374

Appendix A
Punctuation Made Easy

Full Stop
The strongest punctuation mark of all. Should be used:

1. At the end of a complete sentence (not a question or an exclamation).

2. At the end of an imperative sentence. (,Shut the door.')
3. After all initials and some abbreviations (N. R. Baines, etc., Feb.,
n.a., c.i.f.).
4. Between pounds and pence expressed in figures (£3.65).

Comma
The weakest pause mark, but the most important, since its omission can
sometimes change the meaning of the sentence.
Don't pepper your sentences with commas - use the meaning of the
sentence as a guide.
Never separate subject from verb by a comma.
Never separate verb from object or predicate by a comma.
Should be used:

1. To separate words or word groups in a series when there are at least

three units: 'Sales are increasing, productivity is increasing, and profits
are increasing.'
2. To separate a subordinate clause which precedes a main clause:
'Although we are not yet sure of the position, work will continue.'
3. To separate a relative clause whose removal would not change the
basic sense of the sentence: 'This product, which is one of our
traditional lines, is not expensive.' Compare: 'The product that you
have selected is not expensive.'
4. To separate a phrase or word of explanation from the rest of the
sentence: 'London, the swinging city, stands beside the Thames.'
Note: the rule here is the same as for relative clauses, so: 'He read the
article, "Management Training into the 1990s", before tackling the
report.'
5. To separate coordinate clauses joined by one of the 'pure' conjunc-
tions: 'and', 'but', 'or', 'neither', 'nor', 'for': 'He opened the safe, and
took out the files.'
 Appendix A: Punctuation Made Easy 375

6. To separate an introductory phrase containing a verb from the main

sentence: To complete the contract on time, we will need extra men.'
Note: an introductory phrase without a verb has no comma following
it, unless it is parenthetical: 'Following your request, here are the
samples.'
7. Before a short quotation.
S. To mark a dependent word or word group that breaks the continuity
of the sentence: 'The manager, his decision over-ruled, conceded
defeat graciously.'

Semi-colon
I!l
W Marks a longer pause than a comma. A rather neglected punctuation
mark, which is worth learning how to use. Should be used:

1. Between parts of a compound sentence when no conjunction is used:

The comma is over-used in punctuation; the semi-colon is under-
used.'
2. Between the clauses of a compound sentence before the so-called
conjunctive adverbs: 'also', 'consequently', 'for', 'hence', 'neverthe-
less', 'on the other hand', 'otherwise', 'thus', 'however', 'therefore',
etc., for these - unlike other conjunctions - do not join, but they do
imply a close connection with the preceding clause: The matter had
been discussed at length; however, a decision had still not been made.'
3. Before the following expressions: 'as', 'namely', 'i.e.', 'e.g.', 'viz',
when they introduce an illustration that is a complete clause or an
enumeration that consists of several items: 'Business English should
be concise; that is, as brief as is consistent with conveying a clear
meaning.'
4. To separate the parts of a compound sentence when one or both parts
already contain commas: The report will be finished today; the
diagrams, tomorrow.'
5. To separate serial phrases or clauses which have a common depen-
dence on something that precedes or follows: 'They recommended
that the department should be expanded; that a new manager should
be appointed; and that work should start immediately.'
6. To emphasise parts of a series of clearly defined units: 'The true
entrepreneur recognises a great opportunity; moulds the resources
necessary to take advantage of it; and creates a thriving business.'

Colon

[J
A stronger mark than the semi-colon, but used as an introducer. Should
be used:

1. Between two independent groups not joined by a connecting word,

when the first group points forward to the second: 'Success lies in two
directions: better sales and higher productivity.'
2. To introduce a long quotation: 'In his inaugural address as President,
John F. Kennedy said: "Ask not what your country can do for you; ask
what you can do for your country.'''
376 Communication

3. To introduce a list of items: 'He has good qualifications: a good

business education, five years of work experience, and an excellent
personal reputation.'
4. To separate independent clauses when there is sharp antithesis: 'Man
proposes: God disposes.' But a semi-colon would be sufficient.

Question Mark
It is equivalent to a full stop and should therefore be followed by a capital
letter. Should be used:

1. After a direct question: 'Can you come to the meeting?' 'He asked,
"Where is the letter?'" Should not be used after an indirect question;
that is, one that does not require an answer: 'He asked where the
letter was.'
Need not be used after a courtesy question; that is, a sentence
disguised as a question, but actually expressing a request or a
command: 'Will you please let me know as soon as possible.'
2. After the individual parts of a speech, each of which might be
expanded into a complete sentence: 'Have you finished the report?
The illustrations? The binding?'

rn•
Exclamation Mark
After a word, phrase or sentence to indicate strong emotion or to express
sharp emphasis: 'No! That is not the point at all!'

Quotation Marks
Are placed immediately before and after the actual words spoken or
quoted. Should be used:

1. To enclose a direct quotation: 'He was reported as saying that "time is

running out'''
2. To enclose both parts of an interrupted quotation: "'Let us hope," he
said, "that next year will be a better one for us all.'"
3. To enclose the titles of subdivisions of published works (parts,
chapters, sections, etc.) and the titles of magazine articles, reports,
lectures and the like. Titles of books, newspapers, magazines, plays
and other whole publications should be italicised. In typewriting, each
word to be italicised is underlined: 'His lecture "Communicate or
Perish" was reproduced in Management Today.'
4. To enclose unusual or peculiar terms, words that are used in a
particular sense, or words to which attention is directed to make the
meaning clear: "'Gobbledygook" is a term often used to describe
foggy English in which a great deal of technical and business jargon is
used.'

Note: when quotation marks are used with other punctuation marks, the
rule is that punctuation marks go inside the quotation marks if they apply
 Appendix A: Punctuation Made Easy 377

to the quotation or direct speech only, and outside when they apply to the
whole sentence: 'He said, "Are you going?''' 'Did he say, "I am going"?'
When both the whole sentence and the quoted words require a
question mark, one question mark is made to serve both purposes, and is
placed inside the quotation mark: 'Did he ask, "Are you going?''' Note:
where a quotation is included within a quotation, double quotation marks
should be used for one quotation and single quotation marks for the
other: The lecturer said, "The importance of good written English was
summed up by Winston Churchill's words, 'Men will forgive anything
except bad prose.""

Apostrophe
Beware of the apostrophe; it causes untold problems for people who do
not seem to know the correct use of 'it's' and 'its'. 'It's' stands for 'it is'.
'Its' stands for 'belonging to it'.
Should be used:

1. To indicate possession (by a noun):

(a) 'man' - 'man's hat': singular noun not ending in's' adds "s' to
show possession.
(b) 'Charles' - 'Charles's hat': singular noun ending in's' adds "s' to
show possession. (Some people do not like the effect of double's' and
therefore add only an '. But this can cause other mistakes, so it is safer
to add "s' to all singular nouns, whether they end in "s' or not.)
(c) 'men' - 'men's': plural noun not ending with's' adds's' to show
possession.
(d) 'boys' coats' - plural noun ending with's' merely adds' to show
possession.
Note: 'Fortnum and Mason's store' Uoint possession), 'Matthew's and
Abigail's premium bonds' (individual possession), 'my brother-in-
law's house' (one brother-in-law), 'my brothers-in-Iaw's houses' is
correct but better would be 'the houses of my brothers-in-law'.
2. To indicate missing letters: 'haven't', 'can't', 'isn't'.
3. To indicate contracted dates: 'the swinging '60s'.
4. To indicate the plural of letters and numbers: 'Your handwriting is not
very clear: your u's are difficult to distinguish from your n's.' 'How
many 9's in 361'

But omit the apostrophe in punctuated abbreviations and in 'collective'

dates: 'MPs', '1960s'.

Dash

EJ
A much over-used punctuation mark. It should never be used merely as a
substitute for commas, semi-colons or full stops. It has its own useful
functions. (Make it long enough to avoid confusion with the hyphen.)
Should be used:

1. As a separator, to indicate that a sentence has been broken off, or to

indicate a new direction of thought: 'We used a similar campaign for
378 Communication

the Marsh account - but of course you'll be familiar with it, won't
you?' 'The Prime Minister admitted the desperate need for housing,
hospitals, schools - thereby, you may think, invalidating her policy of
public spending cuts.'
2. To mark a parenthesis or apposition: 'One director attended the
party - Mr Gideon.' 'He asked for only one document - the Walker
contract.'
3. To give strong emphasis: 'Those who voted against him - and there
were many - still spoke warmly of his courage.'
4. To mark off a contrasting or summarising statement: 'Accuracy,
brevity and clarity - such are the qualities of good business writing.'

