmicky in an attempt to be original or clever load with constant use of the word “I” be lofty in tone or indicate you will do the employer a great service by “considering” a position be excessively emphatic about your reliability, capacity for hard work or intelligence. This kind of self-appraisal is usually best understated. The appearance and tone of your letter and resume can say more about you than you can gracefully say about yourself. (http://www.career.fsu.edu/ccis/guides/write_eff.html)

5. Language focus CONTRASTING AND COMPARING IDEAS Function

Contrasti

Language techniques

Examples

Clauses of contrast But, though, although, even though, while, whereas

We will deliver you the merchandise even though the deadline of delivery is a bit too tight.

Phrases of contrast Despite, in spite of

He was promoted in spite of some serious mistakes he has made.

Sentence connectors of contrast: yet, however, nevertheless, still, but, even so, all the same

We are the first car supplier on the market. However, we need to improve the quality of our products.

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Communication with Partners

Comparin

Clauses of comparison Comparative + than Rather than As… as…; not so… as…

Having a reliable investor is more difficult than I have ever imagined. They should pay their debts rather than defer them. I ordered as many pieces as you told me to.

Expressions of comparison Compared to/with, in comparison with

Their business plan is not reliable compared to ours.

Words and expressions of similarity: Conform to, match, resemble, look like, correspond to difference: Differ/ vary/ diverge/ deviate + from

Their price is the same as two years ago. Their price differs from that of their competitors.

(adapted from Brieger, Sweeney 1994: 178,180)

6. Speaking  

Discuss each of the style requirements in writing business letters. Can you establish a hierarchy among these issues? State your reasons. What is a recipient-oriented style?

7. Writing

You are the system chief engineer of the university. Write a letter to the Department of Modern Languages Applied to Business in which you communicate your plan for installing the equipment for a new computer-assisted languageteaching laboratory.

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XIII. BUSINESS LETTERS Classification By function Direct requests/ Routine inquiries Inquiries about people Favourable responses/ Routine, goodnews, and good-will messages Bad-news messages/ Claims Persuasive messages Orders

By message direction I. Initiating letters II. Response letters

Miscellaneous Refusing a request Adjustment grants Adjustment refusal Credit refusal Sales letter Order acknowledgements

(adapted from Bovée, Thill 1992: 70 and Lesikar, Petit and Flatley 1993: XVii)

1. Discussion You have here a long list of letters that can be written in business environment. Read the list and try to figure out what particular situations do they serve for. Describe the situation in your own words. Try also to assign them to a particular type from the table above. letters of acceptance letters accepting a job offer letters acknowledging orders/ order confirmation letters of appreciation letters approving credit letters of authorization letters checking a reference letters for claims and adjustments letters of condolence letters of congratulations letters conveying news about products letters declining a job offer letters denying routine requests letters giving unfavourable replies to orders letters of greetings letters of inquiry

letters of job application letters offering a job letters placing orders letters providing credit references letters of recommendation letters replying to requests letters requesting action/ credit/ information/ a recommendation/ a time extension letters of resignation letters responding to customer claims sales letters reminder letters order letters response letters request letters follow-up letters

Business Letters

LETTER OF INQUIRY AND REPLY 1. Reading 1. 1. Read the following example of inquiry letter in the form of an e-mail message. Is there any difference between the electronic form and the typed form?

FROM: J JANSEN 09-03-02 16:28:56 NEDCO DEN BOSCH INTERNAL ADDRESS: DB 99-36 TEL. 8261 TO: J SMITH SUBJECT: Comments on AB document and AB987 quotation John Please send me your comments asap on the documents. I’d like to finalize them this week. Regards, Jan Jansen Nedco Den Bosch DB 99-36 TEL. 8261 Comments on AB document and AB987 quotation 1. 2. Other models of inquiry letters a. letter asking for information (preliminary inquiry). Read the following letter and identify its main parts: Dear Sir We are a multinational corporation established in 2000 by the merger of two of the biggest organizations in car industry and we have been operating in your country for 2 years, since 2001. We are most interested in developing secondary industry in this area. One of our projects is to establish a car-components industry and we wonder if you could help us to find a suitable partner. The sort of company we have in mind is a large-scale manufacturer of wheels and accessories, with international marketing experience and a strong technical staff. We would be most grateful if you could recommend a Romanian company, which fits this description. Yours faithfully

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Signature Tom Smith Director b. Read now the proper letter of inquiry and then compare the two letters. What do they have in common, what are the differences between them? Dear Sirs Your name has been given to us by one of your clients in Germany, which is quite satisfied with your services. We are an industrial organization operating in cars branch and would be most grateful if you could help us. We have recently been allocated a considerable sum in order to improve our marketing offer in this area. One of our projects is to establish a car-components industry in this area. You will appreciate that our technical knowledge is limited, and we need the expertise of someone who has experience in this industry. Would you consider helping us in any or all of the following ways? supplying modern machinery supplying technical know-how helping with the marketing operation training personnel setting up the plant We should like your views on the possibility of setting up a partnership. Looking forward to hearing from you, Yours sincerely XXXXX (name) Keep in mind! The content of an inquiry letter is the following:  Introduction (introduce yourself or tell them wherefrom you have heard about them); identify the purpose: to obtain help or information  Request making: list questions or information needed in a clear, specific, and easy-to-read format  Offering further information  Ending the letter: express gratitude for any help DO NOT use “thank you in advance” expression You may find the following pieces of advice useful: Since the inquiry letter is usually asking for information and is a personalized message, it must avoid accusations or any suggestion of customer dissatisfaction. This type of a letter is part of collection series, i.e. collecting what is owed. The steps in the collection series are: notification, reminder, inquiry, urgent notice and ultimatum.

3. Comprehension Match the different types of inquiry letters (1-6: 1. Unsolicited inquiry letter; 2. Problem-inquiry; 3. Booking accommodation; 4. Job-inquiry letters; 5. Solicited inquiry letter; 6. Making a routine credit request) - with their descriptions below (af):

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Business Letters

a. written when a business/ agency advertises its products/ services; you ask specific questions about a product/ service you are interested in b. written when the recipient has done nothing to prompt your inquiry; e.g. you want more information about an article you have read. c. requesting an application form; enquiring about a hiring decision – a direct request d. asking for money e. Read the example: Because you are a valued customer who has been conscientious about paying bills on time, Mr. Smith, I’m wondering why we haven’t received your October payment of $ 200. Is there a problem we should know about? Please send us your payment right away or phone me at 453 – 579 to discuss your situation. We want to help you fulfill your obligations. f. Read the example: Dear Sir I would like to reserve a………………. I would very much appreciate a ……….. Could you please confirm that there is……….. Yours faithfully XXX (name)

4. Vocabulary Read some useful phrases you may use in a letter of inquiry: Introducing yourself: Your company has been recommended to us by… We have heard of your firm We are particularly interested in… We are most interested in/ increasing/ developing/ extending… Your name has been given to us as one of the most important … manufacturers in Europe. What we have in mind is… Making the request: You will appreciate that… We need… Would you consider supplying us with…? If you could send/ give… we would be most grateful. Could you please let me/ us have… You will appreciate that we require/ need… We would like your comments/ thoughts on the possibility of opening/ becoming/ entering/ sharing…/ What we require is… What we need is… We would like you to… Offering further information: We will be only too happy to supply you with/ let you have more details. Please do not hesitate to contact us if you require/ need further information. Offering an alternative: However, we are interested in… Expressing interest/ regret: We could possibly…but we regret that…

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Ending the letter: We look forward to hearing from you/ meeting you/ seeing you We would be most grateful if you could help/ advise/ send/ give us… Important language to remember in a response letter The Start

Dear Mr., Ms (Mrs., Miss; very important: use Ms for women unless asked to use Mrs. or Miss) Thank you for your letter of ... inquiring (asking for information) about... We would like to thank you for your letter of ... inquiring (asking for information) about... We are pleased to enclose... Enclosed you will find ... We enclose ... We would also like to inform you... Regarding your question about ... In answer to your question (inquiry) about ... We look forward to ... hearing from you / receiving your order / welcoming you as our client (customer).

Thanking the potential customer for his/her Interest: Providing requested materials Providing additional information Closing a letter hoping for future business Ending

Yours sincerely (remember use 'Yours faithfully' when you don't know the name of the person you are writing and 'Yours sincerely' when you do).

Signature

5. Language focus DEALING WITH FACTS Stating a fact

Everyone knows that… It’s a fact that… Actually, … In fact, … As a matter of fact, … Well, I’m not really sure that’s correct. Are you sure that’s right? Isn’t it true that…?

Refuting

Asking for exam ples

Giving examples

For example? For instance? Such as? Could you give me an example?

Let me give you an example. To give you an example, … For example, … For instance, … (see Matthews, Marino 1990: 85)

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6. Speaking  

Directness is not preferred in some situations you ask for information. Identify several such cases. Imagine you want to write a routine inquiry to find out about a merger. Work in groups of four – six. Write only one paragraph – the one you consider the key paragraph of your inquiry letter. Read it to your colleagues and notice the similarities or differences between your style/ tone/ vocabulary. Discuss the differences, mainly.

7. Writing Letters of reply to inquiries 7. 1. Read the letter in which a multinational inquires about specific conditions of setting a car sub-components industry in Romania. Write an answer acknowledging their inquiry, using the following plan: thanking for the letter/ politely refusing/ offering an alternative/ asking for information/ expressing interest/ ending. 7. 2. Starting from the same letter, refuse their inquiry using the following plan: acknowledging letter, expressing regret, encouraging but giving a reason for refusal, offering an alternative, ending on a warm note – promise future cooperation. 7. 3. Write a letter of inquiry and booking accommodation using the following information: you require a single room the dates are from 20 May to 23 you need a room with shower and seashore view You would like to have confirmation that your room will be available at the required date, from 9 a.m. 7. 4. Consider the following situations: You are a bank manager. Reply to Tom Smith who wants to set up his own small business and asks for a bank loan.  

You are able to grant the bank loan on the following conditions: ………………… You are unable to grant the bank loan because ……………………………………..

7. 5. Read the following example letter of response to an inquiry. Try to write the inquiry letter sent by Mr. Beare. Jackson Brothers 3487 23rd Street New York, NY 12009 Kenneth Beare Administrative Director English Learners & Company 101


2520 Visita Avenue Olympia, WA 98501 September 12, 2000 Dear Mr. Beare Thank you for your inquiry of 12 September asking for the latest edition of our catalogue. We are pleased to enclose our latest brochure. We would also like to inform you that it is possible to make purchases online at http:\\jacksonbros.com. We look forward to welcoming you as our customer. Yours faithfully (Signature) Dennis Jackson Marketing Director Jackson Brothers (Source: http://esl.about.com/library/writing/blwrite_respond_enquire.htm)

LETTER OF COMPLAINT The complaint letter indicates discontent about inadequate services, defective products, damaged merchandise, etc. It could be mild/strong.

1. Discussion When do we complain? Give examples linked to the business environment (but not only). Can complaining be considered a business strategy? What are, in your opinion, the basic principles of writing a letter of complaint?

2. Reading 2. 1. Read the following instructions about writing a letter of complaint. Identify some situations in which you can write such a letter. Occasionally we find ourselves on the receiving end of a defective product, company error, or poor service. This experience can be so infuriating that we feel we must mention it to someone in charge and have the situation rectified. However, many of us choose instead to swear off a company or product altogether simply because we lack the skill and confidence to express our disappointment. This is a small tragedy since many businesses are fully prepared to remedy any problems that arise. With a little know-how, you will be able to get the results you deserve and find happiness in the consumer world. The most important step to customer satisfaction is the need for you to act immediately. Not only do most companies have a fourteen-day return policy but also you may need to recall details of your transaction and you will need to act while the events are fresh in your mind. Before you sit down to write your complaint letter, ensure that you have made photocopies of all pertinent information such as product and postage receipts, warranties or contracts, as you will need to back up your 102

Business Letters

request with tangible proof. Before composing the letter, take a moment to think about how you want the situation to be rectified. You must clearly outline your demands for the company to be given the proper opportunity to please you. Do you want your money back, a replacement product or perhaps credit applied towards your account? Once you are certain of your request you will then be ready to compose your letter. It is not necessary to know the name of the person that will be receiving your letter, so it will be quite acceptable to address your letter "To whom it may concern". When relating the information, stick to the facts only. No need to get insulting. Your letter only needs to be a few sentences long, just enough to get the point across. State the "when" first, followed by the "what" and the "how". (http://wywy.essortment.com/complaintletter_rcst.htm)

2. 2. Read the sample letter below. To whom it may concern, On April 1 2006 I received a book entitled "How To Write A Complaint Letter" by the author XXX. I believe I was shipped this book in error as I had ordered the book "How To Write A Love Letter" by the author YYY on March 15 2006 and to date I have not received the book. I am returning this book and including my postage receipt. Please credit my account the amount of the postage and send me the book I had originally ordered entitled "How To Write A Love Letter" by YYY, product-number 011011. Yours Truly, Your Name Here Comments: The "when" in this example is April 1 2006. The "what" is the situation of the shipping error and the "how" is the credit on account for postage and a second request for the desired book to be sent. The complainant will include the postage receipt and a copy of the original order form, proving she ordered the book in the correct manner. The complainant should also photocopy the letter for her records. If you give a company the opportunity to right a wrong, many times they offer their customer an additional bonus such as a gift certificate, coupon or free product. Complaint letters written to several companies always receive the results you expect as well as a few unexpected extras. If you take the time to express your lack of satisfaction, many companies will not only meet your requests but will thank you for giving them the opportunity to do so. While you have your pen and paper out, why not take the time to commend a company or sales person that made an effort to please you? It will do your heart good to know you gave someone a boost. (Melanie Cossey, http://wywy.essortment.com/complaintletter_rcst.htm)

2. 3. Read the letter and make the summary of the problems it raises. 111 White Horse Lane Austin, TX 78728 8 October 2006 103


Director of Consumer Relations Cincinnati Microwave One Microwave Plaza Miami, TX 75249 Dear Director: I am writing you concerning the purchase and subsequent return of a Waveport 5000 I made on 10 August 2006 in the amount of $225. On 10 August 2006, I purchased a Waveport 5000 from your company in the amount of $225. This price included a two-day delivery and a 60-day money-back trial offer. The $225 was immediately charged to my Ritz card. However, this product did not perform satisfactorily, and on 15 August, I decided to return the Waveport 5000 to your company. When I spoke to one of your company's representatives by phone, I was informed that the shipping and handling charges, as well as the price of the Waveport 5000, would be credited to my account. I shipped the item by UPX and was notified 19 August of its receipt. Today, October 7, I received a statement for my Ritz card. And as of today, no credit has been applied to my account for either the Waveport 5000 or the shipping and handling charges. If the Waveport 5000 was charged to my account immediately when I ordered it, I fail to understand why the same promptness was not used in crediting my account immediately upon receipt of the returned item. There is no real excuse for this delay other than someone not wanting to take the necessary time in crediting my account. These finance charges, as well as this letter, could have been avoided if your employees had been as prompt in crediting my account as they were in charging to it. It is not my responsibility to pay for your company's lack of promptness and I rightfully deserve a refund to any and all finance charges that may be applied during this time period. Your company's quick detection products have greatly helped me in the past, and I would like nothing more than a quick solution for my problem so that I may be a customer of yours in the future. Sincerely, John A. Somebody Encl.: Copies of sales receipt and credit card statement 2. 4. The reply to a letter of complaint: some tips for keeping the business running, in spite of complaints, apologies, problems of any kind.     

respond quickly; the correspondent needs to know the complaint has been received and is being dealt with acknowledge and apologize give your version of the facts explain what action is being taken concede a point if possible

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

sympathize and reassure your correspondent

In answering complaints you may refer at three distinct situations: 1. making concessions, 2. disclaiming possibility and 3. apologizing and excusing. Read the three lists with expressions used in such situations and attach a suitable heading (1-3) to each of them: A. We are sorry to hear/// We were distressed to learn/ hear about…/// We must apologize for the delay in returning/ replying/ forwarding…./// The delay was due to the fact that/ the result of…./// I would like to explain the situation. B. In the normal way we would have been obliged to…/// However, in view of the circumstances…/// Under the circumstances we are prepared to/ can…. C. We regret that in no way can we be held responsible for…/// We would like to emphasize that it is your responsibility to…./// Now that you know the full facts perhaps you…/// Now that you understand the situation perhaps you…/// We are bound by the terms of our contract…./// If you check, you will find that the guarantee states….

