A small survey on the results of the emglish administrative management training program towards its graduates of course 5 1999 and some suggestions

Ho Chi Minh City University of Foreign Languages-Information Technology HUFLlT as well as its Department of Foreign Languages has developed an English Administrative Management Training

:-su t:HI MINH CITY UNnfE!RSITY OF FOREIGN L ANGUAGF.SAND

INfORMAYION TECHNOl.OOY

GRADUATION PAPER

Advisor: MI'.vO Quae ANH M.A.Student: TRUONG TIlT TlWET MINHStudent's number: 0171224

HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES AND

GRADUATION PAPER

A SMALL SURVEY ON THE RESULTS OF THE

OF COURSE 5.1999 AND SOME SUGGESTIONS

Advisor: Mr vD Quae ANH, M.A

Student: TRUONG THJ TUYET MINHStudent's number: 0171224

Ho Chi Minh City, July 2005

First of all, I would like to express my sincere thank to the Department of ForeignLanguages for giving me the opportunity to conduct this graduation paper This is agreat chance for me to accumulate more knowledge and experience

I have been very lucky to be sponsored by Mr Vu Quac Anh, who is alwaysenthusiatic to give me help, advice, encouragement, commentaries and ideas of how

to develop this graduation paper Without his help, this paper would not becompleted I would like to express my special gratitude to him

In addition, I would like to send my special thanks to HUFLIT's graduates of course5.1999 of English Administrative Management as well as their employers, whoresponded to the questionnaire and contributed valuable suggestions for my paper

Finally, I am truly grateful to my parents, classmates and friends, especially Ms Ng6NgQc Thuy Tien, Ms Truong Minh Xuan Lan, Ms Le Phan Bich Tran and Ms.Nguyen Thj Minh Nguy~t because of their help and devotion

ADVISOR'S COMMENTS

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EXAMINER'S COMMENTS

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Ho Chi Minh City University of Foreign Languages-Information Technology (HUFLlT)

as well as its Department of Foreign Languages has developed an English

Administrative Management Training Program for students who want to be office

workers after graduation However, so far there have not been any surveys on

graduates of the program in order to give HUFLIT a feedback of its outputs to the

labor market Therefore, this graduation paper was carried out with an attempt to

survey the results of the program towards its graduates of course 5.1999 The survey

focused on evaluating the basic skills and knowledge of these graduates in their office

work Questionnaires were sent to thirty nine graduates and their twenty five

employers who gave evaluations towards graduates' working performance The

findings showed that most graduates' skills and knowledge were good, but some

were not One possible explanation is that many subjects of the program have

contributed to graduates' good performance However, the program is also lack of

some fields that office work is asking for at the moment Thus, some suggestions

were given to the program's improvements so that it could meet the requirements of

current office work

CHAPTER 3: METHOD

3.1 Subjects of the Survey

3.1.1 Description of HUFLIT's Graduates

CHAPTER 4: FINDINGS AND DISCUSSIONS

4.1 Findings and Discussions from Graduates' Questionnaires

4.2 Findings and Discussions from Employers' Questionnaires

CHAPTER 5: SUGGESTIONS AND CONCLUSION

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Chapter One

INTRODUCTION

All companies, no matter what their sizes and functions are, need the supportfrom an official staff to run their operations smoothly and effectively.Therefore, they have been searching for this staff from many sources, andone of the best choices is from universities which train office workers

In order to meet the need, since 1995, Ho Chi Minh City University of ForeignLanguages-Information Technology (HUFLlT) as well as the Department ofForeign Languages of HUFLIT has developed an English AdministrativeManagement Training Program for those who desire to be office workersafter graduation The program aims to:

• Educate students with foreign languages and official knowledge to equip them an adequate ability to work as directors' assistants or secretaries as well as to master reception protocol and office management.

• Develop masterly computer skills for word processing.

