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CONTENTS
Page
About the modulevii
Study unit 1: Non-verbal communication
1
1.1 Outcomes of Lesson 1
1
1.2 Introduction1
1.3 Non-verbal communication
1
1.4 The potential benefits of using non-verbal communication
3
1.5 Potential problems with visual images/non-verbal communication
4
1.6 Examples of graphical data
4
1.7 Self-assessment questions
7
1.8 Conclusion7
REFERENCES8
Study unit 2: Listening skills
9
2.1 Outcomes of Lesson 2
9
2.2 Introduction9
2.3 Listening skills
9
2.4 Benefits of good listening
10
2.5 Problems with ineffective listening skills
10
2.6 Assessing your own perception
11
2.7 Assessing others’ perception
11
2.8 Interactive listening
11
2.9 Listening in a group setting
12
2.10 A speaker’s communication style
12
2.11 Anxiety during communication
13
2.12 Self-assessment questions
13
2.13 Conclusion13
REFERENCES14
Study unit 3: Communicating in the world of diversity
15
3.1 Outcomes of Lesson 3
15
3.2 Introduction15
3.3 Culture16
3.4 The advantages and disadvantages of diverse cultures in the workplace
16
3.5 Enhancing your sensitivity to cultural diversity
17
3.6 Overcoming ethnocentrism and stereotypying
17
3.7 Recognising variations in a culturally diverse workplace
18
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CONTENTS
3.8 Ways to improve intercultural communication skills
19
3.9 Self-assessment questions
19
3.10 Conclusion19
REFERENCES20
Study unit 4: Persuasive communication
21
4.1 Outcomes of Lesson 4
21
4.2 Introduction21
4.3 Persuasive communication
21
4.4 The essential principles of persuasive communication
22
4.5 Challenges of persuasive communication
22
4.6 How to secure your audience’s attention and argue well
23
4.7 The ethics of persuasive communication
23
4.8 Self-assessment questions
23
4.9 Conclusion23
REFERENCES24
Study unit 5: E-mail communication
25
5.1 Outcomes of Lesson 5
25
5.2 Introduction25
5.3 E-mail communication
25
5.4 The advantages of e-mails
25
5.5 E-mail language, style and accuracy
26
5.6 Common e-mail problems
26
5.7 Self-assessment questions
26
5.8 Conclusion26
REFERENCES27
Study unit 6: Planning, writing and completing reports and proposals
28
6.1 Outcomes of Lesson 6
28
6.2 Introduction28
6.3 Reports and proposals
29
6.4 Three-step process for compiling reports and proposals
32
6.5 Self-assessment questions
37
6.6 Conclusion37
REFERENCES38
Study unit 7: Developing oral and online presentations
39
7.1 Outcomes of Lesson 7 39
7.2 Introduction39
7.3 Three-step process for developing oral and online presentations
39
7.4 Self-assessment questions
43
7.5 Conclusion43
REFERENCES44
(iv)
Contents
Study unit 8: Enhancing presentations with slides and other visuals
45
8.1 Outcomes of Lesson 8
45
8.2 Introduction45
8.3 Various visuals to use in presentations
45
8.4 Writing readable content of a slide
46
8.5 Adding animations and special effects
47
8.6 Completing slides and support materials
47
8.7 Practising your presentation delivery
47
8.8 Guidelines on giving presentation online
47
8.9 Self-assessment questions
48
8.10 Conclusion48
REFERENCES49
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ABOUT THE MODULE
(vi)
ABOUT THE MODULE
I. PURPOSE
Welcome to the module, Applied Communication in Policing (EPP 2601). This module
is presented at National Qualifications Framework (NQF) level 6 and carries 12 credits.
It contains very important information on the theory and principles of communication.
It is essential that you study all the information in this module in order to enhance your
knowledge and skills in respect of communication in the police environment.
Applied Communication in Policing (EPP2601) is of importance, for example, to police
and law enforcement officers in general and to me and you too. We hope that reading
through this module will ultimately help you to achieve better communication skills
when communicating with clients and your colleagues in the policing environment.
II. PURPOSE OF EPP 2601 MODULE
The purpose of this module is to improve your communication skills in order to enable
you to apply the theory and principles of advanced communication strategies in a
policing environment.
III. THE SPECIFIC OUTCOMES
At the end of this module, you should be able to:
•
•
•
•
•
•
•
•
•
explain the role and importance of non-verbal communication in various aspects
of organisational life
understand the importance of listening in business and in other professions
understand the role of persuasive communication in various organisational contexts
discuss the opportunities and challenges of intercultural communication
assess the advantages and disadvantages of e-mail as a communication channel
plan reports and proposals in various organisational contexts
write reports and proposals in various organisational contexts
complete reports and proposals in various organisational contexts
design and deliver oral and online presentations
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ABOUT THE MODULE
IV. ASSESSMENT CRITERIA
It is important to note that during the semester you will get assignments to complete
as well as write a formal examination. The assignments and examination will assess
whether you have achieved the set of learning outcomes of the EPP2601 module. The
assessment questions will assess the following:
•
•
•
•
•
•
Knowledge: Recall what you have learned.
Comprehension: Demonstrate an understanding of the facts by organising, comparing,
interpreting, giving descriptions or stating main ideas.
Application: Apply acquired knowledge to solve problems.
Analysis: Make inferences; identify causes and finding evidence to support judgements.
Synthesis: Combine elements in different patterns to formulate new solutions.
Evaluation: Give opinions and make judgements about the validity or quality of ideas.
V. PRESCRIBED STUDY MATERIAL
This study guide is the only prescribed study material for this module. You can access
it via the myUnisa website.
The study guide comprises eight lessons that discuss the importance of communication
skills in the policing environment. The lessons are structured as follows:
Lesson 1: Non-verbal communication
Lesson 2: Listening skills
Lesson 3: Communicating in a world of diversity
Lesson 4: Persuasive communication
Lesson 5: E-mail communication
Lesson 6: Planning, writing and completing reports and proposals
Lesson 7: Developing oral and online presentations
Lesson 8: Enhancing presentations with slides and other visuals
(viii)
1
LESSON 1
1
1.1
Non-verbal communication
OUTCOMES OF LESSON 1
After the successful completion of this lesson, you should be able to:
•
•
•
•
•
1.2
compare different forms of non-verbal communication, ranging from human gestures
to manufactured images
identify challenges associated with non-verbal communication
evaluate the effectiveness of graphics used in organisational reports
consider cross-cultural issues related to human gestures, body language and
other communication practices during communication process in a policing
environment
highlight the close connections between verbal and non-verbal forms of communication
INTRODUCTION
Communication is a universal way of exchanging messages, whether spoken or not
we rely on our communication skills not only to understand each other but also the
things around us. As such, effective communication skills are not only important in
our workplace, but in every place where there is interaction. This lesson will focus on
non-verbal communication cues that are important in our policing environment.
1.3
NON-VERBAL COMMUNICATION
Non-verbal communication refers to any way in which we can communicate our ideas,
opinions and feelings with each that do not involve using written or spoken words;
including the use of signals, gesturers and pictures/visual images. Pictures may include
artefacts such as photographs or charts.
In the workplace we make use of these various forms of non-verbal communication
to send messages to other people. They have the power to influence how we perceive
certain people or areas. For example, a neat client service centre or well-dressed police
officials showing a smile gives the positive impression of professionalism or good
customer service. The opposite of these non-verbal signals may send wrong messages
to clients where the police are perceived to be unfriendly or not caring.
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While sounds, words and sentences are the main carriers of messages during
verbal communication, objects, symbols, graphics, pictures and signs are used to
covey the meaning in non-verbal communication. For example, in African cultures, the
traditional symbols that are widely used in non-verbal communication include tribal
marks on the face and other parts of the body, animal skins to represent loyalty, beads,
hairstyles and dress code (Msimuko and Mtukwa, 1985:269).
According to Viviers and Van Schalkwyk (1992:26), non-verbal communication skills
can be divided into the following categories:
Category
Body signals
Explanation
Facial expression (such as smile, frown, pursed lips,
licking lips)
Body movements (such as shaking head, pointing a
finger, slap on the back, leaning forward, arms crossed,
standing upright)
Environmental
Objects, designs (decorations, hairstyles or dress style,
arrangements/decorations, intimate space, social, public,
time, office space, buildings)
Graphics
Signs (road signs), models, colour, pictures, corporate
logos
Sound and silences
Rate, volume, pitch, rattle of a car, wind, wave, barking
dog, smell, and silences (peace, quiet, absence of action,
apathy, ashamed, rebellious)
Non-verbal communication is essential for police officials in order to enhance their
relationship with clients. Therefore, the way you use non-verbal cues is important for the
purpose of customer satisfaction. How a person uses his non-verbal cues can influence
how people perceive him and is influenced by factors such as culture. Therefore, the
police should be culture-sensitive when interpreting non-verbal communication in
their professional lives in order to acknowledge different communication styles and
their meanings.
According to Blundel and Ippolito (2008:86) “visual images can replace written or spoken
words entirely”, for example, when a picture of a gun is displayed on the door with a
red line crossing through the picture, that is a symbol that no firearms are allowed in
that particular area. Some of the images are internationally known and used in popular
places such as airports to direct people where to go. Consequently, a visual image can
send the intended message without verbally uttering any words.
ACTIVITY 1.1
Which forms of non-verbal communication skills do you think are suitable to use when
speaking to victims of crimes in the police environment?
Feedback: See 1.3 on types of body signals
2
LESSON 1: Non-verbal communication
1.4
THE POTENTIAL BENEFITS OF USING NON-VERBAL
COMMUNICATION
Blundel and Ippolito (2008:88–91) state that the benefits of using non-verbal communication
cues in the workplace including in the police environment, among others, include:
(a) Rapid communication of message
Visual images communicate messages much faster than spoken words. For example, a
road sign showing the speed limit on a particular road serves the purpose of informing
motorists of the speed limit that is permitted on that road, without spoken words being
used.
(b) Simplification of messages
The importance of simplifying messages is to ensure that non-specialists and those
who have limited time to read through a particular document to obtain the message of
the text are also accommodated in terms of understanding the message. For example,
in the policing field the annual crime statistics may be presented in the form of a chart
or graph and the demarcation of the sector areas presented in the form of a map. This
enables other people to have an imaginary picture of the sector policing areas in that
particular policing precinct. Images also bridge the communication gap between people
of different languages. They can also explain the process/procedure/link between
various actions and aspects much better than spoken words.
(c) Secure audience attention
An interesting or unique image has the potential to draw people’s attention. That is why
we see dramatic or outstanding images on the front pages of news reports in order to
draw the attention of the readers or the viewers. For example, a police officials caught
red-handed smoking dagga can be shown on the front page of the newspaper in order
to attract the newspaper buyers, who will be shocked by such picture. In the policing
environment, pictures of a person whose life has been negatively affected by illicit drug
use can be used as a form of proactive crime prevention tactic to persuade the youth
to avoid and/or stop using illicit drugs.
(d) Persuading and motivating
How a person looks may influence the reaction to such person’s request. For example,
a well-dressed woman reporting that her car was stolen maybe more convincing than
a person wearing torn clothes. The tone one uses when communicating with a victim
may encourage or motivate the victim to be more open and share information about
his or her concerns with the belief that they will be assisted.
(e) Make message memorable
Non-verbal signals will remain longer in a person’s memory than verbal messages.
For example, organisations use icons/images or logos to make people recognise the
organisation and its reputation (these kinds of icons are called visual hooks), because
they quickly remind people of the organisation’s product. For example, the blue police
lights quickly remind people of police presence.
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1.5
POTENTIAL PROBLEMS WITH VISUAL IMAGES/NONVERBAL COMMUNICATION
Just like any other type of communication, non-verbal communication cues have their
own disadvantages which when used incorrectly can, among others, lead to the following
potential problems:
(a) Inconsistency
This is when the images used do not correspond with the spoken message. For instance
when the image used or the expression made does not convey the same intended meaning
as the spoken message. For example, the person tells people how happy she is but her
facial expression is showing signs of worry or sadness.
(b) Inherent unsuitability
This is when the image used is not suitable or appropriate for the intended message. For
example, a speaker is talking about domestic violence but showing pictures of motor
cars racing.
(c) Context-related meaning
This is when the speaker is not knowledgeable about the background information of
the topic she presents. For example, a speaker associates the lobola tradition with the
purchasing of goods. Those who understand the cultural background of African people
and the reasons behind performing the lobola practice may misinterpret the speaker as
undermining the African traditions. In this case, it is necessary for the speaker to give
the context of his topic before the presentation so that everyone is on the same page.
ACTIVITY 1.2
Provide your own policing example where the use of non-verbal communication cues
led to inconsistency in the message that the speaker intended to send.
Feedback: See 1.5 on potential problems of non-verbal communication signals.
1.6
EXAMPLES OF GRAPHICAL DATA
Graphical data is important in presenting numbers or statistical information. Graphical
data is used often in documents such as organisational reports in order to show progress
in the performance of the organisation. However, if a graph is not designed or used
properly it may affect how people interpret its data.
(a)Pie charts – are used to show the sizes of the items adding up to the total number.
For example, a breakdown of quarterly crime reports in Gauteng can be presented
in a pie chart to show how much crime was reported in each quarter. The quarter
with a high report rate is placed on top followed in a clockwise direction by other
sectors according to their sizes. The use of too many segments in the chart can make
the graph unclear and difficult to interpret.
4
LESSON 1: Non-verbal communication
(b)Bar charts – are used for comparison purposes. For example, when comparing the
frequency of car highjacking crimes reported in Gauteng with those reported in
Limpopo at a particular time such as during the 2010 World Cup in South Africa.
Bar charts can be presented vertically or horizontally depending on the individual
preferences. Since a bar chart allows a comparison of more than two elements it
makes the comparison much easier as compared to a pie chart. Each bar represents
a particular element and that makes a comparison much clearer.
(c)Histograms – are used for comparisons of continuous data sets, such as how often
a particular crime occurs in a particular province and the age or race group of the
victims. Bars are then used to represent the data sets.
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(d) Line graphs – are similar to histographs and they present continues data by using
time frames. For example, how often house robberies were reported in Gauteng
between the years 2015–2020. Two or more lines are drawn on the graph to represent
each data set. The use of too much information can make the interpretation of data
difficult for the reader.
(e) Pictograms – use pictures within the graph to make the graph more attractive to the
audience. It often leads to inconsistent interpretations because it does not use the
scales. Pictures or icons maybe used to represent a particular number of items when
different pictures representing different items are used in a pictogram; it can easily
be misinterpreted by the reader and might make data interpretation complicated to
the viewers.
(f) Maps – are used to represent information related to geographical dimensions, for
example, the provincial crime statistics of sectors within a particular policing precinct.
The potential challenges of using maps are that one area size may be presented as
being smaller or bigger than its actual size (Blundel and Ippolito, 2008:91–99).
6
LESSON 1: Non-verbal communication
ACTIVITY 1.3
All the above graphs are important to use in any organisation including the policing
environment. Provide your own examples of how you can use each of these graphs:
pie chart, bar chart, histogram, line graph, pictogram and a map to enhance
your communication in your workplace.
Feedback: See 1.6 on the uses of graphical data
1.7
SELF-ASSESSMENT QUESTIONS
To make sure you are on the right track, complete the following activities:
(1) Identify the benefits of non-verbal communication cues in the workplace and
provide a practical example on how you can use each to your advantage during
face to face interviews with clients in the policing environment.
(2) In an essay format, discuss the potential problems of using non-verbal communication
cues in the policing environment.
(3) The South African Police Service (SAPS) annual reports showcase the level of crime
in the country on an annual basis through the use of graphical and/or statistical
data. Look at the SAPS annual report for this year, and explain in one paragraph
what the data says about crime against women and children.
(4) In addition to question c, identify the graph that you think can be used to present
the above data on crimes against women and children and explain your choice
of graph.
1.8
CONCLUSION
In conclusion, note that the effective use of non-verbal cues in your workplace can
benefit not only you but also your organisation as a whole, while ineffective use of nonverbal communication cues can damage your reputation and that of your organisation.
Therefore, it is very important to practice the effective use of non-verbal communication
skills in in the workplace.
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REFERENCES
Blundel, R & Ippolito, K. 2008. Effective Organisational Communication. 3rd edition. London:
Prentice Hall.
Msimuko, AK & Mtukwa, JZ. 1985. Non-verbal forms of communication in Africa
and their use in training. PLET: Programmed Learning & Educational Technolog y,
22 (3):267–272.
8
2
LESSON 2
2
2.1
Listening skills
OUTCOMES OF LESSON 2
After the successful completion of this lesson, you should be able to:
•
•
•
•
•
•
2.2
differentiate between listening and hearing
identify problems caused by ineffective listening
recognise how perception shapes listening
use interactive listening skills to enhance strategic communication, in given case
scenarios
demonstrate control of listening and eliminating receiver apprehension, in given
case scenarios
evaluate the success of listening skills, in given case scenarios
INTRODUCTION
Listening skills are the cornerstone for interpersonal communication and our effectiveness
as listeners determines the quality of our responses. Regardless of the kind of work you do,
enhancing your listening skills can be beneficial for the outcome of your communication
with others. Within the policing environment this may include listening to people who
report crimes or share any information with you, your colleagues and any other person
who engages with you. The focus of this lesson is to enlighten you on the importance
of effective listening skills and the cost associated with ineffective listening as well as
the aspects that influence our listening skills.
2.3
LISTENING SKILLS
Listening is a “psychological and voluntary process that goes beyond simply reacting
to sounds and it includes understanding, analysing, evaluating and responding to
messages” (O’Hair, Friedrich and Dixon, 2010:99). Listening differs from hearing in
the sense that the latter is involuntary, passive and requires less effort. While listening
is an active process that requires concentration on details.
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The listening skill is the most important part of the communication process, whereby the
messages sent to and from the communicators have to be well received and understood
in order to respond appropriately and achieve the intended goal of the communication.
An effective listening skill has the power to enhance cooperation among the employers
and their employees. To be an effective listener is more valuable in the workplace than
being a good speaker. A good working relationship is informed not by how you speak
your mind, but also by how you listen to other people. Therefore, good listening skills
are vital for the success of every organisation or improvement of service delivery (O’Hair
et al, 2010:95).
2.4
BENEFITS OF GOOD LISTENING
Regardless of a person’s employment status effective listening skills are essential and
can benefit you personally and your organisation as well. Managers may need good
listening skills to listen to the concerns of those under their authority; the employees
may also need good listening skills to listen to clients and their managers. In some
instances “listening can be a matter of life and death”, for example, during the emergency
situations or hostage-taking scenes a police official is expected to pay attention and
concentrate on the message being communicated in order to respond appropriately
(O’Hair et al, 2010:96). A good listener should keep eye contact, pay attention to the
speaker, be open-minded, patient and his body language should show that he or she is
focused (O’Hair et al, 2010:105).
2.5
PROBLEMS WITH INEFFECTIVE LISTENING SKILLS
Ineffective listening can result in problems for the listener because often people who
fail to listen effectively in the workplace run the risk of being considered less intelligent
or incapable of carrying out their tasks. Their poor listening skills may cost the
organisation financially. Personally such people may become less productive or achieve
less success in their careers. These people may not be trusted by their colleagues or
clients to perform their job properly (O’Hair et al, 2010:98).
Bad listeners are identified by poor skills such as: interrupting the speaker, deviating
from the topic, not showing expression or misuses of body language, they plan for
the next question while the speaker has not finished expressing his ideas and they are
impatient (O’Hair et al, 2010:105).
In order to improve your listening skills you have to first understand how your
perception of other people, objects or events influences your listening process. Perception
is a process of making inferences based on your preconceived ideas, without facts (O’Hair
et al, 2010:99). As a result different people may perceive different messages or events
differently. Hence it is vital to assess the factors influencing your perception.
The factors influencing our listening skills/perception include:
•
•
10
Reception – refers to how we see or hear stimuli, therefore the quality of what you
see or hear will depend on the quality of your reception of such stimuli (message).
Attention – our ability to choose what to listen to and what to neglect (O’Hair et
al, 2010:101).
LESSON 2: Listening skills
ACTIVITY 2.1
Identify a practical example in your workplace whereby poor listening skills led to
negative consequences.
Feedback: See 2.5 on the problems with ineffective listening skills
2.6
ASSESSING YOUR OWN PERCEPTION
Perception helps people to categorise ideas (create meaning to spoken words). Our
perception can be influenced by our prejudice or biases (our unfair judgements to other
people). These prejudices may come from our cultural differences, religious affiliations,
gender, age and ethnic background. Therefore, it is necessary to focus more on the
message being sent than the person sending the message in order to overcome prejudices
or biased thoughts (O’Hair et al, 2010:102).
2.7
ASSESSING OTHERS’ PERCEPTION
You may understand others’ perceptions by either sympathising or empathising with them.
Sympathy means putting yourself in another person’s shoes by trying to understand the
situation from their point of view. Empathy on the other side is about offering solutions
to another person to resolve his or her problem (O’Hair et al, 2010:104).
2.8
INTERACTIVE LISTENING
Interactive listening is also known as participatory listening; it requires the listener to
listen attentively not only to the message being sent but also to its context. Furthermore,
it requires the listener to probe the information provided by the speaker by asking
questions in order to have a comprehensive understanding and clarity on the issue at
hand. According to O’Hair et al, (2010:102) the important skills for interactive listening
include:
•
•
•
•
The ability to identify problems in your own listening behaviours.
Identifying your listening preferences.
Being aware of how your understanding of certain words affects how you perceive
others, for example, politicians. The words used by some politicians may perhaps
remind you of negative issues and result in you reacting negatively to politicians.
Talking less, asking questions and using non-verbal body language.
O’Hair et al, (2010:107–108) add that when preparing for listening situations, it is
necessary to take the following four guidelines into considerations, namely:
(a) Identify the object for your listening.
(b) Understand the listening style required from you.
Types of listening styles include:
•
•
•
•
•
Appreciative listening – listen with the intention to judge the value of what is heard.
Empathic listening – focuses on the speaker’s feelings or attitude rather than the
message.
Discriminative listening – focuses on identifying the reason behind the message.
Analytical – focuses on the content of the ideas discussed.
Passive listening – listening with no intention to react.
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•
Negative listening – focuses on identifying weak points in the message.
(c) Generate both the physical and the mental energy needed for the listening processes.
2.9
LISTENING IN A GROUP SETTING
Effective listening skills are not limited to one-on-one meetings, but are also important
in a group setting. O’Hair et al, (2010:101) identified the following aspects as the reasons
for listening effectively in a group setting:
•
•
•
•
Sometimes members in a group setting may think that other group members are
listening and will share the information.
Members easily get distracted by external factors, may chat with one another or do
other activities in the process of listening.
There may be different interpretations of the message in a group setting.
Different viewpoints from group members may lead to difficulties with concentrating
on one idea at the time.
ACTIVITY 2.2
In your opinion, do you think interactive listening skills are necessary when interviewing
clients in the policing environment? In one paragraph, motivate your choice of answer.
Feedback: See 2.8 on interactive listening.
2.10
A SPEAKER’S COMMUNICATION STYLE
How a speaker communicates his message may influence how it is received by others,
for example:
•
•
•
•
•
talking rapidly
gesturing broadly
showing no expressiveness
talking slowly
unusual dialects
According to Kruger (2009:20–25), the following elements may cause barriers to
effective listening, namely:
•
•
•
•
•
•
•
12
A wandering mind – engaging in personal thoughts while attempting to listen to
the speaker.
Planning next question – this behaviour can lead to constant distractions for the
speaker or the inability to grasp the full message.
Preconceived ideas – ideas already in your mind will influence how you interpret
the message from others.
Environmental distractions – such as noise may disrupt the listening process.
Faking attention – pretending to be paying attention to the speaker.
Criticising the speaker – focusing on how the speaker is dressed or his accent rather
than the content of his message.
Engaging in selective listening – listening only to interesting information and ignoring
uninteresting information.
LESSON 2: Listening skills
2.11
ANXIETY DURING COMMUNICATION
The study by O’Hair et al, (2010:116) shows that anxiety during the listening process
can lead to issues such as:
•
•
•
2.12
forgetfulness
disorganisation of information, and
distortion of data
SELF-ASSESSMENT QUESTIONS
Let us complete the following self-assessment activities in order to ensure that we have
understood the content of this lesson:
(1)
(2)
(3)
(4)
2.13
distinguish between listening and hearing
identify and explain the potential problems of ineffective listening skills
identify the reasons why listening effectively in a group setting is important
identify the various barriers to effective listening skills
CONCLUSION
It can be deduced from the discussions in this lesson that listening whether in a oneon-one meeting or in a group setting is vital for the success of any communication
process. Thus, it is important to improve our listening skills by identifying the barriers
(external or internal) that have a negative influence on our listening skills. For example,
our wondering minds, anxiety or perceptions or noises that limit our effective during
listening process.
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REFERENCES
Kruger, Z. 2009. English: Practical Policing Module 1501 study guide. Pretoria: Unisa
O’Hair, D, Friedrich, GW & Dixon, LD. 2010/2011. Strategic communication in business and
the profession. 7th edition. Boston: Allyn Bacon.
14
3
LESSON 3
3
3.1
Communicating in the world of diversity
OUTCOMES OF LESSON 3
After the successful completion of this lesson, you should be able to:
•
•
•
•
•
3.2
define culture and explain how culture is learned
define ethnocentrism and stereotyping and give three suggestions for overcoming
these limiting mindsets
explain the importance of recognising cultural variations and list eight categories
of cultural differences
identify steps you can take to improve your intercultural communication skills
list seven recommendations for writing clearly in the multi-language workplace
INTRODUCTION
The history of culture and communication in the African continent dates back to decades
before the colonial system when the African people used rituals, art and spirituality,
among others, as their core cultural codes of meaning during communication. The goal
of traditional African communication was mainly that of community cooperation, that
is, African proverbs such as “Tau tsa hloka seboka di shitwa ke nare e hlotsa”. Translated
into English as “working in a group can be more effective than working alone”. The
proverb simply spreads the message of togetherness and solidarity, which is the core of
the African cultures and traditions. However, with the arrival of the Western colonisers
on the African continent many African cultures lost their purity simply because the
Western colonisers used languages (such as English, Portuguese, French, etc) to control,
devalue and exploit the local cultures (Bussotti, 2015:210–214). For example, school
systems were required to adopt foreign languages in the classrooms, and Africans where
persuaded to adopt Christianity, which required local people to learn English language
as a medium of communication. In comparison to Western cultures, communication in
the African culture takes a “Culturalist approach”. This means it is strongly guided by
culture, values and customs of the African traditions (Hecht and Ndiaye, 2008:2). As
such, the discussion in this lesson will focus on how to be culture-sensitive, how to learn
others’ cultures and also how to avoid limiting mindsets (such as being ethnocentric,
stereotyping ideas and assumptions) during communication.
EPP2601/115

