Chapter Three

3.1. Types of Business Communication

As it is explained before, communication takes place both verbally and non-verbally. In this
section you will study both verbal (written and oral) and non-verbal communication methods in
brief.

3.1.1. Verbal Communication

Dear learner, what do you understand by verbal communication? What type of verbal
communication methods do you know? Can you list some? (You can use the space provided below
to write your response)
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I hope that you have identified them. The most common form of verbal communication is the
use of spoken words to send a message and it is called verbal communication. Verbal
communication is the written or oral use of words to communicate. It can take place through
various channels (such as face-to-face, letters or over the telephone) and can take place at
different levels (individually, or in group). Verbal communication is a significant part of a
manager’s job. For example, most managers hold meetings, talk on the phone, and give
speeches. Research has found that managers spend as much as 80 - 90 percent of their total
time involved in communication.

There are two key components of verbal communication: voice tone/language usage, and the
content of the message. Voice tone can add meaning to the words that are uttered. The tone of
one’s voice often holds significant clues as to the underlying meaning of a statement. Voice
tones certainly place emphasis where there speaker intends. Consider, for example, how the
word “yes” can assume different meanings by varying the tone of expression.

If it is said: softly, it can mean: friendliness loudly, anger, sharply, annoyance, rising, a
question. Words are unique to humans. Depending on how it is used, conversation can create
understanding or complete misunderstanding. Carefully chosen words bridge gaps and can also
be used to mend fences. Be sure that the words you use have the same meaning for the person
with whom you are speaking as they do for you.

Types of Verbal Communication

1. Oral Communication
Oral communication, or the spoken word, takes place largely through face-to-face
conversations with another individual, meeting with several individuals, and telephone
conversations. It is one of the most common functions in business. Consider, for example, how

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limiting it would be if a manager could not attend meetings, ask questions of colleagues, make
presentations, appraise performance handle customer complaints, or give instructions.

Oral communication has the advantage of being fast, is generally more personal than written
communication, and provides immediate feedback from others involved in the conversation.
Disadvantages include the fact that oral communication can be time consuming, can be more
difficult to terminate, and requires that additional effort be expended to document what is said
if a record is necessary.

Oral communication is different from written communication in that it allows more ways to get
a message across to others. You can clear up any questions immediately; use nonverbal clues;
provide additional information; and use pauses, emphasis, and voice tone to stress certain
points.

For oral communication to be effective, a second communication skill-listening - is also

required. No matter how well crafted the content and delivery of an oral presentation; it can not
achieve its goal if the intended audience does not have effective listening skills. Research has
found that nearly 60% of all communication problems in business are caused by poor listening.

2. Written communication skills

Dear learner, in your opinion oral or written communication difficult to you use? What do you
think the reason? (You can use the space provided below to write your response)

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Good attempt! Here is the answer. Writing is more difficult than speaking because you have to
get your message correct the first time; you do not have the advantage of immediate feedback
and non verbal clues such as facial expressions to help you achieve your objective of creating
mutual understanding. In many cases considerable time and effort are expended in preparing
written communication than oral communication. But it does not mean that oral
communication is better than written communication.

Despite some possible shortcomings in written skills, written communication generally has
several advantages over oral communication. Written communication provides a record of the
message, can be disseminated widely with a minimum effort, and allows the sender to think
through the intended message carefully. Written communication also has several disadvantages,
including the expense of preparation, the relatively impersonal nature of written
communications, possible misunderstanding by the receiver, and the delay of feedback
regarding the effectiveness of the message.

Written communication occurs through a variety of means, such as business letters,

memorandums, reports, resumes, written telephone messages, newsletters, electronic mail (E-

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mail) and policy manuals. These methods of written communication are discussed in detail in
the subsequent units in module two.

3. Written Versus Oral Communication

Dear learner, what difference can you identify between written and oral communications?
(You can use the space provided below to write your response)

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Check your answer with the information given in table 1.2 below. Given the advantages and
disadvantages of written and oral communication, it is not surprising that managers use both
types of verbal communication. However, research shows that business people tend to prefer
oral communication channels to written ones. The transmission channel or the medium you
choose depend on the message you want to convey and on other factors, such as the location of
your audience, the need for speed, and the formality of the situation. In addition the choice
between speaking and writing depends on the purposes, the audience, and the characteristics of
the two communication channels. See the table below: Here are some examples:

Table 1. 2: Comparison of written and oral communication (Adapted from Bovee and
Thailand: 1992:68)

An oral communication is appropriate A written communication is

when: appropriate when:
 You want immediate feedback from the  You do not need immediate feedback
audience
 Your message is relatively simple and  You have a detailed and complex
easy to accept message that requires careful planning
 You do not need a permanent record  You need a permanent, verifiable record
 You can assemble the audience  You are trying to reach an audience that
conveniently and economically is large and geographically dispersed
 You want to encourage interaction to  You want to minimize the chances for
solve a problem or reach a decision distortion that occur when a message is
passed orally from person to person
 You communicate less detail and  You send more technical and detail
technical information information
 You focus more on interpersonal  Your focus on the content not on
relations personal relationships

While transmitting a message, one might face several problems. When problems arise during
the transmission phase of the communication process, they are often physical: bad connections,

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poor acoustics, and illegible copy. Although defects of this sort (called "noise") seem trivial,
they can completely block to otherwise effective message. For this reason, you should exercise
as much control as possible over the physical transmission link. If you're preparing a written
document, make sure that its appearance doesn't detract from your message. If you're
delivering an oral presentation, choose a setting that permits the audience to see and hear you
without straining.

Activity 1.6
Take 20 minutes and write the types of communication (written or oral) suitable in the
following cases.
1. An Official in MoND has a message to share with Major Commanders who reside in
various camps all over the country.
2. A top level manager in the MoND is planning to communicate an important message to
the guards and other lower level employees and the message should pass through the
line of authority.
3. A new directive was developed by top level mangers and wants to communicate to
those who are concerned so that they can apply it in their day to day operations.

3.1.2. Non-verbal Communication

Dear learner, can you define non verbal communication? (You can use the space provided below
to write your response)
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Dear learner, there are a large number of non-verbal communication in work place that are
beyond your expectations. Anthropologists theorize that long before human beings used word
to talk things over, our ancestors communicated with one another by using their bodies to
express anger, love, support, superiority, dislike, respect, dependence and other feelings. Even
today nonverbal communication plays a very crucial role in the communication process in
business organizations in addition to the verbal communication.

What is non-verbal communication?

Nonverbal communication refers to information conveyed by actions and behaviors rather

than by spoken or written words. Nonverbal communication involves the sending of messages
without the use of words. It is a continuous process and is the principal means by which
feelings and attitudes are conveyed. Awareness of nonverbal cues is necessary to assure that a
mixed message is not sent, a contradiction between the verbal and the nonverbal message can
be avoided. Studies showed that ninety percent of communication is nonverbal. (Brovee and
Thill: 1992:28)

Why non-verbal communication is important?

