Solution Manual for Adminstrative Procedures for The Canadian Office, Canadian Edition 11th Edition

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

SOLUTIONS

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

Solution Manual for Adminstrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor Introduction: A Career as an Office Professional OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

The new edition of Kilgour’s Administrative Procedures for the Canadian Office, eleventh edition offers instructors both in-class teaching strategies and suggested online delivery strategies. This manual provides overall teaching strategies, points to emphasize, and suggested answers to both study and reviews question along with production challenges.

To further supplement this teaching guide, online activities are available. These will include Instructor resources such as PowerPoints, test bank files, videos, and a quiz game.

Teaching Suggestions 1.

Give your students some eye-openers on: • the variety of employment that administrative professionals perform.

• the trends influencing the working environment.

• the ever-increasing flow of communication and tools used.

• the multitude of responsibilities that administrative professionals accept.

2.

Call attention to employability skills groups for administrative professionals that can be found by the Conference Board of Canada and stress their importance.

3.

Reinforce the concept that your students are preparing not just for a job but for a professional career—a lifestyle. A career as a professional office administrator can be both satisfying and rewarding. Draw attention to both the Company and Graduate Profiles in the textbook, stressing the company framework and professional status of each. Encourage your students to aspire to these levels. Talk

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

about current office trends influenced in today’s office.

4.

Assign articles to be read to broaden students’ concepts of the office

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

technology field and how this affects an administrator’s role. Spend some class time discussing what they learned from reading the articles and how they apply it to the industry.

Solution Manual for Administrative Procedures for The Canadian Office, Canadian Edition 11th Edition by Lauralee Kilgor

Instructor’s Manual— Administrative Procedures for the Canadian Office

5.

Encourage your students to think about long-range professional growth and the multiple dimension of communication growth that is required in the field.

6.

Assign Production Challenge IN.A. This will support the students introduction to the textbook and provide context for the skill set discussed. This is an excellent tool for class discussion.

7.

Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

The role of the administrative professional is that of a contributing team member who must make valuable decisions within the realm of their authority.

2.

The administrative professional is a human link in the rapid flow of business information.

3.

Much of the work of the administrative assistant deals with the communications aspect of business.

4.

Discuss the specialized roles of professionals and how the new workplace trends influence these roles.

5.

Most administrative professionals work for more than one manager. A team approach to solving problems and completing projects is both popular and effective.

6.

Professional organizations in the office technology field promote the professional status of administrative professionals.

7.

Discuss and provide an analysis of the current workplace trends influencing the office professional’s role today.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Related Activities For Students 1.

Read three articles in business journals/periodicals concerning the following topics: • data analytics • cross-functional teamwork • employee engagement Prepare a short summary of each article and how it relates to workplace trends. Include a source note.

2.

Review the ads and employment outlook information through various job boards/sites for various types of administrative professionals’ positions in sectors of specific interest. Select a minimum of three ads for comparison. Prepare a list of job requirements for each ad, and evaluate the skill sets to share the comparisons with your class.

3.

Provide an analysis of your office. (If you are not currently working in an office, interview someone who is.) Complete the following statements: • The specific changes in our business that have caused changes in our office technology are …

• Specific changes in our business that I feel should have caused changes in our office technology are …

• Workplace trends in this area of technology suggest …

Prepare written responses to each statement, to be discussed in class or submitted to your instructor. Add any additional information from the interview you believe is important.

4.

Review Special Reports 1 and 2 in the textbook chapter and choose one to complete as a class assignment.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Online Delivery Suggestions Discussion Board Activity 1. Using the key terms found in the text, have students write a post based on the level of experience they have to date with one of the key terms. For instance, the text uses the term “DA”—Data Analytics. If students have not experienced any of the terms, ask students to use a search engine to find one example of how this is used in the professional office setting and provide an opinion on how it relates for peers to respond to.

2. Create a classroom wiki. Have students contribute to a collaborative document that showcase the industries workplace trends under a theme found in the chapter. Have student’s research online companies that showcase the chosen theme. Ask students to take the most value objective relating to the theme and add it to the classroom wiki.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Any the following but not limited to: a. Automated office tasks. b. Data analytics (DA). c. Immersive technology. d. Online tools mobilization. e. Cross-functional teamwork. f. Flexible work scheduling. g. Creative collaboration. h. Entrepreneurial and short-term work focus i. Employee engagement. j. Corporate social responsibility (CSR). k. Work–life balance.

2.

Synchronous communication. This style of communication happens in real-time or in-sync between two or more participants.

Asynchronous communication. This style of communication happens out-of-sync or in other words, not in real-time which contrasts synchronous communication which takes place simultaneously between two or more participants in a live real-time correspondence.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

3.

Employability refers to a person’s capability for gaining and maintaining employment. Acquiring and developing technical or hard skills, as well as, non-technical personal and social skills often considered transferrable soft skills are essential for employability success. Numerous additional factors and elements impact employability in the administrative field and include achieving required educational standards, completing targeted training, work experience, external factors specific to labour market demands and needs, as well as the current economic climate.

4.

The Conference Board of Canada helps inform and enhance Canada’s education and skills development sectors. Through independent and collaborative evidence-based research and analysis, the conference board examines and addresses key issues in the country’s fastchanging learning ecosystems.

5.

The skills are: (1) fundamental, (2) personal management, and (3) teamwork skills.

6.

The Government of Canada uses an occupational classification system known as National Occupational Classification (NOC) whereby occupations in the Canadian workplace are assigned a numeric code as an identifier and the occupation code is based on job duties and work performed.

7.

Legal and medical administrative professionals perform vastly specialized work requiring knowledge of technical terminology and procedures.

8.

Canadian labour market projections for general office support workers shows that within 2019–2028 new job openings are expected to total 28,300, while 28,800 new job seekers are expected to be available to fill them (Job Bank, 2021).

Possible Response to “What Would You Do?” This scenario will provide a diverse outcome due the nature of the task. Have students compare findings and discuss how a personal core value will impact the organizational code of conduct set forth.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Solutions to Problem Solving 1.

Tell your manager that you want to attend the seminar on “Inspiring Superior Performance.” Explain that you did not make the request when you received the first announcement because you had been on the job only one week.

2.

If you are concerned about your production rate, calculate your production rate on the days when you are not producing work for the recorder whose recording is difficult to understand. After you have established your best rate, discuss it with your supervisor. Someone must transcribe the recording that is difficult to understand. Express your willingness to continue to do so. Your supervisor probably is aware of your ability and is pleased that you are handling a difficult task.

3.

Ask your supervisor for an appointment to discuss your job. Ask if there is any chance that you could be given a greater variety of work. Also ask about an opportunity for promotion. Ask personnel services how jobs that become available are announced. You may decide to seek a job with another company.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge IN.A: Gathering Information Creating and designing a table takes a lot of forethought. Production Challenge IN.A can be tackled a number of ways. An illustration follows.

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CONTENTS Preface................................................................................................................................ iii A. Organization of the Instructor’s Manual .................................................................. iii B. Additional Learning Aids ............................................................................................... v C. Flexibility of Materials .................................................................................................... vi Learning Log ............................................................................................................................ vii Introduction: A Career as an Office Professional Chapter 1: Equity, Diversity, and Inclusion and Accessibility Chapter 2: Introduction to Human Resources Chapter 3: Human Relations Chapter 4: The Global Business Office Chapter 5: Management of Work, Time, and Resources Chapter 6: Organizational Structure and Office Layout Chapter 7: Front Office Administration Chapter 8: Information Technology and Services Chapter 9: Web Tools and Data Security Chapter 10: Project Management Chapter 11: Record and Information Management Chapter 12: Research, Data Analytics, and Reference Sources Chapter 13: Business Communications Chapter 14: Commerce and Financial Record Keeping Chapter 15: Meetings, Events, and Conferences Chapter 16: Employment, Professional Development, and Strategic Career Planning

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PREFACE This Instructor’s Manual serves as a daily teaching aid for Administrative Procedures for the Canadian Office, 11th edition.

Many instructors report that procedures courses are not easy to teach. However, Administrative Procedures for the Canadian Office and this manual are organized for learning and teaching effectiveness. Within one semester, the students are able to cover all the topics essential for working in an office.

Administrative Procedures for the Canadian Office and this manual are designed to enable you to teach an outstanding procedures course; however, it is essential to make this a practical course, not a theory one. Administrative Procedures for the Canadian Office contains all the theory necessary; therefore, your students need not make copious notes. Instead, the course should be 75 percent activity and discussion, with no more than 25 percent of in-class time spent on reading, instruction, and note taking. The easy-to-read and well-organized combination of Administrative Procedures for the Canadian Office and this manual allow you, as the instructor, to fully play the role of facilitator.

A.

Organization of the Instructor’s Manual

This Instructor’s Manual includes three main sections. They are: A. Overall Teaching Strategies B. Online Tools C. Textbook Activities Within these sections the following resources are available for each chapter: 1. Teaching Resources/Teaching Suggestions 2. Points to Emphasize 3. Related Activities 4. Online Delivery Suggestions (various types) 5. Answers to the Questions for Study and Review 6. Possible Responses to the What Would You Do cases 7. Solutions to Problem Solving 8. Suggestions for Assigning and Evaluating Production Challenges 9. Solutions to Production Challenges (in some chapters) 1.

Teaching Resources/Suggestions. The teaching methods used in any course depend upon the needs of the students and the teaching style of the instructor. However, a variety of methods is important for effective teaching. Therefore, this manual provides a number of suggestions for each chapter. You may want to experiment with some of the ideas presented. The Related Activities will help you to stimulate students’ interests.

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2.

Points to Emphasize. The students will comprehend the content of each chapter by reading Administrative Procedures for the Canadian Office and thinking about the questions at the end of each chapter. However, class discussion is necessary for each topic being studied. You may want to use the list of Points to Emphasize as an outline for stimulating class discussion.

Note that the points to emphasize are not comprehensive. You may choose to emphasize other points from the chapter topics (listed in the text).

3.

Related Activities. These activities are additional application exercises for your students.

The purpose of these activities is to make the course relevant, practical, and exciting.

As the For Students activities are directed to the students, you may use them without changing the wording. The For Instructors activities are suggested activities that you may want to assign and that require your input.

4.

Online Delivery Suggestions. These are short internet exercises designed to enhance your students’ internet research skills. Additional exercises appear on the Companion Website.

5.

Answers to Questions for Study and Review. Consider using the questions at the end of each chapter as a study guide, either as the students are reading the chapter or as they are reviewing the chapter, or both.

6.

Possible Responses to the “What Would You Do” cases. The responses provided are simply suggestions, in no way meant to be comprehensive or conclusive. They are provided to supplement the responses you and your students propose during class discussions or as part of individual assignments.

7.

Solutions to Problem Solving. The Problem Solving can make a stimulating and vital contribution to the course. They definitely warrant class discussion time. They may be discussed either before or after your students study the chapter topics. Assign the Problem Solving so that the students actually think through the situations before the class discussion begins. Both you and your students may think of solutions in addition to those provided in this manual.

8.

Suggestions for Assigning and Evaluating Production Challenges. Production Challenges are included at the end of some chapters in the text to provide diverse assignment options. The Production Challenges call for student to apply some of the concepts being learned. If you assign the Production Challenges as you introduce each chapter, your students will have an objective for researching the chapter in order to accomplish the challenges.

Your students should be able to work out many of the problems after reading the instructions. For those Production Challenges with which the students may need help, this manual provides suggestions.

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A unique feature of this manual is Production Challenge assignment and evaluation suggestions. These assist in the checking process and guide the students in evaluating their own work. Your students should have immediate feedback on their solutions to the Production Challenges. This is easy to provide if the Production Challenges are checked but not graded.

The Production Challenges may be checked in a variety of ways: ▪ by making answer sheets available to the students for self-checking ▪ by making overhead transparency or PowerPoint keys ▪ by giving the students’ solutions and the answer sheet to a student grader ▪ by having students who were absent check their own solutions when they return to class 9.

Solutions to Production Challenges. Suggested solutions are presented at the end of each set of chapter resources. At times answers for the Working Papers are available.

The Working Papers are available for downloading on the Revel Instructor Resource Page.

B.

Additional Learning Aids Test Item File. The Test Item File contains chapter tests that are ready for reproduction.

The answers with page references are provided at the end of the Test Item File. The Test Item File is also provided for downloading from the Revel Instructor Resource Page.

PowerPoint Presentations. The PowerPoint presentation slides are a useful teaching and learning tool. The slides are available for downloading from the Revel Instructor Resource Page.

In addition, the textbook provides the following learning aids: 1.

Company/Graduate Profiles. The Company/Graduate Profiles feature companies/ graduates related to office administration.

2.

Special Reports. Ideas for Special Reports are included in most of the chapters. You might use the Special Reports for individual or group assignments. They are handled best as group assignments with each team of students handling a variety of Special Reports throughout the semester. The students may also think of their own ideas for Special Reports.

3.

Weblinks. The Weblinks, listed at the end of each chapter, are resources where you and your students may obtain additional information.

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C.

Flexibility of Materials Although ideally all the chapters in Administrative Procedures for the Canadian Office will be taught in a one- or two-semester course, the chapters are self-contained. They may be studied in any order and, where desirable, chapters may be omitted. A topic that appears in more than one chapter is cross-referenced to the discussion in an earlier chapter.

Use Administrative Procedures for the Canadian Office and the ideas presented in this manual to meet the needs of your students. Be creative in your approach. Many organizations and agencies will provide guest speakers and educational films free of charge. Field trips are also an excellent way to reinforce chapter material. In the classroom, you might want to begin each new chapter by showing the PowerPoint slides to give a quick overview of what you plan to cover. You could also have your students begin working on one of the Production Challenges when you start a new chapter. Use their findings to complement your lectures and class discussions. Enjoy the satisfaction that comes from teaching an essential course in a stimulating manner.

Above all, the materials allow for a course that is relevant to the students. For class use, you may copy the Learning Log on the following page. If you ask your students to complete a Learning Log at the end of each week, they will have an opportunity to recall the course content and will commit new facts to memory. This will make the learning experience more relevant.

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Student’s Name: Current Date:

LEARNING LOG In the spaces below, list items that you recall from this week’s classes that you believe will be relevant to your future employment.

In the spaces below, state how you intend to apply this knowledge in an office environment.

1.

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3.

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Chapter 1: Equity, Diversity, Inclusion, and Accessibility OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Encourage students to consider what are the concepts of the relationship between equity, diversity, and inclusion within the workplace. Open the chapter discussion by providing some background on the Canadian Multiculturalism Act. Follow with an instruction to The Canadian Human Rights Act is a statute passed by the Parliament of Canada in 1977.

2.

Define diversity and discuss the contrast between equality and equity providing some examples of how individuals are unique and how this impacts the workplace. Explore the range of elements that contribute to diversity. Encourage students to reflect on what makes them unique. Have them also consider someone who has had a significant impact in their life, what makes them unique. Share some of the descriptive words used.

3.

Discuss the Canadian Human Rights Act and the Human Rights Commission, employer obligations, protections and equity standards that are found in organizations today. Ask students to share some experiences of discrimination they have experienced or have witnessed.

4.

The topics in this chapter can provide an opportunity to consider what the administrative professional should do when confronted by acts of discrimination.

5.

Ask students to identify inclusion practices associated with diverse arrays of examples in both work and life. This could lead to a significant amount of discussion simply based on the sheer volume of different outlooks and associated practices students have been exposed to.

6.

Discuss the similarities and differences between equity and equality.

Emphasize the importance of being aware of the difference and how this creates barriers in the workplace if not embraced.

Instructor’s Manual— Administrative Procedures for the Canadian Office

7.

Share steps for developing Indigenous knowledge and guidelines for business practices.

8.

List some (three or four) of the advantages for diversity in the workplace. Ask the students to add to this initial list. Encourage students to identify benefits from both diversity in the workplace and human rights practices.

9.

Use examples of how bias is interpreted, identifying specifically how this impacts the workplace.

10.

Discuss bias barriers that may occur within the workplace setting asking students for examples as well as steps for managing bias and how this could impact business relationships. Include a discussion on accessible work environments.

11.

Provide some guidelines for understanding microaggressions and how to manage interactions with unconscious bias. The administrative position will play an important role in terms of interacting with a diverse group throughout the organization.

12.

Assign Production Challenges 1A just before, or immediately after, their topics have been studied in class. Assignments will not, of course, be due until you have finished the related topic. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do to complete the assignment accurately.

13.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

An administrative professional who understands the goals and purpose of a multicultural and diverse workplace is a valuable asset.

2.

An administrative professional should learn the importance of diversity and equity in the workplace, along with employer obligations. The workplace of today involves working with teams comprised of individuals from diverse backgrounds.

3.

Explain the purpose the Canadian Human Rights Act. Highlight the goals of the act and its impact for the workplace. Discuss the Canadian Human Rights Commission which acts upon claims of discrimination both inside and outside of the workplace.

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4.

Mention the various diverse groups that can be found and what today’s workplace has implemented for EDI practices.

5.

Today’s working environment often spans numerous cultures, ages, genders, religions, etc. Define what both diversity is and culture contrasting the two. As well as stereotypes and the harmful effect of having preconceived ideas about certain groups based on a stereotype.

6.

An administrative professional should develop as a soft skill—bias awareness. Adapting to different beliefs and practices requires flexibility on and a respect for other’s viewpoints and bias recognition.

7.

Workplace bias awareness has become an increasingly important aspect of business. The administrative professional is often the frontline person in an organization and should be able to convey an understanding and appreciation of other’s beliefs and practices, and recognize bias in one’s self.

8.

Discuss guidelines for accessible workplace practices considering steps the administrative professional can follow.

9.

Emphasize the benefits of diversity in the workplace highlighting advantages of this for the administrative professional as well as the organization as a whole.

10.

Highlight the nature of business today and the requirements for EDI practices.

11.

The administrative professional should be aware of the significance of accessibility and inclusion practices alongside its impact.

12.

When conducting business the administrative professional may encounter barriers that require making some adjustments in the process highlighting the need for equity and equality.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Related Activities For Instructors 1.

Problem solving 1 & 2 could be assigned prior to the in-class discussion of this chapter. This would encourage a more thoughtful discussion in class.

2.

Invite an administrative professional who works in a diverse workplace to talk to your class about the benefits and challenges in this environment.

For Students 1.

Consider what is unique about your background. List some of your ideas that would contribute to unconscious bias and prepare to share them with your classmates.

2.

Think of an incident that you observed or were involved in where communications were strained or hampered because of differences.

Recall as much detail as you can and then try to gain insight into what probably caused the problem. What do you think could have been done to avoid the incident?

3.

Choose one example of bias that you would like to see addressed within a workplace and research the topic to find steps toward inclusion.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter. The video is available on the Instructor Resources in Revel.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Online Delivery Suggestions Journal/Blog Post Activity A. Have students locate a job posting for an opportunity in the administration field.

B. Ask students to virtually review the job location to gain insight of the culture and EDI practices.

C. Ask student to write a reflective blog or journal on what they might anticipate would be the most challenging aspect of the assignent and by contrast the most exciting.

D. Make sure to have students include some strategies they might use to handle discrimination in the workplace.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Employment equity involves the establishment of creating work spaces free from barriers, seeks to correct conditions of disadvantage in employment, and promotes the principle that it requires special measures to accommodate differences for designated groups in Canada.

2.

The concept of equality is beneficial as it can move the corporate culture in many helpful directions, but it often fails to address underrepresentation of specific individuals and groups. Equality provides equal opportunities for everyone, whereas workplace equity refers to a proportional representation for the same opportunities. In simple words, equity levels the playing field and provides substantial opportunities which normally may not exist.

3.

Diversity [the variety of experiences and perspectives that arise from differences in race, culture, religion, mental, or physical abilities, age, gender, and sexual orientation] encompasses acceptance and respect for others, as well as an understanding that each individual is unique.

Many individuals face barriers to equity based on perceptions about their uniqueness.

4.

Land acknowledgements remain a way of recognizing and expressing gratitude to the First Nations, Inuit, or Métis lands an organization may be situated on. For settlers, the act of performing a land

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Instructor’s Manual— Administrative Procedures for the Canadian Office

acknowledgement is a very basic and fundamental step towards reconciliation be-tween Indigenous peoples and settlers.

5.

Marginalized is the act of treating an individual or group as they are insignificant and they are denied equal and fair treatment.

6.

The Canadian Human Rights Act is a statute passed by the Parliament of Canada in 1977. The goal of this Act is to ensure equal opportunity to individuals who may be disadvantaged due to discrimination based on set prohibited grounds such as gender, disability, or religion.

7.

Bias is a preconceived opinion in favour of or against one thing, person, or group compared with another, usually in a way considered to be unfair and can act as a barrier to achieving equality in the workplace.

8.

The Accessible Canada Act (ACA) passed in 2019. It serves to ensure a barrier-free Canada. This Act applies to all businesses in Canada. A disability inclusive workplace is an accessible workplace, this means not only physical accessibility, such as wheelchair ramps, or accessible meeting rooms, but also digital accessibility, where information and communication technology is accessible to all with assistive technology device capability, such as a screen reader. The objective of an accessible and welcoming workplace is to ensure the doors are open to all qualified individuals, inclusive of individuals with disabilities.

Possible Response to ”What Would You Do?”—Gift Collection • • • • •

Inclusive practices Discrimination Anonymous gift giving Culture Equality versus equity

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Solutions to Problem Solving 1. Due to the importance of needing an interpreter it would be wise to try to arrange another interpreter immediately. There are many services available in most metropolitan areas. Searching for these services should generate significant results. If that is not possible, check with other personnel at your company to see if anyone can refer an interpreter.

2. Consider suggesting a third party to facilitate training in EDI and seek professional development on workplace interactions that are inclusive.

Suggest department training or one-on-one meetings to address the issue.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 1A: Equity and Equality Form 1A is required Since students hail from a variety of backgrounds and workplace experience; answers will vary greatly.

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Chapter 2: Introduction to Human Resources OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Relationships in the workplace occur between employees and other employees, and employees with management. These relationships are of substantial value and it’s important for students to see the many ways these relationships interconnect. Have students review a job posting and open a discussion about the nature of the job and what aspects they are familiar with as it relates to human resource functions. Use groups of students on chart paper to capture ideas.

