Friday, December 21, 2012

Effective Communication - A Key to Success in Business

By communication, people exchange. Communication is an essential attribute of human life, which is why we all spend most of our time either receiving or requesting for information. Lack of communication creates tensions and destroys personal and business relationships. The ability to exchange information or conversation with others is crucial to the success of the individual, family or business organization. It should be noted, however, that it is one thing to communicate but quite another thing to communicate effectively.

Ineffective communication usually results in failure, as it doesn't elicit the desired response in form of feedback from the receiver. This is the bane of many business organizations. Many managers do communicate, but often not very effectively. Lack of capacity to communicate effectively on the part of managers is the reason for the failure of many businesses. Every firm or business organization needs an effective communication network in order to function properly and achieve its set objectives. In this article, the focus will be on the indispensable role which effective communication plays in the daily functioning of a business organization. We shall start by looking at the meaning of effective communication from different angles and go on to examine its importance as well as how it can be achieved in business.

Looking at the Meaning of Effective Communication from Different Angles

Effective Communication - A Key to Success in Business

The ultimate goal of every form of communication - face-to-face meeting, telephone discourse, teleconferencing, videoconferencing, interview, email, letter or memo - is to get an expected response in form of feedback from the receiver to the sender. This is what effective communication is about. It is about ensuring that the information is well-packaged and properly transmitted, so that the recipient understands the message and responds positively. In other words, effective communication is the one that achieves the results for which it is intended.

Communication can be looked at from different angles, such as the mode of expression (oral or written, or even non-verbal communication), the purpose of communication, the audience, the information flow (vertical, horizontal or diagonal), etc. Communication can be internal (within the organization) or external (with outsiders). It can also be interpersonal or group communication; interpersonal when it involves two people and group when it takes the forms of meetings, discussions, symposia, conferences and workshops. There is also mass communication which has to do with communicating with the masses by the means of the radio, the television, the newspaper, the internet, etc.). From whichever angle it is looked at, communication can only be considered to be effective when it results in the desired feedback.

Oral communication involves the use of spoken words and could take the form of face-to-face conversation, interview, telephone discourse, voice mail, meetings, group discussions, oral instructions, teleconferencing, videoconferencing, etc. Oral communication is quick and permits immediate feedback as well as immediate response to feedback. Participants can ask questions and get immediate clarification. Moreover, gesture and facial expression can be used to reinforce the intended message. The limitations of oral communication include susceptibility to errors and misinterpretation and lack of permanence.

Written communication, as the name implies, involves the use of written words. It can come in the forms of business letters, memoranda, reports, minutes of meetings, written speeches, etc. Written communication has the advantages of revision before transmission, permanence and accessibility for reference purposes. It also reduces the risk of distortion in meaning; thus, it can be considered as an ideal medium for long and complex messages which, if relayed orally across many intermediaries, can easily be distorted or misinterpreted. Another advantage of the written medium is that it can easily be reproduced in many ways (e.g. photocopying) and distributed to many recipients. One of its major limitations is delayed feedback; the reading of long documents may be boring and the writing of a reply could also be delayed by a number of other factors. Written communication also lacks the presence of gesture, facial expression and other forms of body language capable of reinforcing meaning in communication.

The choice of medium of communication depends on the nature of the message to be transmitted. As earlier observed, while the written medium is the perfect medium for transactions that require permanent documentation, the oral medium is ideal for messages that require immediate feedback. One has to consider the circumstances in order to determine whether to use a telephone call, a face-to-face meeting, an email, a typed and signed document, etc. The factors to be considered when choosing the medium of communication include: urgency, formality, risk of misinterpretation, confidentiality, legal implications or the need for future reference, the nature and size of the audience, etc.

Communication in business is usually intended to achieve specific purposes, such as giving information, making inquiries, providing explanation, persuasion, reassurance, making transactions, etc. Communicating to inform is frequently an act of introducing, notifying, announcing or reporting; it is usually aimed at informing people about new product lines, prices, names, addresses, etc. If the purpose of communication is to persuade, the message has to be packaged with a view to moving the audience to action by the use of words. This type of communication is ideal for advertising a product or motivating employees.

When communication is purely for business transactions, such as contracts, agreements, receipts, etc., the message has to be packaged in a way that gives no room for misinterpretation or legal actions. In this type of communication, the emphasis is on the accuracy and appropriateness of given information, such as the date of transaction, the agreed terms and conditions, the agreed prices, the total sum and currency, names, addresses and signatures of parties to the agreement, etc. The point being made here is that, in order to achieve effective communication, the message must be packaged to serve the specific purpose as well as the particular occasion of communication.

How to Ensure Effective Communication in Business

It is important to note that poor or ineffective communication is responsible for a situation where the receiver doesn't understand what he or she has read or heard and thus cannot give any positive feedback. This implies that the hallmark of effective communication is a well-packaged and properly transmitted message - that is, a message that is capable of attracting the receiver's response in form of positive feedback.

