LETTER OF TRANSMITTAL

July 20, 2011 Jhumur Deb Roy Lecturer Department of Business Administration World Uni ersity of Ban!ladesh Dhanmondi,Dha"a#120$% Subject: Letter regarding submission of a report on Objective of Communication. Dear &adam, 't is pri ile!e to let you "no( that as partial fulfillment of the re)uirement for the de!ree of Bachelor of Business Administration *BBA+% We ha e completed our course in Business ,ommunication and prepared a report based on our practical e-perience% .he report focuses mainly on the /b0ecti e of ,ommunication% 't (as a stimulatin! opportunity and a aluable e-perience for us to the real business (orld% We are !rateful for pro idin! us (ith such an opportunity to !ather practical e-perience of (or"in! about /b0ecti e of ,ommunication% We pray and hope that you (ould be ery placed to accept our report and obli!e% With best re!ards and heartiest than"s% 1incerely 2ours, &d% Jahidul 'slam Roll 3 1452 Department of Business Administration World Uni ersity of Ban!ladesh /n behalf of the !roup of *B+%

Declaration
We do solemnly declare that the work presented in this internship entitled Objective of Communication has been carried out by us and has not been previously submitted to any other university or organization for any academic qualification certificate diploma or degree! "o far we know# the work we presented does not breach any e$isting copyright! We further undertake to indemnify against any lose or damage to be arisen from breach of the forgoing obligation!

Signature Name of Group Leader Date : Md. a!idul I"lam : #$% &ul' #$((

)orld *ni+er"it' of ,anglade"!

C%&'()(C*'%
'his is to certify that the project report on -O.&ecti+e of /ommunication0 is the bonafide record of project work done by +d! ,ahidul (slam (-. W/0 12 21 34 2563 7On behalf of the group of 1,2 8 and others for partial fulfillment of the degree of -,ac!elor of ,u"ine"" Admini"tration0 from the World /niversity of 0angladesh 7W/08! 'his project paper has been carried out under our guidance and is a record of the bonafide work carried out successfully!

Facult' Guide :

,humur deb &oy 9ecturer -epartment of 0usiness *dministration World /niversity of 0angladesh -haka: 231;

A/3NO)LEDGMENTS

We would like to e$press our earnest gratitude to our supervisor ,humur -eb &oy# 9ecturer of the -epartment of 0usiness *dministration# World /niversity of 0angladesh# -hanmondi#-haka:231;# 0angladesh! (n this thesis for constructive advise heartiest guidance# effective suggestion# cordial co:operation continual encouragement# as much as possible to help unfailing enthusiasm and successive supervision in all stages of the successful completion of thesis work! *nd preparation for making our desire report! *t last We would like to thank our all friends specially symon# adnan# samir# saiful# shamim# pradip# mamoon# jerin# emon #toha who helped us to prepare this study report!

+d! ,ahidul (slam and others 0atch . 347-8 <roup . 1,2

%$ecutive "ummary
'he 0achelor of 0usiness *dministration 700*8 program in world university of 0angladesh is 23= credits hours program! 'he program is designed to meet the needs of students who want to develop their career in the field of different professions in business areas! *ll (nformation included in this study is taken mainly from various report# personal interviews# departmental manuals etc! Certainly there are some limitation in general banking activities and others areas# which are mentioned in chapter two and nine! (n order to overcome from such limitations# some suggestions have been made in this study also! Communication Objectives *re important because they serves as a bench mark communications in agencies and organizational managers sales promotion firms media buying services etc! >lanning and decision making While in decision making process communication objectives plays an important role # i!e! how to develop a campaign media mi$ selection and allocating budget to diff! elements +easuring results 'he success and failure are relative to the objectives u have defined! <ood objective are those which are measurable! ?ow to determine objectives: -iff! in between marketing and comm! Objectives# +arketing objectives are stated in firm@s overall mkting!plans# *re usually defined in terms of specific measurable outcomes such as sales volume market share profits &O(! What the company wanted to accomplish by its overall marketing program! Aow by defining marketing objective managers must be able to translate these objectives into communication objectives! 'o do this "ituation analysis provides some valuable informationBs! 9ike . 'he mkt!segment the firm wanted to target and '*! 'he product and its convincing attributes to the segment! Competitors brand analysis! positioning promotional e$penditure creative and media strategies tactics used in ads! %tc8!

