Question-1 List the barriers to effective communication.

What are the ways in which an organisation can overcome the barriers to communication? Answer :- There are many reasons why interpersonal communications may fail.
arriers may occur at any stage in the communication process barriers may lea! to your massage becoming !istorte! an! you therefore ris" wasting both time an! money by causing confusing an! misun!erstan!ing. #ffective communication involves overcoming these barriers an! conveying a clear an! concise message. $ome common barriers to effective communication inclu!e: 1% &oise barriers '. (hysical noise barriers ''. (hysiological noise barriers '''. (sychological noise barriers )% #nvironmental barriers *% 'n!ivi!ual barriers +% ,rganisational barriers -% .hannel barriers /% Linguistic barrier 0% $emantic barriers 1% &on verbal barrier 2% Language barriers 13% $ystematic barriers 11% Attitu!inal barriers .ertain steps can be ta"en4 both at the organisational level4 as well as at the in!ivi!ual level4 to effectively !eal with the barriers to communication4 in or!er to try to minimise them4 if not eliminate entirely. '. ,rganisational action: #mployees of an organisation accomplish wor"place communication through several communication channels. ,ne of the commonly cite! problems in organisation. $ome of the steps which an organisation can ta"e to overcome the barriers to effective communication are as follows: i. #ncourage fee!bac"- ,rganisation shoul! try to improve the communication system by getting fee!bac" for the messages alrea!y sent. ii. .reate a climate of openness- A climate of trust an! openness can go a long way in removing organisational barriers to communication. iii. 5se multiple channels of communication - ,rganisations shoul! encourage the use of multiple channels of communication4 in or!er to ma"e sure that messages reach the inten!e! receivers without fail. ''. 'n!ivi!ual action: An in!ivi!ual can ta"e certain action to overcome the communication barriers. These actions will help to improve interpersonal relationships with others both in ones personal an! business life. $ome of the action that an in!ivi!ual can ta"e are: i. Active listening an! careful wor!ing of message- Leasing to the meaning of spea"ers wor!s4 rather than listening without hearing4 or passive listening. (assive listening is a barrier to

communication. 6essage shoul! be wor!e! clearly an! without ambiguity4 to ma"e sure that the message that is receive! is the same as sent.

ii.

$election of appropriate channels- 'n!ivi!uals shoul! be

competent enough to choose the right communication channel4 !epen!ing on the situation.

iii.

Avoi!ance of technical language- the language use! in

communication must be clear as possible. 5sage of unnecessary technical teams can lea! to misun!erstan!ings.

iv.

7ight fee!bac"- 8ee!bac" is an important communication s"ill.

The correct fee!bac" can elicit the correct action.

Question-) #9plain the !ifferent types of verbal communication. Answer :- .larity of speech4 remaining clam an! focuse!4 being polite an! eti:uette
will all ai! the process of verbal communication. .ommunication !ivi!e! in to two types; verbal communication an! non- verbal communication. Let;s !iscuss verbal communication. This type of communication occurs with the help of wor!s. 't provi!es the opportunity for personal contact an! two way flow of information. A large part of our communication4 whether at wor" or outsi!e4 is verbal in nature. <erbal communication !ivi!e! in to so many types. Let;s !iscuss this in !etails.

a% ,ral communication- This type of communication may be !efine as a process in which a spea"er interacts verbally with one or more listeners4 in or!er to influences the letter;s behaviour in some way or the other. b% Written communication- This type of communication is the correspon!ence ma!e in writing. 't can be han!written4 printe! or type!. Written communications ta"e several forms such as letters4 memos4 reports an! email. c% ,pening communication- #veryone has e9pectations an! norms as to how initial meetings shoul! procee! an! people ten! to behave accor!ing to these e9pectations. !% #ffective listening- Active listening is a very important listening s"ill an! yet as communicates people ten! to spen! far more energy consi!ering what they are going to say rather than listening to what the other person is typing to say. Although active listening is a s"ill in itself. 't is also vital for verbal communication. 2