Use a carousel method for recording student ideas. In other words, allow a few minutes for each team to write their ideas on the paper. Then have the flip chart sheets circulate clockwise to the next team. The next team adds their input to the sheets. This process continues until all student teams have worked with all the paper sheets.

2.

A competitive advantage can take many forms; human capital requires a very specific understanding as an advantage. Discuss with students what makes human capital an advantage to reinforce your students’ understanding. Specific, successful companies make good illustrations of the points to be brought out.

Encourage students to identify their own qualities in human capital and how they would contribute to an organization’s success, both through education and development within the company. Self-awareness will help them evaluate their contribution to the environment.

3.

Ask students to talk about any experience with human resource they have had, even at an introductory level. This helps create a discussion about the various aspects of human resource functions.

4.

The topics in this chapter can provide an opportunity to consider what the administrative professional determines as organizational culture and climate and how this will implicate the workplace.

5.

Human resource planning plays a large role in both the competitive advantage of an organization and its overall success. Have students prepare

Instructor’s Manual— Administrative Procedures for the Canadian Office

a scenario of the planning process for human resource in a mid-size company with approximately 20 employees. How would students decide on training, applying for another position or wanting management opportunities? Discuss what would need to be in place for this to be a possibility?

6.

Ask students to identify reasons of job design. Why does an organization need to be specific with the design of tasks and roles in an organization?

Why does the job posting need to be carefully crafted? Ask students to review a current job positing in their field. In a think, pair, share activity discuss the characteristics of the posting and explore all aspects for an open class discussion.

7.

Discuss the importance of human resources management in the workplace.

Have students define what the main functions provide in the work environment.

8.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

9.

Use the questions under Problem Solving get your students to discuss problems that could occur on the job.

10.

Assign Production Challenge 2A just before, or immediately after, topics have been studied in class. Assignments will not, of course, be due until you have finished the related topic. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do to complete the assignment accurately.

Points to Emphasize 1.

Human resource management frames the management of human capital within the organization. Human capital can be used as a competitive advantage for today’s business.

2.

An administrative professional should learn the connection between the structure of an overall organization and how strategic planning of human resources functions relate.

3.

Organization structure systems outline the frameworks for jobs, functions, and reporting hierarchy. Identifying the three main structures found in business helps determine how the organization can obtain its goals. The management of human resource functions plays a critical role in reaching these goals.

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4.

Human resource functions are essential in the productivity in an organization and starts from the moment a company begins.

5.

How human resources are viewed by both the organization and the employees is vital. The types of architecture formed by human resource management design coincides with the scope and scale of the business.

6.

Performance elements in an organization lead to difference aspects of the human resource functions.

7.

Not all organizations treat human resource management and planning the same way. It is important to understand how this contrast would look from a small, medium, or large-scale organization.

8.

Aligning human resources and business units is a strategic part of planning.

The business unit model requires detail and contribution to the organization in measurable way.

9.

Strategic HRM has changed with evolving globalization of companies today.

A shift in the approach of how human resource functions are utilized and dispersed have cause outsourcing of some functions to occur.

10.

Branches of human resource functions extend beyond recruitment and compensations efforts. Implementation of health and safety measures through ergonomic assessment focusing on employee wellness.

11.

Organization culture is both visible and invisible; it contributes as an entity to an organization that influences behaviours of members (employees).

Organization climate defines how members experience both work and the workplace on a daily basis. Both of these elements are contributing factors into an organization’s achievement of their objectives.

Related Activities For Instructors 1.

The Special Reports section offers reflection questions for students to review elements of the organization. Use these reports to probe discussion as group or individual tasks.

2.

Invite an HR professional to your class. Let the guest guide your students through some HR function exercises that the students can use in an office.

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For Students 1.

Make a list of your experience with human resource functions and then select one that you want to know more about. Determine which function requires further explanation or research. Next, describe the effort you plan to make to further your knowledge. Keep a journal of your efforts to improve. Once you have furthered your knowledge reflect on how this information can be beneficial in the workplace. At the completion of the work, summarize your efforts in a memorandum or email to your instructor. Include an evaluation of your success.

2.

Think of an incident that you observed or were involved in where an HR function would be or was used. Recall as much detail as you can and then try to gain insight on how you would handle the situation knowing the information you know now, after reading the chapter.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter. The video is available on the companion website.

Online Delivery Suggestions Discussion Board Activity 1.

Using the “What Would You Do?” assign this scenario for students to review.

2.

Using the framework of this scenario provide students the opportunity to debate this scenario and apply it to a real-life experience.

3.

Using the questions found at the end of the scenario, pose similar questions to the class.

4.

Ask the students to specifically identify what potential harms are found in a “navigating a new role” scenario in an organizational structure, even if it is a contemporary one.

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TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1. High-performance level in employees contributes to the human capital of an organization, increasing its overall value. This process can occur in various methods and is systematic in its approach.

2. Human resources management (HRM) is the term used to describe formal systems devised for the management of people within an organization.

3. Organizational culture is both a visible and invisible powerful entity that influences the behaviour of the members of that group. Organizational climate defines how the members of an organization experience their work and workplace on a daily basis. It is described as the feeling or atmosphere within the organization of a. job satisfaction which fosters organizational citizenship; this is what is witnessed when employees b. striving to continually improve their skill set and personal c. their performance 4. The term human resource planning (HRP) is the process of anticipating and providing movement of the people, within and out of an organization. The purpose of HRP deploys activities that enable an organization to achieve its strategic goals.

5. Human resource management means governing how employees will be selected, trained, and planned for in the future in contrast to the real-time changes happening in the environment. These elements are human resource functions known as training, recruitment, and selection.

6. Student answers will vary.

Possible Response to What Would You Do?—Navigating a New Role Most companies and organizations have policies about workplace orientation or onboarding. Typically starting a new role is done with a specific set of tasks required to learn, and a supervisor to implement.

In this situation, there are several actions that could be taken.

• •

Using an employee handbook as a guide to decisions for information about employee protocol.

Checking in with a superior to help set the stage for future decisions.

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• •

Initiate a progress update and outline elements that you are still missing as a conversation starter.

Resources are an excellent way to understand the policies and procedures within an organization. Explore the available resources that are needed and begin to inquire with your supervisor if these are ready to use or if there is anything additional you need to do to access these.

This case reaches into the aspects of our behaviour and the practice of how to approach a new position in a company.

Solutions to Problem Solving 1.

Situation A. Automate the system to alleviate the need for approval signatures. Use a job-sharing system—create a new protocol or policy that would show the new process.

Situation B. Create a living document using shared software. Use a collaborative workspace and invite all employees to sign it, illustrating the need for planning within each business unit.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 2A: Preparing for a New Role Answers will vary. Ensure that students use research to support their answers.

Solutions to Production Challenges Production Challenge 2A: Answers will vary.

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Chapter 3: Human Relations OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Participating in productive teams is very difficult for most students, who have had little or no experience in the working environment; however, it is one of the skills most sought by employers. Before beginning the section called Be a Team Player, have your students work in groups of four. They will use flip chart paper to express what they believe makes a successful team, identifying the interpersonal skills specifically. Use another sheet of flip chart paper for student groups to record what they believe makes a good team leader.

Use a carousel method for recording student ideas. In other words, allow a few minutes for each team to write their ideas on the paper. Then have the flip chart sheets circulate clockwise to the next team. The next team adds their input to the sheets. This process continues until all student teams have worked with all the paper sheets.

You may want to combine information from this chapter with information from Chapter 15, Meetings and Conferences, which is relevant to Human Relations in Chapter 3. Consider using it to identify stress-management techniques. Have one student record the input from the class on a flip chart.

Remember to tell your students that no discussion takes place until the brainstorming is complete.

You may want your students to select someone to chair the brainstorming session—with the duty of ensuring no discussion during the brainstorming.

2.

Desirable attitudes and traits form an endless list. There are far too many traits to discuss all of them. Select a few (politeness, composure, loyalty, integrity, dependability, self-confidence, and self-motivation) and discuss them to reinforce your students’ understanding. Case histories or current events examples make good illustrations of the points to be brought out.

Quotes from an article related to professionalism will stimulate discussion.

Encourage students to identify their own personal qualities, both positive and negative. Self-awareness will help them evaluate their contribution to

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the team environment. It will also promote efforts to work on the negative qualities while enhancing the positive qualities.

3.

Ask students to talk about how malicious gossip can threaten the work environment and group dynamics of an organization.

4.

The topics in this chapter can provide an opportunity to consider what the administrative assistant should do when the manager is unsuccessful or business practices are unethical. It is a good idea to conduct a student discussion on the meaning of values, morals, attitudes, and ethics prior to starting this exercise.

5.

Change has, in fact, become the status quo in the office. Begin the subsection Change is Constant by asking students to sit in groups of three. Each person must tell the other members of the group what has been the greatest change in their lives in the past two years, what happened as a result of the change, what the student learned from the change, and how the student has applied that learning to other situations. Then volunteer students should offer to share their experience with the whole class.

6.

Ask students to identify causes of work-related stress for an office professional and make suggestions on how to deal with and/or avoid negative stress.

7.

Discuss the importance of personalities in the workplace. Have students define what the theories they can identify with and provide work or school examples.

8.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

9.

Use the questions under Problem Solving to get your students to discuss problems that could occur on the job.

10.

Assign Production Challenge 3A just before, or immediately after, their topics have been studied in class. Assignments will not, of course, be due until you have finished the related topic. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do to complete the assignment accurately.

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Points to Emphasize 1.

Human resource management as a theory outlines experiences that focus specifically on people and consequential behaviours of individuals and groups. Today we see four key factors affecting the role of human relations in the workplace: (1) the individual; (2) work group; (3) leader(s); and (4) work environment.

2.

An administrative professional should learn the mission of the organization and recognize the importance of teamwork. Teamwork is a strong component of workplace structure practised by many Canadian businesses.

3.

Effective human relation skills can help facilitate and grow business relationships. In the work place, it is important to have effective leaders, managers, and administrators. Organizations require leaders to achieve their mission and vision.

4.

Relationship building serves as a central focus for administrative professional today. A substantial portion of an administrative professional’s role requires the ability to create and maintain both internal and external relationships through effective communication.

5.

Teamwork has replaced individual work as the basic building blocks of organizations. Acquiring and developing interpersonal skills are essential for contributing to a successful team.

6.

Integrity and honesty are core personal qualities that are required qualities of a successful administrative professional.

7.

Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that positions it in a cohesive and unified framework.

8.

The benefits of teamwork are numerous; best practices leading to productivity are substantial contributors to this teamwork.

9.

A positive attitude toward work is probably the most critical determinant of success. Managing people and personalities is an essential skill into today’s workplace. Developing coping strategies for managing these elements are key to success.

10.

Management styles refer to the way a manager makes decisions relating to subordinates and the communication process involved. Management styles are largely reflective of the organizations corporate culture.

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11.

Personality matters for many reasons. One reason has to do with fit. How well a person’s personality fits the job, the team, and the overall organization. Poor fit is a major source of conflict and turnover.

12.

Workplace ethics are present in every organization. Defining ethical practice within an organization also require an element of recognize one’s own personal principles alongside company values.

13.

Many companies are instituting wellness initiatives and programs. If handled properly, stress can help students to be alert, creative, and efficient.

The administrative assistant who copes well with stress and manages time effectively will have control over the job.

14.

Many work environments require consistent, if not constant, interaction with other people. Interpersonal skills are often referred to as employability skills. When employers are seeking candidate’s interpersonal skills are often listed as a critical element in the hiring decision.

Related Activities For Instructors 1.

The Special Reports section offers reflection questions for students to review elements of the organization. Use these reports to probe discussion as group or individual tasks.

2.

Invite a stress management expert to your class. Let the guest guide your students through some practical relaxation exercises that the students can use in an office.

For Students 1.

Make a list of your own personality traits and then select one trait that you want to improve. Determine a period of time, such as three or four weeks, in which to work at improving this trait. Next, describe the effort you plan to make to improve it. Keep a daily record of your efforts to improve. Do not reveal the trait you are attempting to improve to anyone but your instructor until the end of the predetermined time period. Does anyone mention that they notice a change in you? At the completion of the project, summarize your efforts in a memorandum or email to your instructor. Include an evaluation of your success.

2.

Think of an incident that you observed or were involved in where communications were strained or hampered. Recall as much detail as you can and then try to gain insight into what probably caused the problem.

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What do you think could have been done to avoid the incident? Did personality play a role in your opinion?

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter. The video is available on the Instructor Resource site on Revel.

Online Delivery Suggestions Discussion Board Activity 1.

Using the “What Would You Do?” assign this scenario for students to review.

2.

Using the framework of this scenario provide students the opportunity to debate this ethical scenario apply real life experience.

3.

Ask the students to specifically identify what potential harms are found in a “communication” scenario such as this.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Human relations in the workplace is described as the relationship with or between people in a workplace or professional setting. From an employability and personal success perspective there are significant advantages for developing human relation skills.

2.

Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that positions it in a cohesive and unified framework. Administration creates the fundamental framework of an organization. Administration decides what is to be done and when it is to be done using a systematic process. Management is the administration of an organization and coordinating resources and tasks to help a business operate efficiently working towards common goals.

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3.

A personality perspective attempts to describe various patterns in personality, including how these patterns form and how people differ on an individual level. Personality matters for many reasons. One reason has to do with fit, how well a person’s personality fits the job, the team, and the overall organization. Poor fit is a major source of conflict and turnover.

4.

Any five of the following: a. b. c. d. e. f. g. h. i.

Treating every member with the greatest respect.

Basing decisions on fact rather than opinion.

Communicating clearly and honestly.

Balancing participation among all team members at meetings.

Staying on topic and not allowing digressions during meetings.

Seeking creative ways to solve problems through brainstorming.

Summarizing decisions at the end of team meetings.

Committing to do equal work.

Believing that every member has talents that will contribute to the team’s work. j. Not personalizing criticism of the project; remember, it’s a team effort.

Ways to influence change: a. Dominating or reluctant team members. Lead the meeting by treating everyone with courtesy and respect and remind everyone of the ground rules agreed upon. Encourage a balanced discussion by encouraging those who haven’t commented to speak. b. Lacking direction. Establish an action plan (possibly using a Gantt chart) and ensure that the team follows it. c. Digressing. Tactfully make the team aware that the discussion is going off topic and ask the members to focus on the topic at hand. d. Quarrelling. Act as the mediator—focus on the ground rules to discourage this behaviour, and remind the members involved that their actions are unproductive. e. Discounting. Support those who are being discounted and give them respect and attention.

5. a. to damage the careers of others by withholding information so that they perform poorly on the job. b. to inflate one’s value by appearing to be the only one to have certain information 6.

Any three of the following: • doing something unethical based on a request by your manager—for example, shredding documents to hide the fact that they ever existed

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• • • • • 7.

8.

9.

not paying an employee a final payment or not paying for all the earned hours theft of company property or time cyber slacking, using company time and resources to surf websites for personal interests altering information on documents to falsify information not reporting incidents, such as accidents, in a manufacturing company

A code of ethics is a formal document, developed by your organization, that states the organization’s primary values and rules of ethical conduct. a. Refrain from repeating your manager’s opinions. b. Do not discuss, mention, or refer to company business outside the office. c. Keep upcoming company announcements confidential. d. Do not give confidential information away to friends or colleagues. e. Do not give any confidential information (even one isolated fact) to a competitor.

Changes come about rapidly because of the relentless updating of office technology, competition between companies, and the restructuring of organizations to become more efficient.

10. The best advice to handle changes in management is to be flexible, adaptable, and tolerant (FAT). Show tolerance to different ideas and beliefs expressed by the new management team. Be willing to accept change and to adjust to new situations. View change as the opportunity for new and exciting challenges. The more you demonstrate your ability to accept the challenges of your new assignments, the more professional opportunities will come your way.

11. That’s why programs for prevention of workplace illness are in place at many organizations. Some of the common programs include: • free access to wellness counsellors, social workers, and psychologists • company-sponsored memberships for health clubs • health seminars held at lunchtime • health videos, CDs, and books available in the company library • company-paid massage therapy • company-sponsored healthcare and dental plans • health food in the company cafeteria • fitness programs offered at the company’s own gym or courts

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Possible Response to What Would You Do?—Regaining Lost Trust Most companies and organizations have policies about workplace protocols.

Personalities may be part of the discussion but so will team behaviours. What team behaviours or personality traits would be relative here? How could they be influenced for a different resolution?

This case reaches into the moral aspects of our behaviour and the actual practice of right and wrong on a personal level.

Solutions to Problem Solving 1.

Situation A. Long distance calls cost money—the companies. Making longdistance personal calls is company theft. a. Was she made aware of the office policies and guidelines when she was hired? b. Is she able to take an earlier bus? c. Find out if management will allow her to stay an additional 15 minutes each day to compensate. d. Tell her that it is your responsibility to deduct the 15 minutes from her salary and ask her for feedback.

2.

Business decisions are based on official announcements, not casual conversations or rumours. Tell the two office workers you have not seen an official announcement concerning Janice McCall’s employment plans.

3.

Listen to Chris but don’t get dragged into running down the company—it may jeopardize your job and compound negative feelings. Sit down with Chris and focus on positive future Chris again and discuss the effects on you, your friends, your co-workers, and your relationship. Focus on being part of the solution, not part of the problem. Reiterate your willingness to help Chris achieve a positive future.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 3A: Personal Values Answers will vary.

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Chapter 4: The Global Business Office OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Ask students to identify cultural practices associated with diverse arrays of cultures. This could lead to a significant amount of discussion simply based on the sheer volume of different cultures and associated practices. Share steps for developing cultural awareness and guidelines for cross-cultural encounters.

2.

Discuss communication barriers that may occur with international business relations as well as steps for managing international client relationships.

Use examples of how time management is interpreted depending on the culture, identifying specifically how this impacts the workplace.

3.

Make a request to a local travel agent or Air Canada for a class set of airline schedules. Note that these printed schedules may not be readily available.

Because most of this information is on the internet, fewer schedules are now being printed. Otherwise use the overhead projector or learning management system to make a link available.

4.

Initiate a class discussion and have students who booked their own travel on the internet compare notes with those who made reservations through a travel agency. Ask for a pro and con approach.

5.

Ask students who have passports, visas, and International Certificates of Vaccination to provide these examples and show these items to the other students. Consider using Special Reports 1 & 2 for additional research on foreign travel.

6.

Use the Problem Solving at the end of the chapter to provide your students with experience in thinking through problems that can arise in travel planning. Use relative examples from any recent news or social media channels to highlight these challenges.

7.

Assign Production Challenges 4A just before, or immediately after, their topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that deals with the Challenge. However, assigning a Challenge immediately before a topic is

Instructor’s Manual— Administrative Procedures for the Canadian Office

discussed encourages students to pay attention and allows those who do to complete the assignment accurately.

8.

This chapter provide an opportunity for a larger discussion on both security measures in travel methods and credibility of online based booking.

9.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

The administrative professional must have all the essential trip information before contacting a travel department, airline, or travel agency. Having initial preferences and contingency preferences is essential.

2.

Although booking travel arrangements through the internet can save a great deal of time, working with a travel consultant or agency is the easiest and perhaps the most advantageous and best way to book air, car, hotels, car rentals, and to purchase traveller’s insurance if you're not familiar with using the internet.

3.

An administrative professional should learn the importance of cultural competency and diversity consciousness and equity in the workplace, along with employer obligations. The workplace of today involves working with teams comprised of individuals from diverse backgrounds.

4.

Knowing how to read timetables is a valuable skill to anyone making travel plans. Remember, timetables and schedules are listed in local departure and arrival times. Reading the 24-hour clock is essential as flights are often listed based on this time.

5.

Most hotel reservations can be made by calling toll-free numbers. Where the hotel belongs to a large chain, you may be able to make the reservation through the internet. A credit card is required to guarantee the reservation after a 6 p.m. arrival. Many online websites offer discounted rates, be sure to ensure both validity and credibility. Always secure confirmations.

6.

An administrative professional should check travel tickets for accuracy and carefully assemble the materials the manager will take on the trip. A copy of the traveller’s passport should be kept on file in case it is lost or stolen.

7.

Workplace cross-cultural awareness has become an increasingly important aspect of business. The administrative professional is often the front-line person in an organization and should be able to convey an understanding and appreciation of other’s beliefs and practices. Discuss guidelines for 2

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handling cross-cultural encounters considering steps the administrative professional can follow.

8.

Many organizations provide cash advances to employees who travel. Other companies provide employees with credit cards on which to charge company business expenses. Ethical reporting of travel expenses is an ongoing challenge for companies. Establish reporting in accordance with company policy.

9.

A travel expense voucher should be completed in accordance with company travel expense policies. The voucher must be accurate, complete, and have all supporting receipts attached; otherwise reimbursement of the funds will be delayed. Most companies provide corporate credit cards for travel expenses, however as this isn’t always the case, knowledge of travel expenses is essential.

10.

Charges incurred are payable at the completion of the rental, but the user agrees to pay for an additional charge incurred that aren’t present at the time the vehicle is returned.

11.

When conducting business globally the administrative professional may encounter language barriers that require making some adjustments in the communication process.

12.

The administrative professional may find themselves working in a foreign country for a short- or long-term experience. Specific requirements may need to be met to work in another country. Being able to build positive working relationship when hosting international visitors and or clients. The administrative professional can follow tips for building and sustaining these relationships.

13.

The administrative professional who works with global businesses needs to incorporate knowledge and research of global law and ethical procedures.

Laws regarding everyday conduct and perception of ethical behaviour vary from country to country.

14.

Review currencies for international countries of business as a standard practice. Understand the method of currency exchange, costs associated, and procedures.

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Related Activities For Instructors 1. Invite an administrative professional who works in a diverse workplace to talk to your class about the benefits and challenges in this environment.

For Students 1.

Interview an administrative professional who makes travel arrangements.

Ask the following questions: a. Do you use a checklist or an online software? b. Is there a department within this organization to handle the travel arrangements or is the traveller responsible for arrangements? Does the company use a travel agent or do staff make the arrangements themselves? c. What are your specific responsibilities for making travel arrangements?

How much of the booking information takes place online? d. Is international travel involved? If so, what specific information or steps must be completed for the traveller? e. Does the traveller call in while away from the office? If so, what items are discussed? f. What types of activities are completed during the traveller’s absence? g. What procedures are followed to complete the travel function when the traveller returns? h. What advice can you give about handling travel?