(Source: HUFLIT's guidebook, 1999)

Up to now, over five hundred students specializing in English AdministrativeManagement graduated from HUFLIT This means that the university has sentout more than five hundred of its outputs to the labor market As we know,universities and colleges all start to develop their training programs based onthe labor market needs Thus, it is extremely important for a university toknow the working capacity of its graduates who directly enjoyed the universitytraining when interacting with real working environment However, so far

there have not been any surveys on HUFLIT's graduates to give the university

a feedback of its outputs

Moreover, HUFLIT is not the only university which possesses the trainingprogram for future office workers Many others have been supplying thesimilar labor force to the society In such a competitive labor market, whetherthe knowledge and skills provided at HUFLIT meet employers' demands ornot, how much they fit the requirements, and what the strengths andweaknesses of HUFLIT's outputs are, are truly matters of concern

Up to now, plenty of researchers have proved that university graduates aregood candidates for most companies' vacancies As Nguyen and Nguyen(2003: 98) say, recruiters' job is to "visit college campuses and trade schools

to ask teachers to recommend qualified students" In other words, universitytraining plays an important role in forming a qualified labor force to thesociety since "university graduation is somehow a guarantee that candidateshave achieved fundamental knowledge, got suitable expertise and trained theirlogical thinking through learning such as reasoning and synthesis" (Phan,2002: 22)

Therefore, all universities and colleges have designed their training coursesbased on the needs of employers The highest and final purpose of anyuniversity is to equip its students with adequate knowledge and skills to meetthe requirements of concrete jobs and work effectively afterwards Trainingadministrative students is not an exception The time students learn and trainthemselves in secretarial schools is extremely important to set up thenecessary premise for their later working prestige The more efforts studentsspend in this time, the more firm foundation for their prestige (Duong,Nguyen and Tran, 1997: 208)

University training and graduates' working capacity, hence, have very closerelationship As Vuong (2000: 33) puts it "In general, capacity is a conceptincluding elements of knowledge, skill (or ability) and experience Inparticular, working capacity is the result of working performance of anindividual" This indicates that even though new-graduates possess lots ofknowledge, skills and abiiities, it is meaningiess if these elements are notshowed through their working capacity.

Furthermore, the social demand is now much higher and new technology isinvented more day by day If one does not improve himself/ herself adapting

to these speedy changes, he/ she will be left behind For office workers, atpresent, the social demand for their working capacity is higher than before.Pham (2001: 36) states that office workers must have "professionalknowledge, effective problem awareness and solving skill, exact informationand work dealing"

It is "advisable" that receptionists "have a good command of at least oneforeign language, especially English, to keep pace with the speed anddemand of globalization" (Nguyen and Nguyen, 2003: 11) According toDuong, Nguyen and Tran (1997: 254), "as the closest and most trustworthyassistants to directors, secretaries must keep on developing their professionalskills, foreign languages and other skills adapting to reality requirements anddeserving directors' trust" Do, Ngo and Vo (1997: 9) also point out that "thenew information epoch is not considered a threat to us, but it has created agreat opportunity for secretaries and office workers to improve theirprofessional skills"

These are the reasons why many universities and colleges which producefuture office workers have tried to improve their training adapting to the

requirements In Giao due & Sang tao, it is reported that Lotus College has

been inserting two internships into its theory terms so that students havechances to look back and adjust themselves to fix employers' requirements,and Lotus can also adjust its training contents and methods to suit withreality "The employment rate of Lotus graduates is updated everyday"

("Truong C£)BC Hoa Sen: luon quan tam den chat luong", 2002: 26) In Tuoi

Tre, it is stated that Professor Banh Tien Long, vice Minister of the Ministry

of Education and Training, had asserted on December 4, 2004 that in reality,there is the appearance of market, service factors, supply-demandrelationship, especially in professional education They are objective factorscreating a competitive environment among university education premises andforcing the universities, lecturers as well as students try to reach higherquality and better training outputs The first people who enjoy the competitionare learners and the second is the society ("Co hay khong thi truong giaoduc", 2004: 10)

Nowadays, in the competitive environment in the business world, manyemployers not only recruit qualified university graduates but they also preferexperienced ones It means that university training quality of practical skillsadapting to social reality is rather weak ("Day manh cai cach giao duc dai

hoc ngay va truoc het", Giao due & Sang tao, 2003: 7) In Thanh nien, it is

upset to be revealed that we have been producing engineers and bachelors ofart who know everything but do not know anything deeply enough to starttheir work immediately without retraining ("Tai sao dai hoc Viet Nam chuahap dan?", 2004: 7)

Although the above ideas come from different authors working in differentfields, they all have one thing in common: It is necessary for a university to

look back at its graduates, and training improvements should be maderegularly.