e% Questioning- effective :uestioning is an essential s"ill. Questioning can be use! to4 ,btain information. $tart a conversation. Test un!erstan!ing. =raw someone in to a conversation. $how interest in a person. $ee" support or agreement. f% ,pen :uestions an! close! :uestions- ,pen :uestions broa!en the scope for response since they !eman! further !iscussion an! elaboration. ,pen :uestion will ta"e longer to answer4 but they !o give the other person far more scope for self e9pression an! encourage involvement in conversation. .lose! :uestion ten! to see" only a one or two wor! answer an! in !oing so4 b !iscussion an! obtaining clear4 concise answers when nee!e!. g% .losing communication- The way a communication is close! or en!e! will4 at least in part4 !etermine the way a conversation is remembere!. 8or e9ample4 some people may avoi! eye contact4 stan! up4 turn their bo!y away4 or use behaviours such as loo"ing at a watch or closing notepa!s or boo"s. All of these non verbal actions in!icate to the persons that the initiator wishes to en! the communication.

Question-* Writes short notes on: >A% $Q*7 techni:ue of rea!ing. Answer :- 7obinson gives this rea!ing techni:ue in his boo" ?#ffective $tu!y@ in
1203. $Q*r means $urvey4 Question4 rea!4 7ecall4 7eview. Let;s !iscuss these wor!s in !etails: 1% $urvey: - survey refers to a :uic" glance through the title page4 preface an! chapter hea!ings of a te9t. The table of contents4 preface or forewor! in a boo" woul! give you an i!ea of the themes an! how they are organise!. A survey of the in!e9 or bibliography tells you imme!iately whether the boo" contains what you nee!.

)% Question- The secon! step of rea!ing is A:uestion;. A survey of the te9t will surely raise a few :uestions in your mi! regar!ing the te9t. This will surely help you to gain some insights in to the te9t4 topic an! the author;s comments. 't has to be conscious an! !eliberate4 with a !efinite purpose4 where you interact with the topic an! author.

*% 7ea!ing- After surveying an! :uestioning4 you begin the actual rea!ing. Bou nee! to !evelop a critical approach to rea!ing anything for that matter. 7ea! the te9t over an! over again4 each time with a !ifferent :uestion an! a !ifferent purpose in min!. While rea!ing for first time4 you must Cust focus on the main points an! i!eas an! supporting !etails. 6a"e a note of the important points that you have rea!. +% 7ecall- 7ecalling or reciting follows rea!ing level. 'n this level4 the rea!er recalls or recites the content after rea!ing some portion of te9t. This is !one by chec"ing an! amen!ing notes. Bou can recite alou!4 silently or by writing !own the "ey points that sums up the maCor points. 't is a goo! practise to put across the points in your own wor!s when you recall. -% 7eview- 7eviewing is the process of chec"ing whether we have followe! the earlier stages promptly an! efficiently. 'n the last stage of rea!ing we must chec" that we rea! it critically an! have we recall the most significant !etails or information re:uire! for our stu!y? 7eview will sharpen your ability4 enable you to form your own opinions on the topic an! e9press them to other.

> % 6emo: Answer :- 6emos are use! within organisation to communicate everything from
routine !etails to complete proposals an! report. 6emos are often only a few short paragraphs4 but they can be much longer4 !epen!ing on their purpose. Dere are some typical uses of memo: To inform other about new or change policy4 proce!ures4 organisational !etails. To announce meeting4 events4 changes. To present !ecisions4 !irectives4 proposals4 briefings. To transmit !ocument. 6emo format: 1. .ompany an! !epartment name without a!!ress. ). Dea!ing *. bo!y 6emo style: 1. .oncise- 6a"e your sentences4 paragraph4 an! overall memo as brief an! as focuse! as possible. ). .lear- Eet your purpose straight before you starts4 then plans what you want to say an! in what or!er. 5se your memo layout to help your rea!er. *. =irect- $pea" !irectly to your rea!er4 as you woul! in person on the phone. =o not pa! your i!eas with unnecessary !etails. Thin" of what :uestions your rea!er wants answere!4 an! then answer them. +. .lean- 7erea! revises4 copye!it4 an! proofrea!.

