internship report1 pbl

8/13/2019 Internship Report1 pbl

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LETTER OF TRANSMITTAL

July 20, 2011

Jhumur Deb Roy

Lecturer

Department of Business Administration

World Uniersity of Ban!ladesh

Dhanmondi,Dha"a#120$%

Subject: Letter regarding submission of a report on Objective of Communication.

Dear &adam,

't is priile!e to let you "no( that as partial fulfillment of the re)uirement for the de!reeof Bachelor of Business Administration *BBA+% We hae completed our course in

Business ommunication and prepared a report based on our practical e-perience% .he

report focuses mainly on the /bectie of ommunication%'t (as a stimulatin! opportunity and a aluable e-perience for us to the real business

(orld% We are !rateful for proidin! us (ith such an opportunity to !ather practical

e-perience of (or"in! about /bectie of ommunication%

We pray and hope that you (ould be ery placed to accept our report and obli!e%

With best re!ards and heartiest than"s%

incerely ours,

&d% Jahidul 'slamRoll 3 1452

Department of Business Administration

World Uniersity of Ban!ladesh

/n behalf of the !roup of *B+%


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Declaration

We do solemnly declare that the work presented in this internship entitledObjective of Communication has been carried out by us and has not beenpreviously submitted to any other university or organization for any academicqualificationcertificatediploma or degree!

"o far we know# the work we presented does not breach any e$isting copyright!

We further undertake to indemnify against any lose or damage to be arisen frombreach of the forgoing obligation!

Signature

Name of Group Leader : Md. a!idul I"lamDate : #$% &ul' #$((


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)orld *ni+er"it' of ,anglade"!

C%&'()(C*'%

'his is to certify that the project report on -O&ecti+e of /ommunication0is the

bonafide record of project work done by +d! ,ahidul (slam (-.

W/01221342563 7On behalf of the group of 1,2 8 and others for partial

fulfillment of the degree of -,ac!elor of ,u"ine"" Admini"tration0 from the

World /niversity of 0angladesh 7W/08!

'his project paper has been carried out under our guidance and is a record of the

bonafide work carried out successfully!

Facult' Guide :

,humur deb &oy

9ecturer

-epartment of 0usiness *dministration

World /niversity of 0angladesh

-haka: 231;


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A/3NO)LEDGMENTS

We would like to e$press our earnest gratitude to our supervisor ,humur -eb

&oy# 9ecturer of the -epartment of 0usiness *dministration# World /niversity of

0angladesh# -hanmondi#-haka:231;# 0angladesh! (n this thesis for constructive

advise heartiest guidance# effective suggestion# cordial co:operation continual

encouragement# as much as possible to help unfailing enthusiasm and

successive supervision in all stages of the successful completion of thesis work!

*nd preparation for making our desire report!

*t last We would like to thank our all friends specially symon# adnan# samir#

saiful# shamim# pradip# mamoon# jerin# emon #toha who helped us to prepare this

study report!

+d! ,ahidul (slam and others0atch . 347-8


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%$ecutive "ummary

'he 0achelor of 0usiness *dministration 700*8 program in world university of

0angladesh is 23= credits hours program! 'he program is designed to meet the

needs of students who want to develop their career in the field of different

professions in business areas!

*ll (nformation included in this study is taken mainly from various report# personal

interviews# departmental manuals etc! Certainly there are some limitation in

general banking activities and others areas# which are mentioned in chapter two

and nine! (n order to overcome from such limitations# some suggestions have

been made in this study also!

Communication Objectives *re important because they serves as a bench mark

communications in agencies and organizational managerssales promotion

firms media buying services etc! >lanning and decision making While in decision

making process communication objectives plays an important role # i!e! how to

develop a campaignmedia mi$ selection and allocating budget to diff! elements

+easuring results 'he success and failure are relative to the objectives u have

defined!


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Tale of /ontent"

Su&ect 4age no!