Parentheses (Round Brackets)

Distinguish between round and square brackets. Round brackets should
be used:

1. To mark off explanatory or supplementary material: 'Commas are the

weakest marks for this purpose; dashes are stronger; round brackets
(parentheses) are the strongest.' 'In future advertisements (watch out
for them in the press) we will give dates and times of free trial
sessions.' 'The trend this year is encouraging (see figure 3a).'
2. To enclose numbers or letters in enumerations in the text: 'The report
is written in three parts: (1) the introduction, (2) the body, and (3) the
conclusion or terminal section.'
3. To express an amount in numbers previously expressed in words: 'The
annual salary will be five thousand pounds (£5000).'

Brackets (Square)

Ul Square brackets should be used to enclose explanation, comment, or

criticism inserted by someone other than the person quoted: 'The
economy [of Britain] has never looked worse.'

Omission Marks (or Ellipses)

EJ
• ••
Signify the omission or deletion of letters or words in quoted material.
'Man ... is a being born to believe.' - Disraeli.

Hyphen

c:J
_
1. To indicate the division of a word at the end of a line (see Appendix
D).
2. To join parts of certain compound words. There appear to be no
definite rules; however, the following guides represent current
practice:
(a) With prefixes 'ex', 'self and 'vice': 'ex-managing director', 'self-
centred'.
(b) To join a prefix to a proper noun: 'pro-British'. Note: it is not used
with short prefixes like 'co', 'de', 'pre', 'pro' or 're' except to prevent
 Appendix A: Punctuation Made Easy 379

misinterpretation or mispronunciation: 'recover' - to regain, but

're-cover' - to cover again.
(c) Between two or more words serving as a single adjective before a
noun: 'first-class mail'; 'forty-hour week'; 'up-and-coming company'.
Note: when an adverb ending in 'ly' is used with an adjective or a
participle, the compound is usually not hyphenated: 'highly regarded
employee', 'universally held view'.
(d) To join numbers, quantities and fractions: 'a one-third-share' but
'one third of the total sum', 'a ninety-nine-year lease'.
(e) To express a series of hyphenated compounds dependent on a
common element which is omitted in all but the last compound: 'short-
and long-term objectives'.
(f) To join a single letter to another word: 'X-rays'; 'H-bomb';
'Z-cars'.
(g) To separate repetitions of certain letters: 'semi-invalid'; 'taxi-ing'.
(h) To avoid ambiguity: 'the sweet-shop girl'; 'the black-bearded
politician' .

When in doubt - consult a dictionary. The 'rules' of punctuation given above

are frequently a subject of debate, and like much of English language usage
constantly undergoing a process of change. For a more comprehensive examina-
tion of the irregularities and exceptions, try Mind The Stop by G.V. Carey
(Pelican edn, Penguin, 1971).
380

Appendix Bl
Using Capitals

Try to use capital letters as little as possible. However, use capital letters:

1. For proper names - a proper name is the name of an individual person, place,
company, ship, product, etc.: 'Maximilian Forsythe-Rhodes'; 'the British';
'Concorde'; 'the Houses of Parliament'.
2. To start a sentence or quotation.
3. For names of days of the week and months of the year but not for seasons:
'Wednesday'; 'March'; 'spring'; 'autumn'.
4. For the titles of books, magazines, films and so on: The Dogs of War; the Daily
Mirror (but note: The Times); Management Today.
5. For the particular and not the general: 'the Chairman, Managing Director and
senior directors'; 'Avon County Council' - but when you refer to them a
second time - 'the council deferred the decision'.
6. For points of the compass which name a particular geographical area; but not
when they express direction: 'You travel north-east to get to the North-East';
'the Far East'; 'far eastern crafts'; 'southern Britain'; 'North America'.
7. For divisions of knowledge when you use them as titles of specific courses; but
not when they are used to refer to studies in general or common divisions of
knowledge: 'I am taking Principles of Marketing and Personnel Management
as well as some economics and politics'.
 381

Appendix C
Using Numbers

General Rule
Write numbers from one to nine as words; from 10 upwards write them as figures.

Exceptions
1. Beginning a sentence. Numbers are always spelled out when they begin a
sentence. Try not to start sentences with complicated numbers; e.g. 'Fifty-
three million nine hundred and eighty-five thousand three hundred and sixty
cars were produced last year. '(I)
2. Round numbers. These should be spelled in full, except when they are used
in the same sentence with other numbers that cannot be expressed in words
conveniently:
'We cancelled the meeting ten days ago.'
The report contained more than fifty pages.'
These machines range in price from £50 to £13 500.'
3. Adjoining numbers. When one number immediately follows another, it is
best to spell out the smaller number, or the first number: 'ten 40-seater
coaches'; 'four 25p notebooks'; 'twelve 2p pieces'.
4. Numbers in parallel constructions. Write all the numbers in figures, unless all
are small or are round numbers that can be written easily in words. If the first
word is a number, it may be written out, even though the rest of the numbers
are written in figures; but it may be possible to recast the sentence so that the
first word is not a number:
'She ordered 65 diaries, 43 ring binders, and 125 felt-tip pens.'
'One hundred and sixty-two men, 75 women and 53 children were in the plane
when it was hijacked.'
'When the plane was hijacked there were 162 men, 75 women and 53 children
on board.'
s. Sums of money. Write sums of money in figures except in legal documents:
£53; £5.36; 36p.
6. Ordinal numbers. Ordinal numbers in lists are in figures - 1st prize, 2nd
prize, 3rd prize; the date is in figures - 4th February 1992 (although the
practice of writing 4 February, 2 March, etc. is increasing); but elsewhere in
words - first, second, third.
7. Quantities and measurements. Quantities and measurements are usually
written in figures.
382

Appendix D
Line-end Division of Words

General Rule
Try to divide according to the sense of the words, if possible keeping enough of
the whole word on the first line to imply the meaning.

Never divide:

• a proper noun;
• one or two letters at the beginning or end of a word;
• short words of two syllables;
• at the end of three consecutive lines;
• in legal documents;
• words of one syllable and their plurals;
• on the last line of a paragraph or page;
• in the middle of figures;
• between initials of names.

Use the following suggestions as a guide:

1. In words ending in '-ing', divide before the' -ing'.

2. When the final consonant is doubled before '-ing', divide between the
consonants.
3. Divide before '-sion', '-tion', '-cian'.
4. Divide before '-tial', '-ciaI'.
5. Divide before a suffix of more than two letters: 'disab-ility'; 'depart-ment';
'separ-ate' .
6. Divide after a prefix of more than two letters: 'mis-understand';
'com-mittee' .
7. Where there are two consonants between two vowels, divide after the first
consonant: 'main-tenance'; 'obser-vation'.
8. Where there are three consonants between two vowels, divide after the first
consonant: 'frus-trated'.
9. Divide between two vowel sounds (unless a diphthong) or after the first
vowel when followed by a diphthong: 'strenu-ous'; 'circu-itous'.
10. Where the suggestions above do not apply, divide according to syllables:
'atti-tude'; 'comple-mentary'.

Note: these suggestions will often make it possible to divide a word in different
ways.
 383

Appendix E
Commonly Misused and Confused
Words

accept: to receive, to give an affirmative answer

except: to exclude, to omit, to leave out

advice: counsel, recommendation (noun)

advise: to suggest to, to recommend (verb)

affect: to influence, to alter (verb)

effect: to bring about (verb)
effect: result or consequence (noun)

all ready: prepared

already: previously

all right: completely right

alright: OK (coli.) - considered by some as incorrect usage of 'all right'

altogether: completely or thoroughly

all together: in unison, in a group

among: refers to three or more

between: refers to two only

amount: quantity (of uncountable material)

number: a total of countable units

anyone: any person in general

anyone: a specific person or item (e.g. anyone suggestion)

complement: that which completes or supplements

compliment: flattery or praise, expression of regard

confidant: person in whom one confides (noun)

confident: positive or sure (adjective)

continual: taking place in close succession, frequently repeated

continuous: without stopping, without a break

council: an assembly of people (noun) - similarly, councillor

counsel: to advise (verb), advice (noun), legal adviser - similarly, counsellor
384 Communication

credible: believable or acceptable

creditable: praiseworthy
credulous: gullible

currant: fruit
current: belonging to present time, motion of air or water

dependent: depending, relying (adjective)

dependant: one who depends on another for support (noun)

discreet: prudent, circumspect

discrete: separate entity, individual

disinterested: neutral, not biased

uninterested: not concerned with, lacking interest

disorganised: disordered
unorganised: not organised or planned

eminent: outstanding, prominent

imminent: very near, impending, threatening

farther: refers to geographical or linear distance

further: more, in addition to

formally: according to convention

formerly: previously

imply: to hint at, or to allude to in speaking or writing

infer: to draw a conclusion from what has been said or written

its: a possessive singular pronoun

it's: a contraction for 'it is'

