Business & Professional Communication Principles and Skills for Leadership Steven A Beebe Solution M

Type:

Solution Manual and Test Bank

Business & Professional Resource: Communication Principles and Skills for Leadership Edition:

2nd Edition

Author(s):

Steven A. Beebe Timothy P. Mottet

Instructor's Manual and Test Bank for

Beebe and Mottet

Business and Professional Communication: Principles and Skills for Leadership

Prepared by

Valerie Manno Giroux, Ph.D. University of Miami

John T. Soltau, M.A. Texas State University

TABLE OF CONTENTS PREFACE................................................................................................................................ v SAMPLE COURSE SYLLABUS ..........................................................................................vii SAMPLE CLASS SCHEDULE .......................................................................................... xi CHAPTER RESOURCES Chapter One Communicating and Leading at Work ............................................................... 1 Experiential Activity ............................................................................................................. 5 Chapter Two Being Aware of Self and Others ....................................................................... 7 Experiential Activity ........................................................................................................... 11 Chapter Three Using Verbal and Nonverbal Messages ........................................................ 12 Experiential Activity ........................................................................................................... 16 Chapter Four Listening and Responding ............................................................................. 17 Experiential Activity ........................................................................................................... 20 Chapter Five Adapting to Differences ................................................................................. 21 Experiential Activity ........................................................................................................... 24 Chapter Six Relating to Others at Work .............................................................................. 25 Experiential Activity ........................................................................................................... 29 Chapter Seven Interviewing Principles and Skills ................................................................ 30 Experiential Activity ........................................................................................................... 34 Chapter Eight Interview Types .......................................................................................... 35 Experiential Activity ........................................................................................................... 39 Chapter Nine Collaborating in Teams ................................................................................. 40 Experiential Activity ........................................................................................................... 45 Chapter Ten Enhancing Team Meetings ............................................................................. 46 Experiential Activity ........................................................................................................... 50 Chapter Eleven Developing Your Professional Presentation ................................................. 51 Experiential Activity ........................................................................................................... 55 Chapter Twelve Delivering Professional Presentations ......................................................... 57 Experiential Activity ........................................................................................................... 62 Chapter Thirteen Achieving Your Presentation Goals: Informing, Persuading, and Relating . 63 Experiential Activity ........................................................................................................... 67

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Chapter Fourteen Writing for Business .............................................................................. 69 Experiential Activity ........................................................................................................... 72 Motivated Sequence Worksheet ........................................................................................... 73 Appendix Managing Time: Managing Communication ......................................................... 74 Experiential Activity ........................................................................................................... 77 TEST BANK Chapter One Communicating and Leading at Work ............................................................. 78 Chapter Two Being Aware of Self and Others ..................................................................... 91 Chapter Three Using Verbal and Nonverbal Messages ...................................................... 105 Chapter Four Listening and Responding ........................................................................... 117 Chapter Five Adapting to Differences ............................................................................... 131 Chapter Six Relating to Others at Work ............................................................................ 145 Chapter Seven Interviewing Principles and Skills .............................................................. 159 Chapter Eight Interview Types ........................................................................................ 173 Chapter Nine Collaborating in Teams ............................................................................... 187 Chapter Ten Enhancing Team Meetings ........................................................................... 200 Chapter Eleven Developing Your Professional Presentation ............................................... 214 Chapter Twelve Delivering Professional Presentations ....................................................... 230 Chapter Thirteen Achieving Your Presentation Goals: Informing, Persuading, and Relating ................................................................................................... 243 Chapter Fourteen Writing for Business ............................................................................ 257 Appendix Managing Time: Managing Communication ....................................................... 270

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Preface Steve Beebe and Tim Mottet’s Business And Professional Communication: Principles And Skills For Leadership is like a breath of fresh air in the form of a business textbook. The authors revive and realign theories and practices in the twenty-first century world of business through a set of five principles: First, Be mindful of others when communicating; Second, Use verbal communication effectively; Third, Be aware and carefully interpret nonverbal communication; Fourth, Listen and respond thoughtfully and empathetically to others; and Fifth, Adapt message to others in order to enhance understanding.

These principles, which are essential to leadership, are reiterated throughout the text. The instructor can choose to follow the text consecutively, chapter by chapter, or use it to give theoretical support to practical, hands-on experiences that will benefit the students as they enter the workforce.

I design my class more from a practical perspective. A memorandum is written after the syllabus is distributed. In this memo the students communicate their goals, desires, and expectations of the class.

This also gives the instructor an immediate writing sample. Chapter Fourteen “Writing for Business” covers the essential information regarding format and writing style for the memo assignment, as well as subsequent writing projects.

After a formal oral introduction of themselves, students choose groups of four or five, in which to work for two projects during the semester, interviews and an informative symposium. The resume and cover letters are written at the beginning of the semester which is in preparation for the interviews that follow. By the groups sharing their resumes, they get to know one another and help create effective resumes that will be useful for the job search experience. The interview project also helps students understand the format of a well planned interview, typical questions that are asked, and responses to these questions that are clear, concise and thoughtful.

Interpersonal communication is studied by exploring one’s own styles through measures that are included in Chapter Five, “Adapting to Differences.” These measures include their willingness to communicate by filling out the WTC measure; their communication apprehensions as measured by their Personal Report of Communication Apprehension (PRCA-24) score; and their measure of argumentativeness (ARG). Communicating with other cultures, genders, and personalities in an empathetic manner is an important skill in the world of business, specifically from a leadership perspective.

Conflict management and negotiation strategies are also pertinent issues. Chapter Six “Relating to Others at Work” explains the different conflict styles and how to resolve conflict so that it improves the workplace climate. Not only is the student encouraged to explore his or her own conflict style but also learn to adapt the conflict style that is most suitable to the situation.

After the midterm examination, the course focuses on team work and public presentation as the groups prepare for the informative symposium on a current business-related topic. The following chapters help prepare the students prepare for professional presentations from organization to delivery: • Chapter Eleven "Developing Your Professional Presentation” • Chapter Twelve “Delivering Professional Presentations” • Chapter Thirteen Achieving Your Presentation Goad: Informing, Persuading and Relating”

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Teamwork is covered in Chapter Nine “Collaborating in Teams” with the expectation that these class groups actually enjoy a team building experience while working on the symposium. They have already completed the task of the interview together and must once more inspire each other to strive for “a unified commitment, collaborative climate and standards of excellence” when deciding on a challenging topic for the business symposium. One member could be chosen to be the facilitator to help coordinate the flow of the speeches and the visuals so that the team is presenting as a strong, cohesive unit.

Once the informative symposium is completed the students then decide on a topic for their persuasive speech. This may or may not be business related. Some students choose to use the suggested format of the motivated sequence as a sales pitch. Others choose to try and inspire their classmates to volunteer, or to travel, many representing their “own” countries. Actually all of these ideas are applicable to business when one considers the expanding global market and the need for community service.

The semester culminates with the final group/team activity where each member analyzes his/her group experience. These experiences are shared with group members on the last day of class. This is a day of celebration and students are encouraged to bring food to share. Usually they will bring in a dish that represents their own culture. After a semester of hard work, the teams deserve a day of festivity.

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SAMPLE COURSE SYLLABUS COURSE OVERVIEW Study of major forms of spoken and written communication in business context.

REQUIRED MATERIALS: TEXT: BUSINESS AND PROFESSIONAL COMMUNICATION: PRINCIPLES AND SKILLS FOR LEADERSHIP. Second Edition, Pearson Education.

Pack of 4x6 index cards Pocket Folder COURSE OBJECTIVES: This course is designed to improve the student's written and verbal communication in the business environment. Since effective communication skills help further one's career, every effort will be made to increase the student's awareness of appropriate professional techniques in procuring employment and ensuring proper job performance, particularly from a leadership perspective.

ORAL COMMUNICATION--Students shall be able to select, organize, and effectively deliver information in a businesslike manner with appropriate language, articulation, nonverbal communication and visual aids.

LISTENING--Students shall develop and/or improve listening skills.

NONVERBAL COMMUNICATION--Students shall be able to use and interpret nonverbal communication appropriately and accurately. Nonverbal communication includes the students' appearance on presentation days.

WRITTEN COMMUNICATION – Students shall write in clear, concise language: memorandum, resume, cover letter, report, full sentence outline and bibliography, and essay examination.

INTERPERSONAL COMMUNICATION – Students shall explore their communication style and how they communicate with others on a daily basis. They shall become attuned to their willingness to communicate by filling out the WTC measure; their communication apprehensions as measured by the their Personal Report of Communication Apprehension (PRCA-24); their measure of argumentativeness (ARG) . All instruments are in Chapter Five “Adapting to Differences: Personality, Culture and Gender.”

ORAL REQUIREMENTS: Four oral activities will take place this semester: an introduction of oneself to the class, an employment interview, a team project informative symposium from the business arena and a persuasive presentation.

INTRODUCTIONS: Students shall have three minutes to tell the class something unique about themselves. Visual aids may be incorporated into the presentation to facilitate delivery.

EMPLOYMENT INTERVIEW: Students will participate in an interview either as interviewer or interviewee. It may be a one-on-one or group interview. **Students should review Chapters Seven "Interviewing Principles and Skills" and Eight "Interview Types."

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INFORMATIVE TEAM PRESENTATION: Students will work in groups for this informational presentation wherein they will disseminate data and facts on a business related topic to be approved by the instructor. Each individual speech will be FIVE (5) to SEVEN (7) minutes in length and each student will submit a typed, complete sentence outline with behavioral purposes, in text citations and complete bibliography for his/her individual presentation. Each student will have his/her own visual aid. Visual aids should be selected thoughtfully, carefully and creatively; the purpose is to clarify and reinforce the topic. Students should submit a complete preparation outline with in text citations and bibliography of three (3) sources minimum. The speech, itself, should be delivered extemporaneously. 4x6 index card may be used for notes. Evaluation will be based on establishing eye contact, avoiding distracting mannerisms and/or language, formulating a sharp, specific purpose statement, fulfilling the functions of an introduction and conclusion, limiting main points and arranging them properly and employing transitions effectively.

Students should review: • Chapter Eleven "Developing Your Professional Presentation” • Chapter Twelve “Delivering Professional Presentations” • Chapter Thirteen “Achieving Your Presentation Goal: Informing, Persuading and Relating” No late work will be accepted as this information pertains directly to the presentation. The outline is graded separately from the presentation. However, a full letter grade will be deducted from the speech if the outline is not submitted at the time of the speech. An extra credit point will be awarded for evidence of strong, cohesive team work by the group.

PERSUASIVE PRESENTATION: This speech is presented individually and is a topic about which the student feels passionate. The presentation must be EIGHT to TEN (8 - 10) minutes in length and be both logical,ethical and factual.

NOTES ON PRESENTATIONS: All outlines must be submitted to the instructor one week prior to the presentation day. The final draft is submitted on the day of the presentation. The student may not use this outline or a manuscript for presentation. DO NOT READ INFORMATION. Speeches read to the audience will automatically receive a grade reduction of 30 points because of the effect it has on delivery, tonality, and nonverbal communication, particularly, eye contact. 4x6 index cards with key words, phrases, main ideas, quotations, statistics, are suggested. These will be submitted after the speech and placed in the pocket folder.

DO NOT WRITE OUT EVERY WORD. Remember: The grade of "A" means superior attainment and "C" is the average grade.(See GRADING for further information) Organize and practice speeches with group members. Practice speeches but do not memorize them.

Each student will participate in giving and receiving constructive oral and written critiques following the performance. This critique must be written on 4x6 index cards.

Dress as if you are presenting the speech formally for your company. Remember, dress affects your credibility, self confidence, and oral presentation in general.

Select your topic early and plan group meetings at the library to find factual information to support your points. This alleviates that last minute panic and stress the night before the presentation.

TALK TO YOUR AUDIENCE; DO NOT READ "AT" THEM. .

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WRITTEN REQUIREMENTS: MEMORANDUM: Memos, when to use them, how to write them will be addressed. One memorandum will be submitted.

RESUME: A professional resume will be designed for this class.

COVER LETTER: A cover letter to accompany the resume will be written and submitted.

OUTLINE AND BIBLIOGRAPHY: A typed, logical, detailed complete sentence outline with in text citations and a bibliography of sources will accompany each presentation and be submitted the day of the speech. Outline format will be provided by instructor.

GROUP/SELF EVALUATION: Students will write a one page analysis of themselves and each group member. The analysis will consist of GROUP ROLES AND PRESENTATION SKILLS. This four page report is the final analysis and is due the last day of class as part of the closure activity. Task and maintenance functions and nonfunctional roles are defined in Chapter Nine “Collaborating in Teams.”

These should be incorporated into the discussion of the group work on each participant. Both group activities from the beginning of the semester should be included in the discussion: interviews and group symposium.

CLASS ATTENDANCE: ATTENDANCE IS MANDATORY! Your attendance is essential. Lecture days will provide theoretical information which will appear on the examination and prove beneficial to one's performance on various exercises and presentations. TIMELY ATTENDANCE ON PRESENTATION DAYS IS CRITICAL. Absence or tardiness, even excused, for interviews or on presentation days will result in no grade. One's group is relying on the student to do his/her part.

Slight variations in scheduling may occur, in which case the instructor will make the necessary changes.

NO ABSENCES ON EXAMINATION DAY AND NO LATE ASSIGNMENTS WILL BE ACCEPTED. If you read the syllabus carefully, you may plan for the entire semester. Every student is entitled to two absences. After that, one point will be subtracted for each absence from the five point participation grade. If absences exceed the five point participation grade, the grade will be reduced by ONE FULL LETTER GRADE OR MAY RESULT IN A FAILING GRADE. TARDINESS will be considered an absence after ten minutes into the lecture.

ONE MAY NOT ENTER THE CLASSROOM WHILE SPEECHES ARE IN PROGRESS. This is considered an absence. If a student is tardy on the day of her/his speech, s/he may not be permitted to deliver it. There may not be time left for the presentation.

Obtain telephone numbers and email addresses of group members so that if one is absent or late, the student may procure notes and announcements. Late assignments due to absence will not be accepted.