3. Vocabulary

3. 1. In the following list, you will find some useful phrases for a letter of complaint; some belong to mild complaints (1), others to strong complaints (2), some suggest warning (3), while others “make a point” (4). Place each expression under its appropriate heading – 1, 2, 3, or 4. I am writing to complain about I am sure you will appreciate the annoyance I look forward to hearing your comments// to receiving your cheque Unfortunately, we/I have not received… We would be grateful if you could… I should like to point out… Unless…. we will be forced to… It is now ten weeks since we … I should like to point out that we… We really must insist that… Unless we hear from you… If you not…, we will…. I should like to draw your attention to (the fact that) Unfortunately, you forgot…. Please, could you… I hope that is not necessary to remind you that… I regret// Unfortunately// I am afraid… I have had nothing but trouble…. // …it is still unserviceable. // I am not prepared to… I am now left with no alternative but to………….. You leave me no option but to… I am forced to/ obliged to…. 1. Mild complaint

2. complaint

Strong 3. Warning

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4. Making a point


3. 2. Mind the advice: Change the aggressive tone into more diplomatic sentences by using indirect sentences: I was told instead of You told me… A mistake was made instead of You made a mistake. Avoid words which have strong negative associations: positive negative incorrect wrong misunderstanding mistake imperfect faulty ineffective useless E.g.: We received your criticisms. (negative) // Thank you for your comments. (positive) Your order will be 3 weeks late. (negative) // We have been obliged to reschedule your order (positive) 3. 3. Here are some useful expressions when you want to: a. Express anger: I am/ was// somewhat/ very/ most/ extremely// disappointed/ concerned/ surprised…… I am/ was// disgusted/ furious/ outraged………… I am/ was// hurt/ upset/ sad/ confused/ surprised…… b. Reject the arguments in the letter of apologies: I would have thought that……….// I consider that my request…. is reasonable. c. Put the blame on… Not only did you… but you… d. Make a polite but direct request: I would like to hear from you by return of post. e. Take action: to lodge a complaint// to send copies of the correspondence to the editor// to see that it is published: Not only am I forced to…but also I………… 3. 4. Which is formal, which is informal language in the following examples? I very much regret the inconvenience my action may have caused you. Please accept my sincere apologies. // I’m sorry for the bother you’ve had. I hope it hasn’t upset you too much. Under no circumstances can we extend your credit. // We are sorry to inform you that we are unable to…………. I appreciate the honour of being asked to address your members but I regret…// Thank you for the invitation to speak. I’m sorry………

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You would be well advised to contact your local representative. // I suggest you to get in touch with… 4. Language focus 4. 1. Independent work: revise the tense system in English. 4. 2. Read the following letters of complaint. Analyze their style, vocabulary, sentence structure. Why are they called strongly worded complaints? Dear Mr. X I was astonished to receive your letter of 20 May. I would have thought that a reputable company such as yours would have accepted, not denied, your responsibilities. I must repeat, the problems I experienced with your… were due to your negligence, not mine. In view of the business I have lost, not to mention the anxiety and discomfort, I consider my request for a refund of your repair bill very reasonable. I would like to hear from you by return of post, but must point out that unless you settle my claim in full you leave me no alternative but to place the matter in the hands of my solicitors. Yours faithfully Dear Mr… As you have not replied to my letter of…, I am now left with no alternative but to start proceedings against you. I intend to claim all the expenses I incurred on your behalf, also for the loss of business and any legal costs. I hereby inform you that I am lodging a formal complaint with your company’s Trade Association. I have no doubt that the matter will be of considerable interest to them. Copies of our correspondence will be sent to a popular motoring magazine. The editor, who is a personal friend, will ensure that the matter will receive maximum publicity. Yours….

5. Writing Write a letter in which you complain about the poor quality of the after-sales services of the firm that sold you 20 computers and 2 OHPs, including the following suggestions:  begin with a reference to the date of the original letter of complaint and to the purpose of your letter  express your concern over the writer’s troubles and your appreciation that he has written you  conclude cordially, expressing confidence that you and the writer will continue doing business

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LETTER OF APOLOGY AND SETTLEMENT 1. Reading Read the following letter and fill in the blanks with the missing words. You will find the vocabulary items at the end of each paragraph. Dear Mr. X We were most 1…. to receive your letter of 1 September 2003 and have given it careful 2. …. Please accept our 3…. for the delay in replying. I must explain that Mr. B was suddenly taken ill and your letter was 4…. put on one side. I have been asked to take over where he left off. Apologies, accidentally, consideration, concerned On re-considering the 5. … we do realize that you were 6. …. in a difficult position. We appreciate that you felt it would have been 7…. to expect you to stick to the fine print on the contract. Therefore we are happy to 8… our cheque for $ 10, 000. We would not like you to think however, that we 9…. produce unsafe sewing machines. On checking with the main agents of Toronto they confirm that the assembling disfunctions could not have been discovered without 6 months use and careful examination which, I have to remind you, was not possible since you ordered the machines in a shorter period of time. You have our 10…. that the misfortunes of the production process will disappear. We hope that in spite of these problems, you still will consider us your main deliverer. Negligently, unreasonable, assurance, circumstances, enclose, placed

2. Vocabulary. Some useful expressions for: Referring: Further to…/ With reference to…? I am writing in connection with…/ With regard to… Giving bad/ good news: I regret/ am sorry/ am happy/ am pleased/ am delighted to inform/ advise/tell you that…. Saying what you can/ cannot do: We are/ are not able to…. Giving reasons: This is due to…/ owing to…/ because of…/ as a result of….

3. Writing Identify a business problem/ circumstance you have to apologize for. Write the corresponding letter.

ORDERS The order is a simple type of direct request. Elements of the order form:  Direct statement of the request: Please send me/ ship…  Justification, explanation, details (such as: quantity, price/ discounts, size, catalogue numbers, product description, shipping instructions (date and place), arrangement for payment (method, time, deposits), cost totals  Courteous close with request for specific action

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Order responses:  acknowledging orders – confirmation that the order has been received; this is a positive reply that contains: introduction (a statement of good news), middle section (summary of the transaction: delivery date, cost of the merchandise, shipping, taxes, explanation of the problems that might have arisen, credit terms,); closing section (resale information, sales promotion, expressed intention for future dealings)  bad news about orders entailed by some situations such as: unclear orders, back orders, substitutions, unfillable orders, and nonconforming orders.

1. Discussion Is there any difference between an order letter and an order form? Consider the following beginnings of an order letter: I need the following items… I would appreciate your sending me the following items… Can you send me the following items… I would like to have the following… Please ship the following items… Specify the situation in which you will use each of them. Bring arguments in favour of your statement.

2. Reading Read the following order and evaluate it (good/bad), pointing out your criticisms of its bad parts. We are interested in 10 washing machines for our new hostel. Because we are considering your company as the supplier please send us any model you have. The price should be acceptable. We would appreciate receiving your reply by October 5.

3. Writing 3. 1. Lots of products are being advertised in your local newspaper. Choose one and write an order for that product. 3. 2. You will deliver a course of lectures about ……….. and you know that there isn’t too much bibliographical material on this subject at the library. Therefore, you have to order the following books published by …………. Find their description in their sales literature and then write the order letter. ……. (you want 2 hardcover books for the library and 10 paperbacks for your students.) …… (you want 1 hardcover book for the library and 10 paperbacks for your students.) ……(you want 2 hardcover books for the library and 10 paperbacks for your students.) Because you have ordered from ………. in the past, they will bill you for the total cost plus shipping charges. As your course of lectures will begin in 19 days, you will request rush delivery.

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E-MAIL CORRESPONDENCE Usual business letters sent and received by post are less and less common. They have widely been replaced by e-mail correspondence, which has induced a considerable modification of the business correspondence style. Here are some characteristics of e-mail correspondence: Email messages are often written in order to obtain or exchange information about a business related topic. They also often need to bring about a certain action. For example, a writer may want to find out about something quickly from one of his or her colleagues or they may want to send them some information. They are usually used in internal correspondence – between business people at the same company as part of an intranet system – but they can also sometimes be used between two different companies, for example between a supplier and one of their customers. Email messages often need an informal or casual tone, because they are usually written between people who have an established relationship and/or between colleagues who know each other well. Business people often have to answer large numbers of email messages everyday, so they have to be written very quickly without very much time available for editing the text. Structure of Email messages. Email messages usually have a very straightforward structure. The writer will often provide a context for the reader in the subject line in the header and then begin their text immediately as if they are continuing a conversation. Like in a business letter, writers usually identify the action or information they need and they sometimes provide extra information for the reader of the message. Here is a possible structure for an internal email message:  Context in subject line  Extra information – if necessary  Request for information or action Layout. Email messages are usually much less formal than business letters. The employees working within the same business organization will often use first names only, e.g. John, at the beginning of an email message without adding Dear as a salutation. In the same way, email messages often end in an informal way, e.g. Regards and they almost never use Yours sincerely. Sometimes writers pre-programme the close of their email messages so that they automatically include a closing phrase, like Regards, and then details of their name and (internal) address. Tips for Email messages Style tip 1: Writers often use contractions in email communication, e.g. I’m instead of I am, or don’t instead of do not. Style tip 2: Writers often use abbreviations in email communication, e.g. asap instead of as soon as possible.

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Style tip 3: Many corporations recommend that their staff do not use capital letters in their email communication as this can be misinterpreted as impolite, and as if the person writing the email message is shouting. (Source for E-mail messages: Mulholland, J. (1999). E-mail: Uses, issues and problems in an institutional setting. In F. Bargiela-Chiappini & C. Nickerson (Eds.), Writing business: Genres, media and discourses (pp. 57-84). London and New York: Longman. Ziv, O. (1996). Writing to work: How e-mail can reflect technological and organizational change. In S. Herring (Ed.), Computer-mediated communication: Linguistic, social and cross-cultural perspectives (pp. 243-264). Amsterdam and Philadelphia: John Benjamins.) (Source:http://www.albion.com/netiquette/book/0963702513p91.html)

Practice. Write a corporate email message using the following instructions: You are Bart de Wit, technical manager for a research and development department at a large multinational corporation based in Den Bosch. You have received a request from an internal client, John Smith, to rush through the analysis of one hundred chemical samples – the ABC Batch - before a very important meeting of senior management in two weeks time. Unfortunately you are very short staffed at the moment and you may not be able to meet the request. On the other hand, you do not want to lose John Smith as a customer and you know that he has the option of sending his samples to an external contact. Email John Smith and deal with his request. Try to write your text as quickly as you can without too much editing. Test your knowledge in letter writing 1. Present orally three types of business letters you know and underline their specific characteristics. 2. You are a textile company tailoring sportswear for famous football teams. Write inquiry letters to:  football clubs, enquiring why payments have not been done yet  your suppliers, announcing them that you didn’t receive an important quantity of material you have already ordered and paid and enquiring about the reasons of the delay 3. Considering the same two situations from 2., write two letters of complaint, one mild complaint and one strong complaint. 4. Which is more effective – a letter of complaint or an inquiry letter? 5. Write an answer to one of the two letters from 2. 6. Home assignment: look for a business letter on the internet and write a letter to a friend you haven’t spoken to for many years. Compare the two letters. What do the two letters have in common, what differences have you noticed? 7. Speak about the layout of a business letter. 8. Name the characteristics of Block Style.

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XIV. COMMUNICATION REPORTS

INSIDE

THE

FIRM:

MEMOS,

MINUTES,

MEMOS

BASIC NOTIONS MEMO LAYOUT The memo is usually used for the routine, day-to-day exchange of information within a company. A typical memo contains: Date: To: From: Subject: Many organizations have memo forms printed and contain the four pieces of information (arranged in almost any order, as long as they are present). The characteristics of a memo are:  The subject line must be short but still informative.  The memo often has internal headings.  Qualities of a good memo: clarity, careful arrangement, neatness; to help recipients understand at a glance what they have received and from whom.  Sometimes memos are addressed to groups of people: All Sales Rep, Production Group, Assistant Vice Presidents, etc.  A memo does not require a complimentary close or a signature.

1. Discussion What are the advantages of using memos inside the organization? What are the differences between a memo and a letter, a memo and a report, a memo and the minutes of a meeting?

