oral communication assignment

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COURSE CODE BCO122 COURSE NAME Oral Communication Professor

Task

This is an individual written task.

You have received the investment that you sought in your pitch presentation for the midterm task brief. You now need to write a short business report giving guidance to employees regarding three of the following topics:

· Active listening and types of listening

· Nonverbal communication

· Managing interpersonal conflict

· Intercultural communication and competences

· Negotiations

· Working in groups and teams

Your report should be between 800 - 1000 words. You should include an introduction, three sections covering your chosen topics and a summary of the recommendations in the conclusion. Please remember that to answer the questions you need to make reference to the concepts and vocabulary discussed in class. You may also use extra evidence-based information (remember to use Harvard referencing when listing/citing sources).

Formalities:

· Wordcount: 800 – 1000 words

· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.

· Font: Arial 12,5 pts.

· Text alignment: Justified.

· The in-text references and the reference list must adhere to Harvard Referencing standards.

Submission: A PDF or Word document

Weight: This task is worth 40% of your total grade for this subject.

It assesses the following learning outcomes:

· Outcome 1: Understand the difference between verbal and nonverbal communication and how to use each effectively.

· Outcome 2: Apply acquired skills of effective oral communication to different settings such as problem solving in groups.

Rubrics

	Exceptional 90-100	Good 80-89	Fair 70-79	Marginal Fail 60-69	Fail <60
Knowledge & understanding (30%)	Student demonstrates superior understanding of the main concepts and principles pertaining to the theory delivered in class and awareness of current areas of debate. The student has gone beyond the class content and provided clear referencing.	Student demonstrates good understanding of the theory delivered in class, applying some relevant knowledge to the question (some minor details might be missing).	Student demonstrates some understanding of the theory delivered in class, applying some knowledge to the question (key details might be missing and there may be some irrelevance)	Student demonstrates little understanding of the theory delivered in class, applying very little key knowledge to the question. Key details are missing and irrelevance is present.	Student demonstrates an insufficient understanding of the theory delivered in class. Key knowledge is not applied to the in question and information is of little or no relevance.
Application (20%)	Student selects appropriate support from sources or real-life experience to support their argument, and has incorporated these data into the presentation in a coherent way.	Student selects mostly appropriate support from sources or real-life experience to support their argument and has made a good attempt at incorporating these data into their work.	Student makes acceptable effort to select appropriate support from sources or real-life experience to support their argument.	Student makes little effort to select appropriate support from sources or real-life experience to support their argument.	Appropriate support from sources or real-life experience to support arguments is insufficient or absent.
Critical evaluation (20%)	Student relates concepts and principles to underlying theoretical frameworks and approaches well. Some attempt may be made to engage critically with these frameworks.	Student sufficiently relates concepts and principles to underlying theoretical frameworks and approaches.	Student makes some effort to relate concepts and principles to underlying theoretical frameworks and approaches. Some connections and relationships may be weak.	Student makes little effort to relate concepts and principles to underlying theoretical frameworks and approaches. Some connections may be weak or inappropriate.	Student does not relate concepts and principles to underlying theoretical frameworks and approaches.
Communication (30%)	Student communicates their ideas very clearly and concisely. Text is very well organized and easy to follow. Target reader is fully informed. Errors are rare and never impede meaning.	Student communicates their ideas clearly and concisely. Text is organized and easy to follow. Target reader is reasonably well-informed. While some errors are present, they do not impede the meaning.	Student communicates their ideas with some clarity and concision. There is evidence of organization, but it can be difficult to follow at times, and some irrelevancies may be present. Target reader is somewhat informed. Errors are noticeable, but generally non-impeding.	Student communicates their ideas with limited clarity and concision. There is little evidence of organization of the text, and text includes irrelevancies and/or major omissions. Target reader is minimally informed. Errors are frequent, and impede meaning.	Student fails to communicate their ideas clearly and concisely. Little to no evidence of organization of the text. Include irrelevancies and major omissions, and there may also be misunderstanding of the task. Target reader not informed. Errors are frequent and often impede meaning.