BUS3041 WK 3 Discussion


I’m working on a question and need help.

SUO Discussion Rubric (80 Points) – Version 1.2
Course: BUS3041-Managerial Communications SU02

Don't use plagiarized sources. Get Your Custom Essay on
BUS3041 WK 3 Discussion
Just from $13/Page
Order Essay

No Submission
0 points

Emerging (F-D: 1-27)
27 points

Satisfactory (C: 28-31)
31 points

Proficient (B: 32-35)
35 points

Exemplary (A: 36-40)
40 points

Criterion Score

Quality of Initial


/ 40No initial posting exists to


The information provided

is inaccurate, not focused

on the assignments topic,

and/or does not answer

the question(s) fully.

Response demonstrates

incomplete understanding

of the topic and/or

inadequate preparation.

The information provided

is accurate, giving a basic

understanding of the

topic(s) covered. A basic

understanding is when

you are able to describe

the terms and concepts

covered. Despite this

basic understanding, initial

posting may not include

complete development of

all aspects of the


The information provided

is accurate, displaying a

good understanding of the

topic(s) covered. A good

understanding is when

you are able to explain the

terms and topics covered.

Initial posting

demonstrates sincere

reflection and addresses

most aspects of the

assignment, although all

concepts may not be fully


The information provided

is accurate, providing an

in-depth, well thought-out

understanding of the

topic(s) covered. An in-

depth understanding

provides an analysis of the

information, synthesizing

what is learned from the

course/assigned readings.

No Submission
0 points

Emerging (F-D: 1-13)
13 points

Satisfactory (C: 14-16)
16 points

Proficient (B: 17-18)
18 points

Exemplary (A: 19-20)
20 points

Criterion Score

Participation in


/ 20No responses to other

classmates were posted in

this discussion forum.

May include one or more

of the following:

*Comments to only one

other student’s post.

*Comments are not

substantive, such as just

one line or saying, Good

job or I agree.

*Comments are off topic.

Comments to two or more

classmates initial posts

but only on one day of the

week. Comments are

substantive, meaning they

reflect and expand on

what the other student


Comments to two or more

classmates initial posts on

more than one day.

Comments are

substantive, meaning they

reflect and expand on

what the other student


Comments to two or more

classmates initial posts

and to the instructor’s

comment (if applicable) on

two or more days.

Responses demonstrate

an analysis of peers

comments, building on

previous posts. Comments

extend and deepen

meaningful conversation

and may include a follow-

up question.

Total / 80

Overall Score

No Submission
0 points

Emerging (F-D: 1-13)
13 points

Satisfaction (C: 14-16)
16 points

Proficient (B: 17-18)
18 points

Exemplary (A: 19-20)
20 points

Criterion Score

Writing Mechanics

(Spelling, Grammar,

Citation Style) and

Information Literacy

/ 20No postings for which to

evaluate language and

grammar exist.

Numerous issues in any of

the following: grammar,

mechanics, spelling, use of

slang, and incomplete or

missing citations and

references. If required for

the assignment, did not

use course, text, and/or

outside readings (where

relevant) to support work.

Some spelling,

grammatical, and/or

structural errors are

present. Some errors in

formatting citations and

references are present. If

required for the

assignment, utilizes

sources to support work

for initial post but not

comments to other

students. Sources include

course/text readings but

outside sources (when

relevant) include non-


such as Wikis and .com


Minor errors in grammar,

mechanics, or spelling in

the initial posting are

present. Minor errors in

formatting citations and

references may exist. If

required for the

assignment, utilizes

sources to support work

for both the initial post

and some of the

comments to other

students. Sources include

course and text readings

as well as outside sources

(when relevant) that are

academic and

authoritative (e.g., journal

articles, other text books,

.gov Web sites,

professional organization

Web sites, cases, statutes,

or administrative rules).

Minor to no errors exist in

grammar, mechanics, or

spelling in both the initial

post and comments to

others. Formatting of

citations and references is

correct. If required for the

assignment, utilizes

sources to support work

for both the initial post

and the comments to

other students. Sources

include course and text

readings as well as outside

sources (when relevant)

that are academic and

authoritative (e.g., journal

articles, other text books,

.gov Web sites,

professional organization

Web sites, cases, statutes,

or administrative rules).