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Dear learner, what do you think are the importance of non verbal communication in you day to
day communication? (You can use the space provided below to write your response)
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Non-verbal communication is important for the following reasons:
1. Nonverbal communication plays a critical role in shared understanding. Most shared
understanding comes from nonverbal messages, such as facial expressions, voice, hand
gestures, and even clothing worn. If verbal and nonverbal communication contradict each
other, the receiver is likely to become confused and give more weight to the nonverbal
communication.
2. Nonverbal communication also conveys the emotional state of the sender, which can often
be the most important part of the message. If your boss claims not to be angry, but is
turning red, has clenched fists, and is standing tense and stiff as a board, you may want to
walk softly, because the nonverbal express extreme anger.
3. Non verbal communication frequently works hand in hand with verbal communication. Our
words carry part of the message and nonverbal signals carry the rest. Together the two
modes of expression make a powerful team augmenting reinforcing and clarifying each
other.
4. Nonverbal communication is efficient both from the sender’s and receiver’s standpoint.
You can transmit a nonverbal message without even thinking about it, and your audience
can register the meaning unconsciously. At the same time, when you have a conscious
purpose, you can often achieve it more economically with a gesture than you can with
words.

Table 1.3: The difference between verbal and nonverbal communication (Brovee and Thill:
1992)

Verbal communication Nonverbal communication

 Takes place using words  Takes place without the use of words
 Planned  Planned and unplanned/unconscious
 Structured  Less structured
 Words are less reliable and may deceive  Reliable (nonverbal symbols express
receivers emotions properly)
 Convey feelings properly

What are the different types of nonverbal communications?

Dear learner, can you identify the non verbal communication methods you know and use in
you day to day communication? (You can use the space provided below to write your response)

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Dear learner, according studies, there are over 700,000 forms of nonverbal communication.
However, these forms can be grouped into general categories. These categories are: (Brovee
and Thill: 1992:30)

 Facial expressions and eye behavior

 Gestures and postures
 Vocal characteristics
 Personal appearance
 Touching behavior, and
 Use of time and space.
A. Facial expression and eye behavior
The face is a rich source of information. Facial expressions convey a wide range of emotions
such as attention and interest, influence over others, regulate interaction, and establish
dominance. The eyes and face can divulge hidden emotions- anger, annoyance, confusion,
enthusiasm, fear, hatred, joy, love, interest, sorrow, surprise, uncertainty, and others. Although
the eyes and the face are usually a reliable source of meaning, people sometimes manipulates
their expressions to simulate an emotion they do not feel or to mask their true feelings.
A new employee may answer ‘yes’ hesitantly, ashamed, or embarrassed to tell the truth when
asked if s/he understands the supervisor’s oral instruction. Yet that employee’s frown or red
face and bewildered expression in the eyes should prompt the observant supervisor to consider
restating the instruction more clearly.
B. Gestures and postures
By moving their bodies, people can express both specific and general messages, some of
which are voluntary and some of which are involuntary. Many gestures - a wave of the hand,
for example - have a specific and intentional meaning, such as "hello" or "goodbye." Clenched
fists pounding on a table or podium may indicate anger or emphasis. Continual gestures with
arms while speaking may signal nervousness; they may also distract listeners’ attention from
the spoken words. These unconscious signals reveal whether a person feels confident or
nervous, friendly or hostile, assertive or passive, powerful or powerless.

Posture nonverbally conveys impressions of self-confidence, status, and interest. Confident

executives may have a relaxed posture and yet stand more erect than a timid subordinate.
Interested persons occasionally lean forward toward the speaker, while those who are bored or
annoyed may slump – as well as yawn and repeatedly glance at their watches.

Gestures can be used to punctuate a statement; for example, pointing to emphasize or signaling
to get attention. Movements all too often indicate tension or boredom. Shifting in one’s seat,
foot tapping, or finger drumming, are all signs of inattentiveness and should be restricted. By
paying attention to these, you can tell when a resident is nervous, exhausted, ready to end your
visit, or any one of a number of other messages. Gestures and movements do have meanings.

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To be skilled as a communicator, you need to be able to read their meanings and to effectively
use gestures and movements to convey your messages.

C. Vocal characteristics
Like body language, a person's voice carries both intentional and unintentional messages. On a
conscious level, we can use our voices to create various impressions. For example, consider the
phrase "Where have you been?" If you repeat that question four or five times, changing your
tone of voice and stressing various words, you can convey quite different messages. A person’s
tone of voice can affect the meaning of her/his words.

Suppose your classmate enters your dorm and you say, “How nice to see you.” Your classmate
will use your tone of voice to decide whether you are pleased, surprised, or sarcastic. In this
case, your vocal tones convey more information than your words. Vocal tones convey the most
information when they are changed from the person’s usual tone of voice – say when a
person’s voice is uncharacteristically high-pitched.
Recognizing the importance of vocal tones, Jaguar’s senior executives enhanced commitment
to quality by using middle managers listen to taped interviews with customers, rather than
distributing written survey results. Hearing the intensity of customers’ complains about service
inspired managers to make improvements. Similarly, Procter & Gamble disseminates customer
complaints in the form of a half-taped of calls. According to executives there, employees react
much different to the oral messages than to a sheet of statistics.
However, your vocal characteristics also reveal many things that you are unaware of. The tone
and volume of your voice, your accent and speaking pace, and all the little um's and ah's that
creep into your speech say a lot about who you are, your relationship with the audience, and
the emotions underlying your words.
D. Personal appearance
Appearance conveys nonverbal impressions that affect recipients’ attitudes toward the verbal
messages even before they read or hear them. An individual's appearance helps establish his or
her social identity. Aspects of physical appearance such as clothing, hairstyle, jewelry, and
makeup communicate people’s values and social group. People respond to us on the basis of
our physical attractiveness. When people think we are capable and attractive, we feel good
about ourselves, and this affects our behavior, which in turn affects other people's perceptions
of us. In most businesses, a professional image is appropriate. In the work place, the norms for
appropriate physical appearance depend on the industry, job, geographical location and
organizational culture. People who fail to live up to these norms typically create a bad
impression. What do you feel if an armed person wear a suit in the warfare?
E. Touching behavior
Touching people in different ways and places can silently communicate friendship, love,
approval, hatred, anger, or other motives and feelings. Perhaps because it implies intimacy,
touching behavior is governed by relatively strict customs that establish who can touch whom,
and how, in various circumstances. The accepted norms vary depending on the gender, age,
relative status, and cultural background of the individuals involved. In business situations,
touching suggests dominance, and so a higher-status person is more likely to touch a lower-

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status person than the other way around.
F. Use of time and space
Like touch, time and space can be used to assert authority. In many cultures, people
demonstrate their importance by making other people wait; they show respect by being on time.
However, attitudes toward punctuality are cultural. In North America, being on time is a mark
of good manners; in other places, it is more polite to be somewhat late. People can also assert
their status by occupying the best space. For instance, in many companies, the chief executive
usually has the nicest office and the prettiest view. Apart from serving as a symbol of status,
space determines how comfortable people feel talking with each other. When people stand too
close or too far away, we feel ill at ease. The comfort zone varies from culture to culture.
Somebody from the Middle East would be okay talking with a partner standing close to one
another, whereas Americans would find it very uncomfortable talking with someone standing
close by to one another.
The way people use space is also part of nonverbal communication. Each of us has a variable
size of personal space. Personal space refers to the distance that we put between ourselves and
others. There are four distances that we use, depending on how we feel toward the person with
whom we are communicating.
1. Intimate distance is usually reserved for people with whom we feel emotionally close.
The zone begins with skin contact and ranges out to about 18 inches.
2. Personal distance can range from 18 inches to about 4 feet. Here again, the contact is
rather close, but less personal than the intimate distance.
3. Social distance, the third zone, ranges from 4 feet to 12 feet. This is the distance at which
most business situations occur or ombudsmen deal with residents.
4. Public distance runs outward from twelve feet. The closer range of public distance is the
one most teachers use in the classroom. As you seek to communicate effectively with
others, you must be aware of their personal space. If you are trying to establish rapport,
you will respect their comfort with various degrees of physical closeness. There maybe
other times when you will purposefully “invade” someone’s personal space.