Students should keep up with the reading assignments as they pertain directly to the class activities and assignments. Intensive study of specific chapters to meet the needs of the current topic and/or midterm examination is obviously necessary. Especially important are chapters on interviewing, resumes, interpersonal communication, visual aids, informative and persuasive presentations and communication in small groups.

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Research should be done for every presentation. Campus library, public libraries, and other resource centers and facilities should be explored. Individual experts may be interviewed for information.

Electronic research is encouraged; however, one must use a credible web site as sources.

NO LATE ASSIGNMENTS ACCEPTED! ALL ASSIGNMENTS MUST BE TYPED! HONOR CODE: Students at the University of Miami are expected to follow the Honor Code. Written assignments, examinations, outlines and presentations are to be completed without aid from others.

GRADING: Grades for the course will be based on the following: ASSIGNMENTS

PERCENTAGES

RESUME/COVER LETTER

10

INTERVIEW

10

MIDTERM EXAMINATION

20

GROUP SYMPOSIUM TO INFORM

15

PERSUASIVE SPEECH

15

(2) OUTLINES AND BIBLIOGRAPHIES

15

CLASS PARTICIPATION GRADE

05

FINAL EVALUATION OF GROUP/SELF

10

TOTAL

100

GRADING SCALE A+ 99 A B+ 89 B C+ 79 C D+ 69 D F 60

95 85 75 65

ABC-

90 80 70

SUPERIOR VERY GOOD AVERAGE POOR FAILURE

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SAMPLE CLASS SCHEDULE CLASS MEETINGS Day 1

ORIENTATION/SYLLABUS/SCHEDULE Assignment: Read Chapter 1 Communicating and Leading at Work”

Day 2

INTRODUCTORY SPEECHES Assignment: Read Chapter14 “Writing for Business”

Day 3

Finish INTRODUCTORY SPEECHES. Lecture: Communication process relates to leadership in business Five principles fundamental to leadership Memos/Feedback/Communication Networks/resumes Assignment: Read Chapter 7 Interviewing Principles and Skills” Chapter 8 “Interview Types” Bring memorandum to next class RE: Class expectations TYPE 1st draft of resume

Day 4

Submit resumes. Form groups of four.

Round robin and critique resumes Lecture: Cover Letter Assignment: TYPE resume and cover letter for next class

Day 5

COVER LETTER & RESUME DUE. Lecture: Employment Interview Chapters 7 & 8 Assignment: Bring ten interview questions to class

Day 6

In class time for students to plan interviews Students submit questions to group.

Groups decide the format of the interview one-on one, or group Groups decide company and position interviewee is applying for Groups decide roles of interviewers in corporation Groups design question sequence: funnel, inverted funnel, tunnel

Day 7

INTERVIEWS Groups 1 & 2

Day 8

INTERVIEWS Groups 3 & 4 Assignment: Read Chapter 5 “Adapting to Differences” Fill out the WTC measure; Personal Report of Communication Apprehension (PRCA-24); and argumentativeness (ARG)

Day 9

Lecture: Understanding cultural and personality differences at work Discuss student measures Assignment: Read Chapter 6 “Relating to Others at Work”

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Day 10

Lecture: Managing conflict at work Discuss their conflict style?

Discuss negotiation Mediation exercise if time Assignment: Read Chapter 3 “Using Verbal and Nonverbal Messages”

Day 11

Lecture: Nonverbal communication Review for Midterm examination

Day 12

MIDTERM EXAMINATION Chapters 1, 3, 5, 6, 7 & 8 Assignment: Read Chapter 9 “Collaborating in Teams” Chapter 11 "Developing Your Professional Presentation” Chapter 12 “Delivering Professional Presentations” Chapter 13 “Achieving Your Presentation Goal Lecture: Working in teams Preparation of informative presentation

Day 13

Day 14

Lecture: Researching, supporting organizing ideas

Day 15

Lecture: Verbal, Vocal Visual Delivery Skills Assignment: Each student brings in with five business related topics

Day 16

Groups plan for informative symposium on business related topics.

Past symposium examples: Credit, Innovative Companies, Wall Street, Investments, Best Companies for Employment: Ethics in Business; Global Economy

Day 17

Hand in sheets with names and topic breakdown for symposium presentations.

Work in groups on symposium Assignment: Submit (typed) outline next class

Day 18

Submit group presentation ideas View/critique sample speech

Day 19

Submit individual speech outlines Round robin outlines in groups Work on visuals Submit copy to instructor of group topics and outlines

Day 20

INFORMATIVE SYMPOSIUM GROUP 1 Packet of group outlines, note cards, and copy of power point slides

Day 21

INFORMATIVE SYMPOSIUM GROUP 2 Packet of group outlines, note cards, and copy of power point slides

Day 22

INFORMATIVE SYMPOSIUM GROUP 3 Packet of group outlines, note cards, and copy of power point slides

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Day 23

INFORMATIVE SYMPOSIUM GROUP 4 Packet of group outlines, note cards, and copy of power point slides Assignment: Read Chapter 13 “Achieving Your Presentation Goal: Informing, Persuading and Relating”

Day 24

Lecture: PERSUASIVE presentations Motivated Sequence Distribute Motivated Sequence sheet Discuss potential topics Topics should be business related

Day 25

Students submit persuasive outlines View/critique sample speech

Day 26

Discuss student persuasive outlines Students may choose the date most convenient for the persuasive presentation.

Day 27

PERSUASIVE PRESENTATION

Day 28

PERSUASIVE PRESENTATION

Day 29

PERSUASIVE PRESENTATION

Day 30

PERSUASIVE PRESENTATION

Day 31

PERSUASIVE PRESENTATION

Day 32

LAST DAY OF CLASSES SUBMIT CLOSURE ACTIVITY: GROUP/SELF EVALUATIONS TODAY

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COURSE CONTRACT I have read the syllabus for this course and understand the written and oral requirements, the grading system and the attendance policy.

NAME ADDRESS CITY, STATE AND ZIP CODE TELEPHONE/ CELL PHONE_ E-M

AIL

MAJOR EXPECTED DATE OF GRADUATION STUDENT SIGNATURE DATE

ADDITIONAL INFORMATION:

PLEASE SUBMIT TO PROFESSOR AFTER PERUSING THE SYLLABUS.

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Chapter One Communicating and Leading at Work Chapter Summary Chapter one is the preface for the premise of the entire textbook. It not only gives a glimpse of what the later chapters will cover in depth, it also defines major terms in the field of communication studies. The process of communication is defined and discussed through each of the important elements: encoding, decoding, message, feedback and context. Verbal and nonverbal communication skills are addressed through the importance that these skills hold in the workplace. Surveys indicate how one communicates in the workplace determines success. Communication skills, both written and oral, are main factors in job success. Leadership skills and the ability to collaborate with others are also essential.

Interpersonal skills are equally as important.

Next, five principles that are fundamental to leadership are presented: first, Be mindful of others when communicating; second, Use verbal communication effectively; third, Be aware and carefully interpret nonverbal communication; fourth, Listen and respond thoughtfully and empathetically to others; and fifth, Adapt message to others in order to enhance understanding.

Leadership is defined as the process of influencing others to achieve a goal through verbal and nonverbal messages. The differentiation between leading and managing is addressed and the importance of being an effective follower is ascertained as being symbiotic with leadership. Six approaches to leadership are described: trait; functional (task and process); authoritarian, democratic and laissez faire styles; situational; transformational; and, servant.

Chapter Objectives After reading this chapter, the student should be able to: 1. Define communication and describe why communication is important.

2. Define leadership and explain the relationship between leadership and communication 3. Compare and contrast leading vs. managing and leading vs. following.

4. Identify and describe each of the five major communication principles.

5. Explain the three major communication skill sets: relationship, collaboration, and presentation skills.

Chapter Outline 1) Communication and Leadership A. Communication and you 1. Communication is the most valued skill in the workplace a. Written oral presentation b. Ability to work with others 2. Without effective skills your career may suffer a. Lack of basic oral/written skill b. Inability to collaborate and work in teams and problem solve B. Leadership and you 1. To lead is to influence others

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Instructor’s Manual for Business and Professional Communication

II. Communication: Making Sense and Sharing Sense A. The Nature of Communication 1. Communication- process of acting on information 2. Human communication- process of a. Making sense b. Sharing sense c. Creating meaning d. Using verbal and nonverbal messages i. Transactional: Send and receive messages simultaneously B. Components of Communication a. Source i. Encoding ii. Decoding b. Message i. Task dimension ii. Relational dimension c. Receiver d. Channel e. Noise f. Feedback g. Context III. Leadership: Influencing Others Through Communication A. Leadership is process of influencing others to achieve goal trough verbal and nonverbal communication 1. Leaders make things happen 2. Leaders create the extraordinary 3. Leaders are ethical B. Leading vs. Managing 1. Manager appointed to coordinate and facilitate 2. Leader influences others C. Leading vs. Following 1. Good followers use ideas and strategies to achieve goal 2. Skilled followers are independent thinkers who actively engage in work C. Leadership Approaches 1. Trait approach a. Leaders possess qualities: intelligence, confidence, honesty, forward-looking, competence 2. Functional a. Task functions: get the work done 1. Set agenda 2. Record what is accomplished 3. Determine when meeting begins and ends 4. Initiate new ideas 5. Seek information and opinions 6. Give information 7. Elaborate on people’s ideas 8. Evaluate ideas b. Process functions: maintain harmonious climate 1. Encourage reticent members to talk .

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Chapter One: Communicating and Leading at Work 1. Mediate conflict 2. Compromise 3. Gate keep 3. Styles a. Authoritarian: give orders 1. Make all policy decisions 2. Determine what will happen one step at a time 3. Tell people what to do b. Democratic: listen to others 1. Discuss all policy with members 2. Discuss which steps will be taken 3. Serve as facilitator c. Laissez Faire: hands off 1. Give minimal directions 2. Does not volunteer information 3. Does not participate in work assignments 4. Situational a. Views leadership as interactive process b. Links style with culture, time limitations, group personality, work to be accomplished 5. Transformational a. Influences people to see the future in new ways b. Energizes or realigns the culture c. Gives the organization new structure d. Three fundamentals (Senge): 1. Build a shared vision 2. Challenge existing ways of thinking 3. Be a systems thinker 6. Servant a. Being of service to group or team b. Actively meet needs of others c. Meet needs of entire team d. Key actions: listening, empathy, healing IV. Leading Others: Applying Communication Principles at Work A. Principle One: Leaders are Aware of Your Communication with Yourself and Others 1. Be mindful of your communication 2. Be conscious of what motivates you and others B. Principle Two: Leaders Effectively Use and Interpret Verbal Messages 1. Encode accurately 2. Decode accurately 3. Select appropriate symbols 4. Follow system of rules C. Principle Three: Leaders Effectively Use and Interpret Nonverbal Messages 1. Be aware of actions: yours and others D. Principle Four: Leaders Listen and Respond Thoughtfully to Others 1. Be other oriented E. Principle Five: Leaders Appropriately Adapt Messages to Others 1. Tailor messages to adapt to gender, personality, culture

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Instructor’s Manual for Business and Professional Communication V. Leading Others: Applying Communication Skills at Work A. Relating to Others: Interpersonal Communication 1. Relationship: ongoing connection 2. Interpersonal communication: a. At least two people interact b. Mutually influence each other c. Develop and manage relationship 3. Impersonal communication a. Treat people as objects b. Respond to their roles B. Collaborating with Others: Team Communication 1. Group communication a. Verbal and nonverbal transaction b. Among 3 to 15 people c. Share common interest or goal d. Exert influence on each other 2. Team a. Coordinated group b. Collaborate to achieve a specific goal c. Highly organized C. Presenting to Others: Public Communication 1. Speaker addresses gathering to inform or persuade 2. Develop, organize, deliver presentation to an audience 3. Rhetoric: process of persuasion Classroom Discussion and Questions 1. Are leaders born or made? What traits do you think make a good leader? Is it possible to learn these traits through training or in the class room or through experience?

2. Give examples where a situational leader would have to modify his or her leadership style to achieve the company’s goal.

3. When would it be best to lead with Authoritarian style; Democratic style; Laissez Faire style?

Give examples of organizations where each style is needed for it to function effectively.

4. What are Peter Senge’s fundamental skills of transformational leadership? Give examples of transformational leaders in politics and/or industry.

5. Describe how you can be a servant leader.

6. What are the differences between a small group and a team? Give examples of groups of which you were a part. Give examples of a team.

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Chapter One: Communicating and Leading at Work Experiential Activity Project Runway

Goals • To demonstrate authoritarian, democratic, and laissez-faire leadership styles.

• To determine results of production under each leadership style.

• To increase awareness as to effect of leadership style on subordinates.

Group size Divide the class into three groups.

Time required One hour Materials Three black cotton dresses Material scraps Ribbons Boas 3 Hot glue guns 3 Scissors Optional: Music for the fashion show

Procedure 1. The facilitator gives students numbers: 1, 2, 3, thus dividing the class into three equal groups.

2. One participant is selected to be the leader. He/she is given instructions from the facilitator as to the leadership style he/she is to assume. The facilitator briefs the leaders on their roles. They may not divulge their leadership style to group.

3. The materials are set up in the center of the room. The facilitator announces that the groups have twenty minutes for the task that will be judged by the class upon completion on the basis of creativity, beauty, and functionality. Group one receives autocratic instructions, group two receives democratic, and group three receives laissez-faire. The dresses are designed according to the leader’s style.

One student is chosen to model the dress.

4. After the fashion show, the dresses are voted on by the class, according to creativity, beauty and functionality.

5. At the end of the voting process, the groups rate their leader using a Likert scale of 1-5, 1 being the lowest and 5 the highest in three areas: satisfaction with leadership, satisfaction with their own participation; satisfaction with product.

This is tallied on the board or flip chart, according to groups 1, 2, 3.

6. After votes, groups determine their leadership style and discuss their feelings about the leadership style under which they worked. Then ask leaders their satisfaction level with their leadership style and the participation of the group members.

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Instructor’s Manual for Business and Professional Communication

Discussion Discussion should include how leadership style affects group performance in complex ways.

