UNIT 1

1. Role of communication in management:

Effective Communication is significant for managers in the organizations so as to perform the basic
functions of management, i.e., Planning, Organizing, Leading and Controlling. Communication helps
managers to perform their jobs and responsibilities. Communication serves as a foundation for
planning. All the essential information must be communicated to the managers who in-turn must
communicate the plans so as to implement them. Organizing also requires effective communication
with others about their job task. Similarly leaders as managers must communicate effectively with
their subordinates so as to achieve the team goals. Controlling is not possible without written and
oral communication.
Managers devote a great part of their time in communication. They generally devote approximately 6
hours per day in communicating. They spend great time on face to face or telephonic communication
with their superiors, subordinates, colleagues, customers or suppliers. Managers also use Written
Communication in form of letters, reports or memos wherever oral communication is not feasible.
Thus, we can say that effective communication is a building block of successful organizations. In
other words, communication acts as organizational blood.The importance of communication in an
organization can be summarized as follows:
The importance of communication in an organization can be summarized as follows:
1. Communication promotes motivation by informing and clarifying the employees about the
task to be done, the manner they are performing the task, and how to improve their
performance if it is not up to the mark.
2. Communication is a source of information to the organizational members for decisionmaking process as it helps identifying and assessing alternative course of actions.
3. Communication also plays a crucial role in altering individuals attitudes, i.e., a well
informed individual will have better attitude than a less-informed individual. Organizational
magazines, journals, meetings and various other forms of oral and written communication
help in moulding employees attitudes.
4. Communication also helps in socializing. In todays life the only presence of another
individual fosters communication. It is also said that one cannot survive without
communication.
5. As discussed earlier, communication also assists in controlling process. It helps controlling
organizational members behaviour in various ways. There are various levels of hierarchy and
certain principles and guidelines that employees must follow in an organization. They must
comply with organizational policies, perform their job role efficiently and communicate any
work problem and grievance to their superiors. Thus, communication helps in controlling
function of management.
An effective and efficient communication system requires managerial proficiency in delivering and
receiving messages. A manager must discover various barriers to communication, analyze the
reasons for their occurrence and take preventive steps to avoid those barriers. Thus, the primary
responsibility of a manager is to develop and maintain an effective communication system in the
organization.

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2. Basic Elements of Communication

There are 7 Major Elements of Communication Process, they are:
(1) sender (2) ideas (3) encoding (4) communication channel (5) receiver (6) decoding and (7)
feedback.
Communication may be defined as a process concerning exchange of facts or ideas between persons
holding different positions in an organisation to achieve mutual harmony. The communication
process is dynamic in nature rather than a static phenomenon.
Communication process as such must be considered a continuous and dynamic inter-action, both
affecting and being affected by many variables.
(1)Sender:
The person who intends to convey the message with the intention of passing information and
ideas to others is known as sender or communicator.
(2) Ideas:
This is the subject matter of the communication. This may be an opinion, attitude, feelings, views,
orders, or suggestions.
(3) Encoding:
Since the subject matter of communication is theoretical and intangible, its further passing requires
use of certain symbols such as words, actions or pictures etc. Conversion of subject matter into
these symbols is the process of encoding.
(4) Communication Channel:
The person who is interested in communicating has to choose the channel for sending the required
information, ideas etc. This information is transmitted to the receiver through certain channels which
may be either formal or informal.
(5) Receiver:
Receiver is the person who receives the message or for whom the message is meant for. It is the
receiver who tries to understand the message in the best possible manner in achieving the desired
objectives.
(6) Decoding:
The person who receives the message or symbol from the communicator tries to convert the same in
such a way so that he may extract its meaning to his complete understanding.
(7) Feedback:
Feedback is the process of ensuring that the receiver has received the message and understood in
the same sense as sender meant it.

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UNIT 2
1. Interpersonal Relationships:
MODEL

FOR

i.