3.1.3. Levels of Business Communication

Business communication can usually be thought of as occurring at one of five different levels:
intrapersonal, interpersonal, group, organizational and intercultural. One level is not more
important than another. Communication may occur at any or all of these levels simultaneously.
They are simply different ways of categorizing the communication processes. This is shown in
the following diagram.

Level 5
Level 4 Intercultural

Level 3 Organizational

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 Level 2 Group
Interpersonal
Level 1
Intrapersonal

Figure 1.2: Managerial Communication levels of Analysis (adopted from Murphy and
Hildebrandt: 1998)
Level 1: Intrapersonal communication
Interpersonal communication is the first level of communication. It focuses on internal
behavior such as observing, listening, reading, speaking, and writing. Most of these activities
involve the seeking of information; consequently, this communication level is extremely
important for managerial decision making and problem solving because effective decisions
require accurate information. Intrapersonal communication occurs as a manager peruses a
complex report to determine if a capital investment can be justified or reads magazine while on
the taxi to work.

Level 2: Interpersonal level

The second category is the interpersonal level of communication. At this level, two or more
people exchange thoughts. They may be sharing information, providing feedback, or simply
maintaining a social relationship. The manager contemplating a capital investment may not be
able to obtain all the necessary information without exchanging ideas and obtaining feedback
from other managers such as finance, marketing and production. This process is interpersonal
communication.
Level 3: Group communication
The third category is group communication. The most frequent form of group communication
is meetings, which may be either formal or informal. The various types and functions of formal
meetings are discussed in the subsequent chapters.
Level 4: Organizational Communication
The organizational level of communication operates within the networks that link all
organizational members. For instance, some organizations have weekly/monthly newsletter
distributed to all employees. Organizational communication is also concerned with how a
group of tasks are linked to complete a job. For instance, before an accountant completes a
monthly financial report, he/she must obtain information from other departments to determine
the cost of resources consumed during the period covered by the report.

Level 5: Intercultural Communication

Intercultural communication concerns interactions among people of different cultures.

3.2. Directions of communication

For an organization to be successful, communication must flow freely through formal and
informal channels. The following section gives you brief idea about the types of formal

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communication networks and role of informal communication network in the formal
organization.

3.2.1. Formal communication channel/networks

In the formal communication network, messages or information flows along the official paths
prescribed by the organization’s chain of command. Within this network, information may be
transmitted from superiors to subordinates (downward communication) subordinates to
superiors (upward communication), among people at the same level on the organizational
chart (horizontal communication), and among people in different departments in different
positions within the organization (diagonal communication). These four types of
communication make up the organization’s formal communication network. In this section,
you will study these communication channels.

1. Downward Communication

Dear learner, think of the organizational structure of the Ministry of National Defense,
particularly the relationship between you and your boss and identify the types of messages that
flows from your boss to you? (You can use the space provided below to write your response)

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Dear learner, communication that involves a message exchange between two or more levels of
the organizational hierarchy is called vertical communication. It can involve a manager and a
subordinate or can involve several layers of the hierarchy. It can flow in a downward or an
upward direction.

The differences between downward and upward communication can be compared to the force
of water when it flows up or down. Downward communication is like water streaming down
from a waterfall or a showerhead. It pours down easily with great force and wets a large area,
while upward communication is like a small spurt of water shooting up from a fountain against
the pull of gravity. The higher it travels, the more it loses its force. Official top-to-bottom
communication channels flow down with great force and reach a great many people, but
official bottom -to– top channels flow up with difficulty, and reach relatively few people.

What is downward communication?

Downward communications are formal messages that flow from managers to subordinates.
The message might take the form of a casual conversation or formal interview between a
supervisor and an individual employee. Or it might be disseminated orally to a group through
a meeting, workshop etc. Or it can be a written memo, news letter, bulletin board
announcements. The figure below can be a good example of a downward communication in a
bank.

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Figure 1.3: Examples of downward communication channel (Adapted from Hamilton and
Parker 1987: 47)

In downward communication the following types of messages flow from management/boss to

subordinates: (Hamilton and Parker 1987: 47)
 Job directions: Directions about what to do or how to do it.
 Assignment of tasks and responsibilities
 Performance feedback
 Certain information concerning the organization’s strategies and goals.
 Speeches
 Policy and procedure manuals: Information about rules, regulation that are guidelines
and constraints that tell what to do and what not.
 Employee handbooks
 Company leaflets
 Briefings on the organization’s mission and strategies
 Staff meetings
 Job descriptions
 Job rationales: explaining the relationship between a task and other organizational
tasks.
 Feedback: on employee performance appraisal/individual performance on assigned
tasks.
 Motivational appeals: efforts to encourage a sense of mission and dedication to the
goals of the organization. “If everyone will put in a little extra effort, we can become
the number one producer of X components.”

2. Upward Communication

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Dear learner, can you identify the types of messages that flow from you (subordinate) to your
boss in your organization’s structure? (You can use the space provided below to write your
response)

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Dear learner, upward communication is the reverse of downward communication and it can be
defined as follows: “Upward communication is the flow of information from lower level
employee (subordinate) to upper level employees/mangers (boss)” (Scot 1992: 12).

Upward communication is important because it provides higher management with the

information needed for decision making. Managers cannot be everywhere at once, therefore,
they depend on lower level employees to furnish them with accurate, and timely reports.
Upward communication also enable management know how their downward messages were
received and interpreted by the employees. It also cultivates employee’s loyalty by giving
employees an opportunity to be heard, to air their grievances, and to offer suggestions.
In general, the following are the benefits of upward communication:
a) It gives feedback on how accurately downward messages have been received.
b) It indicates how well management decisions are being received.
c) It can increase acceptance of management decisions.
d) It can prevent new problems and diagnose old ones.

Upward communication can take the form of one-to-one meetings with one’s immediate
supervisor, staff meetings with supervisors, suggestion systems, grievance procedures,
employee attitude survey, progress reports, inquiries, conferences, memos etc. The following
figure illustrates the upward communication in a bank.

Figure 1.4: Examples of upward communication channel (Adapted from Hamilton and
Parker 1987: 48)

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The following types of messages are valuable when communicated upward: (Hamilton and
Parker 1987: 49)
1. What subordinates are doing: highlights of their work, achievements, progress, and
future job plan.
2. Outlines of unsolved work problems: on which subordinates now need aid or may
require help in the future.
3. Suggestions or ideas for improvements: within departments or in the organization as
a whole.
4. How subordinates think and feel: about their jobs, their associates, and their
organization.

Upward communication to be effective it must be accurate. Unfortunately, many subordinates

tend to distort upward communication to protect themselves and make messages more
acceptable to superiors. Upward messages are also more likely to be distorted when
subordinates have sufficiently less power and status, when trust between parties is weak, and
when subordinates desire upward mobility or recognition.

So, how can we improve upward communication?

Most of the responsibility for improving upward communication rests with managers. The
place to begin is for managers to announce their willingness to hear from subordinates. They
must be sincerely interested in hearing from subordinates and genuinely value their ideas.
Managers can use various methods to facilitate upward communication such as:
 Following an "open - door" policy
 Establishing clear grievance procedures
 Conducting periodic interviews
 Periodic group meetings and
 Using suggestion box

3. Horizontal Communication

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Horizontal communication is the flow of information among employees within the same level
in the organizational chart. Horizontal information informs, supports, and coordinates activities.
Considerable horizontal communication in organizations stems from staff specialists, in areas
such as engineering, accounting, and human resources management, who provide advice to
managers in various departments. The following figure illustrates the horizontal
communication network.