9etter of submission i

-eclaration ii

"upervisor@s Certification iii

*cknowledgment iv

%$ecutive summary v

Chapter one-Introduction

Su&ect 4age no.

&ational of the "tudy# objective of the study# &esearchmethodology

6

Organization of the &eport# 9imitation of the study

Chapter two Description of the organization

Su&ect 4age no.

-escription of the Organization 4:2

Chapter Three- Data analysis and findings

Su&ect 4age no.-ata analysis and findings 24

Chapter Four- Summary, conclusion and Recommendations

Su&ect 4age no.

Conclusion 31

Reference and ppendi!

Su&ect 4age no.

&eference 32*ppendi$ 33


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Chapter one- Introduction

Rationale of the study

'his report was assigned to us by the sponsor faculty member in the

respect of the partial fulfillment of the course requirement of the 00*program!

"#$ecti%e of the study

'o develop knowledge about credit management of objective of

communication!

'o identify strength and weaknesses of the credit approval and monitoring

process in 0usiness Communication!

'o make recommendations regarding the bank credit management

activities!

Research &ethodology

(nformation used in this reports has been collected from both primary andsecondary sources! >rimary data were collected mainly through the writersobservations of the approval process and monitoring techniques# informalinterviews of e$ecutives# officers and employee of an organization!

*nother information were collected from books# publications# reading materials

and various circulars etc!


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"rganization of the report

'he report consists of the writer@s observation and on the job e$perience duringthe internship period about objective of communication! 'he report mainlyemphasizes the sequential activities involved in the credit approval process#analytical techniques used by an organization for credit analysis as an integralpart of the credit approval process!

'imitation of the Study

T!e follo5ing limitation" are apparent in t!e "tud':

'ime constraint is the first limitations of the study!

(nformation which is not secret but relevant to the objectives is presented

here!

-ue to shortage of time and official compulsion it was not possible to

verify in details physically of all the aspects!


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Chapter Two- Description of the

"rganization

FLO) OF /OMM*NI/ATION:

)9OW O) CO++/A(C*'(OA *n organization is a group of people associatedfor business# political# professional# religious# social# or other purposes! (tsactivities require human beings to interact and react# that is# to communicate!'hey e$change information# ideas# plans# order needed supplies and make

decisions# rules# proposals# contracts# and agreements! *ll these activitiesrequire one skill!

T6EORIES OF /OMM*NI/ATION:

'?%O&(%" O) CO++/A(C*'(OA %lectronic 'heory One very influential theoryis called the mathematical or electronic theory of communication! 'his ideaemphasized the technical problems of transmitting a message from a sender to areceiver! (t is based on# and uses the language of# electronics! 'he messagebegins with an information source# the mind of the!

T6E 4RO/ESS OF /OMM*NI/ATION 7MIS/OMM*NI/ATION:

'?% >&OC%"" O) CO++/A(C*'(OA D +("CO++/A(C*'(OACommunication is a process of sending and receiving verbal and nonverbalmessages! Communication is considered effective when it achieves the desiredreaction or response from the receiver! Communication is a two way process ofe$changing ideas or information! 'he process of communication has si$components. senderencoder# message# medium# receiverdecoder!

NON8 9ER,AL /OMM*NI/ATION:

AOA: E%&0*9 CO++/A(C*'(OA 'ype %$amples Eocal characterizerslaughing# crying# sighing# yawning# clearing groaning# yelling# whispering thethroat# Eocal Fualifiers intensity 7loudsoft8G pitch height 7highlow8! Eocal
http://free-books-online.org/mix-books/business-communication/flow-of-communication/http://free-books-online.org/mix-books/business-communication/theories-of-communication/http://free-books-online.org/mix-books/business-communication/the-process-of-communication-miscommunication/http://free-books-online.org/mix-books/business-communication/the-process-of-communication-miscommunication/http://free-books-online.org/mix-books/business-communication/non-verbal-communication-2/http://free-books-online.org/mix-books/business-communication/flow-of-communication/http://free-books-online.org/mix-books/business-communication/theories-of-communication/http://free-books-online.org/mix-books/business-communication/the-process-of-communication-miscommunication/http://free-books-online.org/mix-books/business-communication/the-process-of-communication-miscommunication/http://free-books-online.org/mix-books/business-communication/non-verbal-communication-2/