Therefore, this graduation paper has three following aims:

• To give HUFLIT a feedback of the training results of the EnglishAdministrative Management Program towards its graduates of course5.1999

• To give some suggestions for some improvements towards HUFLIT'straining program for administrative students

The focus of this paper is on evaluating the basic knowledge, skills andabilities in real office work of graduates of course 5.1999 of AdministrativeManagement in some first working months to find out whether the teachingprogram of A.M has produced a suitable labor source for the society Thisevaluation is carried out through responses of a part of the graduates andtheir employers

The organization of this graduation paper expresses five chapters Chapterone is the introduction Chapter two is an overview of the EnglishAdministrative Management Training Program of HUFLIT of course 5.1999with the expected outcomes of each subject of the program Chapter threepresents the method to carry out the paper including the description ofsamples and materials for the survey The findings and discussions are found

in chapter four Chapter five is devoted to some suggestions for the EnglishAdministrative Management Training Program of HUFLlT, the conclusion andthe limitations of the survey

Chapter Two

AN OVERVIEW OF THE ENGLISH

PROGRAM OF COURSE 5.1999 OF HUFLIT

As mentioned above, the aims of the A.M Training Program of course 5.1999

of HUFLIT are:

• Educating students with foreign languages and official knowledge toequip them an adequate ability to work as directors' assistants orsecretaries as well as to master reception protocol and officemanagement

• Developing masterly PC skills for word processing

For the students of A.M of course 5.1999 to reach the objectives, in fouryears, besides developing general knowledge (Vietnamese in Use, ScientificCommunism, Viet Nam Communist Party's History, Psychology, Viet NamCultural Basis, etc.) and language skills (Listening, Speaking, Reading andWriting) for students, the university also specially equipped students thefollowing courses with their expected outcomes:

2.1 Administrative Dossiers

The required textbook for the course:

English for Secretaries - Oxford University Press

Period of the course:

60 periods (4 credits)

Expected outcomes after the course:

After completing this course, students should be able to:

• Use their English to function efficiently and confidently in their jobs

• Deal with office situations e.g meeting visitors; taking telephone

messages; writing letters, telegrams and memos; correcting draftcorrespondence; understanding recorded information; writing salesreports; etc

2.2 Reception Protocol

The required textbook for the course:

Quan H~ Quac Te & Cong Tac Le Tan - Nguyen Chi Than

Period of the course:

60 periods (4 credits)

Expected outcomes after the course:

After completing this course, students should be able to understand thebasic concept of international relations and regulations as well asinternational custom of reception protocol

2.3 Business Assignments

The required textbook for the course:

Business Assignment - Oxford University Press

A Handbook of Commercial Correspondence - Youth Publishing House,translated by Tan Chau

Period of the course:

60 periods (8 credits)

Expected outcomes after the course:

After completing this course, students should be able to:

Understand different concepts of agencies, shipping, insurancepolicies and claims, placing - acknowledging an order, delivery andbanking

• Write different types of letters of acknowledging or suggestions

• Have a notion about insurance money accounts, as well as differenttypes of payment

• Discuss and take turns to give their opinions.

2.4 Introduction to Management

The required textbook for the course:

Management - Patrick Montana & Bruce Charnov, 1987

Period of the course:

60 periods (4 credits)

Expected outcomes after the course:

After completing this course, students should be able to:

• Increase their effectiveness in reading and listening in this subjectarea

• Develop speaking and writing skills around this subject area

• Extend their active vocabulary of both specific managing terms andmore general business English

• Transfer this knowledge of the language to their work or studysituation

2.5 Human Resource Management

The required textbook for the course:

Supervision in Action - Prentice Hall of Australia, 1992

Period of the course:

60 periods (4 credits)

Expected outcomes after the course:

After completing this course, students should be able to:

• Understand how the labor forces are managed in enterprises

• Apply the skills obtained satisfactorily in certain situations

2.6 Filing

The required textbook for the course:

Van Ban va LLfUTru HQc 89i CL1dng

Period of the course:

45 periods (3 credits)

Expected outcomes after the course:

After completing this course, students should be able to:

• Have knowledge of administrative management documents andarchives

• Know the method to compose, scientifically organize and

Expected outcomes after the course:

After completing this course, students should be able to:

• Understand different concepts related to office work

• Write different types of letters

• Have a notion about the responsibility of an office worker

• Perform some basic tasks usually handled by managers in differentfields such as marketing, advertising and public relations, etc

2.8 Introduction to Accounting

The required textbook for the course:

