effectivebusinesscommunication’’ inthe’workplace · pdf...

EFFECTIVE BUSINESS COMMUNICATION IN THE WORKPLACE

Prepared for Dr. Elizabeth Dickinson

Assistant Professor Kenan-Flagler Business School

Prepared by

Kristen Busby BSBA, 2015

Kenan-Flagler Business School

December 7, 2013

300 Kenan Center Drive Chapel Hill, NC 27599

[email protected] (910) 524-1333

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December 7, 2013 Dr. Elizabeth Dickinson Assistant Professor 300 Kenan Drive Chapel Hill, NC 27599 Dear Dr. Elizabeth Dickinson: The attached report serves as a response to your request for a formal report on effective business communication in the workplace. As a student at Kenan-Flagler Business School, I have gained knowledge on the importance of effective communication in the workplace. In this study, you will find a discussion of communication topics that are necessary for individuals to master and methods for learning and practicing these skills. This report addresses improving skills in the following areas:

• Professional Communication • Business Writing • Revising Documents • Professional Presentations • Persuasive Speaking and Writing

The final topic in the study, “Interviews”, addresses a critical skill to master in the job search. Because effective communication is vital to interviewing success, this section will reinforce the importance of topics covered, particularly professional communication and professional presentations. Research for the report consisted of sources including in-class lecture, Internet articles, and textbooks. If you have any questions, I would be glad to discuss this report and its conclusions with you at your request. Thank you for selecting me to prepare this comprehensive report and for allowing me to share with you the findings. Sincerely,

Kristen Busby Kenan-Flagler BSBA, 2015

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TABLE OF CONTENTS LETTER OF TRANSMITTAL..……………………….………………………….………..………………ii

EXECUTIVE SUMMARY .......................................................................................................... iv INTRODUCTION ........................................................................................................................ 1 Problem ................................................................................................................................................ 1 Background and Significance ........................................................................................................ 1 Scope and Methods ........................................................................................................................... 1 Summary .............................................................................................................................................. 1

DISCUSSION OF FINDINGS ..................................................................................................... 2 Section 1: Effective Business Communication ......................................................................... 2 Definition ............................................................................................................................................................ 2 The Communication Process ...................................................................................................................... 2 Listening .............................................................................................................................................................. 2 Emotional Intelligence .................................................................................................................................. 3 Communication Competence ..................................................................................................................... 3

Section 2: Business Writing ........................................................................................................... 3 The Fundamentals of Business Writing ................................................................................................. 3 The 7 C’s of Business Writing ..................................................................................................................... 4 Writing Positive and Negative Messages .............................................................................................. 4 Effective Document Formats ...................................................................................................................... 5 The Writing Process ....................................................................................................................................... 5

Section 3: Revision ............................................................................................................................ 6 Section 4: Professional Presentations ........................................................................................ 7 Planning ............................................................................................................................................................... 7 Practicing ............................................................................................................................................................ 7 Delivery ................................................................................................................................................................ 8

Section 5: Persuasive Communication ....................................................................................... 8 Logos, Pathos, and Ethos .............................................................................................................................. 9 “Claim-‐Evidence-‐Call” .................................................................................................................................... 9

Section 6: Interviews ........................................................................................................................ 9 Common Types of Interview Questions .............................................................................................. 10 The STAR Approach ..................................................................................................................................... 10

CONCLUSIONS AND RECOMMENDATIONS .................................................................... 11

WORKS CITED ........................................................................................................................ 12 APPENDIX ................................................................................................................................ 14

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EXECUTIVE SUMMARY

Students, professionals, and companies can benefit from developing efficient business communication practices. These skills are becoming increasingly important to employers in their search for employees. Individuals in all industries can improve writing, presenting, persuading, and interviewing skills. Kristen Busby, a student at Kenan-Flagler Business School, conducted this study when Dr. Elizabeth Dickinson requested a comprehensive analysis of effective communication and the role it plays in the workplace. Analysis of the data revealed three main areas of communication that can be improved in the workplace:

• Effective Business Communication: This includes understanding the communication process and the importance of listening skills, emotional intelligence, and communication competence.