No Submission
0 points minimum

There was no

submission for this


Emerging (F to D Range)
1 point minimum

Satisfactory progress has not been met on

the competencies for this assignment.

Satisfactory (C Range)
56 points minimum

Satisfactory progress has been achieved

on the competencies for this assignment.

Proficient (B Range)
64 points minimum

Proficiency has been achieved on the

competencies for this assignment.

Exemplary (A Range)
72 points minimum

The competencies for this

assignment have been

mastered. Verbal Communication

Download: Video Transcript (PDF 165.02KB) (media/transcripts/SU_W3L1.pdf?


As a leader, you need to communicate with colleagues face-to-face and over the telephone, conduct

department meetings, and allocate work assignments to groups of two or three employees. In addition,

you may need to provide training to employees, speak to the press, and often make presentations at

seminars to the board of directors or to the local rotary club.

Leaders must develop effective strategies for dealing with public speaking situations, especially if they

have any fears related to public speaking. Leaders must speak to small groups of people all day, every

day, and they often must speak formally to large groups. Even if they dislike speaking to groups of

people, leaders constantly need to improve public speaking skills and gain more condence and an

improved comfort level when speaking in public. The best way to improve public speaking skills is to

practice them.

You can develop public speaking skills by learning a few basic tips on the following aspects of verbal

Project your voice outward.

Move your lips. You cannot enunciate words clearly if you do not open your mouth.

Speak a little more loudly and slowly than you normally do to gain the audience’s attention.

Keep breathing. Deep breaths will help improve the timbre and strength of your voice.

Vary the volume and tone of your voice.



Do not use llers or sounds and words while pausing, such as “um,” “err,” “like,” “you know,” etc.

Fillers distract the audience.

Ask a friend, a colleague, an instructor, or a classmate to assess the quality of your voice. You can also

make a video of yourself rehearsing a presentation. Your own observation yourself will help identify

areas in which you need improvement.

Top seven secrets for delivering speeches that inspire, inform and entertain from Simon Sinek, one of
the most-watched Ted Talks presenters of all time.

Dont talk right away – Instead, quietly walk out on stage. Then take a deep breath, nd your

place, wait a few seconds and begin. I know it sounds long and tedious and it feels excruciatingly

awkward when you do it, Sinek says, but it shows the audience youre totally condent and in

charge of the situation.

Show up to give, not to take – Often people give presentations to sell products or ideas, to get

people to follow them on social media, buy their books or even just to like them. Sinek calls these
kinds of speakers takers, and audiences can see through these people right away. And, when

they do, they disengage.

Make eye contact with audience members one by one. – Scanning and panning is your worst

enemy, says Sinek. While it looks like youre looking at everyone, it actually disconnects you

from your audience.

Speak unusually slowly – When you get nervous, its not just your heart beat that quickens. Your
words also tend to speed up. Audiences are more patient and forgiving than we know.

Ignore the naysayers – Dismiss the people furrowing their brows, crossing their arms or shaking

their heads no. Instead, focus only on your supporters — the people who are visibly engaged,

enjoying your presentation and nodding yes. If you nd the audience members who are

positively interacting with you, youll be much more condent and relaxed than if you try to

convince the naysayers.

Turn nervousness into excitement. Olympic competitors take their bodys signs of nervousness —
clammy hands, pounding heart and tense nerves — and reinterpret them as side excitement and


Say thank you when youre done – Applause is a gift, and when you receive a gift, its only right to

express how grateful you are for it.


View a Pdf Transcript of Audience (media/week3/SUO_BUS3041_W3_L1.pdf?

https://myclasses.southuniversity.edu/content/enforced/92850-17118015/media/week3/SUO_BUS3041_W3_L1.pdf?_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850 Written Communication

Writing skills are as important as speaking skills. There are several types of written communication

that a leader needs to produce. The following are some examples:

Formal business letters

Performance appraisals and disciplinary notices for subordinates

Letters and notes for documentation purposes

Handwritten internal and external notes


Web pages

Agendas and meeting minutes

Reports, including technical reporting of data and factual information

Leaders must produce written correspondence that reects the policies of the organization.