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"egregates sounds such a Huh:huh@# Hum@# Huh@G silent pauses! >ro$imity 7/se of"pace8 >ro$imity means nearness# in terms of physical space! ?ow people usetheir personal space and that of #

TRAITS OF GOOD /OMM*NI/ATORS:

'&*('" O) recision. 'hey create aHmeeting of #

4RIN/I4LES OF ,*SINESS /OMM*NI/ATION:>&(AC(>9%" O) 0/"(A%"" CO++/A(C*'(OA -ear +r! Aaeem# (naccordance with your request of recent date# in which you e$pressed concernabout the damaged merchandise you received on +ay 2# ( have reviewed yourcase and have reached the decision that full restitution should be made to you!"incerely# -ear Customer# Aow is the time when#

iii8 &esearch +ethods

Re"earc! 4er"pecti+e"

Fuantitative and Fualitative >erspectives

* research perspective# as used here# is a general view and use of researchapproaches and methods! 'here are two major perspectives. quantitative andqualitative! 'he quantitative perspective derives from a positivist epistemology#which holds that there is an objective reality that can be e$pressed numerically!

*s a consequence the quantitative perspective emphasizes studies that aree$perimental in nature# emphasize measurement# and search for relationships! (fa study uses language such as the following# it probably has used a quantitativeperspective. variable# controls# validity# reliability# hypothesis# statically

significant!

On the other hand# a qualitative perspective emphasizes a phenomenologicalview in which reality inheres in the perceptions of individuals! "tudies derivingfrom this perspective focus on meaning and understanding# and take place innaturally occurring situations 7+c+illan# 244=8! (f a study uses language such asthe following# it probably has used a qualitative perspective. naturalistic, fieldstudy, case study, context, situational, constructivism, meaning, multiple realities.
http://free-books-online.org/mix-books/business-communication/traits-of-good-communicators/http://free-books-online.org/mix-books/business-communication/principles-of-business-communication/http://free-books-online.org/mix-books/business-communication/traits-of-good-communicators/http://free-books-online.org/mix-books/business-communication/principles-of-business-communication/


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While some researchers seem chiefly concerned with the differences betweenthe two approaches# +organ 724468 e$plains how the two perspectives can becombined! ?e identifies four general ways of combining the two# based upon twofactors. which one is primary and which# secondaryG and which one is used firstand which# second!

2! Fuantitative primary# qualitative first! 'he researcher begins with aqualitative approach as the secondary method# using the qualitative dataas a basis for collecting and interpreting the quantitative data 7the primarymethod8!

3! Fuantitative primary# quantitative first! 'he researcher begins with aquantitative approach as the primary method# using qualitative follow:up toevaluate and interpret the quantitative results!

5! Fualitative primary# quantitative first! 'he researcher begins by collectingquantitative preliminary data as a basis for collecting and interpreting theprimary qualitative data!

I! Fualitative primary# qualitative first! 'he researcher begins with theprimary qualitative data# using quantitative follow up to interpret thequalitative data!

Re"earc! T'pe"

'he term research type is used here to identify the general research approach!While authorities in the field seem to differ as to how the types of research areclassified# the following approaches# which are most often used in educationalresearch# represent some of the options available to you as a researcher! 'osimplify the discussion# they are divided into whether they tend to use a

quantitative or a qualitative perspective# although there is much overlapping inmany of the types!

"tudies >rimarily Fuantitative in Aature 'he following types of research areprimarily quantitative in nature!