3.3
CULTURE
Culture refers to the sum of ideas, customs and social behaviours (such as norms and
values) shared among a particular group of people (Bovee and Thill, 2010:99). Hence
people of the same culture perceive certain matters similarly and also behave in similar
ways while those of different cultures have to earn their trust and prove themselves
before they could be trusted in the workplace.
Diversity refers to “all the characteristics and experiences that define each of us as
individuals” (Bovee and Thill, 2010:97). This diversity among people in the workplace
affects their interaction and or communication with each other. Different cultures
influence how people think, speak and respond to life matters. This is known as
intercultural communication which is “a process of sending and receiving messages
between people whose cultural background could lead them to interpret verbal and
nonverbal communication cues differently” (Bovee and Thill, 2010:97). Our culture
influences the relationship we have with others, how we perceive them and how they
perceive us in turn and the type of expectations we have of each other (Bovee and
Thill, 2010:99).
3.4
THE ADVANTAGES AND DISADVANTAGES OF
DIVERSE CULTURES IN THE WORKPLACE
Communication with people of diverse cultures is an everyday activity of most
organisations (the police service included). According to Bovee and Thill, (2010:97),
understanding the advantages that comes with this type of activity is essential for the
success of any organisation because diverse cultures:
•
•
•
create opportunities for different opinions to understand the needs of various groups
of people
help the organisation to benefit from people of different talents/capabilities or
knowledge
are more creative than people of the same culture
The disadvantages of diverse cultures in the workplace include the following:
•
•
Diverse cultures may impede the relationship between the managers and their
subordinates as managers may find it difficult to connect to all employees owing to
their various expectations or ways of thinking.
It can be difficult to forge a coexistence of people from diverse cultures in the
organisation because one group of people may regard their cultural values or norms
as more important than others.
ACTIVITY 3.1
Identify one advantage and one disadvantage of diverse cultures in your policing
environment.
Feedback: See 3.4 for advantages and disadvantages of diverse cultures.
16
LESSON 3: Communicating in the world of diversity
3.5
ENHANCING YOUR SENSITIVITY TO CULTURAL
DIVERSITY
In order to have a good relationship among the employees and/or with clients, one has
to be culture sensitive. That means you have to understand other people’s cultures and
accept them as they are. This can be done through learning about other people’s cultures.
Cultures can be learned directly (by being told what is acceptable and not acceptable
in that particular culture) or indirectly (by observing the behaviour of members of
the cultures of interest). Very often practices of people in a particular culture may be
acceptable to members of that culture and adopted without a doubt; while to outsiders
such practices may seem unacceptable. These common practices make the relationship
of the members in that culture smooth, while for people of other cultures this can result
in a relationship breakdown (Bovee and Thill, 2010:100).
3.6
OVERCOMING ETHNOCENTRISM AND
STEREOTYPYING
Ethnocentrism is “a tendency to judge other groups according to the standard,
behaviours, and customs of one’s own group”. This is when a person perceives others’
cultures negatively, but views his own culture as being correct. For example, others may
become xenophobic towards people from different cultures or have stereotyped ideas
about them. Stereotyping means unfairly generalising the behaviour of one person of
a certain cultural group, for example, all members of culture XYZ are thieves or rude
or less intelligent, and so on.
To overcome these negative thoughts of stereotyping or ethnocentrism, a person may
adopt a cultural pluralism attitude, that is, a positive attitude of accepting people of
different cultures as they are.
Bovee and Thill, (2010:100) identified three ways of overcoming ethnocentrism/
stereotyping, namely:
•
•
•
Avoid assumptions – this means one should refrain from assuming that people
should react in their own ways or meet your standard of what is morally correct
or incorrect. For example, Suspect A did not keep eye contact with me during the
interviews, this means he is hiding something, or Constable B never give hugs to
any of her colleagues so this means she is an unfriendly person.
Avoid judgements – refrain from jumping to conclusions when people react differently
to you on certain matters. For example, it is not a surprise that Warrant Officer C
will say the following words, this is because he is from culture XYZ and people in
that cultural group are rude.
Acknowledge distinctions – acknowledge that other cultures differ from yours and
they are just as important as yours.
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3.7
RECOGNISING VARIATIONS IN A CULTURALLY
DIVERSE WORKPLACE
Bovee and Thill, (2010:106) state that the cultural differences that a person should take
into account during communication process include:
•
•
•
•
•
•
•
18
Contextual differences – this refers to how a person uses his verbal or nonverbal communication cues to convey the message. For example, some people use less
verbal communication and more non-verbal communication cues to convey messages
(this is known as high-context culture). While others use more verbal communication
and less non-verbal communication cues to express their thoughts (this is known
as low-context culture).
Legal and ethical differences – in an organisation with a high-context culture people
may prefer written agreements while in low-context cultures people may value verbal
agreements. When there are conflicts at work in a high-context culture people may
prefer legal ways to seek resolutions while people in a low-context culture may seek
mediation processes. This means that the two parties meet and discuss their issues
and both reach a verbal resolution.
Social differences – the following are some of the social norms that affect employers
at work:
(i)Attitude towards work and success – lead to differences in how people
show commitment to their work or success in life. Some people may value
hard work to get more money, while to others achieving great success may not
be necessary and as long as they have permanent employment as security they
are satisfied.
(ii)Roles and status – may influence the behaviour during the communication
process, for example, how women behave or how junior staff members behave
towards their superiors maybe influenced by their cultural background.
(iii)Use of manners – what appears to be personal information in one‘s culture
may not be regarded as such in another person’s culture. This will influence
how staff members share information with one another.
Concept of time – is very important in high-context cultures, while in low-context
cultures time is not an issue of life. This may affect how people use their time and
attend certain events. To some being late for a meeting is not an issue while to others
that is a sign of disrespect.
Future orientations – to some people making future plans maybe important while
others live in the moment and do not worry about the future.
Openness and inclusiveness – cultures influence how people welcome or accept each
other. Some cultures are more welcoming of strangers than others.
Non-verbal differences
The following ways of interaction are influenced heavily by our cultures, namely:
(i) Greetings – some people bow, shake hands, kiss lightly or hug each other.
(ii)Personal space – some people stand closer together during communication
while others keep their distance.
(iii)Touching – some people touch each other on the shoulder or arm while others
do not.
(iv)Facial expressions – some people shake their heads to show that they agree or
disagree.
(v)Eye contact – some people avoid direct eye contact while others prefer direct
eye contact.
(vi) Posture – some people stand up during greetings and others do not.
(vii)Formality – people in certain cultures prefer formal clothes in the workplace
while others are informal.
LESSON 3: Communicating in the world of diversity
•
•
•
•
Age differences – how young staff members behave in the workplace may differ
from one culture to another.
Gender – women may act according to their cultural expectations in the workplace,
for example, being submissive to male figures while men assume superior roles
towards female colleagues.
Religion – some people may prefer to dress according to their religion in the workplace.
Capability – people with disabilities may require special attention compared to others.
ACTIVITY 3.2
Identify three ways in which you can avoid having a limited mindset (i.e. stereotyping
or ethnocentrism).
Feedback: See 3.7 on overcoming a mindset of stereotyping and ethnocentrism.
3.8
WAYS TO IMPROVE INTERCULTURAL
COMMUNICATION SKILLS
There are different ways in which you can improve your intercultural communication
skills According to Bovee and Thill (2010:109) these include:
•
•
•
•
•
•
3.9
Studying others’ cultures and language – this will ensure smooth communication.
Respect style preferences – some people are confrontational and straight to the point
while others use indirect confrontation.
Use interpreters, translators or translation software.
Write and speak clearly – adapt your writing and communication style accordingly.
Listen carefully.
Help others adapt to your culture.
SELF-ASSESSMENT QUESTIONS
Let us complete the following self-assessment activities in order to determine if we have
understood the learning outcomes of this lesson or not:
(1) How do high-context cultures differ from low-context cultures?
(2) What is ethnocentrism and how can it be overcome in communication?
(3) In an essay format, of two pages, discuss how you can improve your
intercultural communication skills. You should provide examples to support your
discussion.
3.10
CONCLUSION
Although culture is not private it can be personal, meaning some people have a strong
sense of cultural beliefs and as such it is important whether at work or not, to be culturesensitive. The same applies to clients in the police environment and it is important for
police officials to acknowledge the variations in our cultural beliefs and to respect them
in order to achieve a productive work relationship.
EPP2601/119