INTER

EXCHANGE

PERSONAL COMMUNICATION:

THEORY

Exchange theory provides a conceptual frame work by considering what is being exchanged in
interpersonal relations. This concept holds that interpersonal motives depend on the reward value
gained from the relationship and that individuals involved in a relations need to feel that each is
contributing equally i.e. other rewards are equal to what is given. If over a period of time one person
feels he or she is contributing too much or too little to a relationship that person-is likely to
discontinue-that relationship. In this theory, one was view interpersonal acts as commodities to be
exchanged. Such commodities would include information, expertise, status and love, as well as
money.
Example: A manager allow his or her subordinate to break some company rules of little consequence
like taking unactivised break if they above completed a job. When a comes up where a little extra
effort is needed from - the workers, the manager is in a position to ask them for extra effort since
they have received something from the manager in exchange.
ii.

JOHARI WINDOW - MODEL FRONTIER PERSONAL COMMUNICATION:

The 'Johari window' is a theoretical

conceptualization developed by 'Joe
Luft (1961). We use it here as a
focus

of

our

information
persons.

discussion

from

Imagine

on

between
window

the
two

frame.

Inside the frames everything there

is

to know about you i.e. your opinions

feelings, likes and dislikes, goals,
needs etc.

You are not aware of

everything about yourself.

You

learn more about yourself all the

time.

Others with whom you have

relationships

do

not

have

full

knowledge of you either.

The Johari window is a model for
examining those areas of a person which are known and those areas which are not known to the
person and others. The johari window divides knowledge about an individual into four areas
according to the degree of self-knowledge other have of the individuals.

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AREAS OF THE JOHARI WINDOW

The 'ARENA' is those aspects of a person of which both the individual and others are aware. This
might be termed as 'open area'. It represents the image are presents to other. One's arena is often
largely defined by the role and activities one pursues. The second area the "BUND SPOT' area might
better be walled the 'bad-breath area'. This is the area where one is unaware oneself though others
are aware. The third area is 'facade' this area has to do with a persons few troubles, negative,
feelings about self etc. which the person is afraid to show others for fear they might him or her.
Finally the fourth part of an individual that which is completely unknown i.e. "unknown area" part of
an individual that which is completely unknown i.e. "unknown area" part of the person has not been
revealed because the person has not put himself or herself in situations of reveal it. For example: If
one has been under extreme stress, how one would react under extreme stress is unknown both to
oneself and others.
These four areas are inter related and mav chonped in size in the process of interpersonal
relations and personal growth.
iii.

TRANSACTIONAL
ANALYSIS - MODEL FOR
INTER

PERSONAL

COMMUNICATION:
Transactional

Analysis

provides

useful

framework for focusing attention on

how

exchanges take place.

Bune (1964) suggests that there are

three

basic ways that individual use to

relate

to others. These modes of behavior

are

called the parent, the Adult and Child

Sine

they are roughly analogous to these

roles.

Parent
Adult
Child
PARENT EGO STATE: The parent mode of communication is learned from one's parents people
record the attitudes, values and moral of their parents during their childhood at a time when they
one in no position to question or evaluate their parents idea. Young children observe their parents
behavior how the parents relate to them etc. When situations arise which touch on one's parent, the
parent ego state is likely to be activated. It is generally easy to recognize parent communication. If
the tone of voice is moralistic, if the person shakes a finger at the listener, if authority is used