• Business Writing: Knowing how to effectively use different forms of written communication by understanding the writing process is critical in any workplace.

• Professional Presentations and Persuasive Messages: This section covers how to plan, practice, and deliver presentations, as well as how to organize and deliver persuasive messages.

In addition to these main areas, interviewing is the final topic this report will discuss. Interviewing requires key components from each area. In particular, good interviewers must possess emotional intelligence, good listening skills, and the ability to respond to questions with effective delivery. On the basis of these findings, it is recommended that the benefits of effective business skills be conveyed to students as they enter college. If individuals understand the importance of business skills in the workplace, they will work harder to perfect their communication, writing, and presentation skills.

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INTRODUCTION

Problem Employers consistently report that communication skills are imperative in the workplace and can even be your ticket to work (Guffey 2). In fact, people who cannot write and communicate clearly will simply not be hired (3). This represents the importance of grasping the fundamentals of communication and practicing to be an effective communicator. The following study was designed to analyze the importance of communication skills in the workplace. Specifically, the study seeks answers to the following questions:

• What is effective business communication, and what communication skills are necessary in the workplace?

• How do you compose effective business writing and properly revise documents?

• How do you apply the components of effective personal presentations and deliver persuasive speeches and messages?

Background and Significance Professor Elizabeth Dickinson, a professor at Kenan-Flagler Business School, commissioned this business communication study. Professor Dickinson requested the report as a summary of a semester-long investigation into the topics. According to the Aveta Business Institute, both personal and business relationships require effective communication in order to be successful (“The Importance”). Effective communication skills are critical for job and internship placement and performance, career advancement, and workplace success (Dickinson).

Scope and Methods The prepared report contains information on how to improve written, verbal, and nonverbal communication skills. Additionally, it covers the importance of utilizing LinkedIn, a crucial social media platform in the business world. Research for this report was gathered from credible sources including Internet websites, books, and class lectures.

Summary This report will provide an overview of the importance of effective communication and components of business communication. Additionally, it will address how to effectively utilize these skills in order to avoid communication issues.

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DISCUSSION OF FINDINGS The results of this research indicate that employers are placing a greater emphasis on effective communication skills, which have become paramount in both the job search and in the workplace. Hart Research Associates stated that 89% of employers believe that schools should place a greater emphasis on the ability to communicate effectively, orally and in writing (Dickinson).

Section 1: Effective Business Communication Communication is inevitable in the workplace. In fact, email, letters, and memos account for half of a professional’s day at work (Dickinson). Communication skills, according to Guffey, include reading, listening, nonverbal, speaking, and writing skills (3).

Definition Communication is defined as the transmission of information and meaning from one individual or group to another (Guffey 7). The central objective of communication is to transmit meaning between a sender and receiver. Business communication involves communication within the organization between coworkers, supervisors, and staff, as well as external communication to other organizations, clients, or the general public. In order to understand communication, it is important to look at the five steps of the communication process.

The Communication Process

1. The sender has an idea. The idea may be influenced by the context of the situation and factors including the sender’s background and culture.

2. Sender encodes the idea in a message. Encoding converts the idea into words or gestures that convey the meaning.

3. Message travels over a channel. Several channels by which messages travel include computer, telephone, spoken word, and fax.

4. Receiver decodes message. When a receiver understands the meaning intended by the sender, successful communication has taken place.

5. Feedback travels to sender. The receiver’s responses, verbal and nonverbal, create feedback, which helps the sender know whether or not the message was received and understood.

Noise, anything that disrupts the transmission of a message, is common in the third step. It is important to be aware of and strive to lessen noise in the workplace because it can damage the credibility of the sender (Guffey 10).

