Download SECTION – A (3 marks * 5 Questions = 15 Marks)

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
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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.
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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)
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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
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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
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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.
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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.
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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.
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