Business Communication:

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Bus-week 2(discussion & assignment) (1).doc 

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Business Communication: 1. Short Essay:(Due date: On Tuesday at 11:00p.m.) how visuals can enhance the communication process. Can they inhibit the message being conveyed? If so, how? (100-150 words) 2. Assignment: (Due date: On Wednesday at 11:00a.m.) (1)The Writing Process & Effective Writing Strategies Read the overview below and complete the activities that follow. In some ways, written communication is more difficult than oral communication because the writer cannot rely on nonverbal cues such as facial expressions, tone of voice, or body language to support the intent of a message. Consequently, writers need to pay careful attention to wording, style, and communication channel to communicate a professionally written message. In this exercise, you will learn the steps of the writing process so that you can carefully and thoughtfully craft your messages. CONCEPT REVIEW: The writing process involves three steps: planning, drafting, and revising. During the planning stage, the writer determines the goals for writing, analyzes the audience, gathers information, analyzes and organizes the information, and chooses a format for delivering the information. In the drafting stage, the writer's only job is to get the information from his or her brain into written text. This can be difficult for some writers. The important thing is to be flexible and keep writing—the writing does not need to be perfect at this point; it can be revised later. Many writers have favorite strategies such as writing at a particular time of day, writing the easiest part first, or even speaking the message out loud before writing it. Whatever works for you is what you should do. The final stage of the writing process—revision—is reserved for revising, editing, and proofreading to ensure that the content, style, and format are complete, accurate, and professional. Though new or inexperienced writers should devote approximately one third of their writing time to each stage of the process, the process itself is RECURSIVE. That is, as writers proceed through the process, they may return to earlier stages or begin the work of a later stage. For example, a writer may begin drafting and discover that he or she needs to gather more information. Conversely, the writer may be gathering information and decide to do some drafting because he or she already has a sense of how to communicate the information. As you become an experienced writer, you will learn to adapt the process to your needs. Roll over each description of an activity a writer would perform within a stage of the writing process. Drag the name of the activity to the stage of the writing process the activity falls under. More than one activity may apply to the stage of the writing process. Activity 1: During which stage of the writing process do you analyze your audience? Activity 2: During which stage of the writing process do you generate a version of the document? Activity 3: During which stage of the writing process do you correct types and grammatical errors? Activity 4: During which stage of the writing process do you ensure your content is complete and accurate? Activity 5: During which stage of the writing process do you choose a format for your document? Activity 6: During which stage of the writing process do you check that information flows and is organized? Activity 7: During which stage of the writing process should you NOT be concerned about perfecting the writing? Activity 8: During which stage of the writing process should you analyze and organize your information? Activity 9: During which stage of the writing process should you ensure that your sentences emphasize the right information and combine ideas coherently? Activity 10: During which stage of the writing process would you gather and collect information? Planning (2)Oakdale Drafting Hospital's Quest Revising to Improve Communications Read the overview below and complete the activities that follow. Your new CEO has formed a work committee to assess Oakdale Regional Hospital's reputation and culture from a variety of perspectives—employees, patients, vendors, and the community. The committee has just finished surveying all of these constituencies and is now ready to prepare its report. The committee members have asked you to recommend a process they can use to determine which data is best suited to visuals. CONCEPT REVIEW: Analyzing this case requires an understanding of the various steps in the visual communication process: -Planning -Gathering and collecting -Analyzing and organizing -Choosing a form -Placing and interpreting -Evaluating Read the following business scenario. Then use what Chapter 3 says about the visual communication process to answer the analytical questions that follow. You work for Oakdale Regional Hospital. Oakdale serves a metropolitan area of around 100,000 people and has 15 satellite clinics in rural communities throughout the region. Recently, Oakdale hired a new CEO, Ramona Jackson, who wants to gain a better understanding of Oakdale's culture, its reputation among the people and community it serves, and how Oakdale accomplishes its mission. She charged a committee with surveying employees, patients, vendors, and community members to assess their perceptions of Oakdale. You are a member of the committee. She wants the survey results presented in a written report. To get the best data possible, the committee actually sent four different surveys (one to employees, one to patients, etc.) to accommodate each group's relationship with Oakdale. Ms. Jackson plans to make the report public once she has read it. The survey results are in. Each member of the committee is assigned a particular section of the report, but even with the division of labor, the amount of data each person is working with is staggering. Because of your excellent analytical and communication skills, your committee members have asked you to guide them in their use of visuals for their sections of the report. The questions included yes/no questions and questions where respondents rated items on a scale of 1–5. The purpose of these questions was to get quick, quantifiable, statistical data that would lend itself well to data-generated visuals. There were also several open-ended questions where respondents could share their thoughts and opinions. Even though this information does not lend itself well to data-generated visuals, you know that this kind of information can be helpful as well and may lend itself to visuals other than data-generated ones. As your committee members work on their individual sections of the report, they have several questions that you need to answer. 1. Kelsey wants to know what the MAIN purpose of the visuals in the committee's report will be. What will you tell him? 2. Several committee members are stumped on how to best organize the data in their visuals. You should tell them to do all of the following EXCEPT 3. Sondra wants to know which type of visual would best help her compare responses from patients and responses from employees on a question regarding safety at Oakdale. To answer the question, respondents rated their answers on a scale of 1–5. What would you tell her? 4. Mike plans to include several visuals of varying sizes, as will all committee members. Mike has asked whether all of his visuals as well as others' can be put in an appendix at the end of the report so that committee members don't have to worry about coordinating everyone's visuals (e.g., labeling, numbering) throughout the report. You could tell him all of the following EXCEPT 5. Maria has a small table that she wants to put in the body of the report to show the number of individuals surveyed in each group (e.g., patients, employees, community, vendors) as well as the total number of respondents in each group. She wants to know how to integrate the visual with the text, which carries the primary message. What will you tell her? 6. Some committee members have begun creating visuals. Joe has noticed that the scales for his charts begin at 0, while the scale on Sue's charts begin at 5, 10, or 15—wherever the first data point is. He and Sue want to know where their scales should begin. What will you tell them? 7. You decide to make a checklist to ensure that everyone's visuals are as clear as possible. Your checklist should include all of the following EXCEPT (3)Selecting Visuals Read the overview below and complete the activities that follow. One is often tempted to jump right in and create a visual for a document. Sometimes it is the technological tools that lure us, and sometimes it is an innate desire to be creative. But you would be wise to resist this temptation. The most effective visuals are those that are right for the circumstances. To choose the right type, you will need to think carefully about the kind of information you have and the purpose you want to achieve. Your ability to select visuals appropriate to your task will be assessed in this exercise. CONCEPT REVIEW: Visuals for communicating information fall into three general categories: (1) those that communicate primarily through their textual content (words and numerals), (2) those that communicate primarily through some form of data-generated chart, and (3) those that communicate primarily by some form of picture. Included in the text-based group are tables, pull quotes, bullet lists, and a variety of flow and process charts (Gantt, flow, organization). Visuals that convey information through data-generated charts include bar and column charts, pictographs, pie charts, line charts, x-y (scatter charts), and mashups. Picture visuals include maps, three-dimensional visuals, photographs, and diagrams. The visual you choose depends on your communication purpose and your audience's needs.
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