2. Reading 2. 1. Read the following memo and identify its component parts. It is a memo addressed to the Heads of Departments by the Managing Director. How will each receiver react to it? Comment upon the action they will take. To:

NN Sales BB Accounts CC Advertising MM Legal TT R & D PP Production

Date: 1 August 2006 From: AA (MD)

Communication inside the Fim. Memos. Minutes. Reports

Subject: Annual Sales Meeting – 1 September Our company organizes the annual meeting with our customers on 1 September. The program is as follows: Time Subject Participants 9-12 new products presentation BB, TT, PP 12-12. 30 coffee 12. 30- 13.30 visit R&D department, new location lunch 14.30 – 16.30 placing orders, discussing terms of delivery The product presentations will be made in the Conference Room. Will participants please brief me in writing before 15 August? I hope you will be able to join us for the cocktail party at the Intercontinental. 2. 2. Here are several types of memos (1-10) you may be asked to write or answer to in your future career. Read the list and try to find an appropriate description for each of them. 1. persuasive memos; 2. for direct requests; 3. for intercultural communication; 4. for reports; 5. of acceptance; 6. of authorization; 7. containing directives; 8. interoffice memos; 9. for justification reports; 10. responding to requests a. a written document that authorizes you to do something (e.g. write a report) b. it acknowledges the assignment to do something (write a report) c. they tell employee what to do for conveying bad news: in a memo, bad news comes before the reasons d. say what you want to know, why you want to know, why it is in the reader’s interest to help you e. memos written to and from subsidiaries, branches, or joint venture partners, or written to clients or other outsiders. You should be clear (use concrete, explicit words, simple and direct sentences, short paragraphs, headings) f. used to persuade top management to approve a proposed investment or project; they could be brief, informal memos. g. written to solicit funds, favors, information, or cooperation h. periodic reports describe what has happened in a department or a division during a particular period i. written to provide an answer to requests j. written to people within one company; they are more direct, concise, and less formal; the opening and closing phrases are omitted (adapted from Bovée, Thill 1992)

2. 3. Read and discuss the good/ bad points of the following memo: Date: 5 may 2003 To: Managing director From: assistant manager, Loan Division Subject: Outcome of loan negotiation

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As a result of your request – to have the summary of my meeting with Ms. Nicholson regarding her loan request, I report the following: Ms. Nicholson, who wants to start up a fitness centre, came today to our bank asking for a loan to support her financial needs related to this matter. Considering the re-organizing activity our bank is experiencing, after the merger with the Continental Bank, I decided to take care personally of Ms. Nicholson, just to make sure her request will be treated appropriately and the credit would be a viable one for our bank. In spite of the fact that she was told that it takes time for a bank to approve a loan (since we need to check the papers, to estimate the feasibility of the business plan she may come with, etc.) she came prepared to sign the papers and take the money just after our meeting. Ms. Nicholson’s impatience seemed to be trifling compared to what came next. In 15 years of work I have never heard something like that: MS. NICHOLSON HAD ABSOLUTELY NO IDEA HOW MUCH MONEY SHE NEEDED FOR SETTING UP HER BUSINESS! Ms. Nicholson refused to accept my argument that is inconceivable for a person who wants to run a business not to know the financial issues related to its activities. She argued that she considered her professional skills to be enough for the success of her fitness club and that she does not have to know the financial data from her business plan by heart. Moreover, she was very reluctant, she did not seem to accept my doubts regarding the success of her business and took it personally, starting to complain about our bank’s policy In conclusion, though I do not intend to contest Ms. Nicholson’s skills as a sports instructor, I consider that our bank could not possibly accept the high risk to make a loan to a person who does not seem to have the ability to manage a business. I think that I do not need any other argument to support my decision to refuse Ms. Nicholson’s request for a credit. Is the memo adequately written? Would you have any suggestions for its improvement? 2. 4. Read the following memo reporting an accident, addressed to an insurance company in order to obtain money to repair the damaged car. Is the memo adequately written? Would you have any suggestions for its improvement? Date: 1 May 2003 To: ARDAF Insurance Reinsurance Company From: Tom Smith Subject: Car accident On 23 April 2003 I was driving the motor lorry with the registration number CX 473, with the semi trailer YZ 209 from York to Manchester on the M 45. I was driving according to regulations on the left lane. At Junction 7 on the motorway I was outran on the left side by a green vehicle whose registration number I was unable to see. After getting in front of my lorry, the driver lost control of the wheel, crossing transversely the three lanes on the right, hitting the right parapet, being thrown back and hitting the back of the trailer, the right corner of the bumper. 114


We waited for the police to come and they asked for all documents and the amount of $ 300. They took the green card and they didn’t want to return it saying that this was the procedure. I put down the address of the police officer who took my green card. I do not consider myself guilty for the accident as I was driving according to regulations. The car had an excessive speed, the driver losing control of the wheel

3. Comprehension Re-write the two memos.

4. Vocabulary Re-read the memo from 2.3. and find synonyms for: viable, feasibility, trifling, reluctant, refuse. Re-read the memo from 2.4. and find antonyms for outrun, lose control, guilty, excessive.

5. Language focus CAUSE AND EFFECT A. The relationship cause-effect can be viewed in two directions: a. cause effect: lead to, result in, bring about, give rise to, account for, be responsible for Government spending resulted in low unemployment rate. b. effect cause: to result from, arise from, stem from, be attributable to Low unemployment rate is attributable to higher government spending. B. The relationship cause-effect is linked by conjunctions: because, as, since Their products sell on the market because their high quality. C. The cause is introduced by an adverb phrase: because of, due to, owing to, on account of, as a consequence of He sold all his stocks. This is owing to the deceiving information he got from his broker. D. The cause (in one sentence) is linked to an effect (in the following sentence) by a connector: therefore, so, accordingly, consequently, as a consequence/result, hence, thus, because of this, that’s (the reason) why Banks offer high interest rates. As a consequence, a lot of small firms will make deposits instead of investments.

OBLIGATIONS AND REQUIREMENTS The person/ situation causing the obligation = the obliger The person receiving the information = the obliged

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Oblige someone to do something: require, force, compel, make, demand, oblige Oblige r

Oblige someone not to do something: prohibit, forbid, ban Not oblige someone to do something: not require, not force, not compel, not make Obliged to do something: must, have to, need to, be required to, be supposed to, be forced to

Oblige d

Obliged not to do something: must not/mustn’t, not be allowed to, not be permitted to, be prohibited from, may not, cannot/can’t Not obliged to do something: need not/ needn’t, not have to, not need to (adapted from Brieger, Sweeney 1994: 191-192)

MODAL VERBS FUNCTION

MODAL VERB MUST HAVE TO (have got to)

OBLIGATION

HAVE TO OUGHT TO BE SUPPOSED TO

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EXAMPLE Used when the speaker has the authority: You must write the report till tomorrow. Used when someone else has the authority: You have to be punctual (the policy of the firm requires it). Used for repeated, general obligation: I often have to do all the work myself. Used for moral obligation/ duty: You ought to pay him a visit. You ought not to be so rude with them. Used for an obligation resulted from an arrangement or regulation: They are supposed to deliver the goods tomorrow.


MUSTN’T PROHIBITIO N BE NOT TO COMMANDS PERMISSION (asking for…) Giving PERMISSION REQUESTS

ADVICE

IMPERATIVE BE TO CAN COULD MAY WOULD CAN/ MAY (never COULD) CAN/ COULD WILL (informal, you don’t have to be very polite) WOULD (more polite/ formal) SHOULD SHOULD HAVE

HAD BETTER NECESSITY NEED TO LACK OF DON’T NEED TO, DON’T NECESSITY HAVE TO, NEEDN’T Present/ future POSSIBILITY possibility: MAY, MIGHT, COULD + short infinitive Present/; future probability: SHOULD, PROBABILIT OUGHT TO Y Past probability/ not accomplished past probability: SHOULD HAVE, OUGHT TO HAVE + past participle MUST CAN’T, COULDN’T DEDUCTION Past deduction: MUST/ CAN’T/ COULDN’T + have + past participle

You mustn’t speak on the phone all day long. A strong prohibition: You are not to merge with them. Close the door! Strong commands: You are to give them an answer immediately! In informal situations: Can I smoke? In formal situations: Could I take your car? Very formal: May I see him now? Would you mind if we leave now? Yes, you can/ may. Can you help him? Will you close the door? Would you answer the phone? Would you mind writing the report? You should be punctual. Should we do that? An action not completed: He should have learned more. You’d better tell him the truth. I need to get that job. You needn’t be so rude. He may be a good doctor. They should be in London by now. They should have met the Japanese by now. We should have met them while in New York (not now.) He must be your friend It can’t be him. They must have met him. She couldn’t have reacted like that.

6. Speaking Discuss the need for conciseness and clarity in memo writing. Is there any difference between printed memos and electronic memos?

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7. Writing 7. 1. Consider the following situation: You are a supervisor interested in your employees’opinion about the quality of food at the canteen. You give them a questionnaire and ask them to respond to the questions. (2 par.) You request action: you make some suggestions for improving the service activity at the canteen and ask your employees to vote for them. (1 par.) You end the memo like that: Please feel free to make additional signed or unsigned comments at the bottom of this memo. Return your completed questionnaire by Friday. Your task is to write the memo, following the suggestions above. 7. 2. Situation: Your firm “Starcraft Engineering” changes its policy of working hours and introduces a new flex-time schedule to the R&D team. The components of the project are:  work 40 hours a week  work a minimum of 4 days a week  work no more than 12 hours a day  the employees may schedule work time as they please  the employees must declare their work hours during the previous week  the supervisor will record each employee work schedule  the employees who wish to try this new project must stay on it for three months before returning to the current policy  The employees must sign up for this plan by 1 June 2003, in order to use it. You are Anna Thomson, the Project Manager. Write a memo to all employees in R&D department, presenting them the conditions of the flex-time schedule and reminding them that they have to sign up for the plan by 1 June 2003. 7. 3. Memo writing again! Assume that you are Tran Crozier, director of the Human Resources Division of IBM at Franklin Lakes, New York. Both day- and swing-shift employees need to be reminded of the parking guidelines. Day-shift employees must park in Lots A and B in their assigned spaces. If they have not registered their cars and received their white stickers, the cars will be ticketed. Day-shift employees are forbidden to park at the curb. Swing-shift employees may park at the curb before 3:30 p.m. Moreover, after 3:30 p.m., swing-shift employees may park in any empty space—except those marked Tandem, Handicapped, Van Pool, Car Pool, or Management. Day-shift employees may loan their spaces to other employees if they know they will not be using the space. One serious problem is lack of registration (as evidenced by white stickers). Registration is done by Employee Relations. Any car without a sticker will be ticketed. To encourage registration, Employee Relations will be in the cafeteria May 12 and 13 from 11:30 a.m. to 1:30 p.m. and from 3 p.m. to 5 p.m. to take applications and issue white parking stickers.

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Write a procedure memo that reviews the parking guidelines and encourages your employees to get their cars registered. Use itemization techniques and strive for a tone that fosters a sense of cooperation rather than resentment. (http://www.io.com/~tcm/busi1304/planners/guffey815.html)

7. 4. Letter-writing in memo form! Consider the following situation: At lunch one day you had a stimulating discussion with Barbara Wilson, your company attorney, about e-mail privacy. You brought up the topic because you will be attending a conference shortly on Internet uses and abuses, and you will be serving on a panel discussing e-mail privacy. As you recall, Ms. Wilson emphasized the fact that the employer owns the workplace. She said, "It owns the desks, machines, stationery, computers, and everything else. Employees have no legal right to use the employer's property for personal business." Equally important, however, is the recognition of a right to privacy, even in the workplace. "If an employee can demonstrate that the employer violated his or her reasonable expectation of privacy," said Ms. Wilson, "then he or she can hold the employer liable for that violation." You also remember a rather startling comment. Ms. Wilson said that an employer may listen to or read only as much of a communication as is necessary for the employer to determine whether it is personal or business. You wonder if you remembered this conversation accurately. Because one of the topics your panel will discuss is whether employers may monitor e-mail, you decide to write to Ms. Wilson, asking her to confirm what she said. (http://www.io.com/~tcm/busi1304/planners/guffey828.html)

7. 5. Your boss, Fred Knox, had scheduled three appointments to interview applicants for an accounting position. All of these appointments were for Friday, October 7. However, he now must travel to Philadelphia on that weekend. He asks you to reschedule all the appointments for one week later. He also wants a brief summary of the background of each candidate. You call each person and arrange these times. Paul Scheffel, who has been an accountant for 15 years with Bechtel Corporation, agreed to come at 10:30 a.m. Mark Cunningham, who is a CPA and a consultant to many companies, will come at 11:30. Geraldine Simpson, who has a B.A. degree and eight years of experience in payroll accounting, will come at 9:30 a.m. You're wondering if Mr. Knox forgot to include Don Stastry, operations personnel officer, in these interviews. Mr. Stastry usually is part of the selection process. Write a memo to Mr. Knox including all the vital information he needs. (http://www.io.com/~tcm/busi1304/planners/guffey823.html)

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MINUTES MINUTES LAYOUT SUBJECT: DATE: PRESENT: (attendees are listed, generally by rank, in alphabetical order, or in some combination) ABSENT: THE BODY OF THE MINUTES  includes all major decisions reached at the meeting, all assignments of tasks to meeting participants, all subjects that were deferred to a later meeting  it objectively summarizes important discussions and the names of those who contributed major points  additional documentation may be added, if necessary (i.e. tables, charts, reports, etc. CLOSE ending formula: Submitted by (signature of the person who took the minutes, followed by the typed name and position of the person); the typist initials should be added if someone else typed the minutes.

1. Discussion What is the difference between the agenda and the minutes of a meeting? When, why and how are they used?

2. Reading Read the following article about taking minutes. Decide whether the following statements (1-7) are true (T) or false (F). 1. The minutes will reflect the way in which the meeting was organized. 2. The minutes-taker should be a participant in the meeting. 3. The Chairperson will clarify any points that might have been made by the minutes-taker. 4. It is not necessary that the minutes-taker note if any of the attendees arrives late or leaves early. 5. All background information used at the meeting should be provided to the minutes-taker. 6. You shouldn’t discuss business that is not on the agenda at the meeting. 7. The minutes-taker needn’t record every action taken, especially if they seem trivial to him/her. Taking minutes

Communication inside the Firm. Memos. Minutes. Reports

Taking minutes is a necessity of many organizational gatherings. It is a final accurate record of what transpired at a meeting. It does not have to be a difficult task. The following article addresses some basic items to remember when taking minutes at a meeting. The meeting needs to be organized. If a meeting is not structured or if it is disorganized, chances are the minutes will reflect this. Make sure that the Chairperson holding the meeting understands the fundamentals of what must occur. This will be the first step in the whole process running smoothly. The minutes-taker should not be a participant in the meeting. In order to allow for the minutes-taker to pay the best attention possible, he or she should not be a participant in the meeting — only the taker of the minutes. Their sole responsibility should be that of taking the minutes. The minutes-taker should sit as close as possible to the Chairperson. Having the minutes-taker sit close by the Chairperson will make it easier for that person to clarify any points that might have been made. The minutes-taker should have a list of all attendees at the meeting and a copy of the Agenda. If this is not possible, before the meeting begins, pass around a piece of paper for everyone to print his or her name on. For the record, it should be noted if any of the attendees arrives late or leaves early. The minutes-taker should have at his or her disposal the agenda for the meeting and a copy of the minutes for the last meeting. All background information pertaining to the meeting should also be provided to the minutestaker. They may need to refer back to this information during the meeting. The whole process can flow much more smoothly if the minutes-taker has some knowledge of the subjects to be discussed. The minutes should reflect the name of the association meeting, the location, date and time of the meeting as well. An example of this would be: “MINUTES OF THE MEETING OF ABC COMPANY”, January 1, 2000, Tucson, Arizona, the Hilton Hotel on Broadway Avenue, 8:00 am. It is best to stick to the agenda as much as possible in order to keep all information on record. Do not allow any business to be discussed that is not on the agenda. This will make for mass confusion. In case the minutes-taker become distracted and misses something at the meeting, having a tape recording of the meeting can be of great value. It can be replayed for the vital information that might have been overlooked. Record motions properly. A motion is a formal suggestion made by an attendee at the meeting that has been seconded by another attendee, and then passed by a vote. The minutes-taker may need to restate a motion after a lengthy discussion. It is therefore very important to record these motions exactly as they have been stated. An example of how to document a motion is as follows: Moved, seconded, and carried that all members of the Board will receive a three percent cost of living raise. Be sure to list the names of all attendees making and seconding any motions. The minutes-taker should record every action taken, whether they seem trivial or not. If there are any questions regarding importance, the minutes-taker should speak to the Chairperson as soon as possible after the meeting. After the meeting has finished, the minutes must then be transcribed into the style that was previously followed. This should be done as soon as possible. There are three basic styles for minutes. It is best to keep the minutes in the same style as they were recorded in the previous months meeting. The following styles for minutes are: 121


Report – this is a full record of all discussions that includes the names of all speakers, movers and seconders of any motions, written in a narrative style.  Minutes of Narration – these include some of the discussions that took place and important details. This style of minutes is considered a legal document.  Minutes of Resolution – these are limited to the recording of the actual words of all resolutions that were passed. Movers and seconders are not recorded. Each resolution that is made commences RESOLVED THAT. This style of minutes is also considered a legal document. Minutes-taking is a necessity for formal meetings, yet it doesn’t have to be difficult. Use the tips listed above the next time you or someone else needs to take the minutes at a meeting. Good luck!



