Business Communications

Standard BCS - BCP - 1

Welcome

• EQ: Why take Business Communications?

• Agenda Message:– Bring in a spiral notebook tomorrow.– Bring in your signed syllabus tomorrow.

Who are you?

• Answer one of the following when you catch the ball…1. What is the best

Christmas/Chanukah/Kwanza gift you received?

2. If you went of state over the holidays where did you go?

3. Why are you in Business Communications?

Cosmos

• Your first presentation will be about YOU.

• “Show” and “tell” who you are.

Day 2Thursday, January 8

• Logon to computer.• Submit signed portion of syllabus for a

homework grade. • Complete pre-test over Standard 1

(Chapters 1 & 9).• Complete Cosmos activity• HOMEWORK: Bring in one (1) form

of communication. It has to fit inside your notebook.

Day 3Friday, January 9

• Agenda Message: Syllabus may be turned in Monday for a 75.

• Warm-up: Write the following questions in your notebook. We will answer them at the later in class.1. What is the subject of the communication?

2. Who is the audience?

3. What is the purpose of this communication?

Communication & Books

• Attach your form of communication to your notebook page with the questions.

• I will assign books during this time.

Communicating at WorkChapter 1

Business Communications

What is communication?

• It is the transfer or exchange of thoughts, information, ideas, and feelings by speech, writing, or signals between at least two people.

• In today’s workforce, the quality of your communication will have direct bearing on your success on the job.

Communication takes many forms

• Look at the six (6) documents provided.• Using the handout, answer the following

about each type…– What is the subject?– Who is the audience?– What is the purpose?

What are employers looking for?

Chapter 1

Read…

• Take a moment to read the job advertisement for an Administrative Assist on page 6.

• The skills underlined in the ad are called transferable skills.

Transferable Skills

• Transferable skills are Skills that allow employees to adapt to changes in the organization, technology, and requirements. They are skills that transfer from job to job.

Examples of Transferable Skills

• Knowing how to learn– Reading, writing, and math enable you to learn– Information technology is also becoming a basic skill

• Self-management and team work– Come to work on time every day, solve problems, and take

personal responsibility– Know how to get along with customers as well as co-

workers, supervisors, suppliers, etc.– #1 reason people are fired is because they cannot get

along with other employees!

Activity

• Form a team of 3-4 neighbors.• Decide on a job that interests you all.• Now, list as many communication tasks

you can think of related to the job.

Example of Activity – HS Teacher

• Phone to parents• Email parents• Explain assignments to students• Write memos/emails to admin.• Discuss issues with other teachers• Write tests• Explain procedures to new teachers• Communicate daily announcements to students• Listen to a student• Complete forms requesting supplies• Writing notes to students

Form of Communication

• Go back to your homework. Answer the three questions you wrote at the beginning of class.

• Define the following terms: situation, sender, receiver, message, and purpose in your notebook.

Day 41/12/2009

• Agenda message: Mrs. Rogers will be out tomorrow, Tuesday, 1/13/2009

• Warm-up: Define the following terms on Day 4 of your notebook:– situation, – sender, – receiver, – message, – purpose

Elements of Communication at Work

Chapter 1

What is the situation?

• The situation of communication includes what is happening and where it is happening.– Classroom– Church– Dinner table– Telephone– Blog

Who is the sender?

• The sender is the person who is speaking, writing, or typing.

• The background and experiences of the sender always affect the message.– You– Your mom– The teacher– Your BFF– Boyfriend/girlfriend– Principal– Boss

Who is the receiver?

• The receiver of the message is the audience. • The audience could be one person or thousands.• Two groups of audiences:

– Specialists• Principal to teacher(s)• Nurse to doctor(s)• Computer tech to computer tech(s)

– Generalists • Computer tech to teacher(s)• Doctor to patient(s)• Principal to parent(s)

What is the message?

• The message is the information and ideas relayed by the sender to the audience.

• If the message is communicated in an unclear manner, it can cause workers to waste time, materials, and money.

Activity

• Examine the list of types of messages below. Suggest a heading for each column that groups the list. Then, add five (5) more related items.

• Memos• Letters• Manuals• Catalogs• Books• Signs• Pamphlets

Conversations Phone calls Discussions Meetings Voice mail Speeches Radio

announcements

Photographs Drawings Graphs Cartoons IMs Facial

expressions

What is the purpose?

• While there are many purposes to consider, the basics are:– Socialize– Inform– Persuade

Effect of the Audience on the Message

Chapter 1: Communicating Messages Effectively

Effective Communication

• Communication is effective if something happens as a result.

