Business Communication Today, 9E Courtland L. Bovee Instructor Manuals.pdf (22)

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(Students can use this interest inventory to help prepare a presentation on a topic that interests them.)

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CHAPTER 17: ENHANCING PRESENTATIONS WITH SLIDES AND OTHER VISUALS IMPORTANT CHANGES IN THIS EDITION • • • • •

Clarified coverage of writing readable slide content Revised coverage of creating navigation and support slides, title, agenda, program detail, and blueprint slides New checklist for enhancing presentations with visuals Expanded coverage of online presentations New figures: Presentation style (Fig. 17.1), Modifying graphs for slides (Fig 17.3), Distractions from decorative artwork (Fig 17.4), Presentation slide master (Fig 17.5), Navigation and support slides (Fig 17.9), Moving blueprint slides (Fig 17.9

CHAPTER OUTLINE Planning Your Presentation Visuals Selecting the Type of Visuals to Use Verifying Your Design Plans Creating Effective Slides Writing Readable Content Modifying Graphics for Slides Selecting Design Elements Achieving Design Consistency Adding Animation and Special Effects Completing Slides and Support Materials Creating Navigation and Support Slides Creating Effective Handouts Practicing Your Delivery Giving Presentations Online LECTURE NOTES Planning Your Presentation Visuals Visuals can improve the quality and impact of your oral presentations by Creating interest Illustrating points that are difficult to explain in words alone Adding variety Increasing the audience’s ability to absorb and remember information As a speaker, you’ll find that visual aids Can help you remember the details of the message Improve your professional image

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The most popular visuals to enhance oral presentations are Electronic presentations Overhead transparencies Chalkboards and whiteboards Flip charts Other visuals * See Transparency 163 for a table of pros and cons of the most popular visuals.

The chapter focuses on electronic presentations, although most of the design tips apply to overhead transparencies as well.

Ask yourself how each visual will help your audience understand and appreciate your message: Choose the words you’ll use to harmonize with the visual you are displaying.

Double-check any cultural assumptions that might be inappropriate.

Letting accuracy and simplicity guide your design choices Takes less time to create your materials Reduces the chance of distraction and misinterpretation Reduces the chance of something going wrong with needless “bells and whistles” Use your time wisely: Decide in advance how much sophistication is good enough.

Then stop when you reach that point.

Use the time you save to rehearse your presentation and get a good night’s sleep.

Creating Effective Slides To create attractive presentations that don’t compromise your message, you Start with your text Get your content in place before thinking about graphics Effective text slides Support rather than replace your spoken message Are easy for the audience to read and comprehend Slides with too much text, long sentences, or wordy bullets Make it difficult for audience members to read your message from a distance Are difficult to understand Confuse and distract the audience Diminish your credibility as a speaker When writing content for text slides, keep your message short and simple: Limit each slide to one thought, concept, or idea.

Limit content to about 40 words—no more than six lines per slide and six words per line.

Write short bulleted phrases rather than long sentences or paragraph-length blocks of text.

Use sentences only when you need to share a quotation or other text item verbatim.

Phrase list items in parallel grammatical form.

Use the active voice.

Include short informative titles.

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To modify graphic visuals for slides Reduce the amount of detail Avoid repeating text Shorten numbers Limit data Highlight key points Adjust the size and design However, guard against oversimplifying text or graphics so much that listeners can’t grasp the message.

Use color in slides to Grab attention Emphasize important ideas Create contrast Isolate slide elements Stimulate emotions When using color in slides, keep some important points in mind.

Colors may have different meaning for different cultures.

You should limit the number of colors you use.

Some colors work better together than others.

Contrasting colors increase readability.

For electronic slides shown in a darkened room, use Darker colors for the background Midrange colors for illustrations Lighter colors for text For overhead transparencies shown in well-lit rooms, reverse this color scheme—use Lighter colors for the background Midrange colors for illustrations Darker colors for text Slides have two layers or levels of graphic design: Background: Corresponds to paper in a printed report; usually stays the same from slide to slide Foreground: Contains the unique text and graphic elements that make up each individual slide In general, the less your background does, the better.

Even so, you may want to add small, unobtrusive elements to your background, such as A company logo The date The presentation title A running slide number Check whether your company has a standard template for all presentation slides.

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Your foreground artwork can be either Functional—photos, technical drawings, charts, and so on Decorative—artwork that is there simply to enhance the look of your slides Emphasize functional artwork and minimize decorative artwork to enhance your message and reduce distractions.

Clip art is easy to use as decorative artwork—and easy to misuse: Use clip art judiciously.

Keep it small.

Don’t use it just because you see it in a lot of other presentations.

Use it only if it helps make your presentation more appealing to your audience.

When selecting fonts and typestyles for slides: Avoid script or decorative fonts.

Limit the number of fonts to one or two per slide.

Use boldface type for thinner fonts so that letters won’t look washed out.

Avoid italicized type because it is hard to read when projected.

Avoid all-capitalized words and phrases.

Be consistent in your use of fonts (generally 24- to 36-point type for electronic presentations).

To achieve design consistency in your slides: Create the slide master, showing the colors, fonts, and other design elements you’ve chosen.

Use the layout templates provided with the software.

You can liven up an oral presentation with judicious use of special effects such as Sound Animation Video clips Transition effects from one slide to the next Hyperlinks Animation and special effects may be grouped into four categories: Functional animation Transitions and builds Hyperlinks and action buttons Multimedia elements Use animation not simply for animation’s sake but in support of your message—for example, to Emphasize specific points Demonstrate sequences Illustrate procedures Highlight steps Transitions control how one slide replace another on screen.

Although subtle transitions can ease your viewers’ gaze from one slide to the next, most transitions currently available are too distracting, which Disrupts the flow of your presentation Can give your entire presentation an air of amateurism Builds control the release of text, graphics, and other elements on individual slides.

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Making bullet points or graphic elements appear one at a time Helps draw the audience’s attention to the point being discussed Prevents the audience from reading ahead As with all design elements, use transitions and builds consistently throughout your presentation.

When you need flexibility in your presentations or need to share different kinds of files with the audience, you can rely on two lifesavers: Hyperlinks instruct your computer to jump to another slide in your presentation, to a website, or to another program entirely.

Action buttons are preprogrammed hyperlink icons in PowerPoint.

Including links that accommodate various scenarios allows you to Adjust your presentation at a moment’s notice Look polished and professional For some presentations, audio or video clips are an effective way to get your message across.

Combining video and electronic slides offers a great way to give presentations over the Internet (as discussed at the end of this chapter).

Completing Slides and Support Materials When checking over your presentation for the final time, make sure that visuals are Readable Consistent Simple Audience-centered Clear Concise and grammatical Focused Fully operational Your software’s slide sorter feature makes it easy to Add and delete slides Reposition slides Check slides for design consistency Preview animation and transition effects Experiment with design elements Think about a backup plan in case your laptop won’t boot or the projector dies: Consider having backup equipment on standby, and be sure it is already loaded with the proper files and ready to go.

Have enough printed handouts ready to give the audience so that you can at least give your presentation “on paper.”

Structure your presentation by making use of additional types of slides: Title slide(s) Agenda and program details Navigation slides

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To supplement your presentation, you can hand out materials such as Complex charts and diagrams Articles and technical papers Case studies Websites Copies of presentation slides Brochures Pictures Outlines Copies of the presentation agenda The timing for distributing handouts depends on The content of the handouts The nature of the presentation Your personal preference Practicing your delivery is helpful because so many things can go wrong in a presentation, including Equipment glitches Confusing slides The discovery that you’re out of time but only halfway through your material A day or two before you’re ready to step on stage for an important talk, make sure you can give a positive response to the following questions: Can you present your material naturally, without reading your slides word for word?

Is the equipment working—and do you know how to operate it?

Is your timing on track?

Can you easily pronounce all the words you plan to use?

Have you decided how you’re going to introduce your slides?

Have you anticipated likely questions and objections?

Does your message come through clearly?

Completing four or five practice runs will help you Stay on track Maintain a conversational tone Boost your confidence and composure Giving Presentations Online Well in advance of your online presentation, make sure you’re familiar with the system you’ll be using, whether it is Internal groupware Virtual meeting systems Webcasting systems Online presentations have benefits such as Communicating with a geographically dispersed audience Allowing dispersed audience members to meet at a fraction of the cost of traveling Letting a project team or an entire organization meet at a moment’s notice Being less disruptive for audience members

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Online presentations have challenges such as The layer of technology between you and your audience, which blocks those “human moments” that guide and encourage you To ensure successful online presentations, regardless of the system you’re using: Consider sending preview study materials ahead of time.

Keep your content—and your presentation of it—as simple as possible.

Ask for feedback frequently.

Consider the viewing experience from the audience’s side.

Improve any sections of your presentation that might be slow or difficult.

Make sure your audience can receive the sort of content you intend to use.

Allow plenty of time for everyone to get connected and familiar with the screens they’re viewing.

Consider assigning a moderator to host the event and handle the software.

Engage the audience frequently.

Don’t get lost in the technology: the most important aspect of any presentation is getting the audience to receive, understand, and embrace your message.

SPECIAL FEATURES CONNECTING WITH TECHNOLOGY: Creating High Octane Presentations (p. 536) 1. On the Infommersion website (at www.infommersion.com/demos/dashboards/demoshell.html) students can study several dashboard demonstrations—the Daily Sales demo is particularly good.

To apply this technology to job placement, students should brainstorm all the variables that a placement office is likely to measure, such as number of companies interviewing on campus, number of seniors applying for work, number of applicants who've been offered jobs, average starting salaries, and so on.

2.

Students should recognize that visual simplicity often comes at the expense of detail and realism.

In addition to the loss of resolution and loss of accuracy that can accompany simplification, simple visual presentations can sometimes fail to show causes and effects. In these cases, the presenter has the responsibility of making sure the audience understands where the numbers came from and what they mean to the organization.

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DOCUMENT MAKEOVER (online)

Versions showing poor and improved visuals, with notes on errors and solutions Slide 1 (original version):

Lektronik Electronic Message Systems Exciting “Front-Door” Advertising!

[No errors] Slide 2 (Poor version):

Creative Solutions Lektronic creates communication solutions, providing high-quality, eye-catching installations that are also cost-effective, large or small, is what we do. Lektronik will assist customers in determining the best technology and size for their electronic display signage.

Lektronic [Errors: run-on sentence, wordy, passive constructions, hard to read, misspelling]

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Slide 2 (Improved version):

Creative Solutions • • • •

High-quality Eye-catching Cost-effective Adaptable—large or small

Lektronik [Solution: Use bullets and short phrases; limit ideas] Slide 3 (Poor version):

Soutions for Lodging Facilities: With Lektronik signage lodging facilities can do the following • Grab drivers’ attention • Advertise your amenities and prices easily • Program room-rate changes throughout the • day easily • Save money • Keeping employees safe Integrating your electronic messages with existing signs and billboards

Lektronik

[Errors: Bullets too long, badly organized, inconsistently phrased, repetitious; spelling error in title]

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Slide 3 (Improved version):

Lodging Facilities— Lektronik signage lets you •

Update room rates quickly

•

Program changes from indoors

•

Keep employees safe

•

Integrate your electronic messages with existing signs and billboards

Drivers check out your sign . . . and check in!

Lektronik [Solution: Eliminate wordiness for quick reading; use active voice and audience-centered slogan] Slide 4 (Photo of Lektronik offices in Dallas, Texas): [Error: Unnecessary slide [Solution: Delete slide from presentation and renumber remaining slides.]

Slide 5 (original version):

Lektronik offers more options: •

Modular designs

•

Integrated systems

•

Software and ongoing support

•

Multiple display technologies

Lektronik [No errors]

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Slides 6a-6e (Photos of Lektronik sign installations worldwide, no text required.)

[No errors]

Slide 7 (Poor version):

All over the world millions of people are looking up at Lektronik signs for information about •

Sporting events

• • • • •

Retail centers Hotels and motels Automobile dealers Time of day Temperature

Wouldn’t you like to have these people looking up at YOUR sign? We can help you make this become a reality at a very affordable price.

[Error: Includes too much information, detracting from the core message.]

Slide 7 (Improved version):

Why Use Lektronik Solutions?

Around the world people look up to Lektronik signs for information about • Sporting events • Retail centers • Hotels and motels • Automobile dealers • Time of day • Temperature

Lektronik [Solution: Simplify the message]

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Slide 8 (Poor version):

Electronic message systems will portray an up-to-date, cutting-edge image for your business.

Advertising, live video feed and attentin-grabbing graphics all attract customers. Lektronik also is able to provides rugged mobile display systems of the highest quality, idea for racetracks, entertainment and sports venues because they can be set up and disassembled quickly.

[Errors: Spelling and typographical errors, passive construction, wordiness, too many ideas in one frame] Slide 8 (Improved version):

Get cutting-edge technology: •

Live video feeds

•

Mobile display systems

•

Animated graphics

Lektronik [Solution: Simplify, improve readability]

Multiple Choice Options: (correct answer is underlined) 1. Choose the best option for improving the text in Slide 2: a. Correct error in spelling of company name, i.e. “Lektronic” should be “Lektronik.” b. Correct spelling of name and break first sentence into two sentences. c. Correct spelling, break first sentence into two, and use active verbs. d. Correct spelling of company name, and replace remaining copy with a brief, bulleted list of features and benefits.

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2. Of possible improvements for Slide 3, which of the following seems the best choice? a. Change the text to paragraph style to eliminate lengthy bullets. b. Correct the spelling error in the heading, eliminate wordiness but retain bulleted list of features and benefits; use active verbs and make them consistent; add an audience-centered slogan “Drivers check out your sign . . . and check in!”

Correct only the spelling error in the heading (“Soutions”). c. d. Change “Keeping” to “Keep” and “Integrating” to “Integrate.”

3. Choose the option that correctly explains how to handle Slide 4: a. Add a caption describing the offices and location. b. Include staff members in the photograph to add a personal touch. c. Eliminate the photo from the presentation because it’s unnecessary to the message being conveyed and will only “clutter” the presentation. d. Make sure that the speaker giving the presentation describes the activities that occur in the Dallas offices, using an audience-centered approach.

4. Choose the best among the following options for improving Slide 7: a. Simplify the message by eliminating the last paragraph, which begins a new subject. b. Move the last paragraph to the top of slide, before bulleted list. c. Eliminate list and end first sentence at “information.” d. Replace the slide with a photo brochure that shows different types of signs in use.

5. Choose the best description of problems with Slide 8: a. It should be in a bulleted list form. b. It contains spelling errors, is wordy, uses passive constructions, and includes too many ideas in one frame. c. The title is too complex. d. The only problem is that the company logo is missing.

COMMUNICATION CHALLENGES AT HEWLETT-PACKARD (p. 544) Individual Challenge Two viable responses come to mind: (a) pay homage to the past as a foundation for the present and future; (b) keep the focus on the present because the companies (and business world) have changed a lot since 1939.

•

•

Homage: This presentation could start with a few slides done in grayscale and then change to full color. Appropriate images would include Mickey Mouse and other well-known Disney characters; visuals of movie posters or DVD box covers, including Fantasia; a photo of the legendary garage where HP was born; photos from the early days of Disneyland. Useful sound effects might include suitable or evocative sound clips such as music or narration from various rides at Disney theme parks.

Present Focus: After a polite nod to past interactions and successes, the focus would be on the present and near future of the entertainment industry and the technologies that can help Disney remain at the forefront of that business (especially theme parks). Appropriate visual elements might include short video clips of HP product demonstrations, customer testimonials and other

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relevant facts and supporting elements.

Team Challenge One of the best ways to gauge the risks, rewards, and advisability of any course of action with a customer is to rely on the advice of senior sales representatives for the account because they should know the customer best (influencers, decision makers, and other important audience members).

Overall, though, it’s safe to assume that it will be hard to impress the masters: • Pros: A modest amount of digital showmanship—done well—may score points for giving the appearance of tuning the presentation to the audience (or at least earn polite respect for the effort).

• Cons: Without the help of skilled graphics professionals, the typical PowerPoint special effects often look amateurish. If the poor quality causes too much of a distraction, the reaction could be decidedly negative. Even if the quality is passable, extreme amounts of digital gimmickry could cause the meat of the message to get lost in the special effects.

(Computer-savvy students might recognize that the quality of any digital effects will be heavily dependent on the raw processing power of the laptop or desktop PC used to deliver the presentation. Because HP is a computer company, there may be an expectation that it is using its best-performing products in the presentation.)

Some computer sales reps with technical backgrounds may be tempted to create a PowerPoint tour de force presentation. Doing so could waste a lot of valuable selling time and, as noted above, only serve to alienate the audience. In all, the risks probably outweigh the rewards with a highly sophisticated audience. The presenters should create a clean, factual, benefit-focused presentation that emphasizes substance over flash.

TEST YOUR KNOWLEDGE (p. 545) 1. When creating slides for an oral presentation, the first task should be to write the bulleted phrases.

Before focusing on design, presenters must organize, write, and revise content—just as they would for any written message. Poorly written or badly organized slides can confuse an audience, and experienced presenters want their design to enhance, not overshadow, their written message.

2. Using one font per slide is best, unless the presenter wants to use one font for headings and a different font for bulleted items. More than two fonts would be overly busy and distracting.

3. Hyperlinks can be used in electronic slides to embed links to a different slide, other files on the computer, or even webpages, accessed by a mouse click, thereby allowing the presenter to customize a presentation to audience needs on the spot. For example, one audience may need more information on a particular topic, while another audience viewing the same presentation may already have that information, so the presenter won’t use the hyperlink to access the additional material.

Hyperlinks are also a good choice for allowing access to information too detailed for a single slide (material that might be found in a file on the computer, for instance). Links can also provide a presenter with “just in case” information to use with audiences that seem to need more illustration to grasp a difficult concept.

4. Slide sorter view allows presenters to view all slides at once so that they can compare design elements, check consistency, add or delete or reorder slides, experiment with changes (backgrounds, color) by using the preview function, check transitions and animation effects,

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and then make permanent any changes they decide to keep.

5. A blueprint slide provides a road map of the presentation, usually listing an agenda of three or four items to be covered. Such a slide tells audience members where they’re going. Plus, as moving blueprint slides reappear throughout the presentation with new items checked (or otherwise highlighted), audience members can see where they’ve been. A final blueprint slide can also serve as a review and summary of the key points presented.

6.

Students can argue for either (a) distributing certain handouts at the beginning of the presentation (such as print copies of slides with space for taking notes) so that they are useful to the audience or (b) waiting until the presentation is over so that the audience won’t read ahead or be distracted by the handout materials. The choice ultimately depends on the type of handout, the needs of the audience, the nature of the presentation, and the speaker’s personal

preference.artwork contains no information value; it might make a presentation more visually 7. Decorative Some inform their audience of what material will be contained in handouts but delay speakers appealing, but it doesn’t communicate much of anything that is relevant to the content of the providing the In handouts until they’ve artwork finished is their presentation. presentation. contrast, functional integral of the content delivery effort. In other words, it has something to say that is relevant to the desired message.

8. Practicing in front of real people (versus using a mirror) allows a presenter to get feedback from them when they don’t understand a point or when a slide doesn’t work for them. Practicing with visuals also presents an opportunity to learn (1) how to fix minor technological problems (which inevitably occur) and (2) how to smooth the simultaneous presentation of visual and oral elements. Presenters also find out how well their presentation (including slides) fits into the allotted time.

9. It’s best to introduce slides before presenting them. For overhead transparencies, remove or cover a slide once you’re finished with it and before you introduce the next one. Presenters find themselves introducing the new slide as they manually remove and replace the old slide.

For electronic slides, presenters release information with the click of a mouse, so they introduce the slide before revealing it. In either case, never introduce the slide after it appears, and never use the word slide, as in, “The next slide shows . . .”

10. Generally, one slide every 90 seconds is a good average to strive for. For a 20-minute presentation, that would mean about 13 slides. However, personal style may alter that number.

APPLY YOUR KNOWLEDGE (p. 545) 1. People who include too much information on their slides tend to make one of two errors: They try to illustrate every word or concept with a slide.

• • They use their slides as speaker’s notes, focusing on their own needs instead of their audience’s.

Students should recognize that text slides aren’t needed to highlight every word or point; they should highlight key points, illustrate key concepts, and create interest in the oral message.

2. To modify a graph for a slide, students might suggest reducing detail, breaking one graph into two when necessary. They might also suggest eliminating repetitive words, rounding numbers, limiting data, highlighting key points (with arrows, boldface, or color), adjusting the size of the

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graphic, using more white space, choosing colors that stand out from the background, and selecting a font that’s easy to read from a distance.

3. When selecting design elements, strive to incorporate the five principles of effective design: • Continuity • Contrast • Emphasis • • Simplicity Experience Finally, use the chosen design elements consistently throughout your presentation.

4. Slide master can help you easily achieve consistency of design as you create slides by letting you program your design selections (borders, backgrounds, company logo, font choices). The software then repeats these elements automatically as you create or add new slides. This consistency lends a clean, professional look to your presentation.

5. As always with persuasion, the ethical boundary usually rests with the presenter’s motivation.

If design elements are manipulated to deliberately conceal, dishonestly portray, or harmfully incite, then the presentation has crossed the line into unethical behavior. If the design presents all material fairly but encourages action or opinion to change in favor of the speaker’s viewpoint, then the persuasive presentation has been both successful and ethical. The key is in the fairness of the presentation and the objectives of the presenter.

You should be able to stir up a lively classroom discussion by asking students to come up with examples of both types of persuasive presentation—one they would describe as ethical persuasion and one that uses unethical tactics. These examples might be sales presentations, presentations at shareholder meetings, or in-house presentations regarding an internal proposal.

PRACTICE YOUR KNOWLEDGE Messages for Analysis (pp. 545-546) Message 17.A This slide suffers from numerous problems, large and small. Students might mention the following: • • • • • • • •

• •

•

Overall, the slide contains too much information.

Italic title font should be regular type.

Orange title color is difficult to read against blue background; should be lighter.

Using only one font style would improve readability.

Text in all caps is difficult to read.

Body text should be in a one-line, bulleted format, rather in than paragraph form.

Graph captions are too small to read from the back of room.

The slide is cluttered with too much art (e.g., cake logo could be eliminated; group of people clip art is too large and distracts from the information).

The graph should be simplified, with the information presented in another form.

Arrows, color highlights, or other techniques are needed to direct audience attention once the slide is simplified.

It’s impossible to grasp this slide in five seconds or less. To reduce information overload, some of the information should be eliminated, presented orally, or moved to a new slide. For example, the survey range information should be part of the oral presentation.

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* See Transparency Masters 17-1 and 17-2 at the end of this chapter guide for a poor and an improved version of this slide.

Message 17.B Students can apply most of the principles mentioned in the chapter: avoid repeating text (e.g., "Headcount" is repeated), shorten all the numbers, limit data (year 2002 data could be dropped), and highlight key points (that training expenditures probably grew too high in 2004, the company overreacted and cut costs too far in 2005, but costs are back in line now). * See Transparency Masters 17-3 and 17-4 at the end of this chapter guide for a poor and improved version of this slide.

Message 17.C Students should recognize that most of the effects in this slide package are guilty of distraction while adding little to the transfer of ideas and information. (A case can be made that the bullets flying in on slide #3 would allow the speaker to reveal information one topic at a time.) When students see these effects in action, they should ask themselves whether they are paying more attention to what each slide is doing as opposed to what it is saying.

Exercises (p. 546)

17.1

When evaluating the content of students’ slides, look for One topic focus per slide • • Audience considerations such as readable fonts, good color contrast, appropriate art • Use of arrows and highlighting techniques to direct audience attention to key points • • Clarity (can the message be grasped in 5–8 seconds?)

• Bulleted material with concise, parallel phrases • Telegraphic wording • Active voice Informative titles Check the cover slide for basic information about the presentation, and check the blueprint slide for appropriate key points to guide the audience through the presentation.

17.2

In addition to the content criteria, evaluate the design elements that students discuss.

Look for topics such as Readable fonts—Are fonts readable? Too large or too small? Italicized? Sans serif?

• Uniform?

Visible text—Have students provided sufficient white space between lines? Used • both uppercase and lowercase letters for readability?

Appropriate clip art—Is art too much, too little, or unrelated to topic? Is it placed • and sized to enhance rather than detract from the message?

Effective use of color—Do text and graphics stand out from the background color?

• Is the color scheme appropriate for the topic (i.e., warm vs. cool colors)? Is the contrast between colors good? Have students considered using a light background for overheads and a dark background for slides shown in darkened rooms?

Consistency—Are design elements uniform from one slide to the next? Same • background? Same fonts? Similar clip art? Similar layout?

Lack of clutter—Have students used too many visual elements per slide? And in the • case of electronic slides, too many special effects?

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17.3

You might want to initiate a class discussion about students’ experiences using the slide sorter view. How did this software component make their revisions easier? Did they run into any difficulties using the software or making changes they wished to make? What did the thumbnails show them about design errors? Content errors? Was the overall impression of their slide presentation what they expected, or did seeing the slides side by side present aspects they hadn’t anticipated? Ask them what kinds of mistakes might be made by a presenter who fails to use slide sorter view (or a similar technique for comparing slides).

17.4

When selecting fonts, students should be looking for simplicity, readability, and a professional, businesslike style or “feel” (versus a comic, casual, script, ornate, futuristic, or overly busy style). It might be interesting to discuss the impact of different font designs, which can communicate a mood, emotion, or purpose that transcends the actual words to connect directly with readers at a nonverbal level.

17.5

Because websites tend to appear and disappear quickly and unexpectedly, students might mention linking to a website that is temporarily inoperable or permanently defunct. Even some widely known sites have been known to shut down unannounced. Aside from vanishing sites, a presenter might also find that the content of the linked page has changed or has been eliminated. If the site is still operable and the content is the same, the presenter might discover that Internet access is undergoing technical difficulties, is operating more slowly than the pace of the presentation demands, or has been disconnected altogether.

To overcome such obstacles, it would be wise to have an alternate hyperlink prepared in advance and included in the presentation slides. That way, if the live Internet site is inaccessible, the presenter can still provide the prepared information that has been stored in a computer file or on another slide or slides. The drama of the “live” link will be lost but not the opportunity to present necessary material.

CASES (p. 547)

1. IS ANYBODY OUT THERE? EXPLAINING LOOPT’S SOCIAL MAPPING SERVICE Student presentations are likely to closely reflect the material on Loopt’s website, along with the way it is organized. Here is a possible presentation outline that incorporates information and terminology from https://www.loopt.com/loopt/tour.aspx: A. It is a social mapping service that lets you I. What’s 1. Loopt?

Find friends a. Using your mobile phone, you can see detailed maps that show you where your friends are.

2. Connect with friends a. Loopt lets you know when you’re near your friends. b. This makes it easy to get together at a moment’s notice.

3. Create and edit your profile a. You can create and edit your profile anytime, anywhere. b. You can use your cell phone or a computer.

4. Share photos and locations

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a. Loopt lets you take pictures, tag them, and share them with friends. b. You can also write in your friends’ journals and they can write in yours.

5. Tag places & create events a. You can tag and save favorite places, then create an event and invite friends. b. You can also accept invitations and manage your social calendar—right from your phone.

6. Control your privacy a. With Loopt, you decide who can see your private profile. b. Your profile is visible only to your friends.

II. What phones work with Loopt?

A. Loopt currently supports selected phones from 1. Boost mobile 2. Sprint 3. Nextel B. A detailed list of supported phones is available at www.loopt.com/loopt/phones.aspx III. What safety issues does Loopt present?

A. Too many close “friends” 1. Loopt makes it easy to locate others and be located by them. a. Could result in unwanted surprise visits B. Distractions 1. Loopt functions add to those of a regular cell phone. a. Cell phones already present a distraction hazard b. Additional functions may increase distractions C. Loopt.com offers a “Be Safe” link to a page with these safety tips: 1. Only add friends to Loopt who are really good friends.

2. Confirm the phone numbers from your invites.

3. Know who can find you.

4. Use your journal responsibly.

5. Report inappropriate behavior and offensive content.

6. Call 1-877-LOOPT-ME if you lose your phone.

2. I’LL FIND MY SPACE ELSEWHERE, THANKS: PROMOTING ALTERNATIVES TO MYSPACE Students should recognize the importance of a feature-to-feature comparison in their presentations. Vague generalizations about the potential drawbacks of MySpace will not be convincing. It will be helpful to create at least one visual that makes it easy for the audience to compare specific features and functions of MySpace with those of other sites. Students may also be tempted to ignore similarities and focus only on differences between MySpace and another site. This would provide a good opportunity to discuss the importance of presenting a balanced review in order to build credibility. Finally, it will be important to remind students to move beyond explaining the distinctive features of their alternative site. As the instructions indicate, they should use those features to generate a profile of the type of person who would probably prefer the alternative site to MySpace.

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3. FACE TO FACE: UPDATING MANAGEMENT ON YOUR MONTHLY PROGRESS The following pages contain an example of a basic electronic slide show based on the progress report in Figure 14.5. The slides are organized to allow the presenter to point out the general vicinity of each site in relation to downtown Denver, and then provide details on each site.

Denver Site Analysis

Roger Watson July 2008

1. Lakewood

⚫ 260 sq. ft. ⚫ Available now ⚫ Starbucks building nearby, but no other com petition

⚫ No storefront visibility from street

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1. Lakewood

www. maps.google.com

2. Glendale

⚫ 525 sq. ft. with 150 additional in one year ⚫ Available in January ⚫ 2 Starbucks and 1 Chicago Blues nearby ⚫ Very good street visibility (at busy intersection)

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2. Glendale

www. maps.google.com

3. McNichols Arena

⚫ 420 sq. ft. ⚫ Available in December ⚫ JavaLand and Starbucks nearby ⚫ Good street visibility

147 Enhancing Presentations with Slides and Other Visuals

3. McNichols Arena

w w w . map s. goog le. com

4. University of Denver

⚫ Two sites: 340 sq. ft. or 655 sq. ft. ⚫ Smaller site available now ⚫ Larger site available in March ⚫ Starbucks and 5 independents nearby ⚫ Good street visibility for smaller site ⚫ Poor visibility for larger

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4. University of Denver

w w w . map s. goog le. com

5. HOT TOPICS: IDENTIFYING KEY ELEMENTS IN AN IMPORTANT BUSINESS ISSUE Responses will vary according to the topic each student chooses. The exercise provides a good opportunity to discuss different ways to credit sources in presentations, and for students to practice preparing simple visuals. Since the audience is made up of managers from different backgrounds, general business websites and databases such as www.forbes.com, www.wsj.com, ABI/INFORM Complete, and Business Source Premier will be the best place to begin searching for information.

Transparency Master 17-1 Chapter 17—Message for Analysis 17.A (poor version)

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 17-2 Chapter 17—Message for Analysis 17.A (improved version)

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 17-3 Chapter 17—Message for Analysis 17.B (print version)

Transparency Master 17-4 Chapter 17—Message for Analysis 17.B (electronic version)

Employee Training Costs Have Increased Since 2005 $8,000 $7,000 $6,000 $5,000 $4,000 $3,000 $2,000 $1,000 $0 2004

Instructor’s Resource Manual for Business Communication Today, 9E

2005

2006

2007

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Upper Saddle River, N.J. 07458

PART 7: WRITING EMPLOYMENT MESSAGES AND INTERVIEWING FOR JOBS Because so many college students are unfamiliar with the recruiting process and are apprehensive about finding a job, Chapters 18 and 19 can be of immediate practical value. The employment concepts presented in these chapters can even be used by freshmen and sophomores when looking for summer or part-time work or when establishing career goals. We recommend that students read the new Prologue, “Building a Career with Your Communication Skills,” before reading these two chapters.