(http://iaia.essortment.com/takingmeetingm_rrga.htm)

3. Comprehension Answer: What are the three styles for minutes? Which of the three styles do you consider the most effective for the company you work for? (or an organization you know)

4. Vocabulary In each of the following paragraphs (1-6) there are four underlined parts, A, B, C, and D. For each sentence, find the underlined part, A, B, C, or D, that makes the sentence incorrect. There is always one possible answer. Writing meeting minutes 1. It is estimated that (A) up to 70% of small and medium size corporations in the United States are not (B) in compliance to their State or Federal Requirements. They do not document their corporation meetings with minutes, (C) have them recorded, signed, and installed in their corporation record's book. One of the main reasons is that their meeting minutes are incomplete and improperly recorded (D) due to the lack of appropriate systems and tools to accurately record meeting minutes. 2. EasyScript/ComputerScript was introduced (A) to writing and typing faster, easier, and more efficiently than any method (B) you have ever used. This revolutionary way to learn speed writing and typing will enable you to take meeting minutes quickly and accurately. (C) It doesn't take long to learn, just a few hours, and you (D) can become effective taking meeting minutes and more comfortable with this work assignment. 3. Real-time captioning and speech-to-text systems provide an accurate transcription of words (A) for they are spoken into text. These systems (B) are mainly used in the courtrooms and for deaf and hard of hearing individuals to provide real time translation from speech to text and a written record that (C) can be reviewed later. Currently, two major options (D) are available to provide realtime captioning and speech-to-text processing.

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4. The steno-based systems use a 24-key machine to encode (A) phonetic spoken words and to enter them into a computer where they are converted into readable text and (B) can be displayed on a computer screen or television monitor (C) in real time. These systems are also called CART (computer-aided real-time transcription) because they are often transported from one location to another on wheels. (D) Due to the high cost of equipment and stenotypist training, steno-based systems are mainly used in courtrooms when verbatim is required. 5. For computer-aided note taking systems (CAN) a standard keyboard is used to input words in an abbreviated form as they are being spoken and transcription software translates the abbreviations (A) into readable format. For non-verbatim applications (B) such as meeting minutes, tape and message transcription, and order/message processing, computer-aided note taking systems are (C) more costly effective. The method of abbreviating words is a major factor of how efficiently you can process and enter verbal information (D) in an abbreviated form. 6. Existing typing abbreviation systems (Instant Text, Productivity Plus, ShortCut Windows and Abbreviate) assign a unique code (A) to each word. You will need to memorize tens of thousands of abbreviations to type efficiently. If you don't remember the codes you (B) will not able to retrieve a corresponding full word. In addition, these systems do not provide codes for all words and the user has to create additional abbreviations. In contrast, Computer script (C) assigns all words to five basic categories and you only need to learn one rule per specific category. As a result, learning curve and memorization volume are drastically reduced and attaining proficiency can be achieved in (D) a short period of time. (http://www.easyscript.com/meetingminutes.html)

5. Language focus

Independent work: revise the SEQUENCE OF TENSES.

6. Speaking

Point out the importance of the minutes of a meeting.

7. Writing

Prepare the formal minutes of a meeting you have attended. Present it to your colleagues.

Supplementary material Read the following minutes. Identify its components. MINUTES OF THE CITY OF … – COUNCIL MEETING January 11, 2005 A regular meeting of the City Council of the City of … was held January 11, 2005 at 7:07 p.m. in the City Council Chamber at City Hall, 2222 Camino Ramon, Mayor Wilson presiding. PRESENT: Council members …, Vice Mayor … and Mayor Wilson.

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STAFF PRESENT: City Manager …, City Attorney …, Police Chief …, Parks and Community Services Director …, Planning Services Director …, and Interim City Clerk … **** Mayor Wilson announced that the Council met in closed session to … **** ANNOUNCEMENTS Mayor Wilson asked if there were any changes or additions to the agenda. The Interim City Clerk noted that there were none. Mayor Wilson asked if there were any changes or additions to the Boards, Committee and Commission meetings schedule. The Interim City Clerk noted that there were none. **** PRESENTATIONS Mayor Wilson recognized San Ramon Police Officers … and … as Police Officers of the Year for 2004. Each officer received a plaque and was presented with a bouquet of flowers for their significant others by the Mayor. Detective …, Sgt. …, Officer …, and Officer … were thanked for their service to the San Ramon Police Department by Mayor Wilson. Those in attendance were presented with a plaque, a certificate, and flowers for their significant others by the Mayor. Mayor Wilson thanked the officers for their service, for continually demonstrating excellence in the execution of their duties and for their significant and valuable contributions to the City. **** CITY COUNCIL APPOINTMENTS The Interim City Clerk noted that there are none. **** PUBLIC COMMENT The Interim City Clerk reported that two people have requested to speak under Public Comment and that one fax was received relating to Item 8.2. Theo N. spoke on behalf of Soroptomist International of San Ramon. She invited interested individuals to attend their monthly meeting on the third Wednesday of each month at 12:15 p.m. at the Crow Canyon Country Club in Danville. She also described their winter fund raiser which is a performance of the "Wigged Out" show in Danville on February 26 includes a raffle with great prizes. Interested persons may contact her for additional information. Mike C. thanked the Mayor for attending the December 29, 2004 Sentinels of Freedom meeting at San Ramon Valley High School. This event recognizes and honors returning local military servicemen. Six San Ramon servicemen were among the fourteen honored. Mr. C. recognized the Mayor’s efforts and said that he appreciated the Mayor’s support of the program. Mayor Wilson thanked Mr. C. for his service on this project. **** APPROVAL OF MINUTES Vice Mayor Livingstone’s motion to approve the minutes of the December 20, 2004 meeting was seconded by Cm. Hudson and passed 5-0. **** CONSENT CALENDAR

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The Mayor requested that Item 8.1, the Stormwater Management and Discharge Control Ordinance, be removed from the agenda. He requested further evaluation from staff. Cm. Hudson requested more detail on the definition of the transit village and if there are any stipulations on the low and moderate income housing projects. Cm. Rowley asked to remove Item 8.2, concerning the carpet cleaning agreement, from the agenda. Communication was received on this item. The item was referred to staff. A motion by Cm. Perkins to remove items 8.1 and 8.2 from the Consent Calendar was seconded by Cm. Hudson and passed 5-0. Cm. Hudson’s motion to approve the following Consent Calendar was seconded by Vice Mayor Livingstone and passed 5-0. **** UNFINISHED BUSINESS Public Hearing #2 - General Plan Amendment for the N’s Restaurant Property The Planning Services Director reported that this is the second public hearing in a series of three required under Measure G. The General Plan Amendment is being submitted to correct a mapping error and the appropriate designation for this property. He noted that the Planning Commission has conducted the required hearings and they unanimously recommended forwarding the item to the City Council for its approval. He requested that the Council open the public hearing, accept public testimony, and continue the public hearing to the next Council meeting for consideration of the resolution and ordinance for approval and adoption. Cm. Hudson clarified that the item would be discussed at the January 25th Council meeting and not at the January 22nd workshop. No public comments were received. Cm. Hudson’s motion to continue the public hearing to the next Council meeting for action was seconded by Vice Mayor Livingstone and passed 5-0. **** NEW BUSINESS Grant Funding Agreement for Child Care Facility at Bollinger Canyon School The Parks and Community Services Director said it was the recommendation of staff that the Council adopt Resolution 2005-01. He remarked that the City funded the original building in 1989 with the adoption of the Child Care Ordinance. The San Ramon Valley Unified School District has approved a new master plan for the entire Bollinger Canyon site with the exception of the kindergarten and the new multi-purpose room and this plan requires the relocation and retrofitting of the child care facility. He noted that Kids’ Country is in a position to rebuild and they need to replace the structure with a building that conforms to current seismic requirements and State building codes. The Director noted that the Finance Committee met on December 8, 2004 to review the proposal and recommended forwarding the item to the Council for its approval. The Parks and Community Services Director introduced Mr. Leonard H., Executive Director for Kids’ Country. Mr. H. thanked the Council for the opportunity to speak to them about the project. He introduced his staff, reviewed the history of Kids’ Country operation at Bollinger Canyon School, and recapped their experiences with the other sites that they operate in San Ramon. There were no questions from the Council. There was no public comment.

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Cm. Rowley observed that this is another example of a wonderful partnership between Kids’ Country, the San Ramon Valley Unified School District, and the City which benefits everyone. Cm. Hudson’s motion to approve the resolution was seconded by Cm. Rowley and passed 5-0. **** CITY MANAGER COMMENTS The City Manager had no report. **** COUNCIL MEMBER REPORTS Cm. Hudson reported that the last SWAT meeting included a General Plan Amendment (GPA) from Danville. The GPA included 55 homes and some commercial buildings at the former Navlet’s site. The procedure to do the GPA was brought under review by Supervisor U. Cm. Rowley complimented the Mayor on the State of the City address which he presented at the January 11, 2005 Chamber of Commerce luncheon. She also invited the public to attend the Dublin San Ramon Women’s Club’s First Annual Art Auction and Wine Event on January 30, 2005 from 1:00 to 5:00 p.m. at the San Ramon Golf Club. Tickets are $35 per person. Cm. Perkins thanked former Vice Mayor Hudson for his service last year, for training him in the ways of Council procedures, and for nominating him to the Hazardous Waste Commission. He added that he is looking forward to working with Vice Mayor Livingstone. He noted that he will not be present for the January 25, 2005 City Council meeting. He invited citizens to bring any hazardous material concerns to his attention. Mayor Wilson asked for a moment of silence for the tsunami victims. There being no further business to come before the City, the meeting was adjourned at 8:12 p.m. Signed: H. Abram Wilson, Mayor Patricia Edwards, Interim City Clerk Approved: January 25, 2005 (http://www.ci.san-ramon.ca.us/councilminutes/yr2005/ccmins01-11-05.html)

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REPORTS BASIC NOTIONS A business report is an orderly and objective communication of factual information that serves a business purpose. Prerequisites of a good report:  Carefully prepared  Unbiased approach  Based on real events, objective records and accurate data  Useful for the organization Read about the types of reports and their characteristics. What kind of reports have you already written? Types of reports

Characteristics

A. SHORT (the most common in business) - letter reports (personal style) - memorandum reports (informal style)

- little need for introductory material - usually begin directly – with conclusions and recommendations - written in the direct order (it gives the main message first, then introductory material is presented, findings and analyses, conclusions and recommendations) - personal writing is common - it consists of a title page and the report text

B. LONG

staff report

- highly elaborate - it contains ample information - any type of long reports can also have a short form - it follows a fixed plan irrespective with the problem discussed - especially useful for business problems - parts: identifying information, summary, problem/objective, facts, discussion, conclusions, recommendation


progress report

- it presents a review of progress made on an activity - formal/ informal

audit report

- in short form, it is a standardized statement verifying an accountant’s inspection of a firm’s financial records - in long form these reports vary so much that they say no typical form exists

the technical report

- typically organized in a fixed order introduction, methodology, facts, discussion, conclusion, recommendation

the proposal (varies in length)

Definition: a presentation for consideration of something -types: • invited proposals, e.g. a government agency might have funds to award for research projects • prospecting proposals, e.g. resemble rational sales letters; a university department writes proposals to philanthropic foundations

You can write a good report if you are well informed. Read about the report sources; add some more, if possible. Report sources Facts primary sources Questionnaires (opinions) secondary sources Library resources: - basic references (dictionaries, encyclopedias, almanacs, biographical reference books, etc.) - books and articles - abstracts - government documents Computerized databanks

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Reports

Note cards

1. Discussion Discuss the advantages and disadvantages of formality for the documents used inside the company (memos, minutes, reports) Why is direct order preferred in the shorter reports?

2. Reading Do you remember the article about “Ten Technical Communication Myths” by Geoff Hart? Read now about myth number five which mainly deals with the problem of ‘how much information the audience can manage at a single time’. Choose the best sentence from the list below (A-G) to fill each gap (1-5). There is one sentence that you do not need. There is an example at the beginning (0-B). A Our value as communicators lies in our ability to figure out where the barriers to usability lie and create documentation that guides users as painlessly as possible around the problems. B This failure to consult the source has led to one of the more pernicious misunderstandings in the field of technical communication. C Given the importance of what Miller discusses, we should begin thinking about how to test the applicability of this body of research in our own unique context so we can begin applying the new findings to our work. D All else being equal, readers will always find it easier to deal with fewer items at a time than many items. E In effect, this represents the number of cognitive tools typical readers can hold in their mind's hand (so to speak) and use to attack a problem. F More interestingly, revisiting an article often leads to inspiration and the discovery of new ways to build on those old thoughts. G That may mean we'll have to reconsider an interface design because we're asking users to deal with too many inputs at once.

The Optimum Number of Steps in a Procedure is 7 Plus or Minus 2 George Miller studied, among other things, human short-term memory, but he is famous for discovering "the magical number seven." Unfortunately, his publication (1956) is also probably his least-read. /0 B/ In effect, several generations of writers have made the assumption that (for example) lists and procedures should contain no more than five to nine steps, based solely so far as I can tell on the title of Miller's article and the myths that have grown up around it. As it happens, the article actually discusses the human ability to reliably distinguish categories (for example, distinct shades of gray, sound levels) and the related issue of "channel capacity," which represents (simplistically) how much information your audience can manage at a single time. /1__/ I won't try to summarize 16 pages of rich, moderately dense prose by Miller in any depth, both because I want to encourage you to read the original article yourself

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and because an update on this subject merits its own article. /2__/ While we wait for those results to trickle in, two things we already know give us much to ponder. We should always go to the source rather than blindly accepting someone else's report of what that source said. This takes longer and usually requires considerably more thought on our part, but it greatly reduces the number of myths and misconceptions that we'll perpetrate and perpetuate. /3__/ Miller's study does have intriguing implications for technical communication, even if they're not the ones we've assumed for almost 50 years. For example, our audiences have very real limits on how much information they can process simultaneously, and recognizing the existence of these limits means that we need to better understand how we can help readers to process information. /4__/ As a starting point for applying Miller's findings, we need to learn to write in such a way as to let readers digest one chunk of information before we force them to begin dealing with the next one. /5__/ (adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

3. Comprehension What does Miller’s article actually discusses and what trend did it initiated? Debate upon the need to consult the source when doing research.

4. Vocabulary Read about another myth of technical communication – “You can Make a Bad Interface Easy to Use Through Superior Documentation”. For each blank (1-15) think of the word that best fits in the context. Use only one word in each space. 1__ definition, really good documentation makes even the worst interface easier to use—but it will never 2__ a truly bad product easy to use. I stated earlier that one thing that makes us so valuable 3__ our employers is our ability to think like the product's users, and if something is difficult to use, we notice it first because we have a devil of 4__ time trying to document 5__ to use it. Our value as communicators 6__ in our ability to figure out where the barriers to usability lie and create documentation 7__ guides users as painlessly as possible 8__ the problems. Unfortunately, that's all that most of us have been able to do thus far, and it's time we began making concerted efforts to go one step 9__. If we can understand the barriers well 10__ to solve the problems in our documentation, 11__ we understand the barriers well enough to propose changes in the interface itself. And we should; increasingly, that's the role we must take 12__ for ourselves. I'm not the first to recognize this, 13__ am I the first to propose that we do something about 14__. But corporate culture is often such that making our voices 15__ is difficult, and there are many barriers raised in our paths. (adapted from: http://www.techwrl.com/techwhirl/magazine/gettingstarted/tenmyths.html#myth1)

5. Language focus EQUATING AND INCLUDING IDEAS To give more information about an item you can use two types of text connectors:

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Reports

Equivalen

By designation: the second idea is identified as the equivalent of the first. e.g. in other words, that means, namely, that is to say By reformulation: the first idea is reworded Or (rather), (more) simply/ to put it simply, technically (speaking), in more technical terms

Inclusion

The first item includes the second: Exemplification: for example, for instance, say, such as, as follows Highlighting: in particular, especially, notably, chiefly

Our major investor, namely Mr. Tanaka, will visit our company tomorrow.