6emo $tructure:

1. $ubCect line- $ummariFe the main i!eaG thin" of it as being prece!e! by the wor!s ? this memo is about@ ). 'ntro!uctory paragraph- Quic"ly orients the rea!er to what the memo is about *. o!y- .onveys the information an! supporting !etails relevant to the memos purpose +. .lose- #n! courteously4 stating an! e9pecte! outcome4 action4 or other information appropriate to your purpose.

Question-+ #9plain some of the approaches for han!ling customer complaints an! listening to customer. Answer :- To!ay all organisations giving importance of being customer oriente!.
.ustomer orientation means i!entify an! satisfy customer nee!s. When measuring customer satisfaction4 it is also important to listen an! respon! to customer complains. This is because a !issatisfie! customer can create negative publicity of pro!uct an! company an! it is also important to satisfy you e9isting customers so that there remain loyal with your company. 8ollowing are some approaches for han!ling customer complains an! listening to customer: elieve the customer :- the customer is the "ing in all mar"et so that it is important to ta"e the customers at there wor! even though they may be wrong. #ven if the customers; complaints may not be Custifie!4 it is important to ma"e an attempt to solve their problems.

Listen actively :- When a customer start to complain4 it is important to hear out the complaint completely4 before respon!ing or offering a solution. A customer may be ru!e4 angry an! frustrate!4 but heHshe nee!s to be han!le! tactfully. ,nce a customer has wante! hisHher feelings4 it woul! be a goo! strategy to repeat the problem in an obCective manner4 to show that you have hear! an! un!erstoo! clearly. Apologise :- 'f the customer an! not the company are at fault4 it is always a goo! i!ea to apologise to your complaining customer. A sincere apology will go a long way in calming !own an angry customer. A general statement of apology such as ?we are sorry for the inconvenience cause! to u@ will be sufficient in this type of situation. $ome time written latter of apology woul! also be effective in regaining the customer;s trust an! confi!ants in the company. Ta"e action :- 8in! out from the customer what they feel is an appropriate resolution to their problem. 'f their re:uest is reasonable an! within your area of authority4 then provi!e a prompt solution for the customer. 'f the re:uest is 5

unreasonable4 calmly e9plain your company;s position an! offer an alternative solution. 'n many instance4 a cre!it4 refun!4 or !irect on a future purchase many satisfactorily resolve the issue for both party.

$atisfy :- A satisfie! customer is the best a!vertisement for your pro!uct because such customers will sprea! positive wor! of mouth publicity about your pro!uct to others. $o that it is very important to i!entify valuable customers4 listen to them an! ma"e efforts to retain them. 8ollow up with the customer : - After reaching a resolution4 follow up afterwar!s with the customer to their satisfaction. This small step is essential to verify that the issue is truly resolve!4 an! often ma"es a huge !ifference in how the customers feel about how there issue was a!!resse!. This can often lea! to repeat business an! a loyal customer who will recommen! your business to other. Than" :- 't is important to than" the customer for brining it to your attention4 even if the customer has launche! a complaint4 so that a solution can be foun!. .ustomer complaint shoul! be loo"e! at in a positive way to solve a problem.

Question-- What are some of the conse:uences of spelling an! punctuation errors4 re!un!ancies4 clichIs an! misuse of wor!s? Answer :- (oor grammar4 regar!less of the conte9t in which it;s use!4 can have a
negative impact on the person who use! it. A business that use! poor grammar when communicating with employee4 customer an! clients runs the ris" of putting itself in an unprofessional light. 8or this reason4 if both e9ternally an! internally follow the rules of proper grammar.

1. $pelling an! punctuation errors :- the important point to remember with regar! to spelling is the !ifference between ritish #nglish an! American #nglish. .ertain wor!s are spelt !ifferently in ritish an! American #nglish. 8or e9ample: in American #nglish Dumor4 color4 an! organiFation write spelling li"e this type but in ritish #nglish same spelling write in !ifferent way li"e humour4 colour4 organisation. Another mista"e ma!e with spelling is to confuse the noun from with the verb form an! some wor!s may soun! the same but have !ifferent meaning when spelt !ifferently. 't is important not to get confuse! with spelling of such wor!s. ). (unctuation :- .orrect use of punctuation is important in both general writing an! business writing. There is some categories of punctuation: i. Apostrophe

ii. iii. iv. v. vi. vii. viii.