Summarize your findings in memo form. Be prepared to share your findings with your class.

2.

Consider that you are going to Europe and that you want to travel by car in the countries you will visit. Visit the internet or place telephone calls to two car rental companies that have international offices and ask what it will cost you to rent a car for one month in one of the countries you plan to visit. Find out what driver’s licence, bonding, and insurance are required. Compare your travel plans with the plans of other students. What kind of car did you choose? How many people will it hold? It is automatic or standard? Where did you obtain the information- how can you ensure it is credible?

3.

In one month, your manager is travelling to Cairo, Egypt, for the first time, and will be away from the office for three weeks. This is the first opportunity you have had to make international travel arrangements and you want to ensure that all details are complete and accurate. Your manager has asked you to gather all the details and review them with her at the end of the week. Make a trip folder to present to your manager. In sequence, identify what you would do to plan this trip.

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4.

Check the internet to view or call a local airline, bus line, or railway company to request a current timetable. Select a departure city and a destination city. Read the schedules of service available between these two cities. Compare travel frequency and costs. Report your findings in an email to your instructor.

5.

Suppose that you must make a quick trip to a city 1000 kilometres or more away. Plan a travel schedule that will enable you to reach the city you have selected in the fewest number of hours. If you travel by air, will you have a direct or connecting flight? If it is a connecting flight, what airlines are involved? Allowing sixty minutes for early arrival at the departure airport; calculate the total hours needed to make the trip. How will the time zones affect your trip? Discuss your fictitious trip with your class.

6.

Talk to local travel agents in your area; ask them about their fee structures and how they can justify charging fees.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

ONLINE DELIVERY SUGGESTIONS Collaboration Activity: WIKI 1. Have students in groups prepare an itinerary for an executive using domestic, US and international locations.

2. Students will collaborate on what items will require special attention and provide a summary.

3. The summary will include any best practices that administrative professionals deem important.

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Journal/Blog Post Activity 1. Have students locate a job posting for an international opportunity in the administration field.

2. Ask students to virtually review the job location to gain insight of the culture.

3. Ask student to write a reflective blog or journal on what they might anticipate would be the most challenging aspect of the assignent and by contrast the most exciting.

4. Make sure to have students include some strategies they might use to combat culture shock.

Discussion Board Activity 1. Have students select a destination to travel to for business.

2. Students will research travel precautions, security measures and any items that pertain to travel and note them in a summary post.

3. Have students frame the post as a memo or email to a colleague.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

There is a growing need to hire and retain employees that are adept at navigating a global workforce; successful organizations invest in diversity and sensitivity training to equip their workforce with the knowledge base to reach these goals. A workforce can maximize aptitude resourcefulness while fostering innovation, ultimately leading to an increased positive public image when employees view diversity consciousness as competence.

2.

The need for cross-cultural competence in today’s business environment has never been greater. Not only has the workplace become more diverse, but business is increasingly conducted on an international scale. The stronger your cross-cultural competence, the less likely it is that you will fall victim to cross-cultural misunderstandings or make unfortunate blunders.

3.

Any four of the following: a. Take time to learn a few courteous greetings.

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b. Locate the client’s nearest consulate office and contact information in case your visitor requires it. c. Research what cultural attitudes exist about time management. d. Preferred eating habits. e. Consider international differences in terms of customs and greetings. f. Learn about body language and their interpretation. g. Pronunciation of names. h. Be aware of any national holidays and important events occurring in visitor’s country. i. Physical space for personal communication. j. Prepare information about the city your visitor is in so they can see some points of interest.

4.

Gestures convey different things depending on your culture or country of origin. A gesture may appear harmless in your culture could have a profoundly different meaning in another.

5.

a. b. c. d. e. f. g. h.

Work etiquette of the host country.

Work environment in terms of expectations for commitment.

Importance of time. Learn how time is handled in the host country.

Learn about workplace legislation.

Pay how is payroll handled.

Learn the language.

Learn the cultural view of women in the workplace.

Learn the host country’s cultural view toward authority.

6.

Time management perceptions can be culturally driven. Consider business communication with a colleague in another country the time difference between the two countries can vary dramatically. Even work days can differ. Even the way tasks are performed can vary as well as well as the sequencing of tasks. Multi-tasking is usually looked upon as favourable in Canada but in another culture or country it may not be.

7.

Any four of the following: a. Take time to learn a few courteous greetings. b. Locate the client’s nearest consulate office and contact information in case your visitor requires it. c. Research what cultural attitudes exist about time management. d. Preferred eating habits. e. Consider international differences in terms of customs and greetings. f. Learn about body language and their interpretation. g. Pronunciation of names.

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h. Be aware of any national holidays and important events occurring in visitor’s country. i. Physical space for personal communication.

Prepare information about the city your visitor is in so they can see some points of interest.

8.

You want your visitor to have a pleasant and positive visit to Canada by making yourself knowledgeable about a variety of matters that could affect your visitor’s stay. Be available to answer questions they may have or be prepared to direct the visitor to someone who can provide an appropriate answer.

Possible Response to What Would You Do?—Exaggerated Expenses This is a case where a good company code of ethics would prevail. Many contemporary international companies refute the benefits of “gifts” to clients. Such companies identify gift-giving policies in their code of ethics and would not support Dimitri’s liberal application. But what are your company’s policies?

It would seem on the surface that Dimitri has been both unethical in his use of expense privileges and may also have broken the law in his misuse of company funds. You too have a moral obligation to do what you believe is right. On the other hand, is it or is it not your call?

Saying nothing to Dimitri is probably the best course of action, although you’ll be tempted to comment, “That was a lovely necklace your wife was wearing last night, Dimitri.”

You should not contact the vice-president’s office either. Have confidence in your senior management, Dimitri’s boss, to determine if there is any misconduct in Dimitri’s expense claim. After all, you really don’t know if Dimitri’s actions have been pre-approved by his boss or not. If you simply exercise the rules and due process, there will be no negative reflection on you.

Unless you have signing authority for Dimitri’s expenses, you are duty bound to ensure the claims process and administration is correct. Do not personalize it even if you suspect the claim is false. Just ensure your work is accurate and that you have the appropriate supporting documents—but don’t make false claims for anyone.

Your company has the responsibility of providing a safe working environment, free of harassment, in which your rights and privacy are protected and you are treated with respect and dignity. While the right to be treated with respect is a contentious issue and subject to interpretation, it is disrespectful to assume that you will make false claims for an officer of the company.

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Remember, somehow you have to survive through this and other tests of your personal moral code. Take the moral high ground and diligently go about your work.

Don’t be judgmental, and don’t talk about these confidential issues around the coffee machine!

Solutions to Problem Solving 1.

Explain to the reservations agent that the three executives would like to travel together. Make a reservation for the third executive for the closest available flight but ask that they be put on a waitlist for the same flights as their colleagues.

2.

Student’s answer will vary based on suggestion.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 4A: Preparing a Travel Expense Form Note: The Travel Expense Form is available on the Instructor Resources site in Revel as Form 4A. a. Check for completeness and accuracy of facts and figures. b. If the document has been completed using the Instructor Resources site in Revel, check that the keyed information fits neatly in the space provided. c. If the student has handwritten the document, check for legibility.

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Production Challenge 4A (Form 4A) (Working File 4A) PDI TRAVEL EXPENSE FORM NAME: TITLE:

CONTROL #: Date

Location

Work Order

Transport*

Oct. 10

52.00

Hotel

Other

Entertain

Meals

180.00

Kisha Spence TL Total

PIN: DATE:

Oct. 13/--

Explain Other, Entertain, Meals

257.62 25.62

Oct. 11

187.83

180.00

50.35

468.18

Portfolio Per diem meals

365.50

Theatre tickets/Singes Per diem meals

50.00 Oct 12

180.00

135.50 50.00

Oct. 13

56.50

EXPENSE TOTAL

296.33

540.00

50.35

135.50

12.10

68.60

137.72

1159.90

LESS: CASH ADVANCE

690.00

BALANCE CLAIMED OR RETURNED

469.90

LEGEND

*

Include vehicle from Side 2 (if applicable) ** Enter on Side 2 *** Distribute on Side 2

APPROVAL OF EXPENSES CERTIFICATION OF EXPENSES I certify that I have incurred these expenses.

Payment Approved by

AUDIT

Title Employee’s Signature

Copyright © 2024 Pearson Canada Inc

Date

Checked by

Date

Date

10

Chapter 5: Management of Work, Time, and Resources OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Most successful businesses work towards attaining pre-set goals and objectives while strategically analyzing and addressing gap areas to increase their productivity level. Explain in relative terms, using examples of current business who have failed to meet goals based on poor productivity. Help establish the need for productivity to be part of the administrative professional’s skill set.

2.

Discuss the difference between effectiveness and efficiency and how they work together to achieve the desired results. Incorporate the five functions of management to address the correlation.

3.

Ask students to prepare a daily to do list for two weeks. Take a few minutes daily to verify that they are doing so. Define how they view priorities- ask students if they can differentiate between important, urgent and timewasting task. Ask students to create a personal time distribution chart to help them manage and organize their school assignments and home responsibilities. Set aside some class time to discuss this exercise.

4.

Emphasize the importance of organizing office supplies and the workstation, in addition to planning and managing resources. This will enhance the level of efficiency for the administrative professional.

5.

Identify ways that administrative assistants can promote an environmentally conscious workplace by practicing recycling, reusing, and reducing.

6.

Discuss concepts of resource allocation. Have students identify opportunities for practices used in business setting that demonstrate this.

7.

Ask each student to select one concept of office sustainability for a class discussion.

8.

Use the Problem Solving at the end of the chapter to give your students practice in arriving at solutions to issues that can occur on the job. If time

Instructor’s Manual— Administrative Procedures for the Canadian Office

permits, you may wish to set the learners up in teams to brainstorm solutions and then compare notes.

9.

For class discussion, use the questions at the end of the chapter as a guide to points to be covered.

10. Assign Production Challenges 5A just before the topic is introduced. This forces students to pay attention to class instruction and discussion in order to complete the assignment accurately.

11. Provide a template of a time distribution chart used in the industry. Provide the template to students and encourage your students keep track of their planned and actual progress throughout a project.

12. What Would You Do? The smoking issue will spark a heated debate. Have students argue the question of work time theft, with emphasis on personal telephone calls, talking to the kids, playing computer games, surfing the net, emailing jokes, or taking extra smoke breaks.

13. Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1. Fundamental business methodology uses customer satisfaction as the primary focus of every organization. The concept of productivity is part of this focus.

2. Efficient work habits coincide with organizational success and require specific development. Along the way, it has given more autonomy and broader responsibilities to administrative professional and all members of the organization participate.

3. Effectiveness: producing a definite or desired result.

4. Efficiency: producing a desired result with a minimum of waste, expense, or effort.

5. Brainstorming is an effective way to gather creative contributions from a company’s employees.

6. All staff, regardless of rank, must practise active office team collaboration in order to succeed. Resource allocation processes in business settings are areas for an administrative professional to develop competencies.

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7. Establishing work priorities and successful work habits are opportunities the administrative professional can create, accept and succeed in.

8. The transactions that occur within a business day are too numerous to remember. Every office worker needs an organized method of writing things down with a systematic method of managing time and resources.

Understanding organizational priorities assist at not only an individual level but also helps an administrative professional understand the business setting and resources used to meet organizational goals.

9. Administrative professionals should schedule difficult tasks when they are not fatigued and recognize procrastination behaviours.

10. When administrative professionals meet with other office employees to discuss a problem, they must be prepared to offer solutions. A team approach is an excellent way to create the environment for solving problems and developing better procedures.

11. Taking extra time to produce quality work results in increased production with less expenditure of energy.

12. Putting away items related to a completed task before starting a new task contributes to efficiency.

13. Interruptions are a part of the normal workday.

14. Setting priorities and assigning time to given tasks can be one of the most difficult parts of organizing work.

15. A time distribution chart is a helpful aid in managing time and organizing work.

16. All employees are expected to use work, time, and resources ethically.

17. When office professionals wonder where to file documents that have been cluttering their desks, they may need to verify provincial legislation first. If the office professional sees no serious need for them, then the documents should be shredded or recycled.

18. Administrative professionals can play an important role in establishing and participating in sustainability initiatives and programs that support the overall objective.

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Related Activities For Students 1.

Review your daily to do list. Are all items on the list being checked off at the end of the day? If not, why? How have you built in flexibility? How do you determine importance? Discuss some of the hurdles encountered.

2.

Prepare a time distribution chart and plan school or college work in detail for the following week. List what must be accomplished. Estimate as accurately as you can the time each activity will take, including homework, assignments, and review time. Draw a schedule with time blocks for each hour of your work day for the entire week. Next, put each activity in the time frame in which you plan to perform it. Create a flex plan for this timewhat will happen if you miss a deadline? If it occurs, record how you dealt with this occurrence. At the end of the week, analyse how well you followed your plan. Report your results to your class or instructor.

3.

Take a good look at the study area at home. Is it quiet? Is there enough light? What interruptions are predictable? Are materials that you are not using right now mixed in with materials you are using this week? How much time are you spending searching through unrelated papers to find a lost paper? To organize your work area, you may have to buy a few folders or subject organizers. Start organizing your homework area the way it would be at the office.

4.

Divide into teams and visit an office supply store physically or virtually.

Look at work and time organizers. Then compare these organizers with available time organizer software (for example, paper desk calendars vs. electronic calendars). Summarize your findings of the manual vs. electronic work and time organizers. Be prepared to share your summary with other teams.

5.

Does your college/school have an active recycling program or do they engage in any type of sustainability efforts? Interview an administrator about current or proposed recycling plans. If possible, discuss with a private recycling company how this plan could be improved. Report your findings to your class or instructor.

ONLINE TOOLS 1. In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Surfing the net exercise are available on the instructor companion website to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

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Online Delivery Suggestions Collaboration Activity- WIKI 1.

Create a classroom wiki of time management strategies and best practices.

2.

Initiate this collaborative exercise by asking students to contribute either researched or proven strategies that assist in controlling time. Or provide a sustainable office exploration by having students suggest ways to contribute to a sustainability goal for an organization.

3.

In a prescribed time, ask students to individually contribute- by the end of the time outline, students should have a best practice document of one page completed.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Effectiveness means producing a definite or desired result. Efficiency means producing the desired result with a minimum of effort, expense, and waste.

2.

Setting priorities is about choosing to do important things first to enable an organization to achieve immediate short-term as well as long-term goals. Within an organization senior management typically spends significant time analyzing, negotiating, and planning the company’s strategic priorities and goals. Once set, these priorities they are often communicated and cascaded down throughout the organization. This process may take several months, and the output may be a series of employee focused consultative meetings leading to a strategic launch.

3.

• • • • • •

Carefully study all the instructions left for you by the previous administrative assistant.

Check the different kinds of stationery and forms in your desk and determine when each is to be used.

Read instruction sheets that have been prepared for certain tasks you are to perform.

Study the office manual, if given one.

Find out what is in the active files.

Refer to the directory of the organization to learn the names of the managers and other employees and their titles.

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4.

No. You will need to make allowances for delays, rush or urgent jobs that have not been anticipated.

5.

Group telephone calls, email messages, and tasks that require the same degrees of concentration.

6.

Recognize the difference between work that must be perfect and work that can contain minor flaws, and acting on it.

7.

Work one task until you finish it. Jumping from one task to another is confusing. Furthermore, reviewing work to figure out where to begin and recalling what has and has not been done results in wasted time and energy.

8.

a. Mark your place as soon as you are interrupted, b. Once you are interrupted, handle the interruption immediately if it can be dealt with in only a few minutes. c. Quickly resume work where you left off at the time of the interruption. d. When a co-worker drops into your office for a visit, stay standing.

9.

Any of the following are good options: a. Waste. Look for opportunities for reducing, reusing, and recycling. This could include a paper, supplies, and food waste protocol b. Electricity. Place energy reminders to turn off lights and equipment when not in use. c. Heating. Conduct checks by walking to identify areas in the office that are being heated unnecessarily and act to save energy as required. d. Material procurement. Look into how some of the supplies used in your office are made.

Possible Response to What Would You Do?—Time Expectations The concern here is time theft. Whether employees take time to surf the internet for private reasons, respond to personal emails, chat with friends and family on the business phone, eat at their desk because they arrived late, or sneak in extra smoke breaks, it all amounts to pinching company time.

You have to resolve this issue based on the responsibilities and obligations you have to the company. Moreover, it is your ethical duty to do what is right for all involved.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Safety and productivity are clearly an issue in this case. Your responsibility (among many others) is to provide an environment in which all of your subordinates are safe and industrious. Productivity loss will become a direct concern to your employer.

To complicate the issue, you are a part of the problem itself by setting a nonproductive precedent. That is basically what your smoking partner is suggesting when she says, “see my supervisor.” She does not simply mean go and ‘talk to my supervisor’, but go and see that my supervisor is nonproductive too.

Secondly, as a good supervisor, you should not demonstrate favoritism or bias towards any member for arbitrary reasons—in this case, a smoking habit. In other words, you cannot condone extra breaks for your smoking partner and not provide the same benefit for the other staff. By the way, if you did provide the same benefit to all, there would be a total of ten working days lost each month!

There is also de facto harm done to the company by expecting it to pay for your extra down time. You must adopt a utilitarian point of view and weigh your behaviour towards this situation.

To fulfill the responsibilities and obligations of your position, stand back and observe the situation objectively. Whether the solution is to work for 40 minutes longer each day, take a pay cut to compensate for the time lost, offer your nonsmoking colleagues some other compensation, or follow the company break rules, you must remain impartial to avoid favoritism and impropriety.

By modeling the behaviours you would like to see, you will reaffirm leadership and be in a position to make objective decisions.

Solutions to Problem Solving 1.

Teamwork of any kind is an important aspect of the job. Human relations involves managing both interpersonal skills and non- productive work behaviours. Quickly assessing the situation to prioritize the nature of the group dialogue offers the ability reroute these types of distractions. If the nature of the discussion is urgent, opt to meet in a meeting room for a schedule discussion. If the discussion is not urgent, offer to reconvene later in the discussion, noting time sensitive tasks that must be given priority, or ask to reschedule the discussion to a quieter portion of the day.

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2.

Working for 25 people is a challenge. The best way to organize your tasks might be to prepare a time distribution chart, which is especially helpful for a person who works for several others.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 5A: Setting Priorities and Time Management Determinations Students should: a) Analyze the 10 task statements listed on the form and identify which of the quadrants each task aligns with. b) Decide what must be done Monday a.m. and in what order (Priority 1). c) Decide what must be done Monday p.m. and in what order (Priority 2). d) Decide what must be done Tuesday and in what order (Priority 3). e) Decide what can wait until Wednesday (Priority 4).

The following table may help you to understand the logic behind the priority rankings.

Priority

Day

1 2

Monday Monday

3

Tuesday

4

Tuesday or Wednesday

Time

Wilson Item

a.m. p.m.

7, 2, 10, 9 3 (Fitzgerald), 1, 4, 5, 6, 3 (Evans, Berger) 8

Ass. V-P Item 3 2, 1 4

Note: Some priorities are based on courtesy and may have to be changed if your workload demands; for example, the letter to Nancy Cromwell could move from a Priority 2 to a Priority 3 or 4. As a courtesy to Nancy Cromwell, she’s listed as a Priority 2 but, as the conference is a long way off, a day wouldn’t make much difference.

Production Challenge 5A (Form 5A) Answers will vary.

8

Chapter 6: ORGANIZATION STRUCTURE AND OFFICE LAYOUT OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Some students have difficulty understanding the role of staff authority.

Point out that a staff manager is a person who works in an advisory capacity to assist those with line authority. Line authority is the right to give orders and carry out tasks related to the organization’s primary purpose. For example, a lawyer working in a law firm may be a line manager with line authority since the primary purpose of the business is law; however, a lawyer working for a large oil and gas manufacturing company would have only staff authority since the lawyer’s function would be to advise managers carrying out the business of gas and oil manufacturing. The lawyer is serving as a specialist to provide expertise and advise line managers throughout the organization.

2.

Provide examples to demonstrate the key elements of organizations to help identify the building blocks of an organizational structure. Have students profile well-known companies and contrast the organizational structures. Provide example s of elements and characteristics commonly found in each structure.

3.

Examine the importance of having the workplace suit the worker. Identify the elements that affect the fit between the office environment and human factor. Emphasize the risks involved when ergonomics is not given adequate attention.

Discuss the importance of having the proper office layout for different types of businesses. The layout should promote and enhance the business at hand while providing a user-friendly and productive work environment.

4.

Assign the Related Activities or Special Reports to provide your students with a vivid concept of modern office design.

5.

To make your students aware of the types of problems that can occur, ask them to think through the Problem Solving at the end of the chapter.

Instructor’s Manual— Administrative Procedures for the Canadian Office

6.

Have students research current trends in remote and virtual work as it relates to administration. Ask students to lead a discussion in workplace “office less environments”.

7.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

Formal structure is established within organizations to designate authority and responsibility. Final decisions are made by line management.

2.

Organizations structures outline the framework of tasks, responsibilities and flow of information. This acts as a blueprint for how the organization manages daily. Each element is designed to contribute to the overall success of the organization.

3.

Lines of authority are not always easy to recognize, and problems arise when lines of authority are not clearly defined.

4.

When a problem cannot be resolved within a working team, employees should direct the problem to the team leader or immediate supervisor.

5.

Organization charts are redrawn as changes in management occur. An administrative assistant may be involved in updating an organization chart. Identify the diverse approach when management is centralized and decentralized.

6.

Informal organizations exist in most workplaces. Management should seek the support of any informal organization when making changes that affect the employees.

7.

The open office is designed to contribute to the effectiveness of office procedures and the improved flow of information. Workplace design as an impact on productivity.

8.

Adaptive architecture provides office layout flexibility.

9.

Ergonomically friendly offices are safe, healthy, productive and comfortable. Discuss the ergonomic domains and applications that fit into the three distinct categories.

10.

Remote and virtual work creates a whole new dimension for the administrative professions, it shapes and develops employability skills.

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Related Activities For Students 1.

Visit a company in your area to find out how many levels of management it has and what type of structure it is. Obtain a copy of the company’s organizational chart and be prepared to present your findings to the class.

Talk through the process of determining the structure of the organization and classifications of authority.