Figure 1.5: Examples of horizontal communication channel (Adapted from Hamilton and
Parker 1987: 50)

Horizontal communication is especially important in an organization for the following

purposes: (Hamilton and Parker 1987: 50)

1. To coordinate task when several employees or departments are each working on part of
an important project.
2. To solve problems such as how to reduce waste or how to increase the number of items
assembled each hour.
3. To share information such as an easier way to perform a task or the results of a new
survey.
4. To solve conflicts such as jealousy or disagreements between coworkers.
5. To build rapport: peer support.

4. Diagonal Communication
Some organizational structures employ teams comprised of members from different functional
areas, even different levels of the hierarchy. When these individuals from different units and
organizational level communicate, it is diagonal communication. With more and more firms
reducing the number of management layers and increasing the use of self managed work teams,
many workers are being required to communicate with others in different departments and on
different levels to solve problems and coordinate work. For instance, a team might be formed

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from all functional areas (accounting, marketing, operations, and human resources) to work on
a specific product project to ensure that all points of view are considered.

3.2.2. Informal Communication (Grapevine)

Dear leaner, have you faced a situation that surprised you when your friend congratulated you
on your promotion? He has received no formal announcement from the organization about
your promotion. Where he/she has got the information about your promotion? (You can use the
space provided below to write your response)
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Dear learner, the answer is from the informal communication channel. It is known that not all
messages flow along the official paths prescribed by the organization’s chain of command.
Many messages, as in the question above, flow along an informal network commonly called
the ‘grapevine’. Informal communication, better known as grapevine, is communication that
takes place without regard to hierarchical or task requirements. Informal communication
channels are not deliberately designed and therefore, are not abide by the formal organizational
hierarchy or chain of command.

These are the common characteristics of the grapevine:

 Most of the information passed along grapevine is business related
 The grapevine is pervasive. It exists at all levels in the organization
 Information moves rapidly along the grapevine
 The grapevine is active when change is taking place and when one’s need to know or
level of fear is highest. This happens for example during the following situations;
layoffs, implementation of a new structure, a new method (such as BPR) and the like.
 The grapevine is a normal, often vital, part of every organization.

One classical study investigated four possible configurations for grapevine chains.
 Single-stand chain: communication moves serially from person A to B to C and so on
(each tells one other).
 Gossip chain: person A seeks out and tells others (one tells all).
 Probability chain: person A spreads the message randomly; as do individuals F & D
(each randomly tells others).
 Cluster chain: person A tells selected individuals and then one of these tells selected
others (some tell selected others). The study found that the cluster chain was the most
predominant form, which suggests that individuals who euphonium are part of
grapevines are likely to be selective about the persons to whom they relay information
and that only some of these persons will in turn pass the information further.

Despite the fact that grapevines sometimes create difficulties when they carry gossip and false
rumors, they are a fact of life in organizations, and it is unrealistic for managers to think that
they can eliminate grapevine. The type of information the grapevine carries depend on the
‘health’ of the organization. If managers are fairly open with employees and send all necessary
information through formal channels, the grapevine usually caries only personal interest items.

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However, when the formal communication channels fail to do the job, the grapevine begins to
carry information about the organization. In other words, the grapevine busies itself with
official matters only when the formal channels of communication fail to deliver, are not
understood, or are not accepted by the people for whom the messages are intended.

Research has found that although some entirely false rumors are spread by the grapevine,
information passed by this means is 75-95 % accurate (Hamilton and Parker 1987: 52).
Informal messages may be more accurate than the formal ones because status, power and rank
differences are temporarily set aside. Overall, grapevines tend to be fast, and carry large
amounts of information.
Managers who listen carefully to the informal communication find it useful source of
information about employees concerns and problems. Some managers actually leak new ideas
or proposals to the grapevine to test worker response. If an idea is greeted with hostility, they
drop it or reverse it; if the idea is received positively, they introduce it into official channels.
The grapevine can also help to disseminate information about organizational traditions and
history.

Functions of Informal Communication to organization

1. Confirming: Some informal communication confirms formal messages.
2. Expanding: Informal communication can fill in the gaps left by incomplete formal
messages.
3. Expediting: Informal networks can often deliver messages more quickly than can official
channels.
4. Contradicting: Sometimes informal networks contradict official messages.
5. Circumventing: Informal contacts can sometimes help you short cut official channels that
are unnecessarily cumbersome and time consuming.
6. Supplementing: Sometimes even management realized that informal communication can
get the job done better than can the more formal variety.

Who Uses the Grapevine?

Some people become very active on the grapevine when the organization is undergoing periods
of instability or excitement. Layoffs and rumors of impending automation or electronic dates
processing tend to start the grapevine working overtime. At such times, managers should take
care to "feed" grapevine accurate information to keep the rumor level down so that it doesn't
affect morale and production rates. Some people are active on the grapevine only when their
personal feelings are involved.
Most grapevine messages are short-lived. People become easily board by stale gossip. Some
people, however, always have the latest "dirt." They are the controls transmitters on the
grapevine line and sometimes the ones to consult when it is necessary to find out "what is
really going on." Such people are the "stars" of the grapevine channel - hence called grapevine
leaders.

What to do with it? Should we avoid it?

16
Rather than trying to eliminate the grapevine, competent mangers accept its existence and pay
attention to it. They act promptly to counteract false rumors. Most of the time, they use the
formal communication network such as meetings, memos, letters, newsletters, and notice board
to ensure that all news (both negative and positive) are communicated to employees as quickly
and as completely as possible. The free flow of information within the organization not only
stops rumors; it’s simply good business.

Activity 1.7
Take 15 minutes and answer the following questions related to the purpose and
limitations of communication.
1. Think of your communication with your boss. You send and receive large number of
messages of different type every day. What limitations can you identify in the upward
communication channel?
2. What do you think are the benefits of horizontal communication?

3.3. Checklist
Dear students, the following points are prepared to help you check whether you have
understood the important points in the unit or not. Read through them carefully and put a tick
mark under ‘yes’ if you have understood it and proceed to the next unit. But for those that you

17
put a tick mark under ‘No’ please go back to the unit and read again until you have understood
them.

Points Yes No
I can explain the nature of communication
I know the types of non-verbal communications
I can explain the objectives of organizational communication
I can explain the role of communication in performing functions of
management
I know the level of communication
I can describe the types of communication
I can identify the barriers to communication
I can explain the communication process
I know the unique problems of communication in business organizations
I can explain the ways by which business communication can be improved
I can describe internal and external communication
I know the function of grapevine
I can explain the horizontal, vertical and diagonal communication channels
I can identify the strengths of formal communication networks
I can explain the limitations of the different type of formal communication
networks

3.4. Unit Summary

Dear learner, now you have finished unit 1, let us outline the main points discussed so far to
help you refresh your memory.

Communication is the process by which people share their thoughts, ideas, and feelings with
each other in commonly understandable ways. For communication to take place there should
be at least two individuals (sender and receiver), and there should also be some kind of
message that is intended to be transmitted from one party to another over a selected channel of
communication.

Effective communication is the lifeblood of all organizations. It helps managers plan, organize,
staff, direct and control the day to day activities of their organization. Its major objectives
include setting organizational goals, measuring results, making decisions, hiring employees,
negotiating and producing and selling products.
Communication takes place both verbally and non-verbally. The Verbal Communication refers
to the use of spoken words to send a message to someone to whom the message is intended.
Verbal communication is the written or oral use of words to communicate. It can take place
through various channels (such as face-to-face, letters or over the telephone) and can take place
at different levels (individually, or in group).