• Effective communication is an interactive process

Analyze and Adapt

• Sender must analyze (study) the audience.

• THEN…• Sender must adapt (adjust) the

message.

www.usingenglish.com/reference/idioms/

• You will look up the following phrases. Read the definition, then correctly write the phrase in a sentence.

– Bad workers always blame their tools– Bean Counter– Glass ceiling– On the line– Pointy-heads– It’s an ill wind that blows no good– All that glitters is not gold– In spades– Seed money– Come up roses

What do I consider when preparing to send a message?

• The region of the country or world where raised.• Where parents or grandparents are from.• Religion• Race• Gender• Age• Level of education• Workplace and type of job• Economic situation• Styles of food, clothing, and housing.• Attitudes about family and friendships• Beliefs and values• Ways of celebrating holidays and other special occasions• Attitudes about school and work• Attitudes about men and women• Reactions to technology

How do I learn about other cultures?

• Read their literature.• Sample foods at ethnic restaurants.• Read magazines and/or newspapers

from other countries.• Examine your own cultural stereotypes• Keep an open mind.

How do I adapt for my audience?

• What form should the message take?• How will the audience use the message?• Will the audience want to hear, read, or listen to my

message?• Will a visual help?• How can I design a user-friendly page?• How can I convince the audience to do what I want?

Day 51/13/2009

• Agenda Message: Mrs. Rogers is out today at an honor’s luncheon for Accounting. Be respectful of the sub and each other.

• Warm-up: In teams of 2, using MS Word, type at least 30 homophones (words that sound alike but are spelled differently.)– See / sea– Tee / tea

Communicating Messages Effectively

Chapter 1

Objective

• Upon completion of this lesson, students will be able to name orally all three stages of the writing process using the following presentation.

Three Main Stages of Writing

Writing

Revising Planning

The Planning Stage

• Written messages are planned so that the sender says exactly what they want to say to the receiver.

• Do your planning before you begin writing

PlanningRevising

Writing

Planning a Document

• Requires the following:– Analyzing the audience– Determining the purpose– Collecting information– Selecting and organizing information

The Writing Stage

• The secret to success is…

do it wrong the first time.

• Professional writers prepare many drafts with the help of editors and proofreaders.

PlanningRevising

Writing

When writing the first draft…

• Write without breaks– Stopping to edit breaks your train of thought

• Don’t stop to read what you have written• If you don’t know how to spell a word, do your best

and correct it later• If you don’t know the right word, use the wrong one –

you can fix it later

JUST KEEP WRITING TO THE ENDEdit and revise later!

The Revising Stage

• Writing effective messages requires that you edit: check, proofread, and revise.

• If you use a word processing program (such as MSWord) editing is easier using Spell Check and Grammar Check.

PlanningRevising

Writing

The Revising Stage

• Let time pass between writing and revising because your eyes will see what your brain wants on the paper, not what may actually be there.

• Read messages aloud to yourself. Sentences may look fine but sound wrong.

• Ask teachers, parents, and friends to read your work so that they can also supply feedback and corrections.

Does Spelling Count?

• If you write a message to your bass asking to leave early on Thursday so that you may go to the denist and permission is granted, you have communicated successfully—even if your message contained a spelling error.

• However, poorly written messages can give the audience the impression that the writer is incompetent or uncaring.

• Audience perception of you will be lowered if you do not take the time to correct spelling errors.

• Yes, I spelled boss and dentist wrong on purpose.

Does Punctuation Count?

• Punctuation in writing is like expression in speaking. A misplaced comma can change the meaning of a sentence.

• Woman without her man is nothing. What does sentence mean?

• Now read the same statement with punctuation:

Woman—without her, man is nothing.

Proofreading Marks

• Proofreading marks are symbols or codes that indicate what kind of changes need to be made to writing.

Activities

• Practice 1-8: Using a Spelling Checker, #1.

• Practice 1-8: Homophones handout• Practice 1-9: Using Punctuation to

Convey Meaning• Practice 1-10: Using Proofreading Marks

Punctuation to Convey Meaning

1. No, children are allowed in the pool

2. Juan, thinks his teacher, is a genius

3. Ms. Krause, your client, just came in

4. Aaron, my boss, always puts the customer first

Day 61/14/2009

• Agenda Message: We have a guest speaker today from DeVry. In your notebook, write her name, the name of the school and 5 things you have learned.

• Warm-up: On Monday, we discussed analyzing and adapting our message for our audience. Complete the following activity…

Activity

1. Write 3 sentences describing your personal characteristics to a five year old child.

2. Same thing to someone you would like to date.

3. Same thing to someone you want to give you a job.

4. How did the audience and purpose affect your choice of words?

Day 71/15/2009

• Agenda Message: Stories will be read to the class today!