If the company you selected does not have an organizational chart, ask for a copy from a friend’s or relative’s company. Be prepared to discuss your findings with the class.

2.

Visit an open concept office in your area and a closed office concept.

Compare the two and prepare to discuss your findings.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

ONLINE DELIVERY SUGGESTIONS Journal/Blog Activity 1.

Ask students to reflect on a past or current workplace. For students who have not yet had work experience ask them to review a workplace environment then wish to obtain employment at.

2.

Ask student to convey what type of organizational structure the workplace was/is.

3.

Discuss what type of hierarchal structure is apparent, and if the structure fit the nature of the organization. Why or why not? Include rationale.

4.

Ask students to review companies that have become “office less” as a new trend of workplace structure or have created administration positions that are remote/virtual positions. Discuss the various characteristics associated.

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Collaboration Activity- WIKI 1. Outline the best practises for an ergonomic work station.

2. Have students prepare a collaborative best practice checklist for a workplace station.

3.

Group students together to assess which aspect of the station will be reviewed and assign each group a review and recommendation.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

A matrix organizational structure is a structure in which the reporting relationships are set up as a grid, or matrix, rather than in the traditional hierarchy. Functional. This structure sometimes referred to as bureaucratic defines tasks divided into separate parts in an organization grouped in similar roles.

2.

Line managers have direct authority over personnel within the organization’s chain of command. Staff managers provide advice and expertise in support of the line managers.

3.

Chain of command specifies who reports to whom within the organization. Span of control references a scope of personnel a supervisor manages.

4.

An organization chart graphically describes who reports to whom and often describes their responsibility through the position on the chart

5.

A value chain, which is a set of activities that an organization carries out to create value for its customers. A supply chain is the connection between a company and its suppliers to produce and distribute its products.

6.

Ergonomics is the science of adapting the workplace to suit the worker. Everything that affects the worker must be taken into consideration – furniture, lighting, amount of space, air quality, heating and cooling, acoustics, and placement of equipment.

7.

The chair and keyboard are set so that the thighs and forearms are parallel to the floor and that the wrists are straight and level.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

Possible Response to What Would You Do? The situation called for procedures, self-initiative and development of employability skills. Discussions around this scenario will include the use of an information organization, the classifications of authority, and the type of work structures. The discussion will lead into several options and should explore how the information organizations can play a role in progressive leadership within an organization.

Solutions to Problem Solving 1.

Discuss the situation with the manager first. You do not know why the manager is not distributing copies of the memorandums in the same form that he receives them from top management. The manager may think that the employees will read a communication if it is short. Follow the manager’s advice in showing the original memorandum to the co-worker.

The manager may prefer that co-worker discuss the topics with him.

2.

It is not wrong to make your preference known tactfully; however, fitting in with the convention of the office is important. Be flexible. Give your manager an idea of needing to travel to see your colleagues breaks your creative and idea-based moments. Some of the creativity is lost in translation because of the distance you are away from your team for collaborative purposes

5

Chapter 7: Front Office Administration OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Discuss the efficiency of a Virtual Office Administrator as part of a visitor management system compared to a real person staffing the front desk.

Include the subculture of AI, and its role in the organization, and its effect on the administrative professional’s role.

2.

Set the tone of the class discussion on front office workspace and how it relates to impression management. Use real examples of companies. Ask your students to contribute to the discussion contrasting good versus bad impressions of places they have visited as a business.

3.

Review design and layout concept for branding of an organization. Ask students to consider how organizations physically convey their unique brand and culture in many ways. Ask students to contribute opinions of how the role of a front office administrator fits into the concepts of impression management.

4.

Discuss the approach of digital assistants and visitor management systems. The role of a front office administrator serves both internal and external customers; explore how can these two concepts coexist in the workplace.

5.

Discuss the organization and the front office area as a first point of contract and entrance. Discuss tips on how the workstation should appear and what would contribute to the impression of the organizational brand.

6.

Define visitor management systems and front office tools. Ask students to share any experiences they have had as a customer or in the workplace.

Discuss efficiency, impression and logistics of using these systems. Explore the skills needed.

7.

Front office communication tools assist with the many interactions that occur as a main contact point of the organizations. Discuss the various tools and technologies that are trending.

Instructor’s Manual— Administrative Procedures for the Canadian Office

8.

Get your students to provide their opinions of phone communication skills. Contrast the various mediums of communications and have students work through how and why phone communication skills are relevant.

Include tips and best practices for effective phone communication.

9.

Make your students aware of what front office administrators can do to set the proper tone in the office. Also make them cognizant of the administrative professional’s public relations role. Discussion customer service and the customer experience. Define how these are different and ask students to contribute example of positive or negative experiences.

Using the student’s contributions, ask the students how they would have changed the interaction if they were in the administrator’s role.

10.

Allow ample class time to discuss scheduling appointments, making entries in desk and electronic calendars, cancelling appointments, receiving expected and unexpected callers, making introductions, locating a manager, interrupting a manager, and terminating conferences. Special Report 3 will assist in online booking activities.

11.

Collect a variety of appointment calendars from your colleagues or ask your students to visit their own calendar system. Review what elements are useful in the office.

12.

Ask your students who have worked in offices to describe how callers were received in the organizations in which they worked and the organization’s policy for dealing with abusive customers.

13.

Emphasize the importance of the administrative professionals developing skills to welcome visitors that have communication barriers that may include foreign languages and also special needs visitors. Include strategies of how to handle difficult and abusive customers both in person and over the phone.

14.

Discuss the importance of recognizing the global business environment and the administrative professional’s role in hosting, communicating and scheduling international visitors.

15.

Ask your students to present their solutions to Problem Solving at the end of the chapter in order to gain experience in thinking through problems they may encounter on the job.

16.

Assign Production Challenges 7A, just before, or immediately after, their topics have been studied in class. The assignment will not, of course, be due until you have finished the particular topic that deals with the Challenge. However, assigning a Challenge immediately before a topic is

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Instructor’s Manual— Administrative Procedures for the Canadian Office

discussed in class encourages students to pay attention and allows those who do to complete the assignment accurately.

17.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

Effective communication by telephone is a skill that must be learned. Just because we all have a great deal of experience with using the telephone, this does not guarantee we have excellent telephone skills. Grammar, tone, and clarity are key considerations.

2.

Appropriate customer service practices and managing customer expectation is large part of the role for any front office administrator. This coincides with impression management.

3.

If the front office administrators technology support does not include an automated time/date message system, a record of time, date, and initials must be recorded on all telephone messages. In some cases, it could become a legal issue.

4.

Become familiar with the trending technology that supports visitor management systems and front office tools. These areas will evolve and are a focus of employability skills.

5.

Be especially helpful to callers who are transferred to you. These people may have been transferred several times and may feel they are getting the run-around.

6.

Phone communication is as important as face to face encounters. There are many ways to develop skills in this area.

7.

Schedule ample time each day for placing and receiving telephone calls.

Handling telephone calls is a major duty. Telephone calls should not be considered an interruption. They are one of the reasons your job exists.

Handling the duties that accompany the telephone calls such as scheduling and visitor management require the same attention to detail and professional approach.

8.

Front office administrators are often responsible for checking the accuracy of telephone messages It is important, therefore, to understand the distinction between types of calls, from which time zone they originate, and what services they represent and contain as much detail as possible.

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9.

The internet is a powerful communications and research tool. So are the software’s that provide digital communications and virtual reception elements. Training and development of these skills are necessary for the front office administrator to remain effective in the role serving both internal and external customers.

10.

When both the front office administrator and the manager make appointments, the administrative professional should check with the manager at least once a day to find out if appointments have been made that have not been entered in either the desk or electronic calendar, or scheduling software.

11.

When scheduling appointments, leave time every day for doing other work. Remember that most meetings/appointments generate follow-up work.

12.

Business introductions are not the same as social introductions.

13.

When a caller is aggressive or rude, remain calm and gracious; do not engage in an argument.

14.

Building a positive relationship with international clients is highly desirable and worth achieving.

Related Activities For Students 1.

Review job posting to reflect on any postings that offer remote work or virtual work. Look at the qualifications and skills required. Submit a development list to your instructor on what skills you would like to develop or enhance to be successful in the role.

2.

Arrange with an administrative assistant at your school/college to show you some of the special features of his or her telephone. What type of telephone system does your school/college have? Learn a few of its features—how would this be similar to any other organization. Report your findings to your class.

3.

Visit two organizations. Create an impression management list. Discuss with your class how the organization made an impression and offer any suggestions that would assist the experience in your opinion.

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Instructor’s Manual— Administrative Procedures for the Canadian Office

4.

Interview an administrative professional who handles international calls.

Ask the person to share tips to help you effectively handle international calls that involve people who are not fluent in English. Report your findings in memo form to your instructor. Be prepared to share your findings with your class.

5.

Research the available features on voice mail, the cost, and the benefits of using it as opposed to using emails. Are there any findings to suggest removing voicemail altogether? Prepare a report and present it in class.

6.

Whenever you accompany your class on a field trip and when you apply for a job, observe who receives you in each organization and how you are greeted. Is the person a full-time front office administrator? What does the person say when directing you to the personnel office? While you are in the building, notice whether other visitors are being greeted and escorted by administrative assistants. Make notes on practices you observe that you can use in greeting people in office situations.

7.

Read the list of tips for success in the section Handling Difficult Customers. Discuss with your class a situation where you where you dealt with a difficult customer or observed someone else dealing with a difficult customer. Then state how you handled the situation and what you would do differently if the same situation arose again.

8.

Research the variety of software programs for keeping calendars. Write down the names, cost, features, and hardware requirements. Share your findings with your class.

9.

Interview an administrative professional for the following information about scheduling appointments: a) Guidelines in setting up appointments b) Ways in which calendars are coordinated between the administrative assistant and manager(s). c) Calendar aids d) Preferences or procedures for handling visitors—procedures for greeting visitors, refusing appointments, and terminating visits.

Write the interviewee’s responses in report form and be prepared to share your findings with your class.

10.

Interview an administrative professional in an organization that hosts international visitors. Include what considerations are involved in communications or scheduling.

Write the interviewee’s responses in report form and be prepared to share your findings with your class.

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ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter. The video is available on the companion website.

Online Delivery Suggestions Discussion Board Activity 1.

Have students profile a local company/business.

2.

Ask students to recall the influence of reception area or design layout.

3.

Ask students to, in a professional approach, create an online letter to the company, providing feedback on the first impression.

4.

Require peers to evaluate and comment on the impression of feedback provided.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

The front office workspace often serves as the initial point of contact for an organization to interact with visitors. The design of this space can reflect core values of the organization and help to put forth a positive image. The investment in the design elements are also a mechanism to showcase the business brand and it can evoke feelings of competency and trustworthiness.

2.

A front office administrator is the brand, as in the face of the organization. This requires an approachable disposition displayed through various means such as the tone of voice and gestures such as nodding or smiling when appropriate. This role requires diplomacy in managing responses to difficult, sensitive, or stressful situations to reduce or minimize potential conflict while maintaining strong working relationships with internal and external customers.

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3.

An organization has one chance to make a first impression when visitors arrive or connect for the first time and for assorted reasons a business wants to pave the way for positive interactions. the front office is the first element clients and visitors see when they’re exposed to a company, so it’s vital that it accurately conveys the organizational brand and culture. How organizations physically convey their unique brand and culture is of significant importance, and designing the right layout space is an important aspect when communicating this to visitors and clients.

4.

Front office communication tools such as phones systems offering voice and integrated video calling, voice messaging, as well as a number of collabo-ration tools, including audio conferencing, team messaging, and fax services are used to facilitate information flow. the front office utilizes virtual office services to manage aspects of the visitor experience.

5.

Visitor management tools such as digital displays for check-in information utilized as a welcoming tool and their implementation in the front office often improves the visitor experience. Organizations are customizing the visitor experience by using a spectrum of approaches to enhance and streamline visitor management processes as well as, blending technology with customer service supports.

6.

Customer service refers to the customer support function of a business. It is the assistance offered to a client or customer when queries or issues arise surrounding a service or product. Customer service is a component of the customer experience (CX). CX is the result of every interaction a customer has with the business entity. The customer experience differs from customer service as this is a proactive approach by the organization to anticipate the needs of their clients in advance.

7.

Any of the following responses may be submitted by the student: Listen to the customer, apologize if it is appropriate to do so, or show empathy and understanding. Student responses will vary.

8.

Digital appointment schedulers are business tools that allow clients to book, reschedule, and cancel appointments through a web interface.

On the front end, when clients want to make an appointment, they go to an organization’s website, or other location where the booking platform is supported, and choose an available date and time.

On the backend, the front office administrator enters unique parameters into the platform tool indicating when customers can book based on business hours set as well as the times and dates that staff or other resources are available.

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9.

Self-scheduling of appointments by clients has become one of the most common online self-service tasks, with many larger organizations migrating to a form of self-service digitalized scheduling. Students will describe various benefits and may vary in answer.

10.

Listen actively—try to listen carefully to a visitor who is not fluent in the primary language used. Do not interpret and finish the sentence that the visitor is trying to say. Instead, paraphrase after your visitor has finished speaking to ensure understanding of what was said. Be patient.

When they are unable to covey key information if at all possible attempt to determine their primary spoken language. If you do not recognize the visitors’ language, asking a one-word question (“Spanish?” for example), will likely get a response that you can understand. If the visitors do not speak Spanish, it is highly likely that they will recognize what you are asking and respond with the name of their language in a one-word answer.

11.

Front office staff may have the opportunity to chat with visitors while they are waiting. There can be a tendency to overshare personal information and sensitive details unintentionally when engaging in conversations with visitors as the relationship builds in. Maintain a professional boundary by not revealing personal details or confidential information about the organization.

Possible Response to What Would You Do—Decision Making Like it or not, you should keep it strictly business.

Breaking confidentially in this role could have severe repercussions. Professional boundaries mean keeping confidential information to yourself, no matter what the relationship with your friend. The organization has legal obligations to observe as well as ethical ones. Not only could the sharing of the information cost you your job, it could damage your reputation, and not just the integrity of the interview process.

While choosing not to share the information may cause an uncomfortable conversation with your friend, your ability to maintain professional boundaries means showing your integrity. Having this conversation may adjust the perception of this situation to your friend.

Solutions to Problem Solving 1.

Your supervisor could be concerned about sensitive company information being discussed with the visitors and clients that breach confidentiality to

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the organization or your personal views/beliefs actions reflecting poorly on the organization. Maintain a professional image can include polite conversations that is vague and limited to non-sensitive topics.

2.

Keeping sensitive information about the sales manager away from any clients in the rescheduling of appointments is critical. As you won’t know the seriousness of the illness or the return date of the sales manager it is best not offer any assumed information, provide on general informational and offer to reschedule. When assessing each appointment, you can ask is the nature of the appointment is urgent or if an alternate contact person can be provided to fulfil the appointment.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 7-A: Visitor Management

Student answers will vary in response but some suggested common strategies are found below. Check for strategies of the following; • • • • •

Provide solutions, not excuses, apologize if it is appropriate to do so.

Show empathy and understanding, commit to assisting the person yourself.

Demonstrate that you have listened carefully and that you understand the customer’s reason for distress.

If you do not know what action is necessary, commit to finding out and to calling the customer within a specified time.

If the company has not performed to the highest of standards, a full apology is in order.

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Chapter 8: INFORMATION TECHNOLOGY AND SERVICES OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Discuss the basic types of computers and networks to give your students some understanding of what is happening when they are using a computer and the nature of the computers used.

2.

Arrange a trip to the information technology (IT) department of your school/college. Ask the person in charge to discuss data input, output, and storage and types of internal memory involved. Discuss the level of network security and administration required.

3.

Ask your students to review device options relating to computers, laser printers, scanners, desktop publishing, electronic mail, electronic calendaring, and electronic database management.

4.

Ask students to discuss and provide examples of basic computer functions. As students to relate how basic computer skills are relevant in their student role and employment role.

5.

Word processing must be learned by hands-on application. Most students will already be familiar with word processing; therefore, ask your students to discuss what they already know about basic and advance word processing.

6.

Review terminology of networking and have students provide examples of network designs.

7.

Ask your students to interview an administrative professional to find out what jobs the interviewee performs, what they like about the computer hardware and software being used, and what additional features might be beneficial.

8.

Ask your students to find out about the new features of the latest applications for the office by searching the internet. Review and discuss trends evolving in software and devices.

Instructor’s Manual— Administrative Procedures for the Canadian Office

9.

Challenge students to find an appropriate telephone system on the internet to complete Special Report 2.

10.

Assign an in-class search engine exploration to familiarize students with office technology requirements from small to large offices. Compare findings in class.

11.

Assign Production Challenges 8A.

12.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

Only when administrative professionals understand the use of computer hardware, software, and mobile devices can they become truly productive and efficient in the office. Training is often available online for specific products.

2.

Accuracy and completeness of information input using computer technologies are particularly important in order to achieve the desired results.

3.

Computer applications serve as powerful communication tools. Being informed of the most up to date applications proves to be an essential skill. Basic troubleshooting is an office necessity.

4.

Understanding the concept and relative capacities of computer-based storage is necessary in today’s office.

5.

Understanding how to use various networks such as LANs, MANs, WANs, CANs, SANs, WLAN, internet, and intranets will result in efficiencies.

6.

Word processing applications play an integral role in today’s office.

7.

Presentation software enhances oral and written presentations.

8.

To support office communications, administrative professionals must familiarize themselves with everyday technological terms and become aware of how AI has begun to revolutionize office interactions.

9.

Many businesses use a form of AR as a customer engagement and retention tool. Mixed reality builds on augmented reality and adds objects and tools to enhance the experience of the user. Extended or immersive technology extend the reality we experience. With the

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increase in re-mote work and global business initiatives people can now meet and gather in what appears to be same space.

10.

An illustration of the internet, AI intelligence apps, the Web, and hardware components and considerations will enhance the student’s ability to conceptualize internet applications and virtual sources of information.

11.

Webcasting, virtual meeting software’s/apps, and web conferencing are internet applications that provide opportunities to share information or to be involved in meetings without leaving the workstation.

12.

Reprographics are an integral part of every office. Photocopying mistakes can produce unnecessary waste and cost the company money. Know how to operate the equipment and exactly what is required before beginning a photocopying job.

13.

Learn how to operate an identify capabilities of a multifunctional device for office equipment. Determine what equipment is available to perform a task and what special features are optional.

14.

Organize a field trip to a reprographics equipment manufacturer and/or distributor. Some offer free training courses on their equipment.

Consider using local institutions to demonstrate or ask local administrative staff to review basic maintenance, preventing and handling paper jams.

Related Activities For Students 1.

Many people have stories to tell about how a computer or device created a problem for them regarding a business transaction. Do you know anyone who has had such a problem? If so, find out the details of the problem and how it was solved. Discuss the problem with your colleagues. Try to decide how the problem could have been avoided.

2.

Go to an organization or department that requires the administrator to input data and search large volumes of information. Ask them about the types and number of queries they make on the computer in one day and what type of software application they use most. Report your findings to your class.

3.

Compare and contrast the costs and features of two popular Smart phones currently on the market. Profile some large organizations to

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inquire about the preference of smart pone issued to employees. Be prepare to provide your research information to the class.

4.

Visit a local reprographics equipment manufacturer or look in an office equipment magazine to find the name and address of one. Review the website and send an email to the manufacturer requesting informational material on their latest equipment if it isn’t available. When you receive the information, share it with your class.

5.

Locate reprographic equipment specification charts in office publications and office equipment websites. Discuss your findings with your class.

6.

Interview an administrative professional who is responsible for copying or a person who works in a copy centre and ask what considerations are given in determining the type of copier to use for varying reprographics tasks.

7.

In a small group, design a form for copying requests. Be prepared to share your final product with the class.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter. The video is available on the companion website.

Online Delivery Suggestions Discussion Board Activity 1.

Ask students to provide a comparison of any two technologies used in the office or explore two emerging technologies.

2.

Be sure to specify the task must include specific product details.

3.

Ask students to include a recommendation of the two technologies compared, but include a rationale of why this technology was chosen.

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Collaboration Activity- WIKI 1.

Use the discussion board results to create a flip classroom activity.

2.

Have students review all posts provided by their peers.

3.

Instruct students to begin a classroom wiki.

4.

Have students use the information on the discussion board to create a “technology best practice” document.

5.

Have students identify the top ten considerations from the office perspective that would need to be address/identified when purchasing new technology.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Information refers to the knowledge gained through various communication streams presented as facts or details about a particular topic. Technology refers to the application of information utilizing methods, devices, and systems to produce goods and complete task-based objectives.

2.

Many organizations have an IT department which performs complex functions including: network and systems administration, application management, lifecycle equipment management, planning, purchasing and data security.

3.

The operating system gives fundamental operating instructions to the computer. It contains a number of internal commands needed to operate the computer. The operating system must be loaded into the computer’s memory before application programs such as Word or Excel because the operating system is what enables the application program to make full use of the computer.

4.

Administrative professionals utilize word processing applications in some capacity because, as it eliminates manual information processing tasks. The speed with which the computer handles information will enable you to be more productive.

5.

Cloud-based applications which are accessed through a web browser, allow employees to store and share documents. Individual users’

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data can be stored on servers at remote locations. Users can synchronize their mobile devices to gain access to and update their documents.

6.

For more advanced features, consider how AI supports business initiatives in some of these ways: • Source media specific to user preference.

• Prepare reports with relevant and current data.

• AssistsHelp with marketing and product branding.

• Support decision making based on big data access.

• Protect confidential data.

• Act as your own virtual assistant.

• Improve productivity.

7.

Two things to check when troubleshooting your computer are; check the cables to ensure you are not having connectivity issues and try closing and restarting a program if it is running slowly.

8.

Reprographics refers to the reproduction process from the highest quality offset printing to the simplest photocopying.

Possible Response to What Would You Do?—Long-Distance Code Isn’t this just another case of using company resources for personal gain?

Presumably, Tessa is getting paid, which means she’s on company time and shouldn’t be using company resources to chat to friends and relatives.

Resources in this case are: time, equipment, and money (the cost).

She may argue that she has nothing else to do while she’s locked down at the switchboard. Don’t go down that road; any observer would provide 50 useful tasks for Tessa if she were to utter that provocative phrase. What about her regular work? Can that be accomplished while she’s at the switchboard? How about someone else’s work? Perhaps stuffing envelopes? On the other hand, making the odd personal call is not an uncommon practice in any busy office, but not as frequently as Tessa does.

