PRC60US FULL NOTES PDF

CHAPTER 1 COMMUNICATION  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to: Articulate the definition of communication, recognising its key components and the importance of mutual understanding; Identify the elements involved in the co...

CHAPTER 1 COMMUNICATION  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to: Articulate the definition of communication, recognising its key components and the importance of mutual understanding; Identify the elements involved in the communication process; Describe the stages of communication; Recognise various physical and psychological barriers that can disrupt communication.  COMMUNICATION Define the term “as the giving, receiving, or exchange of information opinions or ideas by writing, speech, or visual means – or any combination of the three – so that the material communicated is completely understood by everyone concerned.”  The key to effective communication is that the message must be understood otherwise all the effort has been in vain. This is therefore the most important feature. If the receiver does not understand the message in the manner intended by the sender, then there has been a breakdown of communication. General purpose and aim of communication To inform or be informed To influence or persuade To initiate action  9 ELEMENTS INVOLVED IN COMMUNICATION PROCESS Information: the actual content of the message e.g. Launching of a new product Sender: the person responsible for sending the message e.g. the marketing director Message: the information as conveyed e.g. benefits of the product Medium: The form of the message, e.g. written, oral, visual, or non-verbal Channel: the physical means by which the message is conveyed, e.g. TV, Radio, or Press Receiver: The person receiving the message. Feedback: Information the sender receives from the receiver indicating receipt of the message. Noise: Factors that prevent proper exchange of information. Distortion: Factors causing the message to be changed and interpreted differently from the intended message.  STAGES OF COMMUNICATION Stage 1: The sender defines the information to be sent, i.e. the aims and content of the message, e.g. the clients instruction to the advertising agency. Stage 2: The encoding process – putting the information into a form suitable for the receiver, e.g. the production of the advertisement. Stage3: The transfer of information and message, through medium and channel, e.g. the broadcast of the advert. Stage 4: the receiver receives the message, e.g. by reading a letter or listening to a speech, or watching and listening to the advert. Stage 5: Decoding of the message; the reader interprets the information received, e.g. the understanding by the audience of the advert.  STAGES OF COMMUNICATION CONT. Stage 6: Feedback: the sender receives reaction to the message, e.g. oral response or Non-verbal (e.g. nodding, smiling to show agreement and understanding Stage 7: The receiver responds to the message, following a similar process of communication.  A MODEL OF THE COMMUNICATION PROCESS Noise MESSAGE Channel Conceives & Transmission Decodes & SENDER Encodes the of the interprets RECEIVER message message the message FEEDBACK Transmission of the Decodes Encodes message Noise BARRIERS TO EFFECTIVE COMMUNICATION For communication to be effective, it depends on: the nature and quality of the information the interpretation placed on the communication by both sides(sender & receiver) Since people differ, understand those differences and modify them to suit us and the audience before communicating BARRIERS TO EFFECTIVE COMMUNICATION Sometimes this may not be possible because of the diverse audience we have, which may differ in age, interest or culture Which will result in us not communicating. Includes Physical or Psychological factors  CATEGORIES OF BARRIERS: Physical barriers include  Length of lines of communication  Information overload  Physical distance  Machine breakdown  Distortion  CATEGORIES OF BARRIERS: Psychological barriers include  Lack of expertise on the part of the sender or receiver  Use of specialised terms and jargons  Perceptual differences  Prejudice and stereotypes  Emotions  Language and culture  Filtering  Poorly defined aims or information  Relationships and personality  PHYSICAL BARRIERS Length of lines of communication- leads to the message being lost or distorted(e.g. the broken telephone effect). Information overload- too much information received by one person to process can cause information to be lost or ignored. Physical distance- instructions from a distance e.g. telephone, fax or telex tend to be ignored, in contrast to instructions given face to face. Machine breakdown- systems stop functioning. E.g. postal strike, telephone lines down. Distortion- barriers that arise at encoding and decoding stages.  PSYCHOLOGICAL BARRIERS Lack of expertise on the part of the sender or receiver- inability to give clear, concise and precise instructions either in verbal or written form may cause distortions in the message and leads to misunderstanding. Use of specialised terms and jargon- people without a specific education background and experience may not be able to understand certain terms. Perceptual differences- people perceive and interpret the world around them differently. Prejudice and stereotypes- people of one creed, colour, class or group may have an unreasoned dislike for others, so whatever is said will be interpreted through the expectations of the receiver.  PSYCHOLOGICAL BARRIERS Emotions- how the receiver feels at the time of receiving information will influence how he/she interprets it. Language and culture-words mean different things to different people. Filtering- the sender manipulates information so that it will be seen favourably by the receiver. Poorly defined aims or information- the sender may be confused and may confuse the message. Relationships and personality- people are often not willing or able to communicate effectively, this may reflect a poor relationship between the sender or receiver.  CAN YOU:  Articulate the definition of communication, recognising its key components and the importance of mutual understanding?  Identify the elements involved in the communication process?  Describe the stages of communication?  Recognise various physical and psychological barriers that can disrupt communication? CHAPTER 2 PRESENTATIONS  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to: explain the key components that constitute a presentation, including the preparation of speech content, format and the use of visual aids; articulate the various purposes of delivering a speech, such as to inform, persuade, motivate, or entertain; display best practices for effective delivery, including breathing techniques, speech clarity, and the six C’s of communication; recognise the importance of body language in presentations, including eye contact, posture, and gestures, to enhance audience engagement.  WHAT IS A PRESENTATION? The following terms define the term presentation: Art of acting Preparing a speech (Content, format, Visual aids) The six C’s of communication Delivery Purpose of the speech Good presentation skills The message of the body 1. ART OF ACTING: Both the actor and the speaker have similarities. Both have an audience and a prepared part to play. Both wish to appear confident and at ease. Both are nervous and tense before starting. 2. PREPARING A SPEECH: Know your audience. Who are they? Their intellectual capacity, background, sex etc. CONTENT: What your speech contains: the length of your speech will depend on the topic or the occasion of your speech. FORMAT: How your data is organized. Postcards can be used very effectively. Each card should hold a maximum of three headings etc. VISUAL AIDS: The different types of visual aids to use when presenting. 3. DELIVERY Good speech begins with good breathing. Clear, relaxed and varied speech commands attention, engages the audience's interest straight away and can be easily understood. The style of speaking should suit the context and make it more effective. Try to lose recurrent mannerisms such as "or" "um" and any accent, which may make it difficult for the audience to understand you. Stance: (position of the body) Avoid holding flapping papers, clenching the lectern stand.  4. THE SIX C’S OF COMMUNICATION: Apply in any communication skill, whether you are speaking or writing.  Clear- make sure everything you say is clear, no misunderstandings.  Complete- enough details, so that people don’t ask more information.  