Which leadership style encouraged creativity?

Was there ownership bias when the votes were counted?

Did leadership style affect satisfaction with participation?

How does brief amount of time affect product?

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Chapter Two Being Aware of Self and Others Chapter Summary Chapter two stresses the importance of the first principle that guides communication and leadership in the workplace to become mindful in your communication with yourself and others.

Mindfulness is defined as being aware of one’s thoughts, actions and motivations as it relates to others and our experiences at work.

Being aware of one’s own social style is the first step in managing interactions with others.

Social style is a pattern of behaviors consisting of two primary dimensions – assertiveness and responsiveness. Included in this chapter is a self-report measure to identify one’s social style. Depending on self-report levels of assertiveness and responsiveness, one’s social style will fall into one of the four quadrants: amiable, analytical, driver, expressive.

Mindful communicators are also aware of leadership functions, organizational culture and ethics.

If one assumes a leadership role, he or she must decide which approach would be most beneficial for the organization and its constituents. As a leader in an organization one must decide what motivates one’s constituents. The three approaches to motivation discussed in this chapter are: classical, human relations, and human resources. How one leads and communicates affects the culture of the organization. Being aware of how one’s ethics affects an organization is a growing concern in today’s marketplace. Being aware of ethical issues will help one face the ethical challenges of a leader.

Chapter Objectives After reading this chapter, the student should be able to: 1. Describe what it means to be mindful in our communication with others, and explain why selfawareness important.

2. Define social style and discuss the effects of social style on communication behaviors.

3. Identify and describe each of the four social styles.

4. Discuss strategies for adapting to others’ social style in our communication.

5. Differentiate among the three approaches to motivation: (classical, human relations, and human resource).

6. Explain the importance of understanding organizational culture and how to use cultural knowledge to enhance leadership.

7. Discuss how written rules, stories, metaphors, ceremonies, and artifacts contribute to the culture of an organization.

8. Identify and apply strategies for managing the ethical challenges of deceit, responsibility, and consistency.

Chapter Outline I. Be Aware of Social Styles A. Identifying Your Social Style 1. Assertiveness: Capacity a. To make requests .

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Instructor’s Manual for Business and Professional Communication b. To actively disagree c. To express positive or negative personal rights or feelings d. To initiate, maintain or disengage conversation 2. Responsiveness: Capacity a. To be sensitive to the communication of others

b. To be seen as a good listener c. To make others comfortable in communicating d. To recognize the needs and desires of others 3. Self report social style measure a. Amiable b. Analytical c. Driver d. Expressive B. Identifying Others’ Social Styles 1. To become more aware of how others perceive your style 2. How you perceive others’ social styles 3. Why others communicate with you in a particular manner C. Adapting to Social Styles 1. Tailor communication to another person’s process a. Be aware of your style b. Be aware of other person’s style c. Flex through strategies (adapt to how others’ communicate) II. Be Aware of How to Motivate Others A. Classical Approach: based on reward and punishment; one best way to perform; produce goods and services; time is money 1. Fredrick Taylor a. Structure work in effective, efficient ways 2. Max Weber a. Organizations structured by rules and regulations b. Driven by people with legitimate authority to control and direct people’s behavior B. Human Relations Approach: workers influenced by conditions; how they are treated 1. Maslow’ Needs Hierarchy a. Physiological b. Safety c. Affiliation d. Self-esteem e. Self-actualization 2. Elton Mayo and Friz Roethlisberger Hawthorne Effect a. Pay attention to workers b. Ask for input 3. Fredrick Herzberg a. Level one motivators- hygiene factors: working conditions, quality of supervision b. Level two motivators- motivation factors: interesting work, recognition, amount of responsibility C. Human Resources Approach: empower workers; give control over work and processes 1. Robert Blake and Jane Mouton: Managerial Grid a. Concern for people; concern for production grid .

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Chapter Two: Being Aware of Self and Others b. Country club, Team, Middle-of-the-road, Impoverished, Authority III. Be Aware of Organizational Culture: learned pattern of beliefs, values, assumptions, norms shared by people in an organization A. Understanding Organizational Culture 1. Created through communication 2. Communicated both explicitly and implicitly 3. Includes multiple factors a. Written rules and policies b. Stories c. Metaphors d. Ceremonies e. Artifacts and décor 4. Is multi-layered and multifaceted a. No single culture defines single organization b. Subcultures emerge 5. Changes and evolves through time B. Using Organizational Culture to lead : leaders influence culture through symbols (Edgar Schein’s five ways to lead through symbols) 1. What they focus on and pay attention to 2. How they react to major events and crises 3. Actions as role model, coach or teacher 4. Criteria used to reward others 5. Criteria used to recruit, promote and “excommunicate” others from the group IV. Being Aware of Ethical Leadership Challenges A. Managing the Challenge of Deceit: Ethical leaders avoid: 1. Lying, especially when the lies lead to personal benefit 2. Using information solely for personal benefit 3. Withholding knowledge that may benefit others 4. Collecting information that violates others’ privacy rights 5. Disclosing information to people who do not have a need or right to know B. Managing the Challenge of Responsibility: Ethical leaders manage responsibility by: 1. Modeling ethical conduct at all times 2. Acknowledging and trying to correct ethical problems 3. Taking responsibility for the consequences of their orders and actions 4. Taking reasonable steps to prevent the unethical treatment of others 5. Holding themselves to the same standards as their team members C. Managing the Challenge of Consistency: Ethical leaders manage consistency by: 1. Being proactive and informing team members that in order to lead in an ethical manner, it’s important to treat team members as individuals with individual needs 2. Informing team members of the criteria you use for making decisions 3. Sharing with your team members, when appropriate, how you went about making a decision

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Instructor’s Manual for Business and Professional Communication Classroom Discussions and Questions 1. Take the social style inventory. Discuss how accurately this inventory describes your social style.

2. How can you adapt your style to the other three styles? Give specific examples.

3. Which organizations work best under the three different motivation styles? Why is this motivation style most effective for this organization? a. Classical b. Human relations c. Human resources 4. Define organizational culture. Give examples for each of the following factors that comprise the culture. a. Written rules and policies b. Stories c. Metaphors d. Ceremonies e. Artifacts and décor 5. How might a leader influence the culture of an organization?

6. What is the definition of ethics? How do we acquire our sense of ethics in society? Who recently has been in the news for unethical practices? What were the consequences of their actions?

7. Find a newspaper or business journal article that discusses a current ethical issue. Summarize and bring it to class to continue the discussion on ethics.

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Chapter Two: Being Aware of Self and Others Experiential Activity President Barack Obama’s Commencement Address Goal To understand ethical decisions that affect our daily life Group size Entire class Time required Twenty-eight minutes to watch President Obama’s commencement address to Arizona State on May 13, 2009.

Remaining time in class for discussion Materials WWW. YOUTUBE.COM Type in Obama’s address to ASU It is in three parts. 28 minutes total Procedure 1. Watch Obama’s entire address to Arizona State Class of 2009 28 minutes 2. Discuss the topics of ethics President Obama touches on such as Wall Street greed, ethics in politics, academia, the military.

3. What ethical suggestions does he make to the graduates? The business majors? The education majors? The engineering majors? The Nursing majors?

Discussion How realistic do students think Obama’s suggestions are to the class of 2009?

Will the concept of ruthless competition prevail or is there change occurring?

How can we “change the course of history” as Obama suggests?

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Chapter Three Using Verbal and Nonverbal Messages Chapter Summary Chapter three emphasizes two more principles of leadership: Effectively use and interpret verbal messages and Effectively use and interpret nonverbal messages. Verbal messages use language which is a system of symbols structured by grammar rules and syntax. Verbal messages are interpreted denotatively which is literally and connotatively which is interpreted though personal experiences. A word is concrete if one can experience it through one of the five senses. However, at times messages are strategically ambiguous, used to communicate unclear messages carefully to reach a certain goal. A leader’s messages should be clear, concise and relevant. Messages should be supportive and should communicate requests, rather than demands.

Understanding the unique characteristics and functions of nonverbal communication is paramount for a leader. Nonverbal messages convey feelings and emotions, are necessary to form relationships and are often believed over the verbal messages, if there is a contradiction between verbal and nonverbal.

Eight sources of nonverbal communication are discussed including: physical appearance, voice, body movement, posture and gestures, facial expressions and eye contact, space, time, touch, and physical environment.

Finally, sexual harassment is addressed. Sexual harassment is defined, according to Webb as, “deliberate and/or repeated sexual or sex-based behavior that is not welcome, not asked for, and not returned.” Quid pro quo and hostile environment are addressed a two forms of sexual harassment. In addition, ways to avoid and respond to sexual harassment are discussed.

Chapter Objectives After studying this chapter, the student should be able to: 1. Explain the difference between the denotative and connotative meanings of a word.

2. Differentiate the three aspects of communicating clear verbal messages: be concrete, be concise, and being relevant. Give an example of each.

3. Implement the six strategies for supportive communication.

4. Describe and implement the guidelines for effective use of text messages.

5. List and describe the six functions of nonverbal communication.

6. Explain and give examples of the eight strategies for using nonverbal messages to enhance leadership.

7. Differentiate between quid pro quo and hostile environment sexual harassment.

8. Describe several ways to avoid and respond to sexual harassment in the workplace.

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Chapter Four: Listening and Responding Chapter Outline I. Communicating Clear Verbal Messages: denotatively (literally) and connotatively (based on experience) A. Use concrete messages: see, touch, taste, smell or hear message 1. Use specific words 2. Use precise words 3. Use jargon carefully B. Use concise messages 1. Use simple words and phrases 2. Reduce unnecessary contextual information 3. Communicate solutions C. Use relevant messages 1. Explain usefulness of information 2. Use other-focused verses self-focused messages 3. Use familiar examples II. Communicating Supportive Verbal Messages A. Use Descriptive “I” Rather Than Evaluative “You” Language B. Solve Problems Rather Than Control Others C. Be Genuine Rather Than Manipulative D. Empathize Rather Than Detach From Others E. Be Flexible Rather Than Rigid F. Present Yourself as Equal Rather Than as Superior III. Communicating With Text Messages A. Characteristics of Text Messages 1. Convey relational rather than task information 2. Are brief 3. Are comprehensible B. Guidelines for using text messages 1. Do not use to convey important information 2. Do not convey anything confidential, private, or potentially embarrassing 3. If texting someone who does not have your phone number, introduce yourself IV. Understanding Nonverbal Messages: A. Characteristics of Nonverbal Communication 1. Convey feelings 2. Form relationships 3. Express truth 4. Are culture bound V. Using and Interpreting Nonverbal Messages A. Physical Appearance 1. Physical attraction 2. Clothing a. Monitor physical appearance standards b. Match formality of manager’s appearance c. Dress for occupation d. When in doubt, dress for the job you want e. appear neat and well groomed .

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Instructor’s Manual for Business and Professional Communication 3. Artifacts a. personal object that conveys one’s identity b. examples- brief case, eyeglasses, jewelry, etc. c. Avoid multiple piercings, especially eye brow B. Voice: Vocalics (paralanguage) How you say it 1. Pitch, rate, volume C. Gestures and Body Movement: Kinesics 1. Emblems 2. Illustrators 3. Regulators for example, back channel cues D. Facial Expression and Eye Contact 1. Mask or hide feelings 2. Direct eye contact more persuasive E. Space: Proxemics 1. Intimate space: 0 - 18 inches 2. Personal space: 18 inches – four feet 3. Social space: four – 12 feet 4. Public space: 12 feet – beyond 5. Cultural differences: a. Increase distance-- lean back, cross arms b. Decrease distance-- lean forward, uncross arms F. Time: Chronemics 1. Displaced time orientation: precise 2. Diffused time orientation: not precise G. Touch 1. High-contact cultures: touching common place 2. Low-contact cultures: contact avoidant H. Physical Environment 1. Conveys status 2. Gain access through gatekeeper 3. Cube: small, modular office, no floor to ceiling walls VI. anaging Sexually Harassing Messages at Work A. Experiencing Sexual Harassment 1. Be able to recognize it 2. Observe that verbal and nonverbal messages are deliberate and have been repeated 3. Is not welcomed or returned 4. Quid pro quo: actual or threatened use of rewards/punishment 5. Hostile environment: unwelcome conduct of sexual nature that interferes with job performance B. Avoiding Sexual Harassment 1. Avoid sexual messages and behaviors 2. Avoid sex-biased messages 3. Stop communicating harassing messages once informed 4. Monitor other’s nonverbal messages and behaviors

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Chapter Four: Listening and Responding Classroom Discussion and Questions 1. Discuss the concept of jargon as it relates to specific industries. What jobs have you had that required that you learn the glossary of jargon for the workplace?

2. Define the term “empathy.” What is the difference between sympathetic and empathetic?

Give an example of each.

3. What does it mean “to pull rank”? How might doing this create a defensive climate in the workplace?

4. Give an example where culture can cause a misunderstanding through nonverbal communication.

Think about gestures, proxemics, physical appearance and touch as areas of cultural differences.

5. Keep a journal for a day of your experience with Hall’s four spatial zones. Give an example of your experiences in your intimate zone; your personal zone; your social zone; and your public zone.

6. Discuss the concept of sexual harassment. How might a situation be construed as sexual harassment by one party and not the other party? Give an explicit example.

7. If you feel as though you are being sexually harassed, what should you do about it?

What are your rights?

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Instructor’s Manual for Business and Professional Communication Experiential Activity Do Clothes and Artifacts Define Us? Goals • • • • •

To explore stereotyping To discuss appropriate clothing choices for the workplace To discuss gender issues To explore cultural differences To discuss accuracy of judgments from these items

Time of exercise Determined by instructor Materials Articles of clothing and artifacts may be brought in or photos may be downloaded onto power point and presented in a slide show. Or a combination of each. Examples of articles of clothing can be tee shirts, sports teams’ hats, fraternity/sorority paraphernalia, briefcase, backpack, pocketbook, watches, sunglasses, Blackberry, cell phone. Photos can be of piercings, tattoos, men’s suits and women’s pants and skirted suits, religious clothing, political paraphernalia.

