MODULE NAME: BUSINESS COMMUNICATION STRATEGY

MODULE CODE: MIS 308

LESSON PLAN/MODULE OUTLINE/LECTURE NOTES

SUBMITTED BY – AHSANUL ISLAM

DEPT. OF BUSINESS ADMINISTRATION

SHANTO-MARIAM UNIVERSITY OF CREATIVE TECHNOLOGY

Lesson Plan

Module Title : Business Communication IModule Code : MIS 308Duration of Study : 6 monthsContact Hours : Lecture (1 hr 20 minutes/ Week)Credits : 1.5Course teacher : Ahsanul Islam

Introduction

This module will enhance students’ knowledge and skills as a communicator for business purposes and provide students with advanced level practice in professional writing.

Aims and Objectives

After completion of this module, students should be able to - Respond appropriately in different situations with different communication needs - Become a team leader with high ethical standards.

Assessment

Marks Distribution A. Class attendance: 05 Class Test + Presentation + Assignment 15 Mid term 20

40 B. Class Attendance: 05 Class Test +Presentation+ Assignment 15 Final 40

60 Total 100

Week 1Lesson Plan Title:Understanding business communication

lecture on:- Communication, communication process- Types of communication- Verbal communication, nonverbal communication

Learning Outcomes: After completing this lesson, students will be able to describe communication, the components of communication, the major types of verbal and nonverbal communication.

Week 2Lesson Plan Title:Directions of communication

Lecture on: - The formal communication network - The informal communication network - Barriers to communication

Learning Outcomes: After completing this lesson students will be able to explain the directions that make up the formal communication network, describe the characteristics of the grapevine and provide guidelines for managing it, identify the major verbal and nonverbal barriers to communication.

Week 3 Lesson Plan Title:Contemporary issues in business communication

lecture on:- Three issues affecting communication- Diversity and communication- Language differences, cultural differences, group-oriented

behavior- Strategies for communicating across cultures

Learning Outcomes: After completing this lesson, students will be able to explain the meaning of nonverbal messages communicated in different cultures, and describe the strategies for communicating across cultures.

Week 4Lesson Plan Title:Technology and communication/ethics and communication

lecture on:- Word processing, electronic communications- Implications of technology for communications- Defamation, invasion of privacy, fraud & misrepresentation, other

ethical considerations

Learning Outcomes: After completing this lesson, students will be able to describe important technological developments that affect business communication, four implications of technology for communication, explain the legal and verbal dimensions of communicating.

Week 5Lesson Plan Title:Writing with style: Individual elements

lecture on:- Writing style- Error-free writing- Steps to an effective message

Learning Outcomes: After completing this lesson, students should be able to write clearly, prefer short/simple words, write with vigor, write concisely, and prefer positive language.

Week 6Lesson Plan Title:Writing effective sentences

lecture on:- Using a variety of sentence types- Using active and passive voice appropriately- Developing logical paragraphs

Learning Outcomes: After completing this lesson students will learn about using a variety of sentence types, using active and passive voice appropriately, keeping paragraphs unified and coherent, and controlling paragraph length.

Week 7Lesson Plan TitleWriting with style: Overall tone

Lecture on:- Writing confidently, using a courteous and sincere tone- Using appropriate emphasis and subordination, using non-

discriminatory language, stress the “you Attitude”

Learning Outcomes: After completing this lesson, students should be able to write confidently, use a courteous and sincere tone, use appropriate emphasis and subordination, use non-discriminatory language, and stress the “you” attitude.

Week 8Lesson Plan TitleWriting with style: Overall tone (continued)

lecture on:- Writing at appropriate level of difficulty- Effective business writing

Learning Outcomes: After completing this lesson, students will learn how to write at an appropriate level of difficulty and effective business writing.

Week 9

Lesson Plan TitleReview & discussion, exercises

lecture on:- Key terms- Correcting any style problems (from the assigned passages)

Learning Outcomes: After completing this lesson students will be able to learn key terms and how to correct any style problems.

Week 10

Mid-Term.

Week 11Lesson Plan TitleThe process of writing

lecture on:- An overview of the writing process- Five stages in the writing process

Learning Outcomes: After completing this lesson, students will understand the writing process and will be familiar with the five stages in the writing process.

