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JRE SCHOOL OF Engineering CLASS TEST-1 EXAMINATIONS SEPTEMBER 14 Subject Name Professional Communication Subject Code NAS-104 Roll No. of Student Max Marks 30 Max Duration 1 Hour Date 26 Sept 2014 Time 9:20am – 10:20am For EE, IT, ECE and AEI (1st year/Section B) branches only SECTION – A (3 marks * 5 Questions = 15 Marks) NOTE: ATTEMPT ALL QUESTIONS 1) Define Communication. What is Cycle of communication? Explain. A: Communication is a fundamental part of all of our lives. There are many different methods of communication and we are gaining more and more all the time. Communication ranges from a note stuck on the fridge door, to video conferencing and phoning. The communication cycle is a structure that was thought up about how we communicate. Thus, it can be said that Communication is expression of Ideas, transmission of Instruction, Information and thoughts. Communication cycle is completed: Sender--Medium--Receiver—Feedback—Sender Once we have organized what we want to say, who to say it to and how to say it, we have to consider social influences and other things that may 'change' what we want to say. This is the 'Encoding' stage. We have to consider what language to say it in, what we assume of the receiver and are these assumptions correct? We also have to consider what the Receiver may be assuming about US. Their assumptions may hinder and change what we say. The next stage is vital in successful communication. This stage is the 'Transmission' stage. When we receive the information from someone, if they are speaking, we must take into account that we think 3 times faster than we speak, and therefore, it is much easier for a speaker's words to get muddled up with other thoughts and distractions. Reactions and questions must not happen until after the speaker has finished with what they were saying. This stage is called 'Receiving'. The next stage in the Communication Cycle is called 'Decoding'. This is the opposite of encoding. If the Sender has transmitted the information correctly and has given enough attention to what they are saying, including their body language and tone of voice, then you should be able to decode their message effectively. We may sometimes feel that some Senders are not approachable in certain circumstances, but we must remember, the meaning of the message is the responsibility of the Sender and not the Receiver. The last stage in the Communication Cycle is 'Responding'. This gives the Receiver the chance to ask any questions and this also gives the Sender the chance to realize if they have missed out any stages in the Communication Cycle 2) Discuss with suitable example the Role of Feedback in the communication process. A: Effective communication occurs only if the receiver understands the exact information or idea that the sender intended to transmit. Feedback is essential in communication so as to know whether the recipient has understood the message in the Page 1 same terms as intended by the sender and whether he agrees to that message or not. Feedback also enables us to evaluate the effectiveness of our message. It makes communication meaningful. Feedback has a great role in the organizational point of view also. Static communication creates a vacuum. The speaker assumes the message is received but has no feedback from the listener. This lack of feedback means the speaker fails to modify the message to help the listener better understands the speaker’s attitude and position. In general, we can quantify the following importance of feedback in communication, either in a formal or informal setting: 1. It completes the whole process of communication and makes it continuous. 2. It sustains communication process 3. It makes one know if one is really communication or making sense 4. It is a basis for measuring the effectiveness of communication 5. It is a good basis for planning on what next to be done especially statistical report 6. Communication will be useless without feedback 7. Feedback paves way for new idea generation 3) Draw parallels among various flows of communication. A: An organization uses the formal means of communication to inform, encourage and enrich the employees with the latest developments. But, there are certain limits beyond which information is revealed or concealed according to the situation. When information and ideas are exchanged within the organization it is called Internal Communication and when it is exchanged with any external body it is called External Communication. The functions of external communication include responding to queries from outside; persuading customers to buy products; collecting bills; and replying to customer’s claims and adjustments. Internal communication also has formal and informal forms. The formal form can be categorized as follows: 1. Downward Flow: When communication from higher authorities is sent to people of lower rank it runs downwards. Usually, IOMs notices, new announcements, instructions, orders and reminders come under this category. Proper caution must be taken in downward flow as it may hamper or halt the work. 2. Upward Flow: It comes from subordinates to their superiors and junior level employees to their bosses. Communication through this means aims at keeping the authorities informed on the performances of the subordinates that helps them in decision making and inform them of recent developments. This medium includes phone calls, SMSs, e-mails, reports and minutes of the meetings. 3. Horizontal Flow: It takes place between the same class and group of employees or people. It is used when an important decision is made. It can take place either at superior level or subordinate level. Decision regarding signing contract, employment and retrenchment, collaborations, passing new policies, enhancing or curtailing benefits and several group meetings come under this category. 4. Diagonal or Crosswise Communication: It signifies the interaction across different levels of an organizational hierarchy. Communication flows across different levels in an organization among people who may not have direct reporting relationships. It is used to speed up the flow of information. It makes effective efforts for achieving organizational goals. 