18
Communication is a complex process that involves sender-encoder, message, communication
channel, receiver-decoder and feedback. Misunderstanding arises when any part of this process
breaks down. This may happen because of general barriers to communication such as choice of
inappropriate channel, physical barriers (noise, time and distance), semantics barriers,
difference in the perception of reality, attitudes and Opinions, sender credibility, information
overload, fear, snap reactions, assumptions, degree of motivation and differing backgrounds.
Business communication is especially prone to misunderstanding because the message is
complex; conditions are difficult to transmit the message and the psychological and social
difference between the sender and receiver.

In the organizations formal communication network information flows horizontally, from a

sender to a receiver. It can also move vertically, down from top management, or up from the
subordinates. Information can also move diagonally between and among levels of an
organization, who are at different levels one at a higher level and another in the lower level
having no direct reporting relationship.

The informal communication network (also called the grapevine) consists of information
transmitted through nonofficial channels. Rather than trying to eliminate it, managers should
accept its existence and pay attention to it.

3.5. Self Assessment Questions

Part I. Multiple choice questions

Read the following questions and choose the best answer from the options given.

1. Written communication is required when:

A. immediate feedback is necessary
B. there is a need to document the communication
C. the message should have detailed accuracy
D. All of the above
E. B and C only
2. A level of communication that involves sharing information between two individuals in an
organization is known as:
A. Intrapersonal communication D. Organizational communication
B. Interpersonal communication E. Intercultural communication
C. Group communication
3. Ato Kebede, a manager of A and F Company, has called a meeting with the concerned
financial department personnel to discuss on the future financial performance of the
organization. The level of the communication that took place is:
A. Intrapersonal communication
B. Group communication
C. Organizational communication
D. Interpersonal communication
E. Intercultural communication
4. __________ refers to the process of converting ideas in to a message.

19
 A. Decoding the idea D. Giving feedback
B. Choosing the medium E. All of the above
C. Encoding the idea
5. Which of the following is/are true about business communication?
A. In most cases it is a one way process
B. It is more important at top managerial levels than lower levels
C. Perception creates barriers to communication because individuals understand their
environment from their mind setup
D. Communication in business is simple than other personal communications
E. All of the above
6. Which of the following barriers to communication in subordinate-superior relationships
is/are attributed to superiors?
A. Low reward and facilities
B. Lack of freedom to interfere in the superiors time
C. Fear of misinterpretation
D. Self defense
E. All of the above
7. Which of the following is/are the reasons for using downward communication?
A. To give instructions D. to increase efficiency
B. To announce decisions E. All of the above
C. To boost morale F. A and B only
8. Identify the one that can not be a direct importance of horizontal communication?
A. It facilitates coordination of tasks when several departments are working on an
important project
B. It helps to reduce waste or increase number of items produced per period
C. It helps to share information
D. It keeps managers informed about the progress of work assignment of their
subordinates
E. None of the above
9. Which of the following is/are the limitation of downward communication?
A. Faulty message transmission methods
B. Lack of awareness of what to communicate
C. Insufficient or unclear messages
D. Message overload
E. All of the above

10. Elements of communication that is used to evaluate the effectiveness of the communication
is:
A. Decoding D. Feedback
B. Choosing the medium E. All of the above
C. Encoding

Part II. True/False

Write “true” if the statement is correct or “False” if it is wrong.

1. When the same idea is encoded differently, it may have different meaning.

20
2. It is simple for a manager to communicate with groups than with individuals because of the variety
of perceptions and interpretations possible.
3. Only messages are transferable, and meanings are not in the message, they are in the
message-user.
4. If verbal and nonverbal communication contradict each other, the receiver is likely to
become confused and give more weight to the verbal communication since it heard or read.
5. Managers should try to avoid informal communication since it has negative impact on
performance of the firm.

Part III. Matching

Match the items listed under column A with the alternatives given under column B.

Column A Column B
______1. Grapevine A. Methods of improving upward communication
______2. Decoding B. The process of choosing symbols that best
express the idea managers wish the other person
to understand
______ 3. Suggestion box C. Informal communication such as rumors
______4. Upward communication D. Making sense out of the words or other symbols
______5. Encoding E. Encourage coordination among departments and
individuals in similar positions
F. Principle of communication that states the
message being sincerely and appreciative
G. Principle of communication that states the
message should contain all the relevant facts
H. Provide information to managers about what is
going on in the organization

Part IV. Fill in the Blanks

Fill in the blanks with appropriate word/phrase.
1. ______________ is the vehicle or method used for the transmission of the messages in the
work place.
2. _____________ is a formal message that flows from managers to subordinates, whereas
______________ is a message that flows in the reverse direction.
3. A process of choosing symbols that represent an idea is _________________.

Glossary

21
1. Verbal symbols – are words which are arbitrarily accepted to stand for the things they
represent.
2. Non-verbal symbols- are body movements, facial expression, eye movement and the like
used to covey a message without the use of words.
3. Verbal communications - is the written or oral use of words to communicate. It can take
place through various channels (such as face-to-face, letters or over the telephone).
4. Nonverbal communication refers to information conveyed by actions and behaviors rather
than by spoken or written words.
5. Semantic barriers- refer to the different uses and meanings of words.
6. Downward communication- is a formal message that flow from managers to subordinates,
which is designed to communicate policies, procedures, plans, decisions and performance
appraisal feedbacks.
7. Upward communication is the flow of information from lower level employee to upper
level employees/mangers.
8. Lateral communication is the flow of information among employees within the same level
in the organizational chart.
9. Grapevine-is communication that takes place without regard to hierarchical or task
requirements.

22
 Chapter Four
Principles of Communication

Unit Outline
2.1. Unit introduction
2.2. Unit learning objectives
2.3. The Seven C’s of Business Communications
2.3.1. Completeness
2.3.2. Conciseness
2.3.3. Consideration
2.3.4. Concreteness
2.3.5. Clarity
2.3.6. Courtesy
2.3.7. Correctness
2.4. Checklist
2.5. Summary
2.6. Self Assessment Questions

2.1. Introduction
Communication, both verbal and non-verbal, is a complex process. As you have studied in the
previous sections, the complexity emanates from several reasons such as individual differences,
external disturbances, the nature of the message itself and many other factors. Therefore, to
overcome the problems and increase the chance of mutual understanding, meet the objectives
of all communications, you have to master the following principles of communication.

These principles are closely tied with the basic concepts of the communication process and are
important for both written and oral communications (discussed in the second module of the
course). They provide guidelines for choice of content and style of presentation-adopted to the
purpose and receiver of your message. They are called the ‘seven C’s’. In this Unit you will
study these principles.

2.2. Unit Learning Objectives

After completing this unit, you should be able to:
 Identify the guidelines that can help you make your written as well as oral
communication complete and concise
 Identify the factors that should be considered to make a communication considerate
 Differentiate correctness, clarity and completeness and
 Apply these principles in you written and oral communication process

2.3. The Seven C’s of Business Communications

23
The principles of communication (usually referred to as seven C’s of communication) are
Completeness, Conciseness, Consideration, Concreteness, Clarity, Courtesy and Correctness.
They are explained as follows:

2.3.1. Completeness
A business message whether oral or written is said to be complete when it contains all facts the
reader or listener needs for the reaction you desire. Completeness is necessary for several
reasons: First, complete messages are more likely to bring the desired results with out the
expense of other messages. Second, they can do better jobs of building images/goodwill. Third,
they can help avert costly lawsuits that may result if important information is missing. Guild

Guidelines for Completeness include: (Murphy and Hildebrandt 1998: 36)

i. Answer all Questions Asked: whenever you are replying to an inquiry try to answer
all questions asked. A prospective customer’s reaction to an incomplete reply is likely
to be unfavorable. The customer may think the respondent is careless or is purposely
trying to conceal a week spot. For instance, in a reply to a customer request, if you fail
to answer the entire question, you might loss a customer. Hence, you should take your
time to give reply to the customer. If you do not have information on a particular
question, say so clearly. If you have unfavorable information in answer to questions,
handle your replay with both tact and honesty.