Procedure 1. Hold up each item of clothing and/or artifact and discuss who is likely to wear this?

2. What impression does one get about the person wearing it?

3. Would culture affect one’s views of this item?

4. What about differences in gender?

5. How appropriate is this for the workplace?

Discussion Explore stereotyping Discuss gender issues Discuss cultural differences Discuss what type of clothing is appropriate in the workplace for managers, subordinates Discuss the concept of dress-down Fridays and what one should wear

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Chapter Four: Listening and Responding

Chapter Four Listening and Responding Chapter Summary Chapter four introduces the fourth principle which is Listen and respond thoughtfully to others.

The difference between hearing and listening is substantiated. Listening is the physiological response and listening is the process of receiving, constructing meaning from, and responding to verbal and nonverbal messages. Listening is a process that involves five stages: selecting, attending, understanding, remembering and responding.

Listening and responding thoughtfully to others is important from a leadership perspective because it occurs at three levels: interpersonally, in small group and in public presentations. The barriers to effective listening were listed as processing rate, information overload, receiver apprehension and shifting attention. Suggestions were given to overcome these problems such as summarizing information, identifying listening goals, recording messages in written notes or through an audio recorder. Getting the agenda beforehand is also useful, as is preparing oneself for a meeting, especially if one has a problem with the time of the meeting. External noise is another barrier.

Becoming other-centered requires a process called social centering which is stepping out of one’s own thoughts and attempting to experience the thoughts of another. Empathy is discussed as the process of feeling what another person is feeling. Another strategy is discussed for turning off competing messages and that utilizes the mnemonic device called the SOLER process: S - Squarely face the person. Orient your body toward the person.

O - Open the body position. Unfold arms and remove obstacles and barriers.

L - Lean toward the person. While sitting or standing in an upright posture, lean slightly forward.

E - Eye contact. Look directly at the person.

R - Relax. Anxiety interferes with information processing. Try to be calm, and focused.

Especially important in this chapter is the section on responding effectively to others, verbally, nonverbally, and with empathy, as well as helping others understand your messages. Included in this chapter is a Listening Styles Inventory. Students can determine if they are active, involved, passive, or detached listeners. In summary, to become a better listener, one must stop, look and listen.

Chapter Objectives After studying this chapter, the student should be able to: 1. Discuss the importance of developing effective listening skills for the workplace 2. List and describe each of the 5 steps of the listening process: selecting, attending, understanding, remembering, and responding.

3. Explain the Stop, Look, and Listen process for effective listening.

4. Discuss the impact of learning style on the way we listen, both for details and the big picture.

5. Describe strategies for effectively responding to others using verbal and nonverbal messages.

6. List and describe the three steps for responding to others with empathy.

7. Identify strategies for helping others effectively select, attend, understand, remember and respond to your messages.

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Instructor’s Manual for Business and Professional Communication Chapter Outline I. Difference Between Hearing and Listening A. Hearing is physiological process of decoding sounds 1. Sound waves captured by ears cause vibration 2. Middle ear bones vibrate 3. Sound vibrations translate to into electrical impulses sent to brain B. Listening is process of receiving and constructing meaning and responding verbally and Nonverbally 1. Select 2. Attend 3. Understand 4. Remember 5. Respond II. Listening Effectively to Others A. Stop: Turn Off Competing Messages 1. Prepare yourself physically 2. Prepare yourself by setting the scene for effective listening 3. Prepare yourself by arriving early to meetings B. Look: Listen With Your Eyes 1. Look for liking cues 2. Look for interest cues 3. Look for status cues C. Listen: Understand Both Major Ideas and Details 1. Listen for major ideas in the message 2. Listen for the details in the message 3. Link the details with the main ideas a. Create interrelationships between details and main idea b. Create mental map between details and main idea c. Connect the information between details and main idea 4. Listen actively a. Give full attention b. Focus c. Ask questions d. Withhold judgment e. Maintain alert upright position f. Respond with forward lean, head nods and eye contact III. Responding Effectively to Others A. Responding With Verbal Messages a. Communicate understanding b. Ask for clarification c. Express interest and need for more information d. Let speaker know that you would like to say something B. Responding With Nonverbal Messages C. Responding with Empathic Messages a. Ask appropriate questions b. Paraphrase content c. Paraphrase emotionsD. Responding to Gender and Cultural DifferencesIV. Helping Others Listen Effectively to You .

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Chapter Four: Listening and Responding A. Helping Others Select Your Messages 1. Move closer to the person 2. Make the information useful 3. Adapt messages to others’ beliefs B. Helping Others Attend to Your Messages 1. Make messages novel 2. Make messages concrete 3. Make messages moderate in length C. Helping Others Understand Your Messages 1. Fit messages into existing schema 2. Develop a new schema 3. Use their frame of reference D. Helping Others Remember Your Messages 1. Use redundancy a. Repeating information in the same exact word order b. Reiterate information using different words 2. Use memory joggers e.g. mnemonic device 3. Use principle of primacy and recency E. Helping Others Respond to Your Messages 1. Encourage questions 2. Encourage note taking 3. Encourage nonverbal responsiveness

Classroom Discussion and Questions 1. Discuss the importance of listening in daily life and at work. What courses have you taken that focused on listening? Compare that number to how many years have you studied reading and writing.

2. Complete the Listening Skills Inventory. What is your listening style? How accurate do you think this measure is in describing your listening style? How might your listening style change given a certain situation? Give some examples.

3. Give examples of mnemonic devices that help enhance your memory. How might you use this device when presenting information to help others remember your message?

4. What is meant by a schema? Give an example where you fit your message into an existing schema to help your listeners understand your message. Now, develop a new schema to make your example clear to your listeners.

5. Define each of the five stages of listening: select, attend, understand, remember and respond. Give an example of each from a conversation you participated in recently.

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Instructor’s Manual for Business and Professional Communication Experiential Activity The Eyes Have It Goal To demonstrate how important eye contact is in a conversation Time of exercise Forty minutes Materials Stop watch Procedure 1. Break the class into dyads. Have them discuss a topic such as school, a television show, sports, fashion.

2. First five minutes normal eye contact. Stop 3. Second five minutes no eye contact at all. Continue the same conversation Stop.

4. Third five minutes, stare in each other’s eyes. Stop 5. Fourth five minutes, resume natural eye contact.

Discussion Which conversation was most difficult to participate in?

Which was the easiest?

Was it difficult to resume a normal level of conversation after staring at each other?

How comfortable were you staring at each other for five minutes?

Did staring at each other make it more difficult to resume a normal level of eye contact and the conversation?

What are the norms for eye contact? How much, how long should eye contact be held in a casual conversation?

How might this change with the relationship to the other party?

How might this change with the topic of conversation?

Why is eye contact so important to achieving understanding in a conversation?

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Chapter Five Adapting to Differences Chapter Summary Chapter five reminds us that communication is complex in the 21st century through the fifth principle: Adapt messages to others. . This chapter aids in comprehending what makes people different and suggests specific ways to adapt messages to effectively meet those differences. Personality traits are addressed including: willingness to communicate, communication apprehension and argumentativeness.

Intercultural communication is presented through understanding the differences between high and low-context cultures.. Hofstede’s five cultural dimensions are described (Power index, Individualism, Masculinity, Uncertainly avoidance and Long term orientation) as well as advice on adapting to the varying contexts and values so as to facilitate cross cultural communication.

Gender differences in communication are examined through content dimensions and relational dimensions. Powerful language is masculine while powerless language tends to be feminine. Some examples of powerless language include using hedges (possibly, perhaps) tag questions (right?) and intensifiers (incredibly, very). Tannen’s analysis of how men and women communicated differently is exemplified though her description of different conversation rituals between males and females. These include: ritual apology, ritual opposition, compliments and small talk rituals. Regardless of biological sex, the text suggests that communication be a blend of both masculine and feminine to be a more effective leader in the workplace. She also defines the difference between rapport talk and report talk. In addition, communication among the generations is addressed through strategies for working with Generation Y employees and older employees. Each of these suggestions should prove extremely beneficial in the work place.

Chapter Objectives After studying this chapter, the student should be able to: 1. Define willingness to communicate, communication apprehension, and argumentativeness; and describe the role each plays in our communication with others 2. Describe each of the cultural value dimensions, and identify how these might differ you’re your own..

3. Identify communication strategies for adapting to cultural differences.

4. Differentiate between sex and gender and explain the role of gender conversational rituals in our communication.

5. List and describe methods for adapting to gender differences.

6. Discuss strategies for adapting to generational differences at work..

Chapter Outline I. Adapting to Personality Differences A. Willingness to Communicate WTC: an individual’s tendency to initiate communication with others 1. Adapt to low WTC individuals a. Refrain from premature perceptions b. Do not take another person’s being quiet personally 2. Adapt to high WTC individuals .

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Instructor’s Manual for Business and Professional Communication a. Provide them with opportunities to communicate b. Place them in positions that fit their trait c. Monitor their communication behavior B. Communication Apprehension CA: an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons 1. Adapt to low CA individuals a. Place them in positions with high communication demands b. Monitor the quality and quantity of their communication 2. Adapt to high CA individuals a. Monitor how you perceive quiet people b. Refrain from putting high CA individuals in high-communication demand situations or positions c. Provide alternative channels for communication d. Inform high CA individuals of options for interventions C. Argumentativeness ARG: an individual has a desire to advocate a position on an issue and criticizes the positions that other people hold on these issues 1. Adapt to low ARG individuals a. Be aware that low ARG see high ARG as verbally aggressive b. Use feed-forward message that inform others how to process information c. Use nonverbal immediate behaviors d. Use nonverbally responsive behaviors when listening to others argue 2. Adapt to high ARG individuals a. Engage them in debates b. Play devil’s advocate c. Learn how to argue II. Adapting to Cultural Differences A. Cultural Contexts: consists of the nonverbal cues that surround and give meaning to messages 1. High-context: nonverbal cues are extremely important in interpreting messages 2. Low-context: rely more explicitly on language, send fewer contextual clues B. Cultural Values 1. Individualistic and collectivistic values 2. Decentralized and centralized power values 3. Uncertainty and certainty values 4. Short-term and long term orientation values 5. Masculine and feminine values C. Strategies for Adapting to Cultural Differences 1. Be patient.

2. Establish rules.

3. Ask questions.

4. Respect others.

5. Write things down.

6.Be aware of time.

7. Exercise caution with humor.

8. Double-check solutions.

9. Be positive.

10. Engage in self-reflection.

III. Adapting to Gender Differences: sex: biological; gender: cultural, psychological A. Powerful and Powerless Language 1. Powerful: masculine, assertive 2. Powerless: feminine .

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Chapter Five: Adapting to Differences a. More hedges b. More tag questions c. More intensifiers B. Conversational Rituals: routine scripts that we use when talking and responding 1. Ritual apology 2. Ritual opposition 3. Compliments 4. Small talk rituals a. Rapport talk: sharing information on relationships b. Report talk: sharing factual or statistical information C. Strategies for AdaptingBe aware that men and women have different conversational rituals.

Monitor other’s nonverbal behavior 1. If, as a male you receive a compliment from a female, offer one in return.

2. If, as a female you compliment a male and he doesn’t respond with a compliment in return, he just does not understand the ritual.

3. If male, try using apology and rapport talk.

4. If female, try using report talk.

IV. Adapting to Generational Differences A. Strategies for Adapting to members of Generation Y 1. Be direct and straight forward.

2. Make them accountable by delegating tasks.

3. Keep conversation casual.

4. Tell them why.

5. Ask their opinion.

6. Structure their work and meetings.

B. Strategies for Adapting to older employees 1. Communicate face to face or at least over the telephone.

2. Monitor use of slang and tech talk.

3. Avoid stereotyping.

4. Take advantage of older employees’ knowledge and experience Classroom Discussion and Questions 1. Complete the three instruments: Willingness to Communicate, Personal Report of Communication Apprehension and Measure of Argumentativeness. How accurate are these instruments in measuring your communication style. Discuss how this understanding of your personal style will help you improve your communication with others at work.

2. Examine your culture. Is it high or low-context? Analyze your culture from Hofstede’s five cultural dimensions: Power index, Individualism, Masculinity, Uncertainly avoidance and Long term orientation.

3. What are the gender differences between male and female conversational rituals? How can we become more understanding regarding these differences and improve our ability to converse?

4. Think about a conversation you have had recently with someone of the opposite sex. How does it coincide with Tannen’s theories about how men and women communicate.

5. Suppose you are in an office with younger employees (Generation Y) and older employees. How would you strategically monitor your conversations so as to communicate effectively with each?

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Instructor’s Manual for Business and Professional Communication Experiential Activity United Nations General Assembly Goal • •

To gain understanding of different cultures To learn to adapt your message to their context and value system

Time Home work Group work One hour Name cards with each country represented Procedure 1. Divide the class into groups according to nationalities. Have the groups research the culture to which they have been assigned as homework using Hofstede’s five cultural dimensions: Power index, Individualism, Masculinity, Uncertainly avoidance and Long term orientation (See Table 1). Also include high and low-context, time orientation and conflict management in their cultural analysis.

2. Nationalities could include countries from, European, Middle Eastern, Asian, South American and North American cultures.

3. On the day of the General Assembly, have them address a current, controversial issue in the news. Give them some time in their groups to formulate a position on the issue and elect a spokesperson to represent them.

4. Have them sit fishbowl fashion (center of the room) so all can view the meeting. Observers should be aware of cultures being represented. After twenty minutes of discussion, begin the debriefing.

Discussion What were the specific differences between collectivistic and individualistic cultures?

What were the differences between masculine and feminine cultures?

How did uncertainty avoidance and long term orientation affect the decisions?

Was there evidence of high vs. low context in the ongoing conversation?

How close to an accord did this UN group come in their deliberations?

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Chapter Six Relating to Others at Work Chapter Summary Effective leaders know how to balance both task and person dimensions in workplace relationships. The task dimension gets the job done and the person dimension maintains the relationship.

This balance is necessary in workplace communication, conflict management and negotiation.

The four types of workplace communication skills include: upward with managers, horizontal with coworkers, downward with subordinates, and outward with customers. Understanding the skill sets for each of these types of communication is essential for an effective leader.