Concise- being precise, straight to the point.  Consistent- all communication should be in agreement with the source document and established facts.  Correct- spelling, punctuation and grammar.  Courteous- your communication must keep the listener in mind. When you say something, use positive words. 5. PURPOSE OF THE SPEECH: Why are you delivering the speech?  To entertain  To motivate  To inspire  To inform  To persuade  To influence 6. GOOD PRESENTATIONAL SKILLS:  Treat audience with honesty  Avoid discrimination in communication  Stating facts instead of opinions  Use gender-neutral words  Avoid stereotyping and prejudice  Use words effectively  Avoid negative words 7. THE MESSAGE OF BODY LANGUAGE:  Eye contact: lack of it may be due to culture and upbringing, it may also have to do with insecurity and nerves. Starring too long can be interpreted as threatening or rude.  Posture: avoid being crossed arms, too relaxed, slouching, or moving in a lazy move.  Avoid fidgeting at all cost. DURING THE PRESENTATION….. Keep your cool, despite what people throw at you. Like a negotiation or meeting, always have a clear idea of what you want to get out of the presentation…When can you judge your presentation to be successes? Know the needs of your audience and match your contents to their needs. Know your material thoroughly. Practice and rehearse your speech at home Know what your strong and weak points are. Emphasize your strong points during your presentation. Dress appropriately for the occasion. Be solemn if your topic is serious. Present that desired image to your audience. Remain calm. Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show appropriate emotion and feeling relating to your topic. DURING THE PRESENTATION Establish rapport with your audience. Speak to the person farthest away from you to ensure your voice is loud enough to project to the back of the room. Vary the tone of your voice and dramatize if necessary. Body language is important. Standing, walking or moving about with appropriate hand gesture or facial expression is preferred to sitting down or standing still Use audio-visual aids for enhancement if appropriate and necessary. Master the use of presentation software such as PowerPoint Do not over-dazzle your audience with excessive use of animation, sound clips, or gaudy colours which are inappropriate for topic. Speak with conviction Do not read from the notes for an extended length of time. Maintain sincere eye contact DURING THE PRESENTATION Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. Pause. Allow yourself and audience a little time to reflect and think Add humour whenever appropriate and possible. When using audio-visual aids to enhance your presentation, be sure all necessary equipment is set up and in good working order prior to the presentation. If possible, have an emergency backup system readily available. Have hand-outs ready and give them out at the appropriate time. Know when to STOP talking. Thank your audience and sit down.  CAN YOU:  explain the key components that constitute a presentation, including the preparation of speech content, format and the use of visual aids?  articulate the various purposes of delivering a speech, such as to inform, persuade, motivate, or entertain?  display best practices for effective delivery, including breathing techniques, speech clarity, and the six C’s of communication?  recognise the importance of body language in presentations, including eye contact, posture, and gestures, to enhance audience engagement?  CHAPTER 3 INTERCULTURAL COMMUNICATION  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to:  Identify key cultural factors that influence communication, such as social customs, values, and non-verbal cues;  Analyse the elements of culture through the 3P model, understanding how perspectives, practices, and products shape communication;  Understand the differences between high-context and low-context cultures and how these differences affect communication styles;  Recognise and address barriers to intercultural communication, including language differences, stereotypes, and varying levels of context.  DISCUSSION Identify some of the distinctive characteristics of your culture that might affect interaction with people from a different culture.  CULTURAL FACTORS AFFECTING COMMUNICATION The factors that cause cross cultural much higher valued practice in and intercultural communication Japan) problems, owing to lack of knowledge Being ethnocentric about the other culture are: Believing in the stereotypes Social customs Life concerns Values and beliefs Dress Names and titles Rules of politeness. Who can speak Sense of time to whom and who can begin a Social conduct conversation Language/speech for Courtesies in speech such as when communication to say „please‟, „thank you‟ or Non-verbal communication „excuse me‟. Exchanging business cards (e.g. a Use of humor and irony.  THE ELEMENTS OF CULTURE Beliefs, values, customs, products, communication styles of a given culture The 3P model of culture: PERSPECTIVES (what people think, feel and value) PRACTICES (how members communicate and interact with each other) PRODUCTS (technology, music, art, food, literature, etc.; the things members of a group create, share and transmit to the next generation)  INTERCULTURAL PHENOMENA Cultural adaptation: the process and time it takes a person to integrate into a new culture and feel comfortable within it. Source: Mitchell, L., & Myles, W. (2010). Risk Sense: Developing and Managing International Education Activities with Risk in Mind. Ontario, Canada: University of Guelph.  INTERCULTURAL PHENOMENA The honeymoon phase: the initial enthusiasm, fascination with the new culture Culture shock: describes the impact of moving from a familiar culture to one that is unfamiliar. It includes the shock of a new environment, meeting lots of new people and learning the ways of a new country. It also includes the shock of being separated from the important people in one’s life, such as family, friends, colleagues. Cultural adjustment/adaptation: when the individual feels ‘at home’ in the new culture as well Knowing those stages could improve the way we communicate with someone from another culture or the way we respond to situations if we find ourselves in another culture  PARTICULAR CULTURES When we define specific cultural communities, we focus on the elements of a particular culture: history, geography, political systems, particular characteristics of a society Edward Hall: Beyond Culture (1976) spoke about two categories of culture: high-context and low-context High-context cultures  Less verbally explicit communication, less written/formal information  More internalised understandings of what is communicated  Multiple cross-cutting ties and intersections with others  Long term relationships  Strong boundaries- who is accepted as belonging vs who is considered an "outsider"  Knowledge is situational, relational.  Decisions and activities focus around personal face-to-face relationships, often around a central person who has authority.  PARTICULAR CULTURES Low-context cultures  Rule oriented, people play by external rules  More knowledge is codified, public, external, and accessible.  Sequencing, separation--of time, of space, of activities, of relationships  More interpersonal connections of shorter duration  Knowledge is more often transferable  Task-centred.  Decisions and activities focus around what needs to be done, division of responsibilities.  