Ta.le of /ontent"
Su.&ect 9etter of submission -eclaration "upervisor@s Certification *cknowledgment %$ecutive summary Chapter one-Introduction Su.&ect &ational of the "tudy# objective of the study# &esearch methodology Organization of the &eport# 9imitation of the study Chapter two Description of the organization Su.&ect -escription of the Organization Chapter Three- Data analysis and findings Su.&ect -ata analysis and findings 4age no. 24 4age no. 4:2C 4age no. 6 C 4age no! i ii iii iv v

Chapter Four- Summary, conclusion and Recommendations Su.&ect Conclusion Reference and ppendi! Su.&ect &eference *ppendi$ 4age no. 32 33 4age no. 31

Chapter one- Introduction

Rationale of the study
'his report was assigned to us by the sponsor faculty member in the respect of the partial fulfillment of the course requirement of the 00* program!

"#$ecti%e of the study

'o develop knowledge about credit management of objective of communication! 'o identify strength and weaknesses of the credit approval and monitoring process in 0usiness Communication! 'o make recommendations regarding the bank credit management activities!

Research &ethodology
(nformation used in this reports has been collected from both primary and secondary sources! >rimary data were collected mainly through the writers observations of the approval process and monitoring techniques# informal interviews of e$ecutives# officers and employee of an organization! *nother information were collected from books# publications# reading materials and various circulars etc!

"rganization of the report

'he report consists of the writer@s observation and on the job e$perience during the internship period about objective of communication! 'he report mainly emphasizes the sequential activities involved in the credit approval process# analytical techniques used by an organization for credit analysis as an integral part of the credit approval process!

'imitation of the Study

T!e follo5ing limitation" are apparent in t!e "tud': 'ime constraint is the first limitations of the study! (nformation which is not secret but relevant to the objectives is presented here! -ue to shortage of time and official compulsion it was not possible to verify in details physically of all the aspects!

Chapter Two- Description of the "rganization

FLO) OF /OMM*NI/ATION:
)9OW O) CO++/A(C*'(OA *n organization is a group of people associated for business# political# professional# religious# social# or other purposes! (ts activities require human beings to interact and react# that is# to communicate! 'hey e$change information# ideas# plans# order needed supplies and make decisions# rules# proposals# contracts# and agreements! *ll these activities require one skill!

T6EORIES OF /OMM*NI/ATION:
'?%O&(%" O) CO++/A(C*'(OA %lectronic 'heory One very influential theory is called the mathematical or electronic theory of communication! 'his idea emphasized the technical problems of transmitting a message from a sender to a receiver! (t is based on# and uses the language of# electronics! 'he message begins with an information source# the mind of the!

T6E 4RO/ESS OF /OMM*NI/ATION 7 MIS/OMM*NI/ATION:

'?% >&OC%"" O) CO++/A(C*'(OA D +("CO++/A(C*'(OA Communication is a process of sending and receiving verbal and nonverbal messages! Communication is considered effective when it achieves the desired reaction or response from the receiver! Communication is a two way process of e$changing ideas or information! 'he process of communication has si$ components. sender encoder# message# medium# receiver decoder!

NON8 9ER,AL /OMM*NI/ATION:

AOA: E%&0*9 CO++/A(C*'(OA 'ype %$amples Eocal characterizers laughing# crying# sighing# yawning# clearing groaning# yelling# whispering the throat# Eocal Fualifiers intensity 7loud soft8G pitch height 7high low8! Eocal

"egregates sounds such a Huh:huh@# Hum@# Huh@G silent pauses! >ro$imity 7/se of "pace8 >ro$imity means nearness# in terms of physical space! ?ow people use their personal space and that of #

TRAITS OF GOOD /OMM*NI/ATORS:

'&*('" O) <OO- CO++/A(C*'O&" )ollowing are the traits of good communicators. >erception >recision Credibility Control Congeniality >erception. 'hey are able to predict how you will receive their message! 'hey anticipate your reaction and shape the message accordingly! 'hey read your response correctly and constantly adjust to correct any misunderstanding! >recision. 'hey create a Hmeeting of #

4RIN/I4LES OF ,*SINESS /OMM*NI/ATION:

>&(AC(>9%" O) 0/"(A%"" CO++/A(C*'(OA -ear +r! Aaeem# (n accordance with your request of recent date# in which you e$pressed concern about the damaged merchandise you received on +ay 2C# ( have reviewed your case and have reached the decision that full restitution should be made to you! "incerely# -ear Customer# Aow is the time when# iii8 &esearch +ethods Re"earc! 4er"pecti+e" Fuantitative and Fualitative >erspectives * research perspective# as used here# is a general view and use of research approaches and methods! 'here are two major perspectives. quantitative and qualitative! 'he quantitative perspective derives from a positivist epistemology# which holds that there is an objective reality that can be e$pressed numerically! *s a consequence the quantitative perspective emphasizes studies that are e$perimental in nature# emphasize measurement# and search for relationships! (f a study uses language such as the following# it probably has used a quantitative perspective. variable# controls# validity# reliability# hypothesis# statically significant! On the other hand# a qualitative perspective emphasizes a phenomenological view in which reality inheres in the perceptions of individuals! "tudies deriving from this perspective focus on meaning and understanding# and take place in naturally occurring situations 7+c+illan# 244=8! (f a study uses language such as the following# it probably has used a qualitative perspective. naturalistic, field study, case study, context, situational, constructivism, meaning, multiple realities.