The value added tax, simply VAT will rise again.

The economical sciences, such as management, marketing, and accounting became a sort of fashion nowadays. The economical sciences, especially management, need a lot of practice. (Brieger, Sweeney 1994: 176)

6. Speaking  

Discuss the differences between letter reports and memo reports. Find three major differences in writing short and long reports.

7. Writing

You are the manager of a large high-tech retail store and you are concerned about customers complaints of late deliveries of computers purchased. You want to know the cause of the delays. Consequently, in a memo, you ask your assistant to write a short report about this problem. Write the memo. You are the manager’s assistant in the case above. Write the short report.

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XV. BUSINESS REPORTS BASIC ELEMENTS

Essentials in report writing

format

letter, memo, manuscript

style

formal/informal, impersonal/personal

organization

grouping of ideas

1. Discussion

Which are the factors that affect the report format, style and organization? What types of reports do you know? Consider the following and fill in the table below with the corresponding types of reports: Origin: who initiated the report? (yourself = voluntary report; another person = authorized reports) Subject: What subject does the report cover? (economic, accounting, …) Timing: When is the report prepared? (routine/ special reports) Distribution: Where is the report being sent? (internal/ external reports) Purpose: Why is the report being prepared? (informational reports – focused on facts; analytical reports – that include analysis, interpretation, conclusions, recommendations) Probable reception: How receptive is the reader?

Types of reports

Voluntary/authorized Technical, business, etc. Routine/ special Internal/external ……………… …………………. …………………….

Read the following definition of a business report and comment upon it: “any factual, objective document that serves a business purpose.” (Bovée, Thill, 1992: 343) Can other elements/ characteristics be added in order to make the definition more clear?

Business Reports

How long should a business report be?

2. Reading 2. 1. Here are some tips for writing a report:  consider the audience before beginning and while writing the report  describe facts or events in concrete terms  be clear and concise  report all the relevant facts  put the facts in perspective  give plenty of evidence for your conclusions  present only valid evidence and supportable conclusions  keep your personal biases in check Choose one of them and discuss the advantages of using it and the disadvantages of ignoring it. Work in groups. 2. 2. General Purposes of the Reports Match the characteristics of the reports (1-9) with the appropriate type of report (a-i): 1. to monitor and control operations – (help managers find out what’s happening) 2. to help implement policies and procedures – help managers communicate the company’s standards 3, to comply with legal or regulatory requirements – explain what a company is doing to conform to government regulations; they are required by law 4. to obtain new business or funding – sales proposals: 5. to document work performed for a client- it should provide all the information the client needs; 6. to guide decisions on particular issues – help managers make decisions about problems and opportunities; 7. contain background information and analysis of options 8. used to persuade top management to approve a proposed investment or project 9. analyze problems and propose solutions a. Troubleshooting reports b. Plans, operating reports, personal activity reports c. Justification reports d. Research reports e. Memos, guidelines, procedure reports, position reports f. Interim progress reports, final reports g. Justification reports or internal proposal report h. The income tax return, the annual report to a company’s shareholders i. Solicited proposals (prepared at the request of clients; meant to show that your organization is better qualified than your competitors to handle a particular contract), unsolicited proposals (initiated by a company in order to obtain business or funding on its own)

3. Speaking Work in groups: answer the following questions:

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 

What are the important steps in report preparation? What does a formal work plan contain?

You have below the answer to the second question but the steps mentioned are not in the right order. Would you find an appropriate sequence of the actions? a. presentation of the tasks to be accomplished, indicating sources of information, required experiments or observations, and restrictions (on time, money, available data) b. description of the end products that will result from the investigation (e.g. Reports, plans, operating improvements, tangible products) c. statement of the problem d. review of project assignments, schedules, and resource requirements, indicating who will be responsible for what, when tasks will be completed, how much the investigation will cost e. statement of the purpose and scope of your investigation

4. Report writing Generally, a report should contain: A. title page: the report title, the name of the person/ company/ organization for whom the report has been prepared, the name of the author, the date the report was completed, (contract number, a security classification, i.e. CONFIDENTIAL); include keywords in your title but omit words and phrases such as “A study on…”, “An investigation of…” e.g.: Using personal computers in PR department Submitted to Mr. Tom Smith Chief Executive Officer AMRO Bank 13 July 2003 by Anna Thomson PR director B. abstract: the representation of the contents, in an abbreviated form; in a paragraph of about 150 words, you should introduce your subject matter, tell what was done and present selected results. The parts of the abstract are: BASIC ELEMENTS, research problem, body, results and conclusion. C. table of contents: contains each major section of the report. D. introduction: your hypothesis, an explanation of your idea, your expectations// introduces the purpose, scope (outlines the method of investigation), and background of the research (facts that the reader must know in order to understand the discussion) 134

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E. body: it includes details, data, results of tests, facts, conclusions (it may consist of: a. experiment: describe the method you used to collect your data and observations; b. discussion: analyze the results; c. conclusion: summarize your results) F. recommendations G. acknowledgements: you should give credit to all who assisted you H. references: the list includes any documentation that is not your own (books, articles) (adapted from Bovée, Thill 1992: part five Reports and Proposals)

5. Language focus DESCRIBING TRENDS Trends are changes or movements. There are three basic trends: ascending, horizontal, descending, each expressed by several verbs and nouns, as you can read in the following table:

Trends

Transitive verbs

Intransitive verbs increase increase raise rise put/push/step up go/be up grow extend extend expand expand boom keep/ hold … remain stable stable/ constant maintain … (at the stay constant same level) decrease decrease fall drop drop put/ push down go/ be down decline cut reduce collapse slump

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Nouns increase rise growth extension expansion boom stability

decrease fall drop decline cut reduction collapse (dramatic fall) slump (dramatic fall)


You may also need to describe: The degree of change: dramatically, vast(ly), huge(ly), enormous(ly), substantial(ly), considerable/considerably, significant(ly), moderate(ly), slight(ly), a little The speed of change: rapid(ly), quick(ly), swift(ly), gradual(ly), slow(ly) Focus on a particular point: to stand at Maximum: to reach a peak NOTES • Do not use up after increase, raise, rise and do not use down after fall, drop, decrease • Rise, rose, risen; raise, raised mean “increase in pay”: Workers get an annual rise of 10%. (BE) // Workers get an annual raise of 10%. (AE) • Use: to increase by (with the verb) // an increase of (with the noun) • Use: to rise to (verb) // a rise to (noun) Interpreting graphs. Useful words and expressions: Fluctuation, gradual rise, gradual fall, sharp recovery, erratic movements, dramatic fall, decline, take a plunge, steady increase, level off, a plateau, leap upwards, reach a peak

6. Writing practice a. Read an article and write an informative abstract to convey the main points from it. Try to clearly summarize and NOT describe the information from the article. b. You are asked to write a report about the curriculum of your specialty/ the educational system in Romania/ the academic perspectives/ a random topic. Before you actually write your report, try this prewriting exercise: provide answers for the following issues:  describe the purpose of your report  describe the most important feature of your report  make a list of anyone who could be involved in writing the report  compile a list of works that you used in your report  describe the ways in which your report proves or disproves other reports (if the case)  describe the background of the report/ topic  describe what you expected to find before you began your research; how did your results differ from your expectations?  Describe your findings. How can you best represent them: with text, in a table, with a figure?  Describe the consequences of your research. How will it affect future activity of the organization?  Describe the ideal audience for your report.  If you are seeking to publish your report, describe the journals in which you would like to see your report appear.

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Consider the specific guidelines under which you are working. If relevant, make a list of the sections you are required to include in your report. c. Consider the following topics for reports:  a demographic profile (age, gender, socioeconomic status, residence, employment, educational background) of the students at your college/ university  the best part-time employment opportunities in your community  the best of two health/ gym clubs in your community  actions that can be taken in your community to combat alcohol/ drug abuse  improvements that can be made in the food service at your university  your university’s image in the community and ways to improve it  your community’s strengths and weaknesses in attracting new businesses Choose one topic and write a report. d. Write a report about the leisure facilities in your native town. Include: sport facilities, cultural facilities – theatre, museums, etc. e. Write a report about the consequence of introducing 20 new buses (bought from Icarus) on the already existing routes of your transport agency. Mention the fact that you had to hire new personnel (15 bus-drivers) and to train them. Link this project to your future plans of expanding your business. f. Write a report about the meeting between three bank officials and two groups of students, requiring capital for their business. The first group wants to open a small shop selling CDs. They have much knowledge in the field but they don’t have experience at all in business. The second group operates part-time computing consultancy for two years already but they still have to improve their market strategy. Give arguments for the choice of the three bank officials. g. You are John McGuiver, the manager of the loan department of a commercial Bank. Write a report to the Board in which you highly recommend Mr. Clark Nicholson as a potential client of the bank. Highlight his qualities as a businessman and mention some of his profitable businesses. Suggest that the bank committee may trust him in offering a loan of $ 200, 000 for a new business he wants to start (The National Gazette, a financial magazine). h. Imagine that your managing director asked you to investigate the use of paper in your company’s offices and to make recommendations for improvement. First, make some notes on the topic. You will perhaps find out that… you discussed with… their opinion is… Your recommendations could be:.. Draft the report to your MD. In your group or with a colleague, find elements that may fit in the blank spaces. Only after you have all the necessary information, write the report. Afterwards, read the report in your group and discuss the quality of the report you wrote.

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Test your report writing skills

1. Describe the organization of the conventional short report. 2. Give examples of routine report problems. 3. What is the difference between a letter report and a memorandum report? 4. What are the characteristics of a technical report? 5. Write a report about the impact of mass media in the Romanian business environment. 6. Recommend for your company a city and hotel for holding its annual meeting of sales representatives. 7. What can your company do to improve the quality of its product or service? 8. Investigate the problem of unemployment in your town/city and recommend ways to decrease it. 9. Advise your company on the advantages and disadvantages of hiring students from the local university. 10. Report to your company on the ethics and effectiveness of subliminal advertising.

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XVI. BUSINESS MEETINGS PLANNING AND STEPS OF A MEETING BASIC NOTIONS Definition: The gathering together of a group of people for a controlled discussion with a specific purpose.

PURPOSE: Problem-solving, idea-gathering, training AGENDA (list of points) Essential elements of a meeting

MEMBERS: the chairman, the secretary, the other participants RESULT (the goal of the meeting) REPORT: the minutes of the meeting

Prerequisites of a good meeting:  good chairing skills: controlling, directing conversation towards conclusions, bringing people in, stopping people talking, keeping an eye on the time, controlling decision-making, indicating follow-up tasks  good participating skills: listen actively, clarifying problems, sticking to the point  good language skills: asking for repetition and clarification, preventing irrelevance, paraphrasing, summarizing  good behavioural skills

1. Discussion

When should you call a meeting? Debate upon the importance of the meetings for the business environment.


2. Reading Read the following guidelines for leading a meeting. Find the title (A-F) that best suits each group of paragraphs (1-6). A Lead the Meeting B Provide the Meeting Information C Schedule the Meeting D Wrap-up the Meeting E Create the Meeting Information F Distribute the Meeting Information Leading a Meeting 1. When scheduling your meeting, consider the information that must be covered, then allocate an appropriate amount of time. Don't try to cram too many agenda topics into a 30-minute meeting. You'll end up going overtime and attendees will become frustrated. On the other hand, don't schedule too much time or the meeting may become slow-moving and get off-topic. Our advice? Being realistic is the best way to allocate an appropriate amount of time for a meeting. Don't get caught up on halves and wholes. Many people will automatically allocate either 30 minutes or a full hour when scheduling a meeting simply because these quantities of time are common and expected. Schedule a 40-minute meeting if that's the amount of time it takes to cover the subject. Don't feel pressured to fill an hour if you don't have an hour of issues to cover. Carefully consider who should be attending the meeting. Only invite those whose attendance is absolutely necessary. If there's someone who should know what happened in the meeting, but whose attendance isn't absolutely necessary, send them a quick e-mail outlining the outcomes of the meeting. All of us already attend too many meetings. These individuals will be thankful for that one extra meeting they DIDN'T have to attend that week. 2. When sending invitations to a meeting, ask attendees if they have any agenda item requests. Once the agenda items have been requested, the agenda must be created at least one day before the meeting is scheduled. This way, you can distribute the agenda to all of the attendees before the meeting begins. 3. When participants have the agenda and access to background information before the meeting, it gives them sufficient time to prepare for any discussions or decisions that will occur during the meeting. This also saves time during the meeting. If attendees come to the meeting prepared, less time will be spent answering background information questions and more time for discussing the important issues. When distributing the agenda, remind participants that it's their responsibility to come prepared to the meeting! 4. Start your meeting on time! Even if all the attendees haven't arrived, begin when you said you would. Adhering to the schedule sends out a message that you're serious about the meeting and expect attendees to arrive on time. As the meeting begins, provide an overview of agenda items and introduce the overall objective of the meeting. This provides direction for the meeting and reinforces what needs to be accomplished during this time. Introduce each agenda item by mentioning who will speak next and what will be discussed.