OBSERVE “Most native English-speaking countries are typically classified as low- context cultures, while many Asian, Middle Eastern, and Latin American cultures are classified as high-context cultures (Copeland & Griggs, 1985). Elashmawi and Harris (1993) describe ways that low-context American culture differs from high-context Japanese culture. While Americans tend to value independence, self-reliance, and equality, Japanese often prefer group harmony, collectiveness, and cooperation. In addition, Americans tend to be open and direct, while Japanese pay more attention to the context in which the communication is taking place than to the explicit message. Japanese speakers anticipate others’ needs through facial expressions, behavior, and gestures rather than verbal messages. Japanese students of English wishing to live, study, or do business in the United States would be well served by understanding not only the language spoken by Americans but also the cultural characteristics associated with that country. For example, a Japanese speaker using his or her own cultural framework may tell an American what he or she thinks that person “wants” to hear when answering a question as opposed to a direct answer. In contrast, when an American answers a question with a “yes,” it may indicate understanding but not necessarily agreement.” SOURCE: https://americanenglish.state.gov/files/ae/resource_files/51_4_2_frank.pdf  SIX BARRIERS TO INTERCULTURAL COMMUNICATION Language differences (different languages, dialects, accents, language proficiency) Body language (nonverbal cues-nodding, Level of context (individual vs collective values; hierarchies) Value of time (punctuality; time limitations in meetings) Stereotypes and prejudices (overgeneralisation neglecting individual differences) Feelings and emotions (raising the voice, expressing emotions, show of respect)  LANGUAGE DIFFERENCES If you speak only English and a shopkeeper speaks only Japanese, you will not be able to communicate verbally. Even if you have studied the language or an interpreter is available, dialects, different accents and slang can cause problems. In addition, words don’t necessarily translate from one language to another in a clean one to one correspondence. The same English word may have different meanings to people from different cultures.  BODY LANGUAGE People sometimes take offense because of differences in body language across cultures. For example, a businessperson from Latin America might stand closer to a client than someone from North America would. This may make the North American feel crowded and want to back away. People from southern Europe typically use more eye contact than Americans, which may make the English-speakers uncomfortable. Because the French typically smile less than Americans, sometimes Americans think they aren't friendly.  LEVEL OF CONTEXT Most English-speaking cultures are low-context, meaning they put a message into explicit words. In these cultures, saying “no” when you mean “no” is just considered straightforward or honest. High-context cultures, such as Japan, expect the listener to pick up more meaning from the general situation. For example, Asians sometimes say “yes” or “maybe” when they actually mean “no”. Asians often consider an outright refusal blunt rather than honest.  VALUE OF TIME Not all cultures think about time in the same manner. In the U.S punctuality is important, while some cultures put a higher value on relationships, for example you would finish your conversation with someone even if it makes you late for a meeting. A cultures view of time also influences how it sees deadlines.  STEREOTYPES AND PREJUDICES Ethnocentrism, or a belief that your own culture is better than that of others, can lead to acting superior toward other groups and not treating them well. For example, a teacher in an American college may think that students from a certain culture lack strong English skills or are incapable of good work. This prejudice can lead the teacher to treat the students unfairly.  FEELINGS AND EMOTIONS Some cultures keep a tight control of their emotions while some are comfortable showing their emotions. Loud talking might embarrass some cultures, but with some it is a way of expressing excitement. Differences in culture and communication styles can even cause fear. As a result of this anxiety, people from different cultures may pull back and avoid trying to communicate at all.  OVERCOMING CULTURAL BARRIERS Cultural sensitivity leads to better communication. Therefore, a global manager/team member can overcome cultural barriers and be an empathetic communicator by: 1. Knowing his/her own culture first: foreigners may ask curious questions about social and cultural norms as followed in the local culture. 2. Taking interest in other cultures e.g. paying attention to the non-verbal cues of the other culture. 3. Avoiding ethnocentrism and judgment. Every culture is as good as the other. 4. Being a good observer and listener backed by right cognitive skills of other cultures, and keeping an unbiased mind. 5. Practicing flexibility in accepting a new way of looking at individuals –by doing this one will avoid stereotyping individuals. 6. Avoid derogatory labeling. 7. Provide training to the team.  CAN YOU:  Identify key cultural factors that influence communication, such as social customs, values, and non-verbal cues;  Analyse the elements of culture through the 3P model, understanding how perspectives, practices, and products shape communication;  Understand the differences between high-context and low-context cultures and how these differences affect communication styles;  Recognise and address barriers to intercultural communication, including language differences, stereotypes, and varying levels of context.  CHAPTER 4 MEETING PROCEDURES AND DOCUMENTATION  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to:  Differentiate between various types of meetings;  Understand the roles and responsibilities of key participants in a meeting, particularly the chairperson and the secretary;  Identify and explain the essential documents required for a meeting, such as notices, agendas, minutes, and agenda papers;  Apply best practices in organising and conducting meetings, ensuring that meetings are well-structured, efficient, and legally compliant.  MEETINGS An assembly of people for a particular purpose, especially for a formal discussion. Four categories of meetings:  Public meetings- people comprising the general public are invited.  Private meetings- invited members attend such a meeting.  Formal meetings- are those governed by rules and regulations.  Informal meetings- not governed by rules or regulations  TYPES OF MEETINGS Executive meetings- members of these meetings will discuss and decide matters, but will have the additional task of implementing decisions. Decision making- some meetings have the power to make collective decisions on action to be taken. Problem-solving- any item of special business on an agenda may be a problem, which the meeting has to solve. Information-giving- meetings held for the purpose of providing information.  IMPORTANT PEOPLE IN A MEETING  The chairperson and the secretary FUNCTION OF THE CHAIRPERSON a. To ensure that the meeting is properly constituted and that there is a quorum. b. To control the meeting in accordance with the standing orders and any other legal requirements that apply. c. To check that all the business under diagram appears on the agenda. d. To ascertain the sense of the meeting at the conclusion of the discussion on an item and ensure that the decision reached is properly recorded.  THE FUNCTION OF THE SECRETARY a. To advance notice of the meeting, agenda preparation, and general housekeeping and administration b. Advising on the application standing orders and any legal matters during the course of the meeting. c. Recording the proceedings accurately, distributing the minutes and to follow-up any decisions after the meeting.  DOCUMENTS NEEDED FOR A MEETING Notice- to inform people when and where the meeting will take place. Agenda- to brief people on what will be discussed. Minutes- record of previous discussions and decisions taken. Agenda papers- additional material to supplement what appears on the agenda. Chairman’s agenda- an extended version of the agenda to ensure that the chairman is well-briefed.  CAN YOU:  Differentiate between various types of meetings?  Understand the roles and responsibilities of key participants in a meeting, particularly the chairperson and the secretary?  Identify and explain the essential documents required for a meeting, such as notices, agendas, minutes, and agenda papers?  Apply best practices in organising and conducting meetings, ensuring that meetings are well-structured, efficient, and legally compliant?  CHAPTER 5 BUSINESS COMMUNICATION DOCUMENTS  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to:  To apply the different formats and structures of business letters, including formal letters, application letters, and letters of enquiry.  To identify the key components of a memorandum and how to effectively use this form of internal communication.  To craft a press release that is concise, newsworthy and suitable for media publication.  To explore the benefits of email communication in business, including how to structure a professional business email.  