Comprehending and managing conflict at work is also imperative for the successful leader.

Relational conflict is defined as “an expressed struggle between at least two interdependent individuals who perceive incompatible goals, scarce rewards and resources, and interference from the other person in achieving his or her goals.” Knowing one’s conflict style and that of others is imperative to successful resolution of conflict. Being cognizant of when each style is most effective is important, as well. The five conflict styles are the: Avoider, Accommodator, Competitor, Collaborator, and Compromiser.

Negotiating is another important skill for a leader. Understanding the six strategies is paramount to successful negotiation as well as the four steps to accommodate the win-win process: 1. Separate people from the problem 2. Focus on interests, not positions 3. Invent proposals that are mutually beneficial 4. Use objective criteria to evaluate proposals As the text suggests, being aware that work is accomplished through relationships is a fundamental principle that leaders must understand: Be aware of your communication with others. To be a successful leader, one must understand the relevance of the three areas of communication touched on in this chapter: workplace communication, conflict management and negotiation skills.

Chapter Objectives After reading this chapter, the student should be able to: 1. Develop skills for effectively relating to those we work with, including: upward, horizontal, and downward communication skills.

2. Use effective outward communication skills when relating to customer and others outside the organization.

3. Define relational conflict, and describe how to manage workplace conflict effectively.

4. Differentiate among the five conflict styles: Avoider, Accommodator, Competitor, Collaborator, and Compromiser.

5. Discuss and apply strategies for effectively managing emotions at work.

6. List and describe each step in the PLUGGS Model of conflict management 7. Identify when bullying is taking place at work, and select an appropriate method for approaching bullying. .

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Instructor’s Manual for Business and Professional Communication 8. Develop appropriate skis for negotiating a win-win solution in the workplace Chapter Outline I. Understanding Types of Workplace Relationships A. Skills for Relating To Your Manager 1. Upward communication should: a. Be positive b. Be timely c. Support current policy d. Be sent directly to person responsible e. Have intuitive appeal 2. Communicating negative information a. Introduce problem b. Provide background information c. Tell about the failure d. Discuss resolving failure e. Acknowledge responsibility f. Note positive results of failure g. Summarize key points of failure h. Thank the manager B. Skills for Relating To Your Co-Workers 1. Horizontal communication a. Use of grapevine (informal network in workplace) i. used to send and receive messages ii. valued information iii. – 95% correct b. Workplace romance primary issues i. What is rank of each person? ii. Are individuals working in the same department iii. hat happens if relationship ends?

C. Skills for Relating To Those You Lead 1. Downward communication a. Task focused b. Person focused c. Receptive to upward communication d. Delegation DRGRAC Method of delegating Desired Results i. Desired results ii. Guidelines iii. Resources iv. Accountability v. Consequences f. Job instructions g. Job rational h. Policy and procedures i. Feedback j. Motivation D. Skills for Relating To Your Customers 1. Outward communication a. Ask questions b. Identify customers’ needs .

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Chapter Six: Relating to Others at Work c. Offer options and advice d. Share topics of interest 2. Disney’s 7 Guest Guidelines a. Make eye contact and smile b. Greet and welcome each Guest c. Seek out Guest contact d. Provide immediate service recovery e. Display appropriate nonverbal behavior f. Preserve the magical Guest experience g. Thank each and every Guest II. anaging Relational Conflict at Work A. The Nature of Workplace Conflict 1. Relational conflict defined a. Expressed struggle b. Interdependency c. Perceived incompatible goals d. Perceived scarce rewards and resources B. Understanding Conflict Styles 1. Avoider 2. Accommodator 3. Competitor 4. Collaborator 5. CompromiserC. Skills for Managing Emotions 1. Select a mutually acceptable time and place to discuss the conflict 2. Monitor the emotional temperature 3. Be nonverbally responsive to others 4. Avoid personal attacks, name calling, profanity and gunny sacking D. Skills for Managing Conflict Conversations: PUGSS 1. Describe the Problem 2. Achieve Understanding 3. Identify Goals 4. Brainstorm Solutions 5. Select the best Solution E. Skills for Managing Bullies 1. Workplace bullying defined a. Extreme form of emotional abuse b. Achieved through verbal and nonverbal communication 2. Four characteristics of workplace bullying a, Behaviors extreme and intense b. Persist over time with negative effects c. Targets believe communication acts are intentional d. Targets cannot defend themselves 3. Strategies for leaders to manage bullying a. Talk to bully b. Write a letter c. Talk to bully and victim IV. Negotiating Solutions at Work: exchange of proposals and counter proposals to reach settlement A. Negotiation Strategies 1. Win-Win: find solution, mutual benefit .

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Instructor’s Manual for Business and Professional Communication 2. Win-Lose: negotiator more concerned with own needs 3. Lose-Win: submission to relinquish needs 4. Lose-Lose: both parties lose 5. Win: getting own needs met 6. Win-Win or No Deal: negotiator is not happy until everyone wins B. Skills for Negotiating Win-Win Solutions 1. Separate people from the problem 2. Focus on interests, not positions 3. Invent proposals that are mutually beneficial 4. Use objective criteria to evaluate proposals Classroom Discussion and Questions 1. What is your conflict management style? Why do you think this is your predominant style? Do you have a different style for the different roles you play on a daily basis? Does the type of conflict dictate which style you might use? Discuss the alternative situations.

2. Delegation is an important aspect of leadership. Using the DRGRAC acronym, discuss how you would go about delegating a project to a subordinate.

3. Conflict resolution is extremely important in the workplace. Using the PUGSS acronym, solve a problem you may have had recently between another individual and yourself.

4. Describe the six negotiating strategies and give a sample situation when it would be beneficial to use each one. As a leader, how would you manage bullying in the workplace? Out of the three suggestions, talk to bully, write a letter, and meet with bully and victim, which do you think is most beneficial towards a solution?

5. What is your opinion of workplace romances. As a leader, how would you handle addressing a workplace romance?

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Chapter Six: Relating to Others at Work Experiential Activity Win-Win Negotiation Goals To negotiate a win-win resolution using the four strategies: 1. Separate people from the problem 2. Focus on interests, not positions 3. Invent proposals that are mutually beneficial 4. Use objective criteria to evaluate proposals Group size Group size can vary. It can be done in dyads or teams of two.

Time required Varies Materials A typed out script of a problem with roles students take on is suggested.

Sample suggestion: One party represents the landlord/s The other party represents the tenant/s The problem is: The neighbors of the house the tenants are renting are complaining to the landlord about the weekend parties. The parties usually begin at 10:00 P.M. and last until the early morning hours. There is usually music blaring and the street is filled with parked cars, sometimes on the neighbors’ lawns or blocking their driveways. The next morning the front yard is littered with cups, beer cans and beer bottles. The last two weekends, the neighbors have called the local police, who have had to come out and ask the revelers to tone down the noise. The landlord will receive a citation on the third visit by the police.

The tenants have a one year lease and have paid first and last month’s rent. The landlord does not want to evict the tenants since they pay the rent on time every month. What can be done to resolve this situation?

Procedure 1. Distribute the problem to the class. Have two to four students volunteer to play the roles of landlord and tenant.

2. Have the volunteers seated in the front of the classroom (fishbowl fashion) so all can observe the deliberation. In the background, the four negotiation steps should be displayed on the board or power point projection.

3. Begin the negotiation. Time may vary as to the resolution.

4. Once the resolution is achieved, open the format up to class discussion.

Discussion How well were the four negotiation steps followed?

How did the landlord and tenant 1. Separate people from the problem 2. Focus on interests, not positions 3. Invent proposals that are mutually beneficial 4. Use objective criteria to evaluate proposals .

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Chapter Seven Interviewing Principles and Skills Chapter Summary Interview skills are important for both the interviewer and the interviewee. An interview is a form of oral interaction structured to achieve a goal, which often includes just two people, but could include more than two people, who take turns speaking and listening. An interview is usually structured with an introduction, body, and conclusion. It is goal oriented, usually information seeking, and role directed. While the role of the interviewer is to ask questions, it is the interviewee who has the primary role in answering the questions. Stewart and Cash (2007) indicate that the interviewee speaks for about 70% of the time during the interview process.

There are various purposes for an interview. One is information gathering, another is a job interview, a third, is an appraisal interview, and, finally, there is the persuasive interview. Each has standard sets of questions in order to meet the goals of the interview. Interviews are usually structured with the introduction establishing rapport and clarifying goals. The body contains questions which can be open-ended giving the interviewee freedom to answer at length or closed where a brief, direct answer is sought. Finally, the closing of the interview is usually relation based with a synopsis of the interview and a cordial exchange of gratitude from both parties.

Interviews can be structured using various sequences such as the funnel interview with open questions asked initially, followed by closed questions. The reverse order would be the inverted funnel with closed questions asked first, followed by open-ended questions. Either of these formats would allow probing questions which seek further information from the interviewee’s statements. The tunnel sequence utilizes either open or closed questions usually without the use of probes, so that the interviewee is asked the greatest amount of information in the least amount of time.

There are responsibilities both for the interviewer and the interviewee during the interview process. Each must ask and answer questions thoughtfully and honestly. Confidentiality is necessary for both the interviewer and the interviewee. Unlawful questions should be avoided. If one is asked an unlawful question, the text gives suggested responses from direct answers to questions as to the relevance of the question to the position for which one is applying.

Chapter Objectives After reading this chapter, the student should be able to: 1. Define an interview and differentiate interviews from normal conversation.

2. List and describe the steps for preparing an interview.

3. Describe the difference between structured and unstructured interviews and explain the steps on structuring an interview.

4. List and define each of the different types of interview questions, and describe the various sequences that interviewers can use.

5. Discuss the interviewer’s and interviewee’s roles during the opening, body and closing portions of the interview 6. Explain what it means to be a responsible interviewer.

7. Explain what it means to be a responsible interviewee.

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Chapter Seven: Interviewing Principles and Skills Chapter Outline

I. Preparing the Interview A. Effective interview criteria 1. It is structured 2. It is goal oriented 3. It is role directed B. Identify the Interview Goal 1. Primary goals a. Information-gathering b. Job c. Appraisal d. Persuasion 2. Secondary goals a. Task b. Relational C. Identify the Appropriate Person 1. Consult professional organizations and membership directories 2. Use organizational websites 3. Use personal contacts, acquaintances, and networks 4. Use instructors 5. Call the organization directly D. Arrange the Interview 1. Schedule time 2. Identify location 3. Arrange physical setting II. tructuring the Interview A. Understand Structured versus Unstructured Interviews 1. Structured: scripted and includes set of standard questions a. Interviewees are treated in consistent manner b. Takes less time c. Easier to compare interviewees 2. Unstructured: unscripted conversation a. More flexible b. Requires more skill for interviewer c. Allows for detours 3. Moderately structured: elements of both B. Identify Interview Topics: traditional theme or category of questions 1. Journalist a. who, what where, why, when and how 2. Job a. Education b. Job skills c. Work experience d. Career path e. Goals 3. Appraisal .

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Instructor’s Manual for Business and Professional Communication a. Employees’ Self-Appraisal b. Identify Performance Gaps c. Identify Cause of Performance Gaps d. Identify Ways to Reduce Performance Gaps C. Write Interview Questions 1. Open questions 2. Closed questions 3. Probing questions a. Nudging probes b. Clearinghouse probes c. Informational probes d. Reflective probes 4. Hypothetical questions D. Sequence Interview Questions 1. Funnel: open to closed 2. Inverted funnel: closed to open 3. Tunnel: open/closed large amount of information in short amount of time III. nducting the Interview: include task and relational questions A. Open the Interview 1. Make positive first impression 2. Establish rapport 3. Clarify goals B. Process the Interview 1. Interviewer’s role a. Ask questions b. Listen actively c. Control breadth and depth of interviewing d. Record the interview; Take notes e. Answer interviewee’s questions f. Monitor time 2. Interviewee’s role a. Listen actively b. Provide thoughtful and clear responses c. Ask appropriate questions C. Close the Interview 1. Summarize the interview 2. Encourage friendly relations 3. Discuss next step 4. Exchange thank yous IV. Interviewing Responsibilities A. Interviewer Responsibilities 1. State your purpose in advance 2. Allow interviewee to make uncoerced responses 3. Use unbiased questions 4. Avoid unlawful questions

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Chapter Seven: Interviewing Principles and Skills 5. Convey honest, accurate information 6. Respect confidentiality B. Interviewee responsibilities 1. Answer questions honestly 2. Keep your word 3. Respect confidentiality Classroom Discussion and Questions 1. What are the four purposes for interviews? What type of questions are asked to obtain information for these types of interviews?

2. Give examples of an open-ended question; a closed question; a hypothetical question; a probe.

3. Design a job interview using the funnel sequence. Determine the company and the position for which the interviewee is applying as well as the interviewer’s position in the company.

4. What are some examples of unlawful questions? Why are they considered unlawful? If asked an unlawful question, what is the best way to respond?

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Instructor’s Manual for Business and Professional Communication Experiential Activity The Job Interview Goal To prepare students for the job interview Group size Break the class down into groups of four Time required One day for each group Materials Stop watch to time interviews Flip chart or board to write company name, interviewer’s and interviewee’s names Evaluation forms (optional) Procedure 1. Have group members come to class with ten questions each and a company for which to interview.

2. Groups meet and decide if they want to work on a group interview or break into dyads (one on one). Group interviews may consist of one interviewer and three interviewees (panel), or three interviewers and one interviewee (board), or a combination (two and two).

3. Groups plan their interviews and are assigned day for interview.

4. Evaluation sheets are distributed so students know what to look for when evaluating the group that is presenting or brief review of interview process.

5. Groups present a script of questions and class submits written evaluations of group interview which is done in the center of the classroom (fishbowl fashion). An oral critique of the interview/s is also done by the class after the interview process.

Discussion Did the interview have a clear introduction, body, and conclusion? Discuss each section.

What interview sequence was followed? Funnel? Inverted funnel? Tunnel?

What were examples of open-ended, closed, hypothetical questions? Were probes used?

