a) Explain the barriers of effective communication. b) Discuss briefly the preparatory steps involved in a team presentation.

Recognizing barriers to effective communication is a first step in improving communication style. Do you recognize these barriers from your own personal and professional experience?
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Encoding Barriers. The process of selecting and organizing symbols to represent a message requires skill and knowledge. Obstacles listed below can interfere with an effective message. 1. Lack of Sensitivity to Receiver. A breakdown in communication may result when a message is not adapted to its receiver. Recognizing the receivers needs, status, knowledge of the subject, and language skills assists the sender in preparing a successful message. If a customer is angry, for example, an effective response may be just to listen to the person vent for awhile. 2. Lack of Basic Communication Skills. The receiver is less likely to understand the message if the sender has trouble choosing the precise words needed and arranging those words in a grammatically-correct sentence. 3. Insufficient Knowledge of the Subject. If the sender lacks specific information about something, the receiver will likely receive an unclear or mixed message. Have you shopped for an item such as a computer, and experienced how some salespeople can explain complicated terms and ideas in a simple way? Others cannot. 4. Information Overload. If you receive a message with too much information, you may tend to put up a barrier because the amount of information is coming so fast that you may have difficulty comfortably interpreting that information. If you are selling an item with twenty-five terrific features, pick two or three important features to emphasize instead of overwhelming your receiver (ho-hum) with an information avalanche. 5. Emotional Interference. An emotional individual may not be able to communicate well. If someone is angry, hostile, resentful, joyful, or fearful, that person may be too preoccupied with emotions to receive the intended message. If you dont like someone, for example, you may have trouble hearing them.

Transmitting Barriers: Things that get in the way of message transmission are sometimes called noise. Communication may be difficult because of noise and some of these problems: 1. Physical Distractions. A bad cellular phone line or a noisy restaurant can destroy communication. If an E-mail message or letter is not formatted properly, or if it contains grammatical and spelling errors, the receiver may not be able to concentrate on the message because the physical appearance of the letter or Email is sloppy and unprofessional. 2. Conflicting Messages. Messages that cause a conflict in perception for the receiver may result in incomplete communication. For example, if a person constantly uses jargon or slang to communicate with someone from another country who has never heard such expressions, mixed messages are sure to result. Another example of conflicting messages might be if a supervisor requests a report immediately without giving the report writer enough time to gather the proper information. Does the report writer emphasize speed in writing the report, or accuracy in gathering the data? 3. Channel Barriers. If the sender chooses an inappropriate channel of communication, communication may cease. Detailed instructions presented over the telephone, for example, may be frustrating for both communicators. If you are on a computer technical support help line discussing a problem, it would be helpful for you to be sitting in front of a computer, as opposed to taking notes from the support staff and then returning to your computer station. 4. Long Communication Chain. The longer the communication chain, the greater the chance for error. If a message is passed through too many receivers, the message often becomes distorted. If a person starts a message at one end of a communication chain of ten people, for example, the message that eventually returns is usually liberally altered. Decoding Barriers. The communication cycle may break down at the receiving end for some of these reasons: 1. Lack of Interest. If a message reaches a reader who is not interested in the message, the reader may read the message hurriedly or listen to the message carelessly. Miscommunication may result in both cases.