(!perimental Research

%$perimental research uses methods originally applied in the physical andbiological sciences! (n most e$periments the following procedures are used. asample of subjects is selectedG they are assigned randomly to e$perimental and

control groupsG a treatment is administrated to the e$perimental group only!

'he two groups are then evaluated on the basis of the dependent variable# theconsequence of the independent variable! 'he latter is the presumed cause ofthe dependent variable!

)uasi-(!perimental Research


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* quasi:e$perimental design is one that follows the general procedures ofe$perimental research# without the use of control group or without randomassignment# since random assignment or the use of control groups is often notfeasible in educational settings!

Causal-Comparati%e Research

Causal comparative studies are designed to determine the possible causes of aphenomenon! "ometimes these studies are called e$ post facto research!

Correlational Research

Correlation studies are designed to analyze the relationships between two ormore variables# ordinarily through the use of correlation coefficients!

Descripti%e Research

*s the term implies# the purpose of descriptive research is to describe aphenomenon! -escriptive studies report frequencies# averages# andpercentages! )or e$ample# you might study the attitudes!

E+aluation Re"earc!

%valuation research makes judgments about the merit or wroth of educationalprograms# products# and organizations! (t is typically undertaken in order to aidadministrators in making professional decisions! %valuation studies are usuallydescribed as either formative or summative! )ormative studies are made while a

new program or product is being developedG summative studies# when it hasbeen completed! Jou might do an evaluation of a new standards:basedcurriculum# performing both a formative and a summative assessment!

Studie" 4rimaril' ualitati+e in Nature

'he following types of research tend to take a qualitative perspective!

Case Study Research

* case study is an empirical inquiry that investigates a contemporary

phenomenon within its real life conte$tG when the boundaries betweenphenomenon and conte$t are not clearly evidentG and in which multiple source ofevidence are used! Fualitative perspective# concerned with e$ploring# describing#and e$plaining a phenomenon!

Et!nograp!ic re"earc!


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%thnographic research is a special types of case study research! (t isdistinguished from other types of case studies because it uses the theories andmethods of anthropology to study the culture of schools and classrooms!

Action Re"earc!

+ost action research documents how an educational problem was identified#understood# and solved by practitioners!

Re"earc! Met!od"

&esearch methods# as the term is used here# are the specific techniques used tocollect data with respect to the research problem! (n general# five methods aretypically used in educational research!

2! 'est and measurements! 'ests are administered and measurements

made to determine the e$tent of change!3! (nterviews! (nterviews are conducted with individuals or groups toascertain their perceptions!

5! Observations! Observations are made to determine what is occurring andwhat individuals are doing!

I! "urveys! "urveys are administered to assess opinions# perceptions# andattitudes!

;! -ocuments! -ocuments are analyzed to establish the record!

'he process e$plained here assumes that in developing the prospectus you willmake only a preliminary choice that may

'ype+ethod

'est#measurement

(nterview Observation "urvey -ocuments

%$periment > * *

Fuasi:e$perimental

> * *

Causalcomparison

> * *

Correlational > * *

-escriptive * * > *

%valuation > * * * *

%thnographic * > *

*ction * > *

Case study * > * *

uantitati+eRe"earc!

ualitati+eRe"earc!


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Keyconcepts

Eariable Controlled&eliable?ypothesized"tatisticallysignificant

+eaning/nderstanding"ocialconstructionConte$t "ituation

Conte$t/sed

*griculture>sychology >olitical"cience %conomics0asic "ciences

*nthropology?istory "ociology


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Limitation" of t!e Stud'