• Warm-up: Using page 17, write in your notebook what four things must be done when planning a document.

Nonverbal Communications

Nonverbal communication

• Communication by other means than by using words, such as through facial expressions, hand gestures, and tone of voice

Thumb’s Up

The Dog Call

OK

Peace

Rock on

Read this article…

• Go to www.google.com. In the search box type, Listen with Your Eyes.

• Read the article• In your notebook, describe how you have

used nonverbal communication in your daily life. Write at least two (2) full sentences.

Chapter 9

Communicating Messages

Day 7Thursday, 1/15/2009

1. Warm-up: Complete Chapter 9 Word Search.

2. Lesson: Take notes using the handout provided and Chapter 9

3. Summarize: Using the magazines on the bottom shelf at the back of the room…– Cut out 3 advertisements– Attach each to your notebook, Day 7– Answer the following questions…

• What is being advertised?• Who is the customer?• Are they external or internal?

4. Make-up work: Please use any extra time to complete/revise your Story Bag story. These will be read at the beginning of class tomorrow.

Joe the Plumber from NY

• Read about the NY plumber, pages 281-282.

When is writing better than talking?

Who is a customer?

• A customer is ANYONE who depends on or benefits from the work you do – or suffers when your work is done poorly or not done at all.

– Internal customers are bosses and coworkers

– External customers are everyone else.

Types of Customers

Internal Customer• Principal• Waiter/waitress• Nurse• Medical examiner• Fellow bus drivers

External Customer• Student• Diners• Patient• Victim• Riders

Practice 9-1: Identifying Customers

• ID 1 internal and 1 external for eacha. Medical lab tech

b. School secretary

c. Movie set designer

d. Emergency vehicle driver

e. Police Officer

f. Hotel assistant manager

g. 911 dispatcher

h. Writer of newspaper ads

i. Horse trainer

j. Car designer

9-1 Identifying Customers

External Customer

a. Patients

b. Parents

c. Movie audience

d. The public

e. Taxpayers

f. Hotel guests

g. The public

h. People placing ads

i. Riders

j. Buyers / Drivers

Internal Customer

Doctors

Students / Teachers

Actors or Actresses

Emergency Medical team

Other officers

Hotel management

Police

Newspaper publishers

Owners

Engineers

Who is the customer?

• Using the magazines provided…– Cut out 3 advertisements– Attach each to your notebook, Day 8– Answer the following questions…

• What is being advertised?• Who is the customer?• Are they external or internal?

Day 10Wednesday, 1/21/2009

Warm-up: Look at pages 284-285. In your notebook, write the five (5) purposes for messages.

InformExpress

RequestInstruct

Persuade

InformExpress

Request

Instruct

Persuade

Practice 9-2 Purposes for Messages

• Look at all 12 sample figures in Chapter 9.

• Label your notebook with the figure numbers (example 9-1, 9-2, 9-3)

• Write the purpose of each sample using the five previously discussed– Example: 9-1 Express (a compliment)

Why are you teaching?

Team Teaching 3rd Period

Topic Team

Purpose Desmond, Jake, Danielle, Brad

Tone Shara, Eniqua, Kent, Breana

You versus I Tiara, Derize, Shannon, Kristian

Economy & Politeness Shelbie, Alexis, Demetrius, Sydnei L.

Language Aikeem, Austin, Marcus, Dae’Shawn

Style Nick, Tishawn, Kia

Content of Effective Messages Trey, Vincent, Sidney S., Hailey (yes, you need to move back to your ASSIGNED seat)

• The teams listed below will teach the topic assigned to the class.

• You may teach using PowerPoint, activities, lectures, etc.

Team Teaching

Topic Team

Purpose Destin, Eric, Jalisha, Kira

Tone Joshua, Kyle, Billy, Rayne

You versus I Richard, Chaine, Jeleciah

Economy & Politeness Jabbouri, Chris, Bianca, Greisey

Language Gianny, Brittany, Anthony, Roselyn

Style Michael, Taylor, Lauren, Evon

Content of Effective Messages Gerard, Dexter, Michelle

• The teams listed below will teach the topic assigned to the class.

• You may teach using PowerPoint, activities, lectures, etc.

Day 11Thursday, 1/22/2009

• Warm-up: Improving the Tone of Messages, page 290– Complete 1 a-b

• More conversational

– Complete 2 a-b• More positive

– Complete 3 a-b• More you-oriented

Day 11Thursday, 1/22/2009

• Please use this time to finish your presentation of Communicating Messages.