2. Lack of Knowledge. If a receiver is unable to understand a message filled with technical information, communication will break down. Unless a computer user knows something about the Windows environment, for example, the user may have difficulty organizing files if given technical instructions. 3. Lack of Communication Skills. Those who have weak reading and listening skills make ineffective receivers. On the other hand, those who have a good professional vocabulary and who concentrate on listening, have less trouble hearing and interpreting good communication. Many people tune out who is talking and mentally rehearse what they are going to say in return. Well see some techniques for improving listening skills in Chapter 2. 4. Emotional Distractions. If emotions interfere with the creation and transmission of a message, they can also disrupt reception. If you receive a report from your supervisor regarding proposed changes in work procedures and you do not particularly like your supervisor, you may have trouble even reading the report objectively. You may read, not objectively, but to find fault. You may misinterpret words and read negative impressions between the lines. Consequently, you are likely to misunderstand part or all of the report. 5. Physical Distractions. If a receiver of a communication works in an area with bright lights, glare on computer screens, loud noises, excessively hot or cold work spaces, or physical ailments, that receiver will probably experience communication breakdowns on a regular basis. Responding BarriersThe communication cycle may be broken if feedback is unsuccessful. 1. No Provision for Feedback. Since communication is a two-way process, the sender must search for a means of getting a response from the receiver. If a team leader does not permit any interruptions nor questions while discussing projects, he may find that team members may not completely understand what they are to do. Face-to-face oral communication is considered the best type of communication since feedback can be both verbal and nonverbal. When two communicators are separated, care must be taken to ask for meaningful feedback. 2. Inadequate Feedback. Delayed or judgmental feedback can interfere with good communication. If your supervisor gives you instructions in long, compound-complex sentences without giving you a chance to speak, you may pretend to understand the instructions just so you can leave the stress of the

conversation. Because you may have not fully understood the intended instructions, your performance may suffer.

The preparatory steps involved in a team preantation Description Group or team presentations are logical assignments to accompany either a collaborative project or a large project that is more practically divided among a number of individuals.The group or team presentation is presented by several individuals, with each individual presentation contributing to one common goal. However, each members presentationshould also be able to stand alone as an independent presentation Learners The assignment is expedited if learners are familiar with methods of working in groups or teams. The Reflective Thinking Sequence is a process for group members to follow when planning a presentation. When following this process, learners discuss the requirements of the assignment, delegate tasks to explore sources of relevant information and conduct research, pool the resulting information, and plan, practice, and give the presentation.

Equipment No equipment is required to plan, develop, and present a group or team presentation. Equipment is needed if visual aids are incorporated. Facilitator An initial, important decision is determining the purpose of the group or team presentation. If the purpose is to provide practice in presentation skills, everyone within the group or on the team should be required to speak. If the purpose is to present information resulting from a group or team project, it is possible that not everyone will need to present, depending on the nature of the information to be presented. That is, if the information logically organizes itself into two or three major areas, it might not be practical for everyone to present. If the purpose is to influence the audience to take up an action or embrace a viewpoint, it might make sense that only the most skilled presenters on the group or team would assume the responsibility for speaking. As the assignment is constructed, the purpose should guide requirements.

The Reflective Thinking Process (Communication Skills: Problem Solving Pairs or Communication Skills: Problem Solving in Groups and Teams) is not only useful as a framework for approaching group or team problem solving tasks, it can also be used as a guide to planning a group or team presentation. By following the process, members are guided to share information; the collaborative nature of the process allows identifying potential problem areas early in their development; and there are built in checkpoints within the process that allow revisions to occur, if necessary. Instructions Step One: Identify and agree on the goal of the presentation. In some instances, the presentation assignment includes a statement of the goal of the presentation. For example, if the presentation assignment is to discuss ways a clean water supply can be maintained in space the goal of the presentation has been determined in advance and you are ready to begin planning their presentation around that goal. However, if the assignment reads: Select the major problem facing humans for survival outside of the earths biosphere and tell why you see it as the major problem, you would need to first identify and agree on the major problem before proceeding with the planning of the presentation.

Initially, then, based on the nature of the assignment, you might be given a more general description of the presentation necessitation them to identify a viewpoint that will become their goal, or you may be assigned a goal around which to develop their presentation. If you are required to identify a perspective, that in itself becomes an exercise in problem solving. Step Two: Gather information to explain and support the goal. Based on the goal of the presentation, you identify information needed to develop a presentation to meet their goal. If they have determined that maintaining a clean water supply is the major challenge of living in space, they must decide what information is needed to inform and persuade their listeners that their view is likely to be correct, or most acceptable. In the process of gathering information, speakers should identify information already available to them such as lecture notes, textbook readings, journal articles, reports, guest presentations, websites, or other information that would assist in developing the presentation. After identifying relevant and available information,