REFERENCES
Bovee, CL & Thill, JV. 2010. Business communication today. 10th edition. New York: Pearson
Education, Inc.
Bussotti, L. 2015. Short reflections on the history of African communication. Historia y
Comunicacion Soicial, 20 (1): 205- 222.
Hecht, ML & Ndiaye, K. 2008. Communication modes, Africa. The international Encyclopaedia
of communication. First edition. DOI: 10.1002/9781405186407.wbiecc088.
20
4
LESSON 4
4
4.1
Persuasive communication
OUTCOMES OF LESSON 4
After the successful completion of this lesson, you should be able to:
•
•
•
•
4.2
identify the principal factors leading to successful and unsuccessful outcomes in
persuasive communication
review established theoretical perspectives regarding motivation and decision-making
apply verbal and non-verbal communication in order to secure attention, develop
arguments and secure agreement
address ethical aspects of persuasive communication
INTRODUCTION
We often use persuasive communication skills in our daily lives, however, not all of
us are skilled in it. This is because to effectively advise another person on important
matters regarding work or life requires practice and special skills. In this lesson, you
will learn about the important principles of successful persuasive skills and the ethical
issues to take into consideration during persuasive communication.
4.3
PERSUASIVE COMMUNICATION
A persuasive skill is an important aspect in both our personal and career lives.
Communication becomes persuasive when the sender gives the receiver of the message
the opportunity to respond to the message (Blundel and Ippolito, 2010:117). Without
this opportunity to decide on whether to agree or disagree with the message sent,
the communication cannot be regarded as persuasive communication. People differ
in terms of how they sent their messages during the persuasive communication: some
use verbal communication while others opt for non-verbal forms of communication
(Blundel and Ippolito, 2010:118). Some organisations have a persuasive rich environment,
whereby persuasion is the core business of their organisation, for example, advertising,
marketing and public relations organisations.
EPP2601/121