(arentheses or rac"ets .olon .omma =ash 8ull stop or perio! Quotation mar"s $emicolon

*. 7e!un!ancies :- A re!un!ancies !oes not serve any purpose an! is a mista"e since it wastes wor!s. 7e!un!ancies refer to phrases which contain repetitive unnecessary wor! to e9press the same meaning. This is a common mista"e that occurs across the worl! an! must be avoi!e!. 8or e9ample: i. ' have to Areturn bac"; home before mi!night. The phrases return bac" is re!un!ancies. 't is sufficient to say return home an! ba"e is an unnecessary wor!. +. .lichIs :- .lichIs are phrases that are overuse! an! shoul! be avoi!e!4 since they ma"e rea!ing monotonous. They shoul! be substitute! with more original e9pressions. $ome commonly use! clichIs are: i. AThan"ing you in a!vance;4 ' remainJ. ii. A&o problem; 'n first sentence the clichI Athan"ing you in a!vance; is presumptuous4 since it assumes that the rea!er will !o whatever has been as"e!. 't seems to say that instea! of than"ing later4 you will save time by e9pressing your than"s now. 'n secon! sentence A&o problem; is a clichI use! commonly by 'n!ians. Although it !enies that there is a problem4 the problem e9ists. -. 6isuse of wor!s :- .ertain wor!s which soun! similar or are split slightly !ifferent4 ten! to be use! in the wrong conte9t. 8or e9ample: i. AAlrea!y; an! Aall rea!y; K Alrea!y means Aat previous time;4 whereas Aall rea!y; means Aevery thing is rea!y;. 8or e9ample: De ha! Aalrea!y; left when ' calle!. The computers are Aall rea!y; to be use!.

Question-/ #9plain the !ifferent !elivery styles that spea"ers can select for their presentation. Answer :- An important part of preparing a present a speech is to !eci!e on which
metho! of !elivery is most compatible with the topic of speech an! the type of au!ience. ,r person intereste! in speech !elivery metho!4 five metho!s e9ist for !elivery an oral presentation.

1% $pea"ing impromptu :- 'n this case4 the spea"er is calle! upon to say a few wor!s without any warning or a!vance notice. $ince there is little or no time given for preparation4 it is suite! for only e9pert spea"er. 'mpromptu speeches must be brief4 simple an! !irect4 compare! to prepare! speeches. )% $pea"ing e9temporaneously :- This is a !ifferent from spea"ing impromptu. While impromptu speeches are !elivere! on the spot an! not rehearse!4 an e9temporaneous speech is prepare! an! rehearse! in a!vance. this is the !elivery style use! by e9perience! professionals4 who have sufficient "nowle!ge of the subCect to be able to spea" without relying on notes. *% 6emorising the presentation :- this is least appealing style of !elivery4 as it comes across as unnatural an! monotonous to the au!ience. $pea"er who memorise an! !eliver presentation wor! for wor! will also be at a !isa!vantage if they a part of the speech4 as they will be able to spea" naturally. +% 7ea!ing from written note :- this involves rea!ing the entire presentation from notes. 't is a metho! use! by government or business officials an! may be appropriate when the material to be presente! is highly technical or comple9. 't has some limitation. 8irst4 it gives impression that the speech is very long an! heavy. $econ!ly it prevents the presenter from ma"ing contact with au!ience. -% $pea"ing from notes :- this is generally the most effective style of !elivery. 't involves Cotting !own the main i!eas in point from on in!e9 car!s an! then referring to these car!s merely as a trigger while spea"ing. 'f the main i!eas are put !own briefly on the car!s4 the spea"ers can elaborate on these i!eas in their own wor!s an! spea" for any length of time. The presentation is li"ely to be more effective4 since it comes across as natural an! permits eye contact with the au!ience.
Along with these elements the spea"er must also ensure to maintain goo! voice :uality !uring oral communication4 as it creates a stage for healthy communication. As s spea"er heHshe must ensure that heHshe is au!ible to the listeners. Therefore heHshe must a!Cust the pitch an! lou!ness of their voice accor!ingly.