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instead of reasoning and if the speed is sprinkled with "shoulder" it is very likely the parent that is
also may over whelm the adult.
ADULT EGO STATE: The adult ego state is that part of the individual which is relating-oriented and
problem-centered, the adult attempts to take differs experiences as data and rationally deal with
them. The objective of the maturing individual in transactional analysis terms is to free oneself both
form the Childs feelings of helplessness an dependency and the parents edicts which over everything
from sex to work.
Perhaps the best indicator of the Adult state is the ability to cope responsibility with stress. As we
shall see later most peoples adult are contaminated with child and/or parent ego states so that often
what seems to be an adult communication (reasonable, responsible etc) may infact also contain child
or parent message.
CHILD EGO STATE: The child ego state contains ail the impulse that can naturally to a young child.
It also contains the memories of childhood experiences and how one respond to them. The child has
experienced situations where the individual was helpless and dependent, which may have led the
child to conclude that he or she is not satisfied or comfortable. The child also contains the playfulness
and curiosity that are so obviously a part of the young child life. Characteristics of the child which are
easily recognized are rebelliousness, curiosity, playfulness etc.
The Adult is the only ego state which is interested in and receptive to information. The child is
primarily interested in fulfilling the wants. If sender message in an attempt to convey its needs. The
parent assume role of the sender in presenting its controlling message. It is the adult which receiving
processes and feed back information in an attempt to understand the other person.

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UNIT 3
Communication barriers
For the convenience of study the
different barriers can be divided into
four parts:
(1) Semantic Barriers
There is
always
a
possibility
of
misunderstanding the feelings of the
sender of the message or getting a
wrong meaning of it. The words,
signs, and figures used in the
communication are explained by the
receiver in the light of his experience
which creates doubtful situations.
This happens because the information
is not sent in simple language.
The
chief
language-related
barriers are as under:
(i) Badly Expressed Message: Because of the obscurity of language there is always a possibility of
wrong interpretation of the messages. This barrier is created because of the wrong choice of words,
in civil words, the wrong sequence of sentences and frequent repetitions. This may be called
linguistic chaos.
(ii) Symbols or Words with Different Meanings:
A symbol or a word can have different meanings. If the receiver misunderstands the communication,
it becomes meaningless. For example, the word value can have different meanings in the following
sentences:
(a) What is the value of computer education these days?
(b) What is the value of this mobile set?
(c) Value our friendship.
(iii) Faulty Translation: A manager receives much information from his superiors and subordinates
and he translates it for all the employees according to their level of understanding. Hence, the
information has to be moulded according to the understanding or environment of the receiver. If
there is a little carelessness in this process, the faulty translation can be a barrier in the
communication.
(iv) Unclarified Assumptions: It has been observed that sometimes a sender takes it for granted
that the receiver knows some basic things and, therefore, it is enough to tell him about the major
subject matter. This point of view of the sender is correct to some extent with reference to the daily
communication, but it is absolutely wrong in case of some special message,
(v) Technical Jargon: Generally, it has been seen that the people working in an enterprise are
connected with some special technical group who have their separate technical language.
Their communication is not so simple as to be understood by everybody. Hence, technical language
can be a barrier in communication. This technical group includes industrial engineers, production
development manager, quality controller, etc.

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(vi) Body Language and Gesture Decoding: When the communication is passed on with the help
of body language and gestures, its misunderstanding hinders the proper understanding of the
message. For example, moving ones neck to reply to a question does not indicate properly whether
the meaning is Yes or No.
(2) Psychological or Emotional Barriers
The importance of communication depends on the mental condition of both the parties. A mentally
disturbed party can be a hindrance in communication. Following are the emotional barriers in the
way of communication:
(i) Premature Evaluation: Sometimes the receiver of information tries to dig out meaning without
much thinking at the time of receiving or even before receiving information, which can be wrong.
This type of evaluation is a hindrance in the exchange of information and the enthusiasm of the
sender gets dampened.
(ii) Lack of Attention: When the receiver is preoccupied with some important work he/she does not
listen to the message attentively. For example, an employee is talking to his boss when the latter is
busy in some important conversation. In such a situation the boss may not pay any attention to what
subordinate is saying. Thus, there arises psychological hurdle in the communication.
(iii) Loss by Transmission and Poor Retention: When a message is received by a person after it
has passed through many people, generally it loses some of its truth. This is called loss by
transmission. This happens normally in case of oral communication. Poor retention of information
means that with every next transfer of information the actual form or truth of the information
changes.
According to one estimate, with each transfer of oral communication the loss of the information
amounts to nearly 30%. This happens because of the carelessness of people. Therefore, lack of
transmission of information in its true or exact form becomes a hindrance in communication.
(iv) Distrust: For successful communication the transmitter and the receiver must trust each other.
If there is a lack of trust between them, the receiver will always derive an opposite meaning from the
message. Because of this, communication will become meaningless.
(3) Organisational Barriers
Organisational structure greatly affects the capability of the employees as far as the communication
is concerned. Some major organisational hindrances in the way of communication are the following:
(i) Organisational Policies: Organisational policies determine the relationship among all the
persons working in the enterprise. For example, it can be the policy of the organisation that
communication will be in the written form. In such a situation anything that could be conveyed in a
few words shall have to be communicated in the written form. Consequently, work gets delayed.
(ii) Rules and Regulations: Organisational rules become barriers in communication by determining
the subject-matter, medium, etc. of communication. Troubled by the definite rules, the senders do
not send some of the messages.
(iii) Status: Under organising all the employees are divided into many categories on the basis of
their level. This formal division acts as a barrier in communication especially when the
communication moves from the bottom to the top.
For example, when a lower-level employee has to send his message to a superior at the top level
there is a lurking fear in his mind that the communication may be faulty, and because of this fear, he
cannot convey himself clearly and in time. It delays the decision making.