Week 12Lesson Plan Title:Planning

lecture on:- Purpose- Audience analysis- Content- Organization

Learning Outcomes After completing this lesson, students should be able to specify the purpose of the message and analyze the audience; determine what information to include and in what order to present it.

Week 13Lesson Plan Title:Drafting

lecture on:- Getting started- Writer’s block, choosing the right environment, scheduling a

reasonable block of time, stating the purpose in writing, engaging in free writing

- Avoiding the perfectionism syndrome, thinking out loud- Writing the easiest part first

Learning Outcomes After completing this lesson, students should be able to compose a first draft of the message and use a variety of strategies to overcome writer’s block.

Week 14Lesson Plan Title:Revising

lecture on:- Revising for content- Revising for style- Revising for correctness

Learning Outcomes: After completing this lesson students should be able to revise for content, style, and correctness.

Week 15Lesson Plan Title:Formatting

lecture on:- Revising on the computer- Keyboarding a crucial communication skills

Learning Outcomes: After completing this lesson, students should be able to arrange documents in a standard format.

Week 16Lesson Plan Title:Proofreading

lecture on:- Taking responsibility for ensuring accuracy of

communications- Content errors- Typographical errors- Format errors

Learning Outcomes: After completing this lesson, students should be able to proofread a document for content, typographical, and format errors.

Week 17Lesson Plan Title:Micro writing activities

lecture on:- A simple memo- Basic correspondence (routine, persuasive, bad-news,

special)

Learning Outcomes: After completing this lesson, students should be able to write memos, compose a routine request, a routine reply, a routine claim letter, and a routine adjustment letter; decide when to use a direct and indirect organizational plan for persuasive messages, compose a persuasive message promoting an idea, compose a persuasive message requesting a favor, compose a persuasive claim, and compose a sales letter; decide when to use a direct and indirect organizational plan for bad-news messages, compose a message that rejects an idea, compose a message that refuses a favor, compose a message that refuses a claim, compose an announcement that conveys bad-news; compose a mixed-news message, compose a letter of recommendation, compose a letter that rejects a job applicant, compose a personnel evaluation, compose a letter that approves or denies credit, compose a collection letter, and compose a goodwill message

Week 18Lesson Plan Title:Report writing

Lecture on: - Planning the report - Collecting the data - Analyzing the data and preparing visual aids - Writing the report

Lecture Outcomes:After completing this lesson, students should be able to describe the common characteristics of business reports, describe the common types of business reports, identify the major purposes of business reports, analyze the audience for business reports, and discuss the need for managing reports in the organization.

Week 19Semester Final Examination

Reference Books:1. Contemporary Business Communication by Scot Ober, 12th edition. (mandatory)2. Advanced Communication Skills for Business Professionals by Daniel Jones, 5th edition (optional)3. Advanced Business Communication by John Penrose, Robert Rasbarry & Robert Myers, 5th edition (optional)4. Organizational Communication by R. Wayne Pace & Don F. Faules, 13th edition. (optional)

Submitted byAhsanul Islam, BS/BM (USA), MBA/Delta Mu Delta/Highest Honor (USA), F. CIM/M. Phil (Canada), Ph. D/candidacy (USA)Asst. ProfessorShanto-Mariam University of Creative Technology

WEEK 1/LECTURE 1

INTRODUCTION/UNDERSTANDING BUSINESS COMMUNICATION

Communication is necessary if an organization is to achieve its goals. Communication is

the sending and receiving of verbal and nonverbal messages.

The Components of Communication

The Stimulus – A stimulus creates a need to communicate.

The Filter – Our knowledge, experience, and viewpoints act as a filter to help us

interpret (decode) the stimulus.

The Message – We formulate (encode) a verbal or nonverbal response to the

stimulus.

The Medium- We select the form of the message (medium).

The Destination – The message reaches its destination and, if successful, is

perceived accurately by the receiver.

Types of Communication

Verbal Communication – Verbal messages are composed of words – either written or

spoken. It is the ability to communicate by using words that separates human beings from

the rest of the animal kingdom. Our verbal ability also enables us to learn from the past –

to benefit from the experience of others.