4.4
THE ESSENTIAL PRINCIPLES OF PERSUASIVE
COMMUNICATION
The art of using words to effectively convince others to do as one wishes is called
rhetoric persuasive communication. This is very importantin achieving successful
persuasive communication skills. According to Blundel and Ippolito (2010:121) during
persuasive communication the speaker has to have the skill of forming a sound argument.
There are three elements of rhetoric arguments, namely:
•
•
•
Ethos – when a person uses his or her credibility/reputation to influence the audience.
Logos – when a person relies on his or her logic (knowledge/skills/experience) to
influence the audience.
Pathos – when a person uses his or her charm/looks to influence the audience.
Blundel and Ippolito (2010:122) state that an argument always begins with a person
making a claim and expecting others to voice their opinions on such a claim. As such,
a persuasive communication has to be a two-way communication process with two or
more people being the actors in the communication process.
ACTIVITY 4.1
In your opinion, do you think persuasive skills are necessary in the police environment?
In one paragraph, motivate your answer.
Feedback: See 4.3 on persuasive communication
4.5
CHALLENGES OF PERSUASIVE COMMUNICATION
The following are the potential problems of persuasive communication:
•
•
•
22
Assessing the nature of the audience – the challenges facing many persuasive speakers
is to have full understanding or knowledge about the profile of your audience. This
includes knowing their previous experiences, the level of their knowledge and the
type of personalities they have.
Assessing the message: content and purpose – sometimes it is challenging to the
speakers to ascertain if the information provided by the audience is true or false or
just an assumption or not. Therefore making an assessment on the audience’s message
and the intention behind such message as to whether it is positive or negative can
be challenging if you have to convince them to convert to your ideas.
Assessing the context of persuasion – the inability to understand the context/
environment or background information of your audience may lead to a failure to
convince them of your message. Your message may be irrelevant or may provoke
negative thoughts or emotions (Blundel and Ippolito, 2010:131).
LESSON 4: Persuasive communication
4.6
HOW TO SECURE YOUR AUDIENCE’S ATTENTION
AND ARGUE WELL
Blundel and Ippolito (2010:127–129) identified the following as important guidelines
for attaining a successful argument:
•
•
•
•
Addressing people by name instead of dress code or their looks.
Posing questions – engage your audience by encouraging them to participate by
asking questions.
Being proactive – use information that could stimulate discussions.
Using different channels and encoding – use video clips/music or other elements
to demonstrate or support your argument. These will grab the audience’s attention.
ACTIVITY 4.2
Watch a relevant video of your choice. Identify and explain any of the three common
challenges of persuasive communication.
•
For each challenge you identify, provide a practical example.
Feedback: See 4.5 on challenges of persuasive communication
4.7
THE ETHICS OF PERSUASIVE COMMUNICATION
The act of deceiving the audience and not revealing the whole truth on the matter at
hand is common behaviour that most persuasive communicators use when conveying
their arguments (Blundel and Ippolito, 2010:133). An example of this is often seen in
advertisements where the message being relayed to the audience is distorted.
4.8
SELF-ASSESSMENT QUESTIONS
(1) Identify the principal factors that lead to a successful persuasive communication.
(2) In an essay format, discuss the importance of persuasive communication skills in
the police environment.
(3) “Communication can only be regarded as persuasive communication when everyone participating in the communication is allowed the opportunity to agree or
disagree”. In your own words, explain what this statement means and provide a
practical example to support your explanation.
4.9
CONCLUSION
In conclusion, every person can benefit from having effective persuasive communication
skills. These skills are important to convince your audience to see the value of your
message. This applies to learning about the ethical considerations that accompany
persuasive communication especially if you are a police or a law enforcement officer.
EPP2601/123

REFERENCES
Blundel, R & Ippolito, K. 2008. Effective Organisation Communication. 3rd edition. London:
Prentice Hall.
24
5
LESSON 5
5
5.1
E-mail communication
OUTCOMES OF LESSON 5
After the successful completion of this lesson, you should be able to:
•
•
5.2
select and apply appropriate e-mail formats, including headings, content and style
evaluate related practical issues, such as the archive storage of e-mails
INTRODUCTION
With the advent of technology, e-mail messages have become one of the most used
forms of communication in the world. The speed at which e-mail messages allow people
to send and receive messages from anywhere in the world attracted many people and
organisations to adapt to e-mail communications instead of using the post office. As
effective as e-mail messages are, they have their own pros and cons, which should be
taken into consideration especially in the workplace. In this lesson, you will learn about
how to improve your e-mail writing skills.
5.3
E-MAIL COMMUNICATION
An e-mail “is like a letter in that it is non-interruptible (i.e. the receiver cannot ask for
clarification midway through the message, as in a conversation) and it leaves a permanent
record of what has been said” (Blundel and Ippolito, 2010:124).
5.4
THE ADVANTAGES OF E-MAILS
Blundel and Ippolito (2010:216) state that using e-mails has many advantages for the
users for the following reasons:
•
•
•
•
E-mails allow more than two people to exchange information/ideas without time
delays (this type of e-mail is called synchronous communication. It is also known
as instant messaging since responses are immediate).
E-mails can also be beneficial to suit the individual’s time schedule, because a person
may decide to respond to the message when they are free and such message will
remain in their inbox (this is called asynchronous communication).
E-mail subject headings are important to attract the receiver’s attention and they
should be precise and in a short form.
Specifying deadlines helps the receiver to know the urgency of the e-mail and his
or her response.
EPP2601/125

5.5
E-MAIL LANGUAGE, STYLE AND ACCURACY
To write more effective e-mail messages, Blundel and Ippolito (2010:216) suggested
the following aspects:
•
•
•
E-mails are better if they consist of short rather than long text. Text written in
bullets/numbered points can make it easier for the reader to identify important ideas.
The writing style must be adapted to suit the audience. If the e-mail is directed to
your manager, it has to carry a formal tone unlike when it is directed to your friend
or family members.
The use of lower case only or uppercase only makes the message difficult to read
especially to see where the sentences start or end. Upper case only is regarded as
carrying a message with a harsh tone.
ACTIVITY 5.1
In one paragraph, explain why it is important when writing an e-mail to make sure you
adapt your writing style and language to the person you are directing the message
to. You should use practical examples to support your answer.
Feedback: See 5.5 on e-mail style, language and accuracy
5.6
COMMON E-MAIL PROBLEMS
•
•
5.7
Multiple e-mails circulated to wrong the people.
The ease of sending a message. In order to avoid this mistake, a person should
refrain from responding to e-mails when angry or when you are not sure of what to
say (Blundel and Ippolito, 2010:218).
SELF-ASSESSMENT QUESTIONS
(1) Differentiate between synchronous and asynchronous e-mail messages.
(2) In an essay format, discuss the common problems of using e-mails in the workplace. Support your discussion with practical examples.
5.8
CONCLUSION
There appear to be more advantages of using e-mails in the workplace than disadvantages.
However, it is important that you understand the policies of your workplace regarding
the use of e-mails for both personal and work purposes.
26
LESSON 5: E-mail communication
REFERENCES
Blundel, R & Ippolito, K. 2008. Effective Organisation Communication. 3rd edition. London:
Prentice Hall.
EPP2601/127

6
LESSON 6
Planning, writing and completing reports and
proposals
6
6.1
OUTCOMES OF LESSON 6
After the successful completion of this lesson, you should be able to:
•
•
•
•
•
•
•
•
•
6.2
adapt the three-step process of compiling reports and proposals
explain how to adapt to your audience when writing reports and proposals
name five characteristics of effective report content
list the topics commonly covered in the introduction, body and conclusion of formal
reports
summarise the four tasks involved in completing business reports and proposals
identify the major components of a formal report
identify the circumstances in which you should include letters of authorisation and
letters of acceptance in your reports
explain the differences between a synopsis and an executive summary
identify the major components to include in a request for proposals (RFP)
INTRODUCTION
Report and proposal writing can be used for conveying ideas to internal or external
members of your organisation. Therefore, the manner in which you plan, write or finalise
your proposal/report is crucial as it communicates a particular message to your recipients.
The presentation of your report or proposal (whether printed or electronic copy) has
the potential to influence the outcome of the ideas you are conveying to your recipient.
In the case of the police organisation the internal members may include your fellow
police officers and management, while external members may include, among others,
the clients/community members making use of the police service. This lesson will focus
on how to effectively write reports and proposals for the purpose of communication
between police officers and their management as well as other clients (such as Community
Policing Forums members). Specific police reports such as forensic reports written after
investigating a particular criminal/civil case will not be covered in this lesson.
28
LESSON 6: Planning, writing and completing reports and proposals
6.3
REPORTS AND PROPOSALS
Reports are formal and detailed written documents that serve to communicate
information concerning a particular issue in the organisation. For example, in the police
environment you may write reports for the Community Policing Forum or simply to
report back to your management on the approach used during crime prevention initiatives.
There are two types of reports, namely:
•
•
Informational reports – these offer data, facts, feedback and other types of
information without analysis or recommendations. The purpose of informational
reports is to inform the reader of what had happened and to induce changes regarding
the issue at hand.
Analytical reports – offer information, analysis and recommendations on a particular
issue. They provide information on the cause and effect of a problem and suggest
possible solutions to the problem. The purpose of analytical reports is to provide
an understanding, an analysis, and measures of dealing with the problem at hand.
A proposal on the other hand refers to a document prepared with the aim of convincing
the potential client to enter into an agreement of working on a particular idea with the
other party. In a business environment it can be an agreement to work on a business
idea together. In a policing environment it can be a letter from the police to the local
security companies to enter into a Memorandum of Understanding to work together
in crime prevention projects (Bovee and Thill, 2010:41).
Reports differ from one another based on the motives behind them. Some are
written in response to the request from clients or managers, while others are selfinitiated reports. The format followed in each report will also be influenced by the
motive behind it. For example, if a company requests you to compile a report for them
they might offer you writing guidelines to follow, while if you initiate the process you
are at liberty to choose the appropriate format yourself. The number of pages of your
report and the type of issues to cover will depend on the nature of your writing call.
Any report whether short or long requires you to have the skill and knowledge of taking
on the process. The following steps are necessary to consider when compiling a report
or proposal, namely: planning, writing and completion steps.
INFORMATIONAL REPORTS
Informational reports can be grouped into four categories, namely:
•
•
•
•
Reports to monitor and control operations – provide feedback on the tasks you
worked on such as quarterly reports on the sector policing activities.
Reports to implement policies and procedures – provide information on the
organisation’s rules/policies such the South African Police Service (SAPS) standing
orders.
Reports to demonstrate compliance – present information on how the
organisation complies with policies such as Batho Pele principles or even the
Constitution.
Reports to document progress – provide updates on the progress on a particular
task. For example, how the implementation of the new strategies to fight illicit drugs
is going.
EPP2601/129

There are different ways of arranging information in an informational report, namely:
• Comparison – here information that compares two or more items is organised in terms
of their similarities and differences.
• Importance – here the information is arranged based on its importance. Those of high
importance will be first, followed by those of less importance.
• Sequence – is following a step by step process whereby the first step comes first,
followed by the second step and so on until the last step is reached.
• Chronolog y – information is arranged according to dates or timeframes such as January
issues first, followed by February, March, and so on.
• Spatial orientation – is used when explaining how an object or product works and
describing it from left to right, top to bottom or the inside/outside.
• Geography – here the information is arranged based on location such as a country,
province or town.
• Category – here the information that falls under one category is grouped together,
for example, oranges, apples and bananas are grouped under fruits whilemonkeys,
goats, elephants and cows will be grouped under animals.
ANALYTICAL REPORTS
Analytical reports are grouped into three categories, namely:
•
Report to assess opportunities – the aim is to explain the challenges and the benefits
of a particular action/product or task.
• Report to solve problems – the aim is to suggest solutions or ways to overcome
certain challenges.
• Report to support decisions – the aim is to support the decisions to execute a particular
project/implement certain policies or rules. It draws its support from previous and
future decisions/suggestions.
Analytical reports require in-depth analysis of the issues at hand (a problem or
opportunity), creative ways of presenting your ideas in a logical manner and the skill
to persuade the audience about your ideas (Bovee and Thill, 2010:423). If you are the
one initiating the report writing you have to ensure that you convince your clients that
there is an opportunity to explore or a problem to deal with, before you could suggest
the possible solutions or recommendations. If the request is from a particular person/
organisation, it means an opportunity or problem to investigate is already identified,
then your focus will be on the solution (Bovee and Thill, 2010:424).
There are three ways of organising information/materials for analytical reports:
(1) Focusing on the conclusion – a type of direct approach that centres on a summarised
version of the entire report.
(2) Focusing on the recommendation – the focus is on what can be done to resolve the
problem or grab the envisioned opportunity.
(3) Focusing on logical arguments – a type of indirect approach that intends to convince
the audience to adopt/agree with your conclusion or recommendations. There are
two approaches to do this, namely:
The 2+2 approach – aims to persuade the reader that everything makes sense
by presenting evidence as a backup plan to every point you raised. The speaker
may even compare different solutions and defend why one suggestion should
be considered more than the other.
The yardstick approach – this is where standards have to be met and the speaker
attempts to convince the audience that his/her proposed solution actually meets
the required standard (Bovee and Thill, 2010:428). The speaker is given a list
of objectives to achieve, so with the report he argues how he met the required
objective.
30
LESSON 6: Planning, writing and completing reports and proposals
ACTIVITY 6.1
Differentiate between informational and analytical reports and explain when you can
use each of them in your workplace.
Feedback: See 6.3 on informational and analytical reports
PROPOSALS
The most important aspect of a proposal is whether it is your initiative or whether it
was requested by another person/organisation. Proposals that are compiled on your
own initiative are called unsolicited proposals, while those that you were invited
to compile (the organisation initiates and sends out to a client who shows interest) are
solicited proposals also known as request for proposals (RFP). Proposals written
in response to a request have to follow the requirements of that particular organisation,
such as what to include or to exclude (the scope of work), a budget to and equipment
to use, and so on.
How you organise the information in your proposal will depend on its nature (whether
solicited or unsolicited). Solicited proposals often follow the organisation’s format while
with unsolicited proposals you may decide on what you see fit for the purpose (Bovee
and Thill, 2010:432).
ACTIVITY 6.2
Assume that you were asked to arrange a meeting with the business owners in your
local community in order to propose some sort of escollaboration between the police
and the local businesses on crime prevention matters. You have to choose between
a solicited and unsolicited proposal. Which one will you use for this task and why?
Feedback: See 6.3 on proposals
EPP2601/131

