What is the importance of internal and external communication in a business?

Answer 1

Both internal and external communication is important.

If you look at them as internal client and external client you will be able to understand )

Now to academic answers:

EXTERNAL

External communication

External communication covers how a provider interacts with those outside their own organisation. This may be with the public, employers, community organisations, local authorities, job centres, careers offices, funding bodies, specialist agencies and other training providers.

How does your external communication compare with that of the most effective provision seen on inspection?

The following strengths and areas for improvement have been taken from recent inspection reports across the Ofsted Learning and Skills remit.

Common inspection strengths

* Good use of collaborative partnerships to widen participation

* Productive partnerships that enhance the learner experience

* Effective communication with outside agencies

* Close working relationships with employers

Common inspection areas for improvement

* Ineffective communication with employers

* Weak links between on- and off-the-job training

* Insufficient involvement of employers

If you were given a similar area for improvement bullet at the end of your last inspection, self assessed this area as an area for improvement, or want to work to avoid such areas for improvement, then consider what inspectors judge to be key.

Particularly effective practice identified in inspections includes:

* Researching what "networks" are available within the area in which a provider operates and joining them.

* Taking care to ensure that the most appropriate member of staff attends network meetings in order to be able to take and influence decisions.

* Identifying a suitable "substitute" to attend network meetings who receives copies of minutes routinely, so when the need arises they are not seen as an unplanned substitute.

* Hosting meetings on the provider premises where it will help promote the objectives of the organisation (helps others get to know you).

* Having a communications strategy to ensure a provider has planned activities and that communication is both managed and appropriately funded.

* Establishing communication networks with external organisations that might benefit learners (including employers, funding bodies, specialist support agencies, careers services, schools and community groups).

* Knowing what support agencies and community groups are available and who to contact in order to support learners.

* Getting staff from external support agencies to input into events such as health weeks or tutorial programmes.

* Using networks of educational providers to share good practice and quality improvement activities.

* Ensuring that the outcomes of meetings are circulated appropriately and information is shared with those who might benefit.

* Establishing and reviewing the frequency at which meetings are required in order to continue to be effective, using an agenda and minutes to record actions.

* Making sure that interested parties understand what can be offered by a provider, either "off the shelf" or "tailored" to meet requirements.

* Listening to what external organisations say about how provision can be improved, including them in reviews of existing programmes and in the development of new ones.

* Working collaboratively to deliver programmes and progression opportunities (with schools, colleges, work-based providers, higher education institutions and employers).

* Establishing employer forums to advise on review of new and existing programmes.

* Bringing together contact information held by staff with employers or for subject areas (examining bodies, research organisations, etc) into a database so that relevant communications are made once by the provider and not several times. For example, a college organising workplacements.

For providers working with employers:

* Surveying the views of employers and establishing the best way to maintain communication (through newsletters, visits and formal meetings).

* Involving employers in programme design and helping them understand the programmes that their learners are on.

* Keeping workplace supervisors informed about what's happening in the off-the-job training so that they can match the learners' on-the-job training and experience to it.

* Making sure that employers are updated about changes and developments, for example to the apprenticeship framework, occupational standards and assessment regulations or changes at the provider.

* Continually helping employers to understand their responsibilities to the learner, in terms of health and safety, equality of opportunity and on-the-job training.

* Considering developments within the employer organisation which may