While there is a resource issue in this case, the real issue is one of attitude. It seems that Tessa treats the switchboard shift as time off, a time to socialize while doing only the bare minimum. She has an “I’m only here for the pay cheque” attitude, and while that is true for many people, an employee has the obligation to be an asset, not a liability.

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Solutions to Problem Solving 1.

First check to see if the colours have been entered correctly. If they have, study the ways that the colours are coded. Apparently, the codes are confusing. Perhaps you should key the colours by names and numbers that could not be misunderstood.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 8A: Completing an IT Service Request Ticket Note: This form is available on the Instructor Resources site in Revel.

The purpose of the assignment is to have students decide how to describe basic trouble shooting issues and convey them to an information technology department.

Encourage students to read the material to see if it makes sense and engage in conversations with classmates for examples.

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Chapter 9: Web Tools and Data Security OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

The use of web-based tools will continue to grow in its use and purpose especially for the administrative professional. To keep pace with this changing environment the administrative assistant needs to explore the benefits and opportunities available to them. Content management systems and their capabilities are areas to focus and develop skills in.

2.

Discuss the importance and benefits of web presence. Explore the connectivity options available for going online. Contrast the benefits and drawbacks of each option.

3.

Examine the three main reasons for creating a website: to establish an internet presence, to make the business entity stand out, and to attract new customers.

4.

Explore the term SEO and its importance as part of an effective online content marketing strategy. Most students will be quite familiar with this aspect and should be able to provide several examples for discussion.

5.

Stress the importance of trust in an online presence as a critical success factor. Contrast this with exploring the challenges of maintaining a web presence and what factors are part of the strategy.

6.

Highlight data security risks and issues surrounding the use of the internet. An administrative professional will want to be aware of all the risk and ways to maintain internet security. Significant data can be lost when these measures are not put into place and can compromise the functioning of the organization.

7.

Discuss the importance of password selection and maintenance. Identify common data security threats, methods, and possible solutions.

8.

Review websites to examine web design and highlight the three major non-technical components of design.

Instructor’s Manual— Administrative Procedures for the Canadian Office

9.

To make your students aware of the types of problems that can occur, ask them to think through the Problem Solving at the end of the chapter.

10.

Assign Production Challenges 9A and 9B just before, or immediately after, their topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that the Challenge deals with. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do so to complete the assignment accurately.

11.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

Identify common methods and equipment used in connectivity of web tools.

2.

Outline the key purposes of legislation in areas of data security.

3.

General data security risks when managing or working with data.

4.

The interactive functionality of web applications and their uses. Stress how administrative professionals may be responsible for updating and using some of these tools as a frontline company representative and coordinator of collaborative tools.

5.

Discuss web conferencing, webcasting and podcasts outlining the administrative professional’s role with each.

6.

Using web authoring tools to develop or edit a website or webpage and manage aspects of business tools.

7.

Identify internet cyber security risk and or threats and methods.

8.

Enabling tools to maintain internet security.

9.

Password management.

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Related Activities For Students 1.

Explore some of the web tools outlined in the chapter and determine what level of skill and training a professional will require to use these tools effectively.

2.

Interview an IT professional and discuss security tools employed in their organization to combat threats to network security.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

Online Delivery Suggestions Discussion Board Activity 1.

Have students locate an organizational web page that offers one of the examples of web tools, applications, or design structure.

2.

Ask students to provide a summary of the web review include what is used by the organization or what the design indicates.

3.

Ask student to include their opinion and experience of the application or web design use.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Even if an organization does not conduct business online, customers and potential customers are expecting to do some business online.

Not being online, a business runs the risk of missing opportunities to increase a customer base and increase general awareness about business services.

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2.

A web content management system helps in maintaining and controlling the content on a website. It usually allows multiple users with minimal web programming language the ability to create and manage website content.

3.

A Blog can best be described as a journal available on the web, A wiki is a collaborative website that allows its users to add, modify, or delete its content via a web browser. Social media is a general term used to describe web-based tools that encourage exchange of information by users.

4.

An effective corporate web usage policy will help employees understand what is expected of them, as it affects their work as necessary. Organizations will define what employees can say or do on work-provided devices or employee-owned devices that are used for or involve employees, workplace, or the organization. Guidelines within a policy provide clear direction for employees.

5.

Uninformed Personnel, Mobile Devices, Cloud and File Sharing Applications, Third-Party Providers, Accidental Sharing, and Bad Password Management

6.

Three strategies for password (any of these answers are correct): a. Avoid simple and short passwords, choose a password at least seven characters in length. b. Choose a password that is easy for you to remember but hard for other to figure out. c. Use a combination of upper- and lower-case characters. d. Change your password frequently e. Do not write your passwords down as they can be found and used. f. Never give your password out in an e-mail.

7.

To maximize the benefits of antiviral software, take the following steps: • Activate real-time continuous scanning.

• Schedule regular system scans.

• Check frequently for updates.

• Ensure renewal when necessary.

8.

When information is transmitted, encryption software can scramble the data to make it unreadable if intercepted. A password supplied by the sender will convert the data to plain text to be viewed by the intended recipient.

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Possible Response to What Would You Do?—Web Presence and Trust This is a challenging situation but not all to uncommon in this age of social media. This situation calls for tact, diplomacy and strategic approaches.

Consultation with managers are department staff are necessary. There is also the need for consistency and policy when using this web tool. Consider the content management and data security when discussing this.

Solutions to Problem Solving 1.

It is critical to alert all involved about a possible breach in the security of the patient database. Another aspect should be the log-in changed and reset for everyone in the office. It is not worth the risk of the data being compromised. You could also ask the database administrator to data mine and determine if any unusual activity has occurred within the database. The staff member involved should be heavily cautioned about this lapse in judgement.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 9A: Identifying Appropriate/Inappropriate Use of Technology Form 9A needed to complete this exercise.

Answers will vary, but for the most part an activity is appropriate or inappropriate uses of technology in workplace. Debrief on each point.

2.

Production Challenge 9B: Assessing Web Presence Review Ask students to review websites information relevant to the course material.

Answers will vary as each student will perceive each website differently.

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Chapter 10: Project Management OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Some students have difficulty understanding the difference between a project and on-going work. Reinforce the concept of a project having a defined beginning and ending. Start the discussion with students using examples of project they have completed that have a defined start and ending. Outline the phases of project management.

2.

Discuss the concepts related to the theory of project management as well as the surrounding regulating body known as PMI, Project Management Institute. Explore the process of procurement as it relates to project management.

3.

Examine the important role the administrative professional often is assigned on a project team as the project assistant or PA. Demonstrate a project management program such as MS Project showing some of the scheduling capabilities and concepts

4.

Describe the function of the project manager in contrast to that of a project assistant.

6.

Assign the Related Activities or Special Reports to provide your students with a vivid concept of project management.

5.

To make your students aware of the types of problems that can occur, ask them to think through the Problem Solving at the end of the chapter.

6.

Assign Production Challenges 10A just before, or immediately after, their topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that the Challenge deals with. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do so to complete the assignment accurately.

7.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Instructor’s Manual— Administrative Procedures for the Canadian Office

Points to Emphasize 1.

What is Project Management?

2.

The five phases of project management. Clearly defining each phase with examples to show progressions for one phase to the next.

3.

The composition of the project team, the responsibility of the project management and the project assistant (PA). Project managers responsibility in terms staffing & development, plan management and interpersonal management. Procurement and project management processes distinctly; plan and conduct procurement.

4.

Building the project team, discussing the composition of team members.

5.

Certifications & credentials available through the PMI (Project Management Institute).

6.

Project management tools that meet individual, collaborative and integrated needs within the project team. Examine some of the tools available.

7.

Project management software and apps that assist with the overall smooth operation of the project.

8.

The importance of effective problem solving and decision-making skills within the project team scope.

Related Activities For Students 1.

Interview a project manager or project assistant to determine what is involved in managing a project. Find out what tools are mobilized to ensure success of the project.

2.

Research two project management software programs used by project managers. How does this software assist in meeting the project goals?

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exploring 2

Instructor’s Manual— Administrative Procedures for the Canadian Office

exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter. The video is available on the Instructor Resources site in Revel.

Online Delivery Suggestions Journal/Blog Post Activity 1. Have students research a project management podcast through online searches. Ask students to define after some reading/listening what they consider to be the most important trait of a project manager. Ask them to include relative reasoning.

2. Prepare a reflection providing not only an opinion, but rationale.

Collaboration Activity- WIKI 1. Assign students to a group. For each group, have students select a project theme.

2. Have students create a project charter that outlines responsibilities of both the project manager and project assistant.

3. Have students identify areas of collaboration.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

A project is described as temporary in that it has a defined beginning and end in time. Ongoing work usually doesn’t have a defined ending.

2.

For an organization, project management drives change. In Canada, most organizations reside in a project economy, meaning projects are a primary function in terms of how work is completed. Consider, corporate strategy, it identifies the goals of a company and defines ways of achieving those goals. Organizations use projects to achieve goals.

3.

Initiation, Planning, Execution, Monitor & Control, and Closing.

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4.

Quality control consists of the observation techniques and activities used to fulfil requirements for quality. Quality assurance is about ensuring that the project is produced in the right way. It is proactive and concerned with the processes and activities during the project’s development. To differentiate between both, remember that quality control is about evaluating whether the product of your project meets quality standards.

5.

A project manager has the responsibility of planning, implementing, and concluding the project. It is important to note a project can be initiated by anyone through a variety of mechanisms. The chief challenge facing the project manager is to achieve the project goal while dealing with constraints of time and resources.

6.

Project Management Institute (PMI) are globally recognized as providing the standard for knowledge and skills in this continually growing and evolving field. Project assistants may consider securing certifications and/or credentials offered by PMI to boost career opportunities in this area.

7.

Tool categories employed by the project team to ensure a successful project outcome include: • Individual tools that individual members on the project team will use. Could be a task manager program or a spreadsheet stored by an individual on their computer or associated device.

• Collaborative-tools that more than one person on the project team can access and contribute to such as a document made available on an intranet site.

• Integrated tools that can retrieve data from different sources and make it available in one place. Calendars are an example of an integrated tool.

8.

Cloud-based solutions have been a dominant trend in the business industry for the last few years. The ease of access, cost effectiveness, and improved collaboration is the reason many project teams rely on cloud- based apps.

Possible Response to Would You Do?—The Presentation Since you had created the slide show to be delivered in the intended manner in which it was created you should ask Ms. Frances about the altered slides, perhaps there is a business case for her to change or alter your slides. Don’t jump to conclusions until you understand the reasons behind the changes.

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Speaking to the senior team may depend on the response you receive from Ms. Frances. You are obligated to let the team know if the project received approval based on inaccurate or manipulated information. The potential ramification for the company could prove quite costly.

Another approach would be to encourage Ms. Frances to speak directly with the project team as she is the person who gave the presentation and opted to remove some critical information.

Solutions to Problem Solving 1.

Tact will be necessary as you convey your concerns about the vague instructions you have been given. Speak to the project manager and discuss the challenges you have faced in getting more direct answers. The project manager may have some strategies that may assist in gaining a better flow of communication. One of the responsibilities of a project manager is to ensure good communication.

2.

You should contact the two contractors immediately and explain the delay you have experienced today and offer to send the information to them now or have it ready for them for first thing in the morning while encouraging them to meet later in the day with the project manager.

3.

Open and honest communication is the best policy. You may need to involve the project manager as you have already tried to bring your concerns to the attention of the team member, yet the behaviour has yet to improve and now it is impeding the function and potential success of the project.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 10A: Assigning Duties and Tasks You could have your students complete this checklist before introducing the topic then have them revise it once the topic has been discussed in class.

Project Responsibilities Form 10A: Answers will vary.

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Chapter 11: Record and Information Management OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Filing accurately is a critical skill for all office professionals, and students need to thoroughly understand the filing procedures covered in this chapter. Be prepared for some major difficulties in the students’ comprehension of the correct process and the contrast in the rules. Discuss the rules in-depth with your students before they attempt the filing challenges. Summarize the procedures again after they have completed the filing exercises.

2.

Because your students will ask a variety of questions that challenge the rules of filing, it is imperative that you are an expert on the rules.

An area where questions may arise is on Rule 5, Titles, Designations, and Degrees in Personal Names. The rule states that titles, designations, or degrees are indexed at the end of the name. However, there is an exception to this rule. Where the title is followed by only one name (either a given name or a surname), the title remains as the first indexing unit. The following is a typical example: Sister Marie Sister Marie White Unit 1 Sister White

Unit 2 Marie Marie

Unit 3 Sister

3.

As a suggestion to make your students aware of variations in filing rules, have them search the telephone directory either online or in print for a list of names that might be challenging to file. They should include foreign names, as well as those with double last names and given names that could be surnames.

4.

Even if you use a filing practice set to teach filing, allow ample time for class discussion and demonstration of the topics in this chapter. They are basic to all filing systems.

Instructor’s Manual— Administrative Procedures for the Canadian Office

5.

Discuss why maintenance of records is important. Many students have a limited concept of what is involved in records/information management. In fact, most believe this simply means filing. Strive to broaden their concepts.

Include elements of electronic filing and its impact in the office. Discuss naming conventions , electronic data base filing concepts and how they interrelate to the physical filing concept.

6.

Prepare a demonstration kit of physical filing with the following: a. folders with tabs of different cuts and positions b. guides c. tabs of various kinds d. suspension folders e. folders of different colours f. labels of different colours and for different purposes g. charge-out cards and folders.

During the demonstration, crease the score on folders, attach a tab to a hanging folder, and align labels as you apply them to folders, etc. The prepare a contrast demonstration of electronic filing. Provide student some sample filing documents and discuss folder creation and permissions.

7.

Spend class time discussing the use of primary guides, individual name folders, special guides, and miscellaneous folders. Also discuss how to avoid congestion, code with colour, and search for a missing paper. Discuss the classification of this information, and how arranging information should be systematic in both the physical and electronic system.

8.

Use Production Challenges 11A, 11B, 11C, and 11D to provide practice in arranging names in indexing order and in filing. Students will need index cards (see textbook for sizes) and alphabetic card guides to complete all the production challenges. Here are two samples of how the cards should look.

Ask students to separate the names into units. Have them indicate the rule number on the card to help remember the rules. (If you prefer, you can use cut-up white paper rather than purchasing index cards.)

Sister Catherine 1

5

2

Rule #5B – Titles and Suffixes

2

Instructor’s Manual— Administrative Procedures for the Canadian Office

Young Jones Cecil

44

1 2 3

Rule #4A – Names of People 9.

When students are ready to check their answers to Production Challenges 11A, 11B 11C, and 11D, give them copies of the answer sheets to determine if the names are indexed correctly and filed accurately. Alternatively, copy the blank answer sheet onto a transparency sheet and aim the overhead projector at a blackboard or whiteboard. Ask a few students to fill in the blanks with their answers and compare answers with the class. As time permits, discuss the filing rules with individual students or groups of students who cannot discover their own mistakes. Summarize with the entire class the names that gave the most difficulty and the reasons why.

10.

To help your students comprehend the two methods of subject filing, practise brainstorming major topics, subtopics, and folder names. Let your students choose the topics.

11.

Use Production Challenge 11C to provide practice in setting up e-folders and e-files.

12.

To emphasize ethical issues in records management, invite your organization’s records management coordinator as a guest lecturer.

13.

Describe to your students what takes place when mail is delivered to a central mailing department, to a central place on each floor of an office building, and directly to the administrative professional’s desk.

14.

Your students need knowledge of mailing services so they know when it’s appropriate to use each service. Because the services of Canada Post are subject to change, continue to check current postal material (on CP’s Website) in order to provide your students with the most accurate information. Allow adequate class time for discussing services offered by CP and its competitors. It is not important for your students to memorize the services or the postal rates. Rather, they should learn to be resourceful and know where to find this information.

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15.

Electronic mail is often preferred to paper mail. Therefore, knowing how to receive and send email is essential, alongside the ethical use. Discuss the alternatives to physical mail used in the workplace and what impact it has had.

16.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

Most organizations are heavily dependent on electronic filing as well as paper filing. However, electronic filing is far more efficient and should be used wherever possible. Ethical issues and privacy legislation are areas that should be emphasized with this approach to filing. Benefits and drawbacks should be noted.

2.

The purposes of filing are: a. to protect materials-information is a resource b. to be able to find materials readily- ease of retrieval

3.

Information management is a broad function, of which filing is only one part.

4.

Administrative assistants need to understand filing for at least three reasons: a. in order to file the correspondence housed within their area b. to know how to request materials from centralized files c. responsibility for protecting information in accordance with policy and legislation

5.

Administrative professionals must adopt directories to keep both electronic and paper files well organized. For consistency and ease of retrieval, it is important that the two systems match.

6.

Administrative professionals should follow the basic filing procedures discussed in this chapter when getting papers ready for filing.

7.

In many instances, incoming and outgoing documents are filed by their subject line.

8.

Administrative professionals should arrange papers to be filed before actually placing the papers in the files.

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9.

An effective charge-out method is necessary for centralized files in a visible, paper filing system. This does not apply to electronic filing systems.

10.

Consistent file maintenance is essential; therefore, administrative professionals need to know how to select and describe proper filing supplies when placing an order.

11.

Administrative professionals need to know what filing supplies are available in order to have the most efficient system possible.

12.

The alphabetic system of filing is basic to all other systems of filing and should be learned first. However, subject, geographic, and numeric filing systems are also important.

13.

Filing rules used in actual practice vary, but administrative professionals who understand one set of rules should be able to determine variations and make transferable determinations

14.

Administrative professionals must be able to find papers filed by others; therefore, students need to be familiar with the variations in filing rules discussed in this chapter. When administrative professionals discover how predecessors filed papers that were difficult to find, they should make a note, because other papers may be filed according to the same rule.

15.

Congested files will increase both filing and retrieval time and should be avoided.

16.

Knowing how to search for a missing paper will decrease frustration when the problem arises.

17.

Emphasize the importance of cross-referencing and keeping a hard copy of the file index for easy referral.

18.

Emphasize the ability to develop contact lists (distribution lists) using Microsoft Outlook or proficiency using other applications that mimic the mail concept. Records on individuals or businesses can be arranged into group folders.

19.

Administrative professionals should be knowledgeable about mail and shipping services, even though some large organizations have central mailing departments.

20.

It is important to process the mail, both electronic and paper, as soon as it arrives. Although electronic mail and couriered mail may be received at 5

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any time, administrative professionals must know when to expect the regular delivery of postal mail and must set aside a time slot to process it.

21.

Efficient procedures for opening the mail and removing and inspecting the contents are part of the routine of effective administrative professionals and require privacy expectations during handling.

Related Activities For Instructors 1.

Have each student practise using the features of the school/college fax machine by sending brief messages to a partner in this activity. The partner fax may be located elsewhere in the school/college, at a cooperating business, or at the home of an instructor or student.

2.

Ask a student volunteer to contact CP and find the names of services they offer where the Automated Enquiry System is available to track the delivery status of mail.

For Students 1.

Visit an office in your local business community that uses an alphabetic paper filing system. Inquire about: a. types of folders used b. types of labels used c. how the tabs are prepared d. the use of cross-references e. charge-out methods f. sorting trays g. how the materials are coded before they are filed, and h. in what types of cabinets or shelves the materials are housed.

Present your findings in an oral report to your class.

2.

Visit an office that uses an extensive electronic filing system. Discuss with an administrative professional who is involved with the filing system the following details: a. how the filing is customized, what approach is used? b. whether information is stored locally, externally or back-up. c. the type of information that is stored on the computer files. d. whether the computerized filing system is considered efficient. e. if there have been any breaches in security with the system f. what considerations have to be taken using this method 6

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3.

Visit the International Organization for Standardization (ISO) website (www.iso.org) to become familiar with the international standards required by businesses and government.

4.

Working in small groups, research the cost and delivery times to send a letter through the regular postal mail, by fax, and by email. Prepare a comparative report.

5.

Interview an administrative professional who can answer the following questions: a. How is the mail delivered in your office? Do you pick up the mail from a centralized mailroom in your company? Is the mail distributed by mail personnel? b. How often is the mail delivered to your work area? c. How often is the mail picked up from your work area? d. How many people do you process mail for in your work area? e. Describe the steps you use to process the incoming mail for the people you support. f. Describe the steps you follow to process the outgoing mail.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exploring exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

Discussion Board Activity 1.

Have students review the privacy commissioner of Canada’s website.

2.

Ask students to review best practices for both business and personal use.

3.

Have students identify one area, either personally or for a business that they agree with or disagree with. Why or why not? What has been their experience with the legislation or privacy interactions?

4.

Have students review email alternatives. Specifically identify integrated business messaging platforms that would improve office speed and convenience of information flow.

5.

Have research and select one alternative to paper mail-based delivery.

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6.

Students should provide thorough review of the application and discuss its merit for the office.

7.

Be sure to have students include the link to the information source.

Collaboration Activity- WIKI 1.

Have students review the filing steps in the text. In groups, have students assess the methods for approaching a filing system.

2.

Create a collaborative, living document for an office manual that would orientate a new employee to filing.

3.

This assignment can be for both physical and electronic filing.

4.

Have students review incoming mail procedures from the chapter.

5.

Encourage students to relate both the amount of incoming mail both physically and electronically.

6.

Ask students to create an incoming/outgoing mail best practice document for an office manual.

7.

Be sure students include elements for all types of mail.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Record information management (RIM) are systems designed for the administration of records throughout their lifespan, from creation, to their management, maintenance, and eventual or potential disposal. A record when applied to records management is any document physical or electronic created or received by an organizational entity that allows them to conduct business.

2.

A life cycle in records managements involves the stages or phases a record moves through during its life span. This includes the implementation of a system which controls and directs a record from its creation or receipt, usage and maintenance, storage, archiving, or destruction.

3.

The following factors determine how long records must be preserved: 1. the nature of an organization’s business operations 8

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2.

3.

provincial or territorial statutes of limitations regulations or statutes of the federal government

4.

The Act legislates the use of personal information for all commercial activities in Canada. It sets strict laws regarding what information a business can collect about its customers, how long it can keep that information, how it can use that information, and how it can share that information with others. CASL states in order for a business to send this bulk information out, it must gain consent, and the requirement must include an unsubscribe feature in every message sent out.