Therefore, while writing letter and e-mails, leaders must follow these guidelines:

Use authority and position appropriately by communicating through the prescribed chain of

command and by respecting the authority designated by the organization regarding decision

making, policy issues, and employee relations.

Revise, edit, and edit again. Readers of written communication make judgments about leaders

based on the leader’s written expression. Therefore, leaders must ensure that the content of
their messages is professional, and free of grammatical, punctuation, language, and

typographical errors.

Leaders must archive important correspondence as appropriate, especially for personnel les

and customer les.

Improperly produced written communication can lead to lawsuits, termination of employment, and

difculties in dealing with disgruntled employees. Leaders must proceed cautiously and carefully when
they are producing written documents.

Leaders must be cautious ensuring the correct documentation of personnel and customer-related

issues, and minutes of meetings. These ofcial forms of documentation must be accurate in case this

information is needed in the future. Even the most condential documents may be subject to public

scrutiny. Therefore, leaders must be knowledgeable about the information and documentation needs

of their team.


View a Pdf Transcript of Feedback and Listening (media/week3/SUO_BUS3041_W3_L3.pdf?


https://myclasses.southuniversity.edu/content/enforced/92850-17118015/media/week3/SUO_BUS3041_W3_L3.pdf?_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850 NonVerbal Communication
2016 South University

Nonverbal communication is a powerful tool, and when it is misdirected or misread, it can result in
misunderstandings and miscommunication. Leaders need to be aware of how to use and read
nonverbal cues effectively. It is important to understand and read nonverbal cues because:

Nonverbal messages help convey emotions through facial expressions, tone of the voice,
and body language.

Nonverbal cues are often more credible to audiences than words. When your facial
expression contradicts what you say, others perceive you to be dishonest.

Nonverbal communication enhances and sometimes replaces verbal and written

It is possible that nonverbal cues derail and contradict verbal and written messages because:

Nonverbal communication tends to function within a cultural context. Some facial
expressions, such as frowning and smiling, are universal signals, but while a gesture such
as a thumbs-up may convey that everything is great in the United States, it is considered
an obscene gesture in some Asian countries.

Nonverbal messages are subjective and ambiguous. In fact, research shows that bullies
have problems reading facial expressions and perceive relatively neutral expressions as
threatening. They, therefore, tend to pick fights with those who may be perceived as
innocent bystanders by other observers (Goleman, 2006).

Nonverbal communication is often outside your control. For example, when speaking to
your supervisor or boss whom you do not like, your dislike may show on your face.

Nonverbal cues may contradict not only what you say but also other nonverbal cues.

Which specific nonverbal cues do you need to consider?

Eye contact
Facial expressions
Posture and body orientation
Vocal quality such as tone, volume, and pace
Humor Audience
2016 South University


Effective leadership communication requires leaders to analyze their audience to develop and
convey the appropriate message. Skilled communicators must know the audience and the
audience’s level of preparedness to understand the information that is being conveyed.

Based on the audience analysis, leaders will know:

How fast or slow to speak
The amount of technical language to use
How in-depth the information can and should be
The level of description and definition needed
The credibility the leader has with the audience

Leaders must also consider the room in which they will deliver the message. Is the room a large
auditorium with a fixed seating pattern or a small room where chairs and tables and be arranged?
Will everybody be able to see and hear the speaker? A best practice is to test the microphone to
verify that the speaker’s voice is clearly audible. In a meeting room, speakers should determine
where they will sit to host their dialogue. If the table is a rectangle, they may want to sit at the
head of the table or along the side. Sitting in the middle along one side of the table may make a
speaker more visible and accessible to other meeting participants. Speakers may appear to be
unapproachable and distant by sitting at the head of the table. Nonverbal Communication

Using appropriate body language is important for effective communication. For example, standing up

straight and breathing deeply will remove any hint of nervousness from your voice because good

posture opens your diaphragm, resulting in the strengthening of your voice. Communicating with a

strong voice improves the effectiveness of your message making it easy to hear and believable.

Another example of effective use of body language involves use of gestures. Using gestures effectively

involves emphasizing key points of a message by using hands and facial cues.