4) How is Formal communication distinct from Informal communication? A: Distinction between formal and informal communication Subject 1.Definiation Formal Communication When communication takes place through the formal official channels then it is known as formal Informal Communication Any communication by passing the formal channels can be termed as informal communication. Page 2 2.Flexibility 3.Degree of control 4.Evidence 5.Discipline 6.Flow of information 7.Speed 8.secrecy 9.Rumor 10.Distortion communication. Formal communication is not flexible. Formal communication is totally controlled by the management. It has documentary evidence. Official discipline is strictly maintained in formal communication. In formal communication information can flow only upward and downward. Here speed of communication is slow. In case of formal communication secrecy can be maintained. There is no scope forcreation of rumor in formal communication. Generally information is not distorted. 11.Time It is time consuming. 12.Misunderstanding In case of formal communication caution, there is almost no chance of misunderstanding. It is expensive. 13.Cost 14.Mistakes As official discipline is maintained chance of mistakes is very low. It is flexible. It cannot be controlled like formal communication. It has no documentaryevidence. Official decorum and discipline are not followed. But in informal communication information flows freely to all direction. Informal channels are very fast; here information can be transmitted instantly. Here maintaining secrecy is very difficult. Due to its flexible nature rumor can be created. As official decorum is not followed information can be distorted. Less time is taken for transmitting information. Due to lack of control misunderstanding can takes place? It is less expensive than formal communication. On the other hand, as strict rules are not followed possibility of mistakes is very high. 5) Establish the differences between general writing and technical writing in detail. A: GENERAL Writing: It is based on third personal narrative It can be an end in itself It can have artistic, aesthetic and rhetorical aims It may merely delight and move It can be an affair of the heart It can use emotions and fantasy It can be vague, suggestive, equivocal, very plain or very elite in diction It can be expansive, inflated and roundabout It can be so personal that the expression of the personality of the author makes everything else irrelevant A story can begin at the end. An essay can begin with a startling statement and introduce the theme after having produced the desired effect. TECHNICAL Writing is just opposite to the list above. SECTION – B (5 marks * 1 Questions = 5 Marks) Page 3 NOTE: ATTEMPT ANY ONE QUESTION 6) Enlist the pre-requisites of sentence construction for technical writers. A: Keep sentences short Keep sentence content limited Economize on words Avoid surplus words Avoid cluttering phrases Avoid roundabout construction Avoid unnecessary repetition Determine emphasis in sentences Maintain sentence unity Adhere to rules of grammar Explain the above. 7) Differentiate between the following with suitable examples: a. Concrete and abstract words A: It is not only word but words put together for specific expressions: Abstract Concrete A piece of art A painting/statue Significant rise (45%) rise The majority (68%) Near/foreseeable future By (Friday evening) Labor saving device Machine that does work of ten workers Substantial gain (20%) increase Can be achieved without ‘opinion words’ ‘opinion words’ are subjective and not exact • For example: High Low Big b. Saxon and romance words A: Romance words are not for general audience: Romance Saxon Corpse Dead body Page 4 Animate Living Loquacious Talkative Belligerent Warlike Anarchy Lawlessness Pusillanimity Cowardice Centennial 100th anniversary Contiguous Bordering/adjoining c. Short and long words A: Short words communicate better than long ones: Long Words Short Words During the preceding year Last year Definitive action… Final action… Incontrovertible evidence Proof …acceleration… …speeding up… d. Clause and phrase A: Clause: a clause has tense to define the time of action. Eg. Is there in the solution. (Present tense) Phrase: a phrase does not have a tense marker to define the time of action. Eg. There in the solution. (no time/no action) e. Objective and roundabout sentence construction A: A roundabout sentence is less effective than the writer desires: Roundabout Sentence: Through proper utilization of our resources we can effect elimination of poverty in next ten years. Objective Sentence: By properly using our resources we can eliminate poverty in next ten years. SECTION – C (10 marks * 1 Questions = 10 marks) NOTE: ATTEMPT ALL QUESTIONS Page 5 One common complaint employees voice about supervisors is inconsistent messages – meaning one supervisor tells them one thing and another tells them something different. Imagine you are the supervisor/manager for each of the employees described below. As you read their case, give consideration to how you might help communicate with the employee to remedy the conflict. Answer the critical thinking questions at the end of the case then compare your answers to the Notes to Supplement Answers section. Barry is a 27-year old who is a foodservice manager at a casual dining restaurant. Barry is responsible for supervising and managing all employees in the back of the house. Employees working in the back of the house range in age from 16 years old to 55 years old. In addition, the employees come from diverse cultural and ethnic backgrounds. For many, English is not their primary language. Barry is ServSafe® certified and tries his best to keep up with food safety issues in the kitchen but he admits it’s not easy. Employees receive “on the job training” about food safety basics (for example, appropriate hygiene and handwashing, time/temperature, and cleaning and sanitizing). But with high turnover of employees, training is often rushed and some new employees are put right into the job without training if it is a busy day. Eventually, most employees get some kind of food safety training. The owners of the restaurant are supportive of Barry in his food safety efforts because they know if a food safety outbreak were ever linked to their restaurant; it would likely put them out of business. Still, the owners note there are additional costs for training and making sure food is handled safely. One day Barry comes to work and is rather upset even before he steps into the restaurant. Things