MMPC-007 Solved Question Paper

Question 1. Intrapersonal and interpersonal communication barriers

How barriers inside us differ from barriers between people

When communication goes wrong, it is often because of “barriers” – things that distort, block or confuse the message. Two big categories that often show up in real workplaces are barriers inside an individual (intrapersonal) and barriers that arise between two or more people (interpersonal).

Intrapersonal barriers – problems inside one person

These are obstacles created by the way we think, feel or interpret situations. They exist in our own mind before we even open our mouth.

• Meaning: Internal blocks based on attitude, beliefs, past experiences, bias or limited awareness.
• Typical causes: Wrong assumptions, distorted perception, very different background from others, jumping to conclusions, rigid stereotypes and “I already know” thinking.
• Practical example: A manager tells a team member, “We need to talk.” Because of past negative experiences, the employee assumes this means they are in trouble. They become defensive and anxious even before the meeting. Nothing the manager says is heard calmly – the barrier started inside the employee’s mind.

Interpersonal barriers – problems between people

These arise when two people (or more) are actually interacting but something in how they communicate with each other blocks understanding.

• Meaning: Obstacles caused by the skills, emotions, culture or behaviour of sender and/or receiver, or by the channel used.
• Typical causes:
  • Limited vocabulary or using jargon the other person doesn’t understand
  • Mismatch between words and body language (saying “I’m fine” while looking angry)
  • Emotional outbursts – anger, frustration, over-excitement
  • Selective listening – hearing only what we want to hear
  • Cultural differences in tone, gestures or directness
  • Poor listening skills or frequent interruptions
  • Noise or technical issues in the channel (bad audio in an online meeting)
• Practical example: In a cross-functional meeting, the finance head uses technical terms like “EBITDA margin compression” with a non-finance team. People nod, but most don’t understand and feel shy to ask. The message is lost – a classic interpersonal barrier of limited vocabulary and poor feedback.

Key differences (student-friendly view)

• Where it starts:
  • Intrapersonal – inside one person’s mind and emotions
  • Interpersonal – in the interaction or relationship between people
• Control:
  • Intrapersonal – you fix it by working on self-awareness, biases and mindset
  • Interpersonal – you fix it by improving how both sides speak, listen and use the channel
• Example shortcut:
  • Intrapersonal: “I misunderstood because of my own thinking.”
  • Interpersonal: “We misunderstood each other while we were talking.”

In real organisational life, the two usually combine – an insecure employee (intrapersonal barrier) talking to a very aggressive boss (interpersonal barrier) is almost guaranteed to have communication problems. Becoming aware of both levels helps you plan your message and respond more thoughtfully at work.

Question 2. Nature and importance of sign language

Sign language as a powerful non-verbal medium

Sign language belongs to the broad category of non-verbal communication. It uses visual, audio and audio-visual signs instead of spoken words. This includes formal sign languages used by hearing-impaired communities, as well as everyday symbols, gestures and signals used by all of us.

What kind of communication is it?

• Non-verbal: It relies on hand shapes, facial expressions, body posture, symbols, colours, lights and sounds instead of spoken sentences.
• Visual / audio / audio-visual:
  • Visual signs – traffic lights, arrows, hazard symbols
  • Audio signs – sirens, bells, alarms
  • Audio-visual signs – flashing lights plus siren on an ambulance
• Culture-specific and universal:
  • Some signs are understood globally (red = danger/stop).
  • Others are culture-bound – for instance, the same hand gesture may be encouraging in one country and offensive in another.

Why sign language matters in practice

• Enables inclusion of specially-abled people: Formal sign languages (like Indian Sign Language, ASL, BSL etc.) are the primary mode of communication for many deaf or hard-of-hearing people. Using or arranging sign-language interpreters in meetings, training, or customer service is critical if we want a genuinely inclusive workplace.
• Bridges language gaps: When two people don’t share a spoken language, basic gestures solve real problems. A tourist who doesn’t know the local language can still ask for food, water or directions just by pointing and miming actions.
• Helps in silent or sensitive operations: In a security raid, police or special forces cannot shout instructions – they rely on pre-decided hand signals to keep everyone synchronised without making noise.
• Supports safety and crowd control: Sirens and flashing lights on ambulances or fire trucks are sign language in action – they tell everyone on the road, “Emergency – give way now.” Traffic signals, warning labels, and safety icons on machines also prevent accidents and save lives.
• Strengthens everyday communication: Even in normal conversations, we rely on signs and symbols – thumbs up for approval, clapping to show appreciation, pointing at a watch to say “we’re late,” or using emojis in digital communication. They make messages quicker and often more emotionally expressive.