less: smaller quantity of uncountable material

fewer: a smaller total of countable units

licence: permission, authorisation (noun)

license: to permit, to authorise (verb)

maybe: perhaps (adverb)

may be: indicates possibility (verb)

moral: a principle, maxim, or lesson (noun); ethical (adjective)

morale: a state of mind or psychological outlook (noun)

oral: by word of mouth

verbal: in words whether oral or written

personal: private, not public or general

personnel: the staff of an organisation
 Appendix E: Commonly misused and Confused Words 385

practical: not theoretical, useful, pragmatic

practicable: can be put into practice (should not be used to refer to people)

practice: action, performance, habitual action (noun)

practise: to put into practice, to perform (verb)

proceed: to begin, to move, to advance

precede: to go before

principal: of primary importance (adjective), head of a college, original sum,

chief
principle: a fundamental truth

stationery: writing paper or writing materials

stationary: not moving, fixed

their: belonging to them (possessive of 'they')

there: in that place (adverb)
they're: a contraction of the two words 'they are'

weather: climate or atmosphere

whether: introduces the first of two alternatives
wether: a castrated ram

who's: a contraction of 'who is'

whose: possessive of 'who'

your: a pronoun (possessive)

you're: a contraction of 'you are'
386

Appendix F
Ten (Simple?) Rules of Spelling

1. i before e except after c, when the sound is ee:

achieve, receive, piece, perceive

Except:
seize, weird, weir, sheik

Note: the words 'neighbour', 'height', 'weight', 'heir', 'their', are not excep-
tions, since the sound is not ee.

2. Words ending in a silent e drop the e before a vowel when forming compound
words but not before a consonant:

love - lovable - loving; move - moving

but: like - likely; safe - safely

Except: the e is retained

(a) after c and g to soften the sound:

noticeable, knowledgeable, manageable

(b) for reasons of distinction:

singing, singeing
dying, dyeing

Note: the e is dropped before consonants in words of one syllable:

due - duly; true - truly

and judgment and judgement } b th t bl

acknowledgment and acknowledgement 0 accep a e

3. Words ending in I take II when y is added:

hopeful - hopefully
faithful - faithfully
 Appendix F: The (Simple) Rules of Spelling 387

4. Words ending in a single vowel and a single consonant double the final
consonant before adding -ed, -ing, -er:

win - winning commit - committed

run - running refer - referring

but: feel - feeling

as long as the stress is on the final or only syllable.

If the accent is not on the last syllable, the consonant is not doubled:

differ - differing
alter - altering

Except:
worship - worshipping
travel - traveller

5. When the word begins with s the s is retained after mis- and dis-:

misspelling, dissolve, dissatisfy, dissuade

but: mislead, disappoint, disappear

6. When all, full, till and well are used to form compound words they usually
drop one I:

full - fulfil careful

skill - skilful until
well - welfare

Except:

farewell, well-being

7. Words ending in -ceed, -cede, -sede.

!
pro
ex ceed super-sede
suc

All others take cede:

concede, intercede, precede

Note: proceed but procedure; proceedings

388 Communication

8. Words ending in -our usually drop u before -ation, -ate and -ous:

humour - humorous
vigour - vigorous - invigorate

Note: 'humor', 'color' are American spellings.

9. Words ending in y preceded by a consonant change y to i when a syllable is

added:

merry - merrily
lady - ladies
rely - relied
likely - likelihood

10. c changes to s when the noun is used as a verb:

practice (I am going to do some practice)

practise (I am going to practise)

licence (I have a driving licence)

license (I am licensed to drive)

advice (Can 1 give you some advice?)

advise (Can 1 advise you?)
 389

Appendix G
Commonly Misspelled Words

absence faithfully professional

accessible familiar pronunciation
accommodate February psychological
achieve forty
acquainted quantitative
advertisement gauge quiet
agreeable government quite
all right guard
among guarantee really
appearance received
arrangement height recommend
receipt
beautiful immediately relieved
beginning independent recommend
believed instalment receipt
benefited relieved
business knowledge responsibility
restaurant
certain library
choice losing scarcely
colleagues lying secretary
coming separately
committee maintenance similar
commitment management sincerely
comparative miniature successfully
competent minutes supersede
competitive surprising
conscientious necessary
conscious noticeable tendency
correspondence transferred
criticism twelfth
occasionally
decision occurrence
omitted unconscious
definite undoubtedly
disappointed opinion
unnecessary
disappear until
parallel usually
eighth parliament
embarrassed personal valuable
environment personnel view
especially planning
essential possesses Wednesday
excellent preceding
exercise privilege
expenses procedure
extremely proceed
390

A Final Word

Throughout this book we have concentrated on the basic principles that lie behind
effective communication in business, but you will have discovered that there is no
magic lamp that you or I can rub to make you an effective communicator. It is a
question of being aware of the nature of communication and the principles which
govern the process, and then being prepared to make the effort to put those
principles into practice.
If you are willing to think sensitively when you communicate and always keep
the other person - the receiver - constantly in mind both before you communi-
cate and while you are communicating, you will automatically discover the
answers to those familiar questions. What shall I say? How shall I say it? What
does he mean?
In other words, communication is a selfless process in which, to stand any
chance of success, we have to fight constantly our natural instinct to be
self-centred. We have to guard against the very natural inclination to concentrate
on ourselves, on what we want to say, and try instead to consider the other person
and focus on what we need to say and do, both to help him understand what we
mean and to help him tell us what he means.
Real communication, then, is a two-way process. We must be prepared to listen
as much as speak and we must listen effectively to what is really being said - and
to what is not being said. We must be conscious of what may be communicated
between the lines when we listen and read, and when we speak and write - in
other words we must be aware of the total message. Above all, we need to be
constantly aware of the potential difficulties that beset communication, and alert
to the ways in which we can strive to overcome them, or at least reduce their
effect.
We will not always succeed. Communication is by nature a human and
therefore imperfect process, but our efforts to improve will be rewarded in
countless ways. In any case, just trying to understand how communication works
and how we can try to perfect our ability to communicate effectively can in itself
be a rewarding task.

Further Reading
BACIE, A Guide to the Use of the Telephone in Business, British Association of
Commercial and Industrial Education.
Carey, G.V., Mind the Stop, Pelican edn, Penguin, 1971.
Citrine, Lord, The ABC of Chairmanship, NCLC Publishing Society, 4th edn,
1982.
De Leeuw, M. and E., Read Better, Read Faster, Penguin, 1965.
Emerson, R.W., The Conduct of Life, 1980.
Fowler, H.W., Modern English Usage, Oxford University Press, 1983.
 A Final Word 391

Gowers, Sir Ernest, The Complete Plain Words, Penguin, 1987.

Huff, D., How to Lie with Statistics, Penguin, 1973.
Jay, Antony, Effective Presentation, British Institute of Management, 1974.
Oxford Guide to the English Language, Oxford University Press, 1985.
Partridge, Eric, Usage and Abusage, Penguin, 1970.
Tressall, Robert, The Ragged Trousered Philanthropists, Panther, 1965.
392

Answers to Exercises

3 Listening

Exercises

1. 45 per cent listening (9 per cent writing; 16 per cent reading; and 30 per cent
speaking).
2. One tenth of the original message is remembered after three days.
3. See page 29 - 'Possible listener responses'.
4. See page 28 - 'Resist distractions'.
5. The person who tends to concentrate on his own thoughts and interrupt might
do well 'holding back' and 'playing back' the ideas of others before making his
own contribution. He would probably find the game suggested by Carl Rogers
extremely difficult but very instructive.
The manager who tries to appear a good listener but ends up talking about
his own problems might also benefit from 'playing back' and 'holding back' but
could also try 'helping the speaker' by more use of listener responses.
The student needs to be alert for messages which affect him, constantly
asking himself: "how can I make use of this?" 'Being interested' is not
something that just happens: it requires hard work, preparation and a
readiness to listen and show he's interested. He might also make a real effort
to 'resist distractions' and increase his concentration in the middle of a lecture.
'Listening for the main ideas' would help his concentration.
And finally, the person who is quick to judge a person's ideas on the basis of
superficial things, like the appearance and dress of the speaker, needs above
all to 'keep an open mind' and 'resist distractions'.

