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… • What is the best Christmas/Chanukah/Kwanza gift you received? • If you went of state over the holidays where did you go? • 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. • What is the subject of the communication? • Who is the audience? • 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 Work Chapter 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.
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 Activity • 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
Message Feedback 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 30homophones(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.
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
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.
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 END Edit 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.
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 • No, children are allowed in the pool • Juan, thinks his teacher, is a genius • Ms. Krause, your client, just came in • 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 • Write 3 sentences describing your personal characteristics to a five year old child. • Same thing to someone you would like to date. • Same thing to someone you want to give you a job. • 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.