Real workplace examples

• Airport and metro stations: At busy airports and metro stations, most people navigate using pictograms and colour codes rather than long written instructions – icons for toilets, baggage claim, exits, escalators, platform numbers and emergency exits guide even passengers who don’t know the local language.
• Warehouse and logistics: In a large warehouse, “pick-to-light” systems use coloured lights and numeric displays on racks to tell workers which shelf to pick from and how many items to take. Workers can follow these visual signals quickly without reading long instructions, which speeds up order processing and reduces errors.
• Construction sites: Safety communication is heavily sign-based – helmets and jackets in different colours (for engineers, visitors, contractors), bold danger signs near open pits or high-voltage areas, and hand signals used by workers to guide crane operators when voice instructions would be drowned out by noise.
• Hotels and hospitality: Simple door-hanger cards with “Do Not Disturb” or “Please Make Up Room” plus clear icons let guests communicate with housekeeping without speaking to anyone. Colour-coded tags on laundry bags or food trays also tell staff what service is required at a glance.
• Control rooms and IT operations: In an IT operations centre, dashboards show system health using colours and symbols – green check marks for normal, yellow triangles for warnings and red circles or crosses for critical failures. Teams don’t need to read all the logs; the visual signs immediately tell them where to focus.
• Customer service and retail: In a busy retail store, digital queue displays and token systems use numbers and arrows to silently indicate whose turn it is and which counter to go to, reducing confusion and the need for repeated verbal announcements.

Used thoughtfully, sign language and symbols make communication faster, safer and more inclusive, especially when words alone are not enough or not possible.

Question 3. Types of informal communication in organisations

The grapevine and its main patterns

Informal communication is the unofficial conversation that flows through an organisation outside formal channels like memos or official emails. At the workplace this is often called the “grapevine”. It spreads news, opinions and sometimes rumours about work, policies and people.

Researchers have identified some common patterns in how this informal network operates.

1. Single-strand chain

• How it works: Information passes from A → B → C → D in a straight line, like links in a chain.
• Example: The HR head tells a senior manager about a tentative new policy. That manager casually mentions it to one team leader, who then tells a close colleague, who then tells another. By the time it reaches the fourth or fifth person, some details may have changed – like a “whisper game.”
• Risk: High chance of distortion because each person may add their own interpretation.

2. Gossip chain

• How it works: One central person actively collects and shares information with many others directly.
• Example: There is always that one “well-connected” colleague who seems to know everything – promotions, resignations, new projects. When they hear a piece of news, they immediately share it with multiple people across departments in the cafeteria or on WhatsApp groups.
• Impact: Very fast spread; accuracy depends on how responsible that central person is.

3. Probability chain

• How it works: People share information randomly with whoever happens to be around – no clear pattern.
• Example: Someone hears that the company might switch to a hybrid work model. They mention it casually to a colleague in the lift, someone else hears it in the pantry, another person hears it in a project call. There is no fixed route – it spreads by “chance encounters.”
• Impact: Very uneven spread – some pockets know a lot, others know nothing.

4. Cluster chain

• How it works: The message moves through clusters. A tells B, C and D. B then tells a few others, C tells some others, and so on.
• Example: The sales head tells three regional managers that a new incentive plan is being discussed. Each manager then shares it with two or three trusted team leaders, who may further share it with their close teammates. Soon small groups across the organisation know something, but details vary.
• Impact: This is the most common pattern; it can spread both useful information and rumours quickly.

Realistic view: benefits and risks

• Benefits:
  • Helps employees feel connected and “in the loop”
  • Can give management early, honest feedback about policies or managers
  • Fast and low-cost way to spread positive news if handled smartly
• Risks:
  • Can distort facts and create panic or mistrust
  • No written record – hard to fix responsibility
  • May leak confidential information, causing financial or reputational damage

Good managers don’t try to completely kill the grapevine – that’s impossible – but they monitor it, correct wrong information quickly, and feed it with accurate, positive messages so the informal network supports rather than harms the organisation.

Question 4. Reading as a language skill and types of reading skills

Core components of reading

Reading is more than just “looking at words.” It is the process of recognising written symbols, understanding them, and doing so smoothly enough to follow the message. In business communication, effective reading is crucial for handling reports, policies, emails and contracts.

Three basic components work together whenever we read:

• Word recognition: The ability to identify written words correctly. If every word looks new or difficult, reading becomes slow and tiring.
• Comprehension: Understanding the meaning of the words, sentences and overall text – “What is this text trying to say?”
• Fluency: Reading at a comfortable speed with appropriate rhythm and expression, so that you can focus on ideas instead of individual letters.

In practice, when you become fluent, your eyes don’t stop at every single word; you recognise patterns and make sense even if a few words are unfamiliar or the handwriting is messy.

Types of reading skills (speed-focused)

Depending on your purpose, you don’t always read at the same speed. The course material identifies different reading approaches based on speed and depth.