you determine additional information that is needed and identify sources from which to acquire that information. Step two is a dynamic area because as you acquire information to support and illustrate their presentation goal they might discover the need for additional information or the nature of the new information might necessitate modifying their speaking goal. Step Three: Identify and agree on criteria for a solution. There are two types of criteria you should keep in mind when developing their presentation. The major criterion for a presentation is the presentation goal. You should review the information they have gathered and delete any information that is irrelevant to their goal. In addition, depending on the nature of the assignment, if you are to advocate a particular viewpoint, they will need to develop a criterion that demonstrates their chosen viewpoint is the most desirable. Criteria might be based on resources, i.e. budget, time,or equipment; it could be based on human needs ( ex., the best choice of method for adequate clean water is the one that delivers a sufficient supply of clean water to sustain human life), etc. Based on the terms of the assignment, there might be other criteria such as length of time of the presentation, the number of sources that must be used in developing the presentation, a requirement to use visual support, etc. Step Three is a check point at which you should determine they understand and have taken into account all of the criteria for the presentation. Step Four: Identify possible solutions. The group or team considers information that has been gathered and identifies solutions that emerge as a result of the information. In addition, the fourth step is a point at which you should take stock of the information they have acquired. Irrelevant information must be identified and discarded; holes in the information need to be identified and steps taken to find needed material. Step Five: Match possible solutions to criteria and select best solution. When a presentation assignment goes beyond being merely informative and requires a group or team to support a position, you match the possible solutions they have identified from their research to their criteria and make decisions regarding the solution they will propose in their presentation. Step Six: Generate an implementation plan. During this step, to develop the presentation in its entirety, you discuss and agree on issues such as these: In what order should pieces of information be presented to enable listeners to understand and/or accept the presentation goal?

 What needs to be said in the introduction to prepare listeners for those points? In what memorable manner can the presentation be concluded? What visual support, if any, is needed and who will prepare it? What, if any, equipment will be used and who will arrange for it? Which members will present which parts of the presentation? If the assignment does not require all members to present, who will present? If a question/answer session is planned, who will facilitate? Step Seven: Create an assessment plan and schedule. Once the content and organization of the presentation is determined, group or team members should create a timetable for completing their presentation assignments and scheduling practice sessions. A mechanism for giving feedback to presenters should be developed. Videotaping a practice session to enable presenters to view their performance and discuss strengths as well as consider ways to overcome weaknesses is a beneficial part of practice. Enough time should be allowed for scheduled practice sessions to enable any glitches to be identified and remedied. Whenever possible, practice should occur in the environment in which the presentation will be given and should include visual support and use of the technology that will be used during the presentation.

2.

a) Elucidate the technological impact in managerial communication.

In recent times, technological advances have spurred the expansion of readily accessible, easy-to-use and cost-effective products on the world market. Materialistic society prompts ongoing development and worldwide attention to necessities like mobile phones, MP3 players, computers etc. The demand for objects of a leisurely or communicative nature, two things that are simply obligatory in modern society, is at an all-time high and, as a result of this, many people obtain them. Children as young as eight can be seen walking to school with a mobile and, with the development of silicon chip technology, education systems have revolutionised their methods to include computers and the Internet, Mobile phones, alongside the Internet, have had an enormous impact on interpersonal communication (Ellis, R.B. et al. p48. 1995). However, while these advancements have made things like international communication easier than ever, the dire effects of this progression can be evident, particularly in managerial communication. Basic communication elements have an interrupted structure and interactive feel of conversation (Pope, R. 1998. p257). These communication changes create a post-literate society, eliminating the traditional approach of language and communication, the post-literate society means simply that the shift of non-face-to-face information from the written word to the electronic media is now dominant (Schwartz, T. p10. 1983). Technological advancements in the 20th and 21st Centuries, such as the creation of mobile phones and the internet, have led to the development of idiosyncratic forms of language that negatively impact upon communication skills. Initially, the adverse affects of technology are evident with short messaging service technology and the widespread use of mobile devices. Furthermore, frequent uses of Internet-based communication, such as chat rooms, ICQ or MSN Messenger, as well as word-processing documents, contribute to the deterioration of communication. Initially, the adverse affects of technology are evident with short messaging service technology and the widespread use of mobile devices. Short Messaging Service (SMS) technology, also known as text messaging, is available to mobiles phones through communication networks (i.e. GSM), allowing text messages of up to 160 characters to be sent and received via the network operators (Polyphonic Ringtones. 2003). This service, available to every modern mobile phone, is cost-effective and an easy communication method between cellular modules and, because of this easy-to-use feature, is commonplace amongst mobile phone users. Text messaging often replaces actual conversations on mobile phones, simply to save time; this results in the use of a text messaging language. According to Xerox PARC and Xerox Research Centre Europe, European teenagers have evolved an English language that is heavily reliant upon contractions to speed up text messaging on mobile phones (Pearrow, M. p189. 2002). The use of this language, as it is a faster and more efficient method of rushed communication has begun to replace the more traditional, correct method; the affect of this on spelling and grammar has been regarded by many teachers and academics as negative. As explained by Haig (2002), [rushing conversation] has the

