LECTURE 2

1. LECTURE 2 Le thanhtuan, mba National economics university

2. OBJECTIVES • Discuss how to make giving and receiving instruction • Discuss the importance of effective listening skills required to receive instruction • Discuss the advantages & disadvantages of written communication • Discuss the writing processes • Discuss the memorandum and its types.

3. GIVING & RECEIVING INSTRUCTIONS • Consider both your material & your audience • Research your audience • Plan how you will present your instructions • Types of instructions • Listen carefully to feedback both verbal & non-verbal • Understand the audience’s situations • Having effective active listening skills is useful tool to receive instructions

4. Listening “Listening, whether done by individuals or by companies and government, is a signal of respect. When people don’t feel listened to, they don’t feel respected. And when they don’t feel respected, they feel anger and resentment. This resentment is exacerbated if people think you’re pretending to listen but aren’t.” Hugo Powell

5. “We were given two ears but only one mouth. This is because God knew that listening was twice as hard as talking.”

6. Listening Facts • 10% = • 55% = • 35% = • 10% is Content; 90% is Intent WORDS Body Language Tone of Voice

7. Benefits of a Good Listener • Listening improves communications • Listening shows you care • Listening shows respect for the customer

8. Types of Listening • Inactive listening • Selective listening • Active listening • Reflective listening

9. Qualities of Active Listeners Desire to be “other-directed” No desire to protect yourself Desire to imagine the experience of the other Desire to understand, not critique

10. Skills for Active Listening Examples: Sitting forward Eye contact Nodding head BODY LANGUAGE

11. Skills for Active Listening OPEN-ENDED QUESTIONS Examples: What happened after that? Who was there? What did they do? How did that work?

12. Skills for Active Listening Examples: So what I hear you saying is . . . REPEAT CONTENT

13. Skills for Active Listening ACKNOWLEDGING FEELINGS Examples: You’re feeling ___. It makes you (feeling) that . . .

14. Skills for Active Listening Examples: Bite your tongue! DON’T JUDGE

15. Skills for Active Listening Examples: Count to yourself. BEING QUIET

16. Barriers to Effective Listening Expectation Relationship Personal Situation Emotional Mindset

17. Trying It Out LISTENER Active listening A success that they’ve experienced SPEAKER Make note of active listening skills being used. Feedback. OBSERVER

18. ACTIVE LISTENING Open-Ended Questions Body Language Acknowledge Feelings Repeat Content Don’t Judge Be Quiet

19. Trying It Out LISTENER Active Listening The biggest challenge of being an educator SPEAKER Make note of active listening skills being used. Feedback. OBSERVER

20. ACTIVE LISTENING Open-Ended Questions Body Language Acknowledge Feelings Repeat Content Don’t Judge Be Quiet

21. Trying It Out SPEAKER Active Listening What made them want to become an educator SPEAKER Make note of active listening skills being used. Feedback. OBSERVER

22. ACTIVE LISTENING Open-Ended Questions Body Language Acknowledge Feelings Repeat Content Don’t Judge Be Quiet

23. WRITTEN COMMUNICATION Why do we write? Can you think of some advantages of written communication over other means? What about any disadvantages? ?

24. THE ANSWERS • We write to learn, to share our learning with others to express creativity to accomplish our work, to make connections and to exchange ideas and information. • Advantages: • Allows greater precision in communicating ideas logically, and systematically therefore decreasing tension. • Provides a hard or soft copy (physical/virtual) permanent record • Disadvantages: • Writing loses the impact of the audience • No clues from facial expressions/body language • Writing is a one way communication: monologue not dialogue

25. WRITING PROCESS

26. PRE-WRITING • Topic • Brainstorming words, ideas • Webbing • Bright Ideas Book • Audience • Research on audience: “ who do you make the writing for?” • Content • What is the most important part of the composition that needs to be stressed?

27. PRE-WRITING Help writers organize their thoughts. Story Frame Beginning Middle End Issue Issue Issue Issue Issue Issue

28. Drafting • “Getting It Down” • Rough Draft SLOPPY COPY

29. RESPONDING • The draft copy should be modeled by teachers/mentors/another company.

30. REVISING • Conferencing • Refine Content • Sequence • Strong/ Weak Points Content Content Content Content Content Content Content Content

31. Editing • Punctuation • Spelling • Complete Sentences

32. PROOF - READING • Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). • Steps in Proof-reading: • Read the entire writing to ascertain the purpose of the piece and whether everything written supports that purpose. • Correct any spelling errors, watching especially for words with various spellings. • Check for grammatical accuracy. For example, make sure all the verbs match the nouns. • Check the punctuation and capitalization.