How do you do that presentation

• Save your work now, you are about to be blocked.

•Please pay attention and BE QUIET

Day 12Friday, 1/23/2009

Warm-up: Are Manners Holding You Back?

1. Go to http://www.usatoday.com/img/content/flash/getiquettequiz/flash.htm

2. Take the quiz!

3. Once you have completed the quiz, close the window

Do this when you are done:

• Answer the following questions in your notebook:1. What was your score?

2. How can you improve your score?

Obama

• Use the time until lunch to finish your Obama PPT.

• Set your notebook on your desk; I will be checking it while you work on the Obama PPT.

Story Bags

• Present the rest of the Story Bags

Notes, Memos, and EmailsOh my!

• What are notes?– Informal personal messages

• Why would you write by hand?– Gives message a personal touch

• When do you write notes?– Congratulations or thank you

Notes, Memos, and EmailsOh my!

• What are memorandums?– Written messages to

people within the same organization; usually never go through the postal system

– Most common form of written communication

•What are the 3 main parts?–Heading–Subject line–Message

Notes, Memos, and EmailsOh my!

• What is electronic mail?– Communication technology

that send memos from one computer directly to another.

• Why send email?– Efficient, low cost, speedy,

24 hour access, multiply audiences, print, save, etc.

Notes, Memos, and EmailsOh my!

• What are 6 basic guidelines for email?– Keep paragraphs short– Keep messages on one screen (no scrolling)– DO NOT USE ALL CAPS, it means you are

YELLING :-O– Respond with enough information so the

reader knows what you are talking about– Don’t send stupid messages. We are busy!– Don’t use email to give bad news. It is NOT

ACCEPTABLE to fire someone or breakup with someone over email!

Notes, Memos, and Emails

Oh my!

• Create an email address at www.gmail.com. – IF you have an account with your name as the address, you may use

it. If not, you will need to create a new one.

• Use the email and memo guidelines to send an email to:– 3 classmates – inviting them to a party (request)– 2 classmates – persuading them to buy your…– 1 classmate – instructing them to bring junk mail,

ads, or sale papers on Friday– COPY ME ON REPLIES!– RogersSummerC@gmail.com

Day 71Monday, 11/17/2008

Warm-up:• Re-write the bad memo in

the email account you created yesterday. Send it to me via email.

RogersSummerC@gmail.com

Scavenger Hunt

• Use the handout provided and your text to complete a Business Letter Scavenger Hunt using pages 303-311.

• The first three (3) people to finish will win prizes!

Correcting Letter Parts

• Page 9-C in your workbook• The letter has 25 errors• Use proofreading marks (page 572 in

text) to correct errors• First person finished gets the last PRIZE!

Day 15Wednesday, 1/28/2009

• EQ: What is the function of each of the seven parts of a business letter?

• Warm-up: What is the function of each of the seven parts of a business letter? (pages 306-309, define each part)

Business Letter Project

• Review information and examples. Study the sample project plan and the sample request letter on pages 316 and 317 and Page 9-G in the Student Workbook.

• Complete a project plan as shown on 316 and have a fellow student check it.

• Write a rough draft. Using the rough draft column of the Project Guide, check your work with another student. Have your partner read your letter aloud to you. Ask the teacher to check your rough draft.

• Revise your letter. Using the Final Draft of column of the Project Guide, proofread your work. Make needed corrections. Print the final draft.

• Fold your final draft and place it in a correctly addressed envelope. Do not seal the mailing envelope. Turn it in with the Project Guide.

• THIS COUNTS AS A TEST GRADE!

Day 16Thursday, 1/29/2009

• Warm-up: Why is it important for every employee to understand the importance of customer service? (Page 283)

• Review: Review for test that is tomorrow!

• FINISH YOUR LETTER AND TURN IT IN.

BINGO Chapter 9Write each of the following words in your grid

• Mixed• Courtesy• Email• Salutation• Closing• Letterhead• Attention line• Request• Instructive• Purpose• Customer• Inside address

• Business letter• Subject line• Memos• Internal customer• Heading• Body• Tone• Block• Enclosure• Guide• Copy• Notes

Bingo Chapter 1Write each of the following words in your grid

• Teamwork• Receiver• Communication• Communicating• Transferable• Ethics• Purpose• Interactive• Cultures• Analyze• Letterhead• True

• Adapt• Sender• Situation• Specialists• Generalists• Idioms• Planning• Writing• Homophones• Proofreading Marks• Punctuation• False

Day 171/29/2009

• Activate: Study for test.

• Test: Complete Standard 1 test.

• Project: Letter is due TODAY!