effect of forcing many messengers to choose to ignore standard writing conventions while they communicate. In 2003, a thirteen-year-old girl from Scotland handed in an essay written purely in text format, because she found it easier than proper English. Dr Cynthia McVey, a psychology lecturer at Glasgow Caledonian University, said texting was second nature to a generation of young people. They don't write letters, so sitting down to write or type an essay is unusual and difficult. They revert to what they feel comfortable with - texting is attractive and uncomplicated (McVey, C. 2003 cited in Auslan, C. 2003). The complications presented to you by the proper form of the English language are primarily centred upon long forms of sentences that could be made shorter and the accurate use of punctuation. Judith Gillespie, of the Scottish Parent Teacher Council, said a decline in standards of grammar and written language was partly linked to the [mobile phone] craze, she stated: There must be rigorous efforts from all quarters of the education system to stamp out the use of texting as a form of written language so far as English study is concerned. Pupils think orally and write phonetically. You would be shocked at the numbers of senior secondary pupils who cannot distinguish between their and there. The problem is that there is a feeling in some schools that pupils freedom of expression should not be inhibited (Gillespie, J. 2003. Auslan, C. 2003). The decline of the traditional English language into an idiosyncratic form of communication has become evident through the abundant use of mobile phones by young adults. The depreciation of the correct means of spelling, punctuation and grammar has become a concern for academics and teachers, who claim that the use of contractions has led to the incapability of young adults and children to properly communicate. Furthermore, frequent uses of Internet-based communication, such as chat rooms, ICQ or MSN Messenger, as well as technological word-processing documents, contribute to the deterioration of communication. The popularity of mobile phones among teenagers and children can starkly be compared to a similar increase in the use of Internet-based forms of communication. Prior to the World Wide Web and sudden expansion of Internet-based communication systems, telephones were the most popular means of technological communication. However, with the onset of so many available programs, modern societys materialistic pressure again demands their use to communicate. Frequenting chat rooms and signing on MSN Messenger are not thing of the past, and almost eradicate the need to use a telephone to communicate. This visual form of communication, like SMS technology, allows a quick (or sometimes hourly) and easy way to communicate with others. Unlike SMS technology, however, Internet-based programs do not charge extra for international communication and allow users to meet other random users in any country around the world by the simple click of a button. Moreover, with so much communication occurring via the Internet, children and adolescents are again finding the need to compress communication techniques to keep up with the rush. As argued by Hardy (Hardy, D. et al. p727. 2002), the popularity of the Internet has created the necessity for word contraction and spurred the use of a different language to quickly transmit ideas: With the increasing penetration of the Internet as an option for business communications and for various aspects of life, certain observations can be made and certain questions asked regarding the cultural impact of these new communication mechanisms. The ubiquitousness of e-mail messaging has created a resurgence of an epistolary style of communication that the equally ubiquitous services of telephony had caused to decline over several decades. The haste encouraged by the highspeed nature of the network added to the tendency for frequent users of this new means of communication to develop a specific style of writing has brought about linguistic idiosyncrasies that include a certain disregard for the rules of punctuation or traditional spelling and the adoption of emoticons (smileys)... This argument suggests clearly that interpersonal communication via Internet-based programs allows users the ability to transmit moods (through the use of emoticons) as well as ideas and that this leads to the disappearance of proper and literate forms of communication. John Simpson, chief editor of the Oxford English Dictionary (OED), said: Language is often tied in with social and cultural developments. It would be unusual for these terms to become part of the language, particularly for symbols to be incorporated into words. However, these terms are used in e-mail as well, so they might have more of a lifespan than we expect. (Simpson, J. Cited in Lambeth, J. 2000). A ramification of revolutionising the education system with computer technology is the word-processing program, such as Microsoft Word. For most Western nations, assignments and schoolwork are undertaken through computer technology and use of programs like Word. You utilise the ultra-handy spell-check feature at the completion of their work. This feature corrects the erroneous phrasing, terminology, grammar or spelling in the document and, thus, the student develops laziness, One of the problems that one encounters is the type of curriculum that is being provided to the you and the introduction of computers to the classes at an early stage. Computers are contributory to lazy you with spell check, grammar check, check, check and double check. The student doesnt have the opportunity to understand sentence construction and building a satisfactory vocabulary (Murphy, S, and Fein, L. 2005). The deterioration of the conventional method of communication into an idiosyncratic form has become apparent through Internet-based technologies or word-processing documents and their affect on the modern youth. The reduction of the accurate means of spelling, terminology, punctuation and grammar has become a concern for academics and teachers, who claim that the use of abbreviations has led to the inability of young adults and children to appropriately communicate. The combination of technological advances and a change in the styles of traditional communication led to the development of a post-literate society, focussed primarily on visual stimulation, rather than the traditional exponents of the English language, visual culture is taking over from written culture (Childs, P. and Storry, M. p214. 1997). Technological advancements in the 20th and 21st Centuries, such as the creation of mobile phones and the Internet, have led to the