While some researchers seem chiefly concerned with the differences between the two approaches# +organ 724468 e$plains how the two perspectives can be combined! ?e identifies four general ways of combining the two# based upon two factors. which one is primary and which# secondaryG and which one is used first and which# second! 2! Fuantitative primary# qualitative first! 'he researcher begins with a qualitative approach as the secondary method# using the qualitative data as a basis for collecting and interpreting the quantitative data 7the primary method8! 3! Fuantitative primary# quantitative first! 'he researcher begins with a quantitative approach as the primary method# using qualitative follow:up to evaluate and interpret the quantitative results! 5! Fualitative primary# quantitative first! 'he researcher begins by collecting quantitative preliminary data as a basis for collecting and interpreting the primary qualitative data! I! Fualitative primary# qualitative first! 'he researcher begins with the primary qualitative data# using quantitative follow up to interpret the qualitative data! Re"earc! T'pe" 'he term research type is used here to identify the general research approach! While authorities in the field seem to differ as to how the types of research are classified# the following approaches# which are most often used in educational research# represent some of the options available to you as a researcher! 'o simplify the discussion# they are divided into whether they tend to use a quantitative or a qualitative perspective# although there is much overlapping in many of the types! "tudies >rimarily Fuantitative in Aature 'he following types of research are primarily quantitative in nature! (!perimental Research %$perimental research uses methods originally applied in the physical and biological sciences! (n most e$periments the following procedures are used. a sample of subjects is selectedG they are assigned randomly to e$perimental and control groupsG a treatment is administrated to the e$perimental group only! 'he two groups are then evaluated on the basis of the dependent variable# the consequence of the independent variable! 'he latter is the presumed cause of the dependent variable! )uasi-(!perimental Research

* quasi:e$perimental design is one that follows the general procedures of e$perimental research# without the use of control group or without random assignment# since random assignment or the use of control groups is often not feasible in educational settings! Causal-Comparati%e Research Causal comparative studies are designed to determine the possible causes of a phenomenon! "ometimes these studies are called e$ post facto research! Correlational Research Correlation studies are designed to analyze the relationships between two or more variables# ordinarily through the use of correlation coefficients! Descripti%e Research *s the term implies# the purpose of descriptive research is to describe a phenomenon! -escriptive studies report frequencies# averages# and percentages! )or e$ample# you might study the attitudes! E+aluation Re"earc! %valuation research makes judgments about the merit or wroth of educational programs# products# and organizations! (t is typically undertaken in order to aid administrators in making professional decisions! %valuation studies are usually described as either formative or summative! )ormative studies are made while a new program or product is being developedG summative studies# when it has been completed! Jou might do an evaluation of a new standards:based curriculum# performing both a formative and a summative assessment! Studie" 4rimaril' :ualitati+e in Nature 'he following types of research tend to take a qualitative perspective! Case Study Research * case study is an empirical inquiry that investigates a contemporary phenomenon within its real life conte$tG when the boundaries between phenomenon and conte$t are not clearly evidentG and in which multiple source of evidence are used! Fualitative perspective# concerned with e$ploring# describing# and e$plaining a phenomenon! Et!nograp!ic re"earc!

%thnographic research is a special types of case study research! (t is distinguished from other types of case studies because it uses the theories and methods of anthropology to study the culture of schools and classrooms! Action Re"earc! +ost action research documents how an educational problem was identified# understood# and solved by practitioners! Re"earc! Met!od" &esearch methods# as the term is used here# are the specific techniques used to collect data with respect to the research problem! (n general# five methods are typically used in educational research! 2! 'est and measurements! 'ests are administered and measurements made to determine the e$tent of change! 3! (nterviews! (nterviews are conducted with individuals or groups to ascertain their perceptions! 5! Observations! Observations are made to determine what is occurring and what individuals are doing! I! "urveys! "urveys are administered to assess opinions# perceptions# and attitudes! ;! -ocuments! -ocuments are analyzed to establish the record! 'he process e$plained here assumes that in developing the prospectus you will make only a preliminary choice that may 'ype 'est# (nterview Observation "urvey -ocuments +ethod measurement %$periment > * * Fuasi: > * * e$perimental Causal > * * comparison Correlational > * * -escriptive * * > * %valuation > * * * * %thnographic * > * *ction * > * Case study * > * * :uantitati+e Re"earc! :ualitati+e Re"earc!