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(iv) Complexity in Organisational Structure: The greater number of managerial levels in an

organisation makes it more complex. It results in delay in communication and information gets
changed before it reaches the receiver. In other words, negative things or criticism are concealed.
Thus, the more the number of managerial levels in the organisation, the more ineffective the
communication becomes.
(v) Organisational Facilities: Organisational facilities mean making available sufficient stationery,
telephone, translator, etc. When these facilities are sufficient in an organisation, the communication
will be timely, clear and in accordance with necessity. In the absence of these facilities
communication becomes meaningless.
(4) Personal Barriers The above-mentioned organisational barriers are important in themselves
but there are some barriers which are directly connected with the sender and the receiver. They are
called personal barriers. From the point of view of convenience, they have been divided into two
parts:
(a) Barriers Related to Superiors: These barriers are as follows:
(i) Fear of Challenge of Authority: Everybody desires to occupy a high office in the organisation.
In this hope the officers try to conceal their weaknesses by not communicating their ideas. There is a
fear in their mind that in case the reality comes to light they may have to move to the lower level,
(ii) Lack of Confidence in Subordinates: Top-level superiors think that the lower- level
employees are less capable and, therefore, they ignore the information or suggestions sent by them.
They deliberately ignore the communication from their subordinates in order to increase their own
importance. Consequently, the self-confidence of the employees is lowered.
(b) Barriers Related to Subordinates: Subordinates-related barriers are the following:
(i) Unwillingness to Communicate: Sometimes the subordinates do not want to send any
information to their superiors. When the subordinates feel that the information is of negative nature
and will adversely affect them, an effort is made to conceal that information.
If it becomes imperative to send this information, it is sent in a modified or amended form. Thus, the
subordinates, by not clarifying the facts, become a hindrance in communication,
(ii) Lack of Proper Incentive: Lack of incentive to the subordinates creates a hindrance in
communication. The lack of incentive to the subordinates is because of the fact that their suggestions
or ideas are not given any importance. If the superiors ignore the subordinates, they become
indifferent towards any exchange of ideas in future.

2.

NONVERBAL COMMUNICATION

NONVERBAL COMMUNICATION
Nonverbal messages communicate emotions
It forms the bulk of our communication. Most of that communication is about emotional information,
which in turn is a powerful motivator in human behavior. We base our feelings and emotional
responses not so much upon what another person says, but upon what another person does.
Because of nonverbal communication, you cannot not communicate