4 Non-verbal communication

Exercises

1. 'Metacommunication' literally means 'in addition to communication', so the

term is used to refer to all those things which we take into account in
interpreting what someone is saying, over and above the actual words.
2. By remaining silent at strategic moments we may encourage someone to carry
on talking, and in doing so we are providing them with the opportunity to
communicate feelings and attitudes which they might not otherwise have done.
It can therefore encourage feedback and real two-way communication.
3. He may think:
(a) You are not a very punctual person.
(b) You are not very interested in getting the job.
 Answers to Exercises 393

(c) You are not very concerned about other people, since it apparently
doesn't bother you that you may have caused someone inconvenience.
(d) You are rude and discourteous because you did not apologise.
4. 'Kinesics' is the study of body movements which convey information in the
absence of, or in addition to, speech.
S. The four types of distance are: intimate, personal, social and public.
6. You are likely to be perceived as more confident, more believable and more
interested in your audience than the content of your speech.
7. Shifts of gaze and head nods, as well as grunts, gestures and changes of body
orientation, help to synchronise speech in conversations.
8. We are more likely to believe the non-verbal message.

5 Talking on the telephone

Exercises

1. (a) What does 'today' mean? Since the message has no date, Jim will not
necessarily know to which day 'today' refers. If Jim is out all day on the
day the message is received, when he comes in the next day he would be
justified in assuming 'today' refers to that day. It is therefore possible that
he will miss the appointment and turn up on the wrong day to find no one
is there.
Furthermore, what does 'lunch time' mean? This will depend on
whether the lunch hour is taken at the same time every day for both
Mr Strange and Jim.
Finally Jim has no means of finding out the answers to any of these
queries because the message is not signed, so he has no idea who took it.
Telephone messages should always include the date and time the message
was taken and the name of the person who took the message.
(b) Same deficiencies as l(a). It also does not include the name of the person
to whom it is addressed. The message is very vague suggesting that the
message-taker has not heard the words very clearly and has not read it
back to the caller. If the message-recipient has no idea what the message is
about he may even wonder if it really is for him. He cannot check with the
message-taker (no name), he cannot check with the caller (caller's name
not given) and he is probably left, either to ignore it and hope he will
eventually find out what it is all about, or to start a detective hunt perhaps
starting with appointments in his diary on Mondays (he doesn't know
which Monday).
Make sure the message contains all the necessary details.
(c) Who rang? What's all fixed? Now, the message-recipient has just been
talking to a chap at Dawson's asking him to arrange a special delivery, so
perhaps the message refers to that and he can rest assured that his
requirements will be met. On the other hand, he spoke to someone else at
Dawson's the day before about another matter in which a special price was
being negotiated. That chap also said he would ring back and let him know
if the price had been accepted.
Perhaps the message refers to that matter. Perplexed, the recipient has
no alternative but to make another, otherwise unnecessary, call to clear up
the confusion.
394 Communication

Perhaps a worse consequence of this kind of incomplete message is that

the message-recipient could have assumed wrongly that the message
referred to the most recent matter.
Never assume that the message-recipient will know what the message is all
about.
2. This illustration shows a message pad with all the headings necessary to remind
the message-taker what he should make a note of. But no message pad can
ensure that the details of the actual message are taken down clearly and
completely - that is up to you:

Date: ...................... . Time: ................. .

Message for:

Message from: (Name) .................................... .

(Address) ................. '.' ................ .

(Tel. no.) ................................... .

Message:

Message taken by: ........................................ .

3. The conversation could have been like this:

'Miss Jefferies. Mr Sloane's secretary. Can I help you?'
'Good afternoon. This is Trent of Partridge's. Is it possible to speak to Mr
Sloane? I'm meeting him in London tonight.'
'I'm afraid he's at a meeting at the moment, Mr Trent. Can I give him a
message?'
'Yes please.' (Trent thinks quickly.) 'He said he might be able to meet me at
the airport. Tell him: Trent (Partridge'S, Manchester) is arriving at Heathrow
at 6.27 p.m. on Flight No. ML-367. That's Terminal One. I will wait until 7
p.m. If he has not arrived by then I will make my own way to Tudor's where
we've booked dinner for 8 p.m. If he wants to ring me I shall be at Manchester
675071, until 4 o'clock this afternoon.'
'Can I just check that, Mr Trent?' (She reads back the message.) 'Is that
correct?'
'Fine. Thanks very much.'
'I'll see he gets it as soon as possible, but in any case before he leaves the
office this afternoon.'
'Thank you. Goodbye.'
'Goodbye, Mr Trent.'
 Answers to Exercises 395

Where possible, the conversation has been shortened by giving the essential
details early on in the conversation. However, it cannot be greatly reduced
because Mr Trent must give the necessary information and the secretary must
read the message back to check that she has heard correctly and written down
what Mr Trent wants written down.
The major difference, however, between this and the original conversation
is that Trent knows exactly what is going to happen and has built in a
contingency plan which will operate if Sloane cannot meet him. Providing the
secretary passes on the message (and she sounds efficient) everyone will know
what is happening. If by any chance she fails to contact her boss, Trent's
contingency plan will work and they will meet for dinner at 8 p.m. All this has
been completed in one phone call instead of possibly two in the original
situation.
This was achieved because Trent thought in advance about the call; worked
out at least two possibilities - he might speak to Sloane himself or he might
have to leave a message; thought of a contingency plan in case Sloane could
not meet him so that an additional call was not necessary; and had all the
details at his fingertips.
Despite making the call as brief as possible, consistent with being clearly
understood, both parties were polite and helpful, and the purpose of the call
was achieved. Efficient telephoning!

6 Interviewing

Exercises (1)

1. An interview has a purpose and is planned and controlled.

2. (a) problem-solving but mainly decision-making;
(b) research and discovery of new information;
(c) research and discovery of new information;
(d) problem-solving and decision-making; seeking behaviour (and perhaps
belief) change;
(e) seeking belief and/or behaviour change.
3. (a) Probably all of them: a good selection interview should not focus on any
one type of information.
(b) A market research interview could focus on anyone or all of the possible
types of information.
(c) An interview with a witness will usually focus on description and factual
knowledge. It might include statements of the interviewee's behaviour
prior to and during the accident, but it should avoid subjective statements
of attitudes, beliefs, feelings and values.
(d) The performance appraisal interview will concentrate on statements of
behaviour. Although the interviewee may be encouraged to express
attitudes, feelings and values, the interviewer should avoid making these
statements and should concentrate on an objective discussion of facts, i.e.
what the interviewee has done, is doing and could do.
(e) The sales interviewer will be particularly concerned with eliciting atti-
tudes, beliefs, feelings and values as a basis for his persuasive skills.
396 Communication

Exercises (2)

Obviously there are no right answers. It would depend entirely on the particular
context of the interview and your specific purpose. However, here are my
suggestions:

employment moderately structured

appraisal moderately structured
counselling unstructured
discipline moderately structured
termination moderately/highly structured
induction moderately structured
consulting highly structured
sales moderately/highly structured
data-gathering highly structured/standardised
order-giving moderately structured

Exercises (3)

1. A direct question allowing only a 'yes' or 'no' answer, so not very useful. Good
for opening the interview and putting interviewee at ease but might be better
worded: 'How was your journey?'
2. Pulling rank and begging for pity are both inexcusable and it is a leading, if not
even a loaded, question. A good alternative would depend on the purpose of
the interview, but something along these Jines would be an improvement:
'How can I help you to cope better with your job?'
3. A leading question revealing the interviewer's own views on 'job-hopping' and
not giving the interviewee a really fair chance to explain what may be perfectly
acceptable reasons for his changing jobs. Better: 'Why did you move
from ... to ... ?'
4. Such a mixture of questions and far too complicated and long-winded for us to
analyse let alone for anyone to answer. Ask one question at a time: 'Why did
you take a mixture of "0" levels and CSEs?'

7 Being interviewed for a job

Exercises

Before the interview

1. Be informed about the organisation: its history, geographical location,
general methods of doing business, reputation, etc.
2. Anticipate questions that might be asked: factual questions as well as 'trap'
questions.
3. Make a note of questions you want to ask.

During the interview

4. State why you are applying for the job and show you know something about
it.
S. Present your qualifications in terms of having something of value to offer the
company. Deal as much as possible in specific details and examples - job
experiences, interests, travel, activities, offices held, organisations and
school.
 Answers to Exercises 397

6. Don't depend merely on a 'smooth front' (appearance and smile) to sell

yourself. Provide full information to the prospective employer.
7. Don't hesitate to admit potential weaknesses. Under no circumstances
attempt to bluff or fake on these, but wherever possible make a transition
from a weakness to a strength; or, at least, when the facts justify it, show
some extenuating circumstances for the weakness. (This doesn't mean
supplying alibis or excuses!)
8. Generally attempt to expand your responses beyond a simple 'yes' or 'no'.
9. Treat the interviewer as a human being, not an ogre!
10. Remember the normal rules of etiquette.
11. Get as much information as possible about the job requirements and
organisation, and on 'sensitive' matters such as salary (usually in terms of
range, or the 'going average').
12. Try never to have an interview concluded without some sort of understanding
about where you stand, what happens next, who is to contact whom, etc.
13. Try to enjoy it.
14. Be sincere - be yourself.