'he major limitation in using clinical records as primary data sources for researchis missing# inconsistent# or erroneous documentation!L;1#;2M0ecause we usedretrospective chart review to collect data# the data are limited to those

communications with and by patients that were documented by clinicians! +ostlikely# most communication interactions between patients and their families werenot documented in the clinical record! "imilarly# clinicians rarely record allcommunicative e$changes with patients! 'herefore# our data most likelyunderrepresent the communication abilities and communication interactions ofnonspeaking seriously ill adults! Whether use of automated charting systemssuch as the one used throughout the critical care units at this site dissuade orencourage elaboration about communications with and by patients is unknown! *consistent measure of cognition# delirium# or sedation:agitation would havestrengthened our analysis but is another limitation of retrospective chart review!)inally# these data were obtained from a relatively small group of patients 7n N

;18 from a single institution! ?owever# several different types of (C/s wererepresented!

RESEAR/6 MET6ODOLOG;

Maerspectives

ii8 &esearch 'ypes

iii8 &esearch +ethods

Re"earc! 4er"pecti+e"

Fuantitative and Fualitative >erspectives

* research perspective# as used here# is a general view and use of researchapproaches and methods! 'here are two major perspectives. quantitative andqualitative! 'he quantitative perspective derives from a positivist epistemology#which holds that there is an objective reality that can be e$pressed numerically!

*s a consequence the quantitative perspective emphasizes studies that aree$perimental in nature# emphasize measurement# and search for relationships! (fa study uses language such as the following# it probably has used a quantitative


16/22

perspective. variable# controls# validity# reliability# hypothesis# staticallysignificant!

On the other hand# a qualitative perspective emphasizes a phenomenologicalview in which reality inheres in the perceptions of individuals! "tudies deriving

from this perspective focus on meaning and understanding# and take place innaturally occurring situations 7+c+illan# 244=8! (f a study uses language such asthe following# it probably has used a qualitative perspective. naturalistic, fieldstudy, case study, context, situational, constructivism, meaning, multiple realities.

While some researchers seem chiefly concerned with the differences betweenthe two approaches# +organ 724468 e$plains how the two perspectives can becombined! ?e identifies four general ways of combining the two# based upon twofactors. which one is primary and which# secondaryG and which one is used firstand which# second!

2! Fuantitative primary# qualitative first! 'he researcher begins with aqualitative approach as the secondary method# using the qualitative dataas a basis for collecting and interpreting the quantitative data 7the primarymethod8!

3! Fuantitative primary# quantitative first! 'he researcher begins with aquantitative approach as the primary method# using qualitative follow:up toevaluate and interpret the quantitative results!

5! Fualitative primary# quantitative first! 'he researcher begins by collectingquantitative preliminary data as a basis for collecting and interpreting theprimary qualitative data!

I! Fualitative primary# qualitative first! 'he researcher begins with the

primary qualitative data# using quantitative follow up to interpret thequalitative data!

Re"earc! T'pe"

'he term research type is used here to identify the general research approach!While authorities in the field seem to differ as to how the types of research areclassified# the following approaches# which are most often used in educationalresearch# represent some of the options available to you as a researcher! 'osimplify the discussion# they are divided into whether they tend to use aquantitative or a qualitative perspective# although there is much overlapping in

many of the types!

"tudies >rimarily Fuantitative in Aature 'he following types of research areprimarily quantitative in nature!

(!perimental Research


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%$perimental research uses methods originally applied in the physical andbiological sciences! (n most e$periments the following procedures are used. asample of subjects is selectedG they are assigned randomly to e$perimental andcontrol groupsG a treatment is administrated to the e$perimental group only!

'he two groups are then evaluated on the basis of the dependent variable# theconsequence of the independent variable! 'he latter is the presumed cause ofthe dependent variable!

)uasi-(!perimental Research

* quasi:e$perimental design is one that follows the general procedures ofe$perimental research# without the use of control group or without randomassignment# since random assignment or the use of control groups is often notfeasible in educational settings!

Causal-Comparati%e Research

Causal comparative studies are designed to determine the possible causes of aphenomenon! "ometimes these studies are called e$ post facto research!