Listening Listening is used at least three times as much as speaking in the workplace, and four to five times as much as reading and writing (Grognet & Van Duzer). Although listening plays an important role in the communications process, researchers suggest that most individuals listen at only 25

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percent efficiency (Guffey 11). Common barriers to effective listening include physical barriers, language problems, and faking attention. Another barrier to listening is grandstanding – when people fail to listen carefully because they would rather be the ones talking. By taking the following steps, people can become more effective listeners:

• Stop talking and prepare to learn • Keep an open mind and judge ideas, not appearances • Listen for main notes and take selective notes • Provide feedback to the speaker after they have finished

It is important to break the barriers to effective listening in the workplace in order for professionals to increase their understanding and retention of information. The true listener is more effective and does more good than the talker (McEntee).

Emotional Intelligence Emotional intelligence, or EQ, is defined as the capacity to identify and manage emotions in ourselves and in others (Barrett 221). According to Barrett, “Emotional leadership is the spark that ignites a company’s performance, creating a bonfire of success or a landscape of ashes” (220). Emotional intelligence and interpersonal skills are often used interchangeably. However, emotional intelligence is what is going on inside of us and interpersonal skills are emotional intelligence as it is used in the interaction with others (Barrett 221). Emotional intelligence has been proven to contribute to achievement in the workplace. A Fortune 500 company in financial services proved that their high EQ salespeople produced 18 percent more than the lower EQ salespeople (Poskey). The article referenced other noteworthy benefits of companies focusing on EQ, including a study of technical programmers that revealed those in the top 10 percent of emotional intelligence competency were developing software three times faster than those with lower competency (Poskey). Emotional intelligence is particularly important when working to understand and meet the needs of customers.

Communication Competence Communication competence is the ability to choose a communication behavior that is both appropriate and effective for a given situation (“Interpersonal Context”). Detecting, decoding, and comprehending the social environment increases effective business communication. A key component of competence, empathy, means that the communicator can understand the way others feel and share their emotions. Competent communicators know that they can increase their effectiveness by being sensitive to the situation and acting appropriately.

Section 2: Business Writing

The Fundamentals of Business Writing With advances in technology, writing skills are now more important on the job than ever. Employers are becoming more reliant on effective communication skills when evaluating

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potential employees. For business messages, writing should be purposeful, persuasive, economical, and audience oriented (Guffey 32). Professionals should also follow the 7 C’s of Business Writing when composing messages:

The 7 C’s of Business Writing

1. Consider the Context: Use the “you view” and choose the proper document format based on the context.

2. Correct: Check grammar, punctuation, style and tone to verify they are used correctly and consistently. The active, rather than passive, voice is generally most effectively in business writing because it is more direct and ensures correct reading (Dickinson). Paragraphs should be composed of a variety of sentences types and focus on one topic in order to improve recall.

3. Clear: Writing should use plain language and visual emphasis, such as headers and

bulleted lists, to increase clarity.

4. Concise: Business writing should be free of wordiness. Paragraphs should be kept to eight lines or less, with an average of 20 words or less in each sentence.

5. Courteous: Courteous writing should use “you view” by reducing personal pronouns,

maintain a positive tone by avoiding negative words, and practice inclusive language by keeping language neutral.

6. Complete: A complete and effective message has been proofread and edited to catch

mistakes.

7. Compelling: Writing is compelling if it makes an impression on readers and encourages them to keep reading.

Writing Positive and Negative Messages According to Guffey, positive wording tells what is and what can be done rather than what isn’t and what can’t be done (41). While positive language creates goodwill and gives more options to receivers, negative tones can often lose customers and hurt companies (41). For this reason, positive and negative messages should be delivered differently in order to be effective. When considering the context, the writer should evaluate the situation and choose an organizational pattern accordingly. If the audience is expected to be pleased, interested, or neutral, the document should follow a direct pattern. In the direct pattern, the writer should deliver the good news at the beginning of the message. This pattern saves the reader’s time, sets their frame of mind, and prevents frustration (Guffey 57). On the other hand, if the writer expects the audience to be unwilling, uninterested, displeased, or hostile, they should deliver the main point gently by first offering an explanation or evidence. This approach is known as the indirect pattern. Delaying the bad news respects the audience’s feelings, encourages a fair hearing, and minimizes the negative reaction (Guffey 58).