5.

Visible filing is hard-copy (paper) filing.

6.

Indexing is thinking about how you will file each paper. It is the mental process of determining the key word or number under which a paper will be filed.

7.

Sometimes a document may be called for by two different names.

Cross-referencing allows it to be found by looking under either name.

8.

The largest location; e.g., country, province, are main divisions arranged alphabetically by guides.

9.

A numeric filing system is an indirect system because you must first consult an alphabetic index to determine the number assigned to that particular document.

10.

Priority Courier, Xpresspost, Registered Mail, COD.

11.

• • •

• •

Correspondence for Signature—for letters you prepared for their signature.

Correspondence Requiring Attention—for all correspondence your manager must answer.

Correspondence to Be Read—for copies of letters you and others have answered, and copies of your replies. Often, as a courtesy, the people answering will send your manager a copy of their replies. When they do, staple these replies to the letters they answered.

Reports and Informational Memos—for all informational items.

Advertisements—for advertising brochures and other literature for your manager’s perusal.

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12.

Domestic mail is mailable matter that is transmitted within Canada; this includes the 10 provinces, Yukon Territory, Northwest Territories, and Nunavut.

13.

Courier Services, Airline Services, Bus Express , Freight Shipments

Possible Response to What Would You DO?— Financial Records Remind Lionel that accurate information is necessary for any business additionally, ethically the validity of information is also crucial. The documentation submitted or omitted can be used as a legal document and as such legal actions can be taken if records are not handled in an appropriate manner. Therefore, Lionel is obligated to submit all the documentation.

Lyndsay may need to approach the supervisor with concerns and remind them of the obligation they both have in ensuring all required documents are submitted and accounted for.

Solutions for Problem Solving 1.

The best approach is to discuss the matter first and foremost with the coworker reminding them of the importance of maintain accurate and an up to date filing system. Explain the time loss involved searching for the missing documents. If this does not improve after discussion you may need to approach your immediate supervisor asking for assistance in resolving this issue.

2.

Outline the problem to the managers, stressing the inefficiency of your inability to find documents (time is money, etc.) Ask for their input (make them part of the solution). Be prepared to suggest the following: Setting up a directory titled “Completed Proposals,” with folders for each manager’s name. Establishing a procedure where managers note the filing path; e.g., c:\data\completed proposals\kim cheung\XYZ Flooring Proposal.doc, at the end of every proposal; that managers email you a copy of the completed proposals so that you can double check that they are in the correct location. Offer to provide a filing best practice or FAQ of documents on the company intranet as a special project.

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Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenges 11A and 11B: Indexing and Filing Names While your students are reviewing and organizing information of Production Challenge 11A, give assistance to ensure that the your students understand the concept of indexing the names. If students are not exactly sure of a filing unit order, check to see that they have crossreferenced appropriately and have given the reasoning behind it. Then request that they substantiate their decision by verifying the rules.

As a class, check the ordering of Production Challenge 11A with the key provided. Once your students are confident with indexing and arranging the cards in the correct order, allow them to work on Production Challenge 11B. Note the exception to Rule No. 5 under Rules for Filing Names of Individuals. According to the exception, where a title is followed by only one name (either a first name or a surname) the name is not transposed during indexing. Here is an example that shows first the standard and then the exception: •

Reverend Joseph Birk would be indexed as Birk (Unit 1), Joseph (Unit 2), and Reverend (Unit 3).

However, • • 2.

King George would be indexed as King (Unit 1) and George (Unit 2).

Watch for this exception with Sister Catherine (#5) and Father Jenkins (#8).

Production Challenges 11C: Setting up E-Folders and E-Files Students answers will reflect search capabilities.

3.

Production Challenges 11D: Assigning the Correct Address and Postal Code

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Production Challenge 11A (Form 11A) INDEXING AND FILING NAMES

ANSWER SHEET FOR 11-A

8 1 0

7 1 1 6 1

2 4

1 2 5 3 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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Production Challenge 11B (Form 11B) INDEXING AND FILING NAMES Form 11B Alphabetizing Names Instructions: In Chapter 11, filing procedures alphabetical filing introduced us to rules associated with the process of filing. Review the list of 15 names below and using the drop-down selection beside each name place each name in alphabetical order from number 1 to 15. Each number is to be selected only once.

James Danforth, Jr. Norton R. Henson Sister Marie O’Doul Alesky Nowak Claudia Garcia Cecil Young-Jones Twinkle Kaur Bob Guerin William T. Au Thomas Kaplan, M.D. Hakim Ahmed Irene McGregor Arthur P. Van der Linden George E. Harris Dhruv Singh

3 7 13 12 4 8 10 5 2 9 1 11 15 6 14

Production Challenge 11C (Form 11C) Answers will vary.

13

Chapter 12: Research, Data Analysis, and Reference Sources OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

The purpose of this chapter is to teach your students to be resourceful, establish an understanding of research and development, the ability to critically search for information in computer databases, or in paper publications.

2.

Emphasize the importance of current and accurate information. In-house libraries, public libraries, and the internet open the door to a wealth of valuable and important facts and statistics while evaluating the credibility of content found in online searches.

3.

Reinforce the concept of plagiarism and the importance of giving credit where credit is due. Understanding the impact of copyright violation.

Preparing information is multiple style guides and recognizing the significance of writing styles in the workplace. Proper referencing of all sources used is an absolute must.

4.

This chapter can be used in conjunction with another chapter from this text, or even a text for a completely different course. Use the chapter to continually encourage your students to research and understand the difference data analytics and analytics.

5.

Ask your students to think through the Problem Solving at the end of the chapter to gain experience in taking initiative in locating information.

6.

Assign Production Challenges 12A just before, or immediately after, their topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that the Challenge deals with. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do so to complete the assignment accurately.

7.

Reading Assignment: Ask students to preview the Questions for Study and jot down answers as they go along.

Instructor’s Manual— Administrative Procedures for the Canadian Office

Points to Emphasize 1.

Researching information through online sources is efficient and tends to be more current than paper publications. Credibility and evaluation is critical.

2.

It is often more important to remember the sources used than the facts sought.

3.

Librarians are extremely helpful. You can access their services in person, on the telephone, or via email.

4.

There are numerous private and specialized libraries in existence. Do some research on how to get approval to use these libraries and other areas of information gathering relative to the industry.

5.

Learning to be resourceful is one of the tools for success, as well as identifying the need for research and development as a tool for innovation.

6.

Information can be efficiently gleaned through the use of an office manual offering a process map for the position and /or company.

7.

Learn and use the basic legal use of digital content and use of license statements.

Related Activities For Instructors 1.

Arrange a field trip to the school, college, or local library. Ask a reference librarian to point out sources that will be valuable to an administrative assistant, for example, sources of information about books, financial publications, quotation books, the Canadian Periodical Index, the Vertical File Index, the Weekly Checklist of Canadian Government Publications, the Postal Code Directory, and the Canadian Parliamentary Guide. Ask for guidelines or best practices for sourcing and evaluating online content.

2.

Ask two students to research the location of private and specialized libraries in the community, visit the libraries, obtain membership details, and prepare a comparative report to share with the class.

Ask students to write a one-page article on a current event, using three reference sources and the APA Referencing Style outlined. If properly done, this can be a useful tool for the student’s portfolio.

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ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter.

Online Delivery Suggestions Plagiarism Discovery 1. Using the TurnitIn software or comparable plagiarism scanning software, ask students to prepare a one-page paper on a common topic that would provide several areas to gather online content.

2. Have student prepare report without using a report style guide, and experiment with the plagiarism software to garner results.

3. Have students evaluate how/why citations and reference souring applies.

Discussion Board Activity 1. Ask students to select three topics of interest. For each topic ask students to evaluate the credibility of the source.

2. Ask students to provide a synopsis of the evaluation process; what elements or characteristics were reviewed to established source creditability.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Workplace research focuses on improving conditions for the organization. Research also forms the first step in a successful program for retention and development to learn what every member of the team thinks, feels, knows, and wants.

2.

Primary sources are direct, first-hand accounts of a subject, from people who had an immediate connection with it. Primary sources include original documents, newspaper reports, letters, interviews, datasets (collections of data), surveys, statistical information, and video or audio that captures a specific event. Secondary sources are 3

Instructor’s Manual— Administrative Procedures for the Canadian Office

one step removed from primary sources, although they often quote or otherwise use primary sources. They can cover the same topic, but add a layer of interpretation and analysis.

3.

Quantification of a problem by way of generating numerical data or data that are trans-formed into usable statistics. It helps to quantify attitudes, opinions, behaviours, and other defined variables as well as to generalize results from a larger sample population.

4.

Using intuitive intelligence, they sift the content gathered by various criteria, and organize the information in a relevant and useful fashion. Search engines present the results in an ordered format that tries to list the most valuable material highest so that their users can find them quickly and conveniently. In a sense, search engines try to create organization out of the chaotic forms of information and data on the Internet.

5.

Data analysis refers to the process of examining, transforming and arranging a given data set in specific ways in order to study its individual parts and extract useful information. Data analysis helps to clean and transform all this data into a consistent form so it can be effectively studied.

6.

Librarians specialize in particular subject areas, and they can provide expertise in searching those specialized databases. Thousands of Canadian business organizations maintain their own libraries, which are staffed with professionally trained librarians. This provides an opportunity to vast amount of specific information.

7.

Plagiarism occurs when you fail to credit the original source for: a. information that is not common knowledge b. drawings, statistics, or graphs that you did not develop c. direct quotations of spoken or written words d. texts that you paraphrase rather than quote e. viewpoints or theories of other people, or ideas that gave you inspiration

8.

There are a few general rules to keep us safe from plagiarism: 1. Use your own words and credit all sources and; a. Cite information and ideas that are new to you. b. Paraphrase instead of copying word for word. c. Take notes as you are reading material, including d. title, author, and date of publication.

2. Give credit for adopted, paraphrased, and copied work. a. Do not make minor cosmetic changes without citing. b. Do not assume everything is common knowledge.

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3. Learn to cite properly. a. Be clear when you are using a direct quotation. b. b. Write a full list of references and a bibliography when you are developing lengthy documents.

9.

Some licensed content permits the inclusion of the information to be used in another way providing credit or attribution is assigned in the adopted work.

1.

Cite information and ideas that are new to you. a.

Paraphrase instead of copying word for word. b.

Take notes as you are reading through material, including title, author, and date of publication.

2.

Give credit for adopted, paraphrased, remixed, and copied work. a.

Do not make minor cosmetic changes without citing. b.

Do not assume everything is common knowledge.

3. Learn to cite properly. a.

Be clear when you are using a direct quotation. b.

Write a full list of references and a bibliography when you are developing lengthy documents.

Possible Response to What Would You Do?—The “Letter” Consider the points below and in groups, discuss each point.

•

The speech smacks of uncommon language. The language is, perhaps, inappropriate for the occasion. The effect may have been to suggest insincerity.

•

If students select certain phrases and submit them as an internet search, they will quickly find that, “I’m just preparing my impromptu …”, “… fear that the length of this document …”, “To improve is to change; …”, and “… this is not the end. It is not even the beginning …” are all famous quotations from Sir Winston Churchill. The speech has been plagiarized.

•

Committee members undoubtedly recognized parts of the unreferenced speech and felt that the manager was trying to pull the wool over their eyes.

They may wonder if the same is true for the proposal submitted.

•

The plagiarized speech would undoubtedly position the proposal at a competitive disadvantage. Once trust and integrity have been put in question, the committee are likely to pay special attention to the detail and claims within in the proposal.

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•

The coworker might have avoided the problem by citing the origin of the quotations. It could have been written, “In the words of the great Winston Churchill,”, or “Winston Churchill once said,” or “according to Churchill, …”

Suggested Text Reference As stated in Chapter 12 (“…using information and ideas from others’ without giving them credit for their work is a serious offence…”.

Solutions to Problem Solving 1.

This information is available online at most libraries or you could look in Books in Print. Alternatively, you could access the publishers’ Websites to check books in print.

2.

Begin by consulting a librarian to find the most appropriate subscription database for this information. In addition, consider using primary and second sources for ways to gather information.

3.

This answer should include the approach using a data analysis tool.

4.

If students are having trouble finding information on this speech, try www.liberty-tree.ca/quotes. “I’m just preparing my impromptu …”, “… fear that the length of this document …”, “To improve is to change; …”, and “… this is not the end. It is not even the beginning …” are all famous quotations from Sir Winston Churchill and therefore must be attributed to him otherwise, the speech, as written, has been plagiarized.

All quotes must be credited to Churchill. For example: So I suggest to you that, in the words of the great Sir Winston Churchill, “this is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning”. Aside from the referencing styles proper reference must be made to the website, if applicable. A special caution: A 40second speech should use a minimum of quotations.

Suggestions for Assigning and Evaluating Production Challenges 1. Production Challenge 12A: Research (Exercise) In this Production Challenge it is important that students are able to demonstrate the ability to work in teams and select and identify issues surrounding plagiarism. a. Each member locates an online reference source for identifying plagiarism 6

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b. Prepare a short statement for each source outlining its credibility. c. Use e-fillable template provided Form 12A found on the Instructor Resources site in Revel.

7

Chapter 13: Business Communication OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Mastering effective communication is one of the more difficult tasks for your students; therefore, emphasize written, verbal, and nonverbal communication in each chapter, not just in this one.

2.

Interpersonal communication includes the use of words and voice, body language and image, and listening skills. The effectiveness of this communication depends on not only what you say but also how you say it.

Emphasis should be placed on the breakdown of effectiveness.

3.

When business communication is a required course for information technology majors, your students will have had more instruction than is presented in this chapter. However, the summary of the qualities of effective letters and the concise presentation of letter writing principles will reinforce what your students have already learned. Use the questions at the end of the chapter for a quick review.

4.

Students studying the 5C’s of communication in the creation of business reports should come with practice, and examples.

5.

Nonverbal communication (or body language) is one of the most powerful forms of interpersonal and electronic contact. It can determine the difference between successful or unsuccessful business relations.

6.

The skill of giving and receiving constructive feedback is one of the best skills an administrative professional can possess.

7.

Public speakers must be credible, truthful, and qualified for the audience to believe the speaker. They should always give credit where credit is due. Use best practises to avoid presentation issue whether the administrative professional is the speaker or the planner of the engagement.

8.

Stress the importance of eliminating unnecessary work by going through the preliminary steps for formatting reports before keying.

Instructor’s Manual— Administrative Procedures for the Canadian Office

9.

Be sure your students understand the value of making changes in conventional formatting and using software features to the maximum in order to increase productivity. Discuss the diverse applications that can assist with both productivity and accessibility.

10.

Point out that there is much variation in the way business reports are arranged; however, comprehensive formal business reports will contain all the parts of a formal report.

11.

Develop an awareness of all the possible preliminary and supplementary parts of reports and the realization that a standard arrangement for the inclusion of these parts exists.

12.

Students frequently have difficulty spotting the relationship and parallelism of headings. Use annual reports or chapters in textbooks to provide your students an opportunity to examine headings. Use a software platform such as Word with an example document to demonstrate how to format.

13.

Referencing sources is required to ensure information of any kind is both given credit and can be verified for credibility and validity. Executive summaries or a synopsis are preliminary portion of a report that are popular in business communications.

14.

Social media is a new form of business communication that should be given equal attention in the construct of business tools.

15.

Assign Production Challenges 13A, just before, or immediately after, the topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that the Challenge deals with. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do so to complete the assignment accurately.

16.

Challenge students to put theory into practice by completing practice exercises. Link ethics in writing to these reports by discussion which surrounds maintaining integrity in communications.

17.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1.

Administrative professionals can take on additional responsibility by drafting preliminary replies to routine correspondence. In the long run, it saves an enormous amount of time and adds professionalism as well as communication skills to the résumé.

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2.

Many of the letters that administrative professionals compose and sign are routine; however, they must be complete, meaningful, clear, concise, and appropriate.

3.

Students should become familiar with all parts of a formal report so they can compose, assemble, and key one when required.

4.

Formatting a report is very important to its readability; therefore, students should be able to recognize and use all the levels of headings.

5.

It is imperative to check headings for completeness and parallelism. Use styles to ensure formatting consistency and ease of generating a Table of Contents.

6.

In order to save time, it is essential to verify statistical data before keying a document.

7.

One of the most important skills an administrative professional can possess is the ability to give and receive constructive feedback without sounding or appearing to be critical or disparaging. Feedback must be neutral if it is not positive.

8.

Provide constructive feedback only when the listener is capable of receiving it and you are capable of delivering it. Making disparaging remarks will only create conflict.

9.

When giving feedback, state facts. Do not generalize or judge, otherwise it can be construed as criticism.

10.

Nonverbal communication is a powerful medium. It can completely discredit any verbal communication if the two messages are contradictory.

11.

Social media creates opportunities for business in the way they communicate. Reporting, metrics and analytics help a business make informed decisions about how they will communicate. This must also be done with a degree of caution.

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Related Activities For Students 1.

Research and provide examples of advertising letters that meet the requirements of persuasive messaging. Select one and analyze it according to the principles of a persuasive letter discussed in this chapter. Summarize the strong points and the weak points of the letter. Present the letter with your analysis to your instructor.

2.

Write a letter of appreciation to someone who has done you a favour.

Concentrate on the formatting of the letter.

3.

Write a persuasive letter to the student council at your school/college asking them to consider an idea you propose for improving the school/college or program area. Organize your facts and present your ideas in a convincing manner that meet the objective.

4.

Imagine that you are employed and will be on vacation for two weeks. Write a memorandum to your manager listing the work that you have outlined for your replacement and reminding your manager of items she or he should be sure not to overlook. Consider both perception and the intention of the memo.

5.

Have you purchased something recently that fell short of your expectations?

Compose a letter outlining your dissatisfaction with the product. Swap letters with another student, and, using the basic principles in Chapter 13 regarding letters of disappointment, reply to each other. Assume that you are the administrative professional for the company. Contrast your letter with the one composed by the other student. Report the results of your efforts in class in an exercise for giving constructive feedback.

6.

Locate current podcasts or online articles on one of the topics listed below.

Review the articles and select three that you are willing to recommend as required reading for information technology majors. Assume that your instructor authorized you to make the investigation. Write an informal (memorandum) report to your instructor. Use the deductive arrangement that follows: a. Authorization b. Purpose (be specific about your topic) c. Your recommendations (list the articles alphabetically, using bibliographical form) d. Conclusions upon which you base your recommendations plus comments indicating where students can locate the articles e. Details concerning how you conducted your investigation 4

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Here are some suggested topics: Electronic Filing Systems Research and the internet Computerized Banking Security Ergonomic Office Furniture Desktop Publishing Office Layout and Design Courier Services Teleconferencing Women in Management Supervision Challenges

Cultural Diversity Temporary Office Workers Email and ethics Voice Mail Jail Local Area Networks Total Quality Management Employee Wellness Programs Recycling in the Office Customer Service On-line Banking

7.

To become familiar with the organization of reports, study the headings in two annual reports. Research two corporations online, review a copy of their current annual report. Once you receive the annual reports, key two separate outlines of the headings and subheadings used in these reports.

Use the names on the covers as the titles for your outlines. Set up your outlines to show the levels of headings.

8.

Analyze the headings in Chapter 13. Answer the following questions: a. How many first-level headings appear in Chapter 13 of your textbook, Administrative Procedures for the Canadian Office? List them. b. How many second-level headings appear in Chapter 13 of your textbook? List them. c. How many third-level headings appear in Chapter 13 of your textbook?

List them. d. How many fourth-level headings appear in Chapter 13 of your textbook?

List them. e. How many fifth-level headings appear in Chapter 13 of your textbook?

List them.

9.

Write a scenario that involves at least three students in a role-play centring on how physical gestures send different messages than the spoken word.

The environment should be a professional office setting. Refer to the section on Nonverbal Communication. The audience should note the gestures the actors use and be prepared to discuss their effect once the role play is complete.

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ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter.

ONLINE DELIVERY SUGGESTIONS Journal/Blog Post Activity 1. Have students reflect on a situation that involves receiving critical feedback.

This could be from a professor, a manager in a performance review, or from any other relevant experience. Ask students to define the feedback, in connection to how it left them feeling.

2. Ask students to re write the feedback using the strategies found in the text.

3. Have student research a social media organizational policy. Have students post the policy on a wiki, and then invite students to add or delete elements that they feel would impact the organizational communication tools. Use this to demonstrate how social media can be leverage in an organization.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Wearing a business suit conveys the message that you are a professional and want to be taken seriously. Wearing casual clothing where it is not appropriate gives customers the message that the office is less than professional. Standing too close to people (less than an arm’s length away) is viewed as aggressive or too friendly; people who stand farther away are seen as aloof.

2.

Direct eye contact tells the receiver that you are interested and listening. However, prolonged eye contact can make people feel uncomfortable, or even threatened. Lack of eye contact can send a message of disinterest or even arrogance.

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3.

• Give full attention to the person speaking. Concentrate on what is being said and on grasping the meaning of what is said. Avoid saying you understand when you do not.

• Become aware of your listening barriers and practice eliminating them.

• Repeat information to ensure complete understanding between you and the other person.

• Take notes and confirm that they are correct.

4.

a. Centres on a key purpose b. Focuses on the reader c. Conveys a meaningful message completely, correctly, coherently, concisely, and clearly d. Reflects a positive, sincere, and appropriate tone e. Uses natural, vivid, and varied language

5.

A suggestion for an effective opening sentence in a favourable reply is a favourable statement. The message of a favourable reply carries a favourable tone; for this reason, even a brief message is effective.

6.

The important element common to all goodwill letters is timeliness: they must arrive promptly.

7.

Reports are used in business primarily to inform and to provide decisions and recommendations and to enable proposals, such as a request for proposal (RFP). The KPI’s empower decision makers to locate effective paths for operational efficiencies and make the appropriate decisions to remain competitive.

8.

Social media is a communications channel, whereas, in social networking, the communication has a two-way nature. Studies show people continue to dedicate their time engaged in SM and approximately half of the world population has access to SM. The wide adoption of SM as a communication tool in business practices is substantial. SM is a global platform; businesses recognize its influence, reach, and dynamic power. There is no equal competitor or alternative to SM where you can reach the volume of customers in one place any time of day.

9.