Key concepts

Conte$t /sed

<oals

Eariable Controlled +eaning &eliable /nderstanding ?ypothesized "ocial "tatistically construction significant Conte$t "ituation *griculture *nthropology >sychology >olitical ?istory "ociology "cience %conomics 0asic "ciences 'est theory <round theory %stablish facts -evelop "how relationship understanding predict "tatistically -escribe multiple describe realities Capture naturally occurring 0ehavior

-esign

"tructured %volving )le$ible >redetermined )ormal <eneral "pecific -ata Fuantities Counts Eerbal +easures instruments descriptions )ield Aumbers "tatistics notes Observations -ocuments 'echniques %$periments Fuasi: Observation or +ethods e$periments >articipant "tructured observation Open: observations ended "tructured interviews interviewing "urveys &eview of documents and airfacts &ole of -istant "hort term Close 9ong term &esearcher -etached /ninvolved (nvolved %mpathetic 'rusting (ntense -ata -eductive (nductive Ongoing *nalysis "tress models# themes# and concepts Format

Limitation" of t!e Stud'

'he major limitation in using clinical records as primary data sources for research is missing# inconsistent# or erroneous documentation! L;1#;2M 0ecause we used retrospective chart review to collect data# the data are limited to those communications with and by patients that were documented by clinicians! +ost likely# most communication interactions between patients and their families were not documented in the clinical record! "imilarly# clinicians rarely record all communicative e$changes with patients! 'herefore# our data most likely underrepresent the communication abilities and communication interactions of nonspeaking seriously ill adults! Whether use of automated charting systems such as the one used throughout the critical care units at this site dissuade or encourage elaboration about communications with and by patients is unknown! * consistent measure of cognition# delirium# or sedation:agitation would have strengthened our analysis but is another limitation of retrospective chart review! )inally# these data were obtained from a relatively small group of patients 7n N ;18 from a single institution! ?owever# several different types of (C/s were represented!

RESEAR/6 MET6ODOLOG; Ma<ing a 4reliminar' /!oice of Met!odolog' -istinguish between three related concepts. i8 &esearch >erspectives ii8 &esearch 'ypes iii8 &esearch +ethods Re"earc! 4er"pecti+e" Fuantitative and Fualitative >erspectives * research perspective# as used here# is a general view and use of research approaches and methods! 'here are two major perspectives. quantitative and qualitative! 'he quantitative perspective derives from a positivist epistemology# which holds that there is an objective reality that can be e$pressed numerically! *s a consequence the quantitative perspective emphasizes studies that are e$perimental in nature# emphasize measurement# and search for relationships! (f a study uses language such as the following# it probably has used a quantitative

perspective. variable# controls# validity# reliability# hypothesis# statically significant! On the other hand# a qualitative perspective emphasizes a phenomenological view in which reality inheres in the perceptions of individuals! "tudies deriving from this perspective focus on meaning and understanding# and take place in naturally occurring situations 7+c+illan# 244=8! (f a study uses language such as the following# it probably has used a qualitative perspective. naturalistic, field study, case study, context, situational, constructivism, meaning, multiple realities. While some researchers seem chiefly concerned with the differences between the two approaches# +organ 724468 e$plains how the two perspectives can be combined! ?e identifies four general ways of combining the two# based upon two factors. which one is primary and which# secondaryG and which one is used first and which# second! 2! Fuantitative primary# qualitative first! 'he researcher begins with a qualitative approach as the secondary method# using the qualitative data as a basis for collecting and interpreting the quantitative data 7the primary method8! 3! Fuantitative primary# quantitative first! 'he researcher begins with a quantitative approach as the primary method# using qualitative follow:up to evaluate and interpret the quantitative results! 5! Fualitative primary# quantitative first! 'he researcher begins by collecting quantitative preliminary data as a basis for collecting and interpreting the primary qualitative data! I! Fualitative primary# qualitative first! 'he researcher begins with the primary qualitative data# using quantitative follow up to interpret the qualitative data! Re"earc! T'pe" 'he term research type is used here to identify the general research approach! While authorities in the field seem to differ as to how the types of research are classified# the following approaches# which are most often used in educational research# represent some of the options available to you as a researcher! 'o simplify the discussion# they are divided into whether they tend to use a quantitative or a qualitative perspective# although there is much overlapping in many of the types! "tudies >rimarily Fuantitative in Aature 'he following types of research are primarily quantitative in nature! (!perimental Research