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Effective Document Formats

• Emails Although most people believe they can write email, many have never actually been taught how. This is an issue because email has replaced the phone for much workplace communication (Dickinson). As discussed in the fundamentals of business writing, emails should be concise, courteous, audience centered, and consider the context. Several characteristics that contribute to the success of an email include adding an effective subject line and salutation and maintaining a conversation throughout. Things to remember when formatting emails are to use single-space within paragraphs, double-space between paragraphs, and avoid indenting at the beginning of new paragraphs (Dickinson). The email should end with a complimentary close and a signature block with the sender’s contact information. See Appendix A for information regarding the components of an email message. Email is most appropriate for short messages that deliver routine requests and responses, but should not be used for confidential or lengthy documents (Guffey 99).

• Memos In the event of lengthy messages or confidential information, interoffice memos should be used rather than email. Another benefit of hard-copy memos is that they provide a permanent record, which contributes to their formality. Memos should have 1-inch top and bottom margins and left and right margins of 1.25 inches (Guffey 105). They should include lines for the date, recipient, sender, and the subject at the left margin (refer to Appendix B). Neither a closing nor signature is included in the memo format. Memos can be included as email attachments in order to deliver longer messages that require a record.

• Letters Business communicators write business letters primarily to correspond with people outside the organization, including customers, vendors, other businesses, and the government (Guffey A-2). Business letters are often used when sending personal or confidential information. An example of the proper business letter format with key components can be found in Appendix C.

The Writing Process

1. Prewriting: Analyzing and anticipating the audience and adapting to that audience

2. Writing: Researching, organizing, and composing the message

3. Revising: Revising, proofreading, and evaluating the message

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Figure 1: Time Spent On Each Step In the Writing Process

Source: Guffey, Mary Ellen. Essentials of Business Communication. 8th ed. Mason: South-Western Cengage Learning, 2010. Print.

Section 3: Revision

As Figure 1 shows, the revising phase accounts for half of the total writing process. Writers typically spend 45% of their time revising the message for clarity, conciseness, tone, and readability. The other 5% is spent proofreading to ensure correct spelling, grammar, punctuation, and formatting (Guffey 34). This phase also involves the reader evaluating the message to decide whether or not it accomplishes the goal.

In order to develop skills, revising and proofreading require practice. In order to demonstrate revisions done to a Self-Assessment Email, please refer to Appendices D and E. The following changes were made in the revision process:

• The subject line was omitted in order to be more concise. • The revised email reduces wordiness throughout the message, particularly in the

conclusion paragraph. Original word count: 388 à Revised word count: 241 • The strengths and opportunities for improvement were flip-flopped to create a positive

tone from the beginning. • Several paragraphs were edited to more closely follow the “SSS” technique. This

technique requires a strong subject sentence, supporting sentences, and a “so what” sentence.

• The contact information was moved from the closing paragraph to the signature block. The revision process should include examining every sentence to make messages more concise. Messages that are written directly and efficiently are easier to read and comprehend (Guffey 76).

Revising 50%

Writing 25%

Prewriting 25%

TIME SPENT ON EACH STEP IN THE WRITING PROCESS

Revising

Writing

Prewriting

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Section 4: Professional Presentations Professional presentations are similar to professional writing in that they should both follow the 7 C’s, as previously discussed. Presentational speaking can be anything from news or job interviews to social and professional engagements. According to the Birmingham Business Journal, the ability to speak effectively is critical to the success of an individual and of their business (Lantz). Two styles of presentation are most effective in professional contexts:

1. Extemporaneous: planned and practiced, but not memorized 2. Impromptu: unplanned; in the moment

This report will address planning, practicing, and delivering extemporaneous presentations.