development of idiosyncratic forms of language that negatively impact upon communication skills, the need to write correct English is coming increasingly under pressure as new technologies such as the internet and text messaging encourage compressed forms of expression (Hewings, A, and Hewings, M. p77. 2005). The adverse affects of technology are evident with short messaging service technology and the widespread use of mobile devices. Frequent uses of Internet-based communication, such as chat rooms, ICQ or MSN Messenger, as well as word-processing documents, also contribute to the deterioration of traditional communication.

b) Communications trends have changed very rapidly in managerial practices. Suggest methods to improve performance. We communicate every day by using various devices: telephone, e-mail, fax, documents, articles, etc. All these devices try to convey a message, a thought or a decision. Although we have various communication devices available to us, the message is sometimes lost in translation; we explain one thing but the receiver understands something else. Using specific steps to improve your communication methods will enable your message to be effectively received. y1 Establish one-on-one meetings. Having one-on-one meetings with individuals creates a comfortable environment to share and gather information. This method enables both sides to really understand individual needs and focus on what is being stated versus implied. y 2 Engage your body into your communication. Assess the body language of your audience during meetings, as this will determine if people are interested or not. Are people they nodding? Are they looking at their watches? Are they shaking there legs impatiently? Look into there eyes, shift your body into their general direction and acknowledge them. y 3 Use to-the-point messages and verbs. Say what needs to be acted on in your communication. Make your communication an action or use verbs to describe your message. y 4 Be an active listener. Communication goes two ways; being an active listener will engage you in the conversation and then enable you to answer properly. The Blarney Stone is really a historical stone, or really part of the Blarney Castle in Ireland where it was believed that kissing the stone can grant you the gift of gab. Yeah, it appears strange in this day and age, but who are we to question tradition? It really is not like Im stating that Santa Claus does not exist (OOPS.)