Page 8 of 13

The very attempt to mask one's communication communicates something in and of itself. If you are
playing poker with someone who has been talking normally, but who suddenly stops talking and goes
"stone-faced," that person has communicated something. It may be a very good hand, or a very bad
hand, but at the least the poker player has communicated a desire to hide what is there. Long
periods of silence at the supper table communicate as clearly as any words that something may be
wrong.
Nonverbal communication is strongly related to verbal communication
Nonverbal cues substitute for, contradict, emphasize, or regulate verbal messages. For instance, if
someone asks us which way the restroom is, we may simply point down the hall. We may
compliment someone's new haircut while our faces give away the real feeling of dismay we have. We
may describe a fish we caught with a motion of our hands to emphasize the monster-like
proportions. And most certainly we regulate the flow of conversation nonverbally by raising an index
finger, nodding and leaning forward, raising eyebrows, and/ or changing eye contact.
Problems of studying nonverbal communication
Studying nonverbal communication presents a whole range of challenges that are unique to its
nature. They include:
Nonverbal cues can be ambiguous No dictionary can accurately classify them. Their meaning
varies not only by culture and context, but by degree of intention, i.e., you may not be intending to
communicate (in the absence of nerve disorders, people seldom talk out loud when they don't intend
to). A random gesture may be assumed to have meaning when none at all was intended. Plus, some
people who may feel emotion strongly nevertheless find that their bodies simply do not respond
appropriately, i.e., someone who is feeling happy may not necessarily smile.
Nonverbal cues are continuous This is practically related to the last point. It is possible to stop
talking, but it is generally not possible to stop nonverbal cues. Also, spoken language has a structure
that makes it easier to tell when a subject has changed, for instance, or to analyze its grammar.
Nonverbal does not lend itself to this kind of analysis.
Nonverbal cues are multichannel While watching someone's eyes, you may miss something
significant in a hand gesture. Everything is happening at once, and therefore it may be confusing to
try to keep up with everything. Most of us simply do not do so, at least not consciously. This has
both advantages and disadvantages. Because we interpret nonverbal cues subconsciously and in a
"right-brained", holistic fashion, it can happen quickly and fairly accurately. However, because it is
not conscious and more "right-brained" it is difficult to put one's finger on exactly why one got a
certain impression from someone, or even to put it into "left-brained" wording.
Nonverbal cues are culture-bound Evidence suggests that humans of all cultures smile when
happy and frown when unhappy. A few other gestures seem to be universal. However, most
nonverbal symbols seem to be even further disconnected from any "essential meaning" than verbal

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symbols. Gestures seen as positive in one culture (like the thumbs-up gesture in the USA) may be
seen as obscene in another culture.
Categories of nonverbal communications
The major categories of nonverbal communications include the following:
personal space
eye contact
position
posture
paralanguage expression
gesture
touch locomotion
pacing adornment
context
physiologic responses
Personal Space: This category refers to the distance which people feel comfortable approaching
others or having others approach them. People from certain countries, such as parts of Latin America
or the Middle East often feel comfortable standing closer to each other, while persons of Northern
European descent tend to prefer a relatively greater distance. Different distances are also intuitively
assigned for situations involving intimate relations, ordinary personal relationships (e.g., friends),
social relations (e.g., co-workers or salespeople), or in public places (e.g., in parks, restaurants, or
on the street.)
Eye Contact: This rich dimension speaks volumes. The Spanish woman in the Nineteenth Century
combined eye language with the aid of a fan to say what was not permissible to express explicitly.
Eye contact modifies the meaning of other nonverbal behaviors. For example, people on elevators or
crowds can adjust their sense of personal space if they agree to limit eye contact. What happens if
this convention isn't followed? This issue of eye contact is another important aspect of nonverbal
communication.
Modern American business culture values a fair degree of eye contact in interpersonal relations, and
looking away is sensed as avoidance or even deviousness. However, some cultures raise children to
minimize eye contact, especially with authority figures, lest one be perceived as arrogant or "uppity."
When cultures interact, this inhibition of gaze may be misinterpreted as "passive aggressive" or
worse.
Position: The position one takes vis-a-vis the other(s), along with the previous two categories of
distance between people and angle of eye contact all are subsumed under a more general category
of "proxemics" in the writings on nonverbal communications .
Posture: A person's bodily stance communicates a rich variety of messages.
Paralanguage: "Non-lexical" vocal communications may be considered a type of nonverbal
communication, in its broadest sense, as it can suggest many emotional nuances. This category
includes a number of sub-categories: Inflection (rising, falling, flat...) Pacing (rapid, slow, measured,
changing...) Intensity (loud, soft, breathy,...) Tone (nasal, operatic, growling, wheedling, whining...)
Pitch (high, medium, low, changes...) Pauses (meaningful, disorganized, shy, hesitant...)]
Facial Expression: The face is more highly developed as an organ of expression in humans than
any other animal. Some of these become quite habitual, almost fixed into the chronic muscular
structure of the face. For instance, in some parts of the South, the regional pattern of holding the
jaw tight creates a slight bulge in the temples due to an overgrowth or "hypertrophy" of those jaw
muscles that arise in that area. This creates a characteristic appearance. The squint of people who
live a lot in the sun is another example. More transient expressions often reveal feelings that a
person is not intending to communicate or even aware of.