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As the meeting leader, you're responsible for recording the meeting notes, whether it's on an interactive whiteboard, flipchart or in a notebook. This will free participants from the burden of note-taking and encourage richer, more in-depth discussions. It's also your responsibility to keep the meeting on track. This means steering the meeting discussion in a way that fulfills the meeting objectives. If you have difficult personalities in the room or opposing views, this can be challenging! Try using sentences such as, "That's a valid point, but doesn't directly apply to this discussion. Perhaps we should schedule a separate meeting to address it fully." Or, "It's obvious there are some opposing views surrounding this issue. Perhaps our time would be best spent working towards a compromise. Any suggestions?" If a meeting becomes particularly heated, it's best to address what's possible in the meeting but consider hiring a professional facilitator for the next meeting – a neutral leader who's trained to deal with high-pressure, high-conflict meetings. Items that surface and must be addressed should be assigned during the meeting discussion. Assign a particular individual or group to follow-up on each action item. A deadline and priority level should also be assigned for the action items. 5. At the end of the meeting, the leader should review the action items, who's responsible and by when. This way, everyone has a clear picture of who's responsible for what when the meeting's over. Another item that should be addressed at the end of your meeting is the meeting process itself. Take a few moments at the end of the meeting to discuss what the group did well during the meeting and which areas need improving. Once the meeting objective has been accomplished, adjourn the meeting. Even if it's thirty minutes earlier than expected! Don't continue meeting simply because that's what the schedule dictates. 6. After the meeting is over, send the meeting information to all the participants. Because you were responsible for note-taking during the meeting, you may be the only one who has this information after the meeting ends. Whether you provide the notes by e-mail or photocopied hand-outs, sharing this meeting information is vital for proper follow-up. It's also a good idea to include a summary of all the action items assigned during the meeting. This acts as a reminder to all participants of who's responsible for what and by when. (http://www.effectivemeetings.com/meetingbasics/before.asp)

3. Comprehension

Compare the information you have just got from the text with the following steps of the meeting: OPEN THE MEETING invite introductions from participants (if necessary) explain purpose present agenda discuss ground rules (who speaks, decision-making, etc.) GO ALONG/ BODY OF THE MEETING move to the first point on the agenda hand over to another person bring people into discussion/stop people talking 141


listen actively/ask for repetition or clarification prevent irrelevance paraphrase summarize (keep eye on time) move to the next point control decision-making indicate follow-up task CLOSE THE MEETING thank participants announce next meeting

4. Vocabulary Match the following groups of useful phrases you can use during a meeting with the current steps of the meeting, arranged in logical order according to the table below: STEPS OF THE MEETING 1. opening/ objectives 2. moving to the 1st point 3. handling over to another person 4. encouraging hesitant speakers 5. stopping people talking 6. listening actively 7. asking for repetition/clarification 8. preventing irrelevance 9. paraphrase 10. summarizing 11. keeping an eye on the time 12. moving to the next point 13. controlling decision making 14. indicating follow-up tasks 15. closing the meeting PHRASES A. Tom, do you think you could…? Tina, how about preparing some figures for the next meeting? B. To sum up then… So, to summarize what has been said so far… C. Well, ladies and gentlemen, I think we should begin. Perhaps we’d better get started/ get down to business. Right then, I think it’s about time we got started/ going. Right then, I think we should begin. Let’s begin/ get going, shall we? Shall we start/ get started/ make a start? First of all, I’d like to introduce two colleagues from… Have you all got a copy of the agenda? The purpose of this meeting is, first, to…and secondly to… 142

Business Meetings

We are here today to consider firstly…secondly…thirdly……… The main objective of our meeting is………… I’ve called this meeting first to…. secondly to………. D. Would you like to begin/ to open the discussion…? Perhaps you’d like to explain/ tell us/ give us… What do you think…? Shall we continue then? Let’s move on. Would you like to comment here? What about you? E. As some of you probably know, As you know, … Some months / years ago/ yesterday… The situation now is… Right. Let’s move on to/look at the first point. F. We haven’t heard from you yet, Tom. What do you think about… Would you like to add anything, Tina? Anything to add, Paul? G. I’m afraid that’s outside the scope of this meeting. We’re beginning to lose sight of the main point. Keep to the point, please. I think we’d better leave that subject for another meeting. H. One at a time, please! We can’t all speak at once. Tom first, then Nina, then Tim. Would you mind addressing your remarks to the chair? Well, thank you, Clint. I think that’s clear now. Could we have some other opinions? Right, thank you, Pete. I think we’ve all got the point now. Shall we move on? Okay, Tom, thanks. Mary, I think you wanted to say something? I. Right, George, over to you. Right. That just about covers everything. I’d like to thank our guest for coming over from…. So, the next meeting will be on… (date) at…(time) Thanks for your participation Right, I declare the meeting closed. J. We are running short of time. There’s not much time left. Could you please be brief? K. Right, I see. / Okay, I understand. / That’s interesting. / Okay. / Right. L. So what you are saying is… In other words…/ So you mean…/ So, if I understand you correctly… M. I’d like to propose that…/ the following amendment… Can we take a vote on that proposal? 143


All those in favour. Right. All those against. Right, thank you. So that motion has been accepted/ rejected by 5 votes to 3. Very well, then, we agree with some reservations/ unanimously that… Well, it seems that we are broadly in agreement that… N. Would you mind repeating it, please? I’m sorry. I don’t quite follow you. Could you go over that again, please? What exactly do you mean by…? O. Right. Let’s move on to the next point. Tim, would you like to introduce the next point, please? Okay, on to item five. Who’s going to open this one? Well, I think that covers everything on that point. Let’s move on. (see Ellis, Driscoll, Pilbeam, Meetings and discussions, )

5. Language focus

ABILITY AND INABILITY Study the table: Make someone able or something possible Enable Allow Permit

Be able Can Be able to Be capable of (+ …ing)

Make unable/ impossible Prohibit Prevent Stop (+from+… ing)

Be unable Can’t Not be able to/be unable to Be incapable of (+.. ing)

(see Brieger, Sweeney 1994: 196)

6. Speaking Identify circumstances in the business activity that can be solved by calling a meeting.

7. Writing Write the minutes of a meeting you attended.

MANAGEMENT AND STRATEGIES OF A MEETING BASIC NOTIONS Read about the roles people play in groups. In which category would you include yourself? Bring arguments in favour of your choice. Roles people play in groups (group dynamics)

self-oriented Controlling/ dominating others Withdrawing/ group

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retiring

from

the

Business Meetings

Diverting Encouraging group-maintenance

Harmonizing/ reconciling Compromising Initiating Information giving/ seeking

task-facilitating Coordinating Procedure setting (Bovée, Thill 1992: 522)

You can read about some of the duties a leader has for managing a meeting. But the participants have their duties too. What are, in your opinion, those duties? The leader’s duties:  pacing the meeting  appointing a note taker  following the agenda  stimulating participation and discussion  summarizing the debate  reviewing recommendations  circulating the minutes What do you know about the strategies one should use to make a meeting successful? There are: a. COORDINATING STRATEGIES Preparation: objectives, agenda, participants, location, environmental facilities Conduct: begin and end on time, control the meeting, encourage participation, sum up decisions, actions, and recommendations, restate main points at the end. Follow-up: distribute the meeting’s minutes, take the follow-up action agreed to b. ACTIVE PARTICIPATION/ TAKING PART STRATEGIES Active participation involves the use of some typical language functions such as:

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getting attention asking for/ giving opinions agreeing/ disagreeing advising and suggesting requesting information/ action

checking and confirming information comparing/ contrasting ideas asserting and toning down information connecting and sequencing ideas describing trends

Active participation involves techniques of questioning such as: have a definite purpose build clear questions ask well-balanced questions (not too easy/ difficult) use natural tone of asking questions

wait for the answer (do not answer your own questions don’t’ interrupt encourage complete answers ensure equal opportunity to provide answers

use open direct questions and use of a variety of types of questions such as: Overhead: general questions to the whole group Direct: Question to a specific individual Factual: Asking for fact, data or information Leading: Questions that suggest answers Encouraging: Questions that help respondents Ambiguous: Questions that suggest two or more answers. ………………………………………………………………..

1. Discussion Discuss about the necessity of calling a meeting.

2. Reading Read about effective meetings. Write a concise summary of each of the six tips. Present it to your colleagues. Six tips for more effective meetings 1. Don't Meet. Avoid a meeting if the same information could be covered in a memo, e-mail or brief report. One of the keys to having more effective meetings is differentiating between the need for one-way information dissemination and twoway information sharing. To disseminate information you can use a variety of other communication media, such as sending an e-mail or posting the information on your company's intranet. If you want to be certain you have delivered the right message, you can schedule a meeting to simply answer questions about the information you have sent. By remembering to ask yourself, "Is a meeting the best way to handle this?" you'll cut down on wasted meeting time and restore your group's belief that the meetings they attend are necessary. 2. Set Objectives for the Meeting. Set objectives before the meeting! Before planning the agenda for the meeting, write down a phrase or several phrases to 146

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complete the sentence: By the end of the meeting, I want the group to… Depending on the focus of your meeting, your ending to the sentence might include phrases such as: …be able to list the top three features of our newest product, …have generated three ideas for increasing our sales, …understand the way we do business with customers, …leave with an action plan, …decide on a new widget supplier, or …solve the design problem. One benefit of setting objectives for the meeting is to help you plan the meeting. The more concrete your meeting objectives, the more focused your agenda will be. A second important benefit of having specific objectives for each meeting is that you have a concrete measure against which you can evaluate that meeting. Were you successful in meeting the objectives? Why or why not? Is another meeting required? Setting meeting objectives allows you to continuously improve your effective meeting process. 3. Provide an Agenda Beforehand. Provide all participants with an agenda before the meeting starts. Your agenda needs to include a brief description of the meeting objectives, a list of the topics to be covered and a list stating who will address each topic and for how long. When you send the agenda, you should include the time, date and location of the meeting and any background information participants will need to know to hold an informed discussion on the meeting topic. What's the most important thing you should do with your agenda? Follow it closely! 4. Assign Meeting Preparation. Give all participants something to prepare for the meeting, and that meeting will take on a new significance to each group member. For problem-solving meetings, have the group read the background information necessary to get down to business in the meeting. Ask each group member to think of one possible solution to the problem to get everyone thinking about the meeting topic. For example, to start a sales meeting on a positive note, have all participants recall their biggest success since the last meeting and ask one person to share his success with the group. For less formal meetings or brainstorming sessions, ask a trivia question related to the meeting topic and give the correct answer in the first few minutes of the meeting. These tips are sure-fire ways to warm up the group and direct participants' attention to the meeting objectives. 5. Assign Action Items. Don't finish any discussion in the meeting without deciding how to act on it. Listen for key comments that flag potential action items and don't let them pass by without addressing them during your meeting. Statements such as We should really…, that's a topic for a different meeting…, or I wonder if we could… are examples of comments that should trigger action items to get a task done, hold another meeting or further examine a particular idea. Assigning tasks and projects as they arise during the meeting means that your follow-through will be complete. Addressing off-topic statements during the meeting in this way also allows you to keep the meeting on track. By immediately addressing these statements with the suggestion of making an action item to examine the issue outside of the current meeting, you show meeting participants that you value their input as well as their time. 6. Examine Your Meeting Process. Assign the last few minutes of every meeting as time to review the following questions: What worked well in this meeting? What can we do to improve our next meeting? Every participant should briefly provide a point-form answer to these questions. Answers to the second question should be phrased in the form of a suggested action. For example, if a participant's answer is stated as Jim was too long-winded, ask the participant to re-phrase the comment 147


as an action. The statement We should be more to-the-point when stating our opinions is a more constructive suggestion. Remember – don't leave the meeting without assessing what took place and making a plan to improve the next meeting! (http://www.effectivemeetings.com/meetingbasics/6tips.asp, see Meetings in America: A study of trends, costs and attitudes toward business travel, teleconferencing, and their impact on productivity. A network MCI Conferencing White Paper, 1998.)

3. Speaking  

What makes business meeting ineffective and boring? Analyze different types of meetings taking into account the communication network of an organization (upward, downward, horizontal/ formal, informal, etc.)

4. Writing Prepare the agenda of a meeting you have decided to call.

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XVII. NEGOTIATING IN BUSINESS BASIC NOTIONS Consider the negotiating process an exchange of information and opinions whose target is to obtain a mutually acceptable solution. Checklist for improving your negotiating skills Define your goals.

Know what you hope to obtain

Be informed.

Accurate and complete information supports your opinion.

Consider the other person’s needs.

You should mutually benefit from the negotiation process.

Find satisfactory solutions for both parts.

The compromises you will do should be mutually convenient.

Be aware of your strengths and weaknesses.

Make the most of your strong points and minimize your disadvantages.

Resist the pressure to cave in.

Rehearse …………………………………………..

Win concessions by using some ‘tricks of the trade’ (i.e. time pressure: This sale ends tomorrow. / fear of loss: Another customer expressed interest in… / extreme proposals: $10, 000 is too much - $ 5, 000 is my best offer.) Practice what you will say; draft different scenarios. …………………………………………… (adapted from Bovée, Thill 1992: 515)

1. Discussion Evaluate the importance of negotiating in business. Can you imagine business world without negotiations? How would it look like?


What are, in your opinion, the most important elements of a negotiation? Is it advisable to negotiate when applying for a job? State your reasons.

2. Reading Read the following article:

Big telecoms merger talks collaps by Tim Burt in Stockholm Talks on a SKr80bn-SKr100bn ($10bn-$12bn) merger of Telenor and Telia, the state telecommunication companies of Norway and Sweden, collapsed yesterday amid bitter recriminations between the two companies. Ministers in Oslo and Stockholm said negotiations had foundered on the failure to agree on valuations and the management structure in what would have been Scandinavia’s largest telephone company. “It has been impossible to reach agreement on a model that would sufficiently safeguard Norwegian interests,” said Odd Einar Doerum, Norway’s transport and communications minister. However, Telenor went further by accusing its larger Swedish rival of altering the negotiating terms in an attempt to secure management control of the merged group. Tormod Hermansen, chief executive of Telenor, said there had been a “fundamental breakdown” over how the enlarged company should be run. “We started these talks on the basis of equality, but it became clear that the Swedish interpretation of balance meant Swedish control,” he added. “We wanted a 50-50 partnership, they wanted a takeover in practical terms”. The Norwegian government had offered to inject up to NKr10bn into Telenor to give it financial parity with Telia. Negotiators failed nevertheless to agree on shareholdings or senior management roles. Telia expressed dismay at the collapse of the talks, saying: “The preconditions for establishing a company on businesslike and commercial principles do not exist.” But the Swedish group declined to comment on Norwegian claims that it had insisted on locating the company in Stockholm with Lars Berg, its managing director, as group chief executive. The companies began secret talks last year aimed at pooling resources and defending their market share after the deregulation of the Nordic telecommunications market. However, the discussions were initially blocked by Norway’s minority coalition government, which feared the creation of an unassailable monopoly. It was forced to drop that opposition last month after a threatened parliamentary revolt by opposition parties. Industry analysts in Stockholm suggested yesterday that the Norwegians had walked out of the talks because of lingering government disquiet over the merger. Telenor described such claims as groundless. Mr. Hermansen said the Norwegian group would explore partnerships and possible alliances with other partners, although it could remain a stand-alone business. Andres Sundstrom, Sweden’s industry minister, said Telia remained a strong and competitive company that could also survive on its own.

Negotiating in Business

The Swedish company made profits of SKr3.6bn on sales of SKr44bn last year, while Telenor reported gains of SKr2.5bn on turnover of SKr23.6bn. (from: Financial Times, weekend February 21/February 22 1998, p. 2)

3. Comprehension

3. 1. Explain the italicized vocabulary items from the text either using synonyms or words of your own. 3.2. What went wrong with these negotiations? Where did they mistake? Who’s to blame?

4. Speaking

4. 1. Work in groups: some of you will represent the Norwegian part, others the Swedish part. Each group should prepare a list with the problems they want to put forth at negotiations. When the list is ready, discuss the strengths and weaknesses of each point included. Then announce your counterpart (another group) that you are ready for negotiations. 4. 2. Imagine a situation in Romanian economy where negotiation is essential. Describe the economic conditions of your example and the expected results. Don’t forget that “The negotiating process is chiefly an exchange of opinions and information that gradually leads to a mutually acceptable solution”. (Bovée, Thill 1992: 515) 4. 3. What is, in your opinion the key to being an effective negotiator? Here are some tips for achieving this essential business skill, but they are not arranged in the order of their importance. Would you find their right sequence?  