WRITTEN COMMUNICATION This is the transmission of a message in writing. Methods of written Communication: Letters Memorandum Press release Emails  1. LETTERS Form of business correspondence used internally and externally. Make sure you put into consideration the following: Does the letter stand out? Is it correctly addressed? Are names and places spelt correctly Appropriate greeting (Salutation) Opening paragraph= puts the message into context Middle paragraph(s)= develop(s) the detailed message Closing paragraph= States action needed Appropriate ending But note: “Dear Sir/Madam” ends “Yours faithfully” “Dear Mr Shaamena” ends “Yours sincerely”  FORMAT OF A FORMAL LETTER Writer’s address Date Receiver’s address Salutation Subject Body Ending Signature Writer’s name Position  2ND FORMAT Writer's address Date Receiver’s address Salutation Subject Heading Body Ending Signature Name of Writer Position  APPLICATION LETTER Also called a cover letter, accompanies the applicant’s CV when applying for an opportunity. First paragraph - Information on how you found out about the vacancy and what the position is. Body paragraphs – Give the reasons why you are interested into working for that specific company and the specific position. State and make the connection between your qualifications, experience and the position you are applying for. Write relevant information only and highlight some personal qualities that make you a suitable candidate. Inform them that you have enclosed your CV and any other documents you have attached. Closing Paragraph-Give your availability for an interview, Thank them for their consideration, restate your interest and close the letter  LETTER OF ENQUIRY This is a letter written to request information A letter of enquiry describes what the writer wants and why. Subject Heading: This should inform the reader that this is an enquiry or request First Paragraph: Short, should tell the reader what you want (the purpose of writing) Second – third paragraphs: explain why you are contacting that specific organisation or person as well as further details of the enquiry. Keep the information to the essentials, organise it in a clear and logical manner. Final Paragraph: Express gratitude or thank the reader  2. MEMORANDUM A reminder or concise message to an individual or small group. Usually short allowing for the barest details only. Sent only within an organisation by internal mail. Paragraphs may be numbered for emphasis. A memorandum of information should address one subject only.  HOW TO WRITE A MEMORANDUM 1. Main heading 2. To and From headings 3. Date 4. Subject heading 5. First paragraph 6. Further paragraph 7. Initials or signature of the sender  FORMAT MEMORANDUM To: staff From: John Scott, HR Director Date: 6 September 2024 Subject: TRAINING SCHEDULED FOR 10 SEPT 2024 This is to inform you of the training scheduled forxxxx Please ensure that you have the following items with you: 1. Notebook and pen Signature or Initials  3. PRESS RELEASE Press releases are statement to the media or announcements which companies distribute to the press about new products or services to ensure as much favourable publicity in a news item on radio or television or in the national press. Press Release is a fundamental tool for Public Relations. NB: Your Press Release should be newsworthy  HOW TO WRITE PRESS RELEASE Headline – Should be brief, clear, eye catching and straight to the point. Body – The press release should be written as you want it to appear in a news story. o What you write in your press release will be what the journalists use in their write up of your big event. o Start with the date and City o The lead or first sentence should grab the reader’s attention and say concisely what is happening.  HOW TO WRITE PRESS RELEASE The first paragraph sums up the press release and the additional content must elaborate it. The body should be short, avoid using very long sentences, avoid repetition and over use of fancy language and jargon. Communicate the ‘W’ questions Who is this about? What is the actual news? When does this event happen? Where does this take place? Why is this news? How it happened..  HOW TO WRITE PRESS RELEASE Include brief information about the company in your first paragraph. Provide some extra information links that support your Press Release. Add Contact information If your Press Release is really newsworthy, the journalist would surely like more information or would like to interview key people associated with it. Signal the end of the press release with three # (HASH) symbols centred directly underneath the last line of the release. (This is a journalistic standard) ###  [COMPANY LOGO/NAME] PRESS RELEASE FOR IMMEDIATE RELEASE OR HOLD ON FOR RELEASE UNTIL: DATE OF PUBLICATION Contact: NAME OF WRITER Tel: Cell Phone: Email: Date City TITLE Body For more information contact: Responsible party or company info ###  4. EMAIL Any form of message that is conveyed electronically one computer to another nowadays even cellphone to cellphone Has become powerful and pervasive component of our communication Allows us to communicate easily and instantly From our homes, offices, schools  THE BENEFITS OF EMAIL It is fast, readly and not time sensitive You could use it if the content of your message needs to be documented Multiple recipients who are not located in one place It reduces the amount of paper used and filled  BEFORE WRITING THE EMAIL Make a plan! Think about the purpose of the email Think about the person who will read the email and how you want him or her to react Make an outline or list of the main points and details you want to include in the email Double check any facts, dates, times, or other specific details that will be included in the email Some things to remember when writing business emails 1. GET RIGHT TO THE POINT  Don’t use unnecessary words and phrases that distract from the main idea of the email or may confuse the reader The person reading your email does not have a lot of time to read your email so you must make it as direct as possible. Make the reason for writing the email clear at the beginning and only add details that are directly related to the topic of the email. Some things to remember when writing business emails 2. USE SIMPLE SENTENCES Avoiding difficult or complex sentence structures will help you avoid grammar mistakes. Simple sentences will make the email easier for your reader to understand, especially if the person reading the email is not a native English speaker. Some things to remember when writing business emails 3. PAY ATTENTION TO WORD CHOICE Remember that writing, is a form of indirect communication. Unlike having a conversation with someone, you do not have a chance to clarify yourself by restating your ideas or use nonverbal cues to make your meaning clear. You have to make sure your reader understands what you want to say and gets the right “message” the first time. Think about how the email might be perceived by the reader. Are there any words or phrases that may make the tone seem angry, flippant, or disrespectful?  Avoid trying to make a joke or say something funny in an email. Sometimes what you think is funny might be misunderstood by the reader and create a bad relationship. Use words that are specifically related to the topic but define any words or phrases that you think the reader might not be familiar with, especially words that are specific to a certain type of job, field of study, or product. Some things to remember when writing business emails 4. THE SUBJECT OF THE EMAIL  Always write the subject of the email on the subject line Remember that business people often receive hundreds of emails every day. If you don’t write the subject in the subject line the person receiving the email might think it is SPAM or junk email and delete the message. If the subject isn’t clear they might delete the email as well, so make sure the subject is direct-don’t use too many words.  THE FOUR PARTS OF A BUSINESS EMAIL 1.The Opening Tells the reader why you are writing 2. The Focus Tells the details about the topic 3. The Action Tells what you want to happen and gives a time frame 4. The Closing Thank the reader and mention future communication  BASIC EMAIL FORMAT The receiver’s email address Carbon copy Blind carbon copy Email subject Templates from Learnthenet [email protected] [email protected] July 5 meeting time change Type your email message in the text box, then click send and it will be sent to the receivers you have indicated in the to, Cc, and Bcc areas.  CAN YOU:  apply the different formats and structures of business letters, including formal letters, application letters, and letters of enquiry?  identify the key components of a memorandum and how to effectively use this form of internal communication?  