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Gesture: There are many kinds of gestures: the different gestures have many different meanings in
different cultures, and what may be friendly in one country or region can be an insult in another .
Touch: How one person touches another communicates a great deal of information: Is a grip gentle
or firm, and does one hold the other person on the back of the upper arm, on the shoulder, or in the
middle of the back. Is the gesture a push or a tug? Is the touch closer to a pat, a rub, or a grabbing?
People have different areas of personal intimacy, and this refers not only to the sexual dimension,
but also the dimension of self-control. Many adolescents are particularly sensitive to any touching
that could be interpreted as patronizing or undue familiarity. Even the angle of one's holding
another's hand might suggest a hurrying or coercive implicit attitude, or on the other hand, a
respectful, gentle, permission-giving approach.
Locomotion: The style of physical movement in space also communicates a great deal, as well as
affecting the feelings of the person doing the moving. A related variable is the time it takes to react
to a stimulus, called "latency of response." Some people seem to react to questions, interact in
conversations, or are slower or faster "on the uptake" than others.
Adornment: Our communications are also affected by a variety of other variables, such as clothes,
makeup, and accessories. These offer signals relating to context (e.g. formal vs. informal), status,
and individuality. The ways people carry cigarettes, pipes, canes, or relate to their belts, suspenders,
or glasses also suggests different semiotic meanings. (Semiotics is the science of the emotional or
psychological impact of signs, appearances-not words-that's "semantics"-- but of how things look.).
Context: While this category is not actually a mode of nonverbal communication, the setting up of a
room or how one places oneself in that room is a powerfully suggestive action. Where one sits in the
group is often useful in diagnosing that person's attitude toward the situation. Group leaders need to
be especially alert to the way the group room is organized.
Physiological Responses: This, too, is an exceptional category, because it cannot be practiced
voluntarily. Still, it's useful for therapists and group members to become more aware of these subtle
signs of emotion. It often helps to comment on these observations, as it implicitly gives permission
to the person experiencing the emotion to more fully open to that feeling; or, sometimes, to more
actively suppress it. Either way, the existence of that signal is made explicit in the group process.