Sometimes before you can answer the question, you need certain specific information from the
person who requires the information. Then it is good to list the needed details on replay from
the inquirer. This way both your answer and that of your respondent will be complete.

ii. Give Something Extra, when desirable: the word “when desirable” implies that you
must give more information in addition to the questions asked. Sometimes you must do
more than answer the questions asked. For example, if you are a finance manager in
MoND and received the following message from a newly hired accounts team leader: “I
think I would like to attend my first meeting of the finance department. Would you
please tell me where the meeting will be held? ”

If you answer only this question, your message would be incomplete. Realizing your reader is a
new employee to your department, you should include in your replay a welcome plus such
details as day and time of meeting, what is required from him and soon. Your message then
have the “something extra” that the reader really needs and appreciates.

iii. Check for the WH questions and any other essentials: another way to help make our
message complete is to answer, whenever desirable, the ‘WH’ questions such as who,
where, what, when, why and other essentials like how. The guideline is especially
useful when you write requests, announcements, or other informative messages. For
example, if you want to organize a seminar on Business communication in your college
you should specify the type of seminar (what), location (where), date and time (when),
presenters (who), and other necessary details (how).

24
 2.3.2. Conciseness
A complete message also should be concise. A concise message saves time and expense for
both sender and the receiver. Conciseness refers to saying what you have to say in the fewest
possible words without compromising the other C’s. Conciseness contributes to emphasis. By
eliminating unnecessary words, you help make important ideas stand out.

To achieve conciseness you should apply the following guidelines:

1. Eliminate Wordy expressions: to avoid wordy expressions try to:
 Use single words instead of phrases whenever possible without changing meanings.
For example instead of saying “at this time” say “now”, instead of “date of the exam”
say exam date.
 Avoid unnecessary expressions such as “allow me to say” “in replay I would like to
state”. Also, instead of “please find attached”, use statements like “attached are”,
“enclosed is”.
 Omit “which” and “that” clause whenever possible. For example, “Abebe bought a car
that is of an executive type.” This statement is wordy and you can make is concise by
avoiding that clause. “Abebe bought an executive- type car”.
 Whenever possible, use a verb in the present tense and active voice. Look the
following examples:
Wordy: the answer key for the self assessment questions can be found on the last page of
this module.
Concise: The answer key for self assessment questions is on the last page of this module.

2. Include only Relevant Statements: the effective, concise message should omit not only
unnecessarily wordy expressions but also irrelevant material. To be sure you include only
relevant facts, observe the following suggestions:
 Stick to the purpose of the message
 Prune irrelevant works and rambling sentences
 Omit information obvious to the receiver; do not repeat at length what that
person has already told you
 Avoid long introductions, unnecessary explanations, excessive adjectives and
prepositions
 Get to the important point tactfully and concisely

3. Avoid Unnecessary Repetition: Sometimes repetition is necessary for emphasis. But when
the same thing is repeated again and again without reason, the message becomes wordy and
boring.

2.3.3. Consideration
Consideration is to show care for your listener or reader, to see things form the receiver’s
point of view, and to have a ‘you-attitude’ instead of ‘I-attitude’. Are you considerate?
 Do you show your readers you care about their needs in the message you send and
the way in which you send it?
 Have you looked at your letter from your reader’s point of view?

25
  Have you used a warm, friendly tone that tells your readers you care about their
needs?

The following are guidelines to achieve consideration:

1. Focus on ‘you’ instead of ‘I’ or ‘’We’: Your receivers are more concerned about
themselves than about you or the organization you represent. They are more likely to
read your message when they see their name and the pronoun “you” rather than “I”,
“we”, or “us”.

We-attitude You-attitude
I want to send my congratulations for …. Congratulations to you on your …
we give the best service from around the You can get the best service from around the
locality locality
We welcome you to our online bookshop. If You are welcome to our on-line bookshop.
we can be of additional help, please call on us Please call on us whenever you need
additional help
We pay 8% interest on … You earn 8% interest on…

Table 2.1: Illustration of You attitudes of senders (adapted from Murphy and Hildebrandt:
1998:44)

N: B In situations like below, it is advisable not to use ‘YOU’.

i. When the reader has made a mistake
 Poor: Your contract tells you clearly not to
 Better: I am glad to explain more fully the contract terms.
ii. When a reader has an opinion different from us.
 Poor: You are entirely wrong in your attitude.
 Better: The proposed plan has three aspects which are extremely
important and which we need to explain now.

2. Show Reader Benefit or Interest in Reading: whenever possible, show your

receiver the benefit that they will get from the message. They will be more likely to
react favorably and do what you suggest if you show what benefits are worth the
effort and cost.
3. Emphasize the Positive, Pleasant Facts: a third way to show consideration is for
your audiences is to accent on the positive. This means stress on what can be done
instead of what cannot and focus on words your recipient will consider favorably.

Negative-unpleasant positive –pleasant

It is impossible to open an account for you As soon as your signature card reaches us,

26
today we will gladly open an account….
We do not refund if the returned item is We refund when the returned item is clean
solid and un-salable and resalable

Table 2.2: Examples of negative and positive facts (adapted from Murphy and Hildebrandt:
1998:48)

4. Apply Integrity and Ethics: to be truly considerate, you need also apply integrity-high
moral standards, personal honor, truthfulness, sincerity-to your written and oral messages.
Integrity is indispensable in our jobs, in business transactions, in social and political
activities, in everything we do. Without it, business communications would prove
worthless, and our confidence in people would be shattered.

Ethics is concerned with what is right human conduct. Communication requires honesty and
moral, both within and outside the organization. Integrity with persons outside the organization
requires “Doing the harder right instead of the easier wrong.”

Integrity is also important with or about co-workers. Dishonest behavior towards employer
include claiming sick leave when not ill; internal thefts, etc. Unfair communication about co-
workers includes providing false information about someone to a superior.

2.3.4. Concreteness
Concreteness refers to being specific, definite, and vivid rather than vague and general. The
following guidelines should help you compose concrete, convincing messages:
1. Use Specific Facts and Figures: facts and figures tend to last long in somebody’s mind
than general statements, therefore, whenever you can substitute an exact statement or a
figure for a general word to make your message more concrete and convincing. Look at the
following examples:

Vague, general, indefinite Concrete and convincing

This computer reproduces letters fast This computer types 400 letters in one hour
Our product has won several prizes X product has won first prize in four national
contests within the past three years
Our Company serves the majority of the Our Company serves 60% of the market
market
NASA claims that it has the best 8 out of the 10 physicists who have won the
Physicists from all over the world. ‘Nobel’ prize in the field of physics have
worked in NASA at one point in their lives.