EXAMPLE: STRUCTURE OF A PROPOSAL
Date
To:
Address:
Re: (insert heading)
________________________________________
Dear Ms/Mr …
Introduction
… is pleased to submit the following proposal to provide services for …
Proposed approach and work plan
… summarise the problem at hand and how you intend to resolve it
… list activities to do and timelines
Work experience/Qualifications
… describe your previous work experience and any qualifications you have
Costs
… description of activities and their costs, for example, labour, resources, and so on
Yours sincerely
Ms/Mr ……
Position:
Tel.:
E-mail:
6.4
THREE-STEP PROCESS FOR COMPILING REPORTS
AND PROPOSALS
STEP 1: PLANNING
When you plan your report/proposal you should follow the following steps:
(a)Analyse the situation – this includes identifying the purpose of your report, compiling
your work plan and anticipating the audience’s profile.
32
LESSON 6: Planning, writing and completing reports and proposals
The purpose of the report, informs the reader on the reason behind your report. This
is called the statement of purpose because you are describing why you are writing the
report (Bovee and Thill, 2010:413). A statement of purpose should start with an infinitive
phrase that shows courage to do something. Infinitive phrases are words such as:
•
•
•
•
to investigate the root causes of violent protests
to analyse the use of the automated fingerprint system within the South African
Police Service
to evaluate the detective programme within the South African Police Service
to create awareness about …
After identifying the purpose of your report, you should draw up a work plan that will
remind you of the step by step process of what to do. Bovee and Thill, (2010:414) assert
that the work plan should include the following aspects:
•
•
•
•
•
•
•
•
Statement of the problem or opportunity – whereby you describe the issue you will
be writing about.
Statement of purpose – outlines what you intend to achieve with the compilation
of your report.
Scope of your investigation – what you will include and exclude in your work.
Discussion of the tasks to be accomplished – your objectives and/or a list of aspects
you wish to accomplish with this report.
Description of additional tasks required from you after this report such as to present
at a conference or to publish the findings of your investigation.
Review of the project activities, schedules and resources needed to complete the
report such as finances, manpower, vehicles, laptops, internet access, and so on.
Project activities and schedules may be those themes that will be covered by the event.
Follow-up plans such as what to do in order to assess the quality of your project.
For example, completion of evaluation report or feedback report by the audience.
Working outline – specifying the time frames for each activity and the responsible
person.
(b)Gathering information – there are many ways of obtaining information such as library
books, articles from journals, archive materials, previous reports, responses from
informants (interviewing or observation of things or people).
(c)Selecting the right medium – you may deliver your report via different mediums such as
face-to-face/online presentations or by distributing hard copy documents. The reason
behind the writing of your report should guide you on the medium of communication
to choose. For example, if you compiled a report for the community then face to
face presentation may work better while both online and face-to-face may be more
suitable for investors.
(d)Organising your information – how you organise your information in the report can
influence how the recipient perceives it. There are two ways in which you can organise
information in your report, namely a direct or indirect approach. With the direct
approach you can start with the summary of the report and then move on to the body
of the report whereas an indirect approach follows a step by step process without
pre-empting the findings of the report. This means starting with the introduction,
outlining the purpose of the report, then doing the body of the report and finally
moving towards the presentation of the findings and the recommendations (Bovee
and Thill, 2010:416).
EPP2601/133

The important points to consider when organising the report or proposal information are:
•
•
•
•
Understand and meet the audience expectations – know what is required of you and
meet these expectations.
Keep your information short and message clear.
Include headings and subheadings when necessary to guide the reader through your
document.
Write a short report for short messages and a long report for long messages.
STEP 2: WRITING
As with any writing process, when you write reports and proposals you have to adapt
your writing style to suit your audience. Three ways of adapting to your audience as
pointed out by Bovee and Thill (2010:441) are:
•
•
•
Be sensitive to your audience’s needs – be professional, constructive and objective
in your message.
Build a strong relationship with your audience – in your introduction establish your
credibility.
Control your style and tone – adjust your communication style and tone to suit the
topic. If the topic is informal use informal language and a formal tone for serious
issues.
WRITING REPORTS AND PROPOSALS
When writing a report or proposal, it should contain three main sections, namely:
introduction, body and conclusion.
A well-written introduction should introduce the topic/purpose of the report,
setting the standard or writing style of the report.
A body should describe, analyse and interpret the information obtained from
the investigation and include supporting evidence. It mainly discusses the ideas
regarding the topic.
A conclusion should restate the main points, highlight the importance of the report
and summarise the entire report.
According to Bovee and Thill (2010:443) the content of a report should contain true
information, give full information to enhance the reader’s understanding and balance
both sides of the story. The ideas should flow logically and be properly referenced and
supported by evidence material.
In contrast, the content of a proposal should be persuasive and focus on convincing
the audience to back up your request and to consider it a winning proposal. Solicited
proposals are exempted from this.
The strategies to consider when formulating an argument for your proposal outline
include:
•
•
•
•
•
•
34
showing the reader that you understand your topic
using facts to support your argument
being aware of/identify potential competitors and upgrade your proposal
ensuring that your proposed ideas are practical/feasible
relating your proposal to your clients’ needs
ensuring that the presentation of your proposal is appealing to the readers and that
cover pages, table of contents, supporting documents are included and well presented.
LESSON 6: Planning, writing and completing reports and proposals
Online reports/proposal content should:
•
•
•
•
•
build trust with your audience
adapt your content for a global audience
ensure your message is clear and focused on the topic
add link websites for those who want to do further reading
ensure that the content is easily accessible online – you can create your own website/
use wikis to increase the accessibility of the content (Bovee and Thill, 2010:450–452).
STEP 3: COMPLETING
When completing (finalising the writing process) of your report or proposal you should
consider the following four tasks, namely:
(i)Revising reports and proposals
• Check how you have organised your information, the style and tone and the
message you are sending out together with the flow of your ideas.
• Ensure that the content is readable by checking how you write the headings/
paragraph spacing and make sure that the font used to type the textis legible
and appropriate to your audience.
(ii) Producing reports and proposals
• Once you have completed the matters concerning the text, include graphs,
charts or other visuals to enhance the quality of your message.
• Determine the type of packaging or presentation you will use.
The following are important to add during the production phase:
• Prefatory parts – cover page, title page, title flyer, letter of authorisation, letter
of acceptance, letter of transmittal, table of contents, a list of illustrations,
synopsis or executive summary.
• Text parts – introduction, body and close (conclusion).
• Supplementary parts – appendix, bibliography, index (Bovee and Thill,
2010:483–488).
(iii) Proofreading reports and proposals
Check for grammar, spelling and punctuation errors to ensure that your work
looks professional (Bovee and Thill, 2010:489)
(iv)Distributing reports and proposals – sharing the information can be via e-mails
in the form of electronic or hard copy by post/hand delivery.
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EXAMPLE: STRUCTURE OF REPORT
Title page
…. including full details of the company/individual responsible for the report and
the title of the report.
Table of contents
List of Illustrations
... include figures, tables and addendums
Executive summary
… summarises the entire report
Introduction
Problem description
Investigation/research methods
Findings
Analysis
Conclusion and recommendations
Reference list
ACTIVITY 6.3
Assume that you were asked to adapt the three-step process of compiling a report
to compile an informational report on the issue of femicide in South Africa for the
National Commissioner of Police. In two pages, explain using practical examples
what you will do in step 1 (planning), 2 (writing) and 3 (completing).
Feedback: See 6.3 for informational and analytical reports
How you package your report will depend on the length of your report and the size
of your audience. However, whether you distribute it online, by post or by hand will
depend on your audience and the preferred mode of delivery/access suitability (Bovee
and Thill, 2010:490).
36
LESSON 6: Planning, writing and completing reports and proposals
6.5
SELF-ASSESSMENT QUESTIONS
(1) Identify three ways of organising information for an analytical report.
(2) Identify the steps for adapting to your audience when writing any report.
(3) What differentiates the content of a proposal from that of a report?
6.6
CONCLUSION
Writing reports and proposals are common practices for many organisations including
the police workplace. Therefore, it is necessary to master the skills of writing reports and
proposals regardless of your position at work. Effectively written reports and proposals
boost the image of the organisation.
EPP2601/137

REFERENCES
Bovee, CL & Thill, JV. 2010. Business Communication Today. 10th edition. New York:
Pearson Education, Inc.
38
7
LESSON 7
7
7.1
Developing oral and online presentations
OUTCOMES OF LESSON 7
After the successful completion of this lesson, you should be able to;
•
•
•
•
7.2
explain the importance of oral and online presentations in your career success and
how to adapt the three-step writing process to oral presentations
identify six ways to get your audience’s attention and six ways to hold it
describe the techniques you can use to feel more confident in front of an audience
list six steps you can take to handle questions during a presentation
INTRODUCTION
Presentation is another form of testing your communication skills especially your
confidence level, interpersonal knowledge skills, non-verbal and organisational skills.
It informs the audience on how much you know about the topic, how confident you are
in public speaking and how organised you are in terms of your presentation materials
(Bovee and Thill, 2010:509). Presentations allow the presenter the opportunity to
apply his mind to a complex situation and provide accurate answers in a short period
of time. It tests an individual’s ability to think outside the box and to be innovative.
Oral presentation enhances a person’s communication skills better than written work
(Bovee and Thill, 2010:509). This lesson will focus on oral and online presentations,
from the planning, writing and completion phase.
7.3
THREE-STEP PROCESS FOR DEVELOPING ORAL
AND ONLINE PRESENTATIONS
STEP 1: PLAN
This step includes the analysis of the situation, gathering data, selecting the right medium
and organising the information.
Analyse the situation – you start by determining the purpose of your presentation
and understanding the profile of your audience. The purpose of your presentation may
be, for example, to create awareness of particular criminal activities or to convince the
audience on a particular issue. When you develop the profile of your potential audience,
the following tips can assist you when dealing with various types of mindsets of your
audience.
EPP2601/139