Language should be seen as the most important form of effective communication. The communicator must ensure that the language he or she uses is clear, accurate and appropriate to the audience, purpose and occasion for which the message is intended. The use of informal language where a polite and formal register is required, for instance, can render the message ineffective. Wordiness or the use of unnecessarily complex constructions can only create room for misinterpretation; hence the acronym 'KISS': Keep it short and simple.

Also, the use of expressions, jargons and buzz-words that the audience is unfamiliar with can present barriers to them and thus hinder communication. Where technical language and terms are used, they must be defined and explained in accordance with the knowledge of the audience. Whatever is the purpose of the communication, the communicator must connect with the audience by using clear and precise language and removing every form of ambiguity or barrier so the audience can have a full understanding of the message.

Effective communication is best achieved when the purpose or central idea of the message is stated clearly and the subordinate ideas effectively identified and related to the main purpose in a naturally convincing manner. It is important to ensure that the material is arranged in a logical and coherent order, with each paragraph containing only one main idea that is clearly stated and supported with relevant, sufficient and persuasive points. To achieve coherence, new information must be linked to previously discussed information in a way that engages the reader and reinforces the main points. The conclusion of the message must restate the main purpose and specify the action to be taken.

Ensuring correctness or grammatically is also a vital aspect of effective communication, because ungrammaticality is capable of distorting meaning or undermining credibility, thereby hindering communication. It is very important to ensure that rules of grammar and syntax are followed, that correct words are used to convey the intended meaning and that punctuation reflects standard usage. Finally, the entire work must be proofread to ensure that the final copy is free of mechanical errors.

Above all, it should be noted that the purpose of business communication is, in broad terms, buying and selling. Business communication is usually about practical matters, such as products, prices, discounts, sales, delivery, payments and so forth. The successful businessman is one who achieves his goals, and to achieve his goals, he must communicate effectively through clearness of expression. He has to present his messages to his audiences in the clearest and most straightforward manner.

Every business communication aims to invoke some material and immediate response or action. Whether it is a face-to-face meeting, a telephone discourse, a sales letter, a letter of inquiry, a memo or a report, the aim is to get something done. Therefore, every business communication has to use clear and persuasive language in conjunction with appropriate action in order to connect with the audience and invoke the desired response.

Effective Communication - A Key to Success in Business
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Saturday, December 15, 2012

Teaching Christian Religious Education - A Review

In ten chapters or one hundred and eleven pages, the author presents a compendia of methodology of teaching Christian religious education. The purpose of the study, countless misconceptions of students, the etymology of the word 'methodology', definition and reason for religious education, kinds of research methods and hints of note taking are discussed in the first chapter. These give students the opportunity of revising when writer rather than presenting new information to them. The importance of the second chapter is that it gives a systematic approach to finding research/project problems, approach to find a research topic, formulating the research topic, sources of information, reviewing relevant literature, sources of information, reviewing relevant literature, hypothesis and format for research writing. Like the first chapter, the dimensions are not new but serve as a useful guide. The Nigerian approach to moral and religious instruction as stated in the 1981 Revised National Policy on education moved from rote memory of biblical passages to affect the psychomotor and affective domains. Approaches to the study of Christian religious education discussed in Chapter 3 include the Bible-centered or salvation history approach, the phenomenological approach, teacher-centered approach, and the Bible to life, life experiences and life-centered approaches. New life was therefore injected in teaching religious education as students discovered the religious implication of their actions.

Working on the premise that there are several teaching methods in each discipline, the writer identifies some methods and factors that determine their suitability and the right time to use them in the fourth chapter. He rightly observes that the Christian religious studies teacher should not be dogmatic but should apply a method as the situation demands. These methods are divided into teacher centered (lecture, questioning), learner centered (project, assignment) and joint (drama, field trips, story telling, role play) methods.

In Chapter 5, the writer successfully defines technical terms like teaching and teaching practice. Parameters used to identify the competency of the teacher are discussed. The section of preparing to teach is in consonance with Hendrick's law of readiness. The discussion on the management, organization and administration of teaching practice and micro-teaching and its advantages are geared towards enabling the teacher to teach effectively especially if the assessment instruments at the end of the chapter are implemented.

Teaching Christian Religious Education - A Review

The sixth chapter clearly traces the history of the religious studies curriculum which protects the child from receiving any instruction that is contrary to the wishes of his parents. The origin and objective of the word 'curriculum' and the vital role of parents, learners, teachers, local community, religious bodies, ministries of education and other national bodies are discussed. The seventh chapter expands on the discussion in earlier chapters. The sample of a syllabus is a useful reference material to every Christian religious education teacher.

The eighth chapter on lesson plan logically follows the seventh since the classroom experience tests what has been planned. The writer realistically observes that the success of the teacher is dependent on the mastery of the subject and his/her job is incomplete until evaluation is done. The importance of educational objectives, the cognitive, psychomotor and affective domains cannot be overemphasized.

Commenting on the application of teaching materials, the writer observes that a good material among others should relate to the objective and age of the learners, match their ability and elicit interest in them. The penultimate chapter presents a vivid description of the use of instructional materials in teaching. The impact of visual and audiovisual materials is amazing. Although they create an opportunity for students to come face to face with reality, they should be seen as a means to an end.