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UNIT 4
Seven Cs of Effective Communication
There are 7 Cs of effective communication which are applicable to both written as well as oral
communication. These are as follows:
1. Completeness - The communication must be complete. It should convey all facts required by
the audience. The sender of the message must take into consideration the receivers mind set
and convey the message accordingly. A complete communication has following features:
Complete communication develops and enhances reputation of an organization.
Moreover, they are cost saving as no crucial information is missing and no additional
cost is incurred in conveying extra message if the communication is complete.
A complete communication always gives additional information wherever required. It
leaves no questions in the mind of receiver.
Complete
communication
helps
in
better
decision-making
by
the
audience/readers/receivers of message as they get all desired and crucial information.
It persuades the audience.
2. Conciseness - Conciseness means wordiness, i.e, communicating what you want to convey
in least possible words without forgoing the other Cs of communication. Conciseness is a
necessity for effective communication. Concise communication has following features:
It is both time-saving as well as cost-saving.
It underlines and highlights the main message as it avoids using excessive and
needless words.
Concise communication provides short and essential message in limited words to the
audience.
Concise message is more appealing and comprehensible to the audience.
Concise message is non-repetitive in nature.
3. Consideration - Consideration implies stepping into the shoes of others. Effective
communication must take the audience into consideration, i.e, the audiences view points,
background, mind-set, education level, etc. Make an attempt to envisage your audience, their
requirements, emotions as well as problems. Ensure that the self-respect of the audience is
maintained and their emotions are not at harm. Modify your words in message to suit the
audiences needs while making your message complete. Features of considerate
communication are as follows:
Emphasize on you approach.
Empathize with the audience and exhibit interest in the audience. This will stimulate a
positive reaction from the audience.
Show optimism towards your audience. Emphasize on what is possible rather than
what is impossible. Lay stress on positive words such as jovial, committed, thanks,
warm, healthy, help, etc.
4. Clarity - Clarity implies emphasizing on a specific message or goal at a time, rather than
trying to achieve too much at once. Clarity in communication has following features:
It makes understanding easier.
Complete clarity of thoughts and ideas enhances the meaning of message.
Clear message makes use of exact, appropriate and concrete words.
5. Concreteness - Concrete communication implies being particular and clear rather than fuzzy
and general. Concreteness strengthens the confidence. Concrete message has following
features:
It is supported with specific facts and figures.
It makes use of words that are clear and that build the reputation.
Concrete messages are not misinterpreted.
6. Courtesy - Courtesy in message implies the message should show the senders expression as
well as should respect the receiver. The sender of the message should be sincerely polite,
judicious, reflective and enthusiastic. Courteous message has following features:
Courtesy implies taking into consideration both viewpoints as well as feelings of the
receiver of the message.
Courteous message is positive and focused at the audience.
It makes use of terms showing respect for the receiver of message.
It is not at all biased.
7. Correctness - Correctness in communication implies that there are no grammatical errors in
communication. Correct communication has following features:

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Awareness of

The message is exact, correct and well-timed.

If the communication is correct, it boosts up the confidence level.
Correct message has greater impact on the audience/ readers.
It checks for the precision and accurateness of facts and figures used in the message.
It makes use of appropriate and correct language in the message.
these 7 Cs of communication makes you an effective communicator.

2. BUSINESS REPORTS

Origin of the word Report:

The word report is derived from the Latin word report are which means to carry back. (re = back
+ nortare = to carry)
A report is a description of an event carried back to someone who was not present on the scence
(Scene)
Meaning of Report:
Report means a statement or description of what has been said, seen done etc. A treatise
containing facts,
maps,

figures,

graphs,

charts,

information,

analysis,

opinions, suggestions,

recommendations,

pictures, statistical tables, specially compiled for a particular purpose.

Definition of Report:

C.A. Brown defines a report as a communication from someone, who has to inform someone who
wants to use that information. It describes the events or individuals to someone who requires it.

American Marketing Society, defines a report as "to convey the interested persons the whole result
of the study in sufficient details and to arranged as to enable each reader to comprehend the data
and to determine for himself the validity of conclusions. A report is a formal communication written
for a specitic purpose; in includes a description of procedures followed for collection and analysis of
data, their significance, the conclusions drawn from them, and recommendations, if required.
A report is a clearly structured document in which the writer identifies and examines issues,
events, or findings of an investigation. Information obtained from research or from undertaking a
project is delivered in a precise, concise writing style organised under a set of headings and subheadings, which enable
present data in the
ideas, as

the reader to find data quickly. Graphs and

body of the report. Rather than commenting

tables can also be used to

upon, comparing or evaluating

an essay does, a report frequently offers recommendations for action based on the

information it has presented.

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