There is so significantly to know aboutdialog that anyone, even I, could ever realize. You can go although watching talk shows; radio programs; clubs dedicated to public speaking; ordinary conversations; specific rules still apply when it comes to interaction by means of phrases. It may sound tedious, I know, but even although its your mouth thats doing the function, your brain works twice as hard to churn out lots of items you know. So what much better way to start understanding to be an efficient communication is to know the very person closest to you: yourself. 1. What you know. Education is all about understanding the basics, but to be an effective speaker is to practice what youve discovered. My stint as guest at every Toastmasters assembly I go to taught me that we all have our limitations, but that doesnt mean we cant learn to keep up and share what we know. 2. Listening. Its just as essential as asking questions. Sometimes listening to the sound of our own voice can teach us to be a little bit confident with ourselves and to say the items we believe in with conviction. 3. Humility We all make mistakes, and at times we tend to slur our words, stutter, and possibly mispronounce particular phrases even even though we know what it means, but rarely use it only to impress listeners. So in a group, dont be afraid to ask if youre stating the correct word properly and if theyre unsure about it then make a joke out of it. I promise you itll make everyone laugh and you can get away with it as nicely. 4. Eye Contact Theres a lot to say when it comes to directing your attention to your audience with an eye-catching gaze. It really is essential that you maintain your focus when talking to a large group in a assembly or a gathering, even even though he or she might be gorgeous. 5. Kidding around

A small bit of humor can do wonders to lift the tension, or worse boredom when making your speech. That way, youll get the consideration of the majority of the crowd and theyll feel that youre just as approachable, and as human to those who listen. 6. Be like the rest of them Interaction is all about mingling with other folks. Youll get a great deal of ideas, as properly as knowing what individuals make them as they are. 7. Me, Myself, and I Admit it, you will find times you sing to yourself in the shower. I know I do! Listening to the sound of your own voice while you practice your speech in front of a mirror can help correct the tension areas of your pitch. And even though youre at it you can spruce up as properly. 8. With a smile A smile says it all much like eye contact. Theres no point on grimacing or frowning inside a assembly or a gathering, unless its a wake. You can much better express what youre stating when you smile. 9. A Role Model There must be at least one or two individuals in your life you have listened to when theyre at a public gathering or maybe at church. Sure they read their lines, but taking a mental note of how they emphasize what they say might help you once you take center stage. 10. Preparation Make the best out of preparation as opposed to just scribbling notes and often in a very hurried panic. Some individuals like to write issues down on index cards, while other resort to being a little more silly as they look at their notes written on the palm of their hand (not for clammy hands, please!!!) Just be comfortable with what you know since you appreciate your operate.

Technology Advances and Their Impacts at the Workplace The adding machine may seem like an antiquated piece of technology to a younger worker.Technology advances have had extreme impacts in the workplace over the past several decades. Advances in the smallest details of day-to-day work activities impact individuals as well as work teams and the organization as a whole. The ability of an organization to recruit and maintain workers with even the most basic skills required to do their jobs has a direct impact on the organization's ability to compete with others in the same industry.

1.Technology Advances
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Technology advances impact every aspect of the workplace. Recent advances include such changes as using spreadsheet software instead of calculators and adding machines, word processing software in place of handwritten documents, email in place of written letters and digital record keeping in place of file cabinets. Advanced enterprise systems have increasingly replaced older legacy systems. 2.Brain Drain

One challenge associated with technology advances in the workplace is the "brain drain" associated with losing knowledgeable workers who simply haven't kept up with technological advances. Dr. Gary Small, the co-author of "iBrain: Surviving the Technological Alteration of the Modern Mind," has analyzed the gap between what he refers to as "digital natives" and "digital immigrants." Natives tend to be younger workers who have had access to advanced technology since they were children, while immigrants tend to be older workers who are more comfortable with face-to-face interactions than electronic interactions. Small says it is important for employers to understand that both types of employees bring their own unique contributions to the workplace. 3.Engagement and Retention Technology advances have the potential to impact engagement and retention in the workplace. Workers who lack the basic skills required to perform day-to-day tend to also lack the self confidence required to fully engage with the organization and their work. As technology advances, some workers will naturally fall behind their peers. Older workers may believe it is not economically feasible for them to take the time to update their skills to keep up. Digital immigrants may be lacking vital skills, which creates boundaries to the employee's success. All of these factors may impact the ability of the organization to retain high-quality employees, which ultimately has an impact on the bottom line. 4.Employee Development Ongoing employee development is essential to ensure workers maintain the skills required to keep pace with changing technology. It is also important to conduct assessments of basic skills to identify knowledge gaps that must be filled in order for workers to keep up with their peers. For example, a digital native who does not know how to do a simple task such as copying and pasting cannot be expected to keep pace with a generation of workers who learned this specific task in grade school. It may never occur to an employer that a worker does not understand this most basic concept. Yet, similar skill gaps exist throughout the workplace and must be identified before workers can be expected to maintain the minimum skills required to fulfill their duties. The Effects of Workplace Interpersonal Communication Due to Technology Technology can complement interpersonal communication in the workplace. Studies on the effects of technology on interpersonal communication in the workplace take opposing views. On one side, commentators believe that technology has reduced the level of interpersonal communication, replacing it with telephone or email messaging. Others believe that technology increases