Verbal Communication:

Oral Communication – It is one of the most common functions in business. For

Oral Communication to be effective, a second communication skill – listening – is

also required.

(A) Speaking

(B) Listening

Verbal Communication:

Written Communication – (Writing & Reading) -Most oral communication is

temporary; written communication is permanent. Examples of typical written

communication:

Memorandums

Letter

Report

Miscellaneous (contracts, newsletters, and bulletin-board notices)

Nonverbal Communication:

Nonverbal messages are unwritten and unspoken. The six most common types of

nonverbal communication:

Body Movement

Physical Appearance

Voice Qualities

Time

Touch

Space & Territory (intimate zone, personal zone, social zone, public zone)

WEEK 2/LECTURE 2

Directions of Communication

The Formal Communication Network:

Superiors to subordinates (downward communication)

From subordinates to superiors (upward communication)

Among people at the same level on the organizational chart (horizontal

communication).

Among people in different departments within the organization (cross-channel

communication)

Informal Communication Network:

The informal communication network (grapevine) transmits information through

non-official channels within the organization. Employees often say that the grapevine is

their most frequent source of information on company plans and performance.

The common characteristics of grapevine:

Most of the information passed along the grapevine is business related, and most

of it is accurate.

The grapevine is pervasive. It exists at all levels in the organization.

Information moves rapidly along the grapevine.

The grapevine is most active when change is taking place.

The grapevine is a normal, often vital, part of every organization.

For an organization to be successful, communications must flow freely through

formal and informal channels.

The free flow of information within the organization not only stops rumors; it’s

simply good business.

Barriers to Communication:

Verbal barriers – These are related to what you write or say. For example:

Inadequate knowledge or vocabulary

Differences in interpretation

Inappropriate use of expressions

Over-abstraction and ambiguity

Polarization

Nonverbal Barriers:

These are related to how you act which include:

• Inappropriate or conflicting signals

• Differences in perception

• Inappropriate emotions

Distractions

It is generally more effective to depend on logic instead of emotions when

communicating.

WEEK 3/LECTURE 3

CONTEMPORARY ISSUES IN BUSINESS COMMUNICATION

THREE ISSUES AFFECTING COMMUNICATION:

Because communication is such a pervasive and strategic part of the organization, almost

anything that affects the organization and its employees affects the communication

function as well. However, three contemporary issues are having a special impact on

business communication:

Diversity – The effects of cultural differences in the workplace locally and

internationally.

Technology – The effects of automation on business communication.

Ethics – The legal and moral implications of communicating in the contemporary

business environment.

Strategies for Communicating Across Cultures

When communicating with people from different cultures, whether abroad or at home,

use the following strategies:

Communicate Clearly – To ensure that your oral and written messages are

understood, follow these guidelines:

• Avoid slang, jargon, and other figures of speech.

• Be specific and discuss your points with concrete examples.

• Provide feedback; summarize frequently; provide a written summary of the points

covered in a meeting; ask your counterpart to paraphrase what has been said;

encourage questions.

• Use a variety of media, such as handouts, audiovisual aids, and the like.

• Avoid attempts at humor.

Speak plainly and slowly, choose your words carefully.

Maintain Formality – Most cultures value and respect a formal approach to

business dealings. Call others by their titles and family names unless asked to do

otherwise.

Show Respect - Listen carefully to what is being communicated, try to understand

the other person’s feelings. Learn about your host country (its geography, form of

government, largest cities, culture, current events, and the like.

Value Diversity – View diversity as a source of richness and strength for the

organization. It can help bring a wide range of benefits to the organization.

Whether you happen to belong to the majority culture or to one of the minority

cultures where you work, you will share your work and leisure hours with people

different from yourself – people who have values, mannerisms, and speech habits

different from your own. A person who is knowledgeable about, and comfortable

with, different cultures is a more effective manager. This is true today, and it will be

even truer in the future.

WEEK 4/LECTURE 4

Implications of Technology for Communications

In addition to making it easier to create, edit, and disseminate information, technology is

having the following effects on business communication:

More Information Available – Technology has increased dramatically the amount of

information instantly available to the manager. Managers are receiving more

computer-generated reports than ever before. Managers can carefully and

critically evaluate the information they receive in timely manner.