craft a press release that is concise, newsworthy and suitable for media publication?  explore the benefits of email communicationn in business, including how to structure a professional business email? CHAPTER 6 INTERVIEWING SKILLS  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to:  Explain the six principles of conducting interviews;  Identify the different types of interviews and their purposes in the workplace.  Prepare effectively for an interview, including researching the organization and anticipating common interview questions.  Apply techniques to respond confidently to various interview questions and scenarios, enhancing your overall performance during interviews. INTERVIEWS An interview is a form of two-way communication with a definite purpose. It can be used to give and receive information; to attempt to modify behaviour; or affect change” (the Institute of Bankers, 2005). They serve various purposes, including hiring, performance reviews, promotions, or addressing workplace issues. Typically, interviews help both parties exchange relevant details, clarify expectations and evaluate the suitability of the individual for roles or responsibilities within the organization.  SIX PRINCIPLES OF CONDUCTING INTERVIEWS 1. Preparation:  Ensure you have the necessary information  Make notes about matters which are particularly important  List the main areas you wish to discuss, or note down specific questions you will ask  Take account of both setting and atmosphere  Time which suits both parties  Make sure there are no interruptions  SIX PRINCIPLES OF CONDUCTING INTERVIEWS 2. Activation  The interviewer should activate the interviewee. This means making him/her communicate openly, freely and honestly  Always try to be encouraging to the interviewee, as he/she may be nervous 3. Attention  Make the interviewee feel that he/she is engaging your attention  Make an effort to listen carefully, making sure that you understand what has been said.  SIX PRINCIPLES OF CONDUCTING INTERVIEWS 4. Structure  The points you wish to make, and the order in which you want to make them  Make it clear what you want to cover at the beginning of the interview  Decide how much time you can afford to spend on each of the points you have listed. 5. Summary  Summarise what you have decided and the action to be taken and by who 6. Action  Before you start an interview, you should have a clear idea of what you want to achieve  Make clear of what action is to be taken and who is to take it TYPES OF INTERVIEWS Selection interview The aim of this interview is to analyse the suitability of an applicant for a specific post and to evaluate the applicant on a variety of aspects in terms of the job itself and also such as motivation, background, hobbies and interest, dress and appearance.  TYPES OF INTERVIEWS Appraisal Interview - The aim of this interview is to systematically evaluate individual employee related to his/her performance in the job and his/her potential for development. Specifically: -- inform the employee of his/her present position in the working group -- recognise good and efficient work -- tell the employee where improvement is needed -- develop the employee’s capability in the existing job and discuss how further development and training will take place in preparing him/her for promotion or change -- provide a record of assessment -The manager usually complete/fill a written appraisal while interviewing the staff member. However, sometimes the appraisal can be completed beforehand but the process is then a little less democratic. After filling in the appraisal form, the manager will discuss it with an employee. -This interview is a systematic procedure that takes place in an organisation from one to four times a year. TYPES OF INTERVIEWS Grievance interview - The aim is to resolve the grievance - It also forms of a broader procedure, the organization's grievance procedure - Which structures how an employee may raise his complaint about his/her treatment at work - Employees come to this kind of interview with a sense of injustice and must at least leave with a feeling that they received a fair hearing and consideration - Thus, the best technique is to listen to the problem carefully and show that you understand. Ask questions that are designed to encourage the employee to think about the problem and suggest solutions himself/herself. TYPES OF INTERVIEWS Disciplinary interviews The purpose of this interview is to improve performance, prevent repetition of errors and wrong behavior, and to protect the member of staff and others against any hazards that could result from the issues at hand. It should take places after a through investigation to make sure facts are gathered. Then then the senior employee has to plan how to handle the situation. It should be then consider whether disciplinary action should be taken against an employee usually in accordance with the organization's disciplinary procedures. The most important point is that the interview must aim to establish the truth about what has happened. As such it can not be regard as one- side, but rather it must be two-way. (The employee must be given an opportunity to explain his/her side of the story, then discussion should take place on how improvement should be achieved.) TYPES OF INTERVIEWS Counselling interview It is recognised that people’s problems outside of work or with their work and colleagues can have a significant effect on efficiency and productivity, either negative or positively. There is also a genuine desire to make working life as pleasant as possible since people spend so much time there; thus it is a good idea to help the people with their problems. -It requires the interviewer to be empathetic and certainly listen to what the employee has to say. -Sometimes the best that can happen is that the manager/senior will help the employee, with the problem, to obtain practical advice by referring him elsewhere (Human Resources, or other relevant agencies) -The employee should be given time to settle the problem and become better and more reliable in his work again. TYPES OF INTERVIEWS Promotional interview - assesses whether the applicant has the necessary qualifications and ability to perform the job at a more senior level. Instructional - used to issue instructions about new procedures to selected individuals. Reward - in this case the employer must judge how well the individual has worked during the review period and reward must be shared. Dismissal -the individual is dismissed due to absenteeism, lateness etc. Termination - may include resignation to start a new job, family problems, sickness etc. HOW TO PREPARE FOR AN INTERVIEW Try to find out additional information about the organisation Think about the interview and the questions that you may be asked Be prepared to answer fully any questions about yourself Be clear about why you want that particular post with that particular organisation. HOW TO PREPARE FOR AN INTERVIEW  Be ready with queries.  Remember that the initial impact is of importance, so wear clothes in which you feel smart, but comfortable and which are clean and tidy.  Your appearance: clean hair , nails and shoes.  Realise that, if are good enough to be called for an interview, then you are already a possible choice for the post. Therefore have confidence in yourself and your ability. TYPES OF QUESTIONS ASKED IN AN INTERVIEW What do you know about our company? What are your ideas on salary? Why did you leave your previous job? What are your weaknesses/strengths? Why are you interested in this post? What is your greatest accomplishment on the job? TYPES OF QUESTIONS ASKED IN AN INTERVIEW What do you know about our company? What are your ideas on salary? Why did you leave your previous job? What are your weaknesses/strengths? Why are you interested in this post? etc ( you can give your own examples too)  CAN YOU: Explain the six principles of conducting interviews? Identify the different types of interviews and their purposes in the workplace? Prepare effectively for an interview, including researching the organization and anticipating common interview questions? Apply techniques to respond confidently to various interview questions and scenarios, enhancing your overall performance during interviews? CHAPTER 7 ARGUMENTS  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to: Define what an argument is and distinguish it from a disagreement; Identify the structure of arguments; Differentiate between deductive and inductive arguments, understanding how they are formed and the certainty of their conclusions; Construct your own deductive and inductive arguments and evaluate the strength of their premises and conclusions.  