8 Communicating in groups

Exercises (1)

1. Larger and more complex business organisations have made it impossible for
anyone person or area to make decisions without consulting other areas in the
organisation.
People want to be involved, to be given a chance to express themselves and
be heard, to be 'given a voice' in matters that concern them. They are then
more likely to be committed to the resulting decisions which may affect them.
2. Groups are likely to make better decisions than an individual because (a) more
information is available in the form of several people's knowledge and
experience, and (b) by dividing responsibilities for research among a number
of people, more information can be brought into the discussion.
Taken together these two advantages explain the statement 'two heads are
better than one'. A group consisting of five or more people can conduct more
interviews, read more reports, or conduct more surveys than one member
acting alone.

Exercises (2)

Democratic Autocratic Laissez-faire

(a) 2 1 3
(b) 4 6 5
(c) 9 7 8
(d) 10 11 12
(d) 15 13 14
(e) 16 17 18

Exercises (3)

1. Look back at Figure 8.1.

398 Communication

2. The optimum size of group is five (certainly no more than seven), as this size
allows complete interaction among the members and yet provides sufficient
variety of talent and personality to tackle problems imaginatively.
3. No. A group needs to be compatible, and this means that personalities should
be complementary. A group consisting of members who all have dominant
personalities and want to lead would probably not be effective.
4. The 'hidden agenda' refers to the personal objectives of individuals in a group.
These personal objectives may conflict with the group's objectives and to be
effective a group must, by some means or another, encourage individuals to
see the group's objectives as more important than their own.
s. Who am I in this group? What is the pattern of influence? What are my
personal needs and objectives?
6. Physical proximity increases interaction. The location of the meeting commu-
nicates a message. Shared facilities, even poor facilities, can encourage
cohesiveness in a group.

Exercises (4)

1. Seeking opinion and/or gatekeeping.

2. Summarising.
3. Expressing group feeling.
4. Probably an example of 'blocking', but if it is followed up with reasons it
could be an example of 'evaluating'.
S. Standard-setting.
6. Competing.
7. Giving information.
S. Seeking sympathy. ,
9. 'Diagnosing' but also 'initiating activity' and 'seeking opinion'.
10. 'Giving opinion' but worded the way it is, it is likely to serve an 'encouraging'
function as well.

9 Chairing and taking part in meetings

Exercises (1)

Brainstorming is a good way to encourage ideas but the question technique

encourages quieter members and controls the more talkative members.

Exercises (2)

1. False. This is a definition of democratic leadership. A definition of autocratic

leadership might be: where the leader plays a strong directive role in setting
group goals and in planning and directing the activities of the group, delegating
few of the functions of leadership to the group.
2. True. Effective participation means that you at least are aware of the
responsibilities and functions of the leader and are willing to carry out some of
those functions if the leadership style invites it, particularly those concerned
with group maintenance. An effective participant will also not sit silently
through a meeting depriving the group of the chance to consider his ideas and
benefit from his knowledge and experience, but will be alert to the moments
when his contribution will be most usefully received.
 Answers to Exercises 399

3. False. Routine items and items requiring little discussion should be placed high
on the agenda, but the amount of time allowed for their discussion should be
carefully controlled by the chairman to allow sufficient time for discussion of
more lengthy items.
4. False. Solutions should only be invited after the problem has been carefully
identified and diagnosed, otherwise there is a danger of solving the wrong
problem.
S. True. All the basic principles of good communication concerning purpose,
audience, timing, two-way communication, listening, etc. apply to participat-
ing in meetings.

Exercises (3)

1. A meeting should be held at a time and in a place convenient to as many

members as possible.
2. Payne started off well by explaining 'the object of the meeting' , but in trying to
stimulate discussion he was guilty of talking too much rather than asking
questions, and being too ready to express his own very detailed opinions and
experiences.
3. 'Just for the sake of getting on with the business', Crass makes a proposal. This
is as good a reason as any, and might have prompted a proposal earlier if
Payne had realised he should invite proposals.
4. A 'proposition' is a suggestion, a call for action or an opinion, put forward by a
member of the meeting.
As soon as it is seconded and submitted for discussion and vote it is called a
'motion'.
If and when the motion is agreed upon by a majority of those present, it
becomes a 'resolution'.
In practice, the term 'proposition' is not used very often since most
propositions have been seconded and therefore become motions before the
meeting discusses the matter. However, if a proposition is put forward but fails
to gain a seconder it is dropped.
A motion should be very clearly and positively worded and many commit-
tees insist that a motion is submitted in writing, preferably before the meeting
starts. In any event, it should be clearly recorded by the secretary and should
be repeated by the chairman from time to time so that everyone is quite clear
what they are discussing. Positive wording is advised because when the voting
takes place, it may be confusing for a member who is in favour of something,
e.g. the reintroduction of capital punishment, to find that in order to vote in
favour of that idea, he must actually vote against the negatively worded
motion. 'That capital punishment should not be reintroduced.'
S. Rules for speaking are indicated in the standing orders of a committee or
organisation but will usually inelude:

• Members of the meeting many only speak by permission of the chairman,

one at a time. 'Catching the chairman's eye' is therefore a skill worth
developing.
• Anyone who speaks must be standing. The speaker then 'has the floor'.
• A speaker must address his remarks to the chair and not to any individual
member of the meeting, hence the frequent use of 'Mr Chairman'.
400 Communication

6. Other terms which relate to the standing orders are:

(a) and (d) A point of order must deal with the conduct or procedure of the
debate, e.g. an objection raised by another member of the meeting that the
speaker is departing from the subject, that the standing orders concerning the
rules of debate are not being operated, or that offensive language is being
used. Harlow 'rose to a point of order' justifiably, I think, since the meeting
needed to be reminded that they should not decide where the Beano was to
take place without first deciding if the Beano should take place. However, it is
up to the chairman to rule an objection 'in' or 'out of order' and he therefore
needs to know the standing orders.
(b) call the chairman to order - strictly speaking, there are only two ways you
can object to the chairman's chairmanship: (i) challenge the chairman's ruling,
and (ii) propose a motion of no confidence in the chair. However, in practice
the chairman's ruling is normally regarded as final, other than in exceptional
circumstances.
(c) and (d) A point of information is made by a member of the meeting rising
either to ask the chairman's permission to correct a misrepresentation or to
give or ask for information. Again, since this is often used as a device for
taking the floor out of turn, the chairman is empowered to rule it out of order.
(e) An amendment is a proposition to change the wording of a motion either by
deleting or adding words. The amendment must also be seconded before it can
be discussed, and it must be voted on before discussion of the main motion is
resumed.
7. The chairman should repeat the motion clearly to make sure that everyone
understands the motion they are voting on. He should also be aware of the
different methods of voting - ballot, show of hands, etc. - and the advantages
and disadvantages of each method.

11 Using visual aids

Exercises (1)

1. Probably some kind of build-up board, ideally a magnetic board but a make-
shift flannel board would serve as well. This would allow you to move pieces
representing furniture, people and department names around the board as you
put forward your alternative office lay-outs. It would also provide the facility
for building up pictures of alternative suggestions from the meeting, so that
everyone could see what is being suggested.
However, the problem with using build-up boards for presenting distinct
alternatives is that you also need a permanent record of each alternative for
reference purposes when you get to the point of comparing them. You might
therefore consider supporting your initial presentation with separate charts for
each alternative which can be distributed to everyone present for reference
purposes both during and after the meeting. Large charts at the front of the
room may possibly be difficult to see in a group as large as thirty, so individual
handouts would be better, but this is where judgement of the particular
circumstances comes in. It would depend on the actual room, the seating
arrangements and the degree of detail which you want everyone present to see.
Handouts. The idea of reproducing your visual aids as individual handouts
is always worth considering. The timing of the issue of these handouts is
 Answers to Exercises 401