Increased Importance of Direct Writing Style and of Abstracting – Because of the

increased pressures on managers to consume more information, they are seeking

ways to get to the main point of each document as quickly as possible. Executives

prefer a direct style of writing from their subordinates with the major ideas

presented first, followed by supporting details.

More Informal Style of Writing – Today, many executives do their own keyboarding and

often e-mail to send the memo directly to the receiver’s computer. Because many

messages these days are never printed on paper, they lack the polished format.

More Collaborative Communications – The increasing quantity and complexity of the

information available makes it difficult for any one person to analyze a given

situation. Thus, collaborative writing and collaborative oral presentation are

becoming quite prevalent in organizations.

WEEK 5/LECTURE 5

WRITING WITH STYLE: INDIVIDUAL ELEMENTS

Your writing can be error-free and still lack style, but it can not have style unless it is

error-free.

Style

Style refers to the effectiveness of the words, sentences, paragraphs, and overall tone of

your message.

Apply the following principles of style as you write the letters, memos, and reports:

Words

1. Write Clearly.

2. Prefer short, simple words.

3. Write with vigor.

4. Write concisely.

5. Prefer positive language.

Sentences

6. Use a variety of sentence types.

7. Use active and passive voice appropriately.

Paragraphs

8. Keep paragraphs unified and coherent.

9. Control paragraph length.

Sentences

Overall Tone

10. Write confidently.

11. Use a courteous and sincere tone.

12. Use appropriate emphasis and subordination.

13. Use nondiscriminatory language.

14. Stress the “you” attitude.

15. Write at an appropriate level of difficulty.

Summary

For business writing to achieve its objectives, it should be clear. Use short, simple,

specific, and concrete words, and avoid dangling expressions, clichés, slang, buzz words,

and unnecessary jargon. Write concisely, avoid redundancies, wordy expressions, and

hidden subjects and verbs. Finally, prefer positive language; stress what you can do rather

than what you can not do.

WEEK 6/LECTURE 6

WRITING EFFECTIVE SENTENCES/EFFECTIVE BUSINESS WRITING

The sentence is the basic unit of writing. A sentence has a subject and predicate and

expresses at least one complete thought. Beyond these simple attributes, however,

sentences vary widely in style, length, and effect. They are also very flexible; writers can

move sentence parts around, add and delete information, and substitute words in order to

express different ideas and emphasize different points.

Effective Sentences

To build effective sentences, use a variety of sentence types, and use active and

passive voice appropriately.

Use a Variety of Sentence Types: There are three basic sentence patterns –

simple, compound, and complex – all of which are appropriate for business

writing.

Sentence Types

A simple sentence contains one independent clause. (i.e. I quit.)

A compound sentence contains two or more independent clauses. (i.e. Stacey

listened, but I nodded.)

A complex sentence contains one independent clause and at least one dependent

clause. (i.e. I’ll be moving to Dhaka when I assume my new position.)

Using Active and Passive Voice

Use active sentences most of the time in business writing, just as you naturally

use active sentences in most of your conversation.

Passive sentences are most appropriate when you want to emphasize the

receiver of the action, when the person doing the action is either unknown

or unimportant, or when you want to be tactful in conveying negative

information.

Competent communicators achieve their objectives by writing with confidence, courtesy,

and sincerity. They recognize that not all ideas are equally important, and they use

techniques of emphasis and subordination to develop a common frame of reference

between writer and reader. They use nondiscriminatory language in their writing by

treating everyone equally and by not making unwarranted assumptions about any group

of people.

Effective writing keeps the emphasis on the reader – stressing what the reader needs to

know and how the reader will be affected by that message. Effective messages are also

written at an appropriate level of difficulty so that the reader can easily understand the

passage, based on its style of writing.

WEEK 7

WRITING WITH STYLE: OVERALL TONE

CROSS-TEAM ACTIVITIES/DISCUSSION

WEEK 8

WRITING WITH STYLE: OVERALL TONE (CONTINUED)

GROUP DISCUSSION/SELECTED CASE STUDY

WEEK 9

REVIEW, DISCUSSION, and EXERCISES

WEEK 10

MID-TERM EXAMINATION

WEEK 11/LECTURE 7

THE FIVE STEPS OF THE WRITING PROCESS

The writing process consists of planning, drafting, revising, formatting, and proofreading.