Principles of Accounting 1_Sthedition, Houghton Mifflin Company, USA

Period of the course:

60 periods (4 credits)

Expected outcomes after the course:

After completing this course, students should be able to:

• Increase their effectiveness in reading and listening in this subjectarea

• Understand basic concepts of management accounting and applythe principles of accounting

• Deal with the accounting problems and analyze the accountinginformation for a Service and Merchandising enterprise

2.9 International Marketing

The required textbook for the course:

Marketing: An Introduction - Philip Kotler & Gary Armstrong (1990),

2nd edition, Prentice Hall Inc

Period of the course:

60 periods (4 credits)

Expected outcomes after the course:

After completing this course, students should be able to:

• Understand and apply basic Marketing principles in the globalmarket

• Analyze market opportunities In the region as well as in the world

(Training course outlines, 1999, HUFLlT)

Chapter Three

METHOD

3.1 Subjects of the Survey

3.1.1 Description of HUFLIT's Graduates

In the course 5.1999, there were three classes, HA9901, HA9902 andHA9903 Since the writer could not contact any students of class HA9903,the subjects for the survey were only chosen from graduates of class HA9901and HA9902

A group of thirty-nine graduates (Group A) were chosen among fifty-sevengraduates of class HA9901 and HA9902 The subjects were female officeworkers and from twenty four to twenty seven years old They were chosenfor the survey because of the four following reasons:

• They directly enjoyed HUFLIT's English Administrative Management(A.M.) Training Program; therefore, they might supply evaluations oftheir knowledge, skills and abilities which were mostly related to theprogram

• They were working as office workers which were the target jobs of theprogram

• Graduating from HUFLIT already and no longer depending on theschool, they might be mature and confident enough to supply frankand helpful suggestions for the training program after nearly two yearsinteracting with real office work

• The most important reason was that they have been working for theirfirst company since graduation This would facilitate the survey whichaimed at surveying graduates' working capacity in some first working

months based on the knowledge and skills provided at HUFLIT Ifgraduates have worked for more than one company as office workers,they might accumulate a lot of knowledge, skills, experience and othertraining from these companies which would affect the results of theirevaluations Furthermore, it was not easy to ask former managers toevaluate the working capacity of their former employees.

3.1.2 Description of Employers

The subjects were employers (Group B) of HUFLIT's English administrativegraduates of course 5.1999 They were twenty five direct managers in thedepartments where the graduates worked including seven foreign employers.The reason why there were twenty five ones instead of thirty nine was thatfive of them refused to answer the questionnaires and nine employers'questionnaires could not be collected

The university's outputs could be judged objectively by these employers sincethey enjoyed HUFLIT's training result indirectly and observed clearly theHUFLIT's graduates' working capacity in some first working months

have worked for more than one company as office workers with the reasonsmentioned above.

The conversations usually took place in informal and friendly atmosphere tomake the respondents comfortable for asking them to evaluate their ownknowledge, skills, and abilities seemed to be quite sensitive matter Moreover,this atmosphere was to let graduates express all their opinions and feelingsabout the program they enjoyed and gave straightforward suggestions for theprogram

3.2.2 Questionnaires (Appendices 1, 2, 3)

Two questionnaires were used for the survey One was designed for group A,and one for group B In order to save respondents' time, the questionnaireswere designed both in Vietnamese However, the latter was translated intoEnglish for the seven foreign employers

The two questionnaires based on the most basic skills and knowledge thatHUFLIT provided the learners of course 5.1999 Both groups evaluatedgraduates' working performance according to four extent: "Excellent", "Good",

"Average" and "Below average", There were some minor changes in thepronouns and some questions of the two questionnaires to fix with each type

of respondents

The questionnaires also presented all major subjects that administrativegraduates learnt at HUFLIT in the course 5.1999 as well as some other fieldsthat would be necessary to office workers in order to identify which areessential to office work nowadays The alumni as well as the employers werealso asked to give their suggestions for the English AdministrativeManagement Training Program

3.3 Procedure

Firstly, conversations were made to fifty seven graduates of the two classes.Eighteen graduates who were not suitable for the survey were excluded.Secondly, two questionnaires were copied and handed to the suitablegraduates as well as their employers Seven copies of the English versionwere delivered to seven foreign managers The purpose of the survey wasexpressed clearly so that responses were taken seriously for an objectiveresult Thirdly, the answers from the respondents were collected Finally,thirty nine completed questionnaires from graduates and twenty five onesfrom employers were used for data analysis