CHAPTER 18: BUILDING CAREERS AND WRITING RÉSUMÉS IMPORTANT CHANGES IN THIS EDITION • • • • •

New chapter-opening vignette on Hersha Hospitability Management’s use of an applicant tracking system Updated advice on staying abreast of business and financial news, including subscribing to blogs and podcasts Expanded coverage of networking New material on creating PDF versions of résumés Material on pp. 518-522 of the Eighth Edition is now in the new Prologue

CHAPTER OUTLINE Securing Employment in Today’s Job Market Understanding Employers’ Approach to the Employment Process Organizing Your Approach to the Employment Process Staying Abreast of Business and Financial News Researching Specific Companies Networking Seeking Career Counseling Preparing Résumés Planning Your Résumé Analyzing Your Purpose and Audience Gathering Pertinent Information Selecting the Best Medium Organizing Your Résumé Around Your Strengths The Chronological Résumé The Functional Résumé The Combination Résumé Writing Your Résumé Keeping Your Résumé Honest Adapting Your Résumé to Your Audience Composing Your Résumé

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Name and Contact Information Career Objective or Summary of Qualifications Education Work Experience, Skills, and Accomplishments Activities and Achievements Personal Data Completing Your Résumé Revising Your Résumé Producing Your Résumé Printing a Traditional Résumé Printing a Scannable Résumé Creating a Plain Text File of Your Résumé Creating a Word File of Your Résumé Creating an HTML Version of Your Résumé Creating a PDF Version of Your Résumé Proofreading Your Résumé Distributing Your Résumé LECTURE NOTES Securing Employment in Today’s Job Market Employers have their own view of today’s job market: Generally, they prefer to look for candidates within their own organization or through referrals from people they know and trust.

Many send representatives to college campuses to conduct student interviews.

Applicant tracking systems help employers sift through the hundreds or thousands of résumés they receive.

Roughly 80 percent of all job openings are never advertised (hidden job market).

Approach the employment process by finding out Where the job opportunities are Which industries are strong Which parts of the country are booming Which specific job categories offer the best prospects for the future Everything you can about individual organizations Stay abreast of business and financial news through the Internet Websites Blogs Podcasts Start by examining “big picture” topics (trends, issues, industrywide challenges, and careers.

In addition to searching want-ads and signing up for campus interviews, you can use the web to Get detailed information about your prospective employers Look for and respond to job openings

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Networking is the process of making informal connections with a broad sphere of mutually beneficial business contacts: Does not involve walking up to strangers at social events, handing over your résumé, and asking them to find you a job.

Does involve sharing information between people who might be able to offer mutual help at some point in the future.

Look for networking opportunities wherever people with similar interests gather, both online and in person: Read news sites, blogs, and other online sources.

Try networking with executives in your field by joining or participating in student business organizations.

Visit trade shows that cater to an industry you’re interested in.

Volunteer in social, civic and religious organizations.

College placement offices offer Individual counseling Credential services Job fairs On-campus interviews Job listings Advice on résumé-writing software Workshops on job-search techniques, résumé preparation, and interview techniques You can also find numerous career planning resources online at sites such as Monster.com.

Preparing Résumés Planning your résumé includes Analyzing your purpose and audience Gathering pertinent information Selecting the best medium Organizing your résumé around your strengths Your résumé is A structured, written summary of your education, employment, and job qualifications A form of persuasive communication—an advertisement intended to stimulate an employer’s interest in meeting you and learning more about you.

Intended to get you an interview with prospective employers A résumé’s purpose is to create interest and get you an interview, not to reveal everything about you.

Résumés and CVs are essentially the same: CV stands for Curriculum vitae.

The term curriculum vitae is used instead of résumé in some professions and in many countries outside the United States.

Your CV can be more detailed than a résumé.

Take time to learn something about the specific persons who will see your application and résumé

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so that you can tailor your résumé to your audience’s needs.

Before preparing your résumé, gather every scrap of information that you might possibly need: Your log or journal of your accomplishments (if you’ve been keeping one) Personal history Specific dates, duties, and accomplishments of any previous jobs you’ve held Every piece of relevant educational experience (formal degrees, skills certificates, academic awards, or scholarships) Relevant information about personal endeavors (dates of your membership in associations, offices you may have held in a club or professional organization) Any presentation you might have given to a community group You may need various forms of your résumé, including A traditional version printed out on paper An uploaded Word document A plain-text document that you paste into an online form A multimedia résumé available online or on CD-ROM Starting with a traditional paper résumé is a great way to organize your background information and identify your unique strengths.

The most successful résumés convey that you Think in terms of results Know how to get things done Are well rounded Show signs of career progress and professional development Have personal standards of excellence Are flexible and willing to try new things Communicate effectively For an effective résumé, you’ll want to Include a little information in all categories Emphasize the information that does the best job of aligning your career objectives with the needs of your target employers Overcome the common problems that trigger employers’ skepticism: Frequent job changes Gaps in work history Inexperience Overqualification Long-term employment with one company Job termination for cause Criminal record Focus attention on your strongest points by adopting an organizational approach: Chronological Functional Combination

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A chronological résumé emphasizes your work experience, placing that section in the most prominent position (immediately after the name and address and the objective).

Develop the work section of your chronological résumé: List your jobs sequentially in reverse order, beginning with the most recent position and working backward toward earlier jobs.

For each listing, describe your responsibilities and accomplishments.

If you are a recent graduate, you can vary this approach by putting your educational qualifications before your experience.

The chronological approach has three key advantages: Employers are familiar with it and can easily find information.

This approach highlights growth and career progression.

This approach highlights employment continuity and stability.

The chronological approach is especially appropriate for candidates with a strong employment history who are aiming for a job that builds on their current career path.

The functional résumé emphasizes your skills and accomplishments, identifying employers and academic experience in subordinate sections.

Develop your functional résumé by Listing your skills and accomplishments in the most prominent position Stressing individual areas of competence The functional approach has three advantages: Employers can see what you’ll do for them, without having to read through every job description.

You can emphasize earlier job experience.

You can de-emphasize any lack of career progress or lengthy unemployment.

The functional approach is not popular with all employers, who may think that you’re trying to hide something, so if you don’t have a strong, uninterrupted history of relevant work, the combination résumé be a better choice.

The combination résumé includes the best features of the chronological and functional approaches, but it is not commonly used: It tends to be longer.

It can be repetitious if you have to list your accomplishments and skills both in the functional section and in the chronological job descriptions.

When writing your résumé, help ensure success by Treating your résumé with the respect it deserves Preparing your résumé promptly and not putting it off until the last second Learning from good models Not getting frustrated by the conflicting advice you read about résumés Dishonesty in the job search process has reached epidemic proportions; as many as half of the résumés now sent to employers contain false information.

If you’re not sure whether to include something on your résumé, ask yourself if you’d be comfortable sharing a particular piece of information face to face. If not, don’t say it in your résumé.

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To adapt your résumé to your audience: Adopt the “you” attitude and think about your résumé from the employer’s perspective.

Translate your past accomplishments into perceived future potential.

Make your résumé flexible so that you can tailor it to various situations and employers.

Be prepared to translate your skills and experiences into the terminology of the hiring organization.

Combine your experiences into a straightforward message that communicates what you can do for your potential employer.

Know yourself and your audience in order to focus on the strengths needed by potential employers.

To compose an impressive résumé and to state your information as forcefully as possible, try to use a simple, direct style: Use short, crisp phrases instead of whole sentences.

Avoid using the word I. Start your phrases with strong action verbs.

Begin your résumé by identifying yourself and providing your contact information: Your name Physical address Phone number E-mail address URL of your personal webpage or e-portfolio (if you have one) Stating a career objective is optional: Some experts advise against it, saying that your objective is obvious from your qualifications and that a stated objective labels you as being interested in only one thing.

Some experts argue for it, saying that employers will try to categorize you anyway, so you might as well give them the right label.

If a stated objective will make you look like a perfect fit, then use it.

If you have different types of qualifications, prepare separate résumés with different objectives.

If your immediate objective differs from your ultimate one, combine the two in one statement.

In the education section, present your academic background in depth: Use a simple heading such as “Education,” “Technical Training” or “Academic Preparation.”

List the name and location of each school you attended (starting with the most recent).

Include the term of your enrollment (in months and years) for each entry.

List your major and minor fields of study for each entry.

Include significant skills and abilities you’ve developed in your course work.

List the degrees or certificates you’ve earned at each school.

List the courses that have directly equipped you for the job you’re seeking.

Indicate any scholarships, awards, and academic honors you’ve received.

Include any off-campus training sponsored by business or government.

List any relevant seminars or workshops you’ve attended (and any certificates you received).

Mention high school or military training only if those achievements are pertinent to your career.

If you choose to show a grade-point average, include the scale (especially if a 5-point scale is used instead of a 4-point scale).

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In the work experience section, highlight the relationship between your previous responsibilities and your target field: List your jobs in reverse chronological order (with the current or last one first).

Include any part-time, summer, or intern positions, even if unrelated to your career objective.

If you have worked your way through school, say so.

Include the name and location of each employer.

Briefly describe what each organization does.

State your functional title for each job.

State how long you worked on each job (from month/year to month/year).

Devote the most space to the jobs that are related to your target position.

Mention any significant achievements on the job (including facts about your skills and accomplishments).

You might include a section describing other aspects of your background that pertain to your career, such as fluency in another language.

You may insert information at the bottom of your résumé about additional materials that are available: You might want to say that work samples are available upon request.

You may say that “references are available upon request,” but doing so isn’t necessary.

In a section titled “Activities and Achievements,” you might List volunteer activities that demonstrate your abilities List projects that require leadership organization, teamwork, and cooperation List career-related activities such as “member of the Student Marketing Association” List skills you learned in various activities, such as speaking, writing, or tutoring experience List participation in athletic or creative projects List the offices held in academic or professional organizations Note any awards you’ve received Personal data should be left off your résumé, unless including it enhances the employer’s understanding of why you would be the best candidate for the job.

Exclude information such as Items that would encourage discrimination (gender, marital or family status, age, race, religion, national origin, physical or mental disability, etc.)

Salary information Reasons for leaving jobs Names of previous supervisors Your Social Security number and other identification codes As with any other business message, you need to complete your résumé by Revising it Producing it Proofreading it Distributing it When revising your résumé, think about how to avoid the following criticisms: Too long Too short or sketchy

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Hard to read Wordy Too slick Amateurish Poorly reproduced Misspelled and ungrammatical throughout Boastful Generic Gimmicky To achieve good résumé design, make sure that you Focus on simplicity, order, plenty of white space, and straightforward typeface Make your subheadings easy to find and easy to read Place subheadings either above each section or in the left margin Use lists to itemize your most important qualifications Leave plenty of white space Make any added color subtle and sophisticated Get rid of any design element that “jumps out at you” You may want to produce your résumé in as many as six forms: Printed traditional résumé Printed scannable résumé Electronic plain-text file Microsoft Word file HTML format PDF file When ready to print your résumé: Choose a bit heavier, high-quality plain paper designed specifically for résumés and other important documents.

Make sure the paper is white or off-white.

Use a well-maintained, quality printer that won’t leave any streaks, stray lines, or poor print quality When printing a scannable résumé: Don’t worry about it looking depressingly dull (it will be seen only by computers).

Use plain fonts so that the optical character recognition software can recognize familiar character shapes.

Select appropriate key words that are likely to match what employers are looking for.

When you format your scannable résumé, be sure to Use a clean, common sans serif font such as Optima or Arial, 10 to 14 points Make sure that characters do not touch one another Use no side-by-side columns Use no ampersands, percent signs, foreign-language characters, or bullet symbols Put each phone number and e-mail address on its own line Print on white, plain paper (no speckles or background coloration) Place your name on every page, first to last Check the company’s website or call the human resources department to learn of any specific

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requirements When adding keywords to your scannable résumé: Keep your audience in mind.

Use nouns, rather than verbs.

Use abbreviations sparingly.

Include 20 to 30 words and phrases that define your skills, experience, education, professional affiliations, and so on.

Place your keyword summary right after your name and address.

Entering a plain text version of your résumé into an online form is faster, easier, and less prone to errors than the scanning process.

To avoid attachments, you can also insert plain-text versions into e-mail messages.

Before submitting a Word file to anyone, be sure your system is free from viruses.

An HTML version of your résumé comes in handy not because employers will be searching the net for it but because you can include your site’s URL in any e-mail you send to a potential employer: Think of important keywords to use as hyperlinks.

Link to papers you’ve written, recommendations you’ve received, sound or video clips that directly support your résumé.

To create a PDF version of your résumé, you’ll need the right software (such as Adobe Acrobat).

Proofread your résumé carefully, since it needs to be completely error-free.

Once your résumé is complete, update it continuously in case you want to Change employers Apply for membership in professional organizations Apply for a promotion See how your career is progressing How you distribute your résumé depends on The number of employers you are targeting Employer preferences for receiving résumés When mailing your traditional and scannable résumés: Use a flat 9 x 12 envelope or, even better, use Priority Mail.

Consider sending both formats to each employer.

When faxing your traditional and scannable résumés: Make sure the employer prefers résumés via fax.

Include a standard fax cover sheet.

Set the fax machine to fine.

When e-mailing your résumé: Don’t send attachments.

Insert plain text into the body of the e-mail message.

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Include a hyperlink in the e-mail that links back to your webpage résumé.

When submitting your résumé online, follow site instructions carefully.

When posting a résumé on your website, find some way of providing potential employers with your URL. When posting your résumé an index service or job site, Explore all your online options Learn about the site’s confidentiality protection Limit the amount of personal information you provide SPECIAL FEATURES COMMUNICATING ACROSS CULTURES: Looking For Work Around the World (p.

552) 1. Employers tend to view international work experience highly because it gives employees a richer perspective on the business world (which is helpful for exporting and for dealing with competition from imports, at the very least), it offers the opportunity to create contacts that can help both the individual and the company, and it can open employees’ eyes to different methods and strategies.

2. Three points are important to consider here: relevance, fit, and balance. If the experience is somehow relevant to the position, then by all means it should be considered for inclusion in the résumé. For instance, managing a political campaign requires significant skills in organization, communication, and leadership—skills any smart employer would find attractive, regardless of politics.

The second issue, fit, is a bit trickier. Students might want to ask themselves this question: “If my religious or political experiences are so out of step with the hiring organization that I might consider not showing them on my résumé, even if they’re a significant part of my work history—will I be comfortable in this organization or culture?”

Third, how significant are those religious or political activities? If they were personal activities, they probably don't belong on the résumé, unless they bolster the applicant’s chances. If they were professional activities, it becomes a matter of balance. If a person has two years of commercial experience and ten years of professional experience in politics, the political experience is a significant part of the person’s employment background. In contrast, if it were two years in politics and ten years in business, the political experience should be downplayed simply because the business experience is probably more significant.

DOCUMENT MAKEOVER (online) Version Marked with Improvements and Chapter Concepts JANET R. GREEVEY 4812 Hills Lane, El Cajon, CA 92020 Phone: (619) 555-3889 Cell phone: (619) 555-2236 E-mail: jrgreevey@citinet.com

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OBJECTIVE Computer repair technician for a small business with opportunity for promotion to managerial responsibilities. Salary objective: $42,000/year with benefits. [Omit desired salary.]

WORK EXPERIENCE September 2002 to present

August 2001 to August 2002

June 2001 to November 2001

EDUCATION September 2002 to present

Electronic Technician Don’s Digital, Encinitas, CA (part-time) I have been handling the assembly, repair, and maintenance of computers for customers of this small computer retailer, part-time, while studying at Grossmont College • Assemble, repair, and maintain computers for customers of small computer retailer Working part time while completing full-time studies in business • administration at Grossmont College [Use active verbs, omit personal pronouns, use lists for clarity and conciseness] Electro-mechanical Maintenance Mechanic RG Memory Products, San Diego, CA (full-time) • Promoted in 3 months from temporary assembler to permanent position • Learned metals handling, served in quality control • Mastered mechanical and electrical test equipment, using mechanical drawings, blueprints, and schematics to troubleshoot and repair manufacturing equipment Temporary Technical Assignments Technical Staffing Associates, San Diego, CA (full time) Achieved high praise from TSA customers for technical and software • skills, ability to learn quickly, reliability, promptness, and flexibility Assumed full-time temporary assignments as electromechanical • technician, go/no go tester, assembler, file and data entry clerk, and phone operator

Business Administration Grossmont College, La Mesa, CA Associate Degree completion date: June 2004

February 2002 to August 2002

Graduate, Computer Repair Program Muir Technical College, San Diego, CA [Include location.]

Completed comprehensive six-month certificate program • • Ranked in top ten percent of class

June 2001

Graduate, Grossmont High School, La Mesa, CA

MANAGEMENT SKILLS • •

Team operatoinsoperations [Proofread for spelling errors.]

Quality control

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•

Customer support

TECHNICAL SKILLS • • •

Assembling, upgrading, diagnostic testing, and repairing PCs and laptops Windows and Unix operating systems Excel, Access, Visual Basic, HTML, JavaScript, Dreamweaver, Quark Express 6.0

PERSONAL DATA • •

Married, 2 children Activities: Sierra Club, Choraleers (First Presbyterian Church of El Cajon), M.A.D.D. committee leader [Omit details that could foster discrimination]

Multiple Choice Options (correct answer is underlined): 1. Choose the option that explains the problem with this phrase: “Salary objective: $42,000/year with benefits.” a. The benefits desired should be described in detail. b. The sentence belongs at the beginning of the “Objectives” section. c. Salary objectives should not be included in a résumé, so the sentence should be omitted. d. The salary should be stated as a range to leave more options, e.g., “$37,000–45,000/year.”

2. Select the option that will best improve the effectiveness of this sentence: “I have been handling the assembly, repair, and maintenance of computers for customers of this small computer retailer, part time, while studying at Grossmont College.” a. Place the information about attending Grossmont College at the beginning of the sentence because this shows the applicant is serious about a business management career. b. Break the sentence out into two bulleted list items, omit the personal pronoun, and use active verbs to begin each phrase. c. Add more information about the work with customers, since the ultimate career objective is a position in management. d. Add a second sentence with more information about the types of software used, the proficiency with various types of computer hardware, and the applicant’s accomplishments in customer service.

3. Choose the option that explains what’s wrong with this line in the résumé: “Muir Technical College” a. Technical colleges are considered unimportant on a résumé; omit this item. b. Put the name of the college before the line that says: “Graduate, Computer repair program.” c. College names should always appear in bold type. d. The location of the college is missing; add the city and state.

4. Select the item that best describes the problem and solution for this phrase: “Team operations.” a. An interviewer might not understand what is meant by this; elaborate. b. Team operations are not as important as customer relations or quality control for a potential manager; move it to the end of the list. c. Nothing on the rest of the résumé indicates the applicant has actually been involved in team operations; omit this as a potential red flag for résumé hyperbole.

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d. “Operations” is spelled wrong; always proofread carefully!

5. Choose the option that prescribes the best solution for problems with the section titled: “PERSONAL DATA” a. The information should be in paragraph form, with active verbs and no personal pronouns; doing so will make this section feel more personable, which is the point of the material. b. The information about marriage and children should be omitted in case the interviewer is single or doesn’t like children. c. The entire section should be eliminated because every item in it could foster discrimination. d. The second item on the list should be placed first because these activities are more relevant to the applicant’s career objectives.

Final, Improved Version JANET R. GREEVEY Phone: (619) 555-3889 Cell phone: 4812 Hills Lane, El Cajon, CA 92020(619) 555-2236 E-mail: jrgreevey@citinet.com OBJECTIVE Computer repair technician for a small business with opportunity for promotion to managerial responsibilities.

WORK EXPERIENCE September 2002 to present

Electronic Technician Don’s Digital, Encinitas, CA (part time) • Assemble, repair, and maintain computers for customers of small computer retailer Work part-time while completing full-time studies in business • administration at Grossmont College

August 2001 to August 2002

Electro-mechanical Maintenance Mechanic RG Memory Products, San Diego, CA (full time) • Promoted in 3 months from temporary assembler to permanent position • Learned metals handling, served in quality control • Mastered mechanical and electrical test equipment, using mechanical drawings, blueprints, and schematics to troubleshoot and repair manufacturing equipment

June 2001 to November 2001

Temporary Technical Assignments Technical Staffing Associates, San Diego, CA (full time) Achieved high praise from TSA customers for technical and software • skills, ability to learn quickly, reliability, promptness, and flexibility Assumed full-time temporary assignments as electro-mechanical • technician, go/no go tester, assembler, file and data entry clerk, and phone operator

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EDUCATION September 2002 to present

February 2002 to August 2002

June 2001

Business Administration Grossmont College, La Mesa, CA Associate Degree completion date: June 2004 Graduate, Computer Repair Program Muir Technical College, San Diego, CA Completed comprehensive six-month certificate program • • Ranked in top ten percent of class Graduate, Grossmont High School, La Mesa, CA

MANAGEMENT SKILLS • • •

Team operations Quality control Customer support

TECHNICAL SKILLS • • •

Assembling, upgrading, diagnostic testing, and repairing PCs and laptops Windows and Unix operating systems Excel, Access, Visual Basic, HTML, JavaScript, Dreamweaver, Quark Express 6.0

COMMUNICATION CHALLENGES AT HERSHA HOSPITALITY MANAGEMENT (p. 574) Individual Challenge Both descriptions are problematic. The first contains good information, but jumbles education together with employment and other activities. The second is too long and chatty. However, the Morehouse graduate has at least included specifics (3.65 GPA, worked 15 hours per week, names of organizations, and so forth). The other applicant provides very little specific information on his or her educational background. For this reason, the candidate whose education is described in option “a” would be more likely to be selected.

Team Challenge Students might be tempted to reject the application without further analysis. However, this could result in passing over a well-qualified candidate who chose to submit an unconventional résumé.

There is evidence, for example, that the candidate possesses leadership abilities and relevant software skills, and has taken numerous courses on topics related to the job. The exercise could lead to a discussion of why it would probably be worth a few minutes to review the candidate’s web-based e-portfolio.

TEST YOUR KNOWLEDGE (p. 576) 1. Employers tend to look for candidates within their own organizations or through referrals from people they know and trust.

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2. The employment process can consume many hours of your time over weeks or months, so organizing your efforts in a logical, careful manner saves time and maximizes your chances of success.

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3. It is important to contribute because networking is a mutually beneficial, organic process in which you cultivate the possibility of finding that perfect opportunity.

4. A résumé is a structured, written summary of someone’s educational background, employment experience, and work qualifications. It’s important to adopt a “you” attitude when writing a résumé since the document has little time to make an impression. You’ll want to consider what each employer needs and then tailor your résumé to show your audience what you can do.

5. In a chronological résumé, the section on work experience is prominently positioned directly after the name, address, and objective, with job background listed in reverse chronological order. This is the traditional type of résumé and is used to highlight career progression as well as employment continuity and stability. In contrast, a functional résumé emphasizes skills and accomplishments rather than previous jobs and employers. This type of résumé is appropriate when the job-seeker is entering or reentering the job market, wants to change career direction, or has little continuous career-related experience.

6. Employers often worry that an applicant is using the functional résumé as a means to hide unexplained gaps in work history.

7. Elements commonly included in a résumé include name and address, educational background, and employment history. Additional elements can include career objective or summary of qualifications, activities and achievements, and personal data.

8. Employers commonly complain that résumés are too long or too short and sketchy, too hard to read, to wordy, too slick, too amateurish, too boastful, poorly reproduced and difficult to read, filled with mistakes in spelling and grammar, gimmicky, or dishonest.

9. Putting a keyword summary in a scannable or electronic résumé helps employers find your résumé when conducting a computerized search for candidates who fit particular criteria.

10. In general, personal data should be included only if the information is relevant to the job and helps put the applicant in a favorable light.

APPLY YOUR KNOWLEDGE (p. 576) 1. Absolutely! Not only do students need this much time to conduct research and prepare themselves, but tuning into the business world as early as possible will heighten their awareness of contemporary business issues—a quality that is likely to shine through during interviews and other discussions with potential employers.

2. Even though résumé scanning may miss a qualified applicant because the résumé wasn’t loaded with the exact search terms, it’s probably a good idea for large companies that receive hundreds of résumés for a single vacancy. Without it, recruiters would probably skim the résumés anyway and miss an equal number of qualified candidates. The advantage of résumé scanning is that it truly does keep your résumé “on file” or in the company database. Without it, many résumés would get lost in the pile. The disadvantage (other than a mismatch of key terms) is that scanning focuses on a specific set of skills or job-related experience and doesn’t read between the lines like humans do. So a company that uses scanning is less likely to select candidates who show great potential but don’t meet the criteria.

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3. Neither outcome is desirable. A summary of qualifications might solve the problem by briefly indicating your skills and experience that could qualify you for more than one position.

4. Even if a student is uncertain about a career path, he or she always applies for a single, specific job. Therefore, his or her résumé should be fine-tuned to the specific nature of that job. This approach of modifying the résumé for each opportunity creates a much more compelling story than simply sending out a generic résumé.

5. Informed students will argue for including the finance company in their list of jobs. Leaving it off might make it appear they’re trying to hide something. Moreover, obtaining the same kind of work right after shows character and demonstrates the skill to do the job was never really in question.

PRACTICE YOUR KNOWLEDGE Message For Analysis (p. 576) Message 18.A Although this job applicant has valuable qualifications, they are so poorly presented that she is not likely to be asked for an interview, much less be offered a position. Students should point out: 1. The résumé’s format is inconsistent. Each heading level should be presented in the same fashion; for instance, “Education” and “Work Experience” should both be centered or flush left, both be in capitals or in uppercase and lowercase letters, and so on.

2. The résumé is poorly organized. The most impressive aspect of the applicant’s qualifications is her work experience, so that section should immediately follow her statement of a job objective. Her education is the next most important aspect, followed by personal data.

3. The job objective is too vague and doesn’t emphasize the writer’s desire to use her skills.

4. Under “Experience,” format is again inconsistent (note the use of commas and periods in the subheadings). The job descriptions should begin with strong verbs that convey professionalism, responsibility, and initiative. The most recent positions should be described in greater detail than earlier positions. The descriptions emphasize skills (such as secretarial skills) that are irrelevant to the position she seeks, and they provide no evidence that she has successfully carried out marketing or sales tasks. For example, she could indicate the size of her sales territory, the types of customers she called on, and changes in sales volume due to her efforts. When discussing summer and part-time work, she should focus only on skills that relate to her job objective.

5. When discussing education, the writer should also focus on matters related to her career field.

Her extracurricular activities, if she considers them relevant, should be mentioned in an achievements section. She should mention her date of graduation.

6. The personal data provided here are irrelevant, are not especially distinctive, and should be eliminated. The space could be used to list references or to list some activities and achievements demonstrating her ability to deal with people.

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7. The résumé is not concise and the pronoun “I” is used excessively. * See Transparency 149 for an improved version of this résumé. * See Transparency Masters 18-1 and 18-2 at the end of this chapter guide for the poor and improved versions.

Exercises (pp. 577) 18.1 This self-assessment exercise will help students think through their preferences for workrelated activities and situations. Encourage them to keep these preferences in mind when they research appropriate careers and jobs.

18.2

a. Experienced in database design. b. Explored cost accounting alternatives for large manufacturer. c. Participated in the development of a new inventory control system. d. Prepared quarterly department budget. e. Managed department and oversaw seven employees. f. Developed spreadsheet to analyze monthly sales by department. f. Designed and implemented new ordering program for supplies.

18.3

a. Designed databases for 15 different clients. b. Explored cost accounting alternatives for manufacturer with $75 million in sales. c. Participated in the development of a new inventory control system for 750 products. d. Prepared quarterly department budget ($3 million). e. Managed department generating $13 million in sales and oversaw seven employees. f. Developed Excel spreadsheet to analyze monthly sales of 13 different departments. g. Designed and implemented new ordering program for supplies resulting in the elimination of a full-time position.

18.4

Yes, you should clarify that these accomplishments were the result of team effort, not just your individual efforts. Otherwise you will be exaggerating your experience, which is not only unethical but which can backfire if the truth comes to light.

18.5

The electronic résumé should be reformatted by eliminating graphics and special formatting codes such as italics and tabs, adding blank spaces to align text and asterisks for bullets, and saving the file in plain-text format. Here’s one possibility for a keyword summary: KEYWORD SUMMARY: Customer service. Trade shows. Sales achievement awards. Writing skills. Speaking skills. Scientific experience. Problem solver.

Monthly sales reports. Market research experience. Articulate. Word processing.

Training experience. Leader. Hard worker. Multi-talented. Biology major.

18.6

This exercise provides a good opportunity to stress the importance of using a web browser to double-check the HTML version. Remind students that unexpected formatting changes can occur when a résumé is converted from a word processing program to the web browser.

18.7

This exercise can help students transition to Chapter 19, since preparing the vidcast will call attention to many of the same issues that are important for successful job interviews (speech clarity, avoiding filler words, professional dress, special care with nonverbal communication, and so on).

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CASES (pp. 548–549) 1. TAKING STOCK AND TAKING AIM: RÉSUMÉ TAILORED FOR THE RIGHT JOB For this assignment, the résumé should be neatly arranged on the page, with only relevant educational, professional, and personal data provided. The writer’s name, address, and phone number should be clearly indicated. The résumé in Figure 18.5 (p. 560) could serve as a model.

2. SCANNING THE POSSIBILITIES: RÉSUMÉ FOR THE INTERNET Students should be sure to use a sans serif font (such as Arial or Helvetica), which is more easily scanned into computers. They might start the résumé with 25 to 100 key words (nouns) that describe their experience and qualifications (such as customer service, loan officer, Florida Trust Association intern, account reconciliation, trust agreements, Peachtree, Excel, finance and accounting majors, BBA, will relocate, communication skills, team player). Students would be wise to keep the rest of the document simple, without special spacing, boldfacing, underlining, or changing fonts.

3. “HELP WANTED”: APPLICATION FOR A JOB LISTED IN THE CLASSIFIED

SECTION The résumé and application letter should follow the guidelines outlined in the checklists in this chapter. Students should tailor the presentation of their education and experience to suit the demands of the job (which should be clearly identified in the application letter).

Transparency Master 18-1 Chapter 18—Message for Analysis (poor version)

Sylvia Manchester 765 Belle Fleur Blvd.

New Orleans, LA 70113 (504) 312-9504 smanchester@rcnmail.com PERSONAL: Single, excellent health, 5'8", 116 lbs.; hobbies include cooking, dancing, and reading.

JOB OBJECTIVE: To obtain a responsible position in marketing or sales with a good company.

Education: BA degree in biology, University of Louisiana. Graduated with a 3.0 average. Member of the varsity cheerleading squad. President of Panhellenic League. Homecoming queen.

WORK EXPERIENCE Fisher Scientific Instruments, 2004 to present, field sales representative. Responsible for calling on customers and explaining the features of Fisher’s line of laboratory instruments. Also responsible for writing sales letters, attending trade shows, and preparing weekly sales reports.

Fisher Scientific Instruments, 2001–03, customer service representative. Was responsible for handling incoming phone calls from customers who had questions about delivery, quality, or operation of Fisher’s line of laboratory instruments. Also handled miscellaneous correspondence with customers.

Medical Electronics, Inc., 1998–2001, administrative assistant to the vice president of marketing. In addition to handling typical secretarial chores for the vice

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Transparency Master 18-2 Chapter 18—Message for Analysis (improved version)

SYLVIA MANCHESTER 765 Belle Fleur Blvd., New Orleans, LA 70113 504-312-9504 smanchester@rcnmail.com

OBJECTIVE: A responsible position in marketing or sales with the opportunity to work in the field of biochemical research

WORK EXPERIENCE 2004–present: Fisher Scientific Instruments, Field Sales Rep Call on directors of medical labs and of government and university research labs in a three-state territory (Louisiana, Mississippi, Arkansas). Help define needs for electronic instruments and explain features and benefits of Fisher’s line. Follow up with regular visits to monitor needs for instrumentation. Write sales letters to prospective and existing clients. In 6 years, have increased territory's sales 250 percent. Represent Fisher at trade shows in territory and at annual meeting of American Medical Association. Won company sales award past 2 years.