An organization usually has systems and reporting tools in place, which assists them in knowing their footprint in SM. The reporting tools typical provide ways to prove their SM strategy is working or not working, establishes benchmarks to compare with their competitors performance, explore relevant networks for new ways

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to branch out, and understands what key words and other elements drive the most traffic to their SM. 10.

A social media policy is essential in organizations informing staff of what should and should not be posted on SM. An ideal policy outlines how all staff conduct themselves on the web; it protects the organization’s reputation and can encourage employees to be involved in sharing information about the organization.

Possible Response to What Would You Do?—The Computer One potential problem with your action is that you didn’t call the store confirm why they refused to accept this computer as a return. It could be that the customer was not following the manufacturers recommended procedures.

Also, you haven’t taken the time to confirm specifications of the replacement computer you are offering to replace the customer’s computer with. There is also no mention of price/ software comparison. This could be a computer of inferior quality and may end of upsetting your client rather than resolving the matter.

Your supervisor may become annoyed with the manner in which you formed your decision as you did so without all the facts and now have made a commitment to replace the computer.

Solutions to Problem Solving 1.

When you put mail on your manager’s desk, submit all the letters that come in. You should not have held back the six letters. You should have clipped the six letters together and attached a note saying, "I believe I can answer these. Would you like me to handle them?" You could attach a draft of your answer to a letter if you can write the letter without delaying getting the mail to your manager.

2.

Plan, prioritize your day, and estimate how long the report might take. You will probably have to work overtime to complete all the projects on your list. If you assess that you do not have enough time with your regular workload, determine if it is it possible to delegate some of your normal workload or even some of the keying of the report. If it is a common practice for the manager to give you a workload that requires overtime, you will need to speak to them about getting assistance. On the other hand, the office can be a high-stress workplace and you should expect to work overtime, especially if you desire more responsibility and authority.

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Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 13A: Writing a Letter of Request Your students may prefer to write to different companies. If they do, assign Production Challenge 13A. As you evaluate the letters, check these points: a. b. c. d.

Is the request specific?

Is the request stated directly?

Is the request reasonable?

Did the student express appreciation rather than thanks in advance?

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Production Challenge 13A LETTER OF REQUEST [On letterhead] [Current Date]

SAMPLE Student answers will

Guttenberg Publishing Site 210 High Technology Park 234 Fifth Avenue Saskatoon, SK S7M 2W8 To whom it may concern: Please send me a brochure on your company overview.

Student’s answer will vary.

Receipt of a brochure on the company would be appreciated.

Sincerely,

(Your Name)

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Chapter 14: Commerce and Financial Record Keeping OVERALL TEACHING STRATEGIES Teaching Resources Visit the Revel Instructor Resource Page for access to all chapter resources.

Teaching Suggestions 1.

Most of your students will have some familiarity with banking transactions (including ATMs and e-banking) from personal experience. Nevertheless, spend enough time on banking services for your students to feel confident that they can handle banking transactions correctly without supervision.

Divide students into groups to establish who has handled financial transactions for a business and who has not. Discuss what is similar and what is not. Discuss the flow of budgets and planning cycles.

2.

Ensure that your students become familiar with how commerce is changing the way in which businesses handle their financial transactions. Highlight the use of EFT within the office of any size. Provide an in-depth discussion of commerce versus e-commerce using examples.

3.

The Problem Solving at the end of the chapter provide additional banking problems, including one on checking on privacy. Discuss the evolution of ecommerce, with B2B and B2C transactions. Guide the commentary to include both privacy and security concerns with the use of e- commerce.

4.

Assign Production Challenges 14A, just before, or immediately after, the related topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that the Challenge deals with. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do to complete the assignment accurately.

5.

Assign Special Report 1 to familiarize students with the bookkeeping and accounting software used in businesses today.

6.

Reading Assignment: Ask students to preview the Questions for Study and jot down answers as they go along.

Instructor’s Manual— Administrative Procedures for the Canadian Office

Points to Emphasize 1.

Both small private companies and larger organizations have established electronic funds transfer as an efficient and cost-effective method of moving money between accounts electronically. On the other hand, many companies still like to do banking the traditional way for many reasons: security, the personal touch, or to establish a one-on-one business relation with bank employees and managers. The student must be ready for either scenario.

2.

E-commerce may be conducted between businesses (B2B) or between businesses and customers (B2C) or (C2C) Discuss the payment methods associated with e-commerce and commerce.

3.

Web-banking provides easy management of banking transactions online wherever you have access to the internet. Mobile banking offers new avenues for accessibility and payment methods but offers security concerns.

4.

Most routine banking practices may be done more efficiently and conveniently by using automated teller machines (ATMs), however the evolution of web banking has provided bot business efficiencies, but concerns with privacy and security emphasize the need for compliance of legislation.

5.

Direct payroll deposit enables organizations to pay employees without writing cheques. Preauthorized payments are alternatives for business to conduct scheduled financial transactions.

6.

A certified cheque is deducted from the depositor’s account at the time the cheque is certified. An unused certified cheque must be deposited in the bank.

7.

Rules for writing cheques should be carefully observed to prevent changes from being made in cheques. Do not erase and do not leave blank spaces in which figures or words could be added. Use a dark-coloured ink cartridge when printing cheques by computer.

8.

When it is necessary to stop payment on a cheque, the request should be made immediately by telephone and followed up with a written confirmation.

9.

A cheque with a blank endorsement is payable to the bearer and should be handled as carefully as cash.

10.

A handwritten signature is not needed on a cheque endorsed with a rubber stamp transferring the cheque to the depositor’s account.

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11.

When reconciling the bank statement, watch for deposits made directly to the bank account and for charges made by the bank. Be sure to make the necessary adjustments in the chequebook or register. Include the budgetary planning cycle, budget process and the types of considerations needed.

12.

When reconciling the bank statement, always remember to add deposits and deduct outstanding cheques from the bank statement balance.

13.

Keep the petty cash in a locked drawer. Never borrow money from the fund for personal use. Even leaving an IOU can be deemed theft.

14.

Talk about security and privacy laws, especially in relation to customers’ sensitive information. Discuss the role of the CRA as it relates to the industry.

Related Activities For Students 1.

If you are working, talk with someone at work; if not, talk with someone you know who works in an office. Ask them about the methods they use for setting up a budget each year, if daily, weekly or monthly transactions are recorded. Identify the process in a step-by-step approach – what do they do first, second, third, etc. Summarize your findings; include the steps.

2.

Call, visit, or view online two banks, credit unions, or other financial institutions and obtain information about certified cheques, bank drafts, money orders, EFT’s and ATM charges. Write a comparison of what you found at the banking institutions.

3.

If you work, find out if someone is in charge of the petty cash fund.

Interview that person and write a report on the procedures followed. If you are not employed, ask someone you know to find out at his or her job, talk to your school/college administrator, or call several companies and ask to set up an interview. Explain that you are completing a class project.

4.

Review the CRA website. Locate information of CPP deductions and an example of a remittance. Draft an instruction memo of how to complete the calculations.

5.

Examine blank cheques printed by a bank in your city or town. What is the transit number? The routing numbers? Compare the number printed in the upper right corner of the cheque with the magnetic ink characters at the bottom of the cheque.

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6.

Examine some cancelled cheques. How can you tell that the cheques have been paid by the bank? How have the cheques been endorsed? Ascertain which magnetic ink characters near the bottom of the cheque were added after the cheques were presented to the bank. Can you read the information? If so, what is it? Compare the information on your cheques with the information on the cancelled cheques that other members of your class have.

7.

Obtain blank cheques. Prepare the cheques, making them payable to the following five payees for the designated amounts: a. University of Toronto, $2648.93 b. Grand Stationery Supplies, $0.99 c. Steven C. Wexton, $56.78 d. Marnie Dixon, $456.23 e. Miss Jackie Smithson, $500 Never erase or use correction fluid on any cheque. If you make a minor mistake, cross it out, correct the information, and initial the change. If you make a major mistake, write VOID in bold letters diagonally across the cheque, record it as a “void” (never throw it out), and maintain it with your records. For this assignment, as a precautionary measure, mark through the account numbers and do not sign the cheques.

8.

Discuss the use of encryption in today’s financial transactions. Include the privacy policies that are taken into consideration for the web user.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter.

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ONLINE DELIVERY SUGGESTIONS Discussion Board Activity 1.

Have students research the breaches of security for financial transactions through e-commerce.

2.

Ask students to locate one specific case and have them present a summary of the case highlight any preventative measures that could have taken place.

3.

This case can be individual or business based.

4.

Present this case to the class through discussion board entries, and comment on a peer’s case and findings.

5.

Create a classroom wiki budget; have students contribute amounts.

6.

Have students then evaluate the to determine costs; are they fixed or are they variable by submitting rationale.

7.

Create an online discussion to submit results.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Commerce is defined as the exchange of goods and services.

Commerce is conducted in business settings typically in one of two ways; business to business (B2B), the conduct of good and/or services between two or more businesses/companies and business to consumer (B2C), the sale of goods and/or services to the end consumer. Outside of business, commerce can also include consumer to consumer (C2C), this involves consumers selling repurposed goods and/or services to other consumers through a medium, such as Facebook Marketplace.

2.

Commerce—This involves the exchange of goods and services is defined as the exchange of goods and services while Ecommerce is a broad term that describes marketing, selling, buying of goods and services online.

3.

Funds transferred electronically in small private companies and larger organizations alike typically establish electronic funds transfer (EFT) A method of transferring funds via a computer or 5

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other forms of technology-as an efficient and cost-effective method of moving money between accounts. Electronic funds transfer is one facet of ecommerce (synonymous with e-business) that is referenced by the Canada Revenue Agency (CRA) as the delivery of information, products, services, or payments by phone, computer, or other automated media.

4.

Many banks bring their corporate finance and business financing activities under the umbrella-la of corporate banking. This term refers to banking that services corporate customers. In other words, corporate banking deals with businesses across the spectrum, from small stores to multi-national corporations that have massive financial stakes. Common types of corporate banking services include corporate finance, credit management, asset management, cash management, loan management and growth management.

5.

Bank reconciliation is the practice of comparing your records against the bank records. A monthly reconciliation helps to identify any unusual transactions caused by fraud or accounting errors. Each month, the financial institution issues a current bank statement to the depositor.

6.

A bank draft is a cheque drawn by a bank on its own funds (or credit) in another bank. The draft is made payable to a third party, who upon endorsing it may cash it at the bank on which it is drawn.

7.

If the adjusted bank statement balance and the adjusted chequebook balance do not agree, calculate how much you are out by. Look for omissions of cheques and/or deposits. Then recheck the figures in the reconciliation statement. If you still haven’t located the error, check for an arithmetical mistake in the cheque stubs.

8.

The purpose of the petty cash fund is to provide cash to pay for incidental items such as ad hoc courier service, postage due on a package, and emergency purchases of office supplies.

9.

Revenue Canada provides several online tools showing calculations tables for the mandatory deductions.

10.

A fiscal year is the one-year period an organization uses for accounting, taxes, and financial statements. This is not always the same period of a budget or a calendar year [A calendar year is a oneyear period between January 1 and December 31, based on the Gregorian calendar], extending from January 1 to December 31.

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11.

Review past performance, analysis is performed, analyze the successes and failures Outline the key objectives and goals for the upcoming year and even look beyond for long term planning.

Possible Response to What Would You Do?—Customer Card Data The real problem here is a serious privacy violation. Are there issues with the personal information being shared? How could this have been prevented. It is illegal to intercept or listen to someone else’s telephone calls for malicious purposes or gain (Canada Privacy Act). Intentionally or not, was the company in violation of the law by obtaining card information and sharing it in this procedure.

Solutions to Problem Solving 1.

Add $1100 as a deposit and cross reference it with the outstanding cheque noted in the bank statement side of the reconciliation statement. Making note of both will negate the entire transaction.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 14A: Handling Petty Cash To evaluate Production Challenge 14A, look for the following points: a. Has a petty cash voucher been completed for each transaction? b. Has each transaction been entered in the Paid-Out column and in a distribution column? (Students may not classify the items in the same way; therefore, their totals of the distribution columns may not agree, but the grand total should agree.) c. Has the balance for the cash on hand been brought forward in the Received column? d. Has a memorandum been written requesting money to replenish the petty cash fund?

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Production Challenge 14A (Plain Paper) PETTY CASH REPORT MEMORANDUM TO:

General Accounting Office

FROM:

(Your Name)

DATE:

December 10, 20--

SUBJECT:

Petty Cash Report

The following report is a summary of petty cash paid out from December 1, 20- until December 9, 20--.

Petty Cash Report For December 10, 20-Opening Balance

$XXXX

Expenditures Postage Supplies Delivery

$ XXXX XXXX XXXX

Other XXXX

XXXX Closing Balance

$ XXXX

Please issue a cheque for $ XXXX to replenish the petty cash fund to the original amount of $ XXXX. XXXX petty cash vouchers are attached.

Yi

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Chapter 15: Meetings, Events, and Conferences OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Your students will probably have had little or no experience in arranging meetings; therefore, allow ample class time for discussion of the topics and the reasons behind the formality, the frequency and the necessity.

Make use of the variety of figures and illustrations in Chapter 15. This would be a good time to conduct a team meeting with your students on the topic of meetings and conferences and make use of the Meeting Minutes examples in the text.

2.

Lecture time and background information will be required on topics such as preparation and the multiple meeting formats available, sending notices of meetings, preparing agendas, holding the meeting, and preparing the minutes. Incorporate the need for virtual and hybrid meeting experience and technology planning as well as meeting format planning. Depending on the size of the class, to show rather than tell, try this: a. b. c. d. e. f.

Break the chapters into sections Plan to facilitate a “meeting” on each topic (10–15 minutes) Assign each student a topic Select a date, time, and place for each topic Prepare an agenda for each student Ask each student to i. prepare an announcement of the meeting ii. type up an agenda iii. take minutes iv. type up the minutes with a copy for each student v. send the documents by email g. Encourage students to experiment with templates available h. Have a debriefing session when the chapter is complete i. Ask students how they felt about the organization of work involved j. Ask students what they observed about body language k. Explore elements of a meeting to could be made online, what defines the appropriate use of technology 3.

Ask students who have had experiences in preparing meetings to talk about the process. What worked? What did not? How easy was it to

Instructor’s Manual— Administrative Procedures for the Canadian Office

assemble everyone? Conduct an exercise to establish what new found technologies are available that could supplement a meeting, or provide added value for efficiencies. Have students examine the need.

4.

Discuss the importance of having a backup plan in case equipment fails.

Provide an example of how that could be done.

5.

Assign Production Challenges 15A.1, 15A.2, and just before, or immediately after, their topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that deals with the Challenge. However, assigning a Challenge immediately before a topic is discussed in class encourages students to pay attention and allows those who do so to complete the assignment accurately.

6. .

Reading Assignment: Ask students to preview the Questions for Study and jot down answers as they go along.

Points to Emphasize 1.

Defining the role of an administrative professional in both meeting and conferences means understanding the characteristics of both and what logistical planning is required.

2.

When planning meetings and conferences, use voice mail, email, and available technologies to their fullest. Always leave detailed messages and request that the recipient of your message do the same when they reply to ensure confirmation.

3.

Usually a summary, rather than formal minutes, is all that is required for an informal meeting. This is an essential part of the communication process. Include recording the meeting and the considerations necessary during this process.

4.

When planning the necessary equipment and supplies for meetings and conferences, create a standard checklist that can be used at successive events. Use the list in the section called Planning for Supplies, Equipment, and Software as the foundation for customizing the list.

5.

Intelligent planning for food and beverages is essential if the meeting or conference is to be successful. Refer to the Planning Refreshments and Food section in this chapter for a list of guidelines. Remember that individual preferences can be accommodated if a variety of food and refreshments are offered. Most likely someone will attend who has special needs such as a low-sugar diet. Vegetarians and guests from diverse 2

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cultures may also have special needs. Observe religious dietary need and best practices consistent with diverse cultures.

6.

Emphasize the difference between formal, informal, and casual meetings, as many students have a hard time differentiating between them. Include virtual and hybrid meetings and the dynamics that accompany them.

7.

The use of a facilitator at meetings will help participants to stay focused and thereby enjoy a much more productive meeting.

8.

When administrative professionals are attending meetings where they are expected to participate in the discussion, they should not be expected to be the recorder (i.e., take the minutes). The task of recording is often rotated between team members so that no one team member always has the additional responsibility of taking the notes. When a team member has this responsibility, the attention needed for the task often eliminates her or him from a portion of the meeting discussion.

9.

The purpose of many meetings is to discuss and solve problems. The Cause-and-Effect Diagram is a tool that assists in problem solving. Explore the fishbone diagram and the Nominal Group Technique for discussion points and strategies.

10.

Virtual and hybrid meetings are a time-saving way to conduct meetings, connecting co-workers on a global scale increasing productivity and reducing travel time and cost. It allows participants more time to conduct business. Define the elements and characteristics of video, web conferences, video conferences, and teleconferencing.

11.

Trust and credibility are key qualities of ethical behaviour in meetings.

12.

When dealing with international conferencing, there will be additional responsibilities for the administrative professional. Consider in discussing what the responsibilities would include, what professional practice would dictate as guidelines to assist this with additional element.

Related Activities For Students 1.

Interview an administrative professional who has handled all the details for a formal or informal meeting. Summarize the professional’s responses to the following questions: a. What are the most critical steps taken when you first plan a meeting?

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b. What methods are used to notify people of an upcoming meeting? c. Are you responsible for taking notes or minutes in meetings? If so, can you share how you format the notes or minutes? d. What types of activities, if any, are you involved in during a meeting? e. What types of activities do you complete after a meeting? f. Are you involved in planning for any type of virtual or hybrid meeting or teleconferencing? g. What are the most common problems that arise when planning meetings or conferences?

2.

Research podcasts, relevant books, or the internet for articles relating to virtual and hybrid conferencing. Summarize the information and be prepared to report your findings to your class.

3.

With the use of audio and video electronic technology, public and private educational institutions are using electronic meetings. Interview a school/college administrator who is responsible for electronic meetings in his or her institution. Report your findings on the method used for electronic meetings, the most popular method for conducting, how questions and answers are handled during the meetings, and the most common problems that arise when planning any types of virtual meetings.

4.

Call the sales or catering department of two hotels in your area. Request the following information: a. Approximate cost of a room to hold a meeting for 10, for 30, and for 100 people. b. A price list for refreshments. c. Do they rent audio-visuals or have they purchased specialized costs? If so, what types, and what do they cost? d. How far ahead do you have to reserve the room? e. What are the rules, if any, concerning cancelling room reservations? f. What other features do they offer companies for planning meetings at their hotels?

Summarize your findings in report form for your instructor.

5.

As a class, arrange a seminar to be held at your school/college. This seminar should feature at least four speakers whose topics are of interest to students seeking employment in the near future.

Your class should brainstorm for ideas about the preparation of the seminar. Use the techniques fond in the text to have students simulate the techniques. Include the following tasks. a. Prepare a budget for the expected costs and revenue for the seminar.

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b. Arrange and confirm the venue. If funds are available (probably through fundraising), this seminar may be held at a local hotel. Or it may be held at your school/college. c. Arrange and confirm speakers. d. Invite the student body and perhaps members of the business community. e. Prepare a seminar booklet that will contain the seminar agenda, short biographical information on each speaker, appreciation notes to sponsors (if applicable), and a list of team members involved in arranging the seminar. f. Solicit the business community for sponsors. Sponsorship may come in the form of gifts that may be used as door prizes, food or beverages for coffee breaks or lunch, or cash to cover expenses. g. Arrange for food and beverages for coffee breaks and for lunch (if applicable). h. Prepare invitations and thank-you letters. i. Arrange for small gifts of thanks for your guest speakers. j. Plan introduction and thank-you speeches for speaker sessions. k. Arrange for a special feature such as a fashion show or some short entertainment such as a pianist. l. Prepare a follow-up survey to be distributed to students and speakers to evaluate the seminar and suggest improvements for the next seminar.

This activity is intended to be challenging and very exciting. Team meetings, brainstorming, minute logs, detailed preparation, and follow-up are absolutely necessary.

ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter.

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ONLINE DELIVERY SUGGESTIONS Discussion Board Activity 1.

Have students research a topic of their choice for professional development.

2.

Once students have a topic, research for related webinar’s that students can participate in for free.

3.

Have students write a summary style discussion board on both the topic and delivery method of this meeting.

4.

Ask students to reflect on the effectiveness of the delivery, summarizing any recommendations that could improve this experience.

5.

Have students research virtual meeting platforms and host online meetings.

Use the discussion board to debrief the experience.

Collaboration Activity- WIKI 1.

Have students work in groups to establish a best practice guideline for planning meetings and conferences.

2.

Assign each student specific scenario, budget, and TYPE (virtual, teleconference, webinar, video conference) of meeting.

3.

Be sure to include elements of technology.

4.

Have student create a living document that would be used to orientate a new employee looking for guiding information on meeting types and planning.

5.

Be sure to include the management of multiple time zones in this activity.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

Meetings serve a valuable organizational purpose as they help the workforce to understand both the collective aim of the group and the way in which their role within the organization can contribute to the overall success.

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2.

a. b. c. d.

The purpose of the meeting The time, date, and location of the meeting The deadline for accepting agenda items Action to take if member will or will not attend.

3.

a. Call to order b. Roll call c. Approval, amendment, or correction of minutes of previous meeting d. Reading of correspondence e. Reports • officers • standing committees • special committees f. Unfinished business from previous meetings g. New business h. Appointment of committees i. Nomination and election of officers j. Announcements, including the date of the next meeting k. Adjournment

4.

a. b. c. d. e.

5.

A voice recorder or software platform is used to obtain a verbatim record of a meeting for the purpose of: preparing a word-for-word transcript securing a record of discussions on controversial topics, digital projectors and use closed-circuit video in large rooms, digital device for presentation hook-up or for note taking.

6.

These forms of meetings reduce travel costs and losses in productivity for all or some of the participants that result from time spent outside of the office to gather for a face to face meeting. Virtual meeting providers supply specific web-based technology platforms used in organizations. With the navigation to remote work brought about by the pandemic the use of these tools has exploded in the business world.

