Business Communications
A Guide to Credit for Prior Learning
Typical Learning Experiences of Students Earning Lower-Level Credit:
- Create written communications, lead meetings, and/or handle interpersonal situations in a business setting.
- Speak or present to audiences of various sizes and/or levels.
- Attend training in areas such as Effective Writing, Conflict Resolution, Interviewing Skills or Communications in the Workplace.
Typical Learning Experiences of Students Earning Upper-Level Credit:
- Possess substantial experience in creating written communications, leading meetings and/or handling interpersonal situations in a business setting.
- Conduct communication training or seminars.
- Function in a position of responsibility in creating communications for a business. Able to create communications with depth of content and finer attention to style.
- Possess theoretical understanding that extends beyond the basics of the communication process, including such things as knowledge of interpersonal, group and mass communication; strategies for persuasion; and organizational theory.
- Able to identify barriers to effective communication, and able to propose strategies for improving communications.
Discussion Topics:
If students are familiar with some (but not necessarily all) of the following topics they may be eligible for lower-level credit in the area of business communications. If students are familiar with advanced questions, they may be eligible for upper-level credit. If knowledge of some of the topics is substantial, the students may consider requesting additional credit in more narrowly defined areas.
Communications Media
Facts, definitions, concepts (lower-level):
Subtopic: Oral Communication
- What are some types of oral communication? What types have you used?
- Do you use humor? Why or why not? When is it appropriate?
- When and how do you use handouts in an oral presentation?
- Identify three to five characteristics of good handouts.
Written Communication
- What is your writing experience? How often do you write? What types of documents do you write? How long are they?
- How does an audience analysis fit in writing?
- Do you use active or passive voice? Why?
- Explain when to use an addressed letter vs. memo format.
- How would you structure a persuasive communication?
- Have you written proposals? What is their purpose? What are some aspects of a good proposal?
Relationships, knowledge of discipline, methodologies (upper-level):
- How have communication forms been affected by recent changes in technology and what further changes do you predict in the future?
Communication Strategies
Facts, definitions, concepts (lower-level):
Strategies for Oral Communication
- Explain some strategies you use in developing your oral communication.
- What do you do to connect/build rapport with your audience?
- Discuss how you take into account the aspect of non-verbal communications in your oral presentations.
- How does your attitude affect the person you are communicating with?
- What techniques do you use in handling rude callers? Give an example of a successfully handled rude call.
- What strategies can help you become an effective listener?
- How can visuals be used to aid your presentation? How can they detract from the message you are trying to get across?
Strategies for Written Communication
- How do you decide how to approach a written assignment?
- What are some special strategies that have been developed with the use of technology, especially for electronic mail?
- Provide an example of an effective opening in a general business letter, a cover letter to a resume, a report and a proposal.
- What considerations do you make when using visuals in written material?
Relationships, knowledge of discipline, methodologies (upper-level):
- Evaluate the communication strategies used most frequently in your organization to communicate everyday, operational-type of information. Are these the most effective strategies to use, given the level of formality and communication style that prevail?
- How do you overcome information overload in work situations?
- Describe the process of reflective listening and how it can help increase the effectiveness of interpersonal communication.
Communication Processes
Facts, definitions, concepts (lower-level):
- Given a sample communication situation, what mode of communication would you use and why?
- Identify how one could elicit feedback if the communication does not occur in a face-to-face meeting.
- What steps can be taken to defuse a conflict situation?
Relationships, knowledge of discipline, methodologies (upper-level):
- Describe your role in facilitating decision-making communication. How do you elicit views from quiet participants? Reluctant participants?
- When creating a formal communication that needs input from coworkers, how do you determine when that input is “enough”?
Communication Theory
Facts, definitions, concepts (lower-level):
- Define communication and what happens during a communication.
- Define feedback and explain its importance.
- Explain ways in which communication can flow in an organization.
- Identify some communication barriers that can occur 1) on a personal level and 2) on an organizational level.
Relationships, knowledge of discipline, methodologies (upper-level):
- How does a person’s culture influence his/her personal relationship and communication styles?
- Analyze a workplace communication that was not effective, applying what you know of how persons and groups function.
- Identify, describe and provide examples of the variables that can affect small group communication. When facilitating a meeting, how can one control these variables?
- Given a message to communicate, explain how you would approach the communication in your organization and why you make certain communication choices.
- Analyze the effectiveness of a sample persuasive communication in terms of type of data, awareness of human needs, audience and logic of argument.