Chapter Four

FINDINGS AND DISCUSSIONS

The data collected from the questionnaires of both graduates of course 5.1999

of English Administrative Management and their employers will be presented

in the tables below accompanied with their interpretations and discussions

4.1 Findings and Discussions from Graduates' Questionnaires

4.1.1 Questions

Table 1: Graduates' Adaptability to Working Environment

Question a One month b Two months c Three months d Four months e More than

four months

The first table refers to graduates' adaptability to their working environment

53,8% spent one month getting acquainted with their new working places,

28,2% got used to the companies in two months, 12,8% adapted in three

months, and the rest (5,2%) spent four months on their adaptation This can

be inferred that the image of administrative graduates about the working

environment of an office worker was extremely good, so it took most of them

only one or two months to adapt to their companies

The English Administrative Management Training Program might contribute

to form this good image With many subjects related to the basic skills and

knowledge of official staff such as Filing, Reception Protocol, Official

Computer Skills, English for Secretaries, Office Skills, etc., the program has

built up an awareness of office work as well as the position and functions of

official staff within an organization In other words, the program has related

administrative students to their environment

Table 2: Graduates' Document and Commercial Letter Composing Skill

Question a Excellent b Good c Average d Below

average

The statistics in Table 2 present how graduates composed documents andcommercial letters in their office work According to the table, good businesswriting skill was performed by more than a half of Group A (23,1% forExcellent and 53,8% for Good) This result may prove that the textbooks ofEnglish for Secretaries, Business Assignments, A handbook of CommercialCorrespondence, Business Translation and Office Skills, which the studentsstudied, activated their business writing skills as well as vocabularies

However, writing business letters is considered as an art, which requires asubtle intellect and experience, so graduates' writing capacity in majoritywere good, not excellent They would reach "Excellent" after longer timepracticing writing

As for graduates who could not write well (20,5% average and 2,6% belowaverage), it can be explained that they had not accumulated businessvocabularies and writing regularly when learning at school in spite of theoryonly Consequently, they had difficulties dealing with commercial writing inreality

Table 3: Graduates' Filing Skill

Question a Excellent b Good c Average d Below

average

From Table 3, 20,6% graduates were excellent in filing skill, 53,8% weregood, 25,6% were average and none were below average.

Thanks to studying the subject of Filing which gave them knowledge of fileclerks and the filing system, most of the administrative learners were good atarranging, administering and storing files and documents More thanexpected, some even filed excellently (20,6%)

When studying Filing, students were often supplied many specimens of filesand documents used in reality Moreover, they were also given chances topractice filing in small groups during the course This could explain why none

of graduates' filing was below average

The ones whose skill was average may come from the reason of not beinginterested in practicing periods or not devoting much effort but leaving thefiling exercises for the other members of the groups they were in

Table 4: Graduates' PC Skills

Question a Excellent b Good c Average d Below

below average To an office worker, average and below average PC skillsseem to be unacceptable to do the jobs.

Explanations for the results may lie in two reasons First, as we know, good

PC skills need continuous practice However, a number of administrativestudents tended to concentrate on the skills only when they were preparingfor the computer examinations After the exams, they did not practice asoften as they had done before, and that habit would affect their skill whenworking afterwards Second, in their last year at university, they did not havechances to learn any more computer studies since the program didconcentrate on training their PC skills in four first terms of their major Inaddition, through the conversations, some of them stated that teachingcomputer skills at HUFLIT was not very good due to the teaching method andPCs' bad conditions

Table 5.1 & 5.2: Graduates' Using Office Machine Skill and Training

Sources of the SkillTable 5.1: Graduates' Using Office Machine Skill

Question a Master office b Can use but c Do not know

Table 5.2: Training Sources of Graduates' Using Office Machine Skill

Question a HUFLIT b Internships c Other sources

Table 5.1 and 5.2 show graduates' using office machine skill and the trainingsources of the skill (See question 5, Appendix 1)

According to the tables, 48,7% graduates mastered using office machines,38,5% could use imperfectly, and 12,8% could not use 47,1% of 48,7% whomastered the usage and 38,5% who could run office machines but do notmaster answered that they were trained in their internships while the restlearned the skill from other sources outside HUFLIT.

