6.0 OTHER PROFESSIONAL COMMUNICATION

6.1 Memorandum

A memorandum (or memo) is a short report or communication to someone in-house. The subject is often familiar to the recipient. The writer needs to be direct and concise in presenting information.

Organise material so that it is easy to read—use lists, headings, an outline, white space, numbered points. Write in a direct 'to-the point' style.

Companies and institutions often have a 'house' format for memos.
Standard memo format is as follows:

__________________________________________

Memorandum

To:

From:

Subject:

Date:

___________________________________________

Message written in this space

Optional information which may appear at the bottom of the page (depending on house style):

Signature of author

Name of author

Date (if not placed in heading)

Copies to (sometimes placed in heading)

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6.2 Formal letter

Sample format

6.3 Formal speech

6.3.1 Preparing an effective speech

Preparing an effective formal speech is governed by two time factors: you will need extended time to preparing something which must communicate in very limited time.

6.3.1.1 EXTENDED TIME: as in a formal written text, extended time is needed to prepare and to plan

• to select a topic (if not prescribed)
• to collect information
• to organize information (grouping and sequence)
• to outline a textual structure
• to take into account other relevant factors relating to context

6.3.1.2 LIMITED TIME: because the text is presented in spoken mode, it must communicate what is intended (ie get the message across) within a strictly limited span of time.

Limited time necessitates

• less complex content
• a straightforward, easy to follow structure, normally in four parts:

TITLE
INTRODUCTION
BODY
CONCLUSION

• assisting the listeners to follow the prepared structure in more obvious ways than in writing ie PROVIDING THEM WITH ACCESS TO YOUR STRUCTURE

• this access involves the inclusion of a number of additional statements or comments which give information not about the topic but about the way in which the talk has been organised:

(a) identifying the four major components plus the sections of the body

(b) identifying key points

(c) linking one section to the next and, where helpful, one point to another

(d) providing helpful repetition, thus assisting the listeners to anticipate what will be said, and to recall what has been said.

6.3.2 Other relevant context factors

6.3.2.1 MODE

The mode is SPOKEN therefore personal in process:

• link your speech to your audience
• include personal experience, examples, illustrations, as well as facts (if applicable)
• make the personal angle/opinion/evaluation more apparent

6.3.2.2 TOPIC

• select a topic in which you are genuinely interested
• translate complex and/or very detailed information into a more easily understood form
• develop more ideas than you will think you will need
• consider the use of audio-visual aids (eg overhead projector)

6.3.2.3 PURPOSE

• for information
• for entertainment
• for persuasion
• for inspiration

6.3.2.4 AUDIENCE

• size?
• professional or lay audience?
• age?
• education?
• interests?
• any other unique/ relevant traits?
• why are they there?
• what do they know about the topic?
• what viewpoints might they have on the topic?
• what reactions can you expect?

6.3.2.5 SITUATION

Know the occasion

• how large will the audience be?
• will the audience be in front of you or all around you?
• will you be distant from the audience or close?
• will audio/visual equipment be set up?
• will the occasion be formal/ semi-formal/ casual?
• time allocated for your talk?
• will you have a lectern?
• will you have a microphone? (if so, portable or fixed?)

6.3.3 Delivering the speech

• never read your speech
• speak at a well measured, relaxed pace
• maintain eye contact with your audience
• beware of any distracting mannerisms
• allow pauses
• allow yourself to gesture naturally
• keep your sense of humour
• decide whether to use note cards or folder
• use visual aids if they add to the clarity and interest of the delivery, BUT
• prepare them very thoroughly
• practise several times but don't memorise
• know your introductory comments especially well
• title your speech or include a summarising sentence in your introduction
• ensure you offer access to structure if needed
• anticipate likely questions
• develop a strong conclusion

If you feel nervous

• breathe deeply
• concentrate on your material, and on looking relaxed and confident
• if nerves become a problem, don't try to hide them at all costs

6.4 Listening skills

We learn 75 percent of all we know through listening, but usually listen at only 25 percent of our efficiency.

6.4.1 Inefficient listening

Poor listening is caused by

• selective inattention
• selective memory
• expectations of people and their familiarity with the topic
• fear of being influenced or criticised
• bias
• boredom
• listening only to words
• thought is three times quicker than speaking or listening; thoughts often 'race ahead'

6.4.2 Effective listening

Effective listening requires practice and depends on wanting to hear

• good listening is an active, participatory skill
• listen for more than facts
• use speed of thought to your advantage
• reserve judgement on subject and/or speaker(s)
• don't let poor delivery undermine benefits

6.4.3 Benefits

Good listening brings its own rewards

• you will gain as much information as possible
• misunderstandings, problems, or disagreements are minimised

relationships improve through effective listening or bullet and number styles use the bullet and number icon on the toolbar.

For assistance contact: paul.skrebels@unisa.edu.au
Copyright ©1997 University of South Australia
Prepared by the Flexible Learning Centre, University of South Australia
Prepared: 28 January 1997
URL: http://www-i.roma.unisa.edu.au/07118/language/othercm.htm