Planning Before planning a presentation, the speaker must analyze the audience and “spin” the topic to make it unique to that particular group. After ensuring the topic will interest the audience, the organization process can begin. Effective presentations can be divided into an introduction, body, and conclusion. Figure 2 shows a step-by-step outline for structuring a presentation.

Figure 2: How To Structure Presentations

1. Introduction 2. Body 3. Conclusion 10-15% 70-80% 10-15%

Attention Getter Main Point 1 à Transition to Point 2

Restate Thesis

Establish Credibility Motivate Audience

Main Point 2 à Transition to Point 3

Summarize Main Points

Thesis Preview Main Points à Transition to Body

Main Point 3 à Transition to Conclusion

Close (“Take-Away”)

Source: Dickinson, Elizabeth. “Professional Presentational Speaking: Day Three.” BUSI 401. Kenan-Flagler Business School, Chapel Hill. 14 Oct. 2013. Class Lecture.

Practicing Practice is the most important factor in making a good presentation (Radel). When practicing a speech, be sure to focus on transitions, limit fillers, and stick to time constraints. It is often helpful for speakers to record themselves and refer back to this before making their final presentation. Finally, practice in front of others and view feedback as an opportunity to tweak things before the presentation that is most important.

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Practice can also help speakers lessen the effects of presentation anxiety. Common symptoms of presentation anxiety include dry mouth, shaky knees, clammy hands, and a quick heartbeat (Dickinson). All of these are normal reactions, so is important to understand that you are not the only one who gets nervous. Ways to reduce presentation anxiety include:

• Focusing on the task • Knowing the audience wants you to succeed and can not see your nervousness • Doing breathing exercises • Performing power and warrior poses

Great speeches are those that get results. Every presentation is an opportunity – to inform, to inspire, to win new business or to make a difference – and a little preparation goes a long way (Lantz).

Delivery Effective speeches require effective verbal and nonverbal delivery. Visual aids, including PowerPoint, can also be used in order to emphasize key points. Verbal delivery can make or break a presentation because it is vital to the audience’s understanding. Volume and inflection are key elements in delivery because they help the speaker get their point across. Additionally, fillers should be minimized because they can distract the audience. Speakers should speak confidently and strive to develop a conversation with the audience. Nonverbal delivery is just as important as verbal delivery in effective presentations. Speakers should be aware of messages they send through eye contact, facial expressions, and posture (“Spoken vs. Written”). Visual aids can help clarify points, improve comprehension, and aid retention (Guffey 345). In particular, presenters can use PowerPoint to help present, defend, and pitch their ideas. Although some critics view PowerPoint negatively, it can be an effective aid when prepared correctly. Text should be restricted to a maximum of six bullets per slide, and a maximum of six words per bullet (352). Colors should be chosen strategically to ensure readability in dark or light settings. Speakers should keep slides simple and consistent to reinforce major points without distracting the audience.

Section 5: Persuasive Communication Persuasive communication involves changing and/or reinforcing attitudes, believes, values, or behaviors. The major difference between informative and persuasive messages is that persuasive speaking is done with narrative arguments, which inform, influence, and evoke response (Dickinson).

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Logos, Pathos, and Ethos Persuasive messages should use logos, pathos, and ethos to appeal to the audience. Speakers use logos by supporting arguments with statistics, credible testimony, pictures, and demonstrations (Dickinson). Pathos is the persuasive appeal to emotions including love, fear, and hate. Lastly, ethos is the persuasive appeal related to a speaker’s credibility. Speakers can appeal to the audience by highlighting their trust, reputation, and character. Logos, pathos, and ethos should all be incorporated into effective persuasive communication.