2001–03: Fisher Scientific Instruments, Customer Service Rep Answered customer calls about delivery, quality, and operation of electronic instruments. Corresponded with customers who required written response. Received one of three citations for excellence from company president, Dr. Ronald Nash, at 2002 employee banquet.

1998–2001: Medical Electronics, Inc., Adm. Asst. to Marketing VP Compiled monthly sales reports, using figures provided by field sales force. Conducted market research.

1995–98: U. Louisiana, Part-Time Clerk, Admissions Office Processed student applications and handled correspondence with high school students and administrators.

EDUCATION June 1998: B.A., Biology, U. Louisiana, 3.0 avg. 4.0 scale

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CHAPTER 19: INTERVIEWING FOR EMPLOYMENT AND FOLLOWING UP IMPORTANT CHANGES IN THIS EDITION • • •

Updated coverage of situation, behavioral, and working interview formats New section on interview media, describing telephone, e-mail, IM, virtual, and video interviews Updated coverage on substance abuse testing

CHAPTER OUTLINE Writing Application Letters and Other Types of Employment Messages Application Letters Application Follow-Ups Understanding the Interviewing Process The Typical Sequence of Interviews Common Types of Interviews Interview Media What Employers Look For in an Interview Preemployment Testing Preparing for a Job Interview Learn About the Organization Think Ahead About Questions Bolster Your Confidence Polish Your Interview Style Plan to Look Good Be Ready When You Arrive Interviewing for Success The Warm-Up The Question-and-Answer Stage The Close Interview Notes Following Up After the Interview Thank-You Message Message of Inquiry Request for a Time Extension Letter of Acceptance Letter Declining a Job Offer Letter of Resignation

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LECTURE NOTES

Writing Application Letters and Otheror Employment Messages Accompanying your résumé with a cover application letter lets readers know What you’re sending Why you’re sending it How they can benefit from reading it The purpose of your cover letter is to get the reader interested enough to read your résumé, so Learn something about the organization you’re applying to Focus on your audience so that you can show you’ve done your homework Show how your background and talents will solve a particular problem or fill a specific need the company has Address your letter with the name, title, and department of the person you’re writing to In your cover letter you should Be specific Never volunteer salary information unless an employer asks for it Keep it short—and keep e-mail cover letters even shorter Show some personality Aim for high quality A solicited application letter is in response to an announced job opening. * See Transparency 165 for a sample solicited application letter.

An unsolicited application letter is sent to an organization that has not announced an opening.

Both solicited and unsolicited application letters present your qualifications similarly, but the opening paragraph differs: Solicited letters require a special attention-getter because you’ve been invited to apply.

Unsolicited letters require you to capture the reader’s attention and interest.

Use the AIDA approach for unsolicited application letters.

In the opening of an unsolicited application letter, try to Focus on your audience Emphasize reader benefits Project confidence Clearly state your reason for writing Give the recipient a reason to keep reading Use the subject line to get the employer’s attention To build interest and increase desire in the middle section of your application letter, try to Present your strongest selling points in terms of their potential benefit to the organization Be careful not to repeat facts presented in your résumé (create a more rounded picture of your potential to contribute to the organization) Back up your assertions with some convincing evidence of your performance

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Discuss each requirement specified in any advertisement Demonstrate a few personal characteristics (diligence, willingness to work hard, ability to learn quickly, skill at handling responsibility, aptitude for getting along with people) Mention salary requirements only if the organization has asked you to state them Refer the reader to your résumé by citing a specific fact or general point covered there To motivate action Ask readers for a specific action (for an interview) Try to sound natural and appreciative Offer to come to the employer’s office at a convenient time Make a reply easy by clearly stating contact information and the best time to reach you Mention that you will follow up with a phone call in a few days Refer again to your strongest selling point Refer to your date of availability When filling out an application form, remember to Be thorough and accurate Write “not applicable” when you have no such background Send a follow-up letter If your application letter and résumé fail to bring a response within a month or so Within three months of receiving word that an employer will be keeping your résumé on file A follow up letter can demonstrate that you’re Sincerely interested in working for the organization Persistent in pursuing your goals Understanding the Interviewing Process An employment interview is a formal meeting during which both employer and applicant ask questions and exchange information to see whether the applicant and the organization are a good fit.

Job interviews have a dual purpose: The main objective of organizations is to find the best person available for the job.

The main objective of applicants is to find the job best suited to their goals and capabilities.

Before deciding to make a job offer, most employers interview an applicant two or three times: Screening stage Selection stage Final stage Interviews at the preliminary screening stage Help employers screen out unqualified applicants Are generally held on campus Are fairly structured to allow interviewers to ask applicants roughly the same questions Your best approach to interviews at the preliminary screening stage is to Follow the interviewer’s lead Keep your responses short and to the point Try not to talk too much during the short period Emphasize the theme you used in developing your résumé

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Interviews at the selection stage are usually held at the company and allow organizations to narrow the field a bit further: Applicants typically talk with several people (a member of the human resources department, one or two potential colleagues, and the potential supervisor).

Applicants might face a panel of several interviewers who ask them questions during a single session.

Your best approach in selection interviews is to Show interest in the job Relate your skills and experience to the organization’s needs Listen attentively Ask insightful questions Display enthusiasm Final evaluations Are conducted by high-ranking executives who can make hiring and compensation decisions Are often conducted to sell you on the advantages of joining the organization Types of interviews include Structured interviews Open-ended interviews Group interviews Stress interviews Video interviews Situational interviews Behavioral interviews Working interviews Structured interviews are generally used in the preliminary screening stage: The employer controls the interview by asking a series of prepared questions in a set order.

The interviewer tries to cover all the questions within an allotted time period.

This type of interview is generally regarded as a poor measure of an applicant’s personal qualities.

Open-ended interviews are less formal and unstructured, with a relaxed format: The interviewer asks broad, open-ended questions, encouraging the applicant to talk freely.

This type of interview brings out an applicant’s personality and professional judgment.

Some candidates reveal too much.

In group interviews, an interviewer meets with several candidates simultaneously to see how they interact.

Stress interviews are set up to see how well an applicant handles stressful situations.

Situational interviews involve the interviewer describing a situation and asking applicants how they would handle it.

In behavioral interviews, candidates are asked to describe real situations in the past and how they responded.

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A working interview is one in which the candidate performs the actual work that he or she would be doing on the job.

To cut costs and demands on time, many employers conduct interviews through a variety of media, including Telephone E-mail Instant messaging Virtual online systems Videoconferencing Video interviews require different preparation and skills: Ask for a preliminary phone conversation to establish rapport with the interviewer.

Dress conservatively, in solid colors with minimal jewelry.

Arrive early enough to get used to the equipment and setting.

During the interview, speak clearly but no more slowly than normal.

Sit straight.

Look up.

Keep your mannerisms lively without looking forced or fake.

During an interview, employers look for candidates who Will fit in with the organization Are qualified to handle a specific job The most common types of preemployment testing include Integrity tests Personality tests Job skills tests Substance tests Background checks Preparing for a Job Interview When preparing for interviews, be sure to Consider any cultural differences Learn about the organization Think ahead about questions Bolster your confidence Polish your interview style Plan to look good Be ready when you arrive Before your interview, refine the research you conducted when planning your résumé.

Plan for the employer’s questions by giving a little extra thought to some tough questions like these: What was the toughest decision you ever had to make?

What are your greatest weaknesses?

What didn’t you like about previous jobs you’ve held?

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Where do you want to be five years from now?

Tell me something about yourself.

When planning questions of your own, think about what you would like to find out: Are these my kind of people? Can I do this work?

Will I enjoy the work? Is the job what I want? Does the job pay what I’m worth? What kind of person would I be working for? What sort of future can I expect with this organization?

Work your questions into the conversation naturally: Take your questions with you on a notepad.

Jot down brief notes during the meeting.

Record answers in more detail afterward.

To bolster your confidence: Focus on your strengths.

Don’t dwell on your weaknesses.

To polish your interview style, you can Stage mock interviews with a friend Try to identify opportunities for improvement Have your interview partner critique your performance Pay particular attention to nonverbal behavior Tape-record or videotape these mock interviews and evaluate them yourself In the United States, the following nonverbal behavior will help you have a successful interview: Maintaining eye contact Smiling frequently Sitting in an attentive position Using frequent hand gestures Overcoming voice problems such as speaking too rapidly, too loudly, or too softly Looking good enhances your personality and professionalism, so Dress conservatively Wear clean, unwrinkled clothes and unscuffed, well-shined shoes Keep your hair neatly styled and combed, your nails clean, and your breath fresh Smile at the appropriate times One way to be ready when you arrive is to plan ahead and consider taking A small notebook A pen A list of the questions you want to ask Two copies of your résumé (protected in a folder) An outline of what you’ve learned about the organization Any past correspondence about the position A small calendar A transcript of your college grades

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A list of references A portfolio containing samples of your work, performance reviews, and certificates of achievement Another way to be ready when you arrive is to plan to arrive early: Know when and where the interview will be held.

Check the route you will take (even phoning the interviewer’s assistant to ask directions).

Find out how much time it takes to get there.

Allow a little extra time in case you run into a problem on the way.

Finally, be ready when you arrive by relaxing once you get there: Bring along something to read or occupy your time.

Show respect for everyone you encounter.

Refrain from smoking before the interview.

Avoid chewing gum in the waiting room.

Interviewing for Success How you handle yourself during an interview depends on where you are in the process: In an initial screening interview, try to differentiate yourself from other candidates by calling attention to one key aspect of your background.

In a selection interview, give the interviewer the whole story, touching briefly on all your strengths and explaining three or four of your best qualifications in depth—while at the same time doing your best to probe for whatever information will help you evaluate the organization.

In a final interview, both you and the employer need to find out whether there is a good psychological fit, so be honest about your motivations and values.

Every interview proceeds through three stages: The warm-up The question-and-answer stage The close The warm-up is the most important of the three stages: Many interviewers make up their minds within the first 20 seconds of contact with the candidate.

If you get off to a bad start, it’s extremely difficult to turn the interview around.

Body language is extremely important during this first stage.

During the warm-up, sell yourself nonverbally: Use the interviewer’s name (if you’re sure you can pronounce it correctly).

Make your handshake firm but gentle.

Wait until you are asked to be seated.

Let the interviewer start the discussion.

Listen for cues that tell you what the interviewer is interested in knowing about you.

To deal with questions successfully, you Let the interviewer lead the conversation Never answer a question before the interviewer finishes asking it Tailor your answers to make a favorable impression

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Pause and think before answering difficult questions Periodically ask a question or two from the list you’ve prepared Probe for what the company wants to see in its new employees Zero in on any reservations the interviewer may have about you so that you can quickly dispel them Be alert to how your comments are being received by noting the interviewer’s Facial expression Eye movements Gestures Posture Discriminatory questions cover topics such as Your religious affiliations Your national origin, age, marital status, former name Your spouse’s employment or salary, dependents, children, or child-care arrangements Your height, weight, gender, pregnancy, health, or disabilities that are not related to job performance Arrests or criminal convictions that are not related to job performance How you respond to discriminatory questions depends on How badly you want the job How you feel about revealing the information asked for What you think the interviewer will do with the information Whether you want to work for a company that asks such questions If you don’t want the job, you can respond to discriminatory questions by Stating that you think a particular question is unethical Simply refusing to answer If you do want the job, you might respond to discriminatory questions by Asking how the question is related to your qualifications Explaining that the information is personal Responding to what you think is the interviewer’s real concern Answer both the question and the concern If you choose to answer an unethical or unlawful question: You run the risk that your answer may hurt your chances.

Think carefully before answering.

Ask yourself whether you want to work for an organization that condones illegal or discriminatory questions or that doesn’t train employees enough to avoid them.

If you file a complaint with the Equal Employment Opportunity Commission or with the U.S. Department of Labor, be prepared To spend a lot of time and effort For the fact that you may not win During the close of an interview, you need to Evaluate how well you’ve done Correct any misconceptions the interviewer might have When the interviewer is trying to conclude the session, he or she may

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Ask whether you have any more questions Sum up the discussion Change position Indicate with a gesture that the interview is over To conclude gracefully Respond promptly, but don’t rush Thank the interviewer for the opportunity Express an interest in the organization Try to pin down what will happen next Refrain from pressing for an immediate decision If the interview ends with an offer of employment, you may either Accept it Request time to think it over (the best course) If you receive a job offer, you’ll want to discuss salary: Let the interviewer raise the subject.

If asked your requirements, say that you expect the standard salary for the job in question.

If you have added qualifications, point them out.

When discussing salary in the United States and some European countries, it’s acceptable to ask whether there’s room for negotiation if You’re in a good bargaining position The organization has the flexibility to accommodate you Your skills are in short supply You have several other offers You’re the favorite candidate and the organization is booming Remember that many organizations have rigid salary practices, especially at the entry level.

Instead of bargaining for money, you might want to negotiate benefits such as Signing bonus Profit sharing Pension and other retirement benefits Health coverage Vacation time Stock options Interview notes Can help you refresh your memory of each conversation Improve your performance during future interviews Help you keep track of any follow-up messages you’ll need to send Following Up After the Interview Following up after the interview Shows that you really want the job and are determined to get it Gives you another chance to demonstrate your communication skills and sense of business

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etiquette Brings your name to the interviewer’s attention once again Reminds the interviewer that you’re waiting to know the decision

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In a thank-you message (whether it’s a phone call, an e-mail message, or a letter) Express your thanks within two days of the interview Acknowledge the interviewer’s time and courtesy Restate the specific job you’re applying for Convey your continued interest Ask politely for a decision To write successful thank-you messages, try to Keep them brief Organize them like a routine message Demonstrate the “you” attitude Sound positive without sounding overconfident Send a letter of inquiry when you Haven’t been advised of the interviewer’s decision by the promised date or within two weeks of the interview Don’t want to accept a second firm’s offer until you have received an answer from the first one For a successful letter of inquiry, you Follow the general plan for a direct request Assume that a simple oversight (not outright rejection) is the reason for the delay When requesting a time extension, be sure to Preface your request with a friendly opening Ask for more time, stressing your enthusiasm for the organization Conclude by allowing for a quick decision if your extension request is denied Ask for a prompt reply Temper your request with statements indicating your continued interest When you want to accept an offer, send a letter of acceptance within five days: Begin by accepting the position and expressing thanks.

Identify the job that you’re accepting.

Cover any necessary details.

Conclude by saying that you look forward to reporting to work.

Convey your enthusiasm and eagerness to cooperate.

Remember that your written acceptance is legally binding.

When writing a letter declining a job offer, be sure to Use the techniques for negative messages Open warmly State the reasons for refusing Decline the offer explicitly Close on a pleasant note, expressing gratitude When writing a letter of resignation: Follow the approach for negative messages.

Make the letter sound as positive as possible.

State your intention to leave.

Give the date of your last day on the job.

Give your employer at least two weeks’ notice.

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SPECIAL FEATURES COMMUNICATING ACROSS CULTURES: Successfully Interviewing Across Borders (p. 593) 1. Searching online for the phrase “interviewing South Africa” should yield enough basic information to get through most interviewing situations. Students can find helpful information at sites such as overseasdigest.com/country/southafrica.htm. and cyborlink.com/besite/africa.htm. Creative job seekers might also want to track down news footage, stock photography, websites, or periodicals that cover business in South Africa; these resources could yield more clues about how people dress at work.

2. Most interviewers would probably interpret this as a sign that the applicant doesn’t know much about the country—and hasn’t done any research to learn more. A better approach would be to ask several specific questions that are based on previous study, such as “I understand from my research that employees in [name of country] are expected to be quite punctual. What time does [name of company] expect employees to report for work every morning?” The answer to such questions could provide much more than a simple a time of day; they can shed insight into how the company thinks and what it expects of its employees.

COMMUNICATION MISCUES: Make Sure You Don’t Talk Yourself Right out of a Job (p. 600) 1. Experienced interviewers generally give applicants an opportunity to ask questions at the end of the interview; this would be a good time to amend or correct earlier responses. However, if the omission or error was so significant that it is derailing the rest of the interview, the best choice is to graciously interject an explanation and give the interview a chance to get back on track.

2. Before answering this, students need to recognize that it’s a loaded question: the interviewer assumes the applicant gets angry at colleagues. A reasonable answer would be along the lines of “From observing others, I’ve found that anger is an unproductive response to conflict in the workplace. Instead, I try to understand the motivations behind the other person’s actions, and then open a dialog in an attempt to defuse the situation calmly and rationally.”

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DOCUMENT MAKEOVER (online) Version Marked with Improvements and Chapter Concepts

JANET R. GREEVEY 4812 Hills Lane, El Cajon, CA 92020 Phone: (619) 555-3889 Cell phone: (619) 555-2236 E-mail: jrgreevey@citinet.com July 15, 2008 Ms. Meerah Harpole Recruiting Department ViaSat, Inc. 2290 Cosmos Court Carlsbad, CA 92009 Dear Ms. Harpole: The position of software support technician you’ve offered me sounds ideal for my particular combination of skills and experience. Thank you for choosing me. I’m excited by this offer because I’ve been searching for a company that thinks and performs as ViaSat does. [Reassure reader of interest in job offer.]

May I have until July 20 to make my decision? Prior to our interview, I made a commitment for a follow-up meeting with another company and I feel I should fulfill this obligation. I hope you understand. Your company offers me a potential for advancement that fits well with my career objectives, so I am extremely interested in your offer. [Strengthen credibility by avoiding vague sentiments, and reassure reader of interest in job offer.] I would not ask if attending the other meeting wasn’t important to me. Yet I feel that professionalism demands that I follow through with my previous meeting agreement. [Stress ethics and professionalism as reason for extension request.]

I know this is a difficult request to fulfill. If you are unable to allow me this time, I will give you my decision immediately. [Offer to make a decision immediately.] But I’d be grateful if you can grant me the time requested. I’ll need to know how to proceed. Please let me know as soon as possible at (619) 555-3889 so I will know how to proceed. [Ask for quick response confirming or denying extension.]

Sincerely,

Janet Greevey

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Multiple Choice Options (correct answer is underlined): 1. Choose the option that works better for an opening paragraph than this sentence: “Thank you for choosing me.” a. “I’m grateful that you’ve considered me.” b. “I’m excited by this offer because I’ve been searching for a company that thinks and performs as ViaSat does.” c. “You won’t be sorry that you’ve given me this opportunity.” d. “However, I must delay before I make this important decision.”

2. Select the option that explains why this sentence falls short: “I hope you understand.” a. It doesn’t reassure the reader of the applicant’s interest in the job offer; substitute: “Your company offers me a potential for advancement that fits well with my career objectives, so I am extremely interested in your offer.” b. It’s too short and should include more explanation of the request; add: “Because this appointment was made some time ago, I feel cancellation would be inappropriate.” c. It should include an apology for the request; add: “I’m sorry and I hope you understand.” d. You should never use the word “hope” in a business letter; choose more confident wording: “I’m sure you’ll understand my dilemma.”

3. Choose the option that explains and corrects the problem with this sentence: “I would not ask if attending the other meeting wasn’t important to me.” a. An apology would be more appropriate here. A better choice: “Please accept my apology for having to ask for this extension.” b. It’s missing an explanation for why the other meeting is important. A better choice: “Attending the other meeting is important because this is a very crucial decision in my career and I don’t want to make it lightly.” c. The request has already been made so the sentence is superfluous. A better choice: omit the sentence. d. It offers a self-centered reason, instead of pointing out that the request is a matter of ethics or professionalism. A better choice: “Yet I feel that professionalism demands that I follow through with my previous meeting agreement.”

4. Choose the option that offers more appropriate information than this sentence: “I know this is a difficult request to fulfill.” a. “I hope we will be working together in future; however, I must ask this difficult favor first.” b. “Please do not think that I am taking this offer lightly.” c. “If you are unable to allow me this time, I will give you my decision immediately.” d. “If possible, I will give you an answer sooner than July 20, but I need you to extend my time to that date to be sure I make the deadline.”

5. Select the best option for improving the effectiveness of this sentence: “I’ll need to know how to proceed.” a. “Please let me know as soon as possible at (619) 555-3889 so I will know how to proceed.” b. “Please let me know at your convenience your decision on this matter.” c. “Please call me with your decision.” d. “I can be reached at (619) 555-3889.”

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Final, Improved Version JANET R. GREEVEY 4812 Hills Lane, El Cajon, CA 92020 Phone: (619) 555-3889 Cell phone: (619) 555-2236 E-mail: jrgreevey@citinet.com July 15, 2008 Ms. Meerah Harpole Recruiting Department ViaSat, Inc. 2290 Cosmos Court Carlsbad, CA 92009 Dear Ms. Harpole: The position of software support technician you’ve offered me sounds ideal for my particular combination of skills and experience. I’m excited by this offer because I’ve been searching for a company that thinks and performs as ViaSat does.

May I have until July 20 to make my decision? Prior to our interview, I made a commitment for a follow-up meeting with another company and I feel I should fulfill this obligation. Your company offers me a potential for advancement that fits well with my career objectives, so I am extremely interested in your offer. Yet I feel that professionalism demands that I follow through with my previous meeting agreement.

If you are unable to allow me this time, I will give you my decision immediately. But I’d be grateful if you can grant me the time requested. Please let me know as soon as possible at (619) 555-3889 so I will know how to proceed.

Sincerely,

Janet Greevey COMMUNICATION CHALLENGES AT GOOGLE (p. 608) Individual Challenge Useful examples include direct, indirect, and “behavioral interviewing” questions. Interviewers will consider what people say and what they don’t say.

•

Tell me about a time when you and your co-workers were bombarded with urgent problems. How did other people react? How did you react? How did things turn out?

• In your current and previous jobs, which departments have you worked in? What did you like about each experience? Dislike?

• How do other people describe your style at work? How do other people describe your personality?

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• Who are your favorite co-workers? Why? What departments do they work in?

Team Challenge The onsite interview has two main functions: to evaluate the candidate’s fit with the company and the job and to sell the candidate on the company. To that end, it’s important to see whether people in various groups are comfortable with the candidate and to make the candidate feel comfortable with and excited about the company.

• Host & Warm-up: This should be the hiring manager. Assessing the fit (or misfit) between •

•

this manager and the candidates is an essential part of the interview.

Q&A Sessions: This should include people who will work frequently with the coordinator, such as a couple of engineers (one young risk-taker, one conservative superstar), an accountant, someone from marketing, and perhaps someone from the facilities staff.

Close: This should be done in two parts, first with human resources to answer questions about benefits, then with the hiring manager to wrap up all that has gone before, answer final questions, and discuss the timing of the follow-up contact.

TEST YOUR KNOWLEDGE (p. 609) 1. Using the AIDA approach in an application letter, you attract the reader’s attention in the first paragraph by demonstrating your knowledge of the organization or showing how your work skills and qualifications fit the job or benefit the employer. Next, you create both interest and desire in the middle section of the letter by explaining how you meet the requirements of the job for which you are applying. In the final paragraph, you motivate the reader to take action (such as granting an interview) and make your request easy to fulfill.

2. In a structured interview, the employer maintains control by asking a series of preset questions in order. The open-ended interview is less formal and has no rigid format. Instead, the interview asks open-ended questions that allow the job candidate to speak more freely. In a situational interview, an interviewer describes a particular situation and asks the candidate how he or she would handle it.

3. A working interview is designed to let the employer see how the candidate performs in actual on-the-job situations. It enables the interviewer to evaluate a number of things, such as the candidate’s ability to handle the work, interact effectively with co-workers, deal with unusual or stressful situations, and so on.

Preemployment testing helps companies weed out dishonest candidates and substance abusers.

4.

It also helps companies determine which candidates have the skills needed for a particular job.

The questions you ask during an interview are important because they demonstrate your 5. understanding of the company, and they allow you to create opportunities for showcasing your qualifications. They also elicit information that can help you decide whether the job and the company are right for you.

The three stages of every interview are the warm-up, the question-and-answer session, and the 6. close. The warm-up is the most important, because interviewers make the majority of their decisions within the first few minutes.

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7. If an interviewer at a company where you want to work asks a question that seems too personal or even unethical, you can (1) ask how the question is related to your credentials, (2) note that the information is personal, (3) answer what you believe is the real concern behind the question, or (4) respond to both the question and the concern.

8. A thank-you message sent after an interview should recognize the interviewer’s time and courtesy, mention again which job you’re seeking, express your continued interest, and ask politely for a decision.

9. A letter of inquiry is a polite message reminding the interviewer of your continued interest and asking when a decision about the job opening will be made. You would send this type of message when you don’t hear from the company by the promised date or two weeks after the interview or your most recent contact.

10. A letter of acceptance constitutes a legally binding contract, so it is important to use this type of message only when you are certain you want the job being offered.

APPLY YOUR KNOWLEDGE (p. 609) 1. Being familiar with the company and with the entry-level jobs you’re interviewing for will give you an edge. During the interview you can relate your skills and background to the company’s needs, even if it’s only briefly.

2. Above all, keep your cool. You may decide later that this isn’t the company for you, but if you can realize that this process is merely a test, you’ll be able to pass it with flying colors.

3. Applicants should resist the temptation to criticize their current supervisor in job interviews.

Instead, they should concentrate on the positive qualities of the new position, the desire for a greater challenge, and the need to learn new skills. If asked point-blank about conflicts with the current supervisor, applicants should make a fair, even-handed statement, such as “We have different styles.”

4. First recognize that even though the qualification did not come up in the screening interview, chances are very good that it will surface in the selection stage. Be prepared to cite specific evidence to show that you can perform the job as well as or better than others who possess the qualification. Point out relevant areas of experience and training that may offset the absence of the qualification you don’t possess.

5. Unlawful interview questions have been used in the past to discriminate against job candidates. In many cases, however, interviewers are poorly prepared to meet with candidates and may ask questions that are discourteous and annoying, but not illegal. It’s important to distinguish these questions from discriminatory ones: candidates who do not do so may take themselves out of the running by refusing to answer questions that do not cross the line.

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PRACTICE YOUR KNOWLEDGE

Messages for Analysis (pp. 609–610) Message 19.A 1. The letter starts with awill boring seenfail on because 90 percent all applications.

The letter of application mostcliché certainly of of these communication problems: 2. The writer does not specify where the job was advertised. There may have been more than one brand manager position.

3. The student should not emphasize the fact of “no real job experience” but should seek to emphasize relevant collegiate activities.

4. The second sentence is presumptive.

5. Even the message about grades is negatively colored with “considering.”

6. The last sentence in first paragraph beginning with “my grades” makes the reader sound insecure.

7. The idea of the bulleted list is effective; however, the Lamar Franklin Award is not described and may not mean anything to the audience.

8. The last bulleted item needs to be more specific.

9. The first sentence of the third paragraph is unprofessional.

10. The last sentence of the third paragraph is too “we” oriented.

11. The final paragraph shows a lack of understanding of business hours and interview times.

12. The writer should be in charge of following up with a call and should state when the followup call will be made. * See Transparency 166 for an improved version of this unsolicited application letter. * See Transparency Masters 19-1 and 19-2 at the end of this chapter guide for poor and improved versions of this document.

Message 19.B The follow-up letter can be an effective way to keep a potential employer interested in an applicant.

Unfortunately, this letter suffers from a lack of professionalism, not to mention its unclear organization.

In addition, following can 1. The letter opens with a the question that problems is not likely tobe befound: answered. Such a letter needs a strong opening statement or attention getter.

2. The second sentence seems to blame the company.

3. The third sentence should sound more professional, including a reason the company should remember the applicant.

4. The first paragraph should end with a strong statement rather than with information the applicant heard through the grapevine.

5. The second paragraph opens with a vague sentence.

6. Although intended as an example of management experience, the second sentence in the second paragraph fails to specify which restaurant and gives irrelevant pay raise information.

7. The reference to “12 girls” is condescending and sexist.

8. Demeaning a current job will not help the applicant obtain a different one.

9. Obtaining information about the company should be the job of the applicant.

10. The applicant reveals too much information in the last paragraph and states it too bluntly.

11. Last sentence must be stronger; promise to follow up within a couple of weeks.

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* See Transparency 167 for an improved version of this solicited application letter. * See Transparency Masters 19-3 and 19-4 at the end of this chapter guide for a poor and an improved version of this document.

Message 19.C This letter suffers from both tone and content problems. be more specific about the date of the interview and the position in question.

1. is too gushy; “really marvelous” overdoing it. Furthermore, the writer 2. The Hereopening again, the writer could be more specific. is The second sentence doesn’t really say should anything very useful. From the reader’s standpoint, it’s a waste of time.

3. The third sentence could easily be misconstrued. What does “quite a crew” mean? Instead of judging the company, the writer should introduce new information to favorably influence the reader. If no new information is available, a brief and courteous “thank you” is enough.

4. The writer’s observations could backfire if the reader has a different perception. Also, the writer should avoid criticizing. The whole tone of the fourth sentence is immature and unprofessional.

5. Nothing is terribly wrong with the observation in the fifth sentence, although “relief” is probably not the best choice of words. However, by focusing so much on the “atmosphere” of the company, the candidate suggests a preoccupation with the social aspects of the job. The candidate would do better to point out how he or she could make a contribution to the company.

6. Instead of expressing doubt, a candidate should convey confidence in his or her qualifications.

7. Introducing the naval experience may help, although use of the term “hitch” is too colloquial.

8. The candidate doesn’t mention specific responsibilities in the third sentence.

9. It’s okay to ask for a decision, but demanding a call in a week is presumptuous. Instead of pressuring the company, the writer can express confidence and refer to his strongest points.

10. Although it’s good to provide information to make the requested action easier, the writer is thinking in “me” terms. It may be inconvenient for the reader to call after working hours. * See Transparency 168 for an improved version of the thank-you letter. * See Transparency Masters 19-5 and 19-6 at the end of this chapter guide for a poor and improved version of this document.

Message 19.D This letter lacks tact. for; the request for a decision should also be stated up front. This writer mistakenly begins 1. The letter of inquiry should begin with the candidate is and what of position was applied with a me-oriented announcement thatwho tactlessly mentions the name another firm.

2. The second sentence establishes the purpose of the letter, but the undiplomatic wording suggests that the reader intends to play the two firms against each other in some sort of bidding contest.

3. It’s fine to assure the reader of a continuing interest in the firm, but the phrasing of the third sentence is too self-centered. The writer would create a better impression by mentioning something particularly appealing about the prospects of a career with the reader’s company.

4. By saying “I don’t mean to pressure you,” the writer reminds the reader that, in fact, pressure

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is being applied. It would be better to simply say that the other company (which should not be identified) requires a decision within 10 days. Asking for a decision by a specific 5. date is fine; however, the request could be more courteous. In the last sentence, the writer 6. egotistically assumes that the reader plans to make an offer. Showing confidence is fine, but this writer carries it to the point of being presumptuous. A more diplomatic alternative would be to suggest that the writer prefers the reader’s company.

* See Transparency 169 for an improved version of the inquiry letter. * See Transparency Masters 19-7 and 19-8 at the end of this chapter guide for a poor and improved version of this document.

Message 19.E

This letter should be expanded and reorganized according to the bad-news plan.

1. Instead of blurting out the bad news in the first sentence, the writer should begin with a buffer. Also, the writer should identify the position in question.

2. The explanation of the writer’s decision should be more developed in a separate paragraph.

Attractive aspects of the reader’s company should be mentioned, and the relative advantages of the other offer should be indicated. Singling out money as the reason makes the candidate seem overly materialistic, damaging his or her chances of maintaining good relations with the reader.