Extra copies of the agenda Minutes of previous meetings A list of standing committees A list of special committees A list of action items that have not yet been completed by members f. Documents related to the agenda items g. Copies of materials that have been prepared for distribution

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7.

a. Make entries in the calendars for deadlines on work to be completed. b. Send materials through email to members who were absent. c. Prepare a list to remind your manager of his or her obligations. d. Enter the time of the next meeting in the calendars. e. Make edits to the minutes of the previous meeting. f. Complete the minutes. g. Arrange for equipment to be returned. h. Book room and equipment for next meeting.

8.

As mentioned earlier surrounding meetings, due to the global pandemic many conferences performed a rapid shift to a virtual or hybrid format. This has enabled organizations to see the benefits of hosting a virtual or hybrid conference with more delegates from a wider reach able to participate and often for far less costs. The virtual and hybrid options will remain a common feature of conferences in the near future.

9.

Accessibility accommodations for the meetings, such as a translator, closed captions, and sign language capabilities.

10.

The purpose of a cause-and-effect diagram is to encourage brainstorming.

Possible Response to What Would You Do?—Cove or Conference Your next step would be to get off the bus at Peggy’s Cove!

To practice ethics is not the same as serving time in jail. In fact, the notion of ethical conduct is based on codes and principles of our society and, indeed, the legal concept of a reasonable man. That is, the question should be asked, “Under these circumstances, are these actions those a reasonable person would take?”

It is evident that SSPI has faith in your loyalty, respect for expertise, and confidence in your performance otherwise you wouldn’t be there in Halifax. Your effort in preparing a successful presentation has been exemplary and has paid off with positive feedback. All seems well. However, the counter issues must be considered.

There are many counter issues, such as insurance coverage (If you fall into Peggy’s Cove and drown, are you covered by SSPI insurance?), representation (If you become a public nuisance on your day off, are you representing SSPI?), and liability (Are you or your company responsible for the costs and damages incurred when

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you unintentionally push a fellow tourist off the lighthouse at Peggy Cove’s?)—as well as the important issue of prior permission.

Taking the time off is probably of least concern here. Any reasonable man or woman would suggest that you deserve the day off to visit Peggy’s Cove. However, if more of a conciliatory approach were taken from the outset, most counter issues would be put aside or neutralized. Had you appealed to your manager and sought permission based on your rationale and extraordinary effort, it is likely that permission would have been granted in advance.

What are your next steps? When you return from Peggy’s Cove send an email to your manager in Regina explaining the success of your presentation. Explain the rationale for missing the second day of conference presentations, and suggest that you are willing to exchange a day’s vacation for your sojourn if necessary. Develop an excellent trip report when you return to your desk in Regina.

Your manager will apply due diligence to your story and, being a reasonable person, will conclude that your trip to Halifax, including Peggy’s Cove, was good for all. But next time, seek permission first!

Solutions to Problem Solving 1.

Apologize for the issue. Call the catering company and explain the problem to them and seek their assistance in finding a remedy for the mistake. Make note if there is somewhere close to the meeting location to order something quickly to replace the mixed-up meals.

2.

Contact the operations manager of the conference centre to request a ran day location inside, perhaps a meeting room or lobby entrance. Failing that see if the venue has any tents available to provide a covered area for the demonstration to till occur.

Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 15A: Keying Minutes To evaluate Production Challenge 15A, check the following: a. Are the name, date, time, place, and attendance in the opening paragraph? b. Have headings been used to increase readability?

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c. Have the items been presented in the order in which they were taken up during the meeting? d. Has information been included for following through on decisions made during the meeting? e. Is the announcement included either at the end or the beginning? f. Is a place provided for signature?

2.

Production Challenge 15-B: Event Management To evaluate Production Challenge 15-B, check the following: a. Ensure the students have used proper letter formatting, appropriate for this type of letter. b. Proposed expenses should be formatted in a spreadsheet attachment with categorized and logically formed headings. c. Professional tone should appear, and facts substantiated with references. d. It is best not to limit students to the website; perhaps students already know someone who is an expert in this field.

Note: Answers to this Challenge will vary.

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Chapter 16: Employment, Professional Development, and Strategic Career Planning OVERALL TEACHING STRATEGIES Teaching Resources Visit the Instructor Resources site in Revel for access to all chapter resources.

Teaching Suggestions 1.

Start the job campaign at the beginning of the semester in which your students will be seeking full-time employment. Make the job campaign one of the highlights of the semester. Prepare students by introducing both in person résumé submission and creating online job agents for the campaign.

2.

Centre the discussion of the topics on the students’ efforts to match themselves to jobs. Encourage them to seek out positions that are in line with their personal interests, ethics, and core values. Expand the discussion to explore how prospects for jobs will be approached.

3.

Invite a graduate who has been promoted to a supervisory or administrative position to be a guest speaker for your class. Offer an informal discussion for a “roundtable” to discuss key interpersonal skills, emotional intelligence development and any hard skills that are specifically being used.

4.

If applicable, begin another chapter as soon as you have the job campaign started, but spend some time each week on the campaign. Continue the job campaign throughout the semester. Time the activities to meet your students’ needs; for instance, have students prepare their résumés and revise them before they begin their job interviews. Consistently review and prompt for skills development.

5.

Strongly encourage your students to research companies and other prospective places of employment. Use available technology for mock interview testing through online applications. This provides students an opportunity to preview the diverse types of internet testing. This is especially important before your students attend interviews.

6.

Have students practise writing letters of application/cover letters.

Emphasis on the appropriate language and terminology to describe skill sets is essential. Encourage your students to request information, about the IAAP examinations by visiting the website or attending a member event.

Instructor’s Manual— Administrative Procedures for the Canadian Office

7.

Students like to hear what other members of the class have experienced during interviews. At different times throughout the semester, encourage those who have had interviews to share their experiences with the class.

Schedule class time for informal discussions about the best and the worst interviews people have faced. Identify the strategies students have learned to cope with any of the situations thus far.

8.

One of your most significant roles is to guide your students in preparing for their job campaigns. You must encourage them to assess what they have to offer an employer and to stress their strongest assets and qualifications.

Encourage students to reflect about their transferable skills. Discuss in depth employability skills.

9.

Form a network among the students to share potential employment opportunities. Brainstorm with students appropriate networking opportunities.

10.

Cover appropriate and inappropriate questions that might arise during an interview. For examples, questions on age, marital status, children, health, etc., are not appropriate. Suggest ways to deal with inappropriate questions that may arise during an interview. Draw on current legislative practices.

11.

Prepare a list of general and behavioural questions to ask students in class as practice for the real interview. Throw in a few inappropriate questions to see how they deal with them.

12.

If your school has video equipment, consider having students practise on camera interviewing and being interviewed. Encourage students to dress appropriately for this exercise. Once the interviews are videotaped, watch them together in class. Ask students to provide some feedback on their performance. For example, were they fidgeting, saying “hum” too often, forgetting to make eye contact? Alternatively, use a video app to provide a 30 second elevator interview.

13.

Talk about the different types of interviews: face-to-face, group, panel, satellite, hiring, informal (as a result of a referral). Bring testimonials from past graduates to your class. Read and discuss their success.

14.

Assign Production Challenges 16-A just before, or immediately after, the related topics have been studied in class. The assignments will not, of course, be due until you have finished the particular topic that the Challenge deals with. However, assigning a Challenge immediately before a topic is discussed encourages students to pay attention and allows those who do so to complete the assignment accurately.

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15.

Reading Assignment: Ask students to preview the Questions for Study and Review and jot down answers as they go along.

Points to Emphasize 1. Searching online for available jobs requires less effort than other search techniques; therefore, the competition is very high for jobs advertised in online applications.

2. Exploring employment search strategies can yield a diverse amount of choice. Focus strategy is required. Today, most Canadian adults must plan to have more than one career, several jobs, greater responsibilities, and more years of work than previous generations.

3. When a job ad appears, it is proactive and shows a sense of initiative to telephone the employer and drop off a résumé in person. However, if an advertisement has requested no telephone calls and asked that résumés be submitted by email or fax, the proactive applicant may risk irritating the employer.

4. Carefully prepared résumés and covering letters have a vital impact on gaining employment. The administrative professional career has become very broad and diverse. It demands state-of-the-art computer and software knowledge, a problem-solving approach, and critical thinking skills.

5. Students should profile organizations who fit the contemporary office profile to engage research and involvement in current office trends.

6. Researching an organization prior to an interview is crucial. The internet has become one effective method of researching companies and should be used along with any networking or referral opportunities. Administrative professionals should have a keen awareness of advancement opportunities within their organizations, or elsewhere. Using diverse methods of networking and endorsements of skills sets.

7. Students must understand the significance of being thoroughly prepared for job interviews by knowing about the company, anticipating questions that may be asked, formulating questions to ask, and deciding on points to bring out during the interview.

8. Prior to an interview, the four steps to closure should be practised until the applicant is confident with the procedure.

9. Recruiters use behavioural descriptive interview questions to distinguish facts from exaggerations. These questions use a “domino” questioning technique that probes into an experience described by the applicant. The behavioural 3

Instructor’s Manual— Administrative Procedures for the Canadian Office

descriptive questions are not difficult to answer if the candidate has the experience the recruiter is seeking.

10. Searching the internet for employment opportunities does not eliminate the need to practise traditional job-hunting techniques, but it does add another dimension to the job search. E-portfolios are additional elements to the application process.

11.

Online career services offer job seekers an opportunity to display their credentials on the internet as well as read employment offerings.

12.

A growing number of companies are using electronic scanning systems to digitally scan, store, and track résumés and covering letters. When the applicant cannot determine if the company is using an electronic scanning system, it is best to forward both styles of résumé. Review the advantages of this method.

13.

The electronically scanned résumé must be prepared in a format that the computer can read. Tips to maximize the effectiveness of scanned résumés are offered in the section entitled Electronically Scanned Résumés.

14.

Awareness of the types of employment tests is an asset to anyone seeking employment.

15.

Networking is a powerful method of gaining employment information.

16.

Applicants must know the necessary items to bring to an interview as well as the undesirable items.

17.

Applicants must demonstrate a professional image when applying for work.

18.

Applicants should evaluate how they performed during an interview and determine improvements necessary for subsequent interviews.

Related Activities For Instructors 1.

With the importance of finding employment through the internet, a class period should be set aside for students to work with you in a computer lab setting. During this period your students can explore web pages that offer résumé and job-posting services. Consider using this opportunity to set up a job search agent online.

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2.

One of the biggest services you can give your students is to hold a professional interview with each one of them. You may need to recruit the assistance of other faculty members to interview each student individually for a fictitious job you have previously posted. Or offer an opportunity a guest speaker from an HR position. This is an opportunity for the student to practise all the guidelines and interview tips you have offered during class and to discuss his or her portfolio during an interview. Award the job to one student after all the interviews are complete. Offer constructive feedback to each student via an interview summary sheet. This constructive feedback will be invaluable.

3.

Role-play behavioural descriptive interview questions in class, having your students alternate between the applicant and interviewer roles. Notice how students’ confidence soars when they are the interviewer. Ask them to maintain the same poise when the tables are turned.

4.

Have a panel of student judges select the best student handshake in the class. This is a fun activity and, in fact, could be expanded to include the best closure to an interview, the best answer to a difficult question, the best business card, etc.

For Students 1.

Research the classified ads for jobs such as the government job boards for which you qualify or for which you would like eventually to qualify. Make a list of your top three job choices. Include the position titles, duties, and the types of industries in which these jobs are found—for example, medical, legal, or insurance. Describe why you would like to obtain these jobs.

Summarize your findings in a memo to your instructor.

2.

As a group, discuss manners and interview etiquette. Include how to handle nervous tendencies.

3.

Visit a private staffing service or public office employment agency in your area to find out how the agency places its clients in office support positions.

During your visit, gather information about their testing program. For instance, ask them to share with you the kinds of employment tests they give for at least three different office support positions. Report your findings in an email to your instructor.

4.

Visit your school/college placement office to gather the following information: specific career information about your chosen occupation, employment opportunities in your local area, and interest surveys or assessments that will help direct you in your chosen occupation.

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5.

6.

In a group, develop items for a Do/Don’t checklist, not to exceed a total of 10 items. The items represent qualities that make a résumé acceptable or unacceptable. Include a rating scale with a range from 1 to 5, with 1 representing unacceptable and 5 being acceptable. When your résumé is complete, check off items on the form, as you believe they have been accomplished, satisfactorily or unsatisfactorily. For example: A

A. Self-inventory

DO LISTU 12345

A. Misspellings

DON’T LIST 12345

U

A

Prepare a list of people (define the type of reference they will serve) who are willing to give you a reference along with a sentence or two highlighting the skills to which they can attest. For example: Mary Jane Student 42 Elm Street Ottawa ON K1J 7E2 Telephone: 613-555-1212 email: mjsmith@sympatico.ca Reference List Ms. June Harvard Manager National Works 34 Main Street Ottawa, ON K1J 7E2

Ms. Harvard was my primary supervisor and can attest to my attendance, punctuality, positive attitude, accuracy, and attention to detail in a busy office environment.

Telephone: 613-555-1212 Email: juneh@sprint.ca 7.

Identify one goal that you want to reach one year from now. List the steps to be taken within three months, six months, nine months, and twelve months to accomplish this goal. Turn in your plan to your instructor.

8.

Interview an office supervisor or manager who was once an administrative professional. Ask the interviewee to discuss career paths. What special courses and activities does he or she suggest you should enroll or engage in? Career a mind map of the next 3 years. What goals or achievements are identified, what steps will be needed?

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ONLINE TOOLS 1.

In addition to classroom activities, instructors are able to use web links found at the end of this chapter to create online activities, provide in class/online demonstration and assigning research. Online exercises are available on the Instructor Resources site in Revel to provide online assignments for this chapter. Consider using the delivery suggestions to enhance online interactions.

2.

A video supplement is available for this chapter.

ONLINE DELIVERY SUGGESTIONS Journal/Blog Post Activity 1. Provide students the opportunity to select a podcast of their choice on any employability skills.

2. Ask students to write a reflective post/ or journal on why they feel this skill is essential.

3. Ask students to self-assess; do they possess this skill already, if so how confident are they? If not, what is the strategy to increase confidence?

4. Ask students to locate an office or administrative blog.

5. After assigning the reading of the blog, ask students to reflect on their past time as a student.

6. Ask students to select one aspect of the new career they are most anxious about and most confident about.

7. When students convey what aspect causes anxiety, as them to provide a strategy to manage this.

Discussion Board Activity 1.

Have students review professional development podcasts.

2.

Ask students to locate a podcast worth subscribing to.

3.

Student will be asked to summarize in a post, the synopsis of the podcast, and provide rationale for why it meets criteria for subscription.

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4.

Ask students to include why the podcast would act as another credible source for information.

TEXTBOOK ACTIVITIES Answers to Questions for Study and Review 1.

In recent years, online professional networks operated through websites and mobile apps such as LinkedIn® offer a significant reach in an employment search. Many post-secondary institutions have a career centre. Social media (SM) platforms can assist with an employment search. Job and career fairs or expos are recruiting events . Private and public employment agencies and Direct application.

2.

Many post-secondary institutions have a career centre. The general goal of a career centre is to provide guidance and resources so that students can achieve their career goals. This is usually accomplished in the form of career counselling and advising. A career centre offers job seeking and preparation workshops. Staff in these centres also work with the employers in the general community to source employment opportunities and post the opportunities on a digital platform accessed by the post-secondary community.

3.

Consider, information is a powerful asset. During the job hunt, networking is an essential step towards gaining successful employment. Sharing employment information with a network of people is probably one of the most effective methods of obtaining employment. As a student, you can begin to build your network by attending functions such as career fairs, where prospective employers will be available to meet students. Attend and participate in seminars and other functions where administrative professionals will be present. By expressing your desire for employment and by leaving a positive impression, you will be increasing your opportunity to learn about possible employment prospects.

4.

A job search board is a website hosting opportunity supplied by employers. By contrast, a job search engine combs through the web looking for all job postings and amalgamates chosen postings under their search engine. Companies have listed available positions and regularly.

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5.

In the job seeking arena another type document an applicant may be asked to submit is a called a curriculum vitae or CV. It is a summary of an applicant’s qualifications for the job being sought. A CV is usually a much more detailed document focused on academic experiences. CVs are often required when applying for academic or research positions.

6.

Employers place value on experience that is common to all jobs, such as carrying out instructions, being prompt and dependable, working co-operatively with others, and accepting responsibility.

7.

An interviewer can judge your basic qualifications by studying your transcript, application letter, résumé, test results, and completed application form. During the interview, the interviewer will evaluate your personality, attitudes, professional presentation and conduct, and the ability to communicate.

8.

The following is a list of good questions to ask on an interview: • To whom would I report? To how many people would I report?

• What personal qualities improve the likelihood for success in this position?

• Describe the organizational culture • I read in the . . . that you are expanding your . . . division.

• How would that affect the position I am applying for?

• Does the organization have a human resource development program?

• What is the organization’s plan to increase revenues or capacities?

9.

The purpose of behavioural descriptive interviews is for recruiters to sort facts from exaggerations by using a “domino” questioning technique, in which each question leads to the next and probes deeper into an experience or scenario described by the applicant.

10.

IAAP has a professional certification where successful candidates earn their Certified Administrative Professional® (CAP®) designation. The AAP offer specific certifications recognized in business. As an example of one of the certifications; The Canadian Certified Administrative Professional (CCAP). Another certification is the Canadian Certified Administrative Professional Associate (CCAPA). Canadian Association of Virtual Assistants (CAVA).

11.

One of the most recognized and popular types of technical certification is the Microsoft Office Specialist certification (MOS).

Many of the Microsoft Office Suite application programs have their 9

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own MOS certification such as Word, Excel, etc. A candidate selects the appropriate course or courses they wish to receive certification.

In order to sit for the certification exams, an authorized testing centre must be attended. Some colleges and universities are authorized testing centres and can provide an opportunity to complete the certification.

12.

Cross-training involves learning and performing the responsibilities of your co-workers. It is very valuable to the organization. When one employee is absent from work, other employees can simply fill in. However, it has even greater benefits to the person who has the initiative to learn how to perform other job functions. The more you know and the more you can do, the more valuable to the organization you will be.

Possible Response to What Would You Do?—The Job Offer When offered employment, it is usually appropriate to request 24 hours before giving the company and answer. So there is nothing wrong with attending the interview scheduled later the same day that a current job offer has been given.

Adelita handled this appropriate by giving a timeline when she would respond and give an answer. That does show the potential employer that she is a cautious thinker and wants to consider all her options.

It is imperative that Adelita follows through and responds in the timeline she had mention as the employer will not wait longer for an answer.

Most likely would not advise Adelita to do anything differently, again providing she follows through on the time allowance she has requested.

Solutions to Problem Solving 1. Answers with vary depending on student. It is wise to choose an answer in this case that describes the challenge and how it was resolved and even the follow-up and what was learned by the experience. The employer is looking for your critical thinking skills, troubleshooting abilities and an example of how you remained in control of the situation without letting it escalate.

2. Does this company have a web page? If so, you may get information through an online search – including reading reviews from other employees. If not, telephone the company and request company brochures or an annual report.

If these are unavailable, ask to speak with a person who can answer your

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questions. Another source of information may be the local Chamber of Commerce or maybe even the Better Business Bureau.

3. Focus your plan on how taking this course will benefit the organization. List the potential benefits that will be realized for the company with your project management training. Demonstrate how this newly gained skills with improve proficiency and efficiency. So, focus on facts not focusing on your career advancement. Also, come up with a plan for how the work during your absence will be dealt with to avoid a pile up of work. If your boss turns you down you do not deal with it in a negative fashion, determine if there is a way for you to still obtain the training you desire without taking time off, so do it on your own time.

4. In this case a direct approach is needed, you must level with your boss and advise him or her of the added load you are experiencing in helping to troubleshoot computer issues for many of the team, don’t focus directly on your supervisor’s behaviour. Approach it from a we perspective looking for input from your supervisor to solve your concerns. It shows your ability to problem solve as well as being a team player and may in fact make you more attractive for the upcoming promotion Suggestions for Assigning and Evaluating Production Challenges 1.

Production Challenge 16A: Personal Inventory Note: The form for this assignment is on the Instructors Resources site in Revel as File 16A. Check to see if the student has made exhaustive lists on the inventory form.

The more effort the student puts into the personal inventory, the more comprehensive will be the résumé.

Solutions to Production Challenges There are no solutions to this Challenge as student content will vary.

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Checklist for Your Résumé

Instructions: Before submitting your résumé for marking or presenting it to a potential employer, be certain you can place a check mark in each of the boxes in the following list. Remember that any poor work may cause an employer to send your résumé to File 13!

Appearance ❑ Is the spacing attractive and consistent? ❑ Do you have plenty of white space? ❑ Have you used high-quality, conservative paper? ❑ Is your résumé on no more than two pages? o (Note—Your references may be listed as a separate unit on page 3.) ❑ Does your résumé have a conservative format? ❑ Have you avoided excessive enhancements? ❑ Have you used a high-quality printer? ❑ Have you used a proportional-space font? ❑ Is your format consistent? ❑ Are your headings emphasized? ❑ Is your information in point form and does it use bullets? ❑ Have you followed the format shown in the textbook? ❑ Is your résumé free of creases and folds? ❑ Is your résumé scanner friendly? (Refer to the checkpoints on page 369) Content ❑ Is the content in a chronological format? Is there an objective/headline ❑ Does your résumé emphasize skills and mastery of software? ❑ Does your résumé show your most recent education first? ❑ Does your résumé show your most recent experience first? ❑ Have you used two or three references that are your former employers or your educators? ❑ Are your references complete? o (Courtesy titles, working titles, company names, full addresses, telephone as well as email addresses where appropriate)

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Accuracy ❑ Is your résumé free of typographical errors? Has it been read 100 times? ❑ Is your résumé free of spelling errors? Did you use a spellchecker? ❑ Are your lists consistent in wording as well as format? ❑ Have you stated your expected date of graduation”?

Other ❑ Have you picked up on all the other tricks and traps mentioned by your instructor? ❑ Have you delivered your résumé in an appropriate manner? o (Envelopes are required whether you are hand-delivering or mailing your résumé. Be certain to use a full-size envelope so the résumé is not folded.) ❑ Have you delivered your résumé on time? o (What if you are delayed on the day your résumé is due? It’s never a good idea to leave the delivery of your résumé to the last minute. What message does a late résumé convey? Will the employer consider résumés that arrive after the deadline?

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