Grade 10: Business Communication

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

design and execute a personalized plan for improvement in speed and accuracy of touch keyboarding
select and justify appropriate business communication tools to complete a variety of tasks
make a presentation for a specific audience using appropriate communication skills to resolve business issues
apply interpersonal and teamwork skills to generate alternative solutions to business problems or challenges
use communication tools to produce and evaluate the effectiveness of various forms of business communication

To view the prescribed learning outcomes for Business Communication in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

At this level, students develop more sophisticated communication skills for preparing reports and presentations and for addressing business-related problems and challenges.

Have students assess their keyboarding performance in words per minute and set realistic performance objectives to be achieved through study, practice, and application in an ergonomically safe environment. Inform students of entry-level keyboarding employment standards. Encourage them to strive for a proficiency objective beyond Level II of 45 to 50 wpm with accuracy in a production timing, using proper technique (see Appendix D).
Invite students, working in teams of three to five, to plan and conduct surveys on consumer or business issues (e.g., providing smoking sections in restaurants, paying minimum wage to all employees). Have each team formulate:
- purpose and goal (problem statement)
- relevant questions
- method to be used in gathering data
- procedures for gathering raw data
After students have conducted the surveys, have them:
- collate their data in easy-to-read formats such as graphs or charts
- generate conclusions or recommendations relating to their goals
- present, evaluate, and justify conclusions
As a class, use the knowledge gained in this experience to compile documentation into a report on how to conduct a survey.
When possible, encourage students to produce larger, more complex documents such as business plans, marketing plans, legal documents, or reports from other subject areas.
As a class, discuss innovations in communication practices (e.g., typed information, computers, faxes, teleconferencing, the Internet) and their effects on workers and the quality of work produced. Then have students research and identify examples of how communication and information infrastructures have influenced business opportunities and current business practices.

SUGGESTED ASSESSMENT STRATEGIES

Students demonstrate their abilities to apply effective communication strategies and skills when they perform challenging tasks and solve realistic problems. Assessment focusses on their repertoire of skills and strategies, their abilities to select and use these for specific purposes and audiences, and the insight they show through self-assessment.

Review students' plans to improve their keyboarding performance. Note evidence that the plans are realistic, address students' strengths and weaknesses, and provide a series of logical steps toward achieving improvement in technique, speed, and accuracy.
Have students use the reference sets Evaluating Problem Solving Across Curriculum and Evaluating Group Communication Skills Across Curriculum to develop class criteria for assessing interpersonal and teamwork skills when solving business problems. Criteria might include:
- facilitates and extends discussion
- contributes ideas and information that the group is able to use
- relates prior knowledge to the problem
- asks questions, and paraphrases and rephrases to build on the ideas of others
- works toward consensus
- provides constructive feedback
- behaves courteously
Ask students to keep electronic portfolios of the document types and formatting styles they produce. Have them submit hard copies of their portfolios, each with a cover sheet describing the unique features of their work and outlining the purpose and audience for each document type. Record evidence that students relate their choices to the expectations associated with the specified audiences or purposes.

RECOMMENDED LEARNING RESOURCES

Print Materials

Database Applications and Exercises
Media Messages

Video

10 Basics of Business Etiquette
Effective Presentation Skills
Ideas Into Action
The Winning Look

Software

All the Right Type
Digital Chisel
Type to Learn

Note: It is anticipated that existing classroom and school materials will also be used to support the prescribed learning outcomes until additional learning resources are identified.

Revised: October 29, 1997

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