3. 4.The third sentence is tactless and should be eliminated. Instead, the writer should begin a new paragraph that introduces the bad news—that he or she has decided to accept another offer.

Closing on a note of thanks is fine, but this version sounds superficial. The writer could personalize the thanks by mentioning a specific kindness on the part of the reader. * See Transparency 170 for an improved version of the letter declining a job offer. * See Transparency Masters 19-9 and 19-10 at the end of this chapter guide for a poor and improved version of this document.

Exercises (p. 610) 19.1 This is a research exercise designed to give students practice in learning about a company prior to an interview. In addition, students are asked to use their company knowledge to highlight personal attributes and accomplishments that demonstrate a good fit with that company—again enforcing the “you” attitude. Finally students follow through on their understanding of the company and the fit by identifying suitable key words for their résumés.

19.2

This exercise is designed to show students the difficulty of substantiating an intangible attribute.

Merely claiming that you are dependable or willing to take responsibility is not enough. The exercise will teach students to come prepared with concrete evidence. It will also teach them the value of adopting the “you” attitude—especially for those who assume the roles of interviewers assessing these attributes.

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19.3

19.4

19.5

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Students’ e-mails should focus on only one or two well-developed strengths and weaknesses which substantiate their individual assessments. In addition, they should try to reframe their strengths and weaknesses into learning experiences. An interesting question to ask the students after they’ve written their memo is why an employer would want to know about the specific examples that students have discussed.

The final part of this exercise allows students to consider how their strengths and weaknesses fit with companies seeking to fill job openings. You can ask students how explaining both strengths and weaknesses during an interview might help the interviewer better understand the candidate and the fit with the job.

It might be of value to have students exchange their answers with classmates. By seeing others’ answers, students will get a glimpse of the competition they will face in the job market. It might also encourage them to modify their answers.

The question students must resolve is whether to mention that they will be accepting a job with a competitor. Chances are, the current employer will find out anyway if the new employer checks references. Since the resignation will not be good news, students should use the indirect approach—especially since the current employer might be concerned about the person sharing trade secrets or customer information with a competitor.

Students should keep the letter positive, seal the letter in an envelope, and place it on the desk. Or perhaps a better approach would be to arrange a meeting with the supervisor to discuss the decision personally and use the letter to document the resignation for the files.

CASES (pp. 611–612) 1. ONLINE APPLICATION: ELECTRONIC COVER LETTER INTRODUCING A RÉSUMÉ Cover letters can serve to draw the reader into a résumé. First, students must consider the needs of Bouton, the editor. What will he find interesting and creative? Students should try to see the world through Bouton’s eyes and create a document that will make their personality, their business experience, and their résumé stand out from the rest.

2. ALL OVER THE MAP: APPLICATION LETTER TO GOOGLE EARTH Perhaps the most important point for students to bear in mind for this exercise is to avoid focusing on the negatives (primarily that they don’t have a background in geographic information systems). The many positives they do have in this scenario far outweigh that one shortcoming, particularly since the applicant is interested in working on the “business side” of Google Earth, not the technical and scientific side. In this situation, a strong businessperson with a passion for geography and cartography would be more valuable to Google than a geography or cartography expert with only a passing interest in business.

3. INTERVIEWERS AND INTERVIEWEES: CLASSROOM EXERCISE IN INTERVIEWING This exercise puts responsibility directly on students’ shoulders. They must decide which candidates effectively sell themselves on paper and in person.

4. INTERNET INTERVIEW: EXERCISE IN INTERVIEWING

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Student letters will thank the interviewer for the opportunity to interview. Then, using information from the company’s home page as well as from topics discussed during the interview, students will comment on several points relevant to their work experience. The central portion of the letter may contain a bulleted or numbered list to remind the company of what qualifies the student for the job. Finally, students will promise to follow up by calling in two weeks (earlier if indicated by the interviewer).

Remind students that thank-you letters provide a networking tool, even if another person has been selected for a position. Sometimes the first candidate decides against taking the job or stays for only a brief time. Those who wrote thank-you letters will be the first to receive calls.

5. A SLIGHT ERROR IN TIMING: LETTER ASKING FOR DELAY OF AN EMPLOYMENT DECISION This message of inquiry should follow the plan for a direct request: main idea, necessary details, courteous close. In this situation, the main idea is appreciation for the offer from Longhorn Leather and Lumber. In the midsection, the writer should express enthusiasm for Longhorn but cite obligations to another—unnamed—company that has requested an interview. It would be best to request a delay of a specific length of time. A friendly, confident tone is appropriate for the close.

6. JOB HUNT: SET OF EMPLOYMENT-RELATED LETTERS TO A SINGLE COMPANY Before beginning, students must decide which qualities and background the chosen employer is likely to seek. A list of such data will help students compose focused and persuasive letters. (a) The thank-you letter should be brief and concise. The opening should express thanks for the interview and mention the specific position and date. The next paragraph should express enthusiasm and provide any additional, relevant details. In closing, the writer should offer to submit more information and express confidence in helping to further the company’s goals. (b) The note of inquiry should follow the plan for a direct request: main idea, necessary details, specific request. Its tone should be confident and you oriented. (c) A request for more time to decide should follow the same direct plan as the note of inquiry. It is especially important to express continued interest in working for the company. (d) A letter of acceptance should begin with a direct, enthusiastic statement accepting the offer; should supply any necessary details; and should close by saying that the writer looks forward to reporting for work. (e) A letter declining the job offer should begin on a warm note, provide a tactful explanation of why the writer is refusing, express appreciation for the offer, and conclude cordially.

Transparency Master 19-1 Chapter 19—Message for Analysis 19.A (poor version)

NORA STUMPF 552 Norse Circle #5A, Altoona, PA 16603—(814) 332-3887 June 15, 2008 Dear Ms. Haas: I’m writing to let you know about my availability for the brand manager job you advertised. As you can see from my enclosed résumé, my background is perfect for the position.

Even though I don’t have any real job experience, my grades have been outstanding considering that I went to a topranked business school.

I did many things during my undergraduate years to prepare me for this job: • Earned a 3.4 out of a 4.0 with a 3.8 in my business courses • Elected representative to the student governing association • Selected to receive the Lamar Franklin Award • Worked to earn a portion of my tuition I am sending my résumé to all the top firms, but I like yours better than any of the rest. Your reputation is tops in the industry, and I want to be associated with a business that can pridefully say it’s the best.

If you wish for me to come in for an interview, I can come on a Friday afternoon or anytime on weekends when I don’t have classes. Again, thanks for considering me for your brand manager position.

Sincerely,

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-2 Chapter 19—Message for Analysis 19.A (improved version)

NORA STUMPF 552 Norse Circle #5A, Altoona, PA 16603—(814) 332-3887 June 15, 2008 Ms. Kati Haas, Human Resources Procter & Gamble 11883 Wire Rd. SE Cincinnati, OH 45202 Dear Ms. Haas: “Choosy mothers choose Jiff” is a phrase I grew up with.

That’s one reason I was happy to see the announcement on your website for a brand manager in your Food Division.

During my undergraduate studies at Penn State, I achieved a 3.8 GPA in my business courses and received my BA earlier this month. While in business school, I concentrated my course of study in the area of marketing and did a marketing internship with CPC for two consecutive summers.

In 2006 I received the Lamar Franklin Award for leadership in Penn State’s business school. You can see from the community and university activities listed on the enclosed résumé that I made good use of my time while at State.

During my last three years, I also worked part-time to help pay tuition and expenses.

I will call early next week to see whether we can meet to discuss my experience and qualifications. Until then, I’ll settle in with a Jiff peanut butter sandwich and think of the future.

Sincerely,

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-3 Chapter 19—Message for Analysis 19.B (poor version)

MARY LOU WEBB 2424 Paces Ferry Road, #2A, Atlanta, GA 30301—(404) 233-3838

March 11, 2008 Ms. Liliana Roman, Human Resources Emory HealthCare Services 1883 Clifton Rd. Atlanta, GA 30305 Dear Ms. Roman: Did you receive my résumé? I sent it to you at least two months ago and haven’t heard anything. I know you keep résumés on file, but I just want to be sure that you keep me in mind. I heard you are hiring health-care managers and certainly would like to be considered for one of those positions.

Since I last wrote you, I’ve worked in a variety of positions that have helped prepare me for management. To wit, I’ve become lunch manager at the restaurant where I work, which involved a raise in pay. I now manage a waitstaff of 12 girls and take the lunch receipts to the bank every day.

Of course, I’d much rather be working at a real job, and that’s why I’m writing again. Is there anything else you would like to know about me or my background? I would really like to know more about your company. Is there any literature you could send me? If so, I would really appreciate it.

I think one reason I haven’t been hired yet is that I don’t want to leave Atlanta. So I hope when you think of me, it’s for a position that wouldn’t require moving. Thanks again for considering my application.

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-4 Chapter 19—Message for Analysis 19.B (improved version)

MARY LOU WEBB 2424 Paces Ferry Road, #2A, Atlanta, GA 30301—(404) 233-3838

March 11, 2008 Ms. Liliana Roman, Human Resources Emory HealthCare Services 1883 Clifton Rd. Atlanta, GA 30305 Dear Ms. Roman: Thank you for considering my application letter and résumé, which I sent to you on February 20, 2008. Since then, I’ve been promoted at my present job, so I’m enclosing my updated résumé to reflect my new position and responsibilities.

Also, congratulations on your customer-service rating (reported in the latest issue of Your Health magazine). Ranking in the top five companies industrywide is no small feat. As a stockholder, I’m happy to see the company doing so well. Even more, I’d love to contribute my experience and energies to an Atlanta-based organization that shares my philosophy of customer service.

I’ll certainly be keeping in touch. I’ll call in a few weeks to see whether any new positions have opened up, and at that time, I’ll try to arrange an informational interview. In addition, as I add to my experience and training, I’ll send you updated résumés.

Thanks for keeping me in mind for your future staffing needs.

Sincerely,

Mary Lou Webb Enclosure Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-5 Chapter 19—Message for Analysis 19.C (poor version)

JAMES J. BROYLES Elkins Hall, Box 133 Chattanooga State Technical College, Amnicola Highway Chattanooga, Tennessee 37406

May 29, 2008 Mr. Bill Huckaby Starret Engine Company 3500 E. 42nd St. Chattanooga, TN 37407 Dear Mr. Huckaby: Thank you for the really marvelous opportunity to meet you and your colleagues at Starret Engine Company. I really enjoyed touring your facilities and talking with all the people there. You have quite a crew! Some of the other companies I have visited have been so rigid and uptight that I can’t imagine how I would fit in. It’s a relief to run into a group of people who seem to enjoy their work as much as all of you do.

I know that you must be looking at many other candidates for this job, and I know that some of them will probably be more experienced than I am. But I do want to emphasize that my two-year hitch in the Navy involved a good deal of engineering work. I don’t think I mentioned all my shipboard responsibilities during the interview.

Please give me a call within the next week to let me know your decision. You can usually find me at my dormitory in the evening after dinner (phone: 877-9080). Sincerely,

James J. Broyles Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-6 Chapter 19—Message for Analysis 19.C (improved version)

JAMES J. BROYLES Elkins Hall,Box 133 Chattanooga State Technical College Amnicola Highway Chattanooga, Tennessee 37406

May 29, 2008 Mr. Bill Huckaby Starret Engine Company 3500 E. 42nd St. Chattanooga, TN 37407 Dear Mr. Huckaby: Thank you for the opportunity to meet you and your colleagues at Starret Engine Company. The tour of your facilities and the opportunity to talk with all the people there was most enjoyable.

After reconsidering the job requirements, I am even more convinced that my skills, particularly the engineering skills I developed during two years in the Navy, would help your company meet its goals. Much of your equipment is identical to equipment I used in the Navy.

You have an impressive organization, and I would like to put my experience and knowledge to work for you. When you have made your decision, you can reach me at 877-9080 in the evenings, or you may leave a message for me at that number. I look forward to hearing from you soon.

Sincerely,

James J. Broyles Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-7 Chapter 19—Message for Analysis 19.D (poor version)

83 Ames Ct. Youngstown, OH 44505 March 9, 2008 Mr. Benjamin Connors Action Wholesale, Inc. 412 Overland Ave. Youngstown, OH 44506 Dear Mr. Connors: I have recently received a very attractive job offer from the Warrington Company. But before I let them know one way or another, I would like to consider any offer that your firm may extend. I was quite impressed with your company during my recent interview, and I am still very interested in a career there.

I don’t mean to pressure you, but Warrington has asked for my decision within 10 days. Could you let me know by Tuesday whether you plan to offer me a position? That would give me enough time to compare the two offers.

Sincerely,

Diana Moon

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-8 Chapter 19—Message for Analysis 19.D (improved version)

83 Ames Ct. Youngstown, OH 44505 March 9, 2008 Mr. Benjamin Connors Action Wholesale, Inc. 412 Overland Ave. Youngstown, OH 44506 Dear Mr. Connors: During my March 2 interview for a sales manager position, I was quite impressed by your company's dynamism and professionalism. I am still very interested in a career with Action Wholesale. My marketing education and successful sales experience have given me the ability and confidence to lead your company to greater profits.

Yesterday another firm offered me a comparable position and gave me two weeks to accept or reject the offer. But I'd like to hear from you before I make a decision. Please call me at 358-7431 between 3:30 and 5:00 p.m., Monday through Thursday. I look forward to hearing from you.

Sincerely,

Diana Moon

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-9 Chapter 19—Message for Analysis 19.E (poor version)

1767 Quaker St. Eugene, OR 97402 August 23, 2008 Ms. Ellen Petrella, Manager Human Resources Department Newsome Manufacturing, Inc. 3500 Billadeau Rd. Bend, OR 97701 Dear Ms. Petrella: I’m writing to say that I must decline your job offer. Another company has made me a more generous offer, and I have decided to accept. However, if things don’t work out for me there, I will let you know. I sincerely appreciate your interest in me.

Sincerely,

Lisa Troxier

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

Transparency Master 19-10 Chapter 19—Document for Analysis 19.E (improved version)

1767 Quaker St. Eugene, OR 97402 August 23, 2008 Ms. Ellen Petrella, Manager Human Resources Department Newsome Manufacturing, Inc. 3500 Billadeau Rd. Bend, OR 97701 Dear Ms. Petrella: Thank you for offering me a job in the purchasing department of your company. I greatly appreciate the time you devoted to the interview and the courteous reception I received from your staff. Everyone was most gracious.

Because of the exceptional atmosphere and the beautiful surroundings, I think I would have enjoyed working at Newsome. However, I have accepted a position with a larger company where greater opportunities for advancement are available. Best wishes for success in finding the right person for the purchasing position. Your hospitality will undoubtedly appeal to many applicants. Sincerely,

Lisa Troxier

Instructor’s Resource Manual for Business Communication Today, 9E

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Upper Saddle River, N.J. 07458

MORE PRACTICE IN GRAMMAR, MECHANICS, AND USAGE The following exercises are keyed to the “Handbook of Grammar, Mechanics, and Usage.”

1. Possessive nouns Review Section 1.1.4. Then, beside each noun below, write its possessive form. a. women

______________________________________

b. secretaries

______________________________________

______________________________________ c. worker d. Matthew Kitsos ______________________________________ e. editor-in-chief ______________________________________ f.

children

______________________________________

g. Betsy Daniels ______________________________________ h. Daily Times

______________________________________

I. nobody

______________________________________

j.

______________________________________

month

k. Jules

______________________________________

l.

desks

______________________________________

m. office

______________________________________

n. today

______________________________________

o. the Rosses

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2. Antecedents Review Sections 1.2.1 and 1.2.2. Then, for each sentence that follows, underline the correct pronoun, circle its antecedent, and then write its number (S for singular, or P for plural) in the lefthand column.

Number ___

a. Joe, Frank, and Bob gave (their, his) opinions.

___

b. Any company worth (its, their) salt has one.

___

c. Los Angeles, as well as San Francisco, has (its, their) advantages.

___

d. Neither newcomers nor veterans knew (his, her, their) way around.

___

e. Because office decor is important to employees, (it, they) should be planned by professionals.

___

f. Was it Marilyn or Lupe who sent (her, their) résumé?

___

g. Both candidates did well in (his, their) interviews.

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___

h. Each of the sales representatives went (his or her, their) own way.

___

i.

This ad campaign, despite excessive costs, has had (its, their) successes.

___

j.

Nancy is one of those people who know (her, their) business.

3. Case of pronouns Review Section 1.2.4. Then underline the correct pronoun choice in each of the following sentences. a. (We, Us) sales representatives are overworked. b. When the auditors arrive, make sure (they, them) have your cooperation. c. Just between you and (I, me), the pay is poor. d. The document is right, according to both (he, him) and Sam. e. Give Terry and (I, me) that office. f.

The best positions went to Randolph and (she, her).

g. It’s (he, him) who should get the raise. h. I’ll give the project to (whoever, whomever) isn’t busy with another one. i.

He turned as large a profit as (I, me) did.

j. With (who, whom) were you speaking?

Possessive pronouns 4. Review Section 1.2.5. Then underline the correct word choice in each of the following sentences. a. (Its, It’s) imperative that we close escrow today. b. In (its, it’s) final clause, the contract states that we are accountable for defects. c. BGT and Ramp Industries have recently changed the design of (there, their, they’re) brakes. d. It is (are, our) conviction that we can complete this job before the deadline. e. Always be sure that (your, you’re) employees understand what is expected of them.

f.

Give each secretary a copy of (her or his, their) new schedule.

g. Do you know what (there, their, they’re) planning for the sales meeting? h. Take note of (your, you’re) mistakes. i.

If (its, it’s) warranty has not expired, we will not charge you for fixing it.

j.

(Your, you’re) mistaken if you think she will budge on that issue.

More Practice in Grammar, Mechanics, and Usage 629

5. Verb tenses Review Section 1.3.1. Then write the correct form of each verb in the space provided.

TO PROVIDE

TO BECOME

a. present: I

p. present: we

b. past: you

q. past: I

c. future: we

r. future: you

d. present perfect: they

s. present perfect: he

e. past perfect: she

t. past perfect: it

TO ALLOW

TO BE

f. present: he

u. present: you

g. past: it

v. past: she

h. future: you

w. future: we

i. present perfect: they

x. present perfect: they

j. past perfect: I

y. past perfect: I

TO SHRINK k. present: they l. past: she m. future: it n. present perfect: you o. past perfect: we

6. Transitive and intransitive verbs Review Section 1.3.3. Then underline the correct verb in each sentence. a. After the walls are poured, there must be a way to (rise, raise) them into position. b. (Sit, Set) up your display against that wall. c. The contract has (laid, lain) forgotten in our safe for months. d. I could see when I (lay, laid) it on Mary’s desk that she was surprised. e. It’s important to know why production costs have (raised, risen).

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7. Voice of verbs Review Section 1.3.5. Then rewrite these sentences so that their verbs are in the active voice. a. The delivery was made by Mercury Message Service. _______________________________________________________________________ b. Your report has been read by three of us. _______________________________________________________________________ c. A choice of color must be made by the buyer. _______________________________________________________________________ d. Complaints are handled by Jane Harper. _______________________________________________________________________ e. New ideas were picked up at the trade fair by our representatives. _______________________________________________________________________ 8. Adjectives Review Section 1.4. Then, for each simple adjective in parentheses, give the comparative or superlative (whichever is more appropriate) in the space provided. a. Of the three, Paul’s sales record is (good) __________________. b. Which check is the (large) ___________________ of the two? c. Inspect our five branches before choosing the (promising) ___________________ one. d. Send the (practical) ___________________ frame you have from the group. e. Having lifted both, I can pick out the (heavy) ___________________ one.

9. Adverbs Review Section 1.5. Then turn these adjectives into adverbs. a. intense

_______________

f.

good

_______________

b. poor

_______________

g. whole

_______________

c. real

_______________

h. busy

_______________

d. full

_______________

i.

secondary _______________

e. complete

_______________

j.

due

_______________

More Practice in Grammar, Mechanics, and Usage 631

10. Prepositions Review Section 1.6.1. Then underline all the prepositions in these sentences. a.

Providing a few samples of cheese created better sales in many areas. b. Lead into the letter without a break. c. He brought with him the habit of using quick-freeze equipment. d. If the right people are informed of your offer, word of mouth will take care of the rest. e. The board will meet behind closed doors for several reasons, none of which are 11. Conjunctions, articles, and interjections secret.

C, A,or I to Review Sections 1.6.2 and 1.6.3. Then, beside each of the following items, write indicate whether the word or phrase is a conjunction, article, or interjection. a. although

___

d. because

___

g. if

___

b. Oh no!

___

e. an

___

h. unless

___

c. but

___

f.

___

i.

___

Good!

and

12. Longer sentences Review Section 1.7.2. Then underline the word that makes each sentence correct. a. His presentation, coming after two really boring speeches, (was, were) refreshing. b. When the full slate of officers (is, are) present, she doesn’t write out their names. c. (Although, However,) it was over by the time we got there. d. The (secretary, secretaries) working at headquarters the longest will be recognized. e. All who are in the group (meet, meets) the selection criteria.

13. Sentence fragments Review Section 1.7.3. Some of the following are sentence fragments; others are correct as they stand. Rewrite the sentence fragments to make them complete sentences, and write correct in the space following sentences that are complete. a. In just 14 days, with lots of promotion, the new outlet will open.

b. At least ten one-week sessions, beginning the first week in June, with no breaks.

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c. Drop the economy model.

d. Who of all our employees?

e. Although Joan is well grounded in office procedure.

f.

Charging our office with the task of counting supplies.

g. Having ordered a large quantity of wheat from the United States.

h. Our coats, water-repellent, sleek, and undeniably tough.

i.

Because this action would absorb the available supplies of short-term government securities.

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14. Fused sentences and comma splices Review Section 1.7.4. Some of the following are fused sentences; others are correct.

Rewrite the fused sentences to make them correct, and write correct in the space following correct sentences. a. You like the idea of owning your own business, especially because you have the to begin one. capital

b. Having met at a previous sales convention, we often had lunch with him you never know where you stand.

c. The big question is financing, will you have enough money?

d. If satisfaction is not forthcoming, we will be forced to cancel our order, find another supplier, and take legal action.

e. Over half of them are badly damaged, it looks like water damage.

15. Misplaced modifiers Review Section 1.7.6. Then rewrite each of the following sentences so that modifiers are placed correctly. a. Deliver the fastback to the customer with the leather upholstery.

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b. An unauthorized caller cannot get through this “smart” telephone, no matter how clever.

c. We interviewed several applicants with great speed.

d. The letters should be filed in the green cabinet from clients who have complaints.

e. I passed the new business center driving through Emerson City.

16. Punctuation A Review Sections 2.4 and 2.5. Then, in the space provided, write C if the sentence is punctuated correctly, I if the sentence is punctuated incorrectly. a. _____ His writing skills are excellent, however he still needs to polish his management style. b. _____ Over half of the combined debt loads of Argentina; Brazil; and Mexico fluctuates with the movement of the U.S. prime rate. c. _____ About 100 products bore the Can-Man trademark last May; there are nearly 300 today. d. _____ Stephen Raken says Oak Tree Realty now: “realizes that it can’t keep up if it does it all in-house.” e. _____ The following executives will be attending the conference: Elayne Boswell, executive editor; Enrique Rodriguez, production manager; and Sandra Lockwood, IT manager. f. _____ For more information on our products, visit: www.learningaids.com. g. _____ James announced to the board members: “We have won the Palomar contract.” h. _____ While not all the floor models presented here will suit everyone’s taste; there is something for everyone.

17. Punctuation B Review Sections 2.1 through 2.3. Then, in the space provided, write C if the sentence is punctuated correctly, I if the sentence is punctuated incorrectly. a. _____ Will you please send us a check today so that we can settle your account.

More Practice in Grammar, Mechanics, and Usage 635

b. _____ I find it hard to believe that we could miss such a promising opportunity! c. _____ Seasoned, well-managed companies should explore this alternative. As they search for capital. d. _____ Is private placement extinct? Yes. And no. e. _____ What is your career goal the interviewer asked? f. _____ After looking at the quarterly sales reports, all I can say is, “Ouch!” g. _____ What direction do you think we should go next. h. _____ (book title) The Trader Joe’s Adventure.

18. Punctuation C Review Sections 2.7 and 2.8. Then, in the space provided, write C if the sentence is punctuated correctly, I if the sentence is punctuated incorrectly. a. _____ At Simtex, however, the union recently gave up a three-year-old profit-sharing plan—which has produced no bonuses—because the workers wanted an immediate wage increase; they had not had a raise in nearly two years. b. _____ Job-hunting is not for the faint-of-heart. c. _____ During the highest level trials we will resume operations. d. _____ Space will be sold on a first come, first served basis. e. _____ This dilemma is being called the “quarter-life crisis”—a new social trend affecting twenty- and thirty-something workers.. f. _____ Use our specially-designed tracking-system to monitor your website traffic. g. _____ The supply quotas are set by the Organization of Petroleum Exporting Countries—OPEC. h. _____ The Philadelphia-based think tank estimates the cost of complying with the federal income tax to be $279 billion this year. i. _____ Google—the search engine so ubiquitous it has become a verb—is a good way to hunt for business news on the web.

19. Punctuation D Review Sections 2.10 through 2.12. Then, in the space provided, write C if the sentence is punctuated correctly, I if the sentence is punctuated incorrectly. a. _____ “Johnson and Kane, Inc., is gone, comments one Wall Street merger expert. b. _____ Several insurers (Gaston, Regis, DMA) maintain offices in Tennessee. c. _____ “Bricks and mortar,” Johnson says, are history.” d. _____ “Two years after an election,” the study concluded, “a citizien . . . may hold a favorable opinion of a politician to avoid the discomfort of having voted for someone for whom he or she has a poor opinion.” e. _____ You’ll enjoy a low introductory rate of . . . 2.9% on all purchases and balance transfers . . . until April 2007. f. _____ All multi-outlet devices (e.g., power strips) must have circuit protection. g. _____ San Francisco Convention Facilities, (SFCF), is the exclusive telecommunications provider for the Moscone Center. h. _____ “Gateway hasn't fully recovered from the dot-com bust", Murphy said.

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20. Capitals Review Section 3.1. Then capitalize the appropriate words below by putting three short parallel lines under each letter that should be capitalized. (The first item in the first sentence is done for you.) a. he was questioned about lifting the post-afghanistan embargo on grain sales to russia. b. what did the senate foreign relations committee say about her as a human rights official? c. at northern natural gas company, for one, president samuel f. segnar holds monthly luncheons with employees who have hit the five-year service mark. d. margaret d. steele, head of faribault college’s business department, recently conducted a semester-long program involving monthly lunches with professors. e. “book me a flight to atlanta on airtrans airlines,” he said, “so that i can visit our southern wholesalers.”

21. Word division Review Section 3.5. Then correct the way the following words are divided by crossing through inappropriate hyphens and inserting slash marks where the words could more correctly be divided. a. cal-lable

b. a-gainst

c. self-anal-ysis

d. controll-ing

e. hasti-ly

22. Frequently confused words Review Section 4.1. Then underline the correct word in each sentence. a. To be successful, one must (accept, except) a certain amount of stress. b. Our plans were (all ready, already) when the news came in. c. The (incidence, incidents) of breakdowns has decreased. d. No manager can afford to (loose, lose) his or her self-control. e. Good lines of communication maintain company (moral, morale). f.

I’ve worked with both Tom and Rita, and I prefer the (later, latter).

g. Civilized people can (defer, differ) in their opinions without getting angry. h. The (principal, principle) was sound, but the details were misleading. i. the future, sales representatives will be assigned (routes, routs) by the Chicago office.

In j. whether this regulation can be (waived, waved).

See k. I would (advice, advise) you to hedge your investments. l.

The color of that hat is a perfect (complement, compliment) to the colors in the dress.

More Practice in Grammar, Mechanics, and Usage 637

m. Because employment matters are so sensitive, you will have to make some (discreet, discrete) inquiries if you want to find out about his previous performance. n. I have received no greater compliment (than, then) the one she gave me yesterday. o. That chair is (stationary, stationery), but the other one can be moved.

23. Frequently misused words Review Section 4.2. Then underline the correct or preferable word in each sentence. a. Each carton contained (fewer, less) packages than were indicated on the outside. b. His letter (inferred, implied) that there was no charge for the damaged items. c. We encountered no problems when we (laid, lay) the tiles. d. We will have (a lot, allot) of openings in six months. e. The usual mediator was formerly employed by one of the parties to the dispute, so a more (disinterested, uninterested) mediator was assigned to the case. f. All seated passengers must be able to see the sign, just (as, like) they can on a 747. g. Our popular poplin dress shirt is (as, like) our executive Essence shirt in many ways. h. (Many, Much) of our sales effort would be enhanced by a computer. i.

Our Trade Division (corresponds to, corresponds with) their International Division; both have the same function.

j.

Apparently I only (implied, inferred) that opinion from her report.

24. Frequently misspelled words Review Section 4.3. Then underline the correct spelling of each word. a. indispensible

indispensable

indespensable

b. permenent

perminent

permanent

c. consensus

concensus

consencus

d. benefitted

benifitted

benefited

e. changable

changeable

changible

f.

noticable

notisable

g. medeocre

mediocer

mediocre

h. catigory

category

cattegory

i.

alignment

alinement

alinment

j.

prefered

preferd

preferred

noticeable

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25. Transitional words and phrases Review Section 4.4. Then, from the following list of transitions, choose the most appropriate for each sentence, and write your choice in the space provided. for example

in other words

meanwhile

furthermore

on the contrary

on the other hand

still

therefore

in the second place

in that case

a. Ms. Siegel worked for you in a similar capacity during the past two years; ____________________ we are interested in getting your candid comments on her professional abilities. b. We have experienced difficulties with your shipments of candy before; ____________________ just last December, 5 of the 22 boxes you shipped arrived empty. c. The enclosed information sheet contains names and telephone numbers of prospective clients; ____________________ it includes mailing addresses and ZIP codes. d. Because you are a valued customer of Carrillo Images, we are rechecking the figures we used to prepare your invoice; ____________________ we are discounting the new price. e. Your acceptance of these conditions, signaled by your signing the enclosed check, will begin the process; ____________________ your signature on this check will release you to begin construction.

26. Grammar and usage Edit the memo on the following page so that it complies with all the rules and principles of effective writing that you’ve learned in this course.

More Practice in Grammar, Mechanics, and Usage 639

MEMO DATE: June 22 2006 TO: All department heads FROM: Alan Kitchener, vice president of human relations SUBJECT: In-house training program Several new training programs have been developed in response to the training needs assessment conducted in February, 2006. (27 highly informative replies were received; I personally appreciated your comments). Our goal in developing these new programs was to give each employee the skills to do his job better, and to improve employee’s moral.

These are the new programs, which will be available beginning July 1.

1. Successful Blogging and Podcasting. Reviews the basic concepts of blogging and podcasting, discusses the business applications of both of these exciting new media, and gives attendees the opportunity to create a blog and a podcast.

2. Keeping Customers Happy. Covers methods for answering the telephone and correspondence—policies for handling complaints and requests for adjustment—as well as general marketing goals as they relate to customer service.

3. Writing Better for Business. Deals with the organization of messages, analyzing purpose and audience, and style and tone.

Each course will be offered once a month beginning at the first week and continuing for 4 sessions. Successful Blogging and Podcasting on Tuesdays, Keeping Customers Happy on Wednesdays, and Writing Better for Business on Thursdays. They will be held in the second floor conference room from three to five p.m.

In general these courses have been designed for clerical and supervisory employees; although everybody on your staff who could benefit are welcome to attend. To register an employee must bring a signed authorization form, a packet are included with this memo, to the human relations office, Room 117, at least a week in advance of the start of the course.