crucial: produced early in a presentation they can provide your audience with
individual copies of detailed material to refer to, but they draw attention away
from you, the speaker, and can be distracting; produced late in the presenta-
tion or at the end they can cause frustration because people often take notes
from visuals which they then discover they do not need. The solution is to tell
your audience either at the beginning of your presentation or at appropriate
points as you speak, which visuals they will receive at the end as handouts.
2. If you are right-handed you should stand on the left of a board or flip chart; if
you are left-handed you should stand on the right. This will obviously affect
where you position a free-standing board, so that you can reach your notes and
move around easily.
3. To provide an example of something the audience may not have actually seen
before; to provide an everyday example as an analogy of some more complex
process you are talking about; to provide interest, vitality and reality.
4. If you will be able to gain access to the room where you will give your talk well
before the session begins, you would probably be advised to draw the diagram
carefully on the board but very faintly. In this way you will be able to draw in
each part of the piece of equipment as you explain it and following the faint
guidelines which only you can see. This method will prevent you frightening
your audience to death by revealing a large complex visual aid right at the
start.
To be successful you will have to make sure that you can get into the room
sufficiently early to be able to draw the diagram very carefully. You should
also make sure that you will be able to draw it sufficiently large for the back
row of the audience to see it.
If you will be unable to get into the room beforehand, then a large wall chart
might serve as well. In this case you might consider sticking lift-up flaps over
sections of the drawing, so that you can reveal the diagram fairly gradually as
you go along.
5. The most appropriate form of visual aid for recording a discussion is probably
a flip-chart board with lots of paper. The audience's contributions can be
written up and the torn-off sheets can be fixed to the wall as they are
completed. These can then serve as the basis of the report for the newspaper.
You would also be able to produce your own prepared visual aids on flip charts
as and when they seemed appropriate in the context of the discussion. An
alternative to flip charts might be overhead projector transparencies or a roll of
OHP film which could be used in the same way as the flip charts, but cannot be
hung up on the walls.

Exercises (2)

1. You should ask for a 16mm (known as '16 mill') film projector.
2. You might try to avoid using more than one aid which requires a screen, since
you would have to move the overhead projector to prevent it getting in the way
of the film or slides, and you would have to move the slide projector in order to
position a film projector and vice versa. There are various other 'unhappy
bedfellows' but the overall principle is to be able to arrange as much as
possible beforehand, and cut any movement of equipment or general fiddling-
about down to a minimum once the presentation has started. However, a tea
break in the middle of the proceedings might allow you to rearrange things if
you want to.
402 Communication

3. Any process which depends on movement is obviously best shown on

film - either cine-film or video-film. If you can't get hold of a commercially
produced film of the operation you want, you should seriously think about the
possibility of making your own, especially if it is likely to be of use again in the
future.
4. You should forget it and enjoy the film. Let the film and your presentation run
right through, and only then try to sort it out in the way suggested on p.163
5. Know how to replace it with the one you've brought along in case. Failing that,
give a prearranged signal to someone in the audience who will seek out the
technician while you carryon talking. Failing that, abandon the slides because
you thought about this eventuality beforehand and have arranged your
presentation so that you can do without them - at a push. As an absolutely last
resort, if the visual aids are vital and if the audience is quite small and fairly
close to you, and if the walls are plain, you might just get away with holding
them up against the wall!

12 Faster reading

Exercises
1. NEFARIOUS (c) evil; VICIOUS, villainous; e.g. a nefarious plot (Latin:
nefas - 'wrong, crime').
2. CENSURE (c) to blame; criticise; reprimand officially; e.g. to censure a member
of Parliament (Latin: censere - 'to assess').
3. NEBULOUS (b) vague or unclear; hazy; cloud-like; e.g. a nebulous statement
(Latin: nebula - 'mist').
4. SALUTARY (a) beneficial; promoting health; wholesome; e.g. a salutary exer-
cise (Latin: salus - 'health').
5. TORTUOUS (d) winding; full of twists and turns; e.g. a tortuous path; also,
devious; e.g. a tortuous argument (Latin: torquere - 'to twist').
6. PREMISE (a) basic assumption; proposition from which a conclusion may be
drawn: 'He started with the premise that "All men are mortal" , (Latin:
praemittere - 'to place ahead').
7. CREDIBLE (d) believable; apparently worthy of belief or confidence; e.g. a
credible story (Latin: credere - 'to believe').
8. INVALIDATE (b) cancel; render of no force or effect; e.g. to invalidate a will
(Latin: invalidus - 'weak').
9. BIZARRE (a) odd; eccentric; fantastic; strikingly out of the ordinary, or at
variance with accepted standards; e.g. bizarre behaviour (Italian: biz-
zarro - 'gallant, brave').
10. DEFUNCT (a) extinct; dead; e.g. a defunct system (Latin: defunctus from
defungi - 'to finish, discharge').

13 Better reading

Exercises

1. The value of reading material can be assessed against these three categories:
essential, useful and irrelevant.
2. Skimming helps you with the final reading task because at each level of depth
of detail it familiarises you with the structure of the material you are about to
read, before you read it.
 Answers to Exercises 403

3. In discursive or factual writing the main idea is usually contained in a 'topic

sentence' which is normally the first sentence of the paragraph, but is
sometimes the last.
4. For examples of 'verbal signals or signposts' see pages 184-5.
5. The five stages of reading are: survey, question, read, recall and review. This
method of reading is usually referred to as the SQ3R method.
6. You should not start talking or making notes until you start the recall stage.
Having to make notes at this stage helps you to recall what you have read.

14 Writing business letters

Exercises

1. The cost of a letter includes internal handling costs, filing time, filing
equipment and space, cost of writer's and typist's time as well as stationery and
postage - estimated by some companies at a total of £15 per letter on average.
2. An adjustment letter seeks to satisfy a complaint, make reparation for a fault or
deficiency; a credit reference inquiry is written to check on someone's credit
worthiness; a collection letter is written at periodic intervals in the process of
trying to obtain payment of a debt. Different letters are written at different
stages in the process.
3. Letters fall into four main categories: favourable; neutral; unfavourable;
persuasive.
4. When a letter introduces the negative elements too early the reader may
switch off and not be prepared to be convinced by any reasons or justification
which follow.
Negative elements can be made to seem less important if they are subordi-
nated through positive word choice, careful sentence structure and positioning
in the letter. Since the first and last sentences in a letter should be reserved for
views you want to emphasise, negative elements should not be put in the first
or last sentences.
By using inductive word order, which presents the reasons and details first
and then introduces the negative idea, the reader may be persuaded to accept
it.
5. Questions (or exclamations) are very acceptable beginnings for letters of a
sales or persuasive nature. They may be used to start any letter in which your
objective is to gain the reader's attention quickly. A question involves the
reader quickly and provides a bit of mystery and suspense to keep him reading
until you can explain where he fits into the picture. A question can also be
flattering to the reader by asking for his opinion.
6. Favourable elements: it is always desirable to end a letter with a favourable
element, a positive tone, to leave the reader in a good frame of mind.
Goodwill. Without overdoing it, you should take every opportunity to
build goodwill in a letter. Pleasant-sounding words throughout the letter are
always welcome but endings which include 'Thank you', 'Good luck', 'Best
wishes', are especially useful for ending letters which have contained
disappointing news.
Resale. Sometimes it is appropriate to end a letter by reassuring the reader
that the purchased product is right for the customer, or that the company the
customer is dealing with is the one that can do the best job for him, but this
should not be done too blatantly.
404 Communication

Action. This is perhaps the most useful way to end any letter in which some
action is required by the reader or writer. Specify near the end of the letter
exactly what is going to happen next: 'I will let you know as soon as 1 have the
information you need', 'Please ring me on ext. 252 to let me know whether you
will be able to attend', 'Please reply on the enclosed reply-paid card.'