haven’t been going well at home and he was lucky to rummage through some of the dirty laundry and find a relatively clean outfit to wear for work. He admits he needs a haircut and a good hand scrubbing, especially after working on his car last evening. When he walks into the kitchen he notices several trays of uncooked meat sitting out in the kitchen area. It appears these have been sitting at room temperature for quite some time. Barry is frustrated and doesn’t know what to do. He feels like he is beating his head against a brick wall when it comes to getting employees to practice food safety. Barry has taken many efforts to get employees to be safe in how they handle food. He has huge signs posted all over the kitchen with these words: KEEP HOT FOOD HOT AND COLD FOOD COLD and WASH YOUR HANDS ALWAYS AND OFTEN. All employees are given a thermometer when they start so that they can temp food. Hand sinks, soap, and paper towels are available for employees so that they are encouraged to wash their hands frequently. Questions: 1. What are the communication challenges and barriers Barry faces? A: Communication challenges abound at any workplace. Barry has some common challenges in his operation. a. Language barriers: not all employees speak English as their first language making verbal communication a challenge at times. b. Generational (age) barriers: having employees in various age categories can pose a unique set of challenges. While the younger generation is used to texting and using shortened messaging, their vocabulary may not be consistent with that of older employees. Work values and attitudes may also affect communication between younger and older employees. c. Cultural and ethnic barriers: Cultural differences in food safety practices may be a challenge for Barry to overcome. Page 6 d. Non verbal challenges: Barry’s body language (appearance) is telling others he does not care about personal appearance and cleanliness. e. Emotional barriers: Emotional barriers can interfere with effective communication. Barry comes into work after a rough start at home. These negative emotions are affecting how he communicates with the employees. 2. What solutions might Barry consider in addressing each of these challenges and barriers? A: Barry might consider the following solutions to the identified challenges and barriers: a. Language barriers: Several potential solutions might be addressed here including posting signs in employees’ primary language. Putting signage with visuals, not just words. Barry might learn some simple words in the employees’ primary language to help show interest in the employees. b. Generational (age) barriers: Currently there are 4 generations in the workforce and each potentially has a different preferred method of communication. While the younger generation might prefer to receive text messages as their preferred way of communication, older employees may not find this method of communication acceptable. Consider your employee’s preferences and be willing to communicate a message in a few different ways. c. Cultural and ethnic barriers: Barry may need to identify cultural beliefs and work to understand the ethnic barriers related to food safety. For instance, two employees come from the same country and they have made comments that controlling temperature in their country is not a priority; food can be at room temperature for long periods of time and nothing ever happened. d. Non verbal challenges: Barry’s appearance is a nonverbal cue to employees. Barry’s appearance is important as he is a role-model to the employees. His actions and behaviors should be consistent with what he is expecting of them. For example, because he is expecting the employees to follow proper handwashing procedure, he should also use proper handwashing procedures. e. Emotional barriers: Emotional barriers can interfere with effective communication. It will be important for Barry to get his emotions “in check” prior to starting work. Having self-awareness and potentially seeking outside assistance (ie. Employee Assistance Programs) may be possible solutions here. 3. What Standard Operating Procedures (SOPs) would be helpful for Barry to implement and enforce? A: Standard Operating Procedures (SOPs) serve as the written documentation of best practices and serves as the framework for organizational policy and structure. SOPs identify the who, what, why, when, and how of foodservice practices for employees. Part of the supervisor’s role is to assure SOPs are in place, communicated to employees, and followed. For this case, two helpful SOPs would be: a. New Employee Orientation SOP: Due to time constraints of “busy days” and high turnover, Barry currently finds orienting new employees to be a challenge. Although it may take time at the beginning, the pay off may be great and save time in the long run. Page 7 b. Employee Health and Personal Hygiene SOP: Although SOPs are generally intended for employees, it is important to note that as role models, supervisors/managers should generally adhere to operational SOPs. Barry’s own lack of adherence to personal hygiene standards indirectly tells employees that appearance and hygiene are not important. Barry’s own personal hygiene and appearance should serve as an example to employees – clean, unwrinkled clothing, clean hands, free from grease and dirt with neatly trimmed hair are a must for Barry to be a motivator for his employees to have good appearance and hygiene. At present, his non verbal communication is telling them personal hygiene and appearance is not important. 4. What are some ways Barry might use effective communication as a motivator for employees to follow safe food handling practices? A: All supervisors, including Barry, have many ways to use effective communication in motivating employees. A few suggestions are listed below: a. Provide sincere and encouraging words when employees follow safe food handling behaviors. Use a communication method appropriate for an employee, so supervisor must know a bit about the employee. For a high schooler, maybe it’s a quick “thank you” text message or an older employee it might be a hand written thank you note. b. Serve as a role model through verbal and non verbal communication. It’s said that “actions” speak louder than words, so Barry can, through his actions, convey a message to employees. For example: wear a clean uniform. ************ Page 8