Try and send all appropriate staff so that our organization can better meet it’s goals!

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SOLUTIONS TO MORE PRACTICE IN GRAMMAR, MECHANICS AND USAGE 1. Possessive nouns a. women’s b. secretaries’ c. worker’s d. Matthew Kitsos’ e. editor-in-chief’s f. children’s g. Betsy Daniels’s

h. Daily Times’s i. nobody’s j. month’s k. Jules’s l. desks’ m. today’s n. the Rosses’

2. Antecedents a. their—Joe, Frank, and Bob—P b. its—company—S c. its—Los Angeles—S d. their—newcomers or veterans—P e. it—office decor—S

f. her—Marilyn or Lupe—S g. their—candidates—P h. his or her—each—S i. its—campaign—S j. their—people—P

3. Case of pronouns a. We b. Whom c. me d. who

e. me f. her g. he h. whoever

4. Possessive pronouns a. b. c. d. e.

It’s its their our your

f. her or his g. they’re h. your i. its j. You’re

i. I j. Whom

More Practice in Grammar, Mechanics, and Usage 641

5. Verb tenses a. provide b. provided c. will provide d. have provided e. had provided f. allows g. allowed h. will allow i. have allowed

j. had allowed k. shrink l. shrank m. will shrink n. have shrunk o. had shrunk p. become q. became

s. has become t. had become u. are v. was w. will be x. have been y. had been

r. will become

6. Transitive and intransitive verbs a. raise

b. Set

c. lain

d. laid

e. risen

7. Voice of verbs a. Mercury Message Service made the delivery. b. Three of us read your report. c. The buyer must choose a color. d. Jane Harper handles complaints. e. Our representatives picked up new ideas at the trade fair.

8. Adjectives a. best b. larger c. most promising d. most practical e. heavier 9. Adverbs a. intensely b. poorly c. really d. fully e. completely

f. well g. wholly h. busily i. secondarily j. duly

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10. Prepositions a. of, in b. into, without c. with, of d. of, of, of e. behind, for, of 11. Conjunctions, articles, and interjections a. C b. I c. C

d. C e. A f. I

g. C h. C i. C

12. Longer sentences a. was b. are c. However, d. secretaries e. meet 13. Sentence fragments (many other solutions are possible) a. correct b. At least ten one-week sessions are being offered beginning the first week in June, with no breaks. c. correct d. Who of all our employees is the best person for the job? e. Joan is well grounded in office procedure. f. They are charging our office with the task of counting supplies. g. They ordered a large quantity of wheat from the United States. h. Our coats are water repellent, sleek, and undeniably tough. i. This action would absorb the available supplies of short-term government securities.

14. Fused sentences and comma splices (other solutions are possible) a. correct b. Having met at a previous sales convention, we often had lunch with him. You never know where you stand. c. The big question is financing. Will you have enough money? d. correct e. Over half of them are badly damaged. It looks like water damage.

More Practice in Grammar, Mechanics, and Usage 643

15. Misplaced modifiers a. Deliver the fastback with the leather upholstery to the customer. b. An unauthorized caller, no matter how clever, can’t get through this “smart” telephone. c. With great speed, we interviewed several applicants. d. The letters from clients who have complaints should be filed in the green cabinet. e. Driving through Emerson City, I passed the new business center.

16. Punctuation A a. I b. I c. C

d. I e. C f. I

g. C h. I

d. C e. I f. C

g. I h. I

d. I e. C f. I

g. I h. C i. C

d. C e. I f. C

g. I h. I

17. Punctuation B C a.

I b.

I c.

18. Punctuation C a. C b. I c. I 19. Punctuation D a. I b. C c. I 20. Capitals a. He, post-Afghanistan, Russia b. What, Senate Foreign Relations Committee c. At Northern Natural Gas Company, President Samuel F. Segnar d. Margaret D. Steele, Faribault College’s e. Book, Atlanta, Airtrans Airlines, I 21. Word division a. call-able b. against (no division) c. self-analysis (divide only at existing hyphen)

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d. control-ling e. hast-ily 22. Frequently confused words a. accept b. all ready c. incidence d. lose e. morale f. g. h. i.

latter differ principle routes

j. waived k. advise l. complement m. discreet n. than o. stationary

23. Frequently misused words a. fewer b. implied c. laid d. a lot e. disinterested

f. as g. like h. much i. corresponds to j. inferred

24. Frequently misspelled words a. indispensable b. permanent c. consensus d. benefited e. changeable

f. noticeable g. mediocre h. category i. alignment j. preferred

25. Transitional words and phrases a. therefore b. for example c. furthermore d. meanwhile e. in other words 26. The memo should be edited as shown on the following page.

More Practice in Grammar, Mechanics, and Usage 645

THE LATEST BUSINESS COMMUNICATION NEWS, DELIVERED FREE TO YOUR DESKTOP Stay on top of new technologies, important trends, and hot topics with Business Communication Headline News. This free service uses the newest Internet technologies to deliver late-breaking news in headlines with concise summaries. You can scan incoming items in a matter of seconds, then simply click through to read the full articles that interest you.

HOW IT WILL HELP YOU This service offers instructors a variety of important advantages: Keep current with the latest information and trends in the field • Easily update your lecture notes with fresh material • Create visuals for your classroom presentations • Supplement your lectures with cutting-edge handouts • Gather podcasts, online video, and other new media examples to use in the classroom • Enhance your research projects with the newest data • Compare best practices from other instructors • Improve the quality and effectiveness of your teaching by reading about new teaching tips and techniques This comprehensive website, developed and published by the authors, offers an array of unique tools: •

• Business Communication Web Directory, with over 240 topics and more than 5,000 links •

Business Communication Newsletters, updated every 15 minutes, on more than forty subjects ranging from business correspondence to blogging

•

Business Communication News Links, featuring business communication articles from such sources as Google News, Yahoo News, Diigo, Live Search, and Ask.com Blogs and Feeds.

•

Business Communication Library, available only on this site, where you’ll find dozens of articles on a wide variety of topics with a newsfeed available to alert you to new articles.

•

Business Communication Multimedia Resources, with thousands of PowerPoint presentations, online videos, podcasts, photographs, and PDFs that can be immediately downloaded for you to use in your classes tomorrow from YouTube, Truveo, Dailymotion,

8

Business Communication Headline News

Odeo, Yahoo! Podcasts, Podzinger, Flickr, Google Images, Microsoft Live Search, and many more.

•

Business Communication Search features a revolutionary approach to searching developed by a Bovée & Thill that lets you quickly access more than 325 search engines. The tool uses simple, attractive, intuitive interface, engineered to help business communication

instructors find precisely what they want, whether it’s PowerPoints files, Adobe Acrobat PDFs, Microsoft Word documents, or Excel files. Users can also search for academic content or instructional assistance, or search online libraries, news sites, newspapers and magazines, newsletters, blogsites, the blogosphere, forums and groups, wikis, reference, government, HOW YOU CAN GET STARTED information about people, social bookmarking sites, press releases, company information, photographs, videos, videoblogs, RSS newsfeeds.

Choose whatever delivery method bestpodcasts, fits youror Internet usage habits: 1. View the headlines on your My Yahoo, Google, or AOL homepage. If you use one of these three systems for your browser homepage, simply go to www.businesscommunicationblog.com and click the icon for your homepage. Refresh your browser, and the headlines will appear immediately.

2. View the headlines on an RSS newsreader. Firefox (with Sage plug-in) and Internet Explorer 7 have built-in newsreaders. Of, if you prefer, use a news aggregator such as Awasu, BlogExpress, or FeedDemon. Links to these aggregators appear on our homepage.

Aggregators will allow you to not only receive Business Communication Headline News, but hundreds of other newsfeeds and podcasts. Plus, you can have news headlines compiled based on keywords you specify, so the headlines will be personalized for your specific interests.

3. View the headlines in your e-mail. Use NewsGator Outlook Edition, NewsGator’s E-Mail Edition, or Squeat to receive our headlines by e-mail. Links to these e-mail news aggregators appear on our homepage.

4. View the headlines on your instant messenger. This includes Yahoo!, MSN, AIM, and ICQ via immedi.at, a free service.

5. View the headlines on your mobile phone screen. Use NewsGator Mobile Edition or add inexpensive 49pm software to your phone to receive our headlines. Links to these services appear on our homepage.

In addition to automated delivery, you can always view the headlines at www.businesscommunicationblog.com. The headlines are categorized by subject and are fully searchable. And since this is a blog, readers can add their comments about any of the headlines that have been posted.

Visit the website today so you don’t miss any of the late-breaking information in the field of business communication!

Note: After the ninth edition was published, we merged our student and instructor sites. Students can now find textbook resources such as podcasts and PowerPoints by clicking on the “Textbook Resources” tab on the navigation bar at www.businesscommunicationblog.com.

CHANGES AND IMPROVEMENTS IN THE NINTH EDITION OVERALL CHANGES AND IMPROVEMENTS IN THIS EDITION •

In this edition, students will learn from dozens of practical examples in a variety of media, including blogs, wikis, and podcasts, that show both effective and ineffective communication efforts.

•

A unique new chapter (Chapter 7) on crafting messages for electronic media covers e-

• •

mail, instant messaging, blogging, and podcasting. Coverage of wikis was added to the teamwork chapter, and writing website content was added to the report writing section.

New coverage of audience psychology (in Chapter 1) gives students important insights into how audiences receive, process, and respond to messages.

Expanded coverage of visual communication (in Chapter 12) helps students understand

• • •

•

•

the growing importance of visual media in business today. Key topics include the power of images, the evolution of visual communication, visual design principles, and the ethics of visual design.

More than half of the chapter-opening vignettes and accompanying end-of-chapter exercises are new.

The text now has more emphasis on strategic and managerial communication with slightly less focus on tactical, transactional communication.

Cases have long been a popular pedagogical feature, and the ninth edition now offers more than 140 cases, including more than 100 short-message cases, short- and long-report cases, PowerPoint cases, and employment-message cases. More than one-third of the cases are

new in this A table of edition. chapter-by-chapter changes begins on the following page.

A new career planning Prologue features advice on creating employment portfolios and using this course as a way to create work samples to show potential employers. To help students select appropriate projects for their portfolios, numerous “Portfolio Builder” exercises and cases are highlighted throughout the book.

The entire text was thoroughly revised for clarity and conciseness. Even with an additional chapter edition and all these major additions and updates, the total chapter word count in this is nearly 10,000 words less than in the previous edition.

2

Changes and Improvements in the Ninth Edition

CHAPTER BY CHAPTER CHANGES AND IMPROVEMENTS Feature

Chapter 1

Learning objectives

More emphasis on More emphasis on More emphasis on understanding the collaborative writing and improving intercultural communication process wikis for team communication skills and how audiences communication receive and process messages New: Six Apart, one of

Chapter-opening the leaders in blogging vignette technology

Chapter 2

Chapter 3

The Container Store, a New: IBM, highly regrowing retail chain with garded for its successa reputation for excelful diversity initiatives lent teamwork

Chapter 4

Chapter 5

Comparable to 8th edition

More emphasis on building credibility

The Complete Idiot’s New: Creative Guides, a publishing Commons, a new phenomenon built approach to copyrights around audience needs for digital publishing

• Collaborative writing

Chapter content • Inside the Mind of • Appreciating diversity • Streamlined cover• Revised coverage of (subject areas that Your Audience , new technologies, in religion and in age of media types plain English were added, section that explains including content ability differences • New coverage of • Clarified coverage of how audiences clarified, management systems • Use of assistive denotation and convisual media technologies for and wikis receive, process, and expanded, notation communicating with respond to messages • Revised coverage of streamlined, or • Instant messaging is people with electronic media updated for this • New section on legal disabilities now covered in new edition) Chapter 7 aspects of communication, including intellectual property concerns

• Stealth marketing as an example of ethical dilemma

• Virtual communities • Technology highlight box on Web 2.0

Model documents and other exhibits

• Revised: Communi• New: Using a wiki •for New: Languages of •New: Audiencecation process (Fig. 1.5)

• New: Audiencecentered communication (Fig 1.7)

collaborative communication (Fig. 2.1)

the world (language map) (Fig. 3.1)

• Updated: Typical

• New: Becoming an • Updated: Typical Effective Business Communicator (Fig 1.8)

three-step writing process (Fig 5.1)

• New: Visual media

•New: Fostering a

(Fig. 4.5) • New: E-mail message with improved organization (Fig. 4.7)

meeting agenda (Fig 2.2)

minutes of a meeting (Fig 2.3)

•New: Step two in the

focused report (Fig. 4.4)

positive relationship with an audience (Fig 5.2)

• New: Choosing strong words

• New: Media advan- (Fig 5.3) • New: Unified paratages and disad-

• Updated: Shared workspaces (Fig 2.4)

vantages (Table 4.1)

graphs (Fig 5.4)

• New exercise on

• New exercises on the

• New: Assembling a business wardrobe (Table 2.2)

• New: Quick tips for improving phone skills (Table 2.3)

End of chapter exercises

End of chapter cases

• New exercises on

audience psychology and blogging policies

• N/A

• New exercises on • New exercise on wikis, blogging, and voicemail

• N/A

podcasting for nonnative English speakers

• N/A

ethical choices

• New end-of-chapter exercises for Complete Idiot’s vignette

• N/A

“you” attitude, topic sentences, transitions, and ethics

• N/A

Changes and Improvements in the Ninth Edition

3

Feature

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Learning objectives

Comparable to 8th edition

New chapter

Comparable to 8th edition

New: Boeing executive blog

Cone, Inc., which specializes in crafting positive messages for corporate and nonprofit clients

More emphasis on importance of ethics and etiquette in negative messages New: KMPG, which recently had to make a

More emphasis on identifying objections before writing persuasive messages New: ClubMom, the first online social network for

Chapter-opening New: Mercedes-AMG’s multimedia website vignette

Chapter content • Communication New content: • Communication (subject areas that miscues highlight box • Choosing electronic miscues highlight box were added, on lawsuits stemming on medication media for brief mesfrom recommendation instructions clarified, sages letters expanded, • Coverage of RSS • Creating effective streamlined, or newsfeeds now in e-mail messages updated for this Chapter 7 • Creating effective edition)

strategic decision about mothers apologizing for illegal accounting practices

• Revised coverage •ofRevised coverage of internal versus external audiences

balancing emotional and logical appeals

• Revised coverage •ofRevised coverage of ethics and etiquette

anticipating objections

instant messages and text messages

• Creating effective business blogs

• Creating effective podcasts

• Distributing blog and podcast content

Model documents and other exhibits

• New: Step three inNew exhibits & tables: • New: Routine mesComparable to 8th the three-step writing • E-mail for business sages (Fig. 8.1) edition process (Fig. 6.1) communication • New: Effective • New: Comments • IM for business message requesting action (Fig. 8.2) attached to a PDF file communication • New: Effective IM •• Video blogging (Fig. 6.5) Elements of an • New: Ineffective and response to informaeffective document design (Fig. 6.6)

tion request (Fig. 8.2)

effective business blog

• New: News release announcing positive news (Fig 8.9)

• The podcasting process

• The syndication

• Updated: Persuasive letter AIDA modelusing (Fig. the 10.3)

• New: Explaining the benefits of product features (Fig 10.5)

• New: The spectrum of emotional and logical appeals (Fig 10.6)

• Updated: Opt-in e-mail newsletter (Fig 10.8)

• New: Congratulating a business partner (Fig 8.10)

process for blogs

• Viewing blog headlines in newsreader software

• Tagging on a social bookmarking site

• Tips for effective e-mail messages

• Tips for effective business blogging

End of chapter exercises

• New exercises on

End of chapter cases

N/A

• 25 new exercises

• New exercises on ethics and revising for clarity and conciseness

• New exercises on buffers, crisis communication, and deemphasizing bad news

• New exercises on avoiding hard sells, anticipating objections, podcasting, subject lines, and product benefits

25 new cases, utilizing e-mail, IM, blogging, and podcasting

9 new cases, utilizing e-mail, text messaging, blogging, and podcasting

13 new cases, utilizing telephone skills, e-mail, blogging, and podcasting

9 new cases, utilizing e-mail, blogging, and podcasting

revising, readability, document design, and ethics

4

Changes and Improvements in the Ninth Edition

Feature

Chapter 11

Chapter 12

Chapter 13

Chapter 14

Chapter 15

Learning objectives

More emphasis on the latest online research tools

More emphasis on visual ethics, visual quality, and the use of photographs

More emphasis on business plans and organizing online reports and other website content Kenwood USA, which relies on reports to

More emphasis on effective writing for the web

Comparable to 8th edition

New: Tellabs, a major producer of Internet equipment, and its highly regarded annual reports

Bill and Melinda Gates Foundation, and the role reports and proposals play in the operation of one of the world’s premiere charitable organizations

Chapter-opening New: Tesco, the leading grocery retailer in vignette

the UK, and its extensive audience research program

Stone Yamashita Partners, an unconventional management consulting convey U.S. market firm that relies on trends to product visuals to help clients designers in Japan develop new business strategies

Chapter content • The challenge of • Comprehensive new • Creating successful section, Underbusiness plans (subject areas that finding information in standing Visual the hidden Internet were added, • Organizing website clarified, • New section: Taking content Communication, expanded, Advantage of Innocovers the power of vative Research streamlined, or images, the evolution of business , Technologies updated for this communication, covers desktop and edition) enterprise search, research and content managers, social bookmarking, and research newsfeeds

• •

• Revising web Drafting online content content Revised coverage of helping readers find their way

visuals design principles, and the ethics of visual design

• Updated coverage of using digital photos

• Making computerbased surveys adaptive in order to improve results •

• New: Survey software (Fig. 11.3) • Updated: Important resources for business research (Table 11.2) • Updated: Best of Internet searching (Table 11.3)

• New: Visual symbolism (Fig. 12.1) • New: Influencing perception through visual design (Fig 12.3)

End of chapter exercises

• New exercises on planning research projects

• New exercises on improving visual design and using digital photographs

• New exercises on • New exercise on • New exercises on organizing reports, revising for clarity maintaining the business plans, and and conciseness “you” attitude, writing website organization strategies, online composition, and • New end-of-chapter effective hyperlinks exercises for Kenwood USA vignette

End of chapter cases

N/A

N/A

N/A

Model documents and other exhibits

• New: Mapping using geographic information system (Fig 12.13b) • New: Diagram (Fig 12.14)

•

Revised: Direct approach versus indirect approach in an introduction (Fig. 13.2) New: Information architecture (Fig. 13.5)

• New: Step two in the three-step writing process for reports (Fig. 14.1)

• New: Step three in the three-step writing process for reports (Fig. 15.1)

• New: Choosing the right tone for business reports (Fig. 14.2)

• New: Report synopsis (Fig. 15.3)

• New: Effective report expressing action plan in the close (Fig. 14.5)

1 new case involving a proposal to sell a GPS fleet tracking system

Comparable to 8th edition

Changes and Improvements in the Ninth Edition

Feature

Chapter 16

Learning objectives

Comparable to 8th edition

Chapter 17

Chapter 18

Chapter 19

More emphasis on the effective use of transitions and builds in electronic slide shows Hewlett-Packard using Fitch, a global leader in oral presentations to design, uses unconven- win a $3 billion order tional presentation strategies to attract new clients

More emphasis on the importance of networking, résumé fraud, and résumé formats New: Hersha Hospita-

Comparable to 8th edition

Model documents and other exhibits

(Comparable to 8th edition)

• New: Presentation style (Fig. 17.1) • New: Modifying graphs for slides (Fig 17.3) • New: Distractions from decorative artwork (Fig 17.4) • New: Presentation slide master (Fig 17.5) • New: Navigation and support slides (Fig 17.9) • New: Moving blueprint slides (Fig 17.9)

• New: Combination résumé (Fig 18.6)

• New: Interview simulators (Fig 19.3) • New: Finding out about an organization and a job opportunity (Table 19.2)

End of chapter exercises

• New exercises involving effective language in a podcast (students can download this recording) and possible presentation topics

• New exercises on • New exercises on • New exercises on converting reports to planning the job working interviews, presentations and search, networking, handling using animation HTML résumés, and qualification (students can creating a vidcast to weaknesses in an download a presenaccompany a interview, and tation file to analyze) résumé matching personality to company culture

End of chapter cases

N/A

4 new cases for practice in creating effective PowerPoint presentations

Revised: Google’s bility Management’s use continuing search for of an applicant tracking the best technical and system business talent in the online industry • Updated coverage of Chapter content • Clarified discussions • Clarified coverage of • Updated advice on writing readable staying abreast of situation, behavioral, (subject areas that of getting the audience’s attention in slide content business and and working interwere added, the introduction, financial news, view formats clarified, • Revised coverage of then holding it including subscribing • New section on expanded, creating navigation to blogs and throughout the and support slides, podcasts title, agenda, streamlined, or interview media, depresentation scribing telephone, program detail, and updated for this e-mail, IM, virtual, blueprint slides • Expanded coverage edition) and video interviews of networking • New checklist for • Creating PDF ver• Updated coverage enhancing presentasions of résumés on substance abuse testing tions with visuals • Material on pp. 518522 is now in the • Expanded coverage of online new Prologue presentations

Chapter-opening vignette

(Comparable to 8th edition)

1 new case involving applying outside one’s field of education

5

6

Changes and Improvements in the Ninth Edition

COLLABORATIVE WRITING GUIDE

by Deborah Bosley The University of North Carolina at Charlotte Charlotte, North Carolina If we teach students that writing is a solitary activity, we may not be preparing them adequately for entry into the business world. In business, a single report or other document is frequently planned, researched, written, and edited by a team of colleagues. Thus, graduates who are not skilled in collaborative writing may be unprepared for professional life.

When two or more students receive group credit for working together to produce a single document or presentation, they are engaging in collaborative writing. Merely exchanging papers and evaluating one another’s work, which is then turned in for individual credit, is peer evaluation—not collaborative writing.

You might want to consider using collaborative writing in your business communication classes (particularly in conjunction with the report-writing and presentation chapters) for several reasons:

• •

• •

Most businesses require employees to write collaboratively, but most people receive no training in collaborative writing in high school or in college.1 Collaborative or cooperative learning improves self-esteem, teaches students problem-solving skills, and improves their ability to evaluate others’ work. In addition, cooperative learning increases ethnic and racial tolerance.2 Collaborative writing improves writing ability, particularly the ability to analyze audiences.

Collaborative writing relieves business communication teachers of the volumes of paperwork they must usually face, allows them to function less as authority or evaluator and more as facilitator, and introduces a new and effective teaching/learning strategy into the classroom.

PREPARING STUDENTS FOR COLLABORATIVE WRITING Throughout their school years, students learn the value of individual accomplishment rather than commitment to shared goals. With the weight of such experience behind them, students cannot learn to work collaboratively just by listening to lectures. They must experience cooperative work for themselves.

The first step is to establish a sense of community and shared history among members of the entire class as well as among members of each work group. One method of building that sense of community is to encourage students to respond orally to one another, not merely to the teacher.

Teach them how to critique one another’s work constructively. You can also begin the semester with such activities as peer-evaluation groups, discussion groups, and groups that collaborate on writing assignments. Finally, help students develop a commitment to the task and to their groups.

Although most students have not had extensive team experience, many of them have worked in groups in other business classes, freshman composition classes, and extracurricular organizations. These experiences influence their attitudes about group work in the business communication class. So you might ask students to list what they perceive to be the positive and negative aspects of working in groups. Then assign them to groups to discuss their lists and compile a group list. The group list can then be shared with the entire class. In discussing the frustrations and rewards of group work, students develop a sense of common experience. In addition, students who have never worked in a group get a preview of what to expect.

26

General Teaching Guides

Many instructors ask students to record their reactions to and feelings about the group process. This activity encourages students to be more introspective about collaborative writing and, if the journals are turned in periodically, gives instructors the opportunity to help students who are having trouble. The journals also help the instructor evaluate the work of each group.

Forming Groups Many researchers have offered criteria for dividing groups: along demographic lines, by ability, according to interest in a particular topic, on the basis of common schedules and availability for meetings. You might also randomly assign students to groups or, if you have watched students interact on smaller group projects, form groups according to who seems to work well together.

Regardless of how you divide students, however, groups should be made up of an odd number of members. Three eliminates the dynamics of the dyad; five eliminates couples or pairs working against each other. Also, an odd number of members can decide issues by voting.

Three seems to be the most effective number to work with. Many collaborative writing assignments are too big for fewer people to accomplish in a reasonable amount of time. And with more than three members, the group will have trouble both scheduling time to meet and achieving a sense of unity and cohesion. Also, with three members, the group generally cannot achieve its goals unless all members take an active role. In a larger group, group members can often avoid participating in the assignment.

It is best to avoid putting close friends into the same group. For one thing, if two are close friends, the other will feel like a “third wheel.” Second, friends are less likely to pressure one another to fulfill their obligations for the project. Finally, friends tend to discuss other matters besides the project during their group meeting time.

Teaching Group Brainstorming and Decision Making Students usually need to be taught how to cooperate in generating ideas and how to avoid letting one member dominate the group’s decisions. They often think brainstorming means writing down a bunch of ideas. In addition, they frequently let the group member perceived to be the brightest or the hardest working or the one who assumes the leadership position to make many of the group’s decisions. Without enough commitment to the task to “fight” for their perspective, the others may just give in. Weaker students might even feel that they do not know enough to make any decisions or to have a valid opinion.

You might teach students to overcome this tendency in a situation that is not directly connected with their project or with a grade. For example, you might have each group come up with a name for itself or with a theme for a sales letter.

One effective method for reaching consensus begins with brainstorming.3 You must stress that students’ ideas are to be generated on the spur of the moment and without any judgment on the part of the other group members. Within the groups, each member in turn contributes one idea, which is recorded. Each member gets a chance to make three suggestions. Without discussing the merits of any of the ideas, each member then votes for what he or she considers the three best ideas. The three ideas that receive the most votes are then discussed by the group. After their discussion, the group votes again or agrees on their final choice.

Assigning Tasks With three members in a group, each person can fill an important group-maintenance role: leader, recorder, or evaluator. The leader is responsible for setting the agenda, making sure all members know about meetings, and leading discussions. (Leaders may be chosen by their groups or may

Collaborative Writing Guide

27

arise naturally; in some groups, various members take the lead at different points in the project.) The recorder takes minutes and keeps track of who’s doing what. The evaluator keeps the group on target and initiates discussions about how the group is functioning.

The most effective way to assign tasks for a project is on the basis of students’ interests or abilities. Groups should therefore encourage members who are proficient at doing library research, conducting one-on-one interviews, or word processing to do so. You might want to supplement group assignment of tasks by providing a list of tasks that need to be completed, such as designing the survey, conducting the interviews, writing the rough draft, and proofreading the final document.

Each student should keep track of his or her specific responsibilities, hours spent working on them, hours spent meeting with the group, and so on (see Exhibit 1). This log helps students track their own participation and (if turned in) allows you to evaluate individual participation.

Students sometimes wonder how to handle a group member who is not doing his or her share of the work. Before the groups start working on their projects, you might suggest one of these three remedies: (1) group members confront the errant student to work through problems together; (2) you take care of the problem when you evaluate the student’s individual work; or (3) you talk with the student in a private conference or talk with the entire group. You might create role-play situations so that students can practice confronting “freeloaders.”

ASSIGNING SHORT-TERM PROJECTS If time for collaborative writing is limited, you might assign a project that will take only two or three class sessions. Chapters 1 through 9 in the textbook offer a variety of activities that can be performed by groups. (These are also good warm-up activities for a collaborative report-writing project.) The Chapter Guides in this manual suggest solutions for each activity, and checklists in each chapter of the textbook provide evaluation guidelines.

Here are some additional short-term assignments: 1. Divide the class into groups of people in similar majors, then ask each group to compose a

letter soliciting career information from someone in their chosen field. For example, accounting students might ask questions like these: What kind of courses did you take in college? What liberal arts courses prepared you for a career in accounting? What kind of starting salary can an accountant expect to receive? What are the best geographic locations for accountants? What is your professional life like on a daily basis? The groups can brainstorm to come up with questions and a recipient for the letter, compose a rough draft (which you should evaluate), and prepare and mail a final draft. The response can then be used in conjunction with the chapter on writing application letters and résumés or as a basis for discussing career opportunities.

2. To gather information for the report-writing project, each group might write a letter asking for information from someone who has knowledge of their topic. This letter might serve as an interview in written form.

28

General Teaching Guides

EXHIBIT 1 INDIVIDUAL AND GROUP TASK SHEET Name of Group/Team Topic for Group Research Report Individual’s Name Function in Group (leader, secretary, editor, etc.)

What you did (be specific)

Group meetings (where and when)

Time spent (date; hours and minutes)

Who attended

Time spent

Collaborative Writing Guide

29

3. Ask groups to give themselves a name and assume the role of consultants hired to make suggestions for changes at the university. After discussing a problem within the university, they can write a collaborative proposal (letter or memo) to mail to the appropriate audience.

4. Ask students to collaborate on writing a midsemester evaluation of your class. They could write this memo as a form of personnel evaluation. To ensure candor, you might give them credit for doing the assignment without actually grading it.

5. Ask groups to compose letters inviting a prominent businessperson to speak to the class. The entire class might select the most effective letter for actual mailing.

6. If the business school at your university produces a newsletter, seek permission for your students to write some articles. You may have to meet with the head of the business school to determine appropriate general topics, but let the groups select their own specific topics. The names of the groups or of individual members could appear after the articles. This assignment is useful as a precursor to the report-writing unit because it uses many of the same procedures.

7. Ask whether the English Department would be interested in a newsletter produced by groups of your students. Or have students write articles for the public relations office at your university. You might also consider publishing a newsletter for your business communication classes.

Ask groups to write summaries of important articles on business communication. Each group 8. could research several articles on one topic, such as customer service or sexual harassment, then write a summary of the articles for presentation to the class.

UNDERTAKING A LONG-TERM PROJECT The long-term project described here is a 15- to20-page analytical or informational report. For complete exposure to the collaborative process, each group produces a work plan, a survey, a rough draft, a progress report, a final report, an oral presentation, and an evaluation of each participant’s work with the group. Most of the data for the reports are gathered from interviews and original surveys, although some library research may be necessary.

If the report is written for a real audience, a copy of the final draft is submitted to that audience. Students may invite recipients of the report to their oral presentation and seek their written feedback on the report itself.

Because of the scope of this project, give students time in class to meet with their groups, and remember that you are there as a facilitator. Try to limit your interaction with the groups to observing or answering questions about the project; try to avoid becoming another member of the group by offering too many suggestions or taking over the decision-making process. Remember, you are an authority figure, and students tend to acquiesce to what they perceive to be your agenda.

Overview of the Process The report-writing project usually takes at least seven weeks, although you may find that you can eliminate some classroom time. The following week-by-week schedule (assuming three class meetings each week) indicates which chapters and topics to discuss and when to collect specific assignments: Week 1

•

Introduction to group dynamics covered in Chapter 2 (working in teams); discuss student attitudes about and experiences with groups

30

General Teaching Guides

• •

Instruction in brainstorming and decision-making techniques Discussion of Chapter 12 (planning reports); formation of groups; selection of topics; discussion of evaluation procedures

Week 2

• • •

Discussion of Chapter 12 (work plans); analysis of sample work plans Work in groups on work plans Discussion of surveys (Chapter 10); analysis of sample questionnaires; WORK PLAN DUE

Week 3

• • •

Group conferences on work plans; group work on survey questionnaires ROUGH DRAFT OF SURVEY QUESTIONNAIRE DUE; conferences with groups on survey questionnaires FINAL DRAFT OF SURVEY QUESTIONNAIRE DUE (ready for distribution)

Week 4

• • •

Discussion of Chapter 10 (finding, evaluating, and processing information) Group work on rough drafts Conferences with groups (progress check)

Week 5

• • •

ROUGH DRAFT DUE Discussion of Chapter 12 (progress reports); analysis of sample progress reports Group conferences on rough drafts; PROGRESS REPORT DUE

Week 6

• • •

Discussion of Chapter 11 (visuals) and Chapter 16 (electronic presentations) Discussion of Chapter 6 (readability), Chapter 13 (writing reports), Chapter 14 (completing reports), and Appendix II (documentation) Discussion of Chapter 15 (presentations); assignment of presentation dates

Week 7

•

FINAL REPORT DUE, EVALUATION AND TASK SHEET DUE, PRESENTATION DUE

The following week, return the final reports with grades, give students their individual evaluations, and inform them of their grades on the oral presentations.