15 Applying for a job

Exercises

1. False. The first stage in applying for a job is deciding what sort of a person
you are and what sort of a job would suit you. The second stage involves
finding the vacancies and discovering exactly what the advertisers are looking
for. Only then should you think about actually replying to advertisements.
2. True. More people will see newspaper advertisements (especially those in
national newspapers) than those publicised anywhere else, so there are likely
to be more applicants. The first letters received may get more careful
attention. Furthermore, the quality of promptness is a personal virtue that
employers may consider a business virtue.
3. False. Careful consideration of the style of the advertisement, the tone of the
wording, what is omitted and what is included can often tell you more about
what the company wants, than the obvious statements of qualifications and
experience required.
4. True. Any contact you have with the prospective employer, however
informal, can help or hinder your application, and therefore deserves thought
and preparation.
5. False. You must think of something to say. Most employers will give you a
black mark if you cannot write a short coherent statement in this section and
seem to be content to limit your application to the straightforward factual
questions in the rest of the form.
6. False. Two sheets are preferred - one that gives the facts in easy-to-Iocate
summary form (the curriculum vitae - CV) and another that states clearly
which job is being applied for, interprets the CV information, and gives
reasons for applying (the covering letter). This method is actually easier for
you. It avoids problems of style and, if you are applying for lots of similar
jobs, it allows you to reproduce copies of the facts for use as and when you
need them.
7. False. The duties and attributes required for certain manual jobs may be
required also for the office-type jobs you are seeking. For example, if you
have worked in a shop-floor manual job this may provide evidence of such
qualities as initiative, reliability, cooperativeness and punctuality, as well as a
willingness to 'dirty your hands', mix well with all sorts of people, or 'try
anything once'. Even a temporary or holiday job may display evidence of
wanting to gain experience, earn your own living or provide the means of
achieving some other goal, all qualities which would count in your favour.
8. True. If two headings 'General education' and 'Business education', or
'Technical qualifications' and 'Other qualifications', allow you to link some of
your qualifications and experience more closely to the job you are seeking,
then you should use whichever headings you feel are appropriate.
9. False. While the covering letter does serve the invaluable purpose of showing
how well you can express yourself, it should never merely repeat the facts in
 Answers to Exercises 405

the CV. It represents a chance to expand on some ofthe bare facts, draw out
and pull together those that are significant, emphasise what responsibilities
and opportunities certain jobs have given you, explain why you want the job.
Above all, in doing all this you should be able to imply those qualities which
you possess and recognise as significant for the job.
10. True. Copying someone else's letter will at best cause you to commit
inadvertent inaccuracies (between the CV and the letter, for example) and at
worst will cause you to be 'caught out' if you do get an interview. As for using
your present employer's stationery or making negative comments about
him - both would reveal a disloyalty, a lack of good manners and an
underhandedness - undesirable qualities in themselves but hardly likely to
recommend you as a prospective employee. Other common errors made by
applicants which should be avoided are:

writing as if the letter were an autobiography;

overworking'!', 'me', and 'my';
sounding unduly humble;
begging or pleading;
asking for sympathy;
sounding too flippant or casual;
seeming to lecture the reader;
seeming to brag about accomplishments;
making assertions about your qualities and qualifications without giving
evidence to support the statement;
writing about educational qualifications as if they were the only things
needed;
using vague, general terms;
repeating instead of interpreting CV information;
using colloquial or hackneyed expressions

16 Writing reports

Exercises

1. An unsolicited report is usually called a memorandum.

2. The main elements of any report are: terms of reference (including the
objective or statement of the subject, and the authorisation, if appropriate);
procedure; findings; conclusions, and recommendations (if asked for).
3. Any report should contain three main sections: introduction; body of the
report; and terminal section.
4. A synopsis (sometimes called an abstract or a summary) is a summary of the
whole report, usually placed very near the beginning of the report, and
providing the busy reader with a quick idea of the scope and objective together
with a brief version of the conclusions and recommendations of the report.
5. A 'functional' paragraph does not add information, but is used to introduce,
conclude or link sections of the report.
6. The four main stages of writing a report are: assembling the material; planning
the report; writing the first draft; and editing the report.
406 Communication

18 Visual communication

Exercises

1. Turn back to p. 279, 'Advantages of visual presentation', to check your

answers. But here is a quick checklist:

• gains attention;
• provides information quickly;
• speeds comprehension;
• relieves monotony;
• conveys trends and tendencies;
• highights specific figures;
• shows relationships;
• reinforces the words;
• highlights differences;

2. In choosing a visual aid, your first consideration will be, Is a visual aid needed?
Will it produce some of the advantages above? Then you should consider:

• what exactly you are trying to 'say';

• the complexity of the information;
• the ability and motivation of the reader;
• whether you want to highlight specific figures, show trends, or compare and
contrast differences.

3. Tables are particularly useful for:

• displaying large amounts of data in a relatively small space;

• providing an easy reference device from which specific figures can be picked
out;
• making comparisons between and among statistics;
• conveying quantitative data in a more comprehensive form than submerged
in the body of the text.

4. Generally speaking line graphs are used to present 'continuous' information

and bar charts to present 'discrete' information. However, histograms, which
look like bar charts but should not be confused with them, can be used to
present 'continuous' information.
5. Graphic presentation can mislead by:

• omitting a zero line;

• starting a graph just below the lowest point on the graph line;
• condensing or extending the scale on the two axes in relation to one
another;
• omitting percentages and producing disproportionate wedges on a pie chart;
• showing increase in number by showing wider bars or bigger symbols on bar
charts or pictorial charts;
• choosing to shade particular areas rather than others on a statistical map;
• selective omission; omitting certain facts which if they were included would
tell a rather different story!
 Answers to Exercises 407

Exercises (2)

1. Visual communication can be more effective than verbal communication for

the following reasons:

• Visual aids can often communicate more quickly and in less space than the
equivalent verbal message would require.
• Visual presentation is often the only way to communicate where language
and literacy barriers would make a verbal message incomprehensible.

2. 'Visual literacy' is the ability to 'read' pictures, signs, symbols, charts, etc.
3. Flow charts, algorithms and decision trees are all variations of plotting visually
the steps in a process or procedure.
4. An algorithm. Algorithms are particularly useful for diagnosing faults and
problem-solving, since they should provide an answer to every possible
question, providing the procedure is followed correctly and the algorithm has
been designed logically.
5. Checking typing of a letter - inspection:D
A worker waiting for materials - delay: 0
Papers filed in a fIling cabinet - storage: \l
Picking up a screwdriver - operation: 0
An object moving on a conveyor belt - transport: 0
Signing a document - operation: 0
408

Index

A behaviour analysis 109-14

ABC of Chairmanship, Lord bibliography 256
Citrine 128 blackboard 151-2, 401
abstract 255, 405 body contact 3
abstract words 2 body language 32-49
accent 16-18 body posture 3, 33
accuracy 12, 53 brainstorming 95-6, 398
active voice 10, 336-7 breathing 13, 16
adjectives 324, 348--52 British Telecom alphabetical
adverbs 324, 352-5 code 32-3
advertisements Gob) 83,218, 221, build-up visuals 153-5
223,224--6 business letter-writing 192-217
agenda 106, 115-6, 122-4
order 122-3 C
steps in planning 124 capitals (using) 380
agreement categorisation 181
noun-pronound 360-1 cause and effect 9
subject-verb 331-5 chairing a meeting 115-32
alertness 20 chairman's duties 115-18, 121-2
algorithms 310-1,407 charts 283, 291-306, 307-11,
antecedents 360-1 313-17
appearance 3, 14, 26, 28, 36 chronological order 6
appendices 256 circle charts 297
application clarity 12
form 88, 227-33 cliches 10, 141
letter 88,227-8,233-41 closed circuit television and
applying for a job 218-41 video 163
articulation 16-7, 52 closing (the talk) 143-5
ascending order 9 code 1
attention 28 cohesiveness (of groups) 99, 102,
attitudes 19,20,27,26,34--6,47, 103, 105
48, 64, 75, 93, 94, 103, 118--19, COLK fallacy 148
138 collective nouns 332-3
audience 6, 14, 37, 136-7 colloquialism 9
committees 93, 98, 99, 102
B comparative adjectives 348--9
BACIE 53 complexity (order of) 9
bar charts 291-6 complex sentences 327-30, 335,
barriers to communication 4--6, 363
126 complimentary close 204, 211-2
 Index 409

compound sentences 328, 335 exploded diagrams 312-13

compound verbs 365 expressions (facial) 3, 13, 33,
comprehension 171-3 37-49, 51, 52
concentration 27,28, 175, 187 expressiveness 20
concrete words 2 eye contact 3, 13-14
confidence 5, 13, 43, 45, 52, 56, eye movement 44-6, 172-3
71, 86, 89, 134, 135, 141
conjunctions 324,366-70
context 3-4, 6, 67 F
continuous information facial expressions 3, 13, 33, 37-49,
(presentation) 285-91 51,52
corrections 262-4 fact -finding interviews 76-7
cost of communication 51, 192-3, familiarity (order of) 9
278 family tree charts 313-6
cost of letters 51, 192-3 feedback 34, 37, 45, 51, 55, 74
c's of effective communication 7 felt boards 153-5
culture 4,35, 36, 38, 39, 40, 45, film projector 161-3
46 flixation 172
curriculum vitae 238-41 flannel boards 153-5
cutaway diagrams 312-3 fliop charts 152-3
flow charts 308, 407
D formal meeting procedure 128-32
decision-making 93-9 format (of reports) 247-53
methods 117-8 forms (designing) 272-4
decision trees 310-1,407 forms of address 208-12
deductive sequence 7, 9 frame of reference 96, 98
descending order 9 'functional' paragraphs 252, 405
delivery 90
of a talk 147-8
at an interview 90 G
diaphragm 15 gaze
dictating 215-6 direction of 13, 44-5
diction 16-8 length of 13, 44-5
discrete information gerunds 342-4
(presentation) 283, 291-306 gestures 3, 33, 37-49, 51
distinctness 20 grammar 318 ff
draft 9,262 grammatical paralielism 345, 368
duplicating 261 graphic aids 279
using 279
E types 282-305
editing 9,232, 259-60 graphs 283-90
Effective Presentation, Antony grooming 3, 14
Jay 150 group dynamics 109-14
ellipsis 370-1 group pressure 98-9
emotions 5, 12, 19,43, 46, 47, 119 group process 109-14
empathy 12, 74, 96 groups 93-114
enclosures 214 decision-making 93-9, 117-18
norms 100, 105
enunciation 12,17,52,215 objectives 103-4
environment (of a group) 104-5 roles 103-4, 109-13
experiments (visual aids) 156-7 size 102-3, 109, 398
410 Index