Some distracting gestures are:

Gripping the lectern so hard that your knuckles turn white

Playing with your hair, a paper clip, a pen, or note cards

Playing with the change in your pockets

Covering your mouth or face with your hands

Another form of body language is when the speaker is walking and moving around while giving a

presentation. If you have seen Tom Peters, the author of In Search of Excellence, giving a lecture, you

will see the energy with which he speaks on the stage. He paces and moves around and rarely stands at

the lectern. His movements convey his passion and lead the audience to listen intently.

Maintaining eye contact with the audience is a critical form of body language. When a speaker makes

strong eye contact with the audience, this communicates the speaker’s interest in each audience
member, and it is hard for audience members to tune out of the presentation.

Making strong eye contact may be easier when speakers are addressing one or two people, but strong

eye contact can be maintained even with a large group by frequently scanning the room and creating

the impression with the audience that it’s a one-to-one conversation.:

Albert Mehrabian (1972) found in his research that only about 7 percent of a message’s emotional

meaning was conveyed through verbal means, while about 55 percent of it was communicated through
nonverbal cues, such as facial expression, gestures, and posture, and about 38 percent of the

emotional meaning was conveyed through the vocal quality of the speaker.

Here are some tips for improving nonverbal communications:

Listen carefully to what the speaker says. Look for disconnects between the verbal message and

nonverbal cues.

If you sense inconsistency, ask questions and rephrase to ascertain the true intent of the sender’s

Observe that all nonverbal cues are consistent. For example, if an individual professes to be

pleased but stands with arms crossed with a frown on his or her face and avoids eye contact.

Consider what you know about the individual. If you know him or her well, you will be able to

understand the nonverbal cues better.

Practice observing and validating nonverbal cues and perceptions. Verify the sender’s intent

against your initial impression.

Be more aware of your own nonverbal cues. Do others misunderstand your intentions when you

speak? Do people often ask you, “What’s wrong?” Use a mirror, friends, and colleagues to verify your

facial expressions and body language.


View a Pdf Transcript of Nonverbal Communication (media/week3/SUO_BUS3041_W3_L2.pdf?


https://myclasses.southuniversity.edu/content/enforced/92850-17118015/media/week3/SUO_BUS3041_W3_L2.pdf?_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850 Feedback and Listening
2016 South University

Feedback and Listening

Receiving and giving feedback is an important part of listening. To ensure a leader is decoding a
message as intended, he or she must provide feedback to the speaker to let the speaker know
that he or she has been heard and understood.

To communicate effectively, a leader should elicit feedback from subordinates, peers, bosses,
customers, and competitors so they can gauge how well their message was understood.
Another more formal approach leaders may use to provide feedback to employees is through
performance appraisals. However, this approach provides limited feedback opportunities because
performance appraisal may only be conducted once or twice a year. So leaders should plan to
provide positive and negative feedback at intervals more often and consistently to communicate
effectively and to improve performance. During these exchanges, leaders should take the
opportunity to provide and receive feedback through nonverbal communication. Using and
reading nonverbal cues such as eye contact, gestures, facial expressions, and personal appearance
provide an added dimension of information that leaders should be aware of and should use to
optimize their comprehension of messages received and the effectiveness of messages sent.

Leaders face significant challenges in their quest to communicate effectively. For example, leaders
must overcome the difficulty of receiving feedback from individuals they rarely meet. For example,
in large organizations, leaders may only meet with certain key individuals once per week. It is
difficult to develop mutual understanding with such limited exposure. As a result, leaders may find
it difficult to read facial and other nonverbal cues unless they develop skills for interpreting these

In addition, leaders face challenges associated with obtaining important and essential feedback
from customers and competitors. In the case of customers, leaders may use tools to obtain
feedback such as surveys, tracking sales targets, complaints, and phone calls. Unfortunately,
competitors are not likely to provide such direct feedback; although in some industries,
competitors share information that can be obtained through trade journals and through
government industry and economic reports. In addition, leaders may obtain feedback about
competitors by observing their advertising campaigns.


Leaders must have keen listening skills. They need to hear and understand what their colleagues
are saying to ensure they understand corporate objectives. Leaders also need to listen and
comprehend the viewpoints of their subordinates to ensure a high level of positive employee
morale. Above all, leaders must listen to and understand the needs of their customers and use this
knowledge to adapt products and services to ensure customer satisfaction.