interpersonal communication by extending the physical boundaries of the workplace, replacing it with a virtual workplace. 1. Teamwork
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Teamwork is an important area of focus for research into workplace interpersonal communication, particularly with the increase in teleworking where employees are located away from the office environment. A study for the Institute of Electrical and Electronics Engineers found that teleworkers they describe as moderately virtual identify more closely with work team, organization, and occupation than people who telework for a small or large part of the working week. 2.Face-to-Face Australian academic Scott Mullen, in a research paper for the International Association for Development of the Information Society, found that office workers preferred face-to-face contact for business purposes, even though they had access to communication technology. Although workers in the study relied mainly on personal knowledge and Internet searches to solve work problems, they frequently asked colleagues for support in solving problems. 3.Distance For people in organizations with a number of different locations, maintaining regular face-to-face contact with colleagues can be difficult. Adrian Chan, head of social media consultancy Gravity 7, comments that "communications technologies lift communication and interaction from the here and now that grounds face-to-face interaction." Communication media, he claims, "enable us to stretch our relationships across time and space." 4.Competitive Advantage Although communication may have an effect on the level of face-to-face communication, studies indicate that technology can improve workplace productivity and competitive advantage. The "McKinsey Quarterly" points out that complex problem solving requires an exchange of information and shared judgments among colleagues, customers and suppliers. They argue that organizations that make the workers most responsible for those activities more productive will build "talent-based competitive advantages that rivals will find hard to match." 5.Balance

The studies in this article indicate that a balanced approach between communication technology and face-to-face interaction may be most appropriate. Researchers from the FX Palo Alto Laboratory found that workers in a study were creating personal "ecologies of communication technologies." The workers selected technologies to fulfill a specific role, allow different forms of expression or provide a critical service.

Methods to Improve Employee Performance Human resources leaders traditionally advise supervisors, managers and directors on issues related to employee performance, particularly when performance problems arise. Given different levels of employment within your workforce, you need more than a "one size fits all" approach to providing constructive feedback that leads to performance improvement. Hence, there are a variety of methods suitable for developing employees to sustain your company's most valuable resource, its workforce. 1. Addressing External Factors Affecting Performance
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Many employees experience highs and lows throughout their work life; employers who recognize symptoms of external factors that affect performance are better able to resolve performance issues. A few essential elements in addressing performance issues are regular interaction with employees, consistent application of workplace policies and the ability to identify the underlying causes of poor performance. This requires active and constant management of your workforce. Supervisors and managers who provide regular feedback and ensure their direct reports have the necessary tools to perform their jobs are leaders in your organization. They are key personnel in helping your organization maintain an effective, productive and satisfied workforce. Employees burdened with personal matters that affect performance should be counseled by leaders who can direct them to company resources such as employee assistance programs or behavioral-focused training. Resources such as these enhance interpersonal skills, assist in compartmentalizing personal matters and enable employees to redirect their focus to job performance. Skills Training and Professional Development