H leadership style 105, 106-9, 112,

handouts 400-1 398
handwriting 3,227,240 letters
headings 212-3, 248 layout 202--6
head-nods 3, 44, 45, 58 parts 206-15
'hidden agenda' 103, 113, 117,398 types 194-5
histograms 284-5 line drawings 312
How to Lie with Statistics, D. line-end division (of words) 382
Huff 300,306 lips 15-20
listening 22-31, 74
I in groups 108, 120
impersonal passive voice 337 responses 29
importance (order of) 9 logical order 8-9, 122-3, 138
index 256 logo 207
index cards 8
inductive sequence 7, 9
infinitives 337-8 M
ionflection 19, 33 magnetic board 153-5
maps (statistical) 300
influence (in groups) 104-5, 109
margins 214
information mapping 314-16
meaning of words 1-3, 19-20, 46,
information trees 314-15
172-7
interaction 100, 103, 104, 106,
medium (of communication) 7
108, 109, 120, 128
patterns 109-10 meetings 93-114, 115-32
agenda 122-4
interjections 324
chairing 115-32
interviewing 61-79
minutes 124-7
interviews
procedure 128-32
assessment form 79
being interviewed 80-92 memos 266-9
metacommunication 3, 14, 32-49,
fact-finding 76-7
planning 66-7 202
questions 7(}"'() Mind the Stop, G. V. Carey 379
minutes 124-7
structure 67-70
mirroring 47-8
types 65
misrelated participles 338-40
types of information 64-5
mobs psychology 98
models (visual aids( 156-7
J motivation 93, 100-1
jargon 12
muscles 15, 16
jaw movement 15, 17, 18, 20
job
application 218-41 N
advertisements 224-6 needs (of the receiver) 5, 266
interviews 80--92 negatives 371-3
jumping to conclusions 4 nerves 81-2, 86, 90, 133-5
non-statistical data (presentation)
K 306-17
kinesics 36-49 non-verbal aspects of speech 3
non-verbal aspects of writing 3
L non-verbal communication 2,
laryunx 15 32-49
layout 3, 202--6, 224, 247-53 norms (groups) 100
 Index 411

notes 8, 14, 28, 54-60, 91, 139, personality 5, 47

314-15 photocopying 261
briefing 265-6 physical objects (visual
interview 91 aids) 155-6
public speaking 141, 144, 146-7 pictograms 297-8
reading 188-9,403 pictorial charts 298-300
nouns 323, 332 pie charts 297
numbers (using) 381 pin boards 153-5
pitch (of voice) 3, 16, 90
planning 7-10
o being interviewed 80-8
objective (of message) 8
giving a talk 133-47
objectives
interviews 66-70
communication 1-2
letters 194-202
group 103, 398
reports 258
meeting 115
pleasantness 20
report 246,257, 259
population pyramid 296
opening (a talk) 140-3
post cards 269-71
open punctuation 206, 208, 213
post code 206
oral communication
posture 3, 13, 15,20, 42-4, 51,
advantages 193
90-1
disadvantages 193
preparation 7
order 8-9
cause and effect 9 being interviewed 80-8
giving a talk 133-47
chronological 8
interviews 66-70, 77
complexity 9
letters 194-202
familiarity 9
reports 257-8
importance 9
prejudice 28, 75, 119
spatial 9
topical 9 prepositional idom 365-6
prepositions 324, 363-6
organisation 3
printing 261
organisation charts 313-14
problem-solving 116, 119
orientation 3, 42-4
process of communication 1-10,
outline 9, 28, 215
33
overhead projectors 157-9
productivity (of groups) 97, 99,
overlays 158, 314
103, 105
projection (voice) 16
p projector
pace 19 film 161-3
paragraphs 9, 213, 214 overhead 157-9
functional 252, 405 slide 160-1
paralanguage 3, 32-49 pronouns 323, 355-63
parliamentary procedure 128-32 pronunciation 12, 20
participation proof correction 262-4
groups 103, 108, 109 proximity 3, 38-42, 104-5, 398
meetings 115-32 public speaking 133-48
participies 338-44 punctuation 206, 208, 213, 374-9
parts of speech 323-6 purpose of communication 6
passive voice 10, 336-7 purpose
pause (use of) 19, 146 of interview 63, 64, 76
perception 4,48,96 of letters 194-5
412 Index

purpose (cant' d) sentences

of meetings 106 length 9
of reading 171 structure 326-30, 335
of reports 257 topic 8-9, 183
sequence
Q deductive 7, 9
questionnaires 65 inductive 7, 9
designing 272-6 logical 8
questions sequencing (questions)
awkward 67-8 funnel 76
job/career 219-20 inverted funnel 76
preparing 85-7 tunnel 76
types 70--6 signpost words 9 47 184-5
sincerity 13,37,67-8 148
situation 3-4 '
R size (group) 102-3
Ragged Trousered Philanthropists, skeleton outline 9 215
Robert Tressell 129-32 skimming 180-9,402
Read Better, Read Faster, M. & E.
slang 58, 90
De Leeuw 169 slide projector 160-1
reading 23 slot boards 153-5
better 179-91 smiling 20,21, 52, 91
faster 168-78 space 38, 39
reciever 6 spacing 213, 214, 262
recognition span 172 spatial order 9
referees 228,231,239 speaking 11-21, 133, 148
reference numbering 252 speed (speaking) 19
references being interviewed 90
letters 204, 207-8 reading 169, 171, 174
reports 256 telephoning 53
regression 172 spelling 145, 386-8, 389
relaxation 13, 16, 17 split infinitive 337-8
reply-paid postcards 269-71 SQ3R reading 186-91
reports 242-64 standing orders 128
format 247-52
static boards 151-2
structure 246-7 statistical data 281-305
types 244-5 stationery sizes 206
role functions 111-14 status 4, 13, 38, 42, 268
role (groups) 103-4, 106 groups 103-4, 105, 107
room layout 77, 147
stereotypes 75
stereotyping 4
S stress 3,81, 86
salutations 204,211-12 style 7,9,202,209 268-9
scanning 180-8 subject-verb agreem~nt 331-5
scattergrams 288 SUbjunctive 344-6
schematic format 248 sub-vocalisation 174
seating 42, 104-5 superlative adjectives 348-9
secretary's duties 121-2 switchboard operators 53-4
sectional headings (reports) 248 symbols 1
selection interviews 80-92 synchronisation of speech 44-7
self-expression 5 synopsis 255,405
 Index 413

T V
tables 283-3 values 75, 103
talk (giving a) 133-48 verbal adjectives 338-44
task (of a group) 106, 109 verbal nouns 342-4
telephone 50--60 verbal signals or signposts 184
about a job 228 verbs 324--6, 331-5, 335-48
answering 56--60 video-tape 161-3
gathering information 55-5 visual aids 145,147,149-67,260,
making a call 54 277-318
operators 53-4 visual communication 51,58,
Telex messages 271-2 149-67,277-317, 407
tenses 346-8 visualisation 174
tension 13, 18, 81 visual literacy 307, 407
terms of reference 115,245-6,259 visual presentation
territory 38-42 advanta,ges 279, 407
testimonial 228 non-statistical data 306-17
textual presentation 281-2 principles 280-1
timing 3, 120 statistical data 281-5
titles 210 vocabulary 5, 12, 175-7
tone 7,90 vocal chords 15, 16
voice 3, 13, 15, 19-20, 32, 33, voice 11-21, 90
52,56 volume 15, 16, 90
topic cards 140, 146, 258
topic sentence 8, 183-4, 403
topical order 9 W
touch 39, 42 white board 151-2
typewriting 262 words 1-2,9-10, 383-5
size and spacing 262, 264 writing192-276
written communication
U advantages 193
unrelated participles 338-42 disadvantages 193