• Scanning – “search mode” reading
  • Goal: Find a specific piece of information quickly.
  • How you read: Your eyes move rapidly over the page looking for a keyword, date, figure or name; you ignore everything else.
  • Example: Checking a 10-page sales report just to find the total revenue for Q2, or looking through a policy document to locate the section on “leave rules.”
• Skimming – “overview” reading
  • Goal: Get the general idea of the text.
  • How you read: You glance at headings, subheadings, bold or italic words, opening and closing paragraphs, and maybe the first sentence of each paragraph.
  • Example: Before a long client report, you skim it to see the structure and main issues so you can decide which parts need careful reading later.
• Careful reading – “deep” reading
  • Goal: Understand details, logic and implications.
  • How you read: Slowly, line by line; you may highlight, take notes or re-read tough passages.
  • Example: Reading a contract, a technical manual, or exam study material where missing a condition could cause serious mistakes.
• Rapid reading – “light” reading
  • Goal: Cover a lot of material quickly when perfect recall is not needed.
  • How you read: Much faster than normal, focusing on main ideas and not stressing about every detail.
  • Example: Glancing through industry newsletters or browsing articles to stay updated on trends.

Reading comprehension skills

To actually understand what you read, you also need certain mental skills:

• Fluency: The more fluent you are, the more mental energy is free for understanding rather than decoding.
• Vocabulary: A wider word bank lets you grasp complex texts faster. For instance, if you know terms like “liquidity,” “turnover,” or “compliance,” business reports become less scary.
• Decoding: Matching written letters or letter-groups with sounds or words you already know from listening.
• Inference: Reading between the lines – figuring out what is implied but not stated directly (e.g., “The client has asked for more time” might hint at internal confusion or delays).
• Retention: Remembering the key ideas long enough to use them in decisions, exams or meetings.

Real-life application

• A manager may skim a 40-page report, then do careful reading of the 5 pages that matter for today’s decision.
• A student may scan the textbook for formulas during revision, but practise rapid reading for general awareness articles in business magazines.

Good readers consciously switch between these modes depending on time available and purpose – that’s what makes reading a real strategic skill in both study and corporate life.

Question 5. Group communication and effective decision-making

Why organisational growth depends on sound decisions

Any organisation grows or declines based on the quality of decisions its managers make – which markets to enter, which products to drop, how to allocate budgets, how to handle crises and people issues. These decisions are rarely made by one person thinking alone; they usually emerge from group communication in meetings, committees and project teams.

Group communication in meetings

A meeting is simply group communication with a purpose, an agenda and a fixed time. In organisations, meetings help managers:

• Share information and updates
• Discuss problems and options
• Resolve communication gaps across departments
• Clarify doubts and address grievances
• Form or review policies and plans

When communication in these meetings is disciplined and open, decisions are usually better.

Role of small-group communication

Small group communication (3–10 people) is especially important. Such groups help meet three types of needs – getting work done (instrumental), maintaining relationships (interpersonal) and shaping identity (feeling valued and involved).

In good decision-oriented meetings, the group typically:

• Defines the problem clearly (“Customer complaints have gone up 20% this quarter.”)
• Collects and shares relevant data (complaint categories, process times, staff shortages)
• Generates multiple options without judging too early
• Evaluates options using data and experience
• Agrees on specific action points, owners and timelines

Functional perspective – how communication improves decisions

The functional view of group communication suggests that good communication helps a group:

• Understand the problem fully
• Identify criteria for a good solution (cost, time, risk, impact)
• Generate and compare realistic alternatives
• Select an option that best meets those criteria

If any of these functions are missing – for example, if people suppress data or avoid disagreement – the final decision is weaker.

Real corporate example

Imagine a company deciding whether to launch a new product line:

• The marketing team brings customer insights and competitor analysis.
• The finance team shares revenue projections and cost estimates.
• The operations team highlights capacity and supply-chain issues.
• The HR team warns about skill gaps or staffing needs.

If these teams communicate openly in a cross-functional meeting – listening actively, challenging assumptions respectfully, and using clear data – the final decision (launch, modify or delay) is far more likely to be robust and sustainable.

How poor group communication damages decisions

• Lack of clear agenda → meetings become directionless and time-wasting.
• Dominant voices + silent members → decisions reflect only a few perspectives.
• Unmanaged conflict → people attack each other instead of the problem.
• No minutes or follow-up → decisions are forgotten, and nothing gets implemented.

Takeaway for students and managers

In practice, organisations that invest in effective group communication – clear agendas, balanced participation, data-based discussion, and documented decisions – usually take faster, better and more accepted decisions. Over time, this directly contributes to growth, innovation and a healthier work culture.

Question 6. Short notes

(a) Short business correspondence

Short business correspondence refers to brief, focused written messages used for routine communication with internal or external stakeholders – for example, emails, memos, short letters and notices. These are “small” in length but huge in impact because they represent both the individual and the organisation.