Table 2.3: Illustration of concreteness of a message (adapted from Murphy and Hildebrandt:
1998:51)

27
Often vague, general words are opinion words; they may have different meanings to the sender
and the receiver.
2. Put Action in your verbs: As much as possible use the active voice rather than the passive
voice. Who did what to whom stands out loud and clear in active sentences than passive
sentences. For example; if you say, W/t Almaz is generally disliked here. Her work habits
are frequently criticized. Prior to beginning work as supervisor, she was rated poorly as a
leader. Almaz may insist and say: Who dislikes (active) me? Who criticizes (active) me?
Who rates (active) me poorly? She might thus request her evaluation be written in active
form, not passive, so that she confronts her accusers.
3. Choose Vivid, Image-Building Words: among the devices you can use to you’re your
messages forceful, vivid, and specific are comparisons, and figurative language, concrete
instead of abstract nouns, and well-chosen adjectives and adverbs. The common methods
are:
A. Comparisons: Comparing one with its equivalent builds a meaningful picture.
B. Figurative language: figures of speech may express an idea more clearly than
literal language. E.g. Fiker is the one who usually organize social activities;
instead of she is usually the one who organize things.

2.3.5. Clarity
Clarity refers to getting a message across so that the receiver will understand what you are
saying easily. You want that person to interpret your message with the same meaning you have
in mind. Accomplishing that goal is difficult because of individual differences in their
experiences, and as a result word may have different meanings to different persons.

Here are some specific ways to help make your messages clear:
 Choose short, familiar, conversational words: choose short, familiar, conventional
words whenever possible so that your audiences can understand it quickly. You should
also avoid technical and business jargons.
 Construct effective sentences and paragraphs: short sentences are preferred and you
have to make sure that the sentence you construct have a unified message; i.e. having
one main idea in a sentence or paragraph.
 Achieve appropriate readability and “listenability” – adapt your business messages
so that their words-and –sentence level will be appropriate for your recipients’ general
education level.
 Include examples, illustrations, and other visual aids, when desirable: you can
improve the clarity of you message by giving illustration, examples, or visual aids such
as tabulation, charts, pictures, etc.

2.3.6. Courtesy
Courtesy comes from sincere ‘you-attitude’. Courteous messages help to strengthen present
business friendships, as well as make new friends. Courtesy requires:
1. Being Sincerely Tactful, Thoughtful, and Appreciative - Tactful instead of bluntness.
Not only, tactful, messages should also be thoughtful and appreciative.

28
 Blunt: Obviously, if you’d read your policy carefully, you’d be able to answer
these questions yourself.
 Tactful: Sometimes policy wording is a little hard to understand. I’m glad to
clear up these questions for you.
2. Omit Expressions that Irritate, Hurt, or Belittle: do not offend the reader or listener
of your message. Avoid expressions such as: you forgot to; you surely don’t expect;
you failed to; you are probably ignorant of the fact that; you have to etc.
3. Grant and Apologize Good-Naturedly: begin your message with the good news and
continue with a courteous and willing tone.

2.3.7. Correctness
The correctness principle comprises more than proper grammar, punctuation, and spelling. A
message may be perfect grammatically and mechanically but still insult or lose a customer and
fail to achieve its purpose. The term correctness, as applied to a business message, means the
writer should:

1. Use of the right level of language: there are 3 level of the English language formal,
informal, and substandard, which are used in different situations. Formal level is usually
used for scholarly dissertation, legal documents, or government agreements. The informal
level is used for writing business letter, newspaper, reports, etc. The substandard has to
be avoided at all times. Example;

Formal Informal
Anticipate Expect
Endeavor Try
Terminate End
Utilize use

Table 2.4: Illustration of the use of right level of language (adapted from Murphy and
Hildebrandt 1998:73)
2. Maintain Acceptable writing Mechanics: use words correctly. Watch out for spelling
errors and careless omission.
Spelling errors: nad (and); form (from)
Careless Omission: NO (NO.)
3. Choose Nondiscriminatory Expressions: avoid discrimination between the sexes, races,
ethnic groups, and physical features. Look for example the following two statements:

Discriminatory: mankind; manpower; chairman

Nondiscriminatory: human being; human power; chairperson
4. Check Accuracy of Figures, Facts, and Words: check for the correctness of figures,
facts, or words. In some cases inaccurate figure or fact can cause a serious problem.
Words can also be confusing, thus chose correct words to communicate your message.

29
 For example, reporting an amount of $300,000 instead of $30,000 as the total revenue in
an important company meeting.

Table 2.5: Checklists of business communication (adapted from Murphy and Hildebrandt
1998:83)
1. Completeness  Answer all Questions Asked:
 Give Something Extra, when desirable:
 Check for the WH questions
2. Conciseness  Eliminate Wordy expressions
 Include only Relevant Statements
 Avoid Unnecessary Repetition
3. Consideration  Focus on ‘you’ instead of ‘I’ or ‘’We’
 Show Reader Benefit or Interest in Reading
 Emphasize the Positive, Pleasant Facts
 Apply Integrity and Ethics

4. Concreteness  Use Specific Facts and Figures

 Put Action in your verbs
 Choose Vivid, Image-Building Words
1. Clarity  Choose short, familiar, conversational words
 Construct effective sentences and paragraphs
 Achieve appropriate readability and “listenability”
 Include examples, illustrations, and other visual aids, when desirable
2. Courtesy  Being Sincerely Tactful, Thoughtful, and Appreciative
 Omit Expressions that Irritate, Hurt, or Belittle
 Grant and Apologize Good-Naturedly
3. Correctness  Use of the right level of language
 Maintain Acceptable writing Mechanics
 Choose Nondiscriminatory Expressions
 Check Accuracy of Figures, Facts, and Words

Activity 2.1
Take 15 minutes and answer the following questions related to guidelines of
communication.
1. How can you make your message complete and clear? Discuss the specific guidelines 30
that can assist you in this regard.
 2.4. Checklist
Dear students, the following points are prepared to help you check whether you have
understood the important points in the unit or not. Read through them carefully and put a tick
mark under ‘yes’ if you have understood it and proceed to the next unit. But for those that you
put a tick mark under ‘No’ please go back to the unit and read again until you have understood
them.

Points Yes No
I can explain the guidelines to be followed to make a message complete
I can define courtesy and consideration
I can explain considerations required to make a message clear and complete
I can differentiate the seven C’s of communication
I can apply the different types of communication principles (7C’s) in both
my written and oral communication process

2.5. Unit Summary

Dear learner, now you have finished unit 2, let us outline the main points discussed so far to
help you refresh your understanding.

Effective oral and written business messages should be adapted to the purpose and receiver of
each message. The basic business communication principles also known as the seven C’s
provide guidelines for choosing a content and style of presentation.

A complete message should contain all facts the audience needs for the reactions you desire.
You can make a message complete by answering all questions asked, giving something extra
when desirable, and checking for the WH questions.

A concise message includes all necessary ideas and facts in the fewest possible words without
sacrificing the other C qualities. The message also should be considerate, concrete, and
complete.

31
You can make your message clear by using words that are familiar to your receiver. The
courteous communicator is sincerely, tactful, thoughtful, and appreciative. Overall correctness
in business communication requires correct language level and accurate facts, figures, word
choices, grammar, spelling and punctuation.

2.6. Self Assessment Questions

Part I. multiple choice questions

Read the following questions and choose the best answer from the options given.