“Claim-‐Evidence-‐Call” When creating persuasive messages, speakers should follow the “Claim-Evidence-Call”, or CEC, technique shown in Figure 3. CEC should be used in each of the speaker’s accurate main points. The main points are most effective when they are concise, parallel, and memorable (Dickinson). At the conclusion of the presentation, there should be a collective Call to Action. This should include calls from each main point, convey what the audience should do, and be creative (Dickinson).

Figure 3: The “Claim-‐Evidence-‐Call” Technique

Source: Dickinson, Elizabeth. “Persuasive Communication.” BUSI 401. Kenan-Flagler Business School, Chapel Hill. 30 Oct. 2013. Class Lecture.

Section 6: Interviews

The interview is one of several sales tools used in the job search. It is important to apply all of the components of effective business communication to the interview process. In Person Interviews can take place on campus, at the company’s office, or at a neutral site. Candidates should conduct industry research and gain specific knowledge of the company prior to the interview (Dickinson). Interviewers take note of candidates every move, from their handshake at the beginning to their attitude as they leave the room. They should bring copies of their resume, a list of references, and samples of their work (Dickinson). Refer to Appendix F for other helpful interview Do’s and Don’ts.

Claim

Make a claim based on a fact, value, idea, etc.

Evidence Use external evidence, and examples

Call (to action)

Express what you want the

audience to do

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Nonverbal communication skills are important in interviews, particularly the ability to avoid fillers and control pace when answering questions (Dickinson). In fact, it is even more important to speak enthusiastically and limit fillers in phone and Skype interviews. Before phone or Skype interviews, candidates should make sure that they are in a professional setting with good service. Interviewees can have notes, their resume, or a list of questions in front of them, which they may refer to, but should not rely on (Dickinson). Lastly, although it might sound irrelevant, candidates should smile in phone interviewers because the positive tone will let the interviewer know that they are interested and enthusiastic about the job opportunity.

Common Types of Interview Questions

• General: Include questions such as “Walk me through your resume”, “Why did you choose business”, and “What are your strengths and weaknesses?” (Dickinson).

• Behavioral: Because past behavior predicts future behavior, interviewers tend to focus on these types of question. They often begin with “Tell me about a time when…” Candidates can prepare for behavioral questions using techniques such as the STAR approach, described below.

• Case: Case interviews look into the thought process and logic of the candidate by asking abstract questions such as “How many windows are in New York City?”

• Technical: These questions are often asked in investment banking and other quantitative industries. It is important to keep up with current events in order to succeed in these interviews. An example of a technical question is “What are some ways you could value a company?” (“Career” 20)

The STAR Approach One way to prepare for a behavioral interview is to identify six to eight examples from your recent past where you demonstrated behaviors and skills employers typically seek (“Behavioral Interview”). After identifying a variety of examples, such as a time you met a goal or worked successfully in a team, try to organize a story following the STAR approach in Figure 4.

Figure 4: The STAR Approach to Behavioral Questions

Source: "Behavioral Interview Techniques." Wayne State University. Web. Retrieved 4 Dec 2013. <http://careerservices.wayne.edu/behavioralinterviewinfo.pdf>.

• Describe the speci]ic situation or task you needed to accomplish • ex. previous job or group ptoject

Situation or Task

• Describe the action you took • Focus on your actions, even if you are discussing a group effort or project

Action taken

• Explain what you accomplished or learned • If relevant, explain what you would do differently next time

Results achieved

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After the interview, a thank-you should be sent to the interviewer within two business days. The purpose of this letter is to show appreciation for the interviewer’s time and reiterate interest in the company (“After interviews”). It also serves as an opportunity to mention anything relevant that might not have been addressed in the interview. Both traditional mail and email are appropriate means for thanking interviewers.