You may want to meet with groups to discuss their final reports. However, be sure that you don’t discuss individual students’ grades with other group members present.

Step-by-Step Guide

These are the seven main steps in the process: 1. Selecting a topic 2. Formulating a work plan 3. Collecting data through surveys and interviews

4. Composing a rough draft 5. Writing a progress report 6. Preparing a final report 7. Giving a presentation

Collaborative Writing Guide

31

Selecting a Topic. Groups should be allowed to select their own topics because students work better on report assignments when they choose their area of research. Yet you can simplify their decision-making process and your own evaluation of their work by providing some framework for their choices. You might give them free range within any of the following three general areas:

• •

•

They could analyze some aspect of university life, such as housing or parking problems. Part of the task is to recommend solutions to the problem they select. On-campus research has the advantage of alleviating scheduling difficulties students might have.

They could gather information on a business topic of their choice, such as problems of twocareer families, the characteristics of the job market, or small-business opportunities in their own community. The only criterion for this type of project is that it in some way involves information pertinent to the business world. You might give them a list of possible topic choices or spend part of a class brainstorming. This method elicits a sense of commitment and allows students to choose topics that they already know something about. It may therefore be particularly good for classes that include several nontraditional students who often bring years of experience to the classroom.

They could work on one of the cases or collaborative activities at the end of Chapters 10 through 13. The activities may be used as they are or supplemented with additional procedures suggested in the “Chapter Guides” section of this manual. Some background material needed to complete the activities can be found at the beginning of each chapter.

Formulating a Work Plan. The first document the groups produce is a work plan (Chapter 10). In the form of memos written to you, work plans include (1) a statement of the problem, (2) an analysis of the audience, (3) a statement of the purpose of the report, (4) a description of research methodology, (5) background information necessary for the audience’s understanding, (6) a review of planned areas of research, (7) a brief bibliography (if necessary), and (8) a schedule of when each task will be accomplished (the fixed due dates you have established).

The work plan may be written as a whole by one group member (only after group discussion), in parts by members of the group, or completely by the group. Some groups prefer to have each member write all the parts and then decide together which versions to use.

Collecting Data Through Surveys and Interviews. The next phase is to collect data for the report (see Chapter 10). Primary research should be emphasized because it demonstrates a major difference between business reports and academic reports, in which library (secondary) research is the norm. Also, primary research (surveys and interviews) is a relatively quick method of obtaining data.

Begin by discussing the design of questionnaires and the conduct of surveys. To demonstrate the ins and outs of wording questions, you might present some models. Students must then determine the purpose of their own surveys—that is, their hypothesis and the types of data they need to prove it. You must also teach students how to conduct interviews. Caution them to set up interviews early so that they can work around the interviewee’s schedule.

In addition to interviewing people who have information related to their report topic, students might want to interview the audience for whom the report is intended, to determine their needs and concerns. Remind students that the audience for the analytical or informational report is whoever has authority to make changes. For example, the audience for an analytical report on campus parking problems would be the administrator(s) with power to change parking policies.

Again, students may formulate questionnaires individually, partly with the group, or completely with the group. For example, they could bring possible survey questions to a group meeting, at which members would select the questions. Or the entire group could brainstorm and

32

General Teaching Guides

then select the questions. Generally, however, the questions are written as a group.

You might require students to have at least two group members present at each interview.

Then they will gain useful experience in collaborating on the questions they ask, coordinating schedules, and working together to transcribe their notes. (Strongly urge students to tape-record interviews so that they can concentrate during the interviews on listening and asking questions.)

Composing a Rough Draft. So that students focus on essentials, ask them to provide rough drafts consisting only of the introduction, body, and conclusions or recommendations. The introduction describes the problem, the purpose, the methodology used for research, and any Basically,information groups can put the draftthe together one of two ways: (1) members can write about background necessary; body indescribes and analyzes the results of the research. their own areas of specialization and then hand in four or five sections written individually or (2) Pay little attention format at this stage. the entire group cantopool its research and write the draft together. The second approach is used less frequently because it is more difficult. Let the groups select the method that works better for them.

Writing a Progress Report. The third document in the report package is a progress report, which is written individually, not collaboratively. This progress report should be a one-page memo written to you explaining what the group has accomplished and what the individual group member has accomplished. Exhibit 2 is a handout for the assignment.

Progress reports (1) give you information about the involvement of individual group members, (2) give students an opportunity to earn individual grades, and (3) prepare students both for ongoing evaluation during the report process and for self-assessment at completion.

When assigning progress reports, stress the importance of candor and honesty. The purpose of progress reports in the business world is to give managers the information they need to make vital decisions; painting an unduly rosy picture subverts the decision-making process. Also point out that student complaints about other group members’ work will have no effect once the group has been graded, so they should use the progress report to make you aware of any potential problems. In addition, remind them that their progress reports are the equivalent of employee evaluations, which are expected to include both negative and positive assessments.

Preparing a Final Report. The students’ final reports should have at least nine parts: 1. Professional-looking cover 2. Title page 3. Table of contents 4. Synopsis 5. Introduction (statement of the problem, purpose of the report, scope and limitations, methodology, background information) 6. Body of the report 7. Summary, conclusions, or recommendations 8. Appendixes (copy of the survey, handouts used in the presentation, visual aids not appropriate for inclusion in the body of the report, and so on) 9. Bibliography You might also require visual aids and a letter of transmittal.

Collaborative Writing Guide

33

EXHIBIT 2

PROGRESS REPORT The purpose of a progress report in the business world is to let your supervisor (or project director) know what steps are being taken to complete a project so that he or she can make decisions. The purpose of your progress report for this class is to let me know how your group is functioning and what progress you are making toward completing your report. One thing to keep in mind: A progress report is useless unless it reports candidly and honestly. In business, if you are having problems finding information, completing the project, or working with other team members, you MUST let your supervisor know. Without that information, he or she might make erroneous assumptions or decisions, which may later cause problems for you and the company.

ASSIGNMENT Write a progress report, addressed to me, that is single-spaced and no more than one page long.

FORMAT Use memo format and the following headings: BACKGROUND: A statement of the purpose of your project and the problem you are investigating WORK COMPLETED: What you have done for the project (the exact tasks you have completed), how much time you have spent so far (check your task sheet), general information about group progress, and problems you have encountered in doing the research and working with the group PRESENT WORK: What you are currently working on and, in general, what information you have found WORK TO BE COMPLETED: What remains to be done, what problems you anticipate, and what you hope the results of your research will be

EVALUATION CRITERIA You will be graded on the progress report’s format, writing style, and mechanics and on your candor, honesty, and participation.

34

General Teaching Guides

The final report and the rough draft are usually written in the same manner. That is, if group members write the draft together sentence by sentence, they write the final report that way. If they write parts of the rough draft individually and revise together, they write the final report that way.

At this point, the problem of consistent style arises. Often, one member of the group edits the report for format, sentence structure, and other matters discussed in Chapters 6 and 12. To clarify the distinction between revising and editing, you might tell students that most report writers work together during revision but leave the editing to one member and the proofreading to another.

Giving a Presentation. In addition to the group-writing project, students may also collaborate on an oral presentation (see Chapter 13), which they present to the class and possibly to the real audience for their report. Their presentations should last 15 to 20 minutes, with each member responsible for a 5-minute segment. You may ask students to use visual aids in their presentations. After each presentation, the entire class critiques it.

Students generally plan their group’s presentation together, but each member outlines his or her own section and, possibly, a recalcitrant group member’s section. As with the written document, the group works together to rehearse and revise the presentation.

EVALUATING COLLABORATIVE PROJECTS

Both short- and long-term projects may be evaluated on the merits of the end product and on the basis of group members’ participation. But if the short-term project is considered a warm-up exercise, you should focus on evaluating the long-term project, which takes place in seven phases: 1. Evaluation of work plan (group grade) 2. Evaluation of survey questionnaire (group grade; optional) 3. Evaluation of rough draft (group conference) 4. Evaluation of progress reports (individual grade) 5. Evaluation of final report (group grade) 6. Evaluation of presentation (group and individual grade; optional) 7. Evaluation of participation in group (individual grade) The purpose of the work plan is to allow students to develop goals for the project and for themselves and to allow you to foresee any problems they might have in focusing their research.

The criteria for the grade are the feasibility of the project, the care with which the plan was developed, and the ordinary concerns of style, grammar, and the like.

In the second phase of evaluation, look over the survey questionnaire to be sure it is worded properly and clearly. Instructors may or may not assign a group grade on the survey.

After students hand in their rough drafts, write comments on them and meet with the groups to make suggestions for further research, answer questions about the topic, assess the dynamics of the group, and so on. Don’t interfere by making the group’s decisions, but suggest ways for students to motivate everyone to participate. Of course, you can’t resolve all conflicts. Conflict is unavoidable and a necessary part of the group decision-making process, often facilitating change and growth. But it’s destructive when groups become dysfunctional because of it.

Exhibit 2 explains the evaluation criteria for the progress report (graded individually). The final report is evaluated on its own merits, and the entire group receives that grade. In addition to asking the entire class to critique each presentation, you might write a fuller group evaluation.

Base individual grades on students’ ability to handle visual aids, working knowledge of the topic, oral language skills, and so on.

Collaborative Writing Guide

35

Finally, all students evaluate fellow group members, as well as themselves. This evaluation allows you to give each student an individual grade for participation and for interaction with other group members. You may collect students’ task sheets (Exhibit 1). Also, the evaluation form in Exhibit 3 lets students score and rank fellow group members’ work. You may find that students rank two or more group members equally; accept this judgment if it’s the group’s consensus.

To summarize, students’ final grades for this collaborative report-writing project are based (1) individually on their progress reports, participation in the presentation, task sheets, and evaluation forms and (2) as a group on their work plan, survey questionnaire, final report, and presentation. Evaluation is the most difficult part of teaching collaborative writing because of the difficulty of determining individual grades. But giving individual grades ensures that all members contribute.4 REFERENCES Notes 1. Lisa S. Ede and Andrea A. Lunsford, “Why Write . . . Together: A Research Update,” Rhetoric Review 5 (1986): 71–81.

2. Shlomo Sharan, “Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations,” Review of Educational Research 50 (1980): 241–271; Robert Slavin, “Cooperative Learning,” Review of Educational Research 50 (1980): 315–342.

3. John F. Cragan and David W. Wright, Communication in Small Group Discussions: A Case Study Approach (New York: West, 1980).

4. Slavin, “Cooperative Learning.”

Bibliography Allen, Nancy, et al. “What Experienced Collaborators Say About Collaborative Writing.” Journal of Business and Technical Communication 1 (1987): 70–90.

Bruffee, Kenneth. “Collaborative Learning: Some Practical Models.” College English 34 (1973): 48–57.

Cragan, John F., and David W. Wright. Communication in Small Group Discussions: A Case Study Approach. New York: West, 1980.

Duin, Ann Hill. “Implementing Cooperative Learning Groups in the Writing Curriculum: What Research Shows and What You Can Do.” ERIC, ED 251849 (1984): 2–12.

Ede, Lisa S., and Andrea A. Lunsford. “Why Write . . . Together: A Research Update.” Rhetoric Review 5 (1986): 71–81.

Faigley, Lester, and Thomas P. Miller. “What We Learn from Writing on the Job.” College English 44 (1982): 557–569.

Johnson, D. W., and R. T. Johnson. Learning Together and Alone. Englewood Cliffs, N.J.: Prentice-Hall, 1975.

Sharan, Shlomo. “Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations.” Review of Educational Research 50 (1980): 241–271.

Slavin, Robert. “Cooperative Learning.” Review of Educational Research 50 (1980): 315–342.

36

General Teaching Guides

EXHIBIT 3 INDIVIDUAL EVALUATIONS On the other side is an evaluation form to fill out for the members of your group. This information will allow me to assign individual grades for group participation.

Write comments telling me specifically why each individual received the score he or she did. If these forms are not filled out with comments, you will lose points.

1. The information you provide on this assessment sheet is private communication between you and me. It will not be shared with the other members of your group.

2. No two people should get exactly the same assessment. Group members are individuals, with different strengths and weaknesses, so they can reasonably be expected to participate at different levels in each category. Assessments do not normally cluster at the top end—or the low end—of the scale.

3. Be ready to explain your assessments throughout the project if I ask you to do so.

4. Keeping notes on each person’s participation will help you fairly evaluate fellow group members. Avoid making up responses at the end of the project.

5. Assign points for each group member’s participation in each category: 5 = Excellent 4 = Good 3 = Average 2 = Poor 1 = Dismal or did not do anything at all Scores of 1 should be reserved for situations where the individual’s participation damaged the group’s final report or social relations. You will probably be asked to justify more than three or four 5s for a single person. No one is usually excellent in every area.

6. Be sure to total each person’s score.

7. The scores you assign will be reflected in the individual’s final grade on the project.

8. You MUST write comments to justify your scores. Feel free to write any additional comments that will help me fairly evaluate each individual’s participation.

Collaborative Writing Guide

37

EXHIBIT 3 (Continued)

YOUR NAME _______________________________________________________________ GROUP MEMBER’S NAME ___________________________________________________

CRITERIA POINTS COMMENTS Being at and on time for meetings Accepting responsibility and volunteering Contributing ideas

Talking and participating in meetings/discussions Doing a fair share of the work Interacting smoothly with other group members Seeking/listening to others’ ideas Showing respect for other members and their ideas Being prepared with ideas and information at meetings Working well with other group members

TOTAL POINTS: Please rank all group members (including yourself) in order of overall participation, beginning with the strongest member.

Additional comments:

COOPERATIVE LEARNING GUIDE FOR GROUPS AND SMALL TEAMS Recent research in education indicates that instruction is more effective when students work in cooperative learning groups (small groups of three or four students) rather than in situations where competition and individualistic learning are emphasized. Many of the assignments in Business Communication Today are designed for small teams. These activities help students learn how to share ideas and information with one another, appreciate the contributions of others, engage in constructive criticism (and learn to accept the criticism of others), collaborate with others to solve problems, and share responsibility for completing a task. By working in a cooperative learning group, or small team, students become involved in a process similar to those taking place on the job as well as in the day-to-day interactions that occur in life.

WORKING WITH COOPERATIVE LEARNING GROUPS The cooperative learning group is based on the belief that all group members are capable of understanding, learning, and performing the activities needed to complete a task. Typically, a cooperative learning group is composed of three or four randomly selected students who work together to complete an assigned task. The most effective groups are heterogeneous in background, skill level, physical capability, and gender. Moreover, they have no assigned leader (leadership emerges naturally as group members alternate performing leadership tasks when appropriate).

A variety of skills are necessary for cooperative learning groups to be successful. Students will be familiar with most of these skills from other contexts. However, be sure to remind them of the requirements they must fulfill for the group’s work to be useful. Not all students will use every skill all the time. But by becoming aware of the appropriate skills and applying them when required, all students can become equal partners in making the group successful.

Give students the following list of tips during your discussion of the process prior to beginning group work: • • • • • • • •

• •

Use the names of your fellow group members.

Encourage others in your group to talk and participate.

Acknowledge the contributions of others and express your appreciation (“Ellen and Sam did the research on marketing in Spain,” “Thanks, good idea,” etc.).

Use eye contact when talking with your fellow group members.

Share feelings with your group using I messages (“I feel that we’re not making progress,” “I like working with this group,” “I feel like some members are not contributing equally”).

Disagree in an agreeable way: try to say something positive before saying anything negative (“I see your point about including that information, but I’m not sure it needs to be detailed”).

Reduce tension among group members, perhaps by initiating a conversation or discussion when a problem arises.

Practice active listening: for example, allow group members to complete a thought before interrupting with comments, and acknowledge that you have heard what another group member said (“I hear that you think . . .”).

Check others’ understanding of the work.

Give information and opinions.

Cooperative Learning Guide

• •

23

Stay on-task: Help your group get back to work and follow directions for completing your task.

Seek information and opinions from others in your group as well as from outside resources.

While students are working in cooperative learning groups, the instructor becomes facilitator and mediator. When students are working in groups during class, the instructor rotates among the groups to check progress, make sure they are on-task, help solve problems by offering a variety of solutions, help end disagreements by guiding students in a discussion of their differences, and ensure that all students are participating in the various responsibilities of completing the task. If groups are working outside class, the instructor can arrange a brief meeting with each group to check progress.1 WORKING IN DYADS A dyad is a two-student form of the cooperative learning group. Dyads are useful for giving information and for stating and clarifying opinions, feelings, and attitudes. By participating in dyads, students have an opportunity to learn and practice the art of active listening and to express their thoughts.

Dyads can be used as a method of stimulating thought prior to class discussion, helping students formulate or define opinions both before and after a discussion, and initiating the work of a cooperative learning group. Implementing the process is fairly easy: 1. Divide students into random pairs, and give them a topic or question to discuss.

2. Give each partner a specified amount of time to speak about the topic or question. Initially, students may be comfortable talking to a partner for only one or two minutes. But as students relax with the process, that time can be extended to five minutes or longer.

3. Inform students that while one member of the dyad is speaking, the partner is responsible for listening without interruption, comment, or judgment. If the person speaking has nothing to say or is unable to talk for the specified time, the partner may opt either to say nothing or to prompt the speaker by asking a related question or by saying something related to the topic.

4. When the specified time for talking is over, the partners switch roles—listener becomes speaker and speaker becomes listener.

5. Emphasize the importance of confidentiality. A member of the dyad must not share what a partner says unless that partner gives permission.

6. Following the discussion in dyads, the class can proceed with a large-group discussion either about the topic or about the cooperative learning groups. In this follow-up discussion, give each member of the class an opportunity to share his or her feelings, attitudes, or opinions about the topic and the process.

WORKING WITH THE JIGSAW PROCESS The jigsaw is a variation of the cooperative learning process that is useful in helping students understand and process information that is assigned for reading. Textbook chapters and lengthy articles are examples of the type of material that can be jigsawed. By reading a section of the text or an article and discussing it with other students who have read the same section, a student becomes an “expert” on that section and then shares that expertise with the students in an assigned group who have not read the material. The skills necessary for cooperative learning groups are applicable to the jigsaw process. Here are the procedures for implementing the jigsaw

24

General Teaching Guides

process: 1. Divide the assigned chapter or article into easily digestible sections. This separation can be done by subtopic, but the reading should probably not be divided into more than six sections.

2. Divide the class into groups. The number of students in each group must equal the number of sections in the assigned chapter or article. If there are extra students, assign them to groups already having a full complement rather than forming any groups with fewer students than sections of reading.

3. Assign each student in a group one section of the article or chapter so that all the sections will be read by at least one member of each group. (If extra students are in the group, more than one person will be reading some of the sections.)

4. Allow students a specified time (10 to 15 minutes) to read their material and take notes.

5. After all students have read their assigned sections, they form “expert groups,” meeting with other students who have read the same material and discussing what they have read. While meeting in expert groups, students have an opportunity to gain a broader perspective and to become more knowledgeable about the material they have read. Expert groups can last 10 to 15 minutes.

6. After meeting with expert groups, students break up into their original groups and teach the other members about the sections they have read. Sharing in the original group should be done in the sequence of the original chapter or article. Five minutes per section should be ample time for students to share the information they have read, answer any questions, and discuss the section with group members.

7. If desired, a class discussion of the entire chapter or article can summarize the small-group discussions or emphasize particular issues.

Note A 1. Selected portions of this material were adapted from Dee Dishon and Pat Wilson O’Leary, Guidebook for Cooperative Learning (Holmes Beach, Fla.: Learning Publications, 1984), 57.

GENERAL TEACHING GUIDES In this section, you will find the following: •

Course Planning Guide

•

Cooperative Learning Guide for Groups and Small Teams

•

Collaborative Writing Guide

• •

Service Learning Guide Diagnostic Tests of English Skills

•

Video Guide

16

General Teaching Guides

COURSE PLANNING GUIDE Although Business Communication Today follows a traditional sequence of topics, it is structured so that you can address them in the order that best suits your needs. For instance, if you want to begin by reviewing basic writing skills and grammar, you can ask students to read Chapter 5, “Writing Business Messages,” and then “Handbook of Grammar, Mechanics, and Usage.”

Conversely, if you want to begin with employment-related communication, you can start with the Prologue, “Building a Career with Your Communication Skills,” followed by Chapters 18 and 19.

The following list suggests a sequence and a schedule for covering the chapters in the textbook, with time allocations based on the total number of class hours available.

CHAPTER/SECTION NUMBER AND TITLE

HOURS DEVOTED TO EACH CHAPTER/SECTION 30-HOUR COURSE

45-HOUR COURSE

Prologue: Building a Career with Your Communication Skills Achieving

0.5

1

60-HOUR COURSE 1

1

1

2

Career Success Through Effective Business Communication Communicating in Teams and Mastering Listening and Nonverbal Communication Skills

1 1

1

2

3

Communicating in a World of Diversity

1

2

3

4

Planning Business Messages

2

3

4

5

Writing Business Messages

2

3

4

6

Completing Business Messages

2

3

4

Handbook of Grammar, Mechanics, and Usage

1

2

2

Format and Layout of Business Documents

1

1

1

Crafting Messages for Electronic Media

2

2

3

Writing Routine and Positive Messages

2

2

3

Writing Negative Messages

2

2

3

Writing Persuasive Messages

2

2

3

Finding, Evaluating, and Processing Information

1

2

3

Designing Visual Communication

1

1

1

Planning Reports and Proposals

1

2

3

Writing Reports and Proposals

1

2

3

Completing Reports and Proposals

1

2

3

Documentation of Report Sources

1

1

2

Creating and Delivering Oral and Online Presentations

1

3

4

Enhancing Presentations with Slides and Other Visuals

1

1

1

Building Careers and Writing Résumés

1.5

3

3

Interviewing for Employment and Following Up

1

3

3

1

A 7 8 9 10 11 12 13 14 15 B 16 17 18 19

Course Planning Guide

17

INTRODUCING THE COURSE TO STUDENTS Many schools now require instructors to distribute a course syllabus to students on the first day of class. Even if one is not required, it’s a good idea to let students know what the course’s objectives are and what students must do to reach them. In addition, you may want to provide information about the format of the course (as suggested in the following sample outline).

COURSE SYLLABUS COURSE NUMBER AND TITLE SEMESTER, YEAR

I. Instructor’s name, office number, and office hours II. Course credits and prerequisites III. Class meetings (number per week, time, and place) IV. Textbook: Business Communication Today, 9th edition, by Courtland L. Bovée and John V. Thill (Prentice Hall, 2008) V. Catalog description of course VI. Course content and direction A. Major themes and scope B. Educational goals C. Instructional objectives VII. Evaluation and grading (describe tests and assignments, role of class participation, availability of extra-credit assignments, attendance policies, makeup policies) VIII. Course withdrawal procedures IX. Recommended study procedures X. Assignment/test schedule Early in the school term (perhaps in the first week), preview any major projects that students will be required to undertake for the course, such as a résumé and application letter, a major report, or an oral presentation. Then students can begin thinking about the type of job they want to apply for or a suitable subject for their report or presentation.

In addition to providing information about the course, you might spend time on the first day gathering information about your students. Ask them to hand in brief written answers to questions like these: What is your major? How close are you to graduating? What career are you preparing for? If you have a job, what field is it in? How long have you been in that field? What kinds of business communication do you already engage in? What kinds of communication do you need to work on most? After studying the responses, you can adjust the course to meet student needs. The writing samples will also give you an idea of students’ strengths and weaknesses in expressing themselves.

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General Teaching Guides

CONDUCTING THE CLASS A variety of methods and media are useful for teaching business communication. However, those that give students an opportunity to develop and practice their skills are most desirable.

Lectures and Discussions Although some of the material in this course lends itself to informal lecture, an exchange of information and ideas among students and instructor is more likely to bring home the main points—that communication takes place in many settings for many purposes, that there is seldom a “right” answer in business communication, and that business communication depends on judgment and analysis.

Discussion is especially valuable when students are faced with a communication project.

Beforehand, they need to understand the ramifications of the assignment. For example, students need to understand that before they can write a direct request, they must formulate a main idea and analyze the audience and purpose. The textbook abounds with examples of business messages, any of which you can use as a focus of discussion. In addition, you may have collected some examples of your own. Ask students to react to them, and help students understand the positive and negative points of any given example.

With inexperienced students in particular, part of your job is to give them insight into the realities of the business world. Use stories from your own experience, and locate interesting stories about communication from such business magazines as Fortune and BusinessWeek. And if you sign up for our free service, Business Communication Headline News (see page 7), you’ll be assured of fresh material to discuss in class all year long You may even begin an assignment in class, asking students to analyze an audience or a purpose, for example, while you write their suggestions on the board.

After assignments have been completed and returned to students, it may be profitable to discuss the project in class. Textbook checklists provide a handy outline for such discussions.

Regardless of the assignment or topic, your goal is to make students feel as if they are already business communicators. If they approach each assignment seriously and professionally, they will gain benefits rivaled only by on-the-job experience.

Students who have done a particularly good job could be asked to read their documents to the others, or their documents could be shown to the class with a projector. Ask students for critiques, but make sure that negative evaluations are balanced with positive ones or with constructive suggestions for improvement. Ultimately, it falls on you to point out the good features of individual documents and the weaknesses common to all.

Student Conferences Class discussion is good for helping students understand general principles and solve some specific problems, but one-on-one conferences are indispensable in the development of effective business communicators. In a conference, students are able to ask for clarification of assignments and approaches, and you can help them over barriers and encourage them to do their best. Of course, when a student approaches you with a specific question before or after class, you have similar opportunities. You might also schedule periodic conferences during class time when

Course Planning Guide

19

students are working on individual assignments or during your office hours. Unless you want to spend a great deal of time going over each student’s document line by line, you yourare better off selecting no more than three points for discussion. For best results, structure remarks as a “criticism sandwich”: one negative comment between two positive observations.

Furthermore, phrase the negative comment in terms of a suggestion for improvement—for example, you might say, “Your message would be more persuasive if it began with some kind of attention-getter instead of the main idea.” This sort of constructive aid is rare in the work setting, but it is the most effective way to develop skills in business communication.

Tools and Resources Most of the assignments in Business Communication Today can be completed using only basic word processing and e-mail tools. However, an ideal learning experience would give students exposure to instant messaging, blogging, wikis, website writing, and podcasting.

Our

Business

Communication

Headlines

News

website,

www.businesscommunicationblog.com, is the most comprehensive site on the web for business communication instructors, with everything from a multimedia library to a unique metasearch engine we developed exclusively for business communication topics. All articles distributed with the daily blog service are also archived on the website, making it easy to retrieve articles on any topic.

Another good way to prepare for teaching business communication is to scan such publications as Business Journal, 2.0, Fast Company, Wired, Fortune, BusinessWeek, Forbes, The Wall Street and Inc. From time to time, all have articles related to business communication; furthermore, they provide valuable glimpses into the business world.

One of the single most valuable tools is a portfolio of business documents. By studying good examples, students can learn communication techniques that work. Less successful examples give students an opportunity to practice analyzing and revising business documents. You can get samples textbook,from the textbook, this manual, the transparencies designed to accompany the and your own mailbox. You might also check with friends in business or write to businesses about the possibility of using documents from their files. Usually, however, you must promise that you will obscure all sensitive personal and competitive information. With an opaque projector projector (for actual documents), an overhead projector (for transparencies), or a slide (for electronic slides) you can conduct an effective in-class demonstration using samples like these.

Some students may benefit from the insights of a guest speaker. Someone who has had to communicate in business knows how important a skill it is and can convey that conviction to skeptics in the class. Be careful, however, to select guest speakers who have relevant experience, and ask them to focus their remarks to suit your needs.

You can also find a variety of valuable resources through the Association for Business Communication, www.businesscommunication.org.

20

General Teaching Guides

GRADING AND EVALUATING STUDENTS The way an instructor grades is a personal matter, but you will generally find two schools of thought. Some instructors, in effect, start students at 100 percent and then deduct points from this total for such major sins as missing assignments or such minor missteps as forgetting commas.

Students of these instructors leave the course with a sense of discipline and an awareness of the need to take care of matters large and small. Other instructors, in effect, start students at zero and award points for successful solutions to communication problems, downplaying the mundane details.

Students of these instructors leave with some appreciation for the creativity that successful writers and speakers apply to their work. Students who have the chance to take courses from both types of instructors are fortunate because both approaches contribute to a balanced education.

Business Communication Today should meet the needs of both types of instructors and of those who fall somewhere between the two extremes. For example, the writing cases require solutions that can be graded on organization and format. But since they are open ended enough to permit individual expression, they can also be evaluated for a student’s control over a successful line of argument.

Designing an Evaluation Program Prepared written and oral messages provide a basis for evaluating student performance. Here are a few additional questions to consider when deciding on a program of evaluation:

• •

Will you weight all assignments the same, or will grades for some of the more complex projects carry more weight in determining final grades?

Will you ask students to hand in the outlines and drafts that are preliminary steps for some assignments? If so, on what basis will they be graded?

• Will you begin any class meetings with a quiz—a time-honored device for encouraging • •

attendance and keeping students’ reading current? What effect will quizzes have on final grades?

Will you lecture most of the time, expanding on points from the text, or will you emphasize class discussion? If you opt for discussion, how will class participation affect grades?

Will you have both a midterm and a final examination? If so, will grades for both have the same effect on final grades for the course?

When answering these questions, you will probably develop a weighted system for evaluating students’ work overall. For example, you may decide that the elements will account for the following percentages of the total grade: Outlines and drafts (turned in on time) 10% Short assignments 20% Report assignment 20% Presentation assignment 10% Quizzes 10% Class participation 10% Midterm examination 10% Final examination 10%

Course Planning Guide

21

Evaluating Written Assignments The most important part of this course is the practice it gives in preparing business messages, but the value of that practice is immeasurably enhanced by constructive feedback. So grade student documents against professional standards while providing suggestions about how to attain those standards. The more notes you write on each assignment, the better. Be sure to praise the good points in addition to criticizing the bad ones. If necessary, edit or rewrite to show how a problem may be solved; suggest a conference to discuss complicated problems.

In general, students’ documents should be evaluated on their effectiveness. In addition to the checklists in the textbook, you might use these guidelines:

•

Are the purpose and main idea of the document clear?

•

Has the document been organized to be compatible with the purpose and audience?

• Is the “you” attitude—courtesy and consideration for the audience—consistently present?

• Has all the necessary information—and only the necessary information—been included?

•

Are grammar, punctuation, mechanics, and vocabulary correct?

• •

Is the format attractive and appropriate?

Was the document submitted on time, as expected in the business world?

These considerations form the basis of an evaluation system. An objective system begins with a list of the most important points and qualities in any given assignment. You then give each item a weight (the total of these weights being the maximum number of points for the assignment). As you read each document, you award an appropriate number of points for each item. Then you total the points, convert them to a letter grade (if desirable), and record them. A less objective plan is much the same, except that you evaluate each document’s overall level of achievement without assigning a specific number of points to each item. Although this second method is faster than the first, it is less likely to yield consistent results when many documents are being graded.