The last chapter clearly presents justification for moral education in the school in an era of moral decadence. The aim of religious education therefore is to facilitate desirable changes in an individual since it encompasses theoretical, practical, moral, spiritual, human and divine aspects. The entire society - the home, school, church, voluntary organizations, mass media- has a role to play.

Although the book presents a rather interesting evaluation of Christian religious education methods, the author himself admits that he is not trying to offer new dimensions in the first two chapters. Even though he presents a format for research writing, the technical terms are not defined leaving the reader in a difficult position to see the relationship among them. Several typographical errors undermine the richness of the presentation. The above notwithstanding, this illustrative text of the Nigerian educational experience has graphic illustrations and review questions which stimulate critical thinking. A commendable insight is the lucid distinction made between the curriculum and syllabus which are treated as synonymous terms. The clear presentation of Bloom's taxonomy of educational objectives is also imperative. Perhaps another insight is how the wrong use of textbooks could hinder self-initiative and transforms learning merely into a routine.

Teaching Christian Religious Education - A Review
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AUTHOR SIGNATURE Oliver L.T. Harding, who obtained his GCE O & A Levels from the Sierra Leone Grammar School and the Albert Academy respectively, is currently Senior & Acting Librarian of Fourah Bay College, University of Sierra Leone. He is a part time lecturer at the Institute of Library, Information & Communication Studies (INSLICS), Fourah Bay College and the Extension Program at the Evangelical College of Theology (T.E.C.T) at Hall Street, Brookfields; Vice President of the Sierra Leone Association of Archivists, Librarians & Information Scientists (SLAALIS); a member of the American Theological Library Association (ATLA) and an associate of the Chartered Institute of Library & Information Professionals (CILIP). His certificates, secular and sacred, include: a certificate and diploma from the Freetown Bible Training Center; an upper second class B.A. Hons. Degree in Modern History (F.B.C.); a post-graduate diploma from the Institute of Library Studies (INSLIBS, F.B.C) a masters degree from the Institute of Library, Information & Communication Studies (INSLICS, F.B.C.) and a masters degree in Biblical Studies from West Africa Theological Seminary, affiliate of the University of Nigeria, Nsukka, where he won the prize for academic excellence as the Best Graduating Student in 2005. Oliver, a writer, musician and theologian, is married (to Francess) with two children (Olivia & Francis).
Email: oltharding@yahoo.com
Mobile: 232-2233-460-330

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Sunday, December 2, 2012

Adjective Order - Teach Your Students the Correct Order of Adjectives

Did you know that when more than one adjective is used in a sentence, that they need to be written in a specific order?

Most English speakers, including your students do this automatically. When they speak or write they use what sounds correct to guide the order of adjectives. They know that "the brick last house" sounds odd and can quickly and confidently adjust it to "the last brick house". This is fine for commonly used adjectives.

However, if your students need to use adjectives that are not as common, especially ones that are not used in everyday conversation, it can be very difficult for them to determine what the correct adjective placement is.

Adjective Order - Teach Your Students the Correct Order of Adjectives

Give your students opportunities to explore and practice how adjectives should be placed in a sentence and their skills and confidence will increase.

Here is the correct order for adjectives.

1) OPINION (lovely, useful)

2) SIZE (big, enormous)

3) AGE (mature, ancient)

4) SHAPE (square, oval)

5) COLOR (red, burgandy)

6) ORIGIN (American, English)

7) MATERIAL (wooden, cotton)

8) PURPOSE (typing, sun)

Use these exercises to get your students practicing adjective placement.

1) Write the order of adjectives on the board and ask your students to suggest examples. Write two examples for each type of adjective.

2) Ask your students to copy what you have written on the board and include two more examples for each adjective type.

3) Write 3 or 4 adjectives on the board and ask your students to use all of them in a sentence. Here are some adjectives that you could use (hairy, big, yellow), (cold, silver, English), (roasted, salty, chilli), (fluffy, young, white). This activity could be done a few times.

4) Write 3 or 4 adjectives on the board. Include one or two words that your students will not know. Here are some examples (re-hydrated, orange, African), (dusty, brown, marsupial), (acidic, salty, Greek). Ask your students to look the words that they don't know up in a dictionary and then use all the words in one sentence.

5) Ask you students to find three examples of adjective order in books that they have been exploring in class.

6) Write a sentence on the board that includes at least three adjectives. Ask your students to write the opposite of that sentence. When they do this it will become clear that even though the meaning of the adjectives can change dramatically the order of adjectives stays the same.

For example, "The boy saw the long, dusty, dirt road" becomes "The boy saw the short, clean, concrete road".

Adjective Order - Teach Your Students the Correct Order of Adjectives
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Print out an adjective order worksheet and link to other adjective resources for the classroom at
http://www.free-teacher-worksheets.com/adjective-order.html

Find a wide range of free printable classroom resources at
http://www.free-teacher-worksheets.com/

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