CONCLUSIONS AND RECOMMENDATIONS

This report provides Professor Elizabeth Dickinson with an overview of the many topics related to effective business communication. Each topic provides examples for improving skills in that particular area. The semester-long research provides valuable knowledge for anyone, whether they are a sophomore applying to Kenan-Flagler or an executive at a prestigious firm. Communication skills always have room for improvement. After reading this report, individuals should be able to:

• Improve listening skills and increase emotional intelligence • Effectively complete the writing process, with an emphasis on revision • Plan, practice, and deliver professional presentations • Create effective PowerPoint presentations as visual aids • Deliver persuasive messages using the “CEC” technique • Prepare for interviews, physically and mentally

On the basis of these findings, it is recommended that this report be distributed to incoming students to expose them to business communication topics early. After reading the report, they will understand the importance of developing key communication skills in order to be successful in the workplace. At that point, I suggest that they begin to apply the writing and speaking tips to get ahead of the game. Ad Guffey says in her opening chapter, communication skills can either be the ticket to work or the ticket out the door (2).

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WORKS CITED "After interviews: thank-you letters." Virginia Tech University, 12 Nov 2013. Web. Retrieved 5

Dec 2013. <http://www.career.vt.edu/Interviewing/AfterThanksFollowUp.html>. Barrett, D.J. "Chapter 7: Emotional Intelligence and Interpersonal Skills for Leaders."

Leadership Communication. Boston: McGraw Hill, 2011. 220-53. Print. "Behavioral Interview Techniques." Wayne State University. Web. Retrieved 4 Dec 2013.

<http://careerservices.wayne.edu/behavioralinterviewinfo.pdf>. “Career Planning Guide.” Chapel Hill: Kenan-Flagler Business School, 2013. PDF. Dickinson, Elizabeth. “Business Communication.” BUSI 401. Kenan-Flagler Business School, Chapel

Hill. 21 Aug. 2013. Class Lecture. Dickinson, Elizabeth. “Business Communication: The Fundamentals.” BUSI 401. Kenan-Flagler

Business School, Chapel Hill. 26 Aug. 2013. Class Lecture. Dickinson, Elizabeth. “Business Writing.” BUSI 401. Kenan-Flagler Business School, Chapel Hill.

11 Sept. 2013. Class Lecture. Dickinson, Elizabeth. “Effective Email Communication.” Chapel Hill. PPT. Dickinson, Elizabeth. “Persuasive Communication.” BUSI 401. Kenan-Flagler Business School, Chapel

Hill. 30 Oct. 2013. Class Lecture. Dickinson, Elizabeth. “Persuasive Communication, Part III: Crafting Persuasive Arguments.” BUSI 401.

Kenan-Flagler Business School, Chapel Hill. 6 Nov. 2013. Class Lecture. Dickinson, Elizabeth. “Professional Presentational Speaking: Day One.” BUSI 401. Kenan-Flagler

Business School, Chapel Hill. 7 Oct. 2013. Class Lecture. Dickinson, Elizabeth. “Professional Presentational Speaking: Day Three.” BUSI 401. Kenan-Flagler

Business School, Chapel Hill. 14 Oct. 2013. Class Lecture. Grognet, A., and C. Van Duzer. N.p.. Web. Retrieved 3 Dec 2013.

<http://www.springinstitute.org/Files/listeningwkplc.pdf>. Guffey, Mary Ellen. Essentials of Business Communication. 8th ed. Mason: South-Western

Cengage Learning, 2010. Print. "Interpersonal Context." Spring 2001 Theory Workbook. 14 Feb. 2001. Web. Retrieved

1 Dec 2013. <http://www.uky.edu/~drlane/capstone/interpersonal/competence.htm>.

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Lantz, Gayle. "Presentation skills - what everyone should know." Birmingham Business Journal. 17 Aug 2003: Web. Retrieved 6 Dec. 2013. <http://www.bizjournals.com/birmingham/stories/2003/08/18/focus3.html?page=all >.