Were the questions relevant to the position for which the applicant was applying?

Were the interviewee’s answers clear, honest and thoughtful?

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Chapter Eight Interview Types Chapter Summary Three types of interviews are addressed in this chapter, information-gathering, employment, and appraisal. Each is similar in structure in that there is an opening, a body and a conclusion. In the introduction rapport is established and the goals for the interview are made evident. Of the three interviews, the information-gathering interview will most likely be used on a daily basis in the workplace.

However, from the student’s perspective, the job interview is of paramount importance.

Preparing for the job interview actually incorporates the information-gathering interview in the process.

The student is encouraged to investigate organizations in which he/she is interested for employment.

Sample questions are provided to help the student construct an effective career-search information interview in Table 8.1, as well as the steps to conduct the interview.

In addition to the information interview, students are instructed to create a resume and cover letter in preparation for the job interview. Information is provided to help the student write a well-organized description of his/her qualifications in the resume. Once a contact person is identified, a cover letter should be sent, along with the resume. The cover letter should include an introduction, which incorporates information about how one heard about the position and the job title. The body should describe the applicant’s qualifications as they pertain to the position and, finally, the conclusion should express appreciation of the reader’s time and interest.

The text provides information about the appraisal interview from both the leader and the subordinate’s perspectives. Describing corrective feedback for problematic behavior is provided in five clear steps: 1. Describe the problematic behaviors 2. Get agreement that a problem exists 3. Mutually discuss alternative solutions 4. Mutually agree on action to be taken to solve the problem 5. Be nonverbally responsive All three types of interviews are considered the most commonly used in the workplace. Creating a structured, effective interview is the leader’s responsibility.

Chapter Objectives After reading this chapter, the student should be able to: 1. Differentiate among the three types of interviews discussed in this chapter: informationgathering, employment, and appraisal.

2. Identify and apply the strategies for preparing an information-gathering interview.

3. Conduct an information-gathering interview with an opening, body and closing.

4. Describe the guidelines for following up on an information-gathering interview.

5. Define a job interview and explain how to prepare for such n interview.

6. Conduct a job interview including opening, processing and closing the interview effectively.

7. Discuss ways to effectively follow up a job interview.

8. List strategies for preparing for an appraisal interview.

9. Describe how to effectively conduct and follow up an appraisal interview. .

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Instructor’s Manual for Business and Professional Communication Chapter Outline I. Information-Gathering Interviews A. Preparing an Information-Gathering Interview 1. Identify interview goal a. To investigate problem b. To conduct research to identify patterns and trends c. To diagnose and to solve problems and develop interventions d. To study why employees are leaving an organization 2. Identify the person to interview 3. Schedule interview B. Conducting an Information-Gathering Interview 1. Open the interview a. Make a positive first impression b. Establish rapport c. Clarify your goals 2. Process the interview a. Open-ended questions 3. Close the interview a. Summarize information C. Following up an Information-Gathering Interview 1. Express thanks 2. Process your notes 3. Take the next step II. Job Interviews A. Preparing a Job Interview 1. Identify goal a. Adaptive skills b. Transferable skills c. Job-related skills 2. Develop a resume a. Personal information b. Career objective c. Education d. Experience e. Honors and accomplishments f. Optional information g. References 3. Identify and research appropriate organization, position, and contact person a. Ask for job leads from family, friends , people in community and career centers b. Knock on doors of employer, factory or office that interests you c. Use Yellow Pages to identify subjects or fields of interest 4. Write cover letter a. Introduction b. Body c. Action step d. Conclusion 5. Schedule an interview a. Introduce yourself .

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Chapter Eight: Interview Types b. State your interest in the position c. Describe your strengths and skills d. State you adaptive or “good worker” traits e. Ask for the interview B. Conducting a Job Interview 1. Open the interview a. Engage in appropriate waiting-room behavior b. Dress appropriately c. Use technology strategically d. Make a professional introduction 2. Process the interview a. Answering questions i. Tell a story ii. Provide quantity iii. Emphasize results iv. List your results to the organization’s needs b. Asking questions 3. Close the interview a. Express thanks b. Ask for the job c. Ask “next step” questions C. Following up a Job Interview 1. Express thanks a. Use a formal salutation b. Keep the note friendly c. Sign the note d. Send the note immediately e. Avoid text-messaging 2. Follow through if interviewer asks for additional information III. Appraisal Interviews A. Appraisal also known as Performance interview 1. Supportive feedback encourages desirable behavior 2. Corrective feedback attempts to alter negative or inappropriate behavior B. Preparing an Appraisal Interview 1. Identify interview goal 2. Analyze the individual’s performance 3. Schedule the interview C. Conducting an Appraisal Interview 1. Open the interview a. Express thanks b. State purpose c. Describe process 2. Process the interview a. Providing supportive feedback i. Make it timely ii. Make it specific iii. Make it frequent iv. Be sensitive b. Providing corrective feedback i. Describe problematic behavior ii. Get agreement that problem exists .

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Instructor’s Manual for Business and Professional Communication iii. Mutually discuss alternative solutions iv. Mutually agree on action to be taken v. Be nonverbally responsive 3. Close the interview a. Express thanks b. Indicate how you plan to follow up appraisal C. Following up an Appraisal Interview 1. Acknowledge changed behavior 2. Readdress unchanged behavior

Classroom Discussion and Questions 1. What are some of the reasons one conducts an information-gathering interview? Give an example of an information gathering interview in which you have participated.

2. What information belongs in a resume? What information does not belong in a resume?

Bring in a resume for next class.

3. What information is in the introduction of a cover letter? What should one include in the body of a cover letter? Finally, how does one conclude a cover letter? Design a cover letter.

4. Asking questions is an important part of the interview for the job applicant. Sometimes, it is even the deciding factor on hiring one candidate over another. What are some relevant questions one might ask during the job interview?

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Chapter Eight: Interview Types Experiential Exercise The Information Gathering Interview Goals To have the students perform an information-gathering interview To have the students report back to the class about their findings Group size Entire class Time required Set aside time at the end of the semester for each student to report on their findings.

This could be a semester project.

Procedure 1. Have students design twelve open-ended questions to interview someone in a corporation or position to which they aspire upon graduation.

2. Students must find a contact person, schedule an interview and complete the interview process.

3. Students write up an analysis of their findings and submit it for a grade.

4. Students share their interview experience with the class.

Discussion The class asks questions and gives feedback to the presenter.

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Chapter Nine Collaborating in Teams Chapter Summary Learning the skills to work in a small group or team is imperative for today’s market place. This chapter differentiates between a small group and a team and analyzes what makes a team effective.

Although some people suffer from “grouphate,” two-thirds of a mid-level manager’s day is spent collaborating in teams. Teams are essential for the successful functioning of most organizations because teams have more information available, are more creative, and are usually more satisfied with the final decision or product.

Because many companies are internationally based, virtual meetings are becoming a common occurrence through channels such as e-mail, telephone conferences, video conferences and electronic meetings. Whether virtual or face-to-face one’s involvement in the meeting affects the dynamics of that meeting. Team members take on various roles during a meeting from task-related, to social, to individual roles. Understanding Benne and Sheats’ classification of these roles will help students see behaviors that they typically assume in meetings, as well as analyze the roles other group members take on.

The text offers some suggestions for improving team work. These include creating ground rules and a mission statement. Learning Fisher’s descriptive approach for team development will make students aware of the natural phases a group flows through when making a decision or solving a problem.

These include the orientation phase, when the group first meets. The conflict phase may not always follow the orientation phase, but it will usually happen sometime in the group’s development, whether during a power struggle or simply designing a mission statement. The emergence phase happens when the group comes to a common point of view and decisions emerge. Norms, rules, roles and leadership patterns have been established and now the group can get the work accomplished. The reinforcement phase helps the group find cohesiveness that is necessary for strong, successful teams. The group has a sense of direction and with this a positive feeling about the task and their fellow members.

These skills, techniques and functions will help a group or team operate successfully. One person’s vision can only take a business so far; it is with the collaboration of others that helps companies such as Microsoft, Google, and Amazon flourish.

Chapter Objectives After studying this chapter, the student should be able to: 1. Identify similarities and differences between a group and a team.

2. List and describe the eight characteristics of effective teams.

3. Describe and appropriately perform task and social roles in teams.

4. Describe team communication networks.

5. Develop team ground rules and a team mission statement.

6. Appropriately manage team status and power differences and enhance team cohesiveness.

7. Define and discuss the descriptive, functional, and prescriptive approaches to teamwork.

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Chapter Nine: Collaborating in Teams Chapter Outline I. Elements of Teamwork A. Differences between Groups and Teams 1. What is a small group? a. Consists of a small number of people b. Has a common purpose c. Members feel a sense of belonging d. Members exert influence on others in the group 2. What is a team? a. Develops clearly defined responsibilities for team members b. Has clearly defined rules for team operation c. Develops clear goals d. Develops ways of coordinating efforts B. Characteristics of Effective Teams 1. Clear, elevating goal 2. Results-driven structure 3. Competent team members 4. Unified commitment 5. Collaborative climate 6. Standards of excellence 7. External support and recognition 8. Principled leadership C. Working in Virtual Teams: via a channel other than face-to-face 1. Four key differences a. Anonymity b. Physical appearance c. Distance d. Time i. asynchronous-time delay between when you receive and send ii. synchronous-message received the moent it is sent 2. Various technologies a. Telephone conferences b. E-mail and text collaboration c. Video conferences d. Electronic meetings e. Web page collaboration II. Understanding Team Dynamics A. Team Roles 1. Task roles a. Initiator/Contributor b. Information seeker/giver c. Opinion seeker/giver d. Elaborator e. Coordinator f. Orienter g. Evaluator/critic h. Energizer i. Procedural technician j. Recorder .

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Instructor’s Manual for Business and Professional Communication

2. Social roles a. Encourager b. Harmonizer c. Compromiser d. Gatekeeper e. Follower f. Emotion expresser g. Observer h. Tension reliever 3. Individual roles a. Aggressor b. Blocker c. Recognition seeker d. Self-confessor e. Joker f. Dominator g. Special interest pleader h. Help seeker B. Team Norms 1. Consider following questions to determine norms a. What are group members’ attitudes toward time? b. How do group members dress? c. Is it acceptable to use informal, slang terms or to use obscenity? d. What kind of humor is acceptable? e. How does the group treat the leader?

C. Team Networks 1. Communication interaction patterns (See figure 9.1) a. Who talks to whom? b. How often?

2. All Channel: a. Everyone talks to everyone else b. All channels are open c.No cliques or smaller groups emerge 3. Chain Network a. People send messages through one person at a time b. Through organizational hierarchy c. Could lead to misunderstanding as message gets passed down the chain 4. Wheel Network a. One person receives more messages than any other b. Becomes pivotal communicator III. Improving Team Dynamics A. How to Develop Team Ground Rules 1. Questions to develop ground rules a. How should we record the results of our meeting? b. Who should set the meeting agenda? c. How long should our meetings last? d. Should we have a regular meeting time and place? e. What should a member do if he or she can’t attend a meeting? f. Should we make our decisions-by majority vote or consensus? .

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Chapter Nine: Collaborating in Teams B. How to Develop Team Mission Statement 1. Concise description of goals or desired outcomes (SMARTS) a. Specific--it should clearly describe what the team should accomplish b. Measurable--assess whether the mission was achieved c. Attainable--should be realistic d. Relevant--appropriate to what the team has been assigned to do e. Time bound--should set a deadline or time frame f. Stretch the team--a bit of a challenge C. How to Manage Status Differences 1. High status refers to person’s importance or prestige a. Talks more than low status members. b. Directs comments to other high-status group members. c. Has more influence on the decision the group makes. d. Is listened to by group members. e. Usually makes more comments to the entire group 2. Power is ability to influence others a. Legitimate- elected or appointed b. Referent-people like you c. Expert-informed or knowledgeable d. Reward- can grant favors, money, promotions e. Coercive-can punish D. How to Enhance Team Cohesiveness Table 9.2 1. Talk in terms of “we” 2. Reinforce good attendance 3. Establish/maintain group traditions 4. Set clear short-term and long-term goals 5. Encourage participation 6. Celebrate accomplishments 7. Stress teamwork and collaboration IV. Approaches to Enhance Teamwork A. The Descriptive Approach: Describing Team Development in Four Phases 1. Orientation-first get together; get aquainted 2. Conflict-people honestly share opinions; struggle for status 3. Emergence-decisions are made; norms, rules, leadership patterns 4. Reinforcement-develops sense of direction B. The Process Nature of teams 1. May spiral through phases 2. May get stuck in one phase 3. May gloss over one or more phases C. The Functional Approach: Understanding Team Functions 1. Goal 2. Analysis 3. Idea generation 4. Evaluation 5. Personal sensitivity D. The Prescriptive Approach: Strategies for Team Improvemen 1. Natural order or sequence to how groups/teams operate 2. Suggested sequence of steps 3. Helps teams stay on task and productive

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Instructor’s Manual for Business and Professional Communication Classroom Discussion and Questions 1. What are the differences between a group and a team? Make a list of groups of which you are a member. Make a list of teams of which you are a member. How do your roles the rules, goals and procedures differ between the groups and teams? Discuss any groups that evolved into a team.

2. At your next group meeting for this class, make a note of the different roles you assume as the meeting progresses (task, social, individual). Compare your notes with that of the other group members.

3. At your next group meeting, design a communication network model for the group. Bring it to class on a powerpoint slide and discuss who talks to whom and how often in your group. Does one person seem to address all the group members more often than anyone else? Is communication evenly distributed?

4. What are the five types of power? Give an example of a leader who uses utilizes each type of power base. How effective is that leader?

5. Discuss the importance of cohesiveness in a group. What are the strategies suggested for enhancing cohesiveness in a group. What has your class group done to promote cohesiveness?

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Chapter Nine: Collaborating in Teams Experiential Exercise Group or Team Progress Report Goals • • • • • •

To have groups create a mission statement To have groups write ground rules To have group design a communication network model To have groups indicate what phase they are in To have group members describe their roles during meetings To have groups decide on a business related informative symposium topic

Group size Keep the same class groups of four from interview exercise Time required One in-class meeting Perhaps groups need to meet outside of class to finish Progress Report One class for groups to report on their group/team progress Procedure 1. The class groups will work on an informative speech together.