However, there are several reasons why leaders may not listen well. They may:

Be too busy.
Believe that they know more than others.
Be power hungry.
Hear only what confirms their own opinion or that of their superior.
Need to learn to listen well.

What is the downside of not listening well?
The result of poor listening is miscommunication and misunderstanding.
The credibility of leaders may suffer when they do not listen to others.
Leaders are unable to perform the leadership role effectively if they do not listen and comprehend
what their employees are saying.

“If we were supposed to talk more than we listen, we would have two mouths and one ear.”
Mark Twain

“Most people do not listen with the intent to understand; they listen with the intent to reply.”
Steven Covey

Good listeners are empathic; they listen to hear, understand, and connect to a speaker well to
identify with the speaker’s ideas, thoughts, and emotions.

Why do leaders need to be empathic listeners? When leaders attempt to understand what
speakers say, their empathy demonstrates caring and acceptance. In addition, it enables them to
appreciate the speakers’ perspectives, and it helps leaders to avoid making dangerous self-serving

Although empathic listening is not easy, it is possible and achievable. Leaders should begin to
listen empathically by:

Practicing active listening: Avoiding making judgments or filtering information; active
listening reflects complete open-mindedness.

Empathizing with speakers: In addition to acknowledging facts during listening, leaders
should acknowledge the validity of the speakers’ feelings and emotions during listening

Managerial Communications

2016 South University


Focusing on speakers: Leaders should make a visible effort to listen actively to speakers
and to express concern for the issues that they are describing and, if appropriate, to
suggest possible courses of action.

Improving listening skills: Leaders must critically evaluate the effectiveness their own
listening skills as they listen to others by monitoring how well they are accurately hearing,
comprehending, responding to, and acting upon the issues that have been expressed to
them by speakers.

Managerial Communications

2016 South University Week 3 Discussion 6.00

Nonverbal Communication
In this assignment, you will study how nonverbal communication plays an important role in managerial communications.

Using the South University Online Library, research nonverbal communication.
In your professional experiences, you may have experienced managers that were not great at communicating with you as employees. For one reason or another, the manager was unable to effectively communicate with his or her employees. A large part of communication is not what the manager says, but his or her nonverbal communication and listening skills.

First,provide summary details about a situation in which you had a manager or other leader who was not good at nonverbal communication or was not an active listener. What was the conversation about? Explain the details that led up to the conversation and the main topic of the conversation.

select oneof the following bullet points:

Why do you feel the leader or manager was not actively listening? What did the leader or manager do in regard to nonverbal communication to show you that he or she was not actively listening or was not effectively communicating with you? How did you react to the situation? Support your response with research.
What could the manager do in order to improve his or her active listening skills and body language in conversations such as you discussed? What would you have done differently if you were the manager? Support your response with research.



Rewrite for zero turn it in score

Running Head: Professional Portfolio 1


Name xx

Referral letter

1st referral

From: xxxx

Kindred Hospital xxxxx.
Date xxx

To whom it may Concern:

I would like to introduce to you a working colleague whom I have worked closely with in our healthcare institution. Joyce has unique qualities that could be useful to your organization. I genuinely admire her nursing personality, skills, and abilities, particularly, her handling of patients who are disturbed is recommendable, she is highly dependable since she can effectively communicate with patients and update the patient’s charts and record files perfectly.
I recommend you consider her potential since she has delivered in our institution and has surpassed our expectations. It is with confidence that given the opportunity and a conducive working environment you will rip more from her than we did. She is professional and will show you some courtesy that she has shown me. You will be impressed that you heeded my advice. Kindly reach out to me if you need anything.
Thank you
Name: xxxx
Phone xxxx

2nd referral

From: xxxx

Date: xxx

To whom it may Concern:

In the capacity of persons mentor, I found Joyce a hardworking and collaborative member of my team within our institution. She is devoted to her patients and concentrates on her responsibility for her patients which has seen her win over the hearts of many within our setting. She also opted to take part in courses pertaining to health for women and family medicine to improve performance and care for the patients.
Honestly, her professionalism is of the highest level, and she brings out the best from her fellow working staff members within her jurisdictions. She is active in every field pertaining to health care and family care for the sick. Furthermore, Joyce was an active participant in nursing programs and seminars that were being done within the community and the organization.
Name xxx
Phone : xxxx