    

do your homework: gather information that supports your position resist the pressure to cave in: time pressure (This sale ends tomorrow); fear of loss (Another customer wants it, but…); extreme proposals (You must be crazy to ask for $ 10, 000 – 5, 000 is my best offer) know what you want: define your goals consider the other person’s needs: see that the other person benefits too rehearse: the more you rehearse, the better your performance will be; practice what you will say know your strengths and weaknesses: minimize your disadvantages and make the most of your strong points search for mutually satisfactory solutions: look for compromises that result in joint gain

4. 4. Negotiating interculturally 4.4.1. It is well known that there are cultures in which a deal is not a deal unless bargaining is involved. Can you give some examples? 4.4.2. There are people that consider customary and necessary to win some concessions. How do you behave when you have to negotiate? 4.4.3. Elements of intercultural communication are very important and should be carefully considered in the negotiating process. It is well known, for example that is not advisable to send a businesswoman to negotiate with your Arab or Japanese partner. Can you explain why? Give other examples you know.


4. 5. Negotiating is also important when you apply for a job! But how far can you go? What are the right/ wrong questions to ask? How should you formulate your demands without making a bad impression or offending the interviewer/ employer? 4. 6. By answering the following questions, you will also improve your negotiating techniques. Some suggestions are given to you between brackets; if possible, you should improve the lists). 1. How do you prepare for a negotiation? (plan, research, objectives, limits, strategy) 2. Do you use special techniques? (rapport – social talk, parameters – confirm the purpose of your negotiation and establish areas of common ground and possible areas of conflict, attitude – be constructive, listen – attentively, approach – concentrate on your key points, flexibility – consider a range of alternatives, review – by summarizing and reviewing you check understanding, agreement – at the end of your negotiation, confirm exactly what you have agreed, confirmation – in a follow-up letter, confirm in writing the points agreed) 3. Is the language you use important when you negotiate? To what extent? (use a simple, clear language, use short words and sentences, ask questions if there is anything you don’t understand)

5. Vocabulary Choose from the list of words/ expressions below those you consider important in a negotiation, arrange them in the order of their importance, select one and highlight its importance in the process of negotiating. Negotiation, success, emphatic language, areas of conflict, compromise, respect, disagreement, objectives, determined to win, clear, listen carefully, informal business negotiation, opposite number, benefit, concession, resolve, persuasive, tenacity

6. Language functions The most common language functions you use in negotiation are: a. bargaining/ trading b. interrupting c. rejecting d. asking for clarification e. making a suggestion f. stating your position: agreeing g. disagreeing h. asking for a reaction i. discussing consequences j. warning about consequences Match these functions with the following useful expressions you may use when you negotiate. You may combine two functions for one group of phrases. 1. The only solution is to….


In my opinion we should… I believe the best…would be… But what about the idea of ….ing… How about… 2. I see no other alternative but to…. We must… I recommend that we should… Have you thought of…ing… I would suggest that we We could always… One solution would be to … 3. I’m afraid it’s just not possible. Firstly because…. Secondly… I’m sorry but I don’t think… Any further delay is quite out of the question. Unless we… I’m against / for that proposal…because, first of all….and secondly……. First, due to…..and secondly to……… One reason is… Another is… My first reason is… My second is… For one thing…and for another… …that’s just not feasible. I really can’t accept that. I’m absolutely/ completely against that. That’s out of the question. I’m sorry but I really don’t think that…. is a good idea. I’m afraid I can’t accept that. I’m sorry, but that’s not really practical. I’m afraid I’m not very happy about that. I’m sorry, but I have reservations about that. I think we all appreciate the problem but… I don’t want to be discouraging but… I appreciate your point of view but… That’s very interesting but… I can see why you want to do this but… 4. I’m completely in favour of that. I’ve absolutely no objections. I’m sure that’s the best solution/idea. I’d be / I’m in favour of that. That’s a good idea. That seems quite a good idea. I suppose that’s OK. Some less formal answers are: Great idea. / Excellent. /. Terrific. / Good idea. / Sounds fine. / Fine by me. / OK by me. 5. If you put off the decision any longer, it’ll mean/ it’ll result in/ it’ll lead to bankruptcy. As long as/ if these products continue to come back as returns, we won’t be able to overcome our competitors. And so/Therefore/ Consequently/ As a result.. the new product will never be sold on the Japanese market.


6. Unless we buy/ If you don’t buy… I won’t be able to finish the project. We must buy a…. or else/ otherwise 7. I’d like to hear your ideas on this. Do any of you have any suggestions? How do you think we should do this? What would you suggest? What do you recommend? Do you think we should….? Any suggestions? I suggest we should…What do you think? What are your views on this? What’s your opinion? How do you see this?

STEPS OF A NEGOTIATION 1. Discussion Imagine you have to prepare a negotiation of a very important contract for your company. How would you proceed?

2. Reading Read the following text about the rules of negotiating: Most every day we have a chance to negotiate one if not many types of deals in our lives. And, in order to be successful negotiators, we have to know the basics of the game. Rule Number One Know what you want and how much you will pay to get it. Let us say, for example, that you want to negotiate or dicker with another person on a price for an item at a garage sale. If the item is priced at ten dollars and you find that price to be too steep, then your next step is to negotiate it. First, you will have to figure out how much you think that item is really worth. Let us say that you decide it is worth a mere seven dollars. Now, decide on a lower price that you can try for, and you come up with five dollars. That is half the original price the seller is asking, but it is a good place to start. Finally, decide on the highest price that you will pay for the item, and let us say you will pay no more than eight dollars. Now, offer the seller five dollars. He or she might laugh hysterically, but hold your ground and don't be undaunted. If they are adamant about the ten dollar price tag, then you will need some bargaining power on your side. Point out any flaws that you can find in the item. This is a great way to get people to lower their prices. By pointing out any flaws, that makes the item seem like it is less valuable than they think it is. You might not care about scratches or tiny dings, but if you to get the item for the right price, then you cannot let them know that. From there the seller should typically make a counter offer to your five dollar offer. If they say nine dollars, then you can say eight dollars and probably be on your way with your newly-purchased item. You will have saved two dollars off of


the original price, and that is a great start! This is a simple example of a negotiation. But what if you are negotiating on a higher scale... Rule Number Two Be prepared, and be prepared to give and take. That might sound like a double use of words, but what it means is that must first be prepared before you go into negotiations. And, you must be prepared to give some in exchange for something else. In successful negotiations, both sides come out contented that they have gotten what they have wanted. Let us say now, that you have been offered a job, but it is not exactly what you want. The pay is too low, the vacation time is not enough, and there are not sick day benefits in the package deal either. Sit down and write exactly what you would like to have in a perfect job. Now, keep in mind that the perfect job only exists on television, so this list will be a listing of things you would like to receive. Now, determine what you can do without. Next, write down the least you will accept. That is, the lowest amount of pay, vacation time, sick days, etc. Also write down if you want benefits such as stock options and other benefits. Here again, when you negotiate, do not be afraid to ask for the highest amount. This is a good starting point for you. The prospective employer you will be negotiating with will have a list in mind too. Now, you two just have to come to terms with each other. This is the part where each of you will be expected to take and to give. You take less pay, but in return you can ask for more vacation time, for example; he or she offers more sick days, but less pay, and so on. Rule Number Three Do not let the other side fool you. There are plenty of pretty slick Joes out there in the world, and they have all kinds of tricks up their sleeves. To help avoid falling into their traps, take your time when negotiating. Do not jump at any offer just because it sounds good. Think about it carefully first. Repeat the offer to the other person in order to verify their terms. Remember, if it sounds too good to be true, then it usually is! Do not listen to statements made by other people that are intended to bully you into making a deal. Do not let them convince you with a sob story either. No matter what, use your good judgment and do not be swayed by their tactics. In conclusion, know what you want, be prepared, take your time, and do not be swayed by emotional games that some people will try to play. Be prepared to take as well as to give, and, even though chances are against you getting the perfect deal, at least you can get a good deal that you can live happily with! (http://nene.essortment.com/howtonegotiate_rjvf.htm)

3. Comprehension

Summarize the main points of the text and present them to your colleagues. Explain the words written in bold from the text about negotiating.

4. Language focus Useful phrases while negotiating: Persuading

You must admit that… You have to agree that… Don’t forget that… Let’s not forget that… Don’t you agree/ think that…?


Counter arguing

Conceding

Even so, … But still, … Still, … Nevertheless, … But then again, … All the same, … In any case, … Anyway, … Even if that is true/ so,… Yes, I’ll go along with that. I’ll agree with you there. I’m willing to go along with you. In that case, … Well, you’ve convinced me. (see Matthews, Marino 1990: 223)

5. Speaking

Debate upon the following: In some cultures a deal is not a deal unless bargaining is involved. To win some concessions is considered a sign of your professionalism. Test your negotiating skills 1. Define negotiating. 2. State weather it is true (T) or false (F). In order to have a successful negotiation process you should:  be rigid; it’s a sign of power  reject the first offer  not mind the tone of the speaker  avoid using the word ‘never’  concentrate only on the speaker’s words  embarrass your adversary  suggest time away from the table to think about options  make as many concessions as possible for the beginning  emphasize the need to reach an agreement  try to see the situation from the other person’s perspective 3. What and how do you negotiate at a job interview? 4. Name some special negotiating techniques 5. You are the marketing director of “Terapia” pharmaceutical company and you want to expand your business. Consequently you hire an important advertising company to advertise your products for the next six months. Negotiate with them the terms of providing their services. Use in your imaginary dialogue as many ‘negotiating’ expressions as possible.

XVIII. INTERCULTURAL ASPECTS OF BUSINESS COMMUNICATION BASIC ELEMENTS Culture: The way people in an area view human relationships. A shared system of symbols, beliefs, attitudes, values, expectations, and norms for behaviour. Cultural differences affect communication in two major ways: differences in body positions and movements differences in attitudes toward various factors of human relationships (time, space, intimacy, etc.)

body positions and movements

attitudes toward

Sitting/ hunkering

TIME (e.g. punctuality)

Manners of walking

SPACE (e.g. interlocutors)

Manners of communicating with body parts (head, hands, arms, etc.)

ODOURS (e.g. body odours)

Eye movement

FRANKNESS relationships)

Handshaking, touching

Smiling

distance

(e.g.

between

directness

in

RELATIONSHIPS (e.g. roles and status: intimacy among people varies, superior/subordinate relations, women role) VALUES (attitude toward work, employeeemployee relations, authority) SOCIAL BEHAVIOUR (e.g. affection,


laughter, emotion, animation displayed) (adapted from Lesikar, Petit, Flatley 1993 and Bovée, Thill 1992)

Business communication techniques are affected by cultural differences; e.g. letter-writing techniques are not universally acceptable; they’re certain barriers both to written and to oral communication. Communication across cultures could be improved by:  word processing  communications software  translation

1. Discussion Explain the language equivalency problem as a cause of miscommunication (the huge number of languages used – 3000; their difference in grammar and syntax, words with multiple meanings, difficult equivalency in translation) What can one do to overcome the language equivalency problem? 2. Reading Read about the analysis of business communication practices: Staff Communication. How is internal communication structured? How formal or informal is communication among employees or between employees and managers? Is communication predominantly horizontal or vertical? What are the communication networks (e.g. wheel, chain, circle, all-channel)? What language(s) do they speak? How is performance recognized or encouraged? How do staff communicate (Written communication? Oral?) What are the most common genres used (e.g. memos, emails, bulletin board notices, notices in pay envelopes, progress reports, meetings)? What media are used most commonly (face-to-face interaction, e-mail, print, etc.)? How are these communication practices influenced by the contexts in which the businesses operate? Customer-Company Interaction. How do customers interact with the staff and vice versa? What genres are used to maintain customer contact and to manage customer relations (e.g. face-to-face greetings, letters, emails, notices, menus, tent cards on a table top, blackboards)? How formal or informal is communication between customers and staff? Are there any standards for customer-company interactions (e.g. specific templates, specific greetings, etc.)? How much training do new employees undergo? What is the dress code (if any)? What is it intended to communicate? How are products or services communicated and promoted to customers? How are these communication practices influenced by the contexts in which the businesses operate? (http://www.education.mcgill.ca/profs/starke-meyerring/ProjectDescription.htm)

3. Comprehension

Select from the text two questions and give detailed answers.

4. Language focus

SUGGESTING/ADVISING

Intercultural Aspects of Business Communication

Suggestions involving the speaker Suggestions to another person

Reported suggestions

Other constructions Advice Recommendation

Shall we/ why don’t we/ let’s analyze the matter now? I suggest we/ we should/ we ought to debate the issue now. Why don’t you ask him to leave? How about answering their questions? I suggest you/ (I think) you should write the report. I (would) advise you/ it’s advisable to ask for help. I (would) recommend a trustful counselor. The consultant advised us to improve our training. He recommended/ suggested (that) we (should) finish the report immediately. How about +…ing? How about making things clear? He advised me to improve my writing skills. I recommend that you make a presentation. I recommend (you to make) a presentation. (see Brieger, Sweeney 1994: 200)

5. Speaking Select a word with more than tree meanings and imagine you have to explain it to a foreigner. Consider the following topics: job application, negotiating a business, truth in advertising, women’s chances of promotion. What are the prevailing attitudes in our culture toward them?

6. Writing Make the cultural profile of a Romanian, English, American, German, French, Japanese, etc. businessman. Identify some of the common sources of misunderstanding that occur in written and oral intercultural communication. Make a list of some tips for handling intercultural business communication more effectively.

ANSWER KEY I. COMMUNICATING IN BUSINESS 2. 1. Reading 1-F, 2-A, 3-G, 4-C, 5-B, 6-E, 7-H. 5. 2. Language focus accede – to comply with exceed – to go beyond accept – to take except – to exclude access – admittance excess – too much allot – to distribute a lot – much or many born – given birth to borne – carried complement – complete amount, to go well with c ompliment – to flatter correspondent – party in a divorce suit corespondent – letter writer council – a panel of people counsel – advice, a lawyer defer – to put off until later differ – to be different discreet – careful discrete – separate levee – embankment levy – tax loath – reluctant loathe – to hate material – substance materiel – equipment moral – virtuous, a lesson morale – sense of well-being shear – to cut sheer – thin, steep stationary – immovable stationery – paper waive – to set aside wave – a swell of water, a gesture weather – atmospheric conditions whether – if (selected from Bovée, Thill 1992: 613)

5. 3. Language focus Advice/advise; later/latter, forth/fourth, device/devise, holey/holy/wholly, instance/instants, lead/led, loose/lose, miner/minor, overdo/overdue, peace/piece, pedal/peddle, persecute/prosecute, precedence/precedents, principal/principle, rap/wrap, residence/residents, right/rite/write, role/roll, than/then, their/there/they’re, to/too/two II. PROFESSIONAL COMMUNICATION 2. Reading: 1-f, 2-t, 3-f, 4-f, 5-f, 6-t, 7-t 5. 3. Language focus Suggested connections: the issue of unemployment (discussion of problem and solution) types of personal computers available for sale (classification) how to use a digital camera (illustration) a famous company got bankrupt (cause and effect) advantages and disadvantages of travelling on business (comparison or contrast)

Answer Key

5. 4. The calculation of total expenditure, however, is not entirely a strightforward affair even in principle (the statistical problems of estimation, of course, are very considerable). Certain pitfalls have to be avoised, and in the process of avoiding them the published national income estimates become somewhat complicated. It is obvious that in calculating a country’s national income via estimates of total expenditure, only purchases which provide income for someone else in the community should be included, while care should be taken to see that no such purchases are excluded. III. TYPES OF COMMUNICATION

(Nevin 1971: 249)

2. Reading: 1-b, 2-a, 3-b/c, 4-c 4. Vocabulary 1-b, 2-a, 3-d, 4-a, 5-b, 6-c, 7-a, 8-d, 9-c, 10-a. IV. COMMUNICATION STYLES 4. 1. Vocabulary: 1- of, 2- of, 3- such, 4- with/to, 5- in, 6- because, 7- in, 8between, 9- either, 10- choice 4..2. 1- chopping, 2- unreasonable, 3- developers, 4- persuading, 5- generates 5. 2. Language focus along the lines of = like at the present time = now for the purpose of = for for the reason that = because, since in accordance with = by in the meantime = meanwhile in the near future = soon in the neighbourhood of = about in very few cases = seldom in view of the fact that = since, because on the basis of = by on the occasion of = on with regard to, with reference to = about with a view to = to V. AVOIDING DISCRIMINATION IN COMMUNICATION 2. Reading: 1-t, 2-t, 3-f, 4-f, 5-t, 6-t, 7-t. 4. Vocabulary: 1- (A) means treating, 2- (D) primary language, 3- (B) less favorably than, 4- (B) on the job, 5- (A) question arises, 6- (A) the same as, 7- (A) failure to provide. VI. EFFECTIVE LISTENING 2. Reading: 1-c, 2-a, 3-d, b-not needed 4. Vocabulary: 1-paraphrase, 2- verbalizing, 3- interaction, 4- expectations, 5- meaning, 6- really, 7revealing, 8- incorrect, 9- careful, 10- nonjudgmental. 5. 1. Reformulating: a. Student will organize his work so that he can pass all classes.