Planning

Planning, the first step in writing, involves making conscious decisions about the

purpose, audience, content, and organization of the message.

Purpose

The purpose should be specific enough to serve as a yardstick for judging the

success of the message.

A clearly stated purpose helps you avoid including irrelevant and distracting

information.

Example/(General Purpose): To describe the benefits of a frequent-stay plan at

Sea Side Resorts.

Example/Specific Purpose: To persuade the marketing VP to approve the development

and implementation of a frequent-stay plan for a 12 month test period in Seaside’s

three California resorts.

Audience Analysis

To maximize the effectiveness of your message, you should perform an audience

analysis, that is, you should identify the interests, needs, and personality of your

receiver.

Questions for Audience Analysis

Who is the primary audience?

What is your relationship with the audience?

How will the audience react?

What does the audience already know?

What is unique about the audience?

Examples of Audience Analysis

Some readers like a direct approach, regardless of the purpose of the message.

Establish credibility by showing the basis for your recommendations.

Content

Do not start writing until you have planned what you want to say. For example, some of

the useful strategies are brainstorming, mind mapping, etc.

Organization

To maintain good human relations, base your organization on the expected reader

reaction.

WEEK 12

PLANNING

EXERCISE/DISCUSSION

WEEK 13/LECTURE 8

DRAFTING

After planning, you are ready to begin drafting – that is, composing a preliminary version

of a message.

Tips for successful drafting:

Do not combine drafting and revising. They involve two separate skills and two

separate mindsets.

Do not begin writing too early.

Avoid the rush.

Probably the most important thing to remember about drafting is to just let go –

let your ideas flow as quickly as possible onto paper or computer screen, without

worrying about style, correctness, or format.

Most find it easier to first get their ideas down on paper in rough-draft form, then revise.

Avoid moving from author to editor too quickly.

Remember, your first draft is just a draft. So, don’t expect perfection, and don’t

strive for it.

Concentrate, instead, on recording in narrative form all the points you identified

in the planning stage.

When you have finished and then begin to revise.

You then will likely discover that a surprising amount of your first draft is usable and will

be included in your final draft.

Many writers find that the most efficient way of drafting a message is at the

computer because it is easy to revise messages with word processing software.

Handwriting found to be the least efficient.

Getting Started

Employ the power of positive thinking, then you can write an effective message.

Writer’s Block

It is the inability to focus on the writing process and to draft a message.

The causes of writer’s block typically include:

Procrastination (Putting of what we dislike doing).

Impatience

Perfectionism (believing that the draft must be perfect the first time)

Strategies to Overcome Writer’s Block

Choose the right environment

Schedule a reasonable block of time

State your purpose in writing

Engage in free writing

Avoid the perfectionism syndrome

Think out loud

Write the easiest parts first.

Remember

There is no one best way, so choose what is effective for you.

WEEK 14/LECTURE 9

REVISING

Revising is the process of modifying a document to increase the effectiveness. Revising

involves several steps. Most writers revise first for content, then for style, and finally for

correctness. All types of revision are most efficiently done from a typed copy of the draft

rather than from a handwritten copy.

Revising for Content

After an appropriate time interval, first reread your purpose statement and then

the entire draft to get an overview of your message. Ask yourself such questions

as these:

Is the content appropriate for the purpose I have identified?

Will the purpose of the message be clear to the reader?

Have I been sensitive to the needs of the reader?

Is all the information necessary?

Is any needed information missing?

Is the order of presentation of the points effective?

Revising for Style

Read each paragraph loud, if possible.

Try reading your message aloud to friends or colleagues, and have them read your

revised draft. Ask them what is clear or unclear. Can they identify the purpose of

your message? What kind of image do they get?

Securing feedback will help you identify areas of message that needs revision.

Revising for Style (Continues)

Make sure the readability of your message is appropriate for the intended

audience.

Calculating the readability of your draft is often a useful first step in the revision process.