With the importance of many kinds of office machines, mastering them is aninevitable requirement to office workers However, the fact shows that theskill was not appreciated to teach at HUFLIT Administrative students weretaught many courses of office skills and office environment, but not anycourse of using office machines

Fortunately, most of the graduates could use photocopiers, fax machines,

paper shredders, etc even though the university did not train them this skill Furthermore, so far, students of A.M have not had any chances to take

internships held by the school, yet 47,1 % managed to join an internship bythemselves, and 52,9% tried to get the experience from other sources

Nevertheless, different sources of learning the skill did not yield the sameresult 47,1% experienced from their internships, and 52,9% from othersources, but not all learners could use the machines efficiently Additionally,12,8% stated that they could not run the machines The findings provideevidence that the training program for administrative students did not meetthe need of handling office technology If HUFLIT had had a training course ofusing office machines, the number of graduates mastering this skill would

have been higher.

Table 6: Graduates' Communication Skills

Question a Excellent b Good c Average d Below

The first communication skill is graduates' communication in English Therewere three graduates who did not use English in their jobs since they did notanswer the question (See question six, Appendix 1) Therefore, they were notcounted for this skill

Excluding those who did not use English, only 11,1 % of graduates wereexcellent and 25% were good when communicating in English Most of themhad average level for the skill (61,1%).

As a university of foreign languages, HUFLIT has been training its studentsmany language skills, especially English from the moment students begin theschool Therefore, after leaving the university, the graduates are expected tohave good performance of English both in their jobs and their everydayconversations However, the statistics are so disappointing to be revealed thatthe ability to communicate by English of most of them did not meet thepurpose of the program

One possible explanation is that though they were trained their English in fouryears, including English related to their office work, their macro skills were

mainly trained in five of their eight terms It is assumed that later they mightnot communicate in English regularly as they did in previous terms In thelast terms they mainly used English to deal with the subjects of their majorlike Marketing, Accounting and Human Resource Management In the largeclasses of about nearly one hundred students, they used mainly reading andlistening skills to understand the lessons This means that during the timethey had little chance to use the language for communication When askedwhether or not they could do that in separate class like BusinessAssignments, most of the graduates asserted that the situations were quitesimilar In sum, they had very little chances for group discussion for bettercommunication in English.

In telephone communication, 23,1% of them made excellent and 48,7%produced good telephone conversations Telephone communication took placeeveryday; therefore, when learning Office Skills textbook with ProfessionalTelephone Techniques, English for Secretaries with A Telephone Message,etc graduates' telephoning skill seemed more improved Yet the statistics

of self evaluation show that they are not very satisfied much Maybe theywere influenced with the techniques from the textbooks while having a call

In internal relationships, most graduates (64,1%) got along very well withother employees in their companies and 28,2% did it well As we know, goodcommunication skill is not a gift from the God These graduates possessedthis good skill partly due to their quick adaptability to the working places(Table 1), partly because they might enjoy training from HUFLIT helpful fortheir communication

Firstly, the campus was a communicative environment where they interactedwith lots of classmates, friends and teachers Next, they might accumulate

general knowledge of culture, psychology, especially knowledge of office workand business organization from such subjects as The Basic of VietnameseCulture, Psychology, Office Skills, Human Resource Management, etc., whichmight be helpful in their internal relationships Moreover, the lecturers wererather helpful for their communication skills According to the respondents,some of the lecturers who had chances to manage or to work for companies.Therefore, they gave the graduates many experiences of communication skills.

As for external relationships, or business communication, the graduates didnot perform as well as they did in internal ones 33,3% of themcommunicated well partly thanks to the knowledge mentioned in businesscommunication, partly to negotiation speaking tasks from BusinessAssignment textbook Nevertheless, it is said that commercial relationshipsare very complicated and high demanding relations, which ask for knowledgeand long-time experience Consequently, not many of them (12,8%) reachedexcellent skill and 48,7% were at average external communication TheirEnglish limit can also explain for their average and below average externalcommunication skills The role of the lecturers mentioned in previous part wasalso helpful for their business communication skills Yet, that the graduatescould not did the job as well as they did in internal relationships may be ofthe more complicated For example, in this relationship they had to meetvarious kinds of people and various situations Moreover, when working withtheir customers, for instance, they represented the company It means theyhad to consider much the company's benefits and prestige Therefore, theyhad better not make any mistakes To do this they had to have moreexperience, skills and even strategies