2. The groups need to meet to decide what the business-related topic of their symposium will be.

This topic should be researched by the team and approved by the instructor.

3. The topic should be a current business related and broken down into four separate topics 4. During this group project, group dynamics will be incorporated into the process 5. Have the groups create a Progress Report that includes, the phase they are in, a mission statement, ground rules, communication network model, the roles each member takes on in meetings, and a description of their symposium project.

Discussion Question and answer session may follow after each group’s report

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Chapter Ten Enhancing Team Meetings Chapter Summary Meetings occur when small groups gather to accomplish a specific task. Meetings can be effective or a waste of time. This chapter helps to avoid the top ten meeting “sins” by having the appropriate preparation accomplished before the meeting begins. This includes contacting parties about a meeting time, sending them the agenda before the meeting, keeping the meeting focused on the agenda items, and starting and ending a meeting on time.

Decision making and problem solving steps are discussed, as well as using some creative strategies during the meeting including traditional brainstorming, Nominal Group Technique and The Delphi Technique. Each of these strategies allows for input and feedback from the participants so that everyone’s ideas are considered and decisions are more likely to be made through consensus.

Steps for avoiding groupthink are shared so as to encourage interaction but not come to a premature agreement that everyone “thinks” is the appropriate solution. Groupthink is likely to occur when (1) the team feels apathetic about its task, (2) team members don’t expect to be successful, (3) one team member has very high credibility – team members tend to believe what he or she says, (4) one team member is very persuasive, and (5) team members don’t usually challenge ideas. To avoid this, the group should encourage independent, critical thinking, not be in a hurry to come to a decision, play devil’s advocate and look at both sides of the issue, and invite an outside party to examine the group’s decision and the decision-making process.

Whether one is leading or participating in a meeting, there are expectations for both. The leader gives the meeting direction, carefully balancing interaction and structure, while the participants provide thoughtful, informed interaction during the course of the meeting.

Chapter Objectives After studying this chapter, you should be able to: 1. Decide whether you should or should not hold a meeting.

2. Develop clear meeting goals that include information giving, information taking, and taking action.

3. Describe and implement strategies for developing an effective meeting agenda.

4. Identify and practice the steps of team problem solving.

5. Use strategies that enhance team creativity which result in the generation of ideas and solutions to problems.

6. Describe and implement strategies for facilitating team meetings avoiding group think and fostering team consensus..

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Chapter Ten: Enhancing Team Meetings

Chapter Outline I. Meeting Essentials: A Balance of Structure and Interaction A Providing Meeting Structure 1. Top ten meeting sins a. Getting off subject b. No goals or agenda c. Too lengthy d. Poor or inadequate preparation e. Inconclusive f. Disorganized g. Ineffective leadership and lack of control h. Irrelevance of information discussed i. Time wasted during meetings j. Starting late 2. Other problems a. Meetings overly long. b. Members focus on solution rather than analyzing the issues. c. People inappropriately jump at the first solution. d. Team members hop from one idea to the next without focusing on big picture. e. Team is more likely to be controlled by one person. f. Conflict is more likely to be unmanaged.

3. Encouraging interaction a. Rich, high quality interaction b. Focus on task and maintenance II. Preparing For Meetings A. Determining Whether to Have a Meeting: meet only when necessary 1. Collaboration is needed 2. Uncertainty is high 3. People may resist decision or proposed solution 4. There is no individual or single source that has the answer you seek 5. Task or project is complex B. Determining the Meeting Goal 1. Sharing information 2. Discussing information 3. Taking action C. Developing the Meeting Agenda 1. Identify meeting issues and questions 2.Group issues and questions according to meeting goals 3. Estimate how much time for each question or issue 4. Strategically sequence agenda items a. Finalize agenda: ask for reactions on structure, other agenda items b. First item interactive c. Most challenging toward middle d. Contentious items after item that generated team agreement e. String together small items f. Routine reposts at the end of meeting

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Instructor’s Manual for Business and Professional Communication

III. Tips for Leading Team Meetings 1. Call group together, which may involve finding out when participants can meet 2. Call meeting to order 3. Review agenda; ask if there are additional agenda items to discuss 4. Determine if there is a quorum, minimum number of people who must be present 5. Keep meeting moving; go on to next agenda item when point has been covered 6. Use flipchart, chalkboard, or dry-erase board to summarize meeting progress 7. If meeting is formal, decide when to vote; make sure issues are clear before vote is taken 8. Prepare a committee report after one or many meetings or delegate someone to prepare report IV. Planning Problem-Solving Meetings A. Structuring the Nature of Problem Solving 1. Problem solving: process of overcoming obstacles to achieve success consists of three elements a. An undesirable existing situation b. A goal the team wants to accomplish c. One or more obstacles that prevent team from achieving goal 2. The Steps of problem solving a. Identify and define problem b. Analyze problem c. Generate possible solutions d. Select best possible solution e. Test and implement solution B. Developing Creative Solutions 1. Brainstorming a. Identify the problem that needs solving b. Set clear time limit c. Ask group members to temporarily put aside all judgments and evaluations d. Think of as many possible solutions to the problem; share ideas with group e. "Piggybacking" off someone else's idea is useful f. Have someone record all ideas mentioned g. Evaluate ideas when the time allotted for brainstorming has elapsed 2. Silent Brainstorming: Nominal Group Technique (NGT) a. Define and analyze problem under consideration b. Working individually, group members write down possible solutions c. Report the solutions they have identified to entire group one at a time; Note each idea on flipchart, chalkboard, or overhead projector d. Discuss ideas gathered e. After discussing all proposed solutions, each group member ranks solutions g. Entire group discusses results of rankings 3. Absentee Brainstorming: Delphi Technique a. Group leader selects problem, issue, policy, or decision to be reviewed b. Leader corresponds with group members in writing; often a questionnaire c. Respondents complete questionnaire or generate list of brainstorm ideas d. Leader then summarizes all responses from group e. Leader shares summary with group members, asking for additional ideas f. Team members are asked to rate/rank ideas and return their comments g. Leader continues process of summarizing feedback, asking for more input h. May take several rounds of soliciting and evaluating ideas to reach consensus 4. Electronic Brainstorming .

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Chapter Ten: Enhancing Team Meetings a. Team members generate ideas and enter them into computers b. Individual lists are displayed to entire group V. Managing Meeting Interaction A. Facilitating Discussion 1. Be a gatekeeper 2. Focus on goals 3. Monitor time 4. Structure interaction B. Avoiding Groupthink: Encourage Interaction 1. Encourage team members to be independent, critical thinkers 2. Don’t agree with high status members only; examine others’ ideas carefully 3. Ask someone from outside group to evaluate group’s decision 4. Assign someone to be devil’s advocate, to purposely look for disadvantages 5. Break into smaller teams or dyads to consider both pros and cons of decision C. Reaching Consensus (See Table 10.2) 1. Consensus--all members support decision a. Keep team oriented toward its goals b. Listen to ideas of others c. Promote honest dialogue and discussion 2. Metadiscussion--discussion about discussion a. Helps groups stop and reflect b. Use “I” statements

Classroom Discussion and Questions 1. Why do people dislike meetings? What are some of the problems with meetings in which you have participated?

2. Observe a meeting on or off campus. Take notes and discuss the goal of the meeting and how it was accomplished.

3. Groupthink has been considered the source for many tragedies and unethical situations in history.

Research the concept of groupthink. What are the symptoms of groupthink? Give an historical example of groupthink.

4. What is the difference between Brainstorming and Nominal Group technique? What are the benefits of each of these creative strategies? What are the limitations?

5. What are the steps in problem solving. Give an example of a problem and its possible resolution following the prescribed steps.

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Instructor’s Manual for Business and Professional Communication Experiential Activity Let’s Get Creative Goals To utilize the steps for Brainstorming To utilize the steps for Nominal Group Technique To utilize Electronic Brainstorming To determine which strategy resulted in the most creative ideas Group size Utilize the class groups for this exercise Time required Twenty-five minutes for Brainstorming and Nominal Group Technique and Electronic Brainstorming Fifteen minutes to have each group discuss/list the activities it came up with along with the number Fifteen minutes to discuss pros and cons of each technique Procedure 1. The instructor can create his/her own problem solving scenario.

2. A good idea for the Fall semester is one of community involvement. Every year the campus invites the local elementary school children for Halloween activities on campus. Have two groups follow the steps for Brainstorming and one follow the steps for Nominal Group Technique and the forth group (the group who all have their lap tops or I phones) follow the steps to Electronic Brainstorming while they come up with fun, creative and scary activities for the children.

3. Tell them they have twenty-five minutes to come up with as many exciting activities as they can.

Discussion Each group indicates number of activities and what they are.

Then the discussion focuses on the actual process. Did students find it more beneficial to write down their ideas before submitting them to the group in Nominal Group Technique and on Electronic Brainstorming?

How well did Electronic Brainstorming work?

Was it more time consuming to organize the list of activities using NGT or Brainstorming or Electronic Brainstorming?

Which strategy led to the most creative ideas?

Which strategy led to the greatest number of ideas?

Which strategy was most enjoyable according to the group?

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Chapter Eleven Developing Your Professional Presentation Chapter Summary Preparing and delivering effective presentations is an extremely important skill for a leader. As it says in the text, “To lead is to speak.” Each of the five principles is clearly applicable to public speaking.

Being aware of one’s self and one’s audience is the first principle. Using effective verbal and nonverbal skills are the second and third principle. Listening, responding and adapting one’s message are the fourth and fifth principle.

Making one’s speech audience–centered is the cardinal rule of public presentation. Establishing one’s credibility throughout the speech is imperative as well. Organizing the speech into three body parts is also important. Knowing what information to include in the introduction, body and conclusion through appropriate research and use of facts and statistic is also necessary.

What about communication apprehension? Public speaking is considered the greatest fear, even for seasoned speakers. Sometimes that nervous feeling can come about when one is told he/ she has to prepare for a public address. Others get nervous just before the presentation, some during it, and others start to tremble after they are finished. Understanding the body’s physiological response to this fear, should help overcome it. Some common symptoms are trembling hands, quivering voice, wobbly knees and shortness of breath. All of these behaviors are a response to the “fight or flight” syndrome and are natural occurrences in the body as adrenaline and blood are pumping and oxygen is rushing to the lungs.

By staying for the “fight,” a speaker can tap into this nervous energy and channel it positively to project his/her ideas to the audience.

One of the best remedies to appease this anxiety is to prepare. A few helpful suggestions include: know the audience, plan and write the speech well ahead of time, practice the speech, and finally, breathe and speak from the diaphragm while giving the speech. The more presentations one does, increases, not only the experience level, but also the confidence level. Visualizations of a positive speech experience also help quell some of these nerves.

Chapter Objectives After studying this chapter, the student should be able to: 1.

Implement several strategies to help manage communication apprehension.

2.

Select and narrow a presentation topic.

3.

Determine the specific purpose, central idea, and main idea for a presentation.

4.

Identify strategies for choosing interesting and relevant supporting material.

5.

Describe how to organize and outline a message that includes an attention-catching introduction and an effective summary.

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Instructor’s Manual for Business and Professional Communication Chapter Outline I. Confidently Communicating to Others A. Understanding Your Apprehension 1. Why do we become nervous?

Physiological response: increasing oxygen/blood supply, pumping adrenaline a. quicker heartbeat b. wobbly knees c. trembling hands d. higher, quivering voice e. increased perspiration B. Tips for Building Your Confidence 1. Before you speak a. Don’t procrastinate--start early b. Know your audience c. Recreate the speech environment when you speak d. Visualize your success e. Breathe f. Channel your nervousness g. Give yourself a mental pep talk h. Look for friendly faces when you speak i. Seek speaking opportunities j. Be prepared

II. Consider Your Audience A. Analyze your audience before you speak 1. Consider demographic information 2. Consider psychological profile 3. Consider situation B. Analyze your audience as you speak 1. Observe eye contact 2. Observe facial expression 3. Observe movement 4. Listen for verbal responses C. Analyze audience after you speak 1. Nonverbal responses 2. Verbal responses 3. Survey responses 4. Behavioral responses III. Select and Narrow Your Topic .

A. Determine your purpose 1. Determine your general purpose a. To inform b. to persuade c. To entertain 2. Determine your specific purpose a. Clear guide line or focus b. Indicates audience response B. Develop your central idea (thesis statement) .

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Chapter Eleven: Developing Your Professional Presentation 1. One sentence summary of your presentation C. Generate your main ideas 1. Does central idea have logical divisions?

2. Can you think of several reasons the central idea is true?

3. Appeal to the senses IV. Support Your Presentation A. Supporting material1. Illustrations 2. Explanations 3. Descriptions 4. Definitions 5. Analogies 6. Statistics 7. Opinions B. Sources for supporting materials 1. The Internet 2. The Library V. Organize Your Presentation A. Organizing your main ideas 1. Chronologically 2. Topically 3. By importance 4. By complexity 5. Spatially 6. Cause and effect 7. Problem-solution 8. Adapt to cultural expectations 9. Organize for the ear 10. Include previews 11. Include verbal transitions 12. Include nonverbal transitions 13. Summaries B. Introducing your presentation 1. Get audience’s attentions 2. Introduce the topic 3. Give audience reason to listen 4. Establish your credibility 5. Preview your main points C. Concluding your Presentation 1. Summarize speech 2. Reemphasize the central idea in a memorable way 3. Motivate the audience to respond 4. Provide closure D. Outline you presentation 1. Preparation outline (Standard outline format) a. Use standard numbering b. Use at least two subdivisions, if any for each point c. Line up outline correctly d. Make heading grammatically parallel 2. Delivery outline .

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Instructor’s Manual for Business and Professional Communication a. Use single words or phrases b. Include introduction and conclusion in abbreviated form c. Use standard outline format Classroom Discussion and Questions 1. What are the reasons for nervousness before a presentation? What are some of the symptoms that accompany the physiological responses? How can you overcome these symptoms?