Revising for Correctness

The final phase of revising is drafting, the process of ensuring that writing conforms to

standard English. Editing involves checking for correctness that is, identifying problems

with grammar, spelling, and word usage etc.

All three types of revision – for content, style, and correctness – can be accomplished

most efficiently on a computer.

WEEK 15

FORMATTING

EXERCISES/DISCUSSION

WEEK 16/LECTURE 10

PROOFREADING

Proofreading is the final quality-control Check for your document. Don’t depend on

other’s assistance in correcting any mistake; become the proofreader yourself. Take

responsibility for ensuring the accuracy of your communications; just as you take

responsibility for your other managerial tasks.

Proofread for Content

First, read through your document quickly, checking for content errors. Was any material

omitted or duplicated unintentionally? Check to be sure that your document makes sense.

Proofread for Typographical Error

Next, read through your document slowly, checking for typographical errors. Watch

especially for errors that form a new word; for example, “I took the figures form last

month’s reports.” Such errors are difficult to spot. Also be on the lookout for repeated or

omitted words. Double-check all proper names and all figures. Professional proofreaders

find that writers often overlook errors in the titles and headings of reports, in the opening

and closing parts of letters/memos, and in the last paragraph of all types of documents.

Proofread for Format Errors

Visually inspect the document for appropriate format. Are all the parts included and in

the correct position? What will be the receiver’s first impression before reading the

document? Does the document look attractive on the page? Do not consider the

proofreading stage complete until you are able to read through the entire document

without making any changes. There is always the possibility that in correcting one error

you inadvertently introduced another.

Finally, after planning, drafting, formatting, and proofreading your document, transmit it

– with the sure knowledge and satisfaction that you have taken all reasonable steps to

ensure that it achieves its objectives.

WEEK 17/LECTURE 11

MICRO WRITING ACTIVITIES

Routine Claim and Adjustment Letters

Most business writing tasks involve routine matters in which the writer conveys either

positive or routine information that is of interest to the reader. Such situation needs a

direct organizational plan, background information or additional explanation, and the

message ends on a friendly note.

Guidelines for Writing Routine Claim Letters:

• Write your claim letters promptly – as soon as you have identified a problem.

• Maintain an overall tone of courtesy and confidence, avoid angers, sarcasm,

threats, and exaggeration.

• If true and relevant, mention something positive about the company or its

products somewhere in the letter.

• Begin the letter directly, identifying the problem immediately.

• Provide as much detail as necessary. Using impersonal language, tell specifically

what went wrong and how you were inconvenienced.

If appropriate, tell what type of adjustment you expect – replacement, repair, refund, or

apology. End confidently.

Guidelines for Routine Adjustment Letters:

1. Respond promptly. Your customer is already upset.

2. Begin the letter directly, telling the reader immediately what adjustment is being

made.

3. Adopt a courteous tone. Use neutral or positive language throughout.

4. If appropriate, somewhere in the letter thank the reader for writing, and apologize

if the customer has been severely inconvenienced or embarrassed because of your

company’s actions.

5. Explain the reason for the problem in sufficient detail to be believable. If

appropriate, tell what steps you have taken to prevent a recurrence of the problem.

6. Provide information that reestablishes your customer’s confidence in the product

or your company. Be specific enough to be believable.

7. If the customer was at fault, explain in impersonal and tactful language the fact

surrounding the case.

8. Close on a positive note. Include strategy that implies customer satisfaction and the

expectation of a continuing relationship.

Key Terms

Claim Letter – A letter from the buyer to the seller, seeking some type of action to

correct a problem with the seller’s product or service.

Adjustment Letter - A letter written to inform a customer of the action taken in

response to the customer’s claim letter.

WEEK 18/LECTURE 12

REPORT WRITING

Overview of Problem-solving Approach

• Define the problem

• Identify the factors of the problem

• Determine the means of transforming and interpreting data

• Develop conclusion criteria

• Gather data

• Interpret data

• Draw conclusion(s)

Make recommendation(s) if requested

Defining the Problem

• Identify the factors of the problem

• The factors of a problem are the areas or topics that will be researched to

provide data to answer the problem statement.