When an employee's skill set is poorly matched to job duties, poor performance can create a domino effect leading to low job satisfaction, employee morale and engagement. Evaluate your recruitment and selection process -- you may be able to prevent poor performance due to lack of skills or a mismatched job assignment. "Entrepreneur" magazine suggests a close examination of employee tasks to determine the necessity of training: "Examining job descriptions and specifications

provides necessary information on expected performance and the skills employees need to accomplish their work. Any gaps between performance and job requirements indicate a need for task training." Monitor employee competencies to maintain consistency with their duties and responsibilities. Performance evaluations that include a discussion about training and development opportunities may also prevent the incidence of poor performance. In addition, leaders who communicate frequently with employees are more likely to observe job skills that need improvement. Performance Improvement Plans and Disciplinary Action
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Identifying areas for improvement is just one step to addressing poor performance. Many employees may realize they are experiencing performance issues; however, when an employee is unresponsive to attempts to correct performance deficiencies, the employer may need to utilize other measures. Performance improvement plans contain specific areas, milestones and goals for immediate improvement. PIPs are sometimes a last resort in saving an employee's professional reputation. Strict oversight is required in administering a PIP, as well as consistent monitoring by the supervisor or manager. Another method uses disciplinary action to correct behaviors that affect performance. State of North Dakota, Human Resource Management Services recommends the following when using disciplinary action to correct performance: "Discipline is used as a tool to maintain the expected level of employee performance. When used effectively, discipline provides the corrective adjustments that may be needed to manage performance and ensure the well-being of all employees." This, too, is another last-ditch effort that should be carefully considered. When employees receive disciplinary counseling, their performance can either improve dramatically or they can react negatively to discipline.

Top Methods for Improving Job Performance

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Employers and employees have a number of methods available to them for improving job performance. Given the nature of the employer-employee relationship, methods to improve job performance rely on two-way communication. Without employers communicating with their employees, any efforts to improve job performance are an exercise in futility. Likewise, employees who don't communicate with their supervisors and managers are putting themselves at a disadvantage by not asking for the help they need to resolve performance issues or maintain high performance levels. 1. Performance Expectations

Employers need to set performance expectations and performance standards that employees understand. Communicating the company's performance expectations is one of the best ways to guarantee improved performance. The first step in communicating performance expectations is providing employees with a complete and accurate job description. A job description sets the foundation for employees' understanding their jobs, which is essential for employees in knowing their duties, tasks and responsibilities. 2.Continuous Feedback In many instances, employees aren't aware of their performance deficiencies. The first time they hear about poor performance is when their supervisor conducts an annual performance appraisal. By that time, the performance level may be too low for many companies to justify investing the time and resources necessary to help an employee improve. One of the top methods for improving employee performance is through supervisors who provide regular and continuous feedback to employees. Supervisors who ignore employee performance until it becomes critical are doing a disservice to the company and, unfortunately, setting the employee up for failure. "Constructive feedback is crucial to career development, employee satisfaction, employee retention and employee motivation," writes Nancy Mobley, human resources consultant in an April 2011 "Inc." magazine article. 3.Performance Evaluation In addition to regular and continuous feedback, employers can expect greater improvements to performance through timely performance evaluations. The advantage of performance evaluations is that they provide extensive feedback in a private, formal setting to discuss at length performance over the entire evaluation period. During the performance evaluation, employees learn more about what their supervisors expect and how to best achieve their performance goals. Performance improvement plans are also a top method for improving performance because they focus on specific areas where employees need to improve. 4.Goal-Setting

Goal-setting during the performance evaluation process is a significant step in performance management systems. Performance evaluations that have little structure offer minimal support to employees, and eventually become useless. However, using the SMART method for goal-setting, supervisors clarify performance expectations and establish goals that employees can actually attain. The SMART method involves setting specific, measurable, attainable, relevant and

time-sensitive goals for employee improvement. With the added structure of SMART goals, employees have a clear pathway to improving their performance. 5.Training
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Employee training and development is one method for improving job performance; however, skill-based training and leadership development may be ineffective without the supporting steps related to feedback, appraisal and goal-setting. Training employees to improve their work processes is helpful in many instances, but the employee has to recognize how training and development factor into the bigger picture of his success with the company through improving his overall job performance. 6.Recognition Most employers know that employee recognition is a huge factor in improving employee satisfaction levels. Employees who are recognized for their contributions to the company often have greater job satisfaction and they tend to be fully engaged workers. However, employee recognition has another benefit. Giving employees more challenging and complex assignments is a form of recognition that promotes better performance. Employees who receive recognition also have the motivation to improve their job performance to demonstrate the company was right to recognize their skills.