Rewrite: Student will establish and maintain a system for organizing his work and other responsibilities so that he completes required work and assignments and turns them in on time 80% of the time. b. PR employees will increase communication skills. They will also increase written language skills to 3rd grade level". REWRITE: PR employees will increase communication skills to 2nd grade level. They will demonstrate written language skills that include spelling at 2nd grade level, use of complete sentences, and correct punctuation and capitalization. c. Our sales agents will pass all training classes". REWRITE: With modifications and assistance, our sales agents will continue their progress with basic skill activities in marketing and negotiating classes and improve their performance with problem-solving activities in advertising and product promotion by applying problem-solving techniques to at least one such problem in their current activity. VII. PRESENTATIONS 2. Reading: 1-c, 2-g, 3-a, 4-f, 5-b, 6-d, 7-i, 8-h, 9-j, 10-l, 11-k, m-not needed Intercultural aspects 2. Reading: 1-c, 2-b, 3-a 4. Vocabulary: 1-b, 2-d, 3-a, 4-b, 5-c, 6-a, 7-b, 8-d, 9-a, 10-c. VIII. COMMUNICATION AND RECRUITMENT 2. Reading: 1-C, 2-G, 3-E, 4-H, 5-B, 6-F, 7-D, 8-A 4.Vocabulary 1-jobseekers, 2-attending, 3-information, 4-recruitment, 5impression, 6-application, 7-following, 8-governments, 9-everywhere, 10-location. IX. WRITING EMPLOYMENT DOCUMENTS Application letter 2. 1. Reading: 1-e, 2-b, 3-d, 4-f, 5-g, 6-a, 7-c. 4. 1. Vocabulary: 1 date, 2 Ms R, 3 informed, 4 looking for, 5 organizational, 6 background, 7 position, 8 enclosed, 9 experience, 10 candidate, 11 sales, 12 researched, 13 development, 14 position, 15 meet, 16 clients, 17 experience, 18 effectively, 19 welcome, 20 qualifications, 21 contact, 22 leave, 23 best. Resume 2. Format: Name and address / Objective / Experience / Education / Personal data / References / Resume submitted in confidence 4. Writing: Tips for writing the perfect resume: • • • •

career objective and skills summary are optional be as specific as possible about what you want to do (a broad and flexible goal) summarize your key qualifications state the moment when you are available to start work

Education

Answer Key

•

• • Work • • • • • •

list all relevant schooling and training since highschool, with the most recent first (name and location, degrees or certificates you obtained, major fields, your gradepoint average, overall or in your major, if impressive enough to list) list relevant courses in descending order of their importance list any other relevant educational or training experiences (seminars, workshops) experience list all relevant work experience list full-time and part-time jobs state the month/ year when you started and left each job provide the name and location of the firm that employed you list your job title and describe your functions briefly note on- the-job accomplishments (awards, etc)

Activities, honours, and achievements • list all relevant unpaid activities • exclude mentions of religious or political affiliations Other relevant facts • list other relevant information • mention your ability to operate any machines, equipment, or computer software used in the job Personal data • omit data that can be regarded negatively or be used to discriminate against you • omit or downplay references to age if it could suggest inexperience or approaching retirement • describe military service, if relevant • list job-related interests and hobbies Reference • list three to five references, or offer to supply the nameson request (provide name, title, address, and telephone number WITH the person’s permission to do so) • exclude your present employer if you do not want him/her to knoe you are seeking another position, or add “Resume submitted in confidence” at the tob or bottom of the resume. (adapted from Bovée, Thill 1992: 285)

Employment documents Some useful tips for writing recommendations: include in your letter relevant details such as: • the full name of the candidate • the job/ benefit that the candidate is seeking • whether the writer is answering a request or taking the initiative • the nature of the relationshipbetween the writer and the candidate • facts relevant to the position or benefit sought


•

the overall evaluation of the candidate’s suitability for the job

Supplementary information and activities Job-inquiry letter – a letter in which you request an application form Application form – a standardized data sheet containing mainly the applicants’ qualifications Application follow-up letter – a second letter meant to keep your file active References (testimonial or open letter of reference)// Recommendation letter X. INTERVIEWS 2. Reading: 1-e, 2-g, 3-a, 4-i, 5-b, 6-f, 7-j, 8-d, 9-h, k-not needed. 3. Comprehension 1. Arrive on time. 2. Introduce yourself in a courteous manner. 3. Read company materials while you wait. 4. Have a firm handshake. 5. Listen. 6. Use body language to show interest. 7. Smile, nod, give nonverbal feedback to the interviewer. 8. Ask about the next step in the process. 9. Thank the interviewer. 10. Write a thank-you letter to anyone you have spoken to. 4.1. Vocabulary: 1- consider, 2- professional, 3- portability, 4- references, 5- belief, 6- nervousness, 7- hearty 4. 2. key: 1- a, 2- as, 3- on, 4- to, 5- and, 6- to, 7- in, 8- or, 9- not, 10- or, 11- the, 12- by, 13- for, 14- along, 15- from. XI. BUSINESS CORRESPONDENCE XII. COMMUNICATION WITH PARTNERS Discussion 1.Letters perform an important public relations function in addition to conveying a particular message. 2.Style and tone are governed by the relationship between the writer and the reader. 3. The format of the letter depends on the traditions of the organization. 2. 1. Reading: A-4, B-1, C-2, D-3, E-5. XIII. BUSINESS LETTERS Inquiries 3. Comprehension: a-5, b-1, c-4, d-6, e-2, f-3. 6. Writing 6. 1. Dear Mr. X

Answer Key

Thank you for your letter of…..We fond your project of…………very interesting but for the moment we cannot expand our business in this area. However, our parner operating in the Eastern Europe seems to be intersted in your project and we gave them the informmation you sent us. They will communicate whether they agree with your project or whether they need some extra information in a week’s time. I give you their address:………Meanwhile, as far as I know they asked for the following details: is there any demand on the market for this product? is there an adequate labour force available? what is the transport system in the area? Don’t hesitate to ask for their co-operation. We are sure you will be content with their services. Looking forward to hearing from you. Yours faithfully nnnnn (name) 6. 2. Writing Dear Mr X Proposed …………………… Thank you for……………. After careful consideration we regret that we are unable to help you in………………………. Your project is……..but we fear that (in practice)…………. However, if you would like to reconsider the project, you might prefer to……….. We would be happy………. Thank you again for your inquiry. Should you decide to proceed with your original plan, we would like to wish you…………… Yours sincerely Letter of complaint 1. 3. Discussion The basic principles of writing a letter of complaint are: be polite state clearly and factually what is wrong support your claim with documents; provide a fully detailed description of the problem imply that your claimwill be met as a matter of course summarise your claim. State clearly what you expect. Decide on the emphasis you want to give Do you want to appear threatening, pleading, reasoning or reproaching? Find some way to view the problem as an honest mistake. Don’t imply that the recipient deliberately committed the error Express confidence that the recipient will grant your request 2. 4. Reading: A – 3, B – 1, C – 2.


Letter of apology and settlement 1. concerned 2. consideration 3. apologies 4. accidentally 5. circumstances 6. placed 7. unreasonable 8. enclose 9. negligently 10. assurance Note: another type of letter of apology: Letter of reconciliation. Read the example below: Dear Mr X Thank you for your letter and the enclosed cheque. I am glad that the matter had to go no further, and am sorry the delay was caused by illness. If I need to hire a car I hope I may call on your services again. You may be interested to know that, despite the lost opportunities, my last visit eventually proved quite successful. Yours………. XIV. COMMUNICATION INSIDE THE FIRM Memos 2. 2. Reading a-6, b-5, c-7, d-2, e-3, f-9, g-1, h-4, I-10, j-8. Minutes 2. Reading: 1-T, 2-F, 3-F, 4-F, 5-T, 6-T, 7-F 4. Vocabulary: 1. (B)in compliance with; 2. (A)to write and type faster; 3. (A)as they are spoken; 4. (A)phonetically spoken words; 5. (C)more cost effective; 6. (B)will not be able 7. Writing: The most important steps of attending a meeting and writing the minutes are included in the following text. Read it. 1. At some point your boss may ask you to take minutes at a meeting. This task isn't reserved for secretaries only. Any person who attends a meeting may be asked to do this. Since the minutes will serve as an official record of what took place during the meeting, you must be very accurate. Here are some pointers to help you master this skill. 2. Before the Meeting. Choose your tool: Decide how you will take notes, i.e. pen and paper, laptop computer, or tape recorder. Make sure your tool of choice is in working order and have a backup just in case. Use the meeting agenda to formulate an outline. 3. During the Meeting. Pass around an attendance sheet. Get a list of committee members and make sure you know who is who. Note the time the meeting begins. Don't try to write down every single comment -- just the main ideas. Write down motions, who made them, and the results of votes, if any; no need to write down who seconded a motion. Make note of any motions to be voted on at future meetings. Note the ending time of the meeting. 4. After the Meeting. Type up the minutes as soon as possible after the meeting, while everything is still fresh in your mind. Include the name of organization, name

Answer Key

of committe, type of meeting (daily, weekly, monthly, annual, or special), and purpose of meeting. Include the time the meeting began and ended. Proofread the minutes before submitting them. (http://careerplanning.about.com/cs/communication/a/minutes.htm)

Reports 2. Reading: 1-e, 2-c, 3-f, 4-d, 5-g, a-not needed 4. Vocabulary: 1- by, 2- make, 3- to, 4- a, 5- how, 6- lies, 7- that, 8- around, 9further, 10- enough, 11- then, 12- on, 13- nor, 14- it, 15- heard. XV. BUSINESS REPORTS 1. 3. Discussion The report is a management tool. your report is a document that leaves your control after you have written it. It presents the information in such a way that it will help the reader solve the problem. In a report the information you provide must be accurate, complete, honest. 2. 2. Reading: Purposes of the report: 1-b, 2-e, 3-h, 4-I, 5-f, 6-c, 7-d, 8-g, 9-a 3. Speaking 3. 1. 1-c, 2-d, 3-a, 4-e, 5-b. 3. 2. Consider the following steps (Bovée, Thill, 1992: 371): A. define the problem: what needs to be determined, why the issue is important, who is involved in the situation, where the trouble is located, when it started, how the situation originated; write the statement of the purpose of your report B. outline the issues for investigation: break the problem into a series of specific questions, a process called factoring. Develop a logical structure either based on subtopics (in the case of informational assignments) or structured around theories that the report writer plans to prove or disprove during the investigation (the analytical assignments). Organize the study using either the alphanumeric system (I.; A. B.; 1. 2.; a., b.) or the decimal system (1.0., 1.1., 1.2., 1.2.1., 1.2.2., 2.0., 2.1., 2.1.1., 2.1.2., 2.2.) C. prepare a work plan: it can be formal/ informal 4. Report writing: Useful tips in writing a report: While writing the report have the following questions in view: Is my main point easy to identify early in the report? Have I carefully described the procedures used? Have I defined unfamiliar or technical terms and clearly explained new concepts? Have I provided a context for the research or is more background information needed? Have I used tables and figures to represent data? Have I summarized my findings? Have I written clearly? Have I stayed on topic throughout the report? XVI. BUSINESS MEETINGS


2. Reading: 1-c, 2-e, 3-f, 4-a, 5-d, 6-b. 4. Vocabulary: 1-c, 2-d, 3-e, 4-k,h, 5-f, 6-g,l, 7-n, 8-f, 9-l, 10-b, 11-j, 12-o, 13-m, 14a, 15-i. 2. Reading: Meeting Tips Summary Don't Meet. Avoid a meeting if the same information could be covered in a memo, e-mail or brief report. Set Objectives for the Meeting. Before planning the agenda, determine the objective of the meeting. The more concrete your objectives, the more focused your agenda will be. Provide an Agenda Beforehand. Your agenda needs to include a one-sentence description of the meeting objectives, a list of the topics to be covered and a list stating who will address each topic for how long. Follow the agenda closely during the meeting. Assign Meeting Preparation. Give all participants something to prepare for the meeting, and that meeting will take on a new significance to each group member. Assign Action Items. Don't finish any discussion in the meeting without deciding how to act on it. Examine Your Meeting Process. Don't leave the meeting without assessing what took place and making a plan to improve the next meeting.

XVII. NEGOTIATING IN BUSINESS 4. 3. Speaking:  do your homework: gather information that supports your position  consider the other person’s needs: see that the other person benefits too  rehearse: the more you rehearse, the better your performance will be; practice what you will say  know your strengths and weaknesses: minimize your disadvantages and make the most of your strong points  search for mutually satisfactory solutions: look for compromises that result in joint gain  resist the pressure to cave in: time pressure (This sale ends tomorrow); fear of loss (Another customer wants it, but…); extreme proposals (You must be crazy to ask for $ 10, 000 – 5, 000 is my best offer)  know what you want: define your goals 6. Language functions: 1-g/c, 2-e, 3-c/g, 4-f; 5-i/j; 6-j; 7-h/d. XVIII. INTERCULTURAL ASPECTS OF BUSINESS COMMUNICATION

BIBLIOGRAPHY

Beresfor, Cynthia. Business Communication. Practical written English for the Modern Business World, BBC English by Radio and Television, 1984. Beresford, Cynthia. Business Communication. Practical Written English for the Modern Business World, BBC English by Radio and Television, 1995. Bovée, Courtland L, Thill, John V., Business Communication Today, McGraw-Hill, Inc., New York, etc., 1992. Brieger, N, S. Sweeney. The Language of Business English. Grammar and Functions, Prentice Hall, New York, 1994. Lasswell, D. Harold. Structure et fonction de la communication dans la société, in Sociologie de l’information, textes fondamentaux, Paris, Larousse, 1973. Lesikar, R., J. Petit, M. Flatley. Basic Business Communication, IRWIN, Illinois, 1993. Matthew, Candace, Joanne Marino. Professional Interactions. Oral Communication Skills in Science, Technology, and Medicine, Prentice Hall, New York, 1990. Nevin, Edward. Textbook of Economic Analysis, Third Edition, Macmillan: London, 1971.


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