• The factors are determined through preliminary research

• Two key elements to developing the problem statement are:

– To explore or analyze

To determine

Example: The purpose of this study is to explore the bagel and coffee food industry

and to determine if a fast food bagel/coffee shop would be successful in terms of time

and money in Uttara, Dhaka, Bangladesh.

Factors of the problem

• In the example stated earlier, Bagel Mania Inc. wants to determine if a new

location in Uttara would be profitable, the factors of the problem might be:

• Other competitors

• Location of other competitors

• Demographic food interests

• Consumer traffic

• Personnel

• Hours

Costs

Research Questions

The researcher might develop a research question for each factor and each research

questions contains a unit of measurement.

1. How many competitors are in the area?

2. Where are the competitors located? How many sell bagels and coffee?

3. What types of fast food breakfast items are popular?

4. Is there a trainable and available personnel workforce in the area?

5. What are the normal hours of operation forsimilar businesses located in

specific areas in Uttara?

6. Is there a substantial consumer traffic activity to warrant the opening of a

bagel and coffee shop?

6. What percentage of consumers are satisfied with the price they must pay for

bagels and coffee at other shops in the area?

Transforming and Interpreting Data

• The researcher transforms most data in order to interpret it easily

• During the planning process, the researcher anticipates the type of collected

data and determines the method for transforming it to be more meaningful

to the reader.

• Data can be computed as percentages, measures of central tendency,

measures of dispersion, through relationships such as correlations and

regressions, through inferences such as Chi square.

• Two other means of transforming data are ranking and rating systems.

– A ranking system places solutions in order of preference.

A rating system places an estimated value on each system

Drawing Conclusions and Making Recommendations

• The last step in the analytical process are drawing conclusions and making

recommendations.

Conclusions serve to interpret the data, and recommendations provide an answer to

the problem statement.

Justification Statement

A justification statement provides the basis for undertaking the study. The

statement further substantiates the need for the study.

Example: The bagel industry is still in its infancy and the potential for a

combination bagel/collee shop is worth investigating. Several bagel companies are

considering possible sites in Costa Mesa and the surrounding area. A possible

bagel/coffee franchise or independent operation needs to be explored as well as the

specialty bagel/coffee houses.

Findings

• Soft data: Qualitative data

• Hard data: Quantitative data

• Findings must be presented in objective, unbiased, and an accurate manner

• Findings are based on primary and secondary research.

• Findings lend credibility to a study

• The citing of research is crucial to the reliability and validity of a study.

Whose work is this????? Who said it????

Developing a Proposal

• Problem Statement

• Justification Statement

• Scope of the Problem

– Limitations

– Delimitations

• Methods and Techniques

• Audience

• Qualifications

• Anticipated Needs

• Projected Time Frame(s)

Estimated cost of project

Report Steps

• Plan, organize, and collect your data

• Develop an outline

• Interpret your data findings

Begin the writing process

Formal Reports

• Formal Reports are categorized in three specific parts:

– The Preliminary or Prefatory Part

– The Report Body

The Supplementary Part

The Preliminary Part

• Cover

• Title Fly

• Title Page

• Letter of Transmittal

• Letter of Authorization

• Executive Summary (Abstract)

• Table of Contents

List of Tables, Figures

Report Body

• Introductory Section:

– Background/history

– Purpose and problem statements

– Scope

– Research procedures (methods and techniques)

• Findings Section:

– Primary research

– Secondary research

• Terminal Section:

– Summary of the findings

– Conclusions

Recommendation(s

Supplementary Part

• Endnotes or business citation source in report body

• References (bibliography)

• Appendixes

All full-page tables, figures, illustrations are placed in this section. All primary data

instruments such as questionnaires, surveys, and related forms are placed in this

section.

Identifying the Factors

• What are the factors of the problem?

• Develop research questions or hypotheses for each factor--these guide the

researcher in gathering data

• The research questions should be specific and contain a unit of measurement

whenever possible

After preparing research questions, the researcher determines the method(s) of

transforming and interpreting the data.

WEEK 19

SEMESTER FINAL EXAMINATION

References:

1. Scot Ober, Contemporary Business Communication, Houghton Miffin

Company, New York, USA

2. R. Wayne Pace & Don F. Faules, Organizational Communication, Prentice

Hall, Englewood Cliffs, New Jersey, USA