WHAT IS AN ARGUMENT? "The sky is blue today.” Premise: The book offered more Statement of fact detailed character development "What time is the meeting?” and plot depth. question Premise: The movie omitted several "Please close the door.” key scenes that were critical to the command story's impact. Conclusion: Therefore, the book was "Wow, that’s amazing!” better than the movie. exclamation ”In my view, the book was better than the movie.” opinion  WHAT IS AN ARGUMENT? It (an argument) does not mean to quarrel, complain or disagree, even though the word is often used informally in that context. An argument means the presentation of reason(s) (premises, evidence, data, propositions, proofs and verification) to support a conclusion (s) (claims, actions, verdicts, propositions and opinions). Sometimes arguments will have indicators such as since, because, for, for the reason that and as indicated by to separate the conclusion from the reason. At other times, arguments will have indicators such as therefor, thus, so, hence and it follows that. In some cases there will be no indicator words at all; the context alone will indicate if a statement is intended as a reason, a conclusion or neither.  REASON + CONCLUSION = ARGUMENT Example: CONCLUSION INDICATOR REASON Don’t believe Nangula because she is not educated. Rewrite the following argument listing the premise(s) first and the conclusion last. Each line should be a single statement written as a complete sentence. Feel free to modify the sentences as you deem necessary, without changing their basic meaning. Label the premise(s) P¹, P², P³, etc. and the conclusion C. Leave out any indicator words and any fluff (i.e., sentences which are neither the conclusion nor a premise). EXAMPLE: Cats with long hair shed all over the house so you should not get a long-haired cat. I have heard that they also have lots of fleas. P¹ Long-haired cats shed all over the house P² Long-haired cats have a lot of fleas C You should not get a long-haired cat INDUCTIVE AND DEDUCTIVE ARGUMENTS Write out two arguments you have encountered in the course of your day. First write them as you encountered them, then re-write in the format you practiced in the first exercise. Make sure they are arguments, with premises and conclusions. For now just make sure there is a conclusion and at least one premise and you'll do fine.  DEDUCTIVE… Deductive thinking is reasoning from abstract, general principles to a specific hypothesis that follows from these principles. The arguments resulting from such thinking are called deductive arguments. For instance: Sylvia owns only white shirts and blue shirts. Sylvia is wearing a shirt today. So Sylvia is wearing either a white shirt or a blue shirt today. In deductive arguments, the supportive evidence guarantees a sure, truthful conclusion. In these statements, the premises provide a strong support to the argument. And if the premises are correct, then it is impossible for the conclusion to be wrong.  INDUCTIVE… Inductive thinking involves a complementary process of observing a number of specific events or instances and interfering with an abstract, general principle to explain those instances. The arguments resulting from such thinking are called inductive arguments. For instance: The first cat is white. The second cat is white. The third cat is white. The fourth cat is white. So, all cats are white. An inductive argument is based on more of the observation of the supportive evidence. The inference or the conclusion derived in an inductive argument is only a probable truth.  ….. 1. In deductive arguments, the conclusion is certain while in inductive arguments, the inference is probable. 2. The deductive arguments are logical while the inductive statements are based more on observation. 3. In inductive argument the inference may be true even if some of the evidence is false; however, in a deductive argument, if the evidence is false, it will lead to a false inference.  CAN YOU: Define what an argument is and distinguish it from a disagreement; Identify the structure of arguments; Differentiate between deductive and inductive arguments, understanding how they are formed and the certainty of their conclusions; Construct your own deductive and inductive arguments and evaluate the strength of their premises and conclusions. CHAPTER 8 FALLACIES  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to:  Define fallacies;  Identify different types of fallacies;  Avoid committing fallacies when constructing arguments.  WHAT ARE FALLACIES? Fallacies are mistaken beliefs based on unsound arguments. They derive from reasoning that is logically incorrect, thus undermining an argument's validity. There are many different types of fallacies, and their variations are almost endless. Given their extensive nature, this is the list of most common fallacies so you will be able to develop sound conclusions yourself, and quickly identify fallacies in others' writings and speeches.  1. APPEAL TO AUTHORITY These fallacies occur when someone accepts a truth on blind faith just because someone they admire said it. e.g. According to scientists, 5G is harmful. A popular actor endorses this brand of skincare, so it must be the best on the market. Dr. Smith, a well-known psychologist, says that this new diet is the healthiest option available. Therefore, it must be the best choice for everyone. FORMAT: Person A claims that X is true. Person A is an expert in the field concerning X. Therefore, X should be believed.  2. APPEAL TO IGNORANCE These fallacies occur when someone asserts a claim that must be accepted because no one else can prove otherwise. e.g. No one has ever proven that aliens do not exist, so they must be real. Since the students have no questions concerning the topics discussed in class, the students are ready for a test. Since there are no recorded cases of anyone being harmed by this new medication, it must be completely safe. FORMAT There is no evidence to prove that Claim A is false. Therefore, Claim A is true.  3. APPEAL TO PITY These fallacies occur when someone seeks to gain acceptance by pointing out an unfortunate consequence that befalls them. e.g. I know we do not love each other. But, if we do not get married it will crush my mother. You know she has a weak heart. Do you really want to do that to her? If we do not adopt that puppy today, they might put him down. Do you want to be responsible for that? You should not find me guilty of this crime; I have had such a hard life. My parents abandoned me, and I’ve struggled to make ends meet ever since. FORMAT There is a person or group in a difficult or unfortunate situation. Therefore, the conclusion or argument being made should be accepted because of the pity we feel for that person or group.  4. BEGGING THE QUESTION Also called Circular Reasoning. This type of fallacy occurs when the conclusion of an argument is assumed in the phrasing of the question itself. E.g. I have a right to free speech so I can say what I want, and you should not try to stop me. The reason I believe that democracy is the best form of government is that it is superior to all other forms of government. FORMAT The conclusion is presented as a premise without any supporting evidence. Therefore, the conclusion is asserted as true based on the premise, which is essentially the same as the conclusion.  5. FALSE DILEMMA These fallacies occur when someone is only given two choices for possible alternatives when more than two exist. E.g. You’re either with us, or you’re against us. If we don’t ban cars, pollution will continue to increase, and we will destroy the environment. FORMAT There are only two options presented (A or B). One of these options must be true or chosen. Therefore, we must choose one of these options, ignoring other possible alternatives.  6. RED HERRING These fallacies occur when someone uses irrelevant information to distract from the argument. E.g. How is talking about vaccinations going to help us find a cure for cancer? There are starving children in Africa. Eat your carrots. The senator’s plan to increase education funding is flawed. Just look at how many potholes there are on our roads! FORMAT: An argument or issue is presented (e.g., Topic A). An unrelated topic (Topic B) is introduced as a distraction. The discussion shifts to Topic B, avoiding the original issue (Topic A).  