Seriously consider giving students the opportunity to revise their original documents; in the process of revision they learn and practice techniques for solving writing problems. In addition, they get the chance to transform a “failure” into a “success.” But if you adopt the policy of allowing revisions, you will have to devise a mechanism for including them in your evaluations.

One method is to check off in your grade book documents that are of an acceptable quality.

Unacceptable documents are handed back to students for revision by a stated deadline, and as soon as a document becomes acceptable (you may choose to allow as many attempts as required), the student receives a check mark for it. Another method is to assign grades to documents but allow revision of any document that receives less than a C. In fairness to students who do a good job the first time, you might deduct a few points for each rewrite. Regardless of the system you choose, your goal is to gradually instill professional standards.

DIAGNOSTIC TESTS OF ENGLISH SKILLS For business communicators, good English skills are essential. Therefore, Excellence in Business Communication stresses knowledge and practice of correct usage—most notably in Chapter 6, “Completing Business Messages,” and in the “Handbook of Grammar, Mechanics, With theand twoUsage.”

50-item English skills tests that follow, you can tailor coverage of these topics to suit your whole class or to suit individual students. You may use one test as a pretest and one as a posttest, or you may use the two tests for different groups of students. Because the tests are identified only as A and B, they may be duplicated directly from this manual.

ANSWERS The answers to the two tests are listed below. In addition, here are the general topics covered in each section of the tests, as well as cross-references to the Handbook in the main textbook:

• • • • •

Items 1–10: Basic sentence structure (section 1.7 in the Handbook).

Items 11–20: Parts of speech (sections 1.1 through 1.6 in the Handbook).

Items 21–30: Punctuation (sections 2.1 through 2.13 in the Handbook).

Items 31–40: Punctuation and mechanics (sections 2.0 and 3.0 in the Handbook).

Items 41–50: Vocabulary (sections 4.1 and 4.2 in the Handbook).

Answers to Test A 1. E 2.

D 3. E 4. C 5.

E 6. A 7. E 8.

B 9. D 10. C

11. C 12. B 13. A 14. D 15. B 16. E 17. D 18. C 19. A 20. E

21. B 22. A 23. A 24. B 25. B 26. B 27. B 28. A 29. B 30. A

31. D 32. B 33. D 34. D 35. E 36. A 37. A 38. E 39. B 40. E

41. A 42. A 43. B 44. A 45. A 46. B 47. A 48. B 49. B 50. A

11. B 12. E 13. D 14. E 15. A 16. C 17. D 18. A 19. C 20. C

21. B 22. A 23. B 24. B 25. A 26. B 27. B 28. A 29. A 30. B

31. D 32. A 33. B 34. A 35. E 36. C 37. C 38. A 39. B 40. D

41. A 42. B 43. A 44. B 45. A 46. B 47. B 48. A 49. B 50. A

Answers to Test B 1. E 2. C 3. E 4. E 5. D 6. A 7. B 8. D 9. A 10. C

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General Teaching Guides

NAME______________________________________________SCORE__________________ ENGLISH SKILLS TEST A The following choices apply to items 1–10. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. sentence incomplete B. too many phrases/clauses strung together C. modifying elements misplaced (dangling) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. structure not parallel E. nothing wrong

1. Stop here.

2. Your duties are interviewing, hiring, and also to fire employees.

3. After their presentation, I was still undecided.

4. Speaking freely, the stock was considered a bargain.

5. Margaret, pressed for time, turned in unusually sloppy work.

6. Typing and filing, routine office chores.

7. With care, edit the report.

8. When Paul came to work here, he brought some outmoded ideas, now he has accepted our modern methods.

9. To plan is better than improvising.

10. Hoping to improve performance, practice is advisable.

The following choices apply to items 11–20. Write in each blank the letter of the choice that identifies the underlined word(s) in each sentence.

A. subject B. predicate (verb) C. object ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. modifier E. conjunction/preposition

11. Take his memo upstairs.

12. Before leaving, he repaired the photocopier.

13. Velnor, Inc. will soon introduce a new product line.

14. We must hire only qualified, ambitious graduates.

15. They are having trouble with their quality control systems.

16. After she wrote the report, Jill waited eagerly for a response.

17. The route to the plant isn’t paved yet.

18. See me after the meeting.

19. Your new home is ready and waiting.

20. BFL is large but caring.

The following choices apply to items 21–30. Write in each blank the letter of the choice that best describes each sentence.

A. all punctuation used correctly B. some punctuation used incorrectly or incorrectly omitted

Diagnostic Tests of English Skills

____ ____ ____ ____ ____ ____ ____ ____ ____ ____

45

21. The president who rarely gave interviews, agreed to write an article for the company newsletter.

22. Give the assignment to Karen Schiff, the new technical writer.

23. Could you please send a replacement for Item No. 2-302.

24. Debbie said that, “technicians must have technical degrees.”

25. We’ll have branches in Bakersfield, California, Reno, Nevada, and Medford, Oregon.

26. Before leaving her secretary finished typing the memo.

27. How many of you consider yourselves “computer literate?”

28. This, then, is our goal: to increase market share by 50 percent.

29. They plan to move soon, however, they still should be invited.

30. Health, wealth, and happiness—those are my personal goals.

The following choices apply to items 31–40. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. error in punctuation D. error in capitalization B. error in use of abbreviations or symbols E. no errors C. error in use of numbers ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

31. Most of last year’s sales came from the midwest.

32. We can provide the items you are looking for @ $2 each.

33. Alex noted: “few of our competitors have tried this approach.”

34. Address the letter to professor Elliott Barker, Psychology Department, North Dakota State University.

35. They’ve recorded 22 complaints since yesterday, all of them from long-time employees.

36. Leslie’s presentation—“New Markets for the Nineties”—was well organized.

37. We’re having a sale in the childrens’ department, beginning Wednesday, August 15.

38. About 50 of the newly inducted members will be present.

39. Mister Spencer has asked me to find ten volunteers.

40. Let’s meet in Beth and Larry’s office at one o’clock.

In items 41–50, write in each blank the letter of the word that best completes each sentence. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

41. Will having a degree (A. affect, B. effect) my chances for promotion?

42. Place the latest drawings (A. beside, B. besides) the others.

43. Try not to (A. loose, B. lose) this key; we will charge you a fee to replace it.

44. Let us help you choose the right tie to (A. complement, B. compliment) your look.

45. The five interviewers should discuss the candidates’ qualifications (A. among, B. between) themselves.

46. New employees spend their time looking for (A. perspective, B. prospective) clients.

47. Are the goods you received different (A. from, B. than) the goods you ordered?

48. He took those courses to (A. farther, B. further) his career.

49. We are (A. anxious, B. eager) to see you next Thursday.

50. All commissions will be (A. disbursed, B. dispensed, C. dispersed) on the second Friday of every month.

46

General Teaching Guides

NAME______________________________________________SCORE__________________ ENGLISH SKILLS TEST B The following choices apply to items 1–10. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. sentence incomplete B. too many phrases/clauses strung together C. modifying elements misplaced (dangling) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. structure not parallel E. nothing wrong

1. Act first, and ask questions later.

2. Before introducing a new product, research must be done.

3. She completed her master’s degree to make herself eligible for promotion, and she made sure her boss knew she was qualified.

4. Knowing and doing are two different things.

5. The school is responsible for children’s safety in the classroom and playground.

6. To be sure.

7. Presented one at a time, those points made an impact, and the audience should be able to remember them the next time they face a problem like the one discussed.

8. Helen’s proposal is for not only the present but also for the future.

9. In one ear, out the other.

10. Knowing Jim, he would rather interview the applicants.

The following choices apply to items 11–20. Write in each blank the letter of the choice that identifies the underlined word(s) in each sentence.

A. subject B. predicate (verb) C. object ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. modifier E. conjunction/preposition

11. Please wait for my analysis.

12. A woman with all your experience should be a real asset.

13. Because they were late, they missed the most important part.

14. Was it you, or was it Robert?

15. Marketing is a broad and important function.

16. Asking Gretchen for advice is a good way to impress her.

17. Once it thaws, frozen fish quickly deteriorates.

18. The purpose of the survey is to determine consumer needs.

19. To learn more about federal requirements, consult the appendix.

20. Didn’t we just order a new set of templates?

The following choices apply to items 21–30. Write in each blank the letter of the choice that best describes each sentence.

A. all punctuation used correctly B. some punctuation used incorrectly or incorrectly omitted

Diagnostic Tests of English Skills

____ ____ ____ ____ ____ ____ ____ ____ ____ ____

47

21. The office, with the most windows, is reserved for the highest-level executive.

22. Could you please reply by May 1.

23. Send copies to Jackie Cross, Uniline, Brad Nardi, Peale & Associates, and Tom Griesbaum, MatchMakers.

24. “How many new chairs should we order,” Steve asked.

25. AgAmer, Inc., is moving to Ames, Iowa, because of the motivated labor force there.

26. Bring three items, paper, pencil, and eraser, with you Tuesday.

27. How would you like to drive away in this shiny brand-new car?

28. Do you remember who said that “the show must go on”?

29. The manual, which weighs 5 pounds, documents every policy decision made in the past ten years.

30. Please send us a complete set of Office Mates, including: pen and pencil, desk pad/calendar, and calculator.

The following choices apply to items 31–40. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. error in punctuation D. error in capitalization B. error in use of abbreviations or symbols E. no errors C. error in use of numbers ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

31. Have you found “The Coming Shakeout In Takeout”?

32. Only eight banks in this country—maybe nine can handle a transaction of this magnitude.

33. We have forwarded your letter to Rep. Glaser in Washington.

34. Have you written Pam and Joanne’s bonus checks yet?

35. Parsons & Parsons, Inc., is sending a rep to the trade show in Las Vegas, Nevada.

36. We need six desks, six desk chairs, and 12 side chairs.

37. Fax these figures, which are newly calculated, to the Dallas branch by three p.m.

38. We requested confirmation on May 12, however, you did not actually confirm the arrangements until May 29.

39. As you may know, Mister Evans, we are moving our offices.

40. We are looking for two qualities in applicants: Experience with computers and an interest in people.

In items 41–50, write in each blank the letter of the word that best completes each sentence. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

41. I don’t want to discuss my (A. personal, B. personnel) problems in front of anyone.

42. They’ve chosen a (A. coarse, B. course) that will help them achieve their goals.

43. Stress always (A. precedes, B. proceeds) my headaches.

44. Mayfair Shoppes will (A. adept, B. adopt) a new returns policy next month.

45. Turn on the main unit before you turn on (A. its, B. it’s) auxiliary units.

46. Can you (A. disapprove, B. disprove) Professor Weinert’s theory?

47. Her report is (A. to, B. too, C. two) detailed for the audience.

48. Should we wait (A. for, B. on) them to finish before we start our study?

49. Those inflated profits are just an (A. allusion, B. illusion).

50. My raise was much bigger (A. than, B. then) I expected.

AN UNSURPASSED INSTRUCTIONAL RESOURCE PACKAGE The instructional package accompanying this text is specially designed to simplify teaching and learning. The supplementary package for the Ninth Edition of Business Communication Today has been thoroughly revised. The following sections contain brief descriptions of the supplementary materials that are available: •

Instructor’s Resource Manual

•

Testing Program

•

Color Acetate Transparency Program

•

PowerPoint Presentation Slides

•

Business Communication Video Series

•

Study Guide

•

Authors’ E-Mail Hotline for Faculty

•

Companion Website for Students and Faculty Distance Learning Programs: WebCT, Blackboard, and Course Compass

•

INSTRUCTOR’S RESOURCE MANUAL This manual is a comprehensive instructor’s tool kit. Its many resources are divided into two sections: general teaching guides and chapter guides: General teaching guides •Course planning guide •Collaborative writing guide •Service learning guide •Diagnostic tests of English skills •Video guide Chapter guides • • • • • • •

Chapter outline Detailed lecture outlines keyed transparency acetates Complete solution to the interactive Document Makeover Solutions to critical thinking questions in highlight boxes Answers to all end-of-chapter questions and assignments Solutions to all short-message cases (Chapters 7–10) Suggestions for completing report, presentation, and employment-message cases (Chapters 14, 15, 17, 18 and 19)

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An Unsurpassed Instructional Resource Package

TESTING PROGRAM An extensive, well-developed testing program for Business Communication Today, Ninth Edition, is available.

Test Item File The Test Item File, written by Jay Stubblefield, North Carolina Wesleyan College, available in paperback, contains 1,900 questions, all of which have been carefully reviewed to provide a fair, structured program of evaluation. The questions for each chapter consist of a comprehensive set of multiple-choice, true/false, fill-in, short answer, and essay questions—categorized by type and difficulty level. The Test Item File reinforces students’ understanding of key terms and concepts and requires them to apply their critical-thinking and analytical skills.

Prentice Hall’s Computerized Test Manager—TestGen 7.3 Our user-friendly software allows you to generate error-free tests quickly and easily by previewing questions individually on the screen and then selecting randomly by query or by number. The Computerized Test Manager allows you to generate random tests with our extensive bank of questions. You can also edit our questions/answers and even add some of your own. You can create an exam, administer it traditionally or online, and analyze your success with a simple click of the mouse. The newest version of our Computerized Test Manager, TestGen, has been improved to provide users with a vast array of new options. Enhancements now allow you to

• • • • • • • • •

Import test questions from word processors Import/export tests Correlate charts Select by query Select by review (redesigned) Select by criteria Archive database capability Analyze test bank items Export grades to Excel • Weight grades • Record grades in a new spreadsheet format and create a grade database • Control online testing COLOR ACETATE TRANSPARENCY PROGRAM This text offers approximately 170 full-color large-type transparency acetates that are available to instructors on request. These visuals help bring concepts alive in the classroom and provide a starting point for discussing communication techniques. All transparencies are keyed to the Instructor's Resource Manual. Many contrast poor and improved solutions to featured cases from the textbook.

An Unsurpassed Instructional Resource Package

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POWERPOINT LECTURE PRESENTATION SLIDES Enhance your classroom lectures with this well-developed PowerPoint presentation created by Myles Hassell, University of New Orleans. Colorful text-specific electronic slides highlight and reinforce the important concepts discussed in Business Communication Today. This package is unique, because each slide includes detailed lecture notes. Free to adopters, these PowerPoint slides are available on CD or can be downloaded from the Instructor’s Resource site at www.prenhall.com/bovee. A student version of this package is available on the student website.

BUSINESS COMMUNICATION VIDEO SERIES A series of business communication videos, including new videos produced for Business Communication Today, Ninth Edition, reinforce course concepts and provide additional learning opportunities. Please contact your local Prentice Hall representative for details or refer to the video guides later in this manual.

STUDY GUIDE A totally revised Study Guide for Business Communication Today, Ninth Edition, by Myles Hassell, University of New Orleans, increases student understanding of the concepts presented in this text. The guide provides chapter-by-chapter explanations and exercises that reinforce student comprehension of key terms and concepts while promoting concept-application skills.

AUTHORS’ E-MAIL HOTLINE FOR FACULTY Integrity, excellence, and responsiveness are our hallmarks. We are committed to providing you with textbooks that are academically sound, creative, timely, and sensitive to your needs as well as to your students’ needs. As an adopter of Business Communication Today, you are invited to use our E-Mail Hotline. We want to be sure you’re completely satisfied, so if you ever have a question or concern related to the text or its supplements, please send an e-mail message to hotline@businesscommunicationblog.com. You’ll receive a response as quickly as possible.

In addition, we’ve made it easy to provide feedback on chapter content or specific student exercises. Simply visit www.businesscommunicationblog.com and click on “Textbook Feedback E-Mail Form.”

COMPANION WEBSITE FOR STUDENTS AND FACULTY The Companion Website is your personal guide to the free online resources for Business Communication Today and is located at www.prenhall.com/bovee. It’s the most advanced textspecific site available on the web!

Featuring one-click access to all resources, these pages were created by an award-winning team of educators. Here is a preview of this website’s exciting features: • Companion Website pages—Unite all your Companion Website texts through your personal

access page.

• Notes—Add personal notes to our resources as personal reminders or references.

• Messages—Send messages to individual students or to all students linked to a course.

• Student Resources—Add premium resources for your students to view and download (such

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• • •

• •

An Unsurpassed Instructional Resource Package

as PowerPoint slides and videos).

Search—Search all resources for relevant articles and exercises.

Instructor’s Manual—Integrate resources into your course with tips and suggestions from our website faculty.

Study Guide—Provide your students an interactive, online study guide that offers a wide variety of self-assessment questions for every chapter. Answers for every chapter are automatically graded, and the results provide students immediate feedback. Graded questions can be e-mailed to you for extra credit or can serve as practice exams.

Research Area—Save precious time by using the best search tools currently available and links to virtual libraries. You and your students can quickly and efficiently search the web for just the right piece of information.

Internet Resources—Take advantage of links that connect you to discipline-specific sites.

The list of resources includes preview information so that you can review site information before viewing. Our learning community has located the best business resources available on the Internet.

For the Student • • • •

Talk to the Tutor—Virtual office hours allow students to post questions from any supported discipline and receive responses from the dedicated faculty team.

Writing Resource Center—An online writing center provides links to online directories, thesauruses, writing tutors, style and grammar guides, and additional tools.

Career Resource Center—Online resources help students access career information, view sample résumés, and even apply for jobs online.

Study Tips—Valuable information helps students learn to develop better study skills.

For the Instructor • Syllabus Manager—An improved online syllabus manager program is easy to use and allows you to create online custom syllabuses hosted by Prentice Hall servers. Syllabus Manager provides you with a step-by-step process for creating and revising syllabuses, with direct links to Companion websites and other online content. Any changes you make to your syllabus are immediately available to your students at their next login. Your students need only know the web address for the Companion site and the password you’ve assigned to your syllabus, and they may log on to your syllabus during any study session.

• Teaching Resources—Essential materials include resources contributed by professors throughout the world, including teaching tips, techniques, academic papers, and sample syllabuses.

• Talk to the Team—A moderated faculty chat room.

• Online Faculty Support—A password-protected area provides instructors with the most current and the most advanced support material available, including not only downloadable supplements but also additional cases, pertinent articles, informative links, and suggested answers to Current Events Activities.

• What’s New—One-click access to all newly posted resources.

DISTANCE LEARNING: WEBCT, BLACKBOARD, AND COURSE COMPASS Now you have the freedom to personalize your own online course materials! Prentice Hall

An Unsurpassed Instructional Resource Package

13

Business Publishing provides the content and support for you to create and manage everything you need.

WebCT With quality materials and the best support package available, WebCT is a course management system with robust management tools, including page tracking, progress tracking, class and student management, grade book, communication, calendar, reporting tools, and more. The Business Communication Today, Ninth Edition, online course provides customizable content and incomparable support.

Customizable Content. Use Prentice Hall materials created by professors for professors and their students. Our development team checks course material and tests for accuracy, clears permission for content and images, and edits material for consistency with the supported title.

Examples of content created for each course include • Lecture Notes containing additional exercises, discussion questions, and graphics—all

•

created to reinforce concepts in the book Tests and Quizzes created for each chapter to give instructors hundreds of questions to select and customize

Incomparable Support. Prentice Hall Business Publishing provides the best support package available for a WebCT course: • Business Publishing’s in-print Instructor’s Manual • Course-specific online instructor’s manual • Course-specific online student manual • Gold Level Technical Support hotline • Technology Enhanced Teaching Course created by our WebCT team of professors and instructional designers. This course provides a background of instructional design tips for teaching an online course.

Blackboard Blackboard’s simple templates and tools make it easy to create, manage, and use online course materials.

• • • •

Course management tools. Blackboard includes progress tracking, class and student management, grade book, communication, assignments, and reporting tools.

Communication tools. Blackboard offers communication tools such as the Virtual Classroom (chat rooms, whiteboard, and slides), document sharing, and bulletin boards.

Testing. Testing programs offer you the ability to create online quizzes and tests, and to automatically grade and track results.

Design tools. Blackboard’s design tools and preset design templates help you customize your course.

Content. Prentice Hall content is available for each course, including additional course material, exercises, and tests.

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An Unsurpassed Instructional Resource Package

Support. The Business Communication Today online course offers you

•Online instructor and student manuals •Downloadable instructor and student manuals •Online tutorials •CD tutorials •On-site training CourseCompass CourseCompass makes putting your course online as easy as opening a textbook. Combining Prentice Hall’s flexible content with Blackboard’s flexible tools gives you an easy way to preview, customize, and manage your online course materials.

CONTENTS Preface and Acknowledgments .................................................................................................... iii Customer Service .........................................................................................................................

Changes and Improvements in the Ninth iv Edition 1 ........................................................................ Business Communication Headline News 7 .................................................................................... An Unsurpassed Instructional 9 Resource Instructor’s Package Resource ........................................................................

Manual................................................................................................ 9 Testing Program .................................................................................................................... 10 Test Item File .................................................................................................................. 10 Prentice Hall’s Computerized Test Manager TestGen 5.0 ............................................. 10 Color Acetate Transparency Program ................................................................................... 10 PowerPoint Lecture Presentation Slides ................................................................................ 11 Business Communication Video Series................................................................................. 11 Study Guide ........................................................................................................................... 11 Authors’ E-Mail Hotline for Faculty ..................................................................................... 11 Companion Website for Students and Faculty ...................................................................... 11 For the Student ................................................................................................................ 12 For the Instructor ............................................................................................................ 12 Distance Learning: WebCT, Blackboard, and Course Compass ........................................... 12 WebCT ........................................................................................................................... 13 Blackboard ...................................................................................................................... 13 CourseCompass .............................................................................................................. 14 General Teaching Guides ............................................................................................................. 15 Course Planning Guide .......................................................................................................... 16 Introducing the Course to Students ................................................................................. 17 Conducting the Class ...................................................................................................... 18 Grading and Evaluating Students.................................................................................... 20 Cooperative Learning Guide for Groups and Small Teams .................................................. 22 Working with Cooperative Learning Groups ................................................................. 22 Working in Dyads ........................................................................................................... 23 Working with the Jigsaw Process ................................................................................... 23 Collaborative Writing Guide ................................................................................................. 25 Preparing Students for Collaborative Writing ................................................................ 25 Assigning Short-Term Projects ....................................................................................... 27 Undertaking a Long-Term Project .................................................................................. 29 Evaluating Collaborative Projects ................................................................................... 34 Service Learning Guide 1: Use Service Learning to Add Real-World Writing Experience to Your Course ............................................................................................. 38 What Is Service Learning? ....................................................................................... 38 Example Project: Grant Research and Writing Assistance ...................................... 38 How to Incorporate Service Learning Into Your Course ......................................... 39 Service Learning Guide 2: Real Clients, Real Management, Real Failure:

the Risks and Rewards of Service Learning ..................................................................... 40 Diagnostic Tests of English Skills ......................................................................................... 43 Answers .......................................................................................................................... 43 English Skills Test A ...................................................................................................... 44 English Skills Test B ....................................................................................................... 46 Video Guide .......................................................................................................................... 48 Chapter Guides ........................................................................................................................... 57 Using the Supplements .......................................................................................................... 57 Part 1: Understanding the Foundations of Business Communication ................................... 58 Chapter 1: Achieving Success Through Effective Business Communication ................ 58 Chapter 2: Communicating in Teams and Mastering Listening and Nonverbal Communication ........................................................................... 81 Chapter 3: Communicating Interculturally ..................................................................... 101 Part 2: Applying The Three-Step Writing Process ................................................................ 121 Chapter 4: Planning Business Messages ......................................................................... 121 Chapter 5: Writing Business Messages ........................................................................... 145 Chapter 6: Completing Business Messages .................................................................... 165 Part 3: Crafting Brief Messages ............................................................................................ 189 Chapter 7: Crafting Messages for Electronic Media ....................................................... 189 Chapter 8: Writing Routine and Positive Messages ........................................................ 235 Chapter 9: Writing Negative Messages .......................................................................... 291 Chapter 10: Writing Persuasive Messages ...................................................................... 343 Part 4: Supporting Messages with Quality Information ........................................................ 399 Chapter 11: Finding, Evaluating, and Processing Information ....................................... 399 Chapter 12: Designing Visual Communication .............................................................. 421 Part 5: Planning, Writing, and Completing Reports and Proposals ....................................... 443 Chapter 13: Planning Reports and Proposals .................................................................. 443 Chapter 14: Writing Reports and Proposals .................................................................... 463 Chapter 15: Completing Reports and Proposals ............................................................. 489 Part 6: Designing and Delivering Oral and Online Presentations ......................................... 515 Chapter 16: Creating and Delivering Oral and Online Presentations ............................. 515 Chapter 17: Enhancing Presentations with Slides and Other Visuals ............................. 531 Part 7: Writing Employment Messages and Interviewing for Jobs ....................................... 559 Chapter 18: Building Careers and Writing Résumés ...................................................... 559 Chapter 19: Applying and Interviewing for Employment .............................................. 579 Appendix A: Format and Layout of Business Documents .................................................... 611 Appendix B: Documentation of Report Sources ................................................................... 619 Appendix C: Correction Symbols ......................................................................................... 625 More Practice in Grammar, Mechanics, and Usage .............................................................. 627

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PREFACE AND ACKNOWLEDGMENTS Successful business communicators spend years on the job before they learn to consistently prepare effective messages. Obviously, you cannot give students that much practice in one school term. But the more practice you can give them, the closer they will be to achieving success as business communicators.

To help you tailor a course to the needs of your students, we have designed a comprehensive package of learning materials. These are the elements of the supplementary package: Instructor’s Resource Manual Testing Program Color Acetate Transparency Program PowerPoint Presentation Slides Business Communication Video Series Study Guide Authors’ E-Mail Hotline for Faculty Companion Website for Students and Faculty Distance Learning Programs: WebCT, Blackboard, and Course Compass We hope that you take advantage of the complete package. Together, the elements provide a varied learning experience.

This manual is divided into three main parts. The first, An Unsurpassed Instructional Resource Package, acquaints you with the elements available in our comprehensive package of learning materials. The second part, General Teaching Guides, provides tools for conducting a course in business communication. In it you will find cross-references to some of the other elements of the learning package. The third part, Chapter Guides, provides information to supplement the chapters in the textbook and offers suggested solutions to the chapter activities. The crossreferences in this part will help you use the textbook more effectively.

We wish to thank George Dovel and Jackie Estrada for their efforts in the preparation of this manual.

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CUSTOMER SERVICE For customer service, please contact your local Prentice Hall representative, call the Prentice Hall Faculty Service Department (1-800-526-0485), or access the authors’ e-mail hotline at hotline@businesscommunicationblog.com.

iv

USE SERVICE LEARNING TO ADD REAL-WORLD WRITING EXPERIENCE TO YOUR COURSE

by Kathy Mennen Washtenaw Community College Ann Arbor, Michigan WHAT IS SERVICE LEARNING? Service leaning is both a pedagogy and a philosophy; the central idea is to provide students with a setting for meaningful learning through a specific, curriculum-based community service activity.

It is a “win-win” situation for everyone because students get to apply their knowledge and skills in “the real world,” a nonprofit organization gets free help, and the service clients reap the benefits of the extra assistance.

Research shows that service learning helps students retain more information learned in class, achieve higher course grades, and have greater satisfaction with the course (Gray et al., 1998). It also shows that service learning increases students’ awareness of their community and its needs, helps change stereotypical beliefs, and increases understanding of social and cultural diversity (Eyler & Giles, 1999).

EXAMPLE PROJECT: GRANT RESEARCH AND WRITING ASSISTANCE In my Advanced Report Writing class at Baker College of Muskegon, Michigan, we worked with the local chapter of Big Brothers/Big Sisters. One particularly successful project was doing grant research and writing grant applications. Through this project, the agency received the equivalent of a part-time fund developer: Baker College students conducted more than 1,000 hours of research over 2 years.

The agency’s fund development officer provided a list of all the private and public foundations in Michigan (which numbered in the many hundreds). To find out whether a foundation was a prospective grantor, the students used Guidestar to look up the foundation’s IRS 990 form that outlines the organization’s latest financial statement, its mission, the kinds of projects that it does or does not fund, its application procedures, and more. If the information was not available on Guidestar, the students contacted the organization.

Once they had identified grant possibilities, students had the opportunity to write a grant request. The fund development officer, a seasoned grant writer, provided training. She also provided a “boilerplate” document that contained basic information about the agency and the particular program. The students then tailored the information to the grant application requirements. Big Brothers/Big Sisters received a draft, which they finalized at the agency.

The students discussed their results and experiences at the end of the term and presented the final product to Big Brothers/Big Sisters by memo with the documentation attached. The students also wrote a brief reflection paper summarizing and commenting on their experience.

The project was graded on participation, adherence to deadlines, and the quality of the final product.

At the end of the term, Big Brothers/Big Sisters presented the students with certificates of appreciation, often in the presence of the college dean or president. The students enjoyed receiving public validation of their service. Because their work was used for good, the students found this project a meaningful way to apply their research and writing skills. The project also enhanced interest in the course, as enrollments rose significantly. For the instructor, such a project involved extra work, of course. But it is worth the work to see students realize that writing really is powerful and influential “in the real world.”

Service Learning Guides

39

HOW TO INCORPORATE SERVICE LEARNING INTO YOUR COURSE •

•

• •

• • •

•

Identify a course objective best suited to service learning. Here are some examples typical to business communication courses: “Report the results of Project X in a way that is meaningful to the target audience,” “Design a public relations campaign promoting a community event,” or “Analyze different mass communication media and their cultural impact on society.” Brainstorm ideas for service-learning projects you might develop that meet course objectives. You do not have to reinvent the wheel, though; if you find a project that has been done successfully elsewhere, try it.

A great place to start is the Campus Compact Web site (www.compact.org) that contains more than 300 sample syllabi. Identify a community agency that might need such a service or contact the local United Way to get assistance on identifying such an agency. Communicate, communicate, communicate. Work directly with the agency decision makers to identify projects appropriate for all concerned. You will need to educate the agency on just what it is you are offering. Provide a copy of your course syllabus, and bring a sample proposal project if possible. Stay focused. Focus your efforts on one agency and develop a relationship with them. Even if you “run out of things to do” for that agency, your good name will go a long way to getting referrals to other agencies in need. Start out small. Do not start out with a huge, term-long project. Even a small, 1-day or 1- week project has a lot of “kinks” that need to be worked out as you go along! Evaluate, evaluate, evaluate. If the service-learning project is not connected to a grade, students will resent the “work for nothing” and derive little from the experience. Some evaluation methods include an oral presentation, written report, journal writings reflecting on their experiences, artifacts, or products of the project. The possibilities are many. Encourage reflection. The literature on service learning emphasizes that students should be asked to think about their experience (Bringle & Hatcher, 1999; Cooper, 1998). Journal writing is especially emphasized. However, reflection can be done in many other ways, such as class discussion, progress reports (oral or written), and so on. Provide an opportunity for reflection in whatever way suits you, the course, and your students best.

REFERENCES Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service-learning: Making meaning of experience. Educational Horizons, 77(4), 179-185.

Cooper, D. D. (1998). Reading, writing, and reflection. In R. A. Rhoades & J. Howard (Eds.), Academic service learning: A pedagogy of action and reflection (pp. 47-56). San Francisco: Jossey-Bass.

Eyler, J. S., & Giles, D. E., Jr. (1999). Where’s the learning in service-learning? San Francisco: Jossey-Bass.

Gray, M. J., Ondaatje, E. H., Fricker, R., Geschwind, S., Goldman, C. A., Kaganoff, T., et al.

(1998). Coupling service and learning in higher education: The final report of the evaluation of the Learn and Serve America, Higher Education Program.

Santa Monica, CA: RAND Corporation.