According to Bovee and Thill (2010:510) the following are five types of mindsets of
your audience and ways to deal with them effectively, namely:
•
•
•
•
•
Supportive – prepare your speech beforehand and show confidence, be relaxed and
be knowledgeable about the subject area. This is the audience that welcomes you.
Interested but neutral – cover both sides of the topic and do not be defensive when
challenged by the audience.
Uninterested – try to relate your presentation to the audience career or personal
activities.
Apprehensive – if your audience is not comfortable with your topic/speech try to
adapt your speech to their concerns by outlining the fears they may have and make
them feel at ease.
Hostile – this means an angry audience. Respecting their emotions and being as
confident and prepared as possible would help. However, the presenter should be
calm and not engage in any debate that may aggravate the emotions of this kind of
audience.
Bovee and Thill further argue that, it is the speaker’s responsibility to ensure that the
language of presentation is considered by everyone and that the seating arrangement
facilitates the presentation. As such in oral/face to face presentation the advantage and
disadvantage of the following seating arrangement should be taken into consideration:
•
•
•
•
Classroom or theatre seating – chairs and desks face to the front. This allows the
speaker to focus all the attention on himself and a large audience can be accommodated,
although interaction would not be effective.
Conference table seating – the audience sits on the side of a long table and the
speaker stands at one end of the table. This allows interaction and easy control of
the conversation.
Horseshoe or “U”-shaped seating allows interaction between the speaker and the
audience. It also enables the speaker to walk between the tables.
Café seating in small group individual tables. This is good for short presentations
but difficult for establishing interaction between everyone in the room since they
are seated back to back from each other.
Selecting the right medium
There are many options to choose from such as podcasts, online videos or webcasts
that people may access on your personal website for a “live” presentation.
If you opt for an oral face to face presentation you have to understand the following
aspects regarding the profile of your audience.
Know the profile of your audience, for example:
•
•
•
40
Size and composition – how many people are coming and what is their profession;
are they mixed genders or races?
Audience’s probable reaction – what could interest or irritate them and what are
their motives for attending the presentation?
Audience’s prior knowledge of the topic – determine beforehand what type of
knowledge they already have and what they might want to know more about.
LESSON 7: Developing oral and online presentations
Organise your presentation
This involves the following aspects (similar to any written message):
•
•
•
•
Defining your main idea – identify the important message that the audience should
remember the most about your speech. For example, your audience consists of
managers and you want them to know that “insufficient resources make your work
difficult = this is the main idea”.
Limiting your scope – ensure that your message is passed on properly and within
the given time. Prepare this beforehand to avoid rushing through important points.
Choosing your approach – it is advisable to use direct speech if your speech carries
good information/less sensitive information. You can then use indirect speech for
more serious issues.
Preparing your outline (speech) – when you prepare your presentation outline you
should ensure that:
 your content relates to the purpose of your presentation/speech
 your main points are well organised
the structure of your speech is well organised, meaning that the introduction,
body and conclusion are in order
 your ideas are logical
your references are acknowledged properly and that the title of your topic is
short and clear as this will set the mood for your audience to know beforehand
what your speech will be about.
STEP 2: WRITE
In this step, the writer adapts the presentation writing style to the audience and composes
the presentation.
Although many people do not write down their presentation word-for-word, you can
always jot down your ideas somewhere. Before you start with the writing process it is
important to adapt your speech to your audience.
Adapting your speech to your audience
The use of formal or informal language during the presentation depends on the profile
of your audience. If they are colleagues, informal language maybe acceptable unlike
if you are presenting to clients/strangers. The size of the group will also influence
your communication style. Formal language is also preferable for a large group audience
while informal language may be more suitable for small groups (Bovee and Thill,
2010:518).
Composing your presentation
When writing up or composing your presentation you should include the following
sections: Introduction, Body and Conclusion.
(i)Introduction – in your introduction you have to arouse the interest of your
audience, build your credibility and give a preview of your message.
When you arouse your audience’s interest you should:
•
•
Unite them around one goal for them to engage in your presentation.
Tell them a story that is relevant and important to win their attention.
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•
•
•
•
Support your ideas with practical examples.
Ask them questions to engage them in the presentation.
Use statistics to grab their attention.
Show humour – this will show that you are observant of the surroundings (the
audience or venue).
When you build your credibility you should:
•
Introduce yourself or let those introducing you not sound too boastful about your
credentials. Ensure that the audience knows who you are, what your qualifications
are and what your current position is.
When you give a preview of your message you should inform your audience on the topic
that you will be talking about.
(ii)
Body
Ensure that the ideas discussed in your presentation outline are coherent and logical so
that there is flow of information. Connecting words such as in addition, therefore, as a
result, in contrast, for example or consequently are used to link one idea to the other.
In the body of your presentation you have to hold the attention of your audience.
There are six tips of how to hold your audience’s attention, namely:
•
•
•
•
•
•
Ensure that your topic is relevant to your audience’s needs.
Anticipate the possible questions of your audience and prepare the answers.
Use simple language and support your discussion with examples.
Relate your topic to external familiar stories/cases.
Open a platform for questions.
Use visual images to support your presentation (Bovee and Thill, 2010:520).
(iii)
Conclusion
This part of the presentation is important in order to leave the audience with a memorable
message. You may use words such as “in conclusion” or to “sum up”. This will capture
their attention. You may close by restating your main points and by telling the audience
about the next step of your project or you may end with a strong note such as a nice quote.
STEP 3: COMPLETE
This step includes the revising of the message, mastering the delivery of the presentation,
preparing to speak and overcoming the anxiety level (Bovee and Thill, 2010:510).
When you are done with writing your presentation outline you should prepare how you
will deliver your speech, how you will deal with your anxiety and the questions asked
by the audience.
There are various ways to choose from when delivering your presentation, such as:
•
•
•
•
42
memorising the speech
speaking from notes
reading your speech word for word
speaking both from notes and memorising other parts of the speech (Bovee and
Thill, 2010:522).
LESSON 7: Developing oral and online presentations
When you prepare to speak, you should practise your speech and check what your venue
looks like. This will help you to determine if you will be comfortable or if you need to
make some adjustment to suit your delivery of the message (Bovee and Thill, 2010:522).
ACTIVITY 7.1
In two pages, write an essay on the importance of planning, writing and completing
an oral presentation in your workplace. Substantiate your discussion with practical
policing examples.
Feedback: See 7.3 on the three-step process for developing presentations
Anxiety is a common challenge among many speakers (including inexperience and
inexperienced speakers). Bovee and Thill (2010:523) identified the following tips for
overcoming anxiety and becoming a confident speaker during a presentation by:
•
•
•
•
•
•
•
•
•
•
doing research or knowing more on your topic
practising your speech to calm your nerves
avoiding negative thinking or self-doubt
relaxing when you speak
opening on a confident note
ensuring that you look professional
avoiding panic and calming yourself down
focusing on the message you are presenting
keeping eye contact with your audience
avoiding being distracted by minor things and keep going with the speech
For many presentations, the audience is often allowed the opportunity to ask questions.
Therefore, the following guidelines are important for handling questions responsibly,
namely:
•
•
•
•
•
•
7.4
Focus on the person asking the question.
Give a relevant answer.
Avoid panicking when asked a challenging question – keep calm.
Always give constructive answers and attend to difficult questions later or leave
them for a tea-time discussion.
Create an environment where questions can be asked voluntarily.
Prepare the audience for the end of your speech. Then conclude by summarising
the main ideas of the presentation.
SELF-ASSESSMENT QUESTIONS
(1) Discuss the three functions of an effective introduction during presentation.
(2) Identify the six techniques you can use to feel more confident in front of an audience.
(3) Identify the steps you can take to handle questions responsibly during your
presentation.
7.5
CONCLUSION
Presentations are part of the organisational means of communication and therefore
skills for effective online and oral presentation are very important.
EPP2601/143

REFERENCES
Bovee, CL & Thill, JV. 2010. Business Communication Today. 10th edition. New York:
Pearson Education, Inc.
44
8
LESSON 8
Enhancing presentations with slides and other
visuals
8
8.1
OUTCOMES OF LESSON 8
After the successful completion of this lesson, you should be able to:
•
•
8.2
explain how visuals enhance oral presentations and list several popular types of visuals
explain the importance of design consistency in electronic slides and other visuals
INTRODUCTION
Visuals can enhance the quality of an oral presentation by making complex issues more
understandable through illustrations or images. If used properly they have the power
to make presentations more appealing and the message more memorable (Bovee and
Thill, 2010:533). Although visuals cannot replace your speech, they can add more value
to the message that you attempt to send to the audience. In this lesson we will focus on
the various visuals that you can use to enhance your presentations.
8.3
VARIOUS VISUALS TO USE IN PRESENTATIONS
Bovee and Thill, (2010:533–534) identified the following visuals that can be used during
presentations:
•
•
•
•
•
Electronic slides – created within Microsoft power point. The advantage is that you
can edit the content of the slide if you wish and they can accommodate pictures,
sounds, and animations and other ways such as being uploaded on the internet.
Overhead transparencies – allow you to write on the transparencies during the
presentation, but once typed and printed you cannot edit them.
Chalkboards and whiteboards – are used for writing important points during the
group discussion.
Flip charts – also used for noting points during the session.
Other visuals – may include video recordings that can be played on a DVD player.
EPP2601/145

Creating effective power point slides is a skill that one can learn through practice. As
much as using a slide can boost your delivery of the message they can also downgrade
the quality of your message if not used properly. Therefore, it is important that you
always choose your typing style, colour and font very carefully. You should ensure that
they are readable and the words are legible enough. The type of graphics/pictures you
use should be relevant to the topic.
8.4
WRITING READABLE CONTENT OF A SLIDE
Ensuring that your slides are readable requires that you firstly, use a clear font size,
secondly, use less information per slide, and finally use words or phrases that are easily
understood by the audience (Bovee and Thill, 2010:537). When writing the content for
your slides make sure that you:
•
•
•
•
•
•
•
focus on one idea per slide
have four to five lines per slide
use visuals in between the slides with text
use mainly bullets instead of long sentences when necessary
use subheadings
write in an active voice
When selecting design elements, take the following principles into account:
– consistency
– contrast
– balance
– emphasis
– convention
– simplicity
Aspects to pay attention to when decorating your slides:
(i)Colour – colour has the power to stimulate emotions. For example, warm colours
create excitement while dull colours can draw down people’s interest. Colours may
increase or impede the readability of your slides, isolate some of the viewers or
highlight important ideas. Therefore, a person should choose the colours to use
very carefully.
(ii)Background designs and artwork – the presenter should avoid flashy/cluttered
background design as this may distract your audience’s attention from the message.
If you add the company’s logo make sure it does not distract the visibility of the
text.
(iii) Fonts and typing styles.
When it comes to font or typing style to use, one should:
•
•
•
•
•
•
46
Avoid decorative fonts.
Use fonts consistently in the context except for headings.
Italicised text is not reader-friendly on slides.
Avoid thin fonts.
Do not use capital letters throughout because they affect readability and give a harsh
impression.
Use fonts, typing style, colour and sizes consistently. Consistency keeps the audience
focused on the message and not on what the next slide will look like.
LESSON 8: Enhancing presentations with slides and other visuals
ACTIVITY 8.1
In your opinion, how can we identify readable slides?
Feedback: See 8.4 on writing readable content of a slide
8.5
ADDING ANIMATIONS AND SPECIAL EFFECTS
There are various options to choose from including:
•
•
•
•
8.6
Functional animation – having bullet points flying in from left to right add no value
to your communication. Rather highlight the headings or certain points to emphasise
their importance.
Transitions and blinds – transitions that control how one slide replaces the other
should not be distractive to the viewers and should be consistent.
Hyperlinks and action buttons – automatic slide shows are often used in advertising,
for example, the items on sale will be displayed on the screen as you speak.
Multimedia elements – audio and video clips are useful for the demonstration of
processes that could be difficult to express verbally or to explain in a short period
of time (Bovee and Thill, 2010:545).
COMPLETING SLIDES AND SUPPORT MATERIALS
According to Bovee and Thill, (2010:545–546) when completing slides make sure they are:
Readable, consistent, simple, focused on the message, audience-centred, clear, concise
and grammatically correct and fully operational.
8.7
PRACTISING YOUR PRESENTATION DELIVERY
Before you can present in front of an audience it is important to consider the following
guidelines:
•
•
•
•
•
•
•
8.8
Practice speaking without reading the slides word for word.
Make sure beforehand that your slides are functioning properly.
Ensure that you can cover all your slides in the given time or otherwise cut down
less important points before presentation time.
Practise pronouncing the words in your slides correctly.
Prepare your introduction message.
Anticipate audience questions and prepare responses.
Ensure that your message is clear and well understood.
GUIDELINES ON GIVING PRESENTATION ONLINE
•
•
•
•
•
•
•
•
Send your presentation outline to your audience before the presentation because this
will clarify any confusion about the content.
Determine if there are any methods you can use to enhance your presentation outline.
Ensure that the content is simple and the message is clear.
Engage the audience by asking questions and ascertain if they are following you.
Check if the whole audience is able to connect to your presentation.
Give your audience a chance to settle down and understand the process of your
presentation and how to make use of the electronic devices available to them.
Make your presentation more interactive.
Request help from the moderators to keep the audience in various venues comfortable.
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8.9
SELF-ASSESSMENT QUESTIONS
(1) Explain how visuals enhance oral presentations.
(2) List the several types of visuals.
(3) Identify the guidelines to consider before delivering your presentation.
8.10
CONCLUSION
Enhancing your presentation with visuals is important to make sure the message you
intend to convey is clearly written and will create a memorable message to your audience.
Whether the presentation is done online or face to face, what matters most is that the
audience should be able to grasp the essence of the message.
48
LESSON 8: Enhancing presentations with slides and other visuals
REFERENCES
Bovee, CL & Thill, JV. 2010. Business Communication Today. 10th edition. New York:
Pearson Education, Inc.
Mabudusha, SA & Kruger, Z. 2012. Applied communication in criminal justice. Harlow:
Pearson.
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GLOSSARIES
GLOSSARY FOR POLICING: SETSWANA
TLOTLOFOKO YA BOPODISA
Terms
50
Meaning
Mareo
Bokao
Aggressive
Ready or likely to
attack or confront
Go nna dikgoka
Siametse gongwe go
na le kgonagalo ya go
tlhasela.
Assimilation
To become part of a
group
Go nna karolo ya
setlhopha
Go nna karolo ya
setlhopha.
Asynchronous
e-mail message
Is a design pattern
in which the call
site is not blocked
while waiting for the
called code to finish
Molaetsa wa e-meile
o o sa gorogeng ka
nako e e tshwanang
Ke paterone ya
thadiso e mo go
yona setsha se go
lediwang mo go sona
se sa tswalweng fa go
sa ntse go emetswe
gore khoutu e e
leleditsweng e fetse.
Anxiety
management
Activities that
address the feeling of worry and
nervousness
Tsamaiso ya go
tlhoatlhoega
Ditiragatso tse
di samaganang
le maikutlo a go
tshwenyega gongwe
go etsaetsega.
Analytical thinking
To find the underlying cause of things
– systematic and/or
logical
Go akanya ka go
sekaseka
Go batlisisa sebako
se se sa bonaleng sa
dilo – ka thulaganyo.
Arguments
An exchange of diverging or opposite
views
Dikganetsano
Go refosanya
megopolo e e
farologanang gongwe
e e fapaaneng.
Argumentative
Tending to argue
and/or tendency to
disagree
Rata kganetsano
Go rata go ganetsana
gongwe mokgwa wa
go ganetsa.
Assertive
Having or showing a
confident and forceful personality
Go itshepa
Go nna le gongwe go
bontsha semelo sa go
itshepa gongwe se se
maatla.
LESSON 8: Enhancing presentations with slides and other visuals
Terms
Meaning
Mareo
Bokao
Communication
Means of sending or receiving
information
Tlhaeletsano
Tsela ya go romela
gongwe go amogela
tshedimosetso.
Communication
skills
A good listener,
body language,
eye contact, hand
gestures and tone
of voice all colour
the message you are
trying to convey
Bokgoni jwa
tlhaeletsano
Moreetsi yo o
siameng, puo ya
mmele, go leba mo
matlhong, matshwao
ka tiriso ya diatla le
segalo sa lentswe di
ntlafatsa molaetsa o o
lekang go o romela.
Diversity
A range of different
things; state of being
diverse
Pharologano
Motseletsele wa dilo
tse di farologaneng;
seemo sa go nna le
dipharologano.
Ethics
Moral principles that
govern a person’s
behaviour or the
conducting of an
activity
Maitsholo
Dintlhatheo tsa
maitsholo tse di
laolang maitsholo
a motho gongwe
tiragatso ya sengwe.
Ethnocentrism
Evaluation of other
cultures according
to preconceptions
originating in the
standards and
customs of one’s
own culture
Tebo go ya ka setso
Tshekatsheko ya ditso
tse dingwe go ya ka
megopolo e e ntseng
e le gona e e tswang
mo dingwaong tsa
setso sa motho ka
boene.
Egocentric
Thinking only about
yourself and what is
good for you
Go ikakanyetsa
Go ikakanyetsa o le
nosi fela le se se go
siametseng.
Human signals
Provide information
about a person’s
willingness to act or
working together for
a common purpose
or benefit
Matshwao a batho
A tlamela
tshedimosetso ka ga
go batla ga motho
go diragatsa gongwe
go dira mmogo go
fitlhelela maitlhomo
gongwe tshiamelo e e
tlhakanetsweng.
EPP2601/151