• Purpose:
  • Convey information quickly – confirmations, reminders, updates
  • Respond to queries, complaints or requests
  • Maintain relationships with customers, suppliers, employees and partners
• Common forms:
  • Internal correspondence – memos, internal emails, circulars between departments or branches
  • External correspondence – short letters/emails to clients, vendors, government agencies, consultants etc.
  • Sales and customer letters – offers, order confirmations, reminders, thank-you notes
• Key qualities:
  • Clear purpose (one main message)
  • Concise and to the point – no unnecessary stories
  • Correct in facts, names, dates and figures
  • Courteous and professional tone – even while complaining or refusing
  • Accurate language and formatting, as errors damage the organisation’s image
• Practical example: A two-paragraph email to a client confirming delivery date and payment terms; a short memo informing staff about change in office timing; a polite reminder to a vendor about an overdue invoice. In all these, the reader should understand “what, when, who, and what next” in less than a minute.

(b) Foreign words and phrases in business communication

Business writing in English frequently borrows foreign-origin terms, especially from Latin and French. These words (for example, per capita, ad hoc, status quo) have become part of global business language and help express complex ideas in a compact way.

• Why they are used:
  • Some ideas are traditionally expressed through such terms in law, economics or management.
  • They provide a short “label” for a concept that would otherwise take many words.
  • They signal familiarity with professional vocabulary in specific domains.
• Common situations:
  • Contracts & legal correspondence – phrases like “prima facie” (at first view), “status quo” (existing state), “ultra vires” (beyond legal powers).
  • Policy and strategy – “ad hoc committee” (set up for a specific task), “pro-rata” (in proportion), “in camera” (in private).
  • Reports and analysis – “per capita income,” “vis-à-vis” (in relation to) etc.
• Guidelines for students and managers:
  • Use foreign terms only when you are sure of their meaning and spelling.
  • Avoid overusing them with audiences who may not know them – they can make writing look pretentious or confusing.
  • In training material or student assignments, you can put the plain English meaning in brackets when you use such terms.

In short, foreign words and phrases are useful tools in business communication, but like strong spices, they must be used carefully and in the right quantity.

Question 7. Components of a letter-text combination report

Structure of a long report using a letter plus detailed text

In long business reports, a very common format is the letter-text combination. Here, a formal transmittal letter is attached to a detailed report, which is organised into clear parts. This makes it easier for busy managers to navigate and use the document for decision-making.

A complete report in this format typically has three broad sections:

• I. Introductory parts
• II. Body of the report
• III. Addenda (supporting material)

I. Introductory parts

• Letter of transmittal / presentation:
  • A formal covering letter from the report writer to the authority who asked for the report.
  • Mentions that the report is being submitted, refers to who authorised it, and may briefly state purpose, scope and special features.
  • Acts as a permanent record of submission and sets the tone for the reader.
• Title page:
  • Shows the title, name/designation of the person or body to whom it is submitted, name(s) of writer(s), and date of submission.
• Table of contents:
  • Lists chapters, sections and page numbers, so a manager can jump straight to the part they need (e.g., “Findings” or “Recommendations”).
• List of illustrations:
  • Optional list of figures, charts, tables used in the report with page references, useful when the report is data-heavy.
• Abstract / executive summary:
  • A short, standalone summary of the purpose, method, key findings and major recommendations.
  • Busy executives may read only this before deciding whether to read the full report.

II. Body of the report

• Introduction:
  • Explains the background and context – what problem or opportunity led to this report.
  • Mentions who authorised it, its scope and limitations, and sometimes the theoretical or technical background.
  • Briefly states methods used to collect data (surveys, interviews, secondary data etc.).
• Discussion / main text:
  • The heart of the report – detailed analysis arranged logically under headings and subheadings.
  • Presents facts, comparisons, charts, graphs and explanations.
  • Should move from data to interpretation – not just “what we found” but “what it means.”
• Conclusions:
  • Summarise the key insights that logically follow from the analysis.
  • No new data here; only what has already been discussed in the main text.
• Recommendations:
  • Action-oriented suggestions to management – what should be done, by whom and in what sequence.
  • This part is especially important because it helps decision-makers convert the report into concrete plans.

III. Addenda (supporting material)

• List of references:
  • Sources that are actually cited in the report – books, articles, websites, company documents.
• Bibliography:
  • Wider list of material consulted, not only what was directly quoted.
• Glossary:
  • Definitions of technical terms or jargon so non-specialist readers can follow the report.
• Appendices:
  • Detailed tables, questionnaires, raw data, sample forms or any extra material that supports the report but would clutter the main text.
• Index (for very long reports):
  • An alphabetical list of key terms and topics with page numbers, like a textbook index, to make navigation much easier.

In real organisational practice, you may not need every single component for every report. But understanding this full structure helps you design reports that are professional, reader-friendly and genuinely useful for managerial decision-making.