33. EDITING STRATEGIES C Capitals O Overall Appearance P Punctuation S Spelling COPS

34. PUBLICATION Glory Story

35. Step are …. But 1.Prewriting 2.Drafting 3.Responding 4.Revising 5.Editing 6.Publication The Writing Process is Recursive.

36. Some techniques for improving clarity in writing • Use familiar words • Avoid pointless repetition, wordy phrases and expressions • Avoid double negatives and clichéd phrases • Use the active rather than the passive voice in most instances

37. ACTIVITY 6 • Eliminate the following biased language:  • New additions to the marketing department are Greg Gibson and Natalie Shanes. Both come to us from the Adelaide MBA programme. Greg is an avid tennis player; Natalie is an attractive brunette. • A student can have a detailed credit history by the time he graduates if he looks ahead. • Although she is confined to a wheelchair, Ms Lee manages to visit clients. • Tell the nurse your symptoms so that she can tell the doctor. He can then think about your problems as he walks to your room. • Dear Sirs.

38. ACTIVITY 6 (CONT…) • Eliminate the following biased language:  • For a man, William is very good with children. • Survey the lady of the house to see what brand of laundry detergent she buys. • All employees and their wives are covered by the new health plan. • Every manager should give his secretary a number where she can reach him when he goes out of the office.

39. Memorandum/(a) (also more commonly memo) is a brief written record or communication, commonly used in business, government, and educational organizations.

40. Memorandum • The basic function of a memo is to make the reader aware of specific information as efficiently as possible. • A memo can be written to inform, to persuade, or to give specific feedback on a particular topic. • When written properly, memos can be very effective in connecting the writer’s best interests with the best interests of the reader.

41. Types of Memos • Instruction • Request • Announcement • Transmittal • Authorization

42. Format • A memorandum is written using a specific format which is accepted by the organization in which the memorandum is used. • The usual structure for a memorandum includes some or all of the following:

43. Format • MEMORANDUM (Heading Segment)TO: The person receiving the memorandumFROM: The person writing the memorandumDATE: Usually a formal manner of writing the date, for example 19 September, 2007SUBJECT: A short title descriptive of the topic in discussion in the memorandum • Introduction (Opening Segment): explaining why the memorandum has been written and what topic the memorandum will discuss.Body (Summary/Analysis Segment): discussing the topic in detail--explaining what exactly and itemizing when possible any parts of the topic.Conclusion (Closing segment): explaining the implications of the memo and what the audience should think or do about the memo’s topic as a result of your analysis.

44. A.P.P.L.E. Tips • Identify your audience--identify the person or persons to whom you are writing.  Think about what they know, who they are, what they want to see or hear.  Clarify I your own mind your audience's ethos (their values and beliefs).   Never, never, never write without identifying your audience first. • Remember the memo’s purpose and be kind to the audience. Use headings and bullets as necessary to make the key parts or points of the memo stand out. • Be concise in your language--long sentences with complex construction do not belong in memos.  Keep memos short and to-the-point. • Come to the point first--always use a bottom-line statement at the very beginning of a non-sensitive memo.  

45. A.P.P.L.E. Tips • Remember memo format--never use a salutation or complementary closing with a memo. • Identify your attachments--if your attachments become separated from the memo, your reader will know that they were supposed to be there and can ask for them. • Be coherent--limit each paragraph to only one idea.  Keep your sentences flowing smoothly, and keep them short. • Use an academic tone—but use the first person (I or we); use sentence structure for emphasis; use concrete, specific words.

46. Tips • Proofread your work--always read your work (or have someone else read it) before you sent it out.

47. Tips • The segments of the memo should be allocated in the following manner: • Header: 1/8 of the memo • Opening, Context and Task: 1/4 of the memo • Summary, Discussion Segment: 1/2 of the memo • Closing Segment, Necessary Attachments: 1/8 of the memo

48. ACITIVITY 7 • Part 1: Assume you are the manager of a chain of natural health food stores. As you check the stock of breakfast cereals, you notice the seal is broken on more than half the packages. You decide to return all the new delivery of breakfast cereal to the manufacturer. • Required:Write a request memo, asking the Stores Officer to prepare the stock for return to the supplier.

49. ACITIVITY 7 • Part 2: Assume you are the Vice Rector of the famous University. Recently, you’ve heard some negative feedbacks from students and their parents about smoking in class of such teachers. As a vice rector, you also realize it is a bad behaviour in educational environment especially in this university. • Required:Write a request memo to those teachers, asking them to give up smoking and you have to give some punishments if no improvements will be performed.