2. Analyzing the demographics of an audience is important for any presentation. What are some of the demographics that should be considered?

3. Nonverbal communication is important during a speech from two perspectives, that of the speaker and that of the audience. Discuss the nonverbal behaviors a speaker should focus on for him/herself.

Now consider the audience’s nonverbal cues. Why is nonverbal communication so crucial in presentations?

4.Discuss the topic your group has chosen for the informative symposium. What is your general and specific purpose? What is the central idea for your topic? How will you logically develop the central idea?

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Chapter Eleven: Developing Your Professional Presentation Experiential Activity Quell the Butterflies Goals: To address communication apprehension in public address Group size Entire class Time required Fifty minutes Procedure 1. Begin the class with a question about students’ speech fright. Discuss the physiological effects of nervousness on the body.

2. Ask students about the symptoms that affect them when they speak publicly.

3. Have the entire class stand up.

4. Make them breathe from the diaphragm. With their hands on their diaphragm, have them say, “Good Morning, Your Name!” They should feel the vibration if they truly spoke from their diaphragm. This should also help calm those fluttering butterflies one feels in the stomach and help with breathiness in the voice.

5. Next have them put their left hand in a bucket of goo. Then shake it and say “Ew!” really loudly.

Now put the right hand in and repeat. Put the left foot in and shake, saying “Ew!” And then the right foot in and shake, saying “Ew!” Not only are they getting rid of shaky hands and relieving wobbly legs, they are also warming up their facial muscles, which also have been known to quiver through anxiety.

6. Have them stiffen their bodies from their feet, to their knees, to their stomachs, to their chests, to their hands and arms, and even tighten the face. Hold ten seconds and then relax and breathe from the diaphragm. Repeat one more time.

7. Loosen the neck and shoulder muscles by rotating the head forward, to the left, then to the right.

8. You can then have them sit down and do a relaxing visualization exercise. Turning off the lights helps with this.

Discussion How have these relaxation exercises helped them?

Do they feel more relaxed now than when they walked into the classroom?

Doing these exercises the morning of the presentation should help calm the shakiness and then they can channel remaining nervousness into positive energy for their speech.

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Instructor’s Manual for Business and Professional Communication Experiential Activity Outline Preparation Goals • • • •

To research the symposium topic using credible sources To organize the main idea using the most effective format To create an interesting introduction To summarize the presentation in the conclusion of the speech

Group size Class groups of four Time required Class period Procedure 1. Students bring in typed preparation outlines.

2. Students get into their groups and round robin their outlines. After each team member reads and critiques the outline, he or she initials it and returns the outline back to the author.

3. After looking over each other’s outlines, students determine the appropriate order of their presentation.

4. Students take outlines back and rewrite them according to the comments and critiques made by each team member 5. In the conclusion of the outlines, there should be a brief introduction to the next speaker.

6. Outlines should then be submitted the following class in a group folder for the lecturer to review prior to the delivery date of the speeches.

Discussion Lecturer asks each group to submit a sheet of paper with symposium topic and the order in which the speakers will present.

If time, the lecturer could look over the sheets and discuss symposium topics and the break down of the topic into the four subject areas.

Do each of the speeches contain an effective attention getter in the beginning of the speech?

Is there speaker credibility mentioned in the introduction?

Does each speaker preview the three main points for his/her particular topic area?

Is the body of the speech utilizing the most effective format to present the main idea?

Does each speaker have his/her own conclusion?

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Chapter Twelve Delivering Professional Presentations Chapter Summary Deciding on one’s method of delivery is the first step in presenting the speech. While there are times when memorized, read, and impromptu speeches are beneficial, the most effective style of delivery is extemporaneous. The previous chapter regarding speech writing is primary preparation for the extemporaneous speech as that format requires research and organization prior to the speech. The extemporaneous speech is more like a conversation, using language that is comprehensible by the audience.

Once the text of the speech has been prepared, the actual delivery must be planned from the clothes one will wear, to the gestures one will use, to the visuals one will design to accompany the presentation. Dressing appropriately for the occasion is essential as clothing is the first step in the communication process before one begins to orate the message. Other nonverbal behaviors include direct eye contact, natural gestures, meaningful movement and erect posture. Vocal delivery must be considered including rate, volume, articulation, pronunciation and variation in pitch.

The presentation aids not only help the audience to remember the message, but also assist the speaker. Displaying the message enhances understanding, memory, organization, attention, and sequencing. If the speaker uses power point, he/she may give a copy of the slides to the audience before or after the presentation. The slides should be simple, key words, images, graphs or charts. Words should be used sparingly. The speaker should practice the presentation using the visual aids, so the delivery flows smoothly since the speaker’s goal is to maintain eye contact with the audience, not focus on the presentation aids. Communicating the message to the audience is the speaker’s primary goal.

Chapter Objectives After studying this chapter, the student should be able to: 1. List and describe four methods of delivery and provide tips for effectively using each one.

2. Identify and describe characteristics of effective eye contact, posture, movement, gestures, facial expression, vocal delivery and personal appearance.

3. Identify types of presentation aids from which a speaker might select, and provide suggestions for using each type effectively.

4. Identify strategies for adapting your speaking style to the media 5. List and describe strategies for responding to questions following your presentation.

6. Offer general guidelines for preparing effective presentation aids for a professional presentation.

7. Identify tips and strategies for designing PowerPoint presentations.

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Instructor’s Manual for Business and Professional Communication Chapter Outline I. Methods of Delivering Your Presentation A. Reading: Manuscript Speaking 1. Advantages a. Write exactly what you want to say b. Polished language 2. Disadvantages a. Sing-song pitch b. Minimal eye contact c. Fast rate d. Lack of movement and gestures 3. Tips a. Type your speech in short, easy-to-scan phrases b. Rehearse your speech so that you can have maximum eye contact c. Use an index finger to follow along on each line d. Don’t read too quickly; try to speak as you typically do e. Vary your vocal inflection to mirror the way you normally talk f. Use appropriate gestures and movement to add emphasis B. Recalling: Memorized Speaking 1. Advantages a. Maintain eye contact with audience b. Movement and gestures 2. Disadvantages a. Sounds stilted, stiff and over-rehearsed b. Could have memory lapse 3. Tips a. Use only for short messages b. Rehearse C. Improvising: Impromptu Speaking 1. Advantages a. Speak conversationally b. Maintain eye contact with audience 2. Disadvantages a. Lack of coherent organization b. Facts and information not researched 3. Tips a. Identify number of points you wish to make b. Organize before you speak c. Be brief d. Speak honestly and draw upon personal experience e. Always keep your audience in mind D. Conversing: Extemporaneous Speaking 1. Advantages a. Well organized and researched b. Sounds conversational and natural 2. Disadvantages a. Takes time to write and organize b. Takes practice

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Chapter Twelve: Delivering Professional Presentations 3. Tips a. Follow steps for preparing outline b. Rehearse but do not memorize II. Effective Delivery Strategies A. Look Up: Maximize Eye Contact 1. Establish eye contact with the entire audience, not just with those in the front 2. Make eye contact with individuals 3. Do not look over audience’s heads B. Move Meaningfully: Use Appropriate Gestures, Movement and Posture 1. Gestures a. Focus on the message you want to communicate b. Be definite c. Vary gestures d. Don’t overdo gestures e. Adapt gestures to fit situation f. Adapt gestures to cultural expectations of audience 2. Movement a. Move yet don’t distract from your message b. Move to reduce physical barriers c. Move to signal new idea or tone 3. Posture a. Plant your feet rather than wander or waver b. Stand tall C. Express Emotions: Use Appropriate Facial Expression 1. Be aware of your facial expressions 2. Ensure your facial expression supports your verbal message 3. Ask someone to watch you rehearse D. Look Good: Monitor Personal Appearance 1. Ask someone who is familiar with audience expectations 2. Dress slightly better than your audience members 3. Never wear clothing that would be potentially distracting 4. When in doubt, select clothing that is more conservative E. Speak Clearly: Use Appropriate Vocal Delivery 1. Speak to be understood and maintain interest a. Volume b. Articulation c. Pronunciation d. Dialect e. Pitch f. Rate F. Speak Up: Tips For Using A Microphone 1. Speak clearly and crisply 2. Test microphone 3. Do not tap, pound or shuffle papers 4. Speak directly into microphone 5. Conduct microphone test before audience arrives, if possible

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Instructor’s Manual for Business and Professional Communication III. Adapting Your Presentation for the Media 1. Consider toning down gestures 2. Dress for television success 3. Monitor your facial expressions 4. Keep it short 5. Choose your words with care and style 6. Become familiar with technology before you speak IV. Responding to Questions 1. Prepare 2. Repeat or rephrase the question 3. Ask yourself the question first 4. Stay on message 5. Listen carefully and not judgmentally 6. Neutralize hostile questions a. Restate the question b. Acknowledge emotions c. Do not make the issue personal d. Get to the heart of the issue e. When you don’t know the answer, admit it f. Be brief; make your responses short and to the point 7. Use organizational signposts 8. Signal conclusion V. Using Presentational Aids A. Why Use Presentational Aids?

1. Understanding 2. Memory 3. Organization 4. Attention 5. Sequencing B. Types of Presentational Aids 1. Objects 2. Models 3. Drawings 4. Photographs 5. Graphs 6. Charts 7. Flipcharts 8. Overhead transparencies 9. Video 10. Audio C. Using Presentation Aids 1. Rehearse with your presentation aid 2. Make eye contact with your audience, not your presentation aid 3. Talk about your presentation aid, don’t just show it 4. Do not pass objects among members of your audience 5. Use handouts effectively

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Chapter Twelve: Delivering Professional Presentations 6. Time use of visuals to control your listener’s attention a. Remove your visual aids when you move to your next point. b. Have your power point or overhead projector image already cued up and ready c. Ask colleague to help you change slides or transparencies D. Designing Presentation Aids 1. Make them easy to see 2. Make them simple 3. Check alignments 4. Develop consistent visual theme 5. Communicate numerical data visually 6. Choose font with care 7. Do not use all capital letters 8. Use color to create mood and maintain attention 9. Design for contrast 10. Use black and white effectively 11. Use a storyboard to plan message E. Using PowerPoint 1. Keep sights and sounds simple 2. Appropriately time display of PowerPoint slides 3. Repeat visual elements to create unity 4. Use clip art and other images 5. Allow plenty of time to prepare your presentation aids 6. Use words sparingly F. Preparing a Presentation with PowerPoint 1. Create consistency 2. Add text 3. Insert pictures 4. Insert charts and graphs 5. Print a presentation 6. Use special effects sparingly

Classroom Discussion and Questions 1. When is it appropriate to memorize a speech? When should you read your speech?

2. Why is extemporaneous speaking considered the most effective format for a presentation? How do you prepare for the extemporaneous speech?

3. What are some tips for handling the question and answer session after the presentation? How do you handle a hostile situation?

4. What are some design flaws in PowerPoint slides? How can you make the slide presentation interesting?

5. What other visuals, besides PowerPoint, might one use during a presentation? Why shouldn’t a visual be passed around during a presentation?

6. When should handouts be distributed, before or after the speech? Discuss your reasoning.

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Instructor’s Manual for Business and Professional Communication Experiential Activity The Business Symposium Goals • To deliver a well organized presentation • To create a power point slide show that follows the theme for each member of the symposium • To work in a group and create a cohesive presentation that is both interesting and informative Group size Four to five members in each group Time required One group per class Materials One pocket folder for the group Typed speeches for each group member Power point slide print out six slides per page Procedure Group members should be dressed in business attire.

The first speaker introduces the group topic.

Each group member presents his/her speech.

Each group member at the conclusion of his/her speech introduces the next speaker.

The last speaker gives an overall conclusion for the group.

The power point may be handled by each presenter or a group member may change slides for the speaker.

Question and answer session follows as questions are addressed to each speaker.

Discussion The class critiques each speaker according to verbal, vocal and visual delivery.

Comments are made about the topic chosen by the group and the subtopics chosen by each speaker.

Comments are made on the overall group cohesiveness. How well did the group work together?

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Chapter Thirteen Achieving Your Presentation Goals: Informing, Persuading, and Relating Chapter Summary Presentations are extremely important in the business arena whether to inform, persuade or speak on special occasions. In an informative presentation, information is shared to enhance understanding and knowledge. In business, this may be presented in the form of briefs, reports, public relations presentations, and training sessions.

In persuasive presentations, the speaker attempts to change or reinforce the listeners’ beliefs, attitudes, or values. The persuasive presentation may be in the form of sales. One may organize the persuasive appeal in one of the following formats: problem-solution, cause and effect, refutation, or motivated sequence. When preparing for a sales presentation, one should: hook the listener; identify the issues, identifying what is in it for the customer; make a recommendation; identify the benefits; make the close, ask for the sale.

Finally, one may be called on to say a few words at a special occasion. These occasions include: giving a toast, introducing someone, and giving or accepting an award. At each of these occasions, the speaker is expected to be brief, sincere, reference the occasion, and acknowledge the audience.

Chapter Objectives After studying this chapter, the student should be able to: 1.

Describe and use effective strategies to present a briefing, a report, and a public relations presentation.

2.

List and illustrate the nine steps involved in designing and delivering a training presentation.

3.

Identify and describe four strategies to motivate and persuade listeners.

4.

Define and provide an example of inductive reasoning, deductive reasoning, reasoning by analogy, and reasoning by cause and effect.

5.

List and explain eight logical reasoning fallacies.

6.

Explain three ways to ethically and appropriately use emotional appeals in a persuasive presentation.

7.

Describe and illustrate four ways to organize a persuasive message.

8.

Design and deliver an effective sales presentation.

9.

Describe and illustrate special occasion speaking situations including introducing others, presenting and receiving an award, and giving a toast.

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Instructor’s Manual for Business and Professional Communication Chapter Outline I. Informing Others A. Informing Others 1. Use simple ideas 2. Pace information flow 2. Use adult learning strategies a. To be given information they can use immediately b. To be actively involved in the learning process c. To connect their life experiences with new information they learn d. To know how new information is relevant to their busy lives e. To know how information will solve