Section II: Why Hiring the APRN Brings Added Value to The Practice

An APRN is a registered nurse who has completed additional education in their specialty, such as a master’s degree (ANA, n.d.). Hiring advanced patient registered nurses have more advantages for the health organization for patient care. Registered nurses help in improving patients journeys (Kleinpell et al., 2019). APRNs use their well-developed skills and the information they have learned to provide health care on their own, with little or no help from a physician. Due to a shortage of physiciansin the U.S., APRNs are becoming more valuable in primary and emergency care. This study explains why APRNs can fulfill medical needs without hiring professionals from medical schools.
The U.S. BUREAU OF LABOR STATISTICS notes that the majority of jobs for nurse midwives, nurse practitioners, and nurse anesthetists will grow by 45 percent from 2020 to 2030 (U.S. BUREAU OF LABOR STATISTICS, 2022). This is much faster than the average for all jobs. Over the next decade, there will be an average of 29,400 positions open for nurse anesthetists, nurse midwives, and nurse practitioners (U.S. BUREAU OF LABOR STATISTICS, 2022). Many of these openings are likely to be caused by workers moving to different jobs or leaving the workforce, such as when they retire. In May 2021, nurse midwives, nurse practitioners, and nurse anesthetists made a median annual salary of $123,780 (U.S. BUREAU OF LABOR STATISTICS, 2022).
Advanced practice nursing has significant benefits in health care settings. Especially employers who hire advanced practice registered nurses (APRNs) reap a number of benefits, including greater job stability and specialization, enhanced leadership potential, and increased autonomy (Miranda Neto et al., 2018). Although physicians continue to earn more than APRNs, APRNs are giving sustaining affordable, and high-quality medical treatment helps the healthcare system. Generally, APRNs are knowledgeable in a variety of medical specialties and can assist patients in numerous ways.
APRNs include clinical nurse specialists, nurse practitioners, nurse midwives, as well as nurse anesthetists. Nurse practitioners give primary, emergency care, and specialty care to individuals of all ages by evaluating, diagnosing, and treating illnesses and injuries (ANA, n.d.). Certified Registered Nurse Anesthetists offer a full range of services related to general anesthesia and pain control (ANA, n.d.). Certified nurse-midwives take care of patients’ general, gynecological, and reproductive health (ANA, n.d.).
Clinical Nurse Specialists diagnose, treat, and monitor patients; they provide knowledge and advice to nurses who care for patients; they are also involved in driving or managing the practice throughout the health care center; they ensure that standard procedures and evidence-based practice care are followed to produce the best possible treatment for patients (ANA, n.d.). To become an APRN, you need a Master of Science in Nursing or Doctor of Nursing Practice in the applicable specialization (ANA, n.d.). Having worked in the medical area previously is also prevalent among APRNs. The ANCC certification exam must be taken after graduation (ANA, n.d.).


APRNs have the significant clinical knowledge and can diagnose and treat a myriad of health illnesses, as well as obtain and evaluate lab tests, counsel patients, and prescribe medicines. These nurses have a doctorate or master’s degree in nursing and are able to deal with acute and primary care patients in a wide range of settings. Therefore, employers should consider hiring APRNs since they can deliver better and quality patient care in a number of contexts, similar to high-ranking physicians.


ANA. (n.d.).
Advanced Practice Registered Nurses (APRN). American Nurse Assosiation (ANA).

Authored, F., Bowden, M., & Jones, V. (2019).

Kleinpell, R. M., Grabenkort, W. R., Kapu, A. N., Constantine, R., & Sicoutris, C. (2019). Nurse Practitioners and Physician Assistants in Acute and Critical Care.
Critical Care Medicine,
47(10), 14421449. https://doi.org/10.1097/ccm.0000000000003925

Miranda Neto, M. V. de, Rewa, T., Leonello, V. M., & Oliveira, M. A. de C. (2018). Advanced practice nursing: a possibility for Primary Health Care?
Revista Brasileira de Enfermagem,
71(suppl 1), 716721. https://doi.org/10.1590/0034-7167-2017-0672

Nurse anesthetists, nurse

midwives, and nurse practitioners. Bls.Gov.


Leave a Reply

Your email address will not be published.

Related Post

Open chat
💬 Need help?
Hello 👋
Can we help you?