%$perimental research uses methods originally applied in the physical and biological sciences! (n most e$periments the following procedures are used. a sample of subjects is selectedG they are assigned randomly to e$perimental and control groupsG a treatment is administrated to the e$perimental group only! 'he two groups are then evaluated on the basis of the dependent variable# the consequence of the independent variable! 'he latter is the presumed cause of the dependent variable! )uasi-(!perimental Research * quasi:e$perimental design is one that follows the general procedures of e$perimental research# without the use of control group or without random assignment# since random assignment or the use of control groups is often not feasible in educational settings! Causal-Comparati%e Research Causal comparative studies are designed to determine the possible causes of a phenomenon! "ometimes these studies are called e$ post facto research! Correlational Research Correlation studies are designed to analyze the relationships between two or more variables# ordinarily through the use of correlation coefficients! Descripti%e Research *s the term implies# the purpose of descriptive research is to describe a phenomenon! -escriptive studies report frequencies# averages# and percentages! )or e$ample# you might study the attitudes! E+aluation Re"earc! %valuation research makes judgments about the merit or wroth of educational programs# products# and organizations! (t is typically undertaken in order to aid administrators in making professional decisions! %valuation studies are usually described as either formative or summative! )ormative studies are made while a new program or product is being developedG summative studies# when it has been completed! Jou might do an evaluation of a new standards:based curriculum# performing both a formative and a summative assessment! Studie" 4rimaril' :ualitati+e in Nature 'he following types of research tend to take a qualitative perspective!

Case Study Research * case study is an empirical inquiry that investigates a contemporary phenomenon within its real life conte$tG when the boundaries between phenomenon and conte$t are not clearly evidentG and in which multiple source of evidence are used! Fualitative perspective# concerned with e$ploring# describing# and e$plaining a phenomenon! Et!nograp!ic re"earc! %thnographic research is a special types of case study research! (t is distinguished from other types of case studies because it uses the theories and methods of anthropology to study the culture of schools and classrooms! Action Re"earc! +ost action research documents how an educational problem was identified# understood# and solved by practitioners! Re"earc! Met!od" &esearch methods# as the term is used here# are the specific techniques used to collect data with respect to the research problem! (n general# five methods are typically used in educational research! 2! 'est and measurements! 'ests are administered and measurements made to determine the e$tent of change! 3! (nterviews! (nterviews are conducted with individuals or groups to ascertain their perceptions! 5! Observations! Observations are made to determine what is occurring and what individuals are doing! I! 'he "urveys! "urveys are administered to assess opinions# perceptions# and attitudes! ;! -ocuments! -ocuments are analyzed to establish the record!

Chapter Three- Data nalysis and Findings

o

Written communication is generally used to inform# collaborate or persuade! 0efore drafting any piece of literary collateral# one of these general uses should be identified! Once the purpose is established# the following guidelines can be used for an effective business communication protocol! )irst# are all of the contents incorporated into one main ideaO +ultiple topics in one document can confuse the reader! "eparate unrelated subjects into different documents! "econd# is the language clear# familiar and free of slangO Aever assume the reader understands industry jargon! Ae$t# is the message brief# engaging and properly formattedO 'he appearance should always be professional# but should be easy for anyone to read!

Chapter Four- Conclusion

'here are numerous areas of interest beyond the scope of this study that would add knowledge to the field of communication of an organization! "uggested recommendations for additional study would be# for e$ample# internal or e$ternal communication for future development! We as a society will never return to a life without Communication! 'he current method communication with our limited Knowledge of sources cannot be sustained# nor can the environmental damage be ignored indefinitely! 'his thesis represents a starting point to e$amine the merits of communication# with many aspects of further development!

Reference

67-cellence in Business ,ommunication86 John 9% .hill and ,ourtland L% Bo ee8 1::1 6'nternal ,ommunication3 .he 'AB, ;andboo" of /r!ani<ational ,ommunication86 Brad Whit(orth et%al%8 200= >hoto ,redit Leisure business people ima!e by hua-iadra!on from ?otolia%com% 7ssentials of Business ,ommunication @Ra0endra >al@ and AJ%1 Borlahalli@

ppendi!
*dair# jhon *tthreya# A!? 0ergin# )rancis , -avies Keith ,apss# K!% )ry &onald Koontz and O@-onnel *nthony &obert ! A . 'raining for Communication . %ffective report Writing . >ractical Communication . ?uman 0ehavior at work . +anagement behavioral process . +anual of Commercial Correspondence . >rinciples of +anagement . +anagement control system