7. SLIPPERY SLOPE These fallacies occur when someone assumes a very small action will lead to extreme outcomes. E.g. Today late for ten minutes, tomorrow late for an hour, and then someday you will simply cease to show up. If we teach Tommy how to drive the car, he will want to learn how to fly helicopters next! I can’t believe you failed this test. If you keep struggling like this, you’ll probably fail the next one too. Then your grades will drop overall, and your teachers will think you're not trying. If they think that, they might not give you the help you need, and soon you’ll be falling behind in all your classes. Before you know it, you won’t graduate on time, and you’ll never get into a good college. If that happens, your future will be ruined, and you’ll never achieve your dreams! FORMAT: if A then B, B so C, C so D, D, and so ultimately E.  8. STRAW MAN FALLACY These fallacies occur when someone appears to be refuting the original point made, but is actually arguing a point that was not initially made. E.g. Person A: "We should have stricter regulations on industrial pollution to protect the environment." Person B: "Person A wants to shut down all factories, which would lead to massive unemployment and economic collapse.” FORMAT: Person A presents an argument (Argument A). Person B misrepresents or simplifies Argument A (Argument B). Person B attacks Argument B instead of engaging with Argument A, thus refuting a position that was not actually held by Person A.  9. SWEEPING GENERALIZATIONS These fallacies occur when a very broad application is applied to a single premise. e.g.: Dogs are good pets. Coyotes are dogs. Therefore, coyotes are good pets. Divorce is rampant in America. We only stand a 50 percent chance of survival. Therefore, we cannot get married. FORMAT: A general rule or claim is established (e.g., "All X are Y"). A specific case is presented (e.g., "Z is an X"). Therefore, Z must also be true of the general claim (e.g., "Z is Y"), ignoring possible exceptions or counterexamples.  10. AD HOMINEM (ATTACKING THE PERSON) These fallacies occur when an acceptance or rejection of a concept is rejected based on its source, not its merit. e.g.: That face cream cannot be good. Kim Kardashian is selling it. Do not listen to Dave's argument on gun control. He is not the brightest bulb in the chandelier. FORMAT: Person A makes an argument (Argument A). Person B attacks Person A’s character or personal traits instead of addressing Argument A (e.g., "Person A is not qualified or credible"). Therefore, Argument A is invalid because of the perceived flaws in Person A.  11. BAND WAGON These fallacies occur when a proposition is claimed to be true or good solely because many people believe it to be so. e.g.: Everyone is switching to that new diet plan, so it must be the best way to lose weight. Everyone on campus is wearing Air Jordans. I need to buy those sneakers. All my friends are doing a low carb diet. That must be the only way to lose weight. FORMAT: A significant number of people believe or do X (e.g., "Many people are doing Y"). Therefore, X is true or acceptable (e.g., "Y must be the right choice"). The popularity of X serves as the sole basis for its truth or value.  12. CUM HOC, ERGO PROPTER HOC These fallacies occur when it is assumed that, because two things occur together, they must be related. e.g. People who eat oatmeal have healthy hearts. Roosters crow before sunrise. Therefore, roosters cause the sun to rise. Since the city installed more streetlights, crime rates have decreased. Therefore, the new streetlights must be causing the decrease in crime. FORMAT: Event A occurs simultaneously with Event B (e.g., A and B both happen together). Therefore, Event A causes Event B (e.g., A is responsible for B). A causal relationship is claimed based solely on the correlation between A and B, without sufficient evidence.  13. POST HOC, ERGO PROPTER HOC These fallacies occur when it is assumed that, because one thing happened after another, it must have occurred as a result of it. e.g.: Right when I sneezed, the power went off. I must have caused the outage. Mary wore her favorite necklace today and aced her spelling test. That necklace must be lucky. FORMAT: Event A occurs before Event B (e.g., A happens, then B happens). Therefore, Event A is claimed to cause Event B (e.g., A caused B). A causal relationship is established based solely on the order of events, without sufficient evidence of causation.  CAN YOU: Define fallacies? Identify different types of fallacies? Avoid committing fallacies when constructing arguments? CHAPTER 9 INTERPERSONAL SKILLS  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to:  Define interpersonal skills and identify their core components.  Explain the significance of emotional intelligence and its role in effective communication.  Demonstrate methods for improving communication, including verbal, non-verbal, and listening skills.  Apply interpersonal strategies to manage conflict, engage in teamwork, and build positive relationships within an organization.  INTERPERSONAL SKILLS What are 'Interpersonal Skills'? Interpersonal skills are the skills used by a person to interact with others properly. (In the business, the term refers to an employee's ability to get along with others while getting the job done.) Interpersonal skills include everything from communication and listening skills to attitude and manner of communication. (Good interpersonal skills are a prerequisite for many positions in an organisation.)  THE TERM 'INTERPERSONAL SKILLS' The term "interpersonal skills" is inappropriate, because it refers more to character traits possessed by an individual rather than skills one can learn in a classroom. Within an organisation, employees with good interpersonal skills are likely more productive than those with poor interpersonal skills because of their positive attitude and look for solutions to problems. Interpersonal skills relate to the knowledge of social expectations and customs, and they consider others' reactions to adjust tactics and communication as needed. Some describe interpersonal skills as social intelligence that relies on paying attention to the actions and speech of others and interpreting it correctly as part of forming a response.  WHAT ARE INTERPERSONAL SKILLS? Interpersonal skills are generally considered to include a wide range of skills: Communication skills: Verbal Communication – what we say and how we say it. Non-Verbal Communication – what we communicate without words, for example through body language, or tone of voice. Listening Skills – how we interpret both the verbal and non-verbal messages sent by others.  Emotional intelligence – being able to understand and manage your own and others’ emotions. Team-working – being able to work with others in groups and teams, both formal and informal. Negotiation, persuasion and influencing skills – working with others to find a mutually agreeable (Win/Win) outcome. This may be considered a subset of communication, but it is often treated separately. Conflict resolution and mediation – working with others to resolve interpersonal conflict and disagreements in a positive way, which again may be considered a subset of communication. Problem solving and decision-making – working with others to identify, define and solve problems, which includes making decisions about the best course of action.  DEVELOPING YOUR INTERPERSONAL SKILLS Good interpersonal skills are often viewed as the foundation for good working and social relationships, and also for developing many other areas of skill. For example, good leaders tend to have very good interpersonal skills, and develop other areas of their leadership skills by building on these. Without good interpersonal skills it is often more difficult to develop other important life skills. It is therefore worth spending time developing good interpersonal skills. Unlike specialised and technical skills (hard skills), interpersonal skills (soft skills) are used every day and in every area of our lives. IMPROVING AND DEVELOPING YOUR INTERPERSONAL SKILLS IS BEST DONE IN STEPS, STARTING WITH THE MOST BASIC, BUT VITAL: 1. Identify areas for improvement - Develop your knowledge of yourself and your weaknesses. (You may already have a good idea of areas that you need to develop. However, it is worth seeking feedback from other people, because it is easy to develop ‘blind spots’ about yourself. You might also find it useful to do our Interpersonal Skills Self-Assessment.)  