REAL CLIENTS, REAL MANAGEMENT, REAL FAILURE: THE RISKS AND REWARDS OF SERVICE LEARNING

By Dale Cyphert University of Northern Iowa Cedar Falls, Iowa As I entered the classroom, a team waited for me at the media console: “We finally have an issue!” The announcement was made with a clear sense of urgency, but also anticipation. During the various reviews, this team had been smugly disappointed to report no problems with its project. Today—the day of the event—the speaker had cancelled. It would not be an easy day, but I could sense that these women were “ready for the test.” Furthermore, it was a test that really mattered. Their first call had been to the client, who had advertised the event more widely than planned: A full lecture hall was expected at 3 p.m. this afternoon. “Great,” the caller had told the rest of her group, “now we’ll have twice as many people to be totally humiliated in front of!”

There are multiple advantages to service-learning projects across the business curriculum, but in communication classes I have found their biggest value to be authenticity. A “real-world” assignment requires the flexible, creative integration of communication skills in an environment where, “unlike exams and other typical university assignments,” there is “no single correct answer” (Bush-Bacelis, 1998, p. 21). Even more important, phone calls with potential employers, e-mails with organizational executives who do not assume the priorities of an academic semester, conversations to clarify expectations and deadlines with disgruntled clients, or, for this group, an audience of 60 or 70 students expecting a program on business etiquette creates a personal investment in the outcome of one’s own communication.

In spite of the pedagogical advantages, service learning is sometimes perceived as a major organizational challenge for the instructor, requiring institutional commitment, alliances with community agencies, student inducements, and a careful integration of academic curriculum (Gujarathi & McQuade, 2002). This team’s experience was a reminder that neither complicated administration nor significant instructor involvement is needed to create a platform that reaps the benefits of service learning. A bona fide client with a real concern for an outcome is enough to foster a learning experience that extends beyond the books, beyond the classroom, and beyond students’ comfort zone.

The service elements of this assignment have developed over several years, driven primarily by student interest in serving clients in meaningful ways. The assignment is simply to “undertake a project that will enhance the business communication skills at the university.” The organization, commitment, alliance-building, motivation, and curricular connections required for effective service learning are functions that have all been taken on by students. The key has been to make it possible for students to take on that role, which they have done within an assignment structure that encourages a continuous process of organizational learning through individual and team tasks.

Students are first required to propose a project to the class that promises to “enhance business communication skills.” They are encouraged to review an ever-expanding list of previous project ideas (Cyphert, 2005b) and required to introduce themselves to their prospective teammates with an online professional bio prior to the speech (Cyphert, 2005a). After hearing their peers’ proposals and reviewing their bios and résumés, students are asked to rank their top three choices of projects. A few projects are always oversubscribed—running the annual golf outing for the management student club is easily the most popular choice—and a few students have unusual interests, but preferences can generally be accommodated to create groups of four to six students.

The first assignment involves project planning, with teams required to submit a memo of

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understanding with a client, a project Gantt chart, and a budget. Some projects involve more service to the community than others, but because every team must define its deliverables to a “real” client, the element of authenticity is built into the assignment. (The instructor is also the client for teams that choose to enhance the college’s business communication Web site, http://www.cba.uni.edu/buscomm/. These tend to be selected by management information systems (MIS) majors for whom the high visibility of a live Web site creates risks and rewards comparable to those of working with an outside client.) Because project ideas spring completely from student interests, most clients have been individuals or organizations from the campus community, and most projects involve event planning or Web site development. In no case has the instructor ever made the arrangements for a service project, although a few potential clients have asked to be placed on the list. In reality, there are always more willing clients than there are teams available, and the passion of the students—along with the attendant risk— is maximized when they identify their own project.

Once projects are defined and under way, a series of tasks requires students to evaluate and adjust their own communication processes: agendas and minutes for a meeting to which the “supervisor” (the instructor) is invited, a project status memo, and an internal team review. Each team must make a final recommendation to “upper management” (the deans, faculty members, members of the business community, and the teams’ clients and invited guests) as to the viability of the project in terms of meeting the organization’s overall “business” goal of enhancing business communication skills at the university. This final meeting requires a short, softwaresupported presentation and a discussion of the project goals and outcome. Finally, each team is required to create transmittal documents to pass the project to the next team. An updated Web page for the project list will justify the project to students in the next semester, and an updated documentation binder will be passed to a team that takes it on.

Given the level of work involved in the various assignments, along with the heightened attention to quality when faced with the needs of a real client, student satisfaction with the project is heavily dependent on a perception that the team has provided an authentic service to a client.

Furthermore, it is this sense of satisfaction that garners the most response when communicated clearly on the course Web site, and these are the projects that are repeated. With their continued success, a tradition of service has evolved in a course structure that asks only that students do a team project.

As a central activity, these projects integrate virtually every assignment in the course, and students see how various communication events interact and overlap. Slides created for the initial proposal are updated and expanded for the team’s final discussion. A mission statement in the team’s memo of understanding becomes a paragraph on the team’s final Web site. Because the team projects have been in effect for several years, students who mention the course to faculty or the dean are likely to need an “elevator speech” on their projects, with a thesis that might be revisited when those same individuals attend the final presentations. These connections are only relevant, however, because the students perceive the project as a “real” one, with all the attendant risks and rewards.

To be sure, there is also some risk to the instructor and the university. Outright failure seldom occurs, but outcomes are rarely of completely professional quality. Clients are sometimes annoyed that students’ understanding of “as soon as possible” still reflects academic rather than business cultural norms. Vendor relationships are sometimes damaged by a team that fails to clarify expectations or pay bills in a timely fashion. Administrators and faculty can be appalled at students’ lack of respect for organizational authority and structure. Service learning sends students out on a limb, with the instructor not far behind.

I have learned to require contact information for each team’s client, and I now contact the clients after I have collected the memos of understanding, confirming their awareness of the

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project, asking them to treat the team as they would any vendor or consultant, and thanking them profusely for their cooperation in an educational exercise. I occasionally find a client who has been identified by the team but has not been properly communicated with, but I have never found a client who has not understood the risks inherent in working with a student group.

The team I found at my console late this semester survived its crisis. A substitute speaker was located because the team had maintained good contacts with the campus career center during the project. The day was a hectic round of emails, phone calls, schedule coordination, and photocopying, but it was a day these students will never forget. These women realized they were working well outside of their “comfort zone,” and they delighted in their triumph. In spite of the uncomplicated structure of the assignment, its student-driven service component creates an element of risk that sparks the self-awareness of authentic learning.

REFERENCES Bush-Bacelis, J. L. (1998). Innovative pedagogy: Academic service-learning for business communication. Business Communication Quarterly, 61(3), 20-34.

Cyphert, D. (2005a). Business communication (150:113): Fall, 2005. University of Northern Iowa. Retrieved December 16, 2005, from http://www.cba.uni.edu/buscomm/buscomcourse/roster.html Cyphert, D. (2005b). Business communication projects. University of Northern Iowa. Retrieved December 16, 2005, from http://www.cba.uni.edu/buscomm/buscomcourse/projects.html Gujarathi, M. R., & McQuade, R. J. (2002). Service-learning in business schools: A case study in an intermediate accounting course. Journal of Education for Business, 77(3), 144-150.

VIDEO GUIDE: APPLICATIONS AND EXERCISES Following are suggestions for using Business Communication Today video programs: Ethical Communication. This program is most directly relevant to Chapter 1, but it can be used successfully throughout the course since ethical issues are raised throughout.

• Learning to Listen: Second City Communications. This program is most directly relevant to Chapter 2 (listening skills).

• Communicating in the Global Workplace. This program is most directly relevant to Chapter 3 (intercultural communication skills).

• Impact of Culture on Business: Spotlight on Latin America. This video provides a broad look at the concept of culture, using the various cultures and countries of Latin America as examples. Its suggested use is as a complement to Communicating in the Global Workplace, which focuses more directly on communication.

• Technology and the Tools of Communication. This program is most directly relevant to Chapter 4 (media selection) and the discussion of e-mail in Chapter 7.

• Effective Oral Presentations. This new, custom-produced video illustrates the major points of oral presentations from Chapters 16 and 17.

• Interviewing Skills. Another new, custom video, this program gives students a realistic look into the impact of their application letters, interviewing skills, and follow-up messages.

Appropriate for use with either Chapter 18 or Chapter 19.

•

ETHICAL COMMUNICATION Discussion Questions 1. Students may say that they would compromise their ethics for self-gain if they were pursuing a more urgent need, such as feeding a family. If students say they would not compromise their ethics for self-gain, they may cite such factors as religious beliefs, personal morals, or simply the fear of public humiliation. These students may not be able to handle any negative consequences that would result from unethical decisions.

Students may have chosen to speak the truth to other employees or to blow the whistle and inform the press or government regulators because of obvious negative consequences that would eventually result from such misrepresentation. Other students may have chosen to stay quiet and hope for the best.

Students should recognize that they could lose their ability to be a trusted and valuable 3. communicator, their livelihood, possibly their personal freedom if unethical behavior is also illegal, and their personal moral integrity.

2.

4.

It may be impossible to be an effective communicator without credibility since you would not be viewed as a source of reliable information. Because communication is essential to the success of business operations, individual cases of unethical communication can add up to a collective lose of credibility for the organization, which can lead to lost sales, lawsuits, and other negative consequences.

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5. Students should recognize that faking sick days is unethical for at least three reasons: (1) it is dishonest, (2) it abuses a confidence the employer has placed in them, and (3) it often places extra burdens on other employees. Employees who commit such deceptions lose credibility far beyond the issue of sick days.

Follow-up Assignment 1. (This answer is in the “Communication Channels” section.) Employees are instructed to immediately report whatever they know about an unethical situation. One of the options presented employees is the company’s “Speak Up” program, which allows anonymous reporting.

2.

The company considers such communication as inappropriate and instructs employees to make sure that any claims about competitors and their products are substantiated, complete, accurate, and not misleading.

3. The code of ethics differentiates between gifts of nominal value that are regularly exchanged between companies, such as lunches or advertising novelties (mouse pads are a good example), and more expensive gifts that could be large enough to influence the decisions made by employees (such as a large gift from a potential supplier). IBM strictly forbids employees from accepting any gifts of substantial value, particularly if those gifts might For Further Research influence or create the appearance of influencing IBM's business decisions.

Students can base their opinion on the statistics presented in the report, including the fact that teenagers see an estimated 75,000 alcoholic beverage ads by the time they turn 16.

LEARNING TO LISTEN: SECOND CITY COMMUNICATIONS Discussion Questions 1. Participants in the video are learning about their own skills and attitudes as they send and receive messages. However, they are facing different barriers to communication. Students may include any of the following in their responses: the trial lawyer needs to improve his skills in watching and using nonverbal cues; the divorce lawyer needs to accurately assess feedback that may be colored by extreme emotions; the media buyer needs to gain confidence.

2.

Yes, the exercises featured in the workshop would definitely help Kay to encourage “dialogue” rather than delivering a “monologue”; that is, Kay can learn how to focus on and really listen to others, rather than talking nonstop. However, some students may feel that her pronounced lack of self-awareness may be a liability in the social context of a group workshop, making her a better candidate for private coaching.

3. Student suggestions might include workshops to raise the level of communication skills among employees who must deal with situations such as facing constant security threats (travel industry), participating in the rebuilding of a company after a disaster (such as

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hurricane or terrorist attack), dealing with an ethical or legal crisis (such as an executive facing arrest for financial fraud), facing the challenge of a corporate merger, or working with diverse populations.

4. Today’s customer service requires representatives to have all pertinent information available so that they are able to respond quickly and effectively to customer needs, regardless of the channel of communication. The “yes and” rule of improvisation would work well as a training tool in both cases, even without nonverbal cues. Some students may feel that diversity and language differences may be a stumbling block for Dell, which outsources much of its call center business to India.

Students who agree may be more inclined to follow an entrepreneurial path, where risk taking 5. is necessary in order to succeed; on the other hand, they may believe that adversity can be a valuable teacher or that entrepreneurs must constantly risk failure in order to make business connections. Other students may argue that avoiding failure should be the foundation of any business strategy.

Follow-up Assignment Student responses will differ, depending on their profession and age group. If students are serving in internships, they may have specific challenges in vertical, horizontal, and diagonal communication. Regardless of current career status, everyone can benefit from practicing public speaking and learning to listen actively. Students who belong to on- or off-campus organizations may want to hone leadership skills in order to gain more prominence or to boost self-confidence.

For Further Research Students should find that PublicSpeakingSkill's approach aligns closely with the principles presented in the text.

COMMUNICATING IN THE GLOBAL WORKPLACE Discussion Questions 1. Steps to take include the following: • Research the legal requirement when communicating in other countries.

• Realize that certain English words and expressions do not always have the same meaning (or even any meaning at all) when translated into a different language or interpreted through a different culture. Researching the meaning of such words and expressions is crucial in order to avoid embarrassing consequences.

• Identify differences in dialects.

2. Characteristics to be researched include the following: • Nonverbal communication—the meanings of symbols, colors, and graphics—differ from country to country. (For instance, the video mentions that pink is not a color to be used in China.)

• English words and expressions may have vastly different meanings when translated.

• Expectations regarding time vary from country to country, so they must be researched and accommodated.

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3. Effective translation starts with thorough research to make sure language and dialect issues are clearly understood. Companies also rely on experienced, professional translators or interpreters and advice from colleagues who have experience in the target country or culture.

Using back-translation (first translating a document into another second language and then translating it back into the original language) is an effective way to ensure clarity.

4. Someone may have to stay up very late or get up very early to participate in such a live meeting. This adjustment would obviously create an inconvenience for some participants. In addition, advanced planning would ensure that all participants are aware of their responsibilities ahead of time—some employees may have to inform security that they may have to enter the office building in the middle of the night to use video conference equipment and so on.

5. The following methods are effective for gathering useful, accurate, and up-to-date information: • Personal contacts can provide relevant information to companies and are possibly the best resource available, particularly when companies are entering a new market. There is a risk involved here, however. The person may not be trustworthy or may supply the company with faulty or outdated information.

• Research is useful, but not all resources are accurate and timely. Businesses need to determine the credibility of the resources they use to ensure reliability and accuracy.

• The ideal approach, if time and budgets permit, would be a combination of the two.

Follow-Up Assignment Students will find that Coca-Cola takes extensive steps to communicate with local audiences online, including its creation of numerous country- and language-specific websites (accessible from the main company site). Moreover, the addition of local brands in some countries should suggest that the company does indeed localize its product strategy to some extent.

For Further Research Responses will vary from student to student, and some may be reluctant to admit biases.

IMPACT OF CULTURE ON BUSINESS: SPOTLIGHT ON LATIN AMERICA Note to instructor: This video suggests that stereotyping can be a useful means of understanding the broad characteristics of a culture, a view that is no longer presented in the text. Given the sensitive nature of the term and the fine line between helpful and hurtful summaries of a culture, Business Communication Today now counsels against using stereotyping as a means to learn about culture.

Discussion Questions 1. Culture is often automatic; we often perceive and respond in culturally conditioned ways without consciously thinking through these reactions.

2. Generally speaking, modernized and globalized business practices are developing in Latin America’s major cities, while rural economies with their traditional dependence on

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agriculture are growing much less quickly. As a result, the gulf between urban and rural wealth continues to grow.

3. Spain’s imperial conquests gave much of Latin America a Spanish flavor that continues to this day, although various countries have wildly different perceptions of the Spanish influence on their histories. The influence of Portugal is still felt in the region’s biggest country, Brazil. The slave trade changed the population makeup of Brazil and many of the countries in the Caribbean Basin, where African traditions continue to have a strong influence.

4. As many governments in Latin America continue to recover from the aftereffects of both imperialism and dictatorial local governments, corruption continues to be seen as a problem throughout the region. Costa Rica and Chile are considered to be relatively free from the corruption that affects many other countries, and hopes are strong that continued democratic reforms in these other countries will lead to a more straightforward business climate in those economies as well.

5. In most cases, business etiquette is rather formal, particularly when compared to many U.S. office environments. Business attire is usually conservative, and employees are expected to communicate with respect. At the same time, Latin Americans often display a more physical style of communication, including standing in close proximity while talking and touching frequently.

Follow-Up Assignment The World Bank uses its website to educate businesspeople about the cultures in a variety of regions, including Latin America. The site also shares information on important issues that might be overlooked within the course of normal business planning, such as the impact of globalization on indigenous peoples.

For Further Research In a means similar to the World Bank website, Export.gov offers an important educational resource, helping businesspeople understand the cultures of people who reside in target market areas.

TECHNOLOGY AND THE TOOLS OF COMMUNICATION Discussion Questions 1. Six questions to consider when choosing a technological vehicle include the following: • What is the appropriate vehicle? • What are your audience’s expectations? • How long is your development time? • What are the development and distribution costs? • How long do you have to distribute the message? • How many people will the message reach?

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2. The advantages of using e-mail to communication within an organization include the following: • Communicating through e-mail can simplify and accelerate internal communication.

• E-mail is a less-expensive way to reach employees working in different geographic regions.

• E-mail is less intrusive than options such as telephone calls, and it helps communicators span time zones and accommodate work schedules, since the sender and receiver don’t need to be in the same room or even in the same country or time zone at the same time.

3. Technology ensures effective communication within an organization in several ways.

• Technology gives communicators more options in both the presentation and delivery of their messages.

• Technology can make communication more interesting and personal, thereby engaging the audience more effectively.

• Technology can make communication easier to measure and analyze. For instance, many websites track visitor behavior to see which pages people read, how long they stay on each page, and in which order they read pages on a site. Such information can help communicators measure the effectiveness of their efforts and identify ways to improve communication.

4. Common challenges faced when using technology for communication include the following: • E-mail lists may not be updated. This may be a serious problem, especially in organizations with significant amounts of employee turnover.

• Communication via e-mail is less personal than face-to-face communication.

• Some employees may not feel comfortable with the use of technology.

• The company’s organizational structure or culture may not support communication efforts.

• Electronic communication is much more vulnerable to security and privacy lapses.

5. The difference between “push and “pull” communications is as follows: • “Push” communication occurs when the sender takes the initiative to deliver information without waiting for a request from the audience. (An example would be unsolicited email.)

• “Pull” communication occurs when audience members individually select what they want to receive and then retrieve the information themselves (An example would be a company intranet that lets employees get information about compensation and benefits.)

Follow-Up Assignment Students should recognize the importance of identifying audience attributes and expectations, defining necessary content, planning e-mail message campaigns, encouraging interaction with recipients, and learning from successful communicators. Each of these issues is addressed on the VolResource website.

For Further Exploration Students will find a variety of e-commerce tools on the website, including quoting, scheduling, and tracking tools.

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EFFECTIVE ORAL PRESENTATIONS Discussion Questions 1. The presenters knew the chief concerns of each audience member, knew the types of visuals that audience members preferred, knew how the audience would respond to the use of the $100 bill as a prop, and anticipated the objections that the audience would raise.

2. The money was used to get the audience’s attention by transforming the sometimesintangible concept of sales revenue into the much-more tangible matter of money slipping through one’s hands.

3. One of the risks of using a prop such as the $100 bill is that some audience members might find such techniques rather gimmicky. And specifically regarding currency, an international audience might have trouble assessing the significance of one hundred U.S. dollars, relative to their own home-country currencies. Finally, all props present some degree of physical risk, so to speak; a presenter can forget to bring the prop, drop it during the presentation, and so on.

4. Of greatest importance, the presenters knew they would face objections and did their homework before stepping into the presentation. Thanks to this preparation, they had objective, factual answers ready when objections were raised (for instance, that other companies were considering similar systems and that the software for the new system was not as untested as the audience might be thinking).

5. The most important step in modifying this presentation for an online webcast would be to assess the capabilities of the webcasting system. For example, limitations in video transmission (as in the field of vision of the presenter’s camera or the bandwidth of the recipients’ Internet connections) could force a change in the use of props. In general, question-response structures in a presentation are more difficult to pull off successfully online than they are in person. In addition, the presenters should consider whether a team presentation will be practical. If they are limited to a single PC-camera setup, for instance, it might make more sense for one person to make the presentation.

Follow-up Assignment Student responses will vary, but they should be able to back up their choices by mentioning specific communication techniques.

For Further Research Students should recognize that stage fright is a universal phenomenon, affecting anyone performing in any context for any audience, but they should also recognize that stage fright can be overcome. Some of the techniques mentioned on the juggling site that are applicable to business including breathing deeply, practicing to boost confidence, and slowing down one’s performance.

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INTERVIEWING SKILLS Discussion Questions 1. Each manager has a unique perspective. For instance, the VP of research and development wants to know whether candidates can translate technical information into clearly readable material and work well in a team environment. In contrast, the VP of sales wants to make sure the chosen candidate can represent the company effectively when interacting with customers.

2. The comparison is apt because, like a news story, an application letter must get the audience’s attention quickly and deliver specific pieces of information.

3. She recognized that she did not have as much technical experience as the company might expect, so she took the initiative to bring two samples of technical writing—one of which she wrote specifically for the interview.

4. Buddy McCoy made several errors in both planning for and in conducting himself during the interview, including failing to prepare for tough questions, failing to pay attention to proper grooming and attire, stumbling in the face of tough questions, and sharing inappropriate information.

5. All employees, even those who work in remote locations, need to interact successfully with other people. Writers, for example, often depend on other people for information. If they lack the skills needed to establish and maintain productive working relationships, their work will suffer.

Follow-up Assignment Student responses will vary, but they shouldn’t have much trouble finding a half-dozen essential points regarding eye contact, posture, grooming, and so on.

For Further Research Some students may discover that business telephone conversations in general, not just in interviewing contexts, need to be more carefully planned and more professionally executed than social telephone conversations.

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DIAGNOSTIC TESTS OF ENGLISH SKILLS For business communicators, good English skills are essential. Therefore, Business Communication Today stresses knowledge and practice of correct usage—most notably in Chapter 6, “Completing Business Messages,” and in the “Handbook of Grammar, Mechanics, and Usage.”

With the two 50-item English skills tests that follow, you can tailor coverage of these topics to suit your whole class or to suit individual students. You may use one test as a pretest and one as a posttest, or you may use the two tests for different groups of students. Because the tests are identified only as A and B, they may be duplicated directly from this manual.

ANSWERS The answers to the two tests are listed below. In addition, here are the general topics covered in each section of the tests, as well as cross-references to the Handbook in the main textbook:

• • • • • •

Items 1–10: Sentence structure (section 1.7 in the Handbook).

Items 11–20: Grammar: Parts of speech (sections 1.1 through 1.6 in the Handbook).

Items 21–30 (Test A): Grammar: Verbs and agreement (section 1.3.4 in the Handbook).

Items 21–30 (Test B): Punctuation (sections 2.1 through 2.12 in the Handbook).

Items 31–40: Punctuation and mechanics (sections 2.0 and 3.0 in the Handbook).

Items 41–50: Vocabulary (sections 4.1 and 4.2 in the Handbook).

Answers to Test A 1. E 2.

D 3. E 4. C 5.

E 6. A 7. E 8.

B 9. D 10. C

11. C 12. B 13. A 14. D 15. B 16. E 17. D 18. C 19. A 20. E

21. A 22. B 23. B 24. A 25. B 26. B 27. A 28. B 29. B 30. A

31. D 32. B 33. D 34. D 35. E 36. A 37. A 38. E 39. C 40. E

41. A 42. A 43. B 44. A 45. A 46. B 47. A 48. B 49. B 50. A

11. B 12. E 13. D 14. E 15. A 16. C 17. D 18. A 19. C 20. C

21. B 22. A 23. B 24. B 25. A 26. B 27. B 28. A 29. A 30. B

31. D 32. A 33. B 34. A 35. E 36. C 37. C 38. A 39. E 40. D

41. A 42. B 43. A 44. B 45. A 46. B 47. B 48. A 49. B 50. A

Answers to Test B 1. E 2. C 3. E 4. E 5. D 6. A 7. B 8. D 9. A 10. C

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NAME______________________________________________SCORE__________________ ENGLISH SKILLS TEST A The following choices apply to items 1–10. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. sentence incomplete B. too many phrases/clauses strung together C. modifying elements misplaced (dangling) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. structure not parallel E. nothing wrong

1. Stop here.

2. Your duties are interviewing, hiring, and also to fire employees.

3. After their presentation, I was still undecided.

4. Speaking freely, the stock was considered a bargain.

5. Margaret, pressed for time, turned in unusually sloppy work.

6. Typing and filing, routine office chores.

7. What do you think he is up to?

8. When Paul came to work here, he brought some outmoded ideas, now he has accepted our modern methods.

9. To plan is better than improvising.

10. Hoping to improve performance, practice is advisable.

The following choices apply to items 11–20. Write in each blank the letter of the choice that identifies the underlined word(s) in each sentence.

A. subject B. predicate (verb) C. object ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. modifier E. conjunction/preposition

11. Take his memo upstairs.

12. Before leaving, he repaired the photocopier.

13. Velnor, Inc., will soon introduce a new product line.

14. We must hire only qualified, ambitious graduates.

15. They are having trouble with their quality control systems.

16. After she wrote the report, Jill waited eagerly for a response.

17. The route to the plant isn’t paved yet.

18. See me after the meeting.

19. Your new home is ready and waiting.

20. BFL is large but caring.

In the blanks for items 21–30, write the letter of the word or phrase that best completes each sentence.

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_____ 21. Starbucks (A. is, B. are) opening five new stores in San Diego in the next year. _____ 22. There (A. is, B. are) 50 applicants for the job opening. _____ 23. Anyone who wants to be (A. their, B. his or her) own boss should think about owning a franchise. _____ 24. Neither of us (A. was, B. were) prepared for the meeting. _____ 25. Another characteristic of a small business is that (A. they tend, B. it tends) to be more innovative than larger firms. _____ 26. After he had (A. saw, B. seen) the revised budget, Raymond knew he wouldn’t be getting a new desk. _____ 27. The number of women-owned small businesses (A. has, B. have) increased sharply in the past two decades. _____ 28. If I (A. was, B. were) you, I’d stop sending personal e-mails at work. _____ 29. Eugene (A. lay, B. laid) the files on the desk. _____ 30. Either FedEx or UPS (A. has, B. have) been chosen as our preferred shipping service.

The following choices apply to items 31–40. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. error in punctuation D. error in capitalization B. error in use of abbreviations or symbols C. error in use of numbers E. no errors ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

31. Most of last year’s sales came from the midwest.

32. We can provide the items you are looking for @ $2 each.

33. Alex noted: “few of our competitors have tried this approach.”

34. Address the letter to professor Elliott Barker, Psychology Department, North Dakota State University.

35. They’ve recorded 22 complaints since yesterday, all of them from long-time employees.

36. Leslie’s presentation—‘New Markets for 2010’—was well organized.

37. We’re having a sale in the childrens’ department, beginning Wednesday, August 15.

38. About 50 of the newly inducted members will be present.

39. Mister Spencer has asked me to find eleven volunteers.

40. Let’s meet in Beth and Larry’s office at one o’clock.

In items 41–50, write in each blank the letter of the word that best completes each sentence. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

41. Will having a degree (A. affect, B. effect) my chances for promotion?

42. Place the latest drawings (A. beside, B. besides) the others.

43. Try not to (A. loose, B. lose) this key; we will charge you a fee to replace it.

44. Let us help you choose the right tie to (A. complement, B. compliment) your look.

45. The five interviewers should discuss the candidates’ qualifications (A. among, B. between) themselves.

46. New employees spend their time looking for (A. perspective, B. prospective) clients.

47. Are the goods you received different (A. from, B. than) the goods you ordered?

48. He took those courses to (A. farther, B. further) his career.

49. We are (A. anxious, B. eager) to see you next Thursday.

50. All commissions will be (A. disbursed, B. dispensed, C. dispersed) on the second Friday of every month.

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General Teaching Guides

NAME______________________________________________SCORE__________________ ENGLISH SKILLS TEST B The following choices apply to items 1–10. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. sentence incomplete B. too many phrases/clauses strung together C. modifying elements misplaced (dangling) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. structure not parallel E. nothing wrong

1. Act first, and ask questions later.

2. Before introducing a new product, research must be done.

3. She completed her master’s degree to make herself eligible for promotion, and she made sure her boss knew she was qualified.

4. Knowing and doing are two different things.

5. The school is responsible for children’s safety in the classroom and playground.

6. To be sure.

7. Presented one at a time, those points made an impact, and the audience should be able to remember them the next time they face a problem like the one discussed.

8. Helen’s proposal is for not only the present but also for the future.

9. In one ear, out the other.

10. Knowing Jim, he would rather interview the applicants.

The following choices apply to items 11–20. Write in each blank the letter of the choice that identifies the underlined word(s) in each sentence.

A. subject B. predicate (verb) C. object ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

D. modifier E. conjunction/preposition

11. Please wait for my analysis.

12. A woman with all your experience should be a real asset.

13. Because they were late, they missed the most important part.

14. Was it you, or was it Robert?

15. Marketing is a broad and important function.

16. Asking Gretchen for advice is a good way to impress her.

17. Once it thaws, frozen fish quickly deteriorates.

18. The purpose of the survey is to determine consumer needs.

19. To learn more about federal requirements, consult the appendix.

20. Didn’t we just order a new set of templates?

The following choices apply to items 21–30. Write in each blank the letter of the choice that best describes each sentence.

A. all punctuation used correctly B. some punctuation used incorrectly or incorrectly omitted

Diagnostic Tests of English Skills

____ ____ ____ ____ ____ ____ ____ ____ ____ ____

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21. The office, with the most windows, is reserved for the highest-level executive.

22. Could you please reply by May 1.

23. Send copies to Jackie Cross, Uniline, Brad Nardi, Peale & Associates, and Tom Griesbaum, MatchMakers.

24. “How many new chairs should we order,” Steve asked.

25. AgAmer, Inc., is moving to Ames, Iowa, because of the motivated labor force there.

26. Bring three items, paper, pencil, and eraser, with you Tuesday.

27. How would you like to drive away in this shiny brand-new car?

28. Do you remember who said that “the show must go on”?

29. The manual, which weighs 5 pounds, documents every policy decision made in the past ten years.

30. Please send us a complete set of Office Mates, including: pen and pencil, desk pad/calendar, and calculator.

The following choices apply to items 31–40. Write in each blank the letter of the choice that best describes the problem with each sentence.

A. error in punctuation D. error in capitalization B. error in use of abbreviations or symbols E. no errors C. error in use of numbers ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

31. Have you found “The Coming Shakeout In Takeout”?

32. Only eight banks in this country—maybe nine can handle a transaction of this magnitude.

33. We have forwarded your letter to Rep. Glaser in Washington.

34. Have you written Pam and Joanne’s bonus checks yet?

35. Parsons & Parsons, Inc., is sending a rep to the trade show in Las Vegas, Nevada.

36. We need six desks, six desk chairs, and 12 side chairs.

37. Fax these figures, which are newly calculated, to the Dallas branch by three p.m.

38. We requested confirmation on May 12, however, you did not actually confirm the arrangements until May 29.

39. As you may know, Mister Evans, we are moving our offices.

40. We are looking for two qualities in applicants: Experience with computers and an interest in people.

In items 41–50, write in each blank the letter of the word that best completes each sentence. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

41. I don’t want to discuss my (A. personal, B. personnel) problems in front of anyone.

42. They’ve chosen a (A. coarse, B. course) that will help them achieve their goals.

43. Stress always (A. precedes, B. proceeds) my headaches.

44. Mayfair Shoppes will (A. adept, B. adopt) a new returns policy next month.

45. Turn on the main unit before you turn on (A. its, B. it’s) auxiliary units.

46. Can you (A. disapprove, B. disprove) Professor Weinert’s theory?

47. Her report is (A. to, B. too, C. two) detailed for the audience.

48. Should we wait (A. for, B. on) them to finish before we start our study?

49. Those inflated profits are just an (A. allusion, B. illusion).

50. My raise was much bigger (A. than, B. then) I expected.