Correlational Research

Correlation studies are designed to analyze the relationships between two ormore variables# ordinarily through the use of correlation coefficients!

Descripti%e Research

*s the term implies# the purpose of descriptive research is to describe aphenomenon! -escriptive studies report frequencies# averages# andpercentages! )or e$ample# you might study the attitudes!

E+aluation Re"earc!

%valuation research makes judgments about the merit or wroth of educationalprograms# products# and organizations! (t is typically undertaken in order to aidadministrators in making professional decisions! %valuation studies are usuallydescribed as either formative or summative! )ormative studies are made while a

new program or product is being developedG summative studies# when it hasbeen completed! Jou might do an evaluation of a new standards:basedcurriculum# performing both a formative and a summative assessment!

Studie" 4rimaril' ualitati+e in Nature

'he following types of research tend to take a qualitative perspective!


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Case Study Research

* case study is an empirical inquiry that investigates a contemporaryphenomenon within its real life conte$tG when the boundaries betweenphenomenon and conte$t are not clearly evidentG and in which multiple source of

evidence are used! Fualitative perspective# concerned with e$ploring# describing#and e$plaining a phenomenon!

Et!nograp!ic re"earc!

%thnographic research is a special types of case study research! (t isdistinguished from other types of case studies because it uses the theories andmethods of anthropology to study the culture of schools and classrooms!

Action Re"earc!

+ost action research documents how an educational problem was identified#understood# and solved by practitioners!

Re"earc! Met!od"

&esearch methods# as the term is used here# are the specific techniques used tocollect data with respect to the research problem! (n general# five methods aretypically used in educational research!

2! 'est and measurements! 'ests are administered and measurementsmade to determine the e$tent of change!

3! (nterviews! (nterviews are conducted with individuals or groups toascertain their perceptions!5! Observations! Observations are made to determine what is occurring and

what individuals are doing!I! 'he "urveys! "urveys are administered to assess opinions# perceptions#

and attitudes!;! -ocuments! -ocuments are analyzed to establish the record!


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Chapter Three- Data nalysis andFindings

o Written communication is generally used to inform# collaborate orpersuade! 0efore drafting any piece of literary collateral# one ofthese general uses should be identified! Once the purpose isestablished# the following guidelines can be used for an effectivebusiness communication protocol!

)irst# are all of the contents incorporated into one main idea+ultiple topics in one document can confuse the reader! "eparateunrelated subjects into different documents!

"econd# is the language clear# familiar and free of slang Aeverassume the reader understands industry jargon!

Ae$t# is the message brief# engaging and properly formatted 'heappearance should always be professional# but should be easy foranyone to read!


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Chapter Four- Conclusion

'here are numerous areas of interest beyond the scope of this study that would

add knowledge to the field of communication of an organization! "uggested

recommendations for additional study would be# for e$ample# internal or e$ternal

communication for future development!

We as a society will never return to a life without Communication! 'he current

method communication with our limited Knowledge of sources cannot besustained# nor can the environmental damage be ignored indefinitely! 'his thesis

represents a starting point to e$amine the merits of communication# with many

aspects of further development!


21/22

Reference

67-cellence in Business ommunication86 John 9% .hill and ourtland L% Boee8

1::1

6'nternal ommunication3 .he 'AB ;andboo" of /r!anihoto redit Leisure business people ima!e by hua-iadra!on from?otolia%com%

7ssentials of Business ommunication @Raendra >al@ and J% orlahalli@
http://www.fotolia.com/http://www.fotolia.com/


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ppendi!

*dair# jhon . 'raining for Communication

*tthreya# A!? . %ffective report Writing

0ergin# )rancis , . >ractical Communication

-avies Keith . ?uman 0ehavior at work

,apss# K!% . +anagement behavioral process

)ry &onald . +anual of Commercial Correspondence

Koontz and O@-onnel . >rinciples of +anagement

*nthony &obert ! A . +anagement control system

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