1. Consideration, as an important principle of effective communication, refers to:

A. Showing care to your listener or reader
B. Focusing on “I” or “we” attitude than “you” attitude
C. Avoiding unnecessary repetitions
D. Applying integrity and ethics
E. A and D only
2. While a manager is preparing a report, he has reported Br. 150,000 instead of Br. 1,
500,000 in the report. Which of the principles of effective communication is violated?
A. Clarity
B. Completeness
C. Conciseness
D. Consideration
E. None of the above
3. “For communication to be effective it should be specific, definite, and vivid rather than
vague and general”. The statement best describes which principle of communication?
A. Completeness D. Clarity
B. Consciences E. Courtesy
C. Concreteness
4. Showing care for your listener or reader, to see things form the receiver’s point of view,
and to have a ‘you-attitude’ instead of ‘I-attitude’ refers to which principle of
communication?
A. Completeness D. Clarity
B. Consideration E. All of the above
C. Concreteness
5. Which of the following is/are not the guidelines to be followed to make a message correct?
A. Use of the right level of language
B. Maintain Acceptable writing Mechanics
C. Check accuracy of figures, facts, and words
D. Apply integrity and ethics
E. None of the above

Part II. Fill in the Blanks

Fill in the blanks with appropriate word/phrase.

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1. W/rt Almaz uses long, difficult and jargon words while she writes a letter to her customers.
This crates a communication gap. Which principle is in not followed properly by Almaz?
____________.
2. _______ is a principle of communication that states the message communicated in writing
or orally must be sincere and appreciative.

2.7. Glossary
1. Completeness- refers to containing all facts the reader or listener needs for the reaction you
desire.
2. Conciseness - is saying what you have to say in the fewest possible words.
3. Consideration- is to show care for your listener or reader, to see things form the receiver’s
point of view, and to have a ‘you-attitude’ instead of ‘I-attitude’.
4. Concreteness- refers to being specific, definite, and vivid rather than vague and general.
5. Clarity- refers to getting a message across so that the receiver will understand what you are
saying easily.
6. Courtesy- refers to being sincerely tactful, thoughtful, and appreciative.
7. Correctness - as applied to a business message refers to use of the right level of language,
maintaining acceptable writing mechanics, choosing nondiscriminatory expressions, and
checking accuracy of figures, facts, and words.

Answers to Activity and Self Assessment Questions

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Dear learner, hereunder you are given the possible answers to activity questions and self
assessment questions. For the activity questions, in addition to what is given below you might
have more answers in materials related to each questions. Read it once again.

Unit one
Activity 1.1

The role of communication in your organization

Communication enables you to exchange necessary information, i.e., helps group members
fulfill organizational goals and it helps to bind group members into a cohesive unit.
Specifically, communication is importance because:
1. It enables smooth and unrestricted running of the enterprise
2. It encourage proper planning and coordination
3. It maximizes productivity with the minimum of cost
4. It helps to build morale and democratic management
5. It helps organizations achieve their goals
6. It helps businesses growth in size
7. It helps to overcome business Competition
8. It helps to meet personal responsibilities
9. Helps mangers set clear goals and objectives
10. Enable managers make and implement decisions
11. Facilitate measurement of results or achievements
12. Facilitate hiring and developing employees
13. Helps to maintain effective and peaceful organizational environment
14. to successfully deal with customers
15. Helps to negotiate with stakeholders

Activity 1.2

1. It is better if you use the following communication medium but is also possible to use
other methods as well.
A. Formal letter
B. Memo
C. Memo
D. Face to face contact

Activity 1.3

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 In the communication process both the sender and receiver plays an important role to make
communication a success. Some of these responsibilities are summarize in the following
table:

Responsibilities of the sender Responsibilities of the receiver

 Understand the receivers background  Receive the physical message (listening
and/or reading)
 Choosing the right symbol (encoding )  Interpreting the message in a way the
sender intends (decoding)
 Choosing the right communication  Giving a response (feedback)
channel
 Sending the message using the chosen
channel

Activity 1.4
Communication breakdown or total blockage of communication may happen because of
several communication barriers some of these barriers are

i. General barriers to communication

1. Choice of inappropriate channel

2. Physical barriers
3. Semantics barriers
4. Difference in the perception of reality
5. Sender credibility
6. Information overload
7. Cultural barriers
8. Fear
9. Snap reactions
10. Assumptions
11. Degree of motivation
12. Differing backgrounds

Activity 1.5
1. Abebe’s problem is difficulty of the subject matter
2. The commander’s problem is difficult conditions, i.e., noise

Activity 1.6
1. the purposes of vertical communication are
The following are the benefits of upward communication:
a) It gives feedback on how accurately downward messages have been received.
b) It indicates how well management decisions are being received.
c) It can increase acceptance of management decisions.

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 d) It can prevent new problems and diagnose old ones.

2. Benefits of horizontal communication include:

1. Task coordination
2. solve problems
3. sharing information
4. Solve conflicts
5. build rapport:

Self Assessment Questions (SAQs)

Part I: Multiple Choices

1.E 3.B 5.C 7. E 9. E

2.B 4.C 6. D 8. D 10. D

Part II. True/False

1. True 2. False 3. True 4.False 5.False

Part III. Matching

1. C 2. D 3. A 4. H 5. B

Part IV. Fill in the blanks

1. Channel of communication
2. Downward and upward communications
3. Encoding

Unit Two

Activity 2.1
1. To make a message clear follow the following guideline

Here are some specific ways to help make your messages clear:
 Choose short, familiar, conversational words
 Construct effective sentences and paragraphs
 Achieve appropriate readability and “listenability”
 Include examples, illustrations, and other visual aids, when desirable

To make a message complete follow the following guidelines

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 i. Answer all Questions Asked
ii. Give Something Extra, when desirable
Check for the WH questions and any other essentials

Self Assessment Questions

Part I: Multiple Choice Questions

1. E 2. E 3. C 4. B 5. D

Part II. Fill in the blanks

1. Clarity
2. Courtesy

References
1. Adler, R. B., Rosenfeld, L. B., and Towne, N., Interplay: The Process of Interpersonal
Communication. New York; Harcourt Brace, 1996.
2. Berger, C. R. and Chaffee, S. H. (1988). Bridging the Communication Gap. Human
Communication Research, 15.2, pp. 311-318.
3. Bittner, J. R., Mass Communication. Boston; Allyn and Bacon, 1996.
4. Burgoon, M., Hunsaker, F. G., and Dawson, E. J., Human Communication, Thousand
Oaks, CA; Sage, 1994.
5. Cheryl Hamilton and Cordell Parker, Communicating for results: a guide for business
and the professions. 2nd edition, Wadsworth Publishing Company, California, 1987.
6. Courtland L. Bovee and Johan V. Thiland, Business Communication today”, 3rd edition.
McGrew Hill, New York, 1992.
7. Gashaye Belew, Applied Business Communication Skills, Mega Publishing Enterprise,
Addis Ababa, 1998.
8. Herta A. Murphy and Herbert W. Hildebrandt. Effective Business Communications, 6th
edition, McGrew Hill, New York, 1998.L. L. Barker and Barker, D. L.1993,
Communication. Prentice Hall.
9. Kitty O. Locker, Business and Administrative Communication. 5th edition, McGraw
Hill Inc, Boston, 2000Raymond V. Lesikar,. Business Communications. 5th edition,
Richard D. Irwin. Inc, Boston, 1991.
10. R. B. Adler and Rodman, G., Understanding Human Communication, Chicago; Holt,
Rinehart, and Winston, 1991.

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11. Ranjit Kumar, Research Methodology. Addison Wesley Longman Australia Pty
Limited, 1996.
12. R. T. Craig, Communication Theory as a Field, 1999.
13. Scot Ober, Contemporary Business Communication. 3rd edition, Houghton Mifflin
Company, New work, 2000.

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