McEntee, Christina. "How Important Is Listening, Really?" Forbes. 25 Oct 2011.

Web. Retrieved 6 Dec. 2013. <http://www.forbes.com/sites/85broads/2011/10/25/how-important-is-listening-really/>.

Poskey, Mike. "The Importance of Emotional Intelligence in the Workplace: Why It Matters

More than Personality." Web. Retrieved 6 Dec. 2013. <http://www.zeroriskhr.com/articles/emotionalintelligence.aspx>

Radel, Jeff. "Oral Presentations.” Eastern Kentucky University. Web. Retrieved 1 Dec 2013.

<http://people.eku.edu/ritchisong/oralpres.html >. "Spoken vs. Written Language.” Capital University. Web. Retrieved 4 Dec 2013.

<http://www.capital.edu/oc-presentation-delivery/>. "The Importance of Business Communication." Six Sigma Online. Aveta Business

Institute. Retrieved 04 Dec. 2013. <http://www.sixsigmaonline.org/six-sigma- training-certification-information/the-importance-ofbusinesscommunication.html>.

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APPENDIX Appendix A: Example of Email Format


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Appendix B: Example of Memo Format


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Appendix C: Example of Business Letter Format


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Appendix D: Original Self-Assessment Email

Professor Dickinson: After viewing my recorded informational presentation several times, I have pinpointed many opportunities for improvement, but also identified aspects of my speech that were effective. Once I recognized these opportunities for improvement, I created specific goals for my upcoming persuasive presentation and measures towards nailing future speeches. Watching my speech revealed key aspects of my delivery that I hope to improve upon:

• Eliminate rocking motion from left to right foot throughout presentation in order to increase appearance of confidence

• Rely less on notecards for statistics and important facts • Transition to other side of podium sooner in the presentation • Make transition from one side of podium to the other smoothly by more effectively using visual

Although I saw many opportunities for improvement, there were also several things I felt I did well in my presentation:

• Kept use of fillers to a minimum • Maintained constant tone throughout speech • Used relevant statistics and examples in order to support thesis and main points • Captured attention of the audience by opening with how the information could benefit them • Communicated with audience in a conversational manner, particularly during Q&A

In order to nail the upcoming persuasive presentation and other future speeches, I will focus on correcting key insights gained from watching my recording by practicing in the location of the speech and presenting to friends and family in order to receive feed back. By practicing the speech in the room of the presentation, I will be able to plan out my movement and transitions from one side of the podium to the other. This will also assist in the utilization of my visual to support my content. Another change I will make to presentation will be to practice in front of friends and family, rather than to an empty room. Practicing in front of others will allow me to receive beneficial feedback that will take my speech to the next level. Reviewing the recording of my presentation has allowed me the opportunity to pinpoint effective strategies used in my speech and opportunities for improvement in the future. By practicing in the location of the speech and in front of others, I will become more confident with my content and improve delivery. If you have additional suggestions for improvements, please contact me at (910) 524-1333 or by email at [email protected]. Sincerely,

Kristen Busby

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Appendix E: Revised Self-Assessment Email

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Appendix F: Interviewing Do’s and Don’ts

Source: “Career Planning Guide.” Chapel Hill: Kenan-Flagler Business School, 2013. PDF. Appendix G: List of Figures

LIST OF FIGURES Figure 1: Time Spent On Each Step In the Writing Process ..................................................................................... 6 Figure 2: How To Structure Presentations ..................................................................................................................... 7 Figure 3: The “Claim-‐Evidence-‐Call” Technique ........................................................................................................... 9 Figure 4: The STAR Approach to Behavioral Questions ......................................................................................... 10

Interview Do's • Refer to the position description • Do company research • Bring questions to ask • Dress professionally • Ask for a business card • Arrive early • Bring extra copies of your resume

Interview Don'ts • Reveal too much information, unless asked • Wear excessive perfume or jewelry • Chew gum • Dress inappropriately