2. FOCUS ON YOUR BASIC COMMUNICATION SKILLS - Communication is far more than the words that come out of your mouth. (Some would even go so far as to suggest that there is a reason why you have two ears and one mouth, and that you should therefore listen twice as much as you talk!) - Listening is definitely not the same as hearing. (Using techniques like questioning and reflection demonstrates that you are both listening and interested.) - You may think that selecting your words is the most important part of getting a message across, but non-verbal communication actually plays a much bigger part than many of us are aware. (Some experts suggest that around three-quarters of the ‘message’ is communicated by non-verbal signals such as body language, tone of voice, and the speed at which you speak. These non-verbal signals reinforce or contradict the message of our words, and are much harder to fake than words.)  3. IMPROVE YOUR MORE ADVANCED COMMUNICATION SKILLS Once you are confident in your basic listening and verbal and non-verbal communication, you can move onto more advanced areas around communication, such as becoming more effective in how you speak, and understanding why you may be having communication problems. - Communication is rarely perfect and can fail for a number of reasons. (barriers to effective communication) - There are also circumstances in which communication is more difficult: Various emotions can get in the way of communicating, including anger and aggression, or stress. (Few of us are able to communicate effectively when we are struggling to manage our emotions, and sometimes the best thing that can be done is to postpone the conversation until everyone is calmer.) Difficult conversations are often about the need for change. (Many of us find change hard to manage, especially if it is associated with an implied criticism of existing ways of working.)  4. LOOK INWARDS Interpersonal skills may be about how you relate to others, but they start with YOU. For example, people are much more likely to be drawn to you if you can maintain a positive attitude. A positive attitude also translates into improved self-confidence. You are also less likely to be able to communicate effectively if you are very stressed about something. It is therefore important to learn to recognise, manage and reduce stress in yourself and others.  4. LOOK INWARDS Being able to remain assertive, without becoming either passive or aggressive, is also key to effective communication. - Perhaps the most important skill is developing emotional intelligence. (Emotional Intelligence is the ability to understand your own and others’ emotions, and their effect on behaviour and attitudes.)  4. LOOK INWARDS According to Daniel Goleman, the author of books on emotional intelligence, identified five key areas, three are personal, and two are interpersonal. The personal skills are: Self-awareness Self-regulation Motivation (The first steps towards understanding and managing the emotions of others is to be able to understand and manage our own emotions, including understanding what motivates us.)  4. LOOK INWARDS The social skills are: Empathy Social skills. (These mean understanding and feeling for others, and then being able to interact effectively with them.)  5. USE AND PRACTICE YOUR INTERPERSONAL SKILLS Working in groups Group-working is also a common situation, both at home and at work, giving you plenty of opportunity to work on your skills. It may be helpful to understand more about group dynamics and ways of working, as these can affect how both you and others behave. - When negotiating, persuading and influencing others. Effective negotiations—that is, where you are seeking a win–win outcome, rather than win–lose.  5. USE AND PRACTICE YOUR INTERPERSONAL SKILLS Being able to persuade and influence others—again, for mutual benefit—is also a key building block towards strong interpersonal relations. - Resolving and mediating in conflict scenarios can be a real test of interpersonal skills. Conflict can arise from poorly handled interpersonal communications, and may be addressed simply by listening carefully to both sides, and demonstrating that you have done so. Finding a win–win situation is similarly important here, because it shows that you respect both sides. - Problem solving and decision-making are usually better when they involve more than one person.  6. REFLECT ON YOUR EXPERIENCE AND IMPROVE Develop the habit of self-reflection. (Taking time to think about previous conversations and other interpersonal interactions will enable you to learn from your mistakes and successes, and continue to develop. You might, for example, find it helpful to keep a diary or learning journal and write in it each week.)  CAN YOU:  Define interpersonal skills and identify their core components?  Explain the significance of emotional intelligence and its role in effective communication?  Demonstrate methods for improving communication, including verbal, non-verbal, and listening skills?  Apply interpersonal strategies to manage conflict, engage in teamwork, and build positive relationships within an organization? CHAPTER 10 DECISION MAKING  LEARNING OBJECTIVES Upon successful completion of this week’s objectives, you should be able to:  Define problem-solving and describe the steps involved in an effective decision-making process;  Identify and evaluate possible solutions for complex problems in a professional context;  Apply analytical and creative thinking techniques to improve problem- solving abilities;  Develop strategies for documenting, monitoring, and evaluating decisions to ensure successful outcomes.  PROBLEM SOLVING It is the act of defining a problem, determining the cause of the problem, identifying and selecting alternatives for a solution and implementing a solution.  STEPS NEEDED FOR AN EFFECTIVE PROBLEM-SOLVING PROCESS 1. Identify the issues 2. Understand everyone’s interest 3. List the possible solutions (options) 4. Evaluate the options 5. Select an option or options 6. Document the agreements 7. Agree on contingencies, monitoring and evaluation  1. IDENTIFY THE ISSUES Be clear about what the problem is. Remember that different people might have different views of what the issues are. Separate the listing of issues from the identification of interests.  2. UNDERSTAND EVERYONE’S INTEREST This is a critical step that is usually missing. Interests are the needs that you want satisfied by a given solution. We often ignore our true interests as we become attached to one particular solution.  3. LIST THE POSSIBLE SOLUTIONS (OPTIONS) This is the time to do some brainstorming. There may be lots of room for creativity. Separate the listing options from the evaluation of the options.  4. EVALUATE THE OPTIONS What are the pluses and minuses? Be honest when answering this. Separate the evaluation of options from the selection of options.  5. SELECT AN OPTION OR OPTIONS What’s the best option in the balance? Is there a way to bundle a number of options together for a more satisfactory solution?  6. DOCUMENT THE AGREEMENT(S) Don’t rely on memory. Writing it down will help you think through all the details and implications.  7. AGREE ON CONTINGENCIES, MONITORING AND EVALUATION Conditions may change. Make contingency agreements about foreseeable future circumstances. (if then) How will you monitor compliance and follow-through? Create opportunities to evaluate the agreements and their implementation. (let’s try it this way for three months and then look at it).  HOW TO IMPROVE YOUR ABILITY TO SOLVE A PROBLEM Problem solving requires one to have mental, analytical and creative skills.  IMPROVE YOUR ANALYTICAL ABILITY A complicated situation can often be resolved by separating the whole into its component parts. Analyze each hypothesis and pick out the parts that need to be studied and tested.  BE CREATIVE A strictly logical answer to the problem may not be the best one. Creative thinking is often necessary to develop an entirely new approach.  DEVELOP IDEAS To be a good problem solver you need to be able to switch from one group of skills to the other and back again, although this is not always easy. Always think carefully and implement the right decisions and always involve people to come up with the best solution.  CAN YOU:  Define problem-solving and describe the steps involved in an effective decision-making process?  Identify and evaluate possible solutions for complex problems in a professional context?  Apply analytical and creative thinking techniques to improve problem- solving abilities?  Develop strategies for documenting, monitoring, and evaluating decisions to ensure successful outcomes?