Terms
52
Meaning
Mareo
Bokao
Intercultural
communication
Communication
across different
cultures
Tlhaeletsano
magareng ga ditso
Tlhaeletsano go
ralala ditso tse di
farologaneng.
Interactive listening
Where one listens
well and concentrates on what is
being said
Theetso e e
tsalanang
Moo motho a
reetsang mme
a tsepamisitse
mogopolo mo go se
se buiwang.
Listening skills
The ability to
accurately receive
and interpret
messages in
the communication
process
Bokgoni jwa go
reetsa
Bokgoni jwa go
amogela le go ranola
melaetsa ka nepo
mo thulaganyong ya
tlhaeletsano.
Non-verbal
communication
Is the non-linguistic
transmission
of information
through visual,
auditory, tactile
and kinaesthetic
channels. It includes
visual cues such
as body language,
distance and physical
environments of
voice and of touch
Tlhaeletsano e e
seng ya puo
Ke tsamaiso ya
tshedimosetso e seng
ka puo mme e ka
nna ka dikanale tsa
pono, kutlo, go ama
gongwe temogo. E
akaretsa dintlha tsa
pono di tshwana
le puo ya mmele,
sekgala le seemo sa
lentswe le go ama.
Oral presentation
Is more than just
reading a paper or
set of slides to an
audience. Uses visual
aids and computer
software
Tlhagiso ka molomo
Ga e ka ga go
buisa pampiri fela
gongwe go bontsha
bareetsi ditheledi.
Dirisa dithusapono
le dirweboleta tsa
dikhomphiutara.
Online presentation
Is a type of content
that brings the
traditional business
presentation to
anyone, anytime,
anywhere online
Tlhagiso ya mo
inthaneteng
Ke mofuta wa diteng
o o tlisang tlhagiso
ya tlwaelo ya kgwebo
mo nakong nngwe
le nngwe, gongwe
le gongwe mo
inthaneteng.
LESSON 8: Enhancing presentations with slides and other visuals
Terms
Meaning
Mareo
Bokao
Organisational
culture
Underlying beliefs,
assumptions,
values and ways
of interacting
that contribute to
the unique social
and psychological
environment of an
organisation
Setso sa setheo
Ditumelo tse di
gona, megopolo,
dintlhatheo le ditsela
tsa go amana tse
di tshwanelang
mo tikologong e
e kgethegileng ya
loago le maikutlo mo
setheong.
Persuasive
communication
Any message where
the sole purpose is
to get the listener
to support and
transform their
thinking in favour
of the presenter’s
perspective
Tlhaeletsano e e
susumetsang
Molaetsa ope fela
o maikaelelo a ona
a le nosi e leng go
dira gore moreetsi a
tshegetse le go fetola
kakanyo ya gagwe go
ya kwa molebong wa
motlhagisi.
Perception
The way in
which something
is regarded,
understood or
interpreted
Molebo
Tsela e sengwe
se tsewang,
tlhaloganngwang
gongwe se ranolwa
ka yona.
Persuasive
Persuading someone
to do or believe
something through
reasoning or the use
of temptation
Go nna le
tlhotlheletso
Go tlhotlheletsa
mongwe go dira
gongwe go dumela
sengwe ka go tlhagisa
mabaka gongwe go
raela.
Subculture
A culture group
within a larger
culture, often having
beliefs or interests at
variance with those
of the larger culture
Setsopotlana
Setlhopha sa setso
mo teng ga setso se
segolwane, se gantsi
se nang le ditumelo
gongwe dikgatlhego tse di farologaneng le tsa setso se
segolwane.
Stereotypes
A set idea that
people have about
what someone or
something is like
Megopolo e e
fosagetseng
Megopolo e batho
ba nang nayo malebana le gore mongwe
gongwe sengwe se
ntse jang.
EPP2601/153

Terms
54
Meaning
Mareo
Bokao
Stereotyping
When you judge a
group of people who
are different from
you
Tebo ka megopolo e
e fosagetseng
Fa o atlhola gongwe
o tsaya tshwetso ka
setlhopha sa batho ba
ba farologaneng nao.
Synchronous e-mail
message
A two-way
communication
e-mail message
Molaetsa wa e-meile
o o diragalang ka
nako e e tshwanang
Molaetsa wa e-meile
wa tlhaeletsano ya
ditselapedi.
Verbal
communication
The use of sounds
and words to express
yourself; both spoken and written
Tlhaeletsano ka puo
Tiriso ya medumo le
mafoko go tlhagisa
maikutlo a gago; e
ka nna ka go bua
gongwe ka go kwala.
Visual images
A mental image that
is similar to a visual
perception
Ditshwantshopono
Setshwantsho se se
mo tlhaloganyong
se se tshwanang le
mogopolopono.
LESSON 8: Enhancing presentations with slides and other visuals
GLOSSARY FOR POLICING: ISIZULU
Terms
Meaning
Igama
Incazelo
Aggressive
Ready or likely to
attack or confront
Ukuba nolaka/
ukuchwensa
Olungele noma obonakal
ukuthi angagadla noma
aqale impi
Assimilation
To become part of a
group
Ukuzihlanganisa/
Ukuba mdibimunye
Ukuba yingxenye yeqembu
Asynchronous
e-mail
message
Is a design pattern
in which the call
site is not blocked
while waiting for the
called code to finish
Umlayezo
we-imeyili ongeke
waphazanyiswa
Le yiphetheni
yesakhiwo lapho ucingo
lungaphazamiseki
ngokuthi luvalwe
ngesikhathi umuntu
esalindele lowo oshayelwe
ucingo ukuba aqedelele
inkulumo.
Anxiety
management
Activities that
address the feeling of worry and
nervousness
Ukulawulwa kwesimo sokuba novalo
Le yizenzo eziyimizamo
yokwehlisa
ukungaphatheki kahle
kanye novalo
Arguments
An exchange of diverging or opposite
views
Ukungena
ezingxoxweni
Ukuveza imibono eyehlukile noma ephikisanayo
Argumentative
Tending to argue
and or tendency to
disagree
Umkhuba
wokuphikisa
Ukuthanda ukuxoxisana
kanye nenjwayelo
yokuphikisa
Assertive
Having or showing a confident and
forceful personality
Ukukhombisa
ukuzethemba
Ukuba nokuzethemba
noma ukukhombisa
ukuzethemba kanye
nobuntu obunamandla
Communication
Means of sending
or receiving
information
Ukuxhumana
Lezi yizindlela/yimigudu
zokuthumela noma
zokuthola umlayezo
EPP2601/155

Terms
56
Meaning
Igama
Incazelo
Communication skill
A good listener,
body language,
eye contact, hand
gestures and tone of
voice all colour the
message you are trying to convey
Amasu okuxhumana
Ukuba umlaleli
omuhle, ukukhuluma
ngokusebenzisa izitho
zomzimba, ukuxhumana
ngamehlo, ukusebenzisa
izandla kanye nendlela
yokukhuluma, konke lokhu
kwakha uhlobo lomlayezo
ozama ukuwuthumela
Diversity
A range of different
things; state of being diverse
Ukwehlukahlukana
Uhlu lwezinto
ezahlukahlukene; isimo
sokwehlukahlukana
Ethics
Moral principles that
govern a person’s
behaviour or the
conducting of an
activity
Imigomo
yokuziphatha
Yimigomo yokuzihlonipha
elawula indlela
yokuziphatha komuntu
noma yokwenza into
ethize.
Ethnocentrism
Evaluation of other
cultures according
to preconceptions
originating in the
standards and
customs of one’s
own culture
Ukutusa usiko
lwakho ngaphezu
kwamanye
Lokhu kuchaza
ukuhlaziya amanye
amasiko ngokwezinkolelo
ezejwayelekile zosiko
lwakho
Egocentric
Thinking only about
yourself and what is
good for you
Ukuzazisa/
Ukuzigqaja
Kulapho umuntu ecabanga
ngaye kuphela ngalokho
okuhle kuye
Human
signals
Provide information
about a person’s
willingness to act or
working together for
a common purpose
or benefit
Izimpawu
ezikhombisa
ubunjalo bomuntu
Kuchaza ukunikeza
ulwazi ngesifiso somuntu
sokwenza noma
sokusebenzisana ndawonye
ngenhloso yokufinyelela
impokophelo noma inzuzo
efanayo.
Intercultural
communication
Communication
across different
cultures
Ukuxhumana/
ukuhlobana
kosimpilo/kosiko
Ukuxhumana kwamasiko
ahlukahlukene
LESSON 8: Enhancing presentations with slides and other visuals
Terms
Meaning
Igama
Incazelo
Interactive
listening
Where one listens
well and concentrates on what is
being said
Ukulalelilisisa kahle
Kulapho umuntu elalelisisa
kahle futhi agxile phezu
kwalokho okwenzekayo
Listening
skills
The ability to
accurately receive
and interpret
messages in
the communication
process
Amasu okulalela
Leli yikhono lokuzwisisa kahle imilayezo
kanye nokuchaza kahle
imilayezo ohlelweni
lwezokuxhumana
Morals
Standards of behaviour; principles of
right and wrong
Inhlonipho
Lawa amazing
okuziphatha, imigomo
yokwazi ukwehlukanisa
okuhle nokubi
Non-verbal
communication
Is the non-linguistic
transmission of
information through
visual, auditory, tactile and kinaesthetic
channels. It includes
visual cues such
as body language,
distance and physical environments of
voice and of touch
Indlela
yokuxhumana
ngaphandle
komlomo
Le yindlela engasebenzisi
ulimi ukuthumela
umlayezo, ngokusebenzisa
imigudu enjengokubona,
njengokulalela, ukuthinta
kanye nangomsebenzi
wobuciko. Lokhu kuxuba
izimpawu zokusebenzisa
amehlo njengokukhuluma
ngezitho zomzimba,
ezindaweni ezikude
neziphathekayo
ezisebenzisa amaphimbo
kanye nokuthinta.
Oral
presentation
Is more than just
reading a paper
or set of slides to
an audience. Uses
visual aids and computer software
Ukwethula
umlayezo/ulwazi
ngomlomo
Lokhu kungaphezu
kwesenzo sokufundela
abalaleli iphepha noma
isedi lamaslayidi.
Lapha kusetshenziswa
izinsizakufunda ezibonwa
ngamehlo kanye nezinto
ezinjengamakhomphyutha
Online
presentation
Is a type of content
that brings the traditional business presentation to anyone,
anytime, anywhere
online
Ukwethula
umlayezo/ulwazi
ngobuchwepheshe
be-inthanedi
Lel yinhlobo yolwazi
eletha uhlelo lokwethula
ulwazi lwebhizinisi
ngendlela eyejwayelekile,
noma ngasiphi isikhathi,
noma kuyiphi indawo
esebenzisa i-inthanedi.
EPP2601/157

58
Terms
Meaning
Igama
Incazelo
Organisational
culture
Underlying beliefs,
assumptions, values
and ways of interacting that contribute
to the unique social
and psychological
environment of an
organisation
Usikompilo
lwenhlangano
Izinkolelo ezikhona,
okucatshangwayo,
izimfundiso kanye
nezindlela zokuxhumana
ezinegalelo phezu
kwendawo yenhlangano
engajwayelekile yabantu
nesebenzisa ingqondo
Persuasive
communication
Any message where
the sole purpose is
to get the listener to
support and transform their thinking
in favour of the presenter’s perspective
Inkulumo ehehayo/
eguqulayo
Yinoma yimuphi umlayezo
inhloso yawo ungukuheha
umlaleli ukuze asekele
futhi ashintshe umqondo wakhe ahambisane
nalokho okukhulunywa
umethuli womlayezo.
Perception
The way in
which something
is regarded,
understood or
interpreted
Umqondo
Indlela udaba/into ethile
ithathwa/ibonwa ngayo,
izwisiseka ngayo noma
ichazeka ngayo.
Persuasive
Persuading someone to do or believe
something through
reasoning or the use
of temptation
Ikhono lokuncenga/
lokushintsha
umqondo womuntu
Ukuncenga umuntu
ukuba enze noma
akholwe okuthile
ngokumnikeza izizathu
noma ukusebenzisa
okukhohlisayo/okuhehayo
Subculture
A culture group
within a larger
culture, often
having beliefs or
interests at variance
with those of the
larger culture
Usikompilo oluncane
Lapha ithimba elithile
olulandela usiko,
lungaphansi kwethimba
elikhulu losiko, kaningi
leli thimba elincane
lunezinkolelo noma izinto
ezilithandayo ahlukile
kunalezi zethimba elikhulu
lwamasiko
Standards
Criteria that refer to
the basis for making
a judgement
Amazinga
Indlela echaza isizathu
sokuthatha isinqumo
esithile.
LESSON 8: Enhancing presentations with slides and other visuals
Terms
Meaning
Igama
Incazelo
Stereotypes
A set idea that
people have about
what someone or
something is like
Ukuba nomqondo
wenkolelo
Lo umqondo abantu
abanawo ngomuntu
onwehlukile kunabo.
Stereotyping
When you judge a
group of people who
are different from
you
Ukuqonda ngendlela
ethize
Uma ubona iqembu
labantu ngelinye abehlukile
kunawe ngelinye iso/
ngomunye umqondo.
Synchronous e-mail
message
A twoway communication
e-mail message
Umlayezo we-imeyili
ombaxambili
Lo umlayezo ombaxambili
wokuxhumana nge-imeyili
Verbal
communication
The use of sounds
and words to express yourself; both
spoken and written
Ukuxhumana
ngomlomo
Ukukhuluma ngokuthi
usebenzise imisindo kanye
namagama; ezindaweni
ezimbili, ngokukhuluma
nangokubhala
Visual images
A mental image that
is similar to a visual
perception
Imifanekiso
ebonakalayo
Lo wumfanekiso
wasengqondweni ofana
nendlela ochaza/obona
ngayo umfanekiso/
isithombe
EPP2601/159

GLOSSARY FOR POLICING: ISIXHOSA
ISIGAMA SOLAWULO NOLONDOLOZO LOCWANGCO
Terms
Meaning
Amagama
Intsingiselo
Aggressive
Ready or likely to
attack or confront
Ngobugcwabevu
Ukulungela ukuhlasela
okanye onokuhlasela
okanye ukujongana
ngobutshaba.
Assimilation
To become part of a
group
Ukwamkelwa
Ukuba yinxalenye yeqela.
Asynchronous
e-mail message
Is a design pattern
in which the call site
is not blocked while
waiting for the called
code to finish
Umyalezo weimeyili
ogqithiselwa
ngokweziqabu
Yipateni yoyilo apho
ucingo lonxibelelwano
ngomnxeba
lungathintelwa ngelixa
kulindelwe ikhowudi
etsalelwe umnxeba
ukuba igqibe.
Anxiety
management
Activities that address
the feeling of worry
and nervousness
Ulawulo lwenkxalabo
Imisebenzi
ehlangabezana
nemvakalelo
yokukhathazeka
neyobuphakuphaku.
Arguments
An exchange of
diverging or opposite
views
Iimpikiswano
Ingxoxo ngokuphathelele
kwizimvo eziphikisanayo
okanye ezichaseneyo.
Argumentative
Tending to argue
and/or tendency to
disagree
Thanda ukuphikisana
Ukuthanda ukuphikisana
okanye ukuthanda
ukungavumelani.
Assertive
Having or showing a
confident and forceful
personality
Ukuzithemba
Ukubanako okanye ukubonakalisa isimo sokuzithemba nesobudlova.
Communication
Means of sending or
receiving information
Unxibelelwano
Iindlela zokuthumela
okanye zokufumana
ulwazi.
Communication
skills
A good listener, body
language, eye contact,
hand gestures and
tone of voice all colour the message you
are trying to convey
Izakhono
zonxibelelwano
Umntu onesakhono
sokuphulaphula,
ukuthetha
ngokushukumisa
umzimba, ukuthetha
ngamehlo, ukuthetha
ngezandla kunye nethoni
yelizwi zonke zigqamisa
umyalezo ozama
ukuwuthumela.
60
LESSON 8: Enhancing presentations with slides and other visuals
Terms
Meaning
Amagama
Intsingiselo
Diversity
A range of different
things; state of being
diverse
Iyantlukwano
Iindidi zezinto
ezahlukeneyo; imeko
yokwahlukahlukana.
Ethics
Moral principles that
govern a person’s
behaviour or the
conducting of an
activity
Imikhwa
esulungekileyo
Imithethosiseko
yokuziphatha elawula
indlela yokuziphatha
komntu okanye
ukuqhuba umsebenzi.
Ethnocentrism
Evaluation of other
cultures according to
preconceptions originating in the standards and customs of
one’s own culture
Ukuzingca ngobuhlanga bakho
Ukuvavanya
ezinye iinkcubeko
ngokuphathelele
kwiingcinga
zokungekabonwa ezivela
kwimigangatho kunye
nezithethe zenkcubeko
yakho.
Egocentric
Thinking only about
yourself and what is
good for you
Ukuzigwagwisa
Ukucingela isiqu sakho
wedwa nokulungele
wena kuphela.
Human signals
Provide information about a person’s
willingness to act or
working together for
a common purpose or
benefit
Imiqondiso yomntu
Inika ulwazi malunga
nolangazelelo lomntu
lokuqhuba okanye ukusebenza kunye ngenjongo
okanye inzuzo efanayo.
Intercultural
communication
Communication
across different
cultures
Unxibelelwano
lweenkcubeko
ezahlukeneyo
Unxibelelwano
phakathi kweenkcubeko
ezahlukeneyo.
Interactive
listening
Where one listens
well and concentrates
on what is being said
Ukuphulaphula
ngengqalelo
Apho umntu
aphulaphula ngocoselelo
kwaye ngokuzikisa
ingqondo koko
kuthethwayo.
Listening skills
The ability to
accurately receive and
interpret messages in
the communication
process
Izakhono
zokuphulaphula
Isakhono sokufumana
nokutolika imiyalezo
ngokuchanekileyo
kwinkqubo
yonxibelelwano.
EPP2601/161

Terms
Meaning
Amagama
Intsingiselo
Non-verbal
communication
Is the non-linguistic
transmission
of information
through visual,
auditory, tactile
and kinaesthetic
channels. It includes
visual cues such
as body language,
distance and physical
environments of
voice and touch
Unxibelelwano
ngezijekulo
Ukudluliswa kolwazi
kungasetyenziswa
mazwi ngamajelo
okubona, okuva
kunye neentshukumo
zomzimba. Kuquka
imiqondiso ebonwayo
enje ngokuthetha
ngamalungu omzimba,
iimekobume zomgama
nezomzimba zelizwi
nokuchukumisa.
Oral presentation
Is more than just
reading a paper or
set of slides to an
audience. Uses visual
aids and computer
software
Unikezontetho
ngomlomo
Kungaphezulu
kunokufunda nje
iphepha okanye
iseti yezilayidi
kubaphulaphuli.
Kusetyenziswa
izincedisikubona
nobuxhakaxhaka
bekhompyutha.
Online
presentation
Is a type of content
that brings the
traditional business
presentation to
anyone, anytime,
anywhere online
Unikezontetho
ngeintanethi
Luhlobo lomxholo
oluzisa unikezontetho
loshishino lwamandulo/
lwemveli kwimekobume
ngalo naliphi na ixesha,
naphi na ngeintanethi.
Organisational
culture
Underlying beliefs,
assumptions, values
and ways of interacting that contribute
to the unique social
and psychological
environment of an
organisation
Isithethe sequmrhu
Iinkolo, iingqikelelo,
imikhwa esesikweni
kunye neendlela
zokusebenzisana
ezizinzileyo ezinegalelo
kwimekobume eyodwa
yentlalo neyengqondo
yequmrhu.
Persuasive
communication
Any message where
the sole purpose is
to get the listener
to support and
transform their
thinking in favour
of the presenter’s
perspective
Unxibelelwano
olucengayo
Nawuphi na umyalezo
apho injongo ekukuphela
kwayo ikukwenza
umphulaphuli ukuba
axhase kwaye atshintshe
ingcinga yakhe
ngokuthatha eyonikeza
umyalezo.
62
LESSON 8: Enhancing presentations with slides and other visuals
Terms
Meaning
Amagama
Intsingiselo
Perception
The way in which
something is
regarded, understood
or interpreted
Isimongqondo
Indlela into ethathwa,
eqondwa okanye
etolikwa ngayo.
Persuasive
Persuading someone
to do or believe
something through
reasoning or the use
of temptation
Cengayo
Ukucenga umntu ukuba
enze okanye akholelwe
into ngokuqiqa okanye
ngokusebenzisa
ukuhenda.
Verbal
communication
The use of sounds
and words to express
yourself; both spoken
and written
Unxibelelwano
lomlomo
Ukusetyenziswa
kwamazwi okanye
amagama ukuvakalisa
izimvo zakho;
ngokuthetha
nangokubhala.
Visual images
A mental image that
is similar to a visual
perception
Imifanekiso
yokubonakalayo
Umfanekisongqondweni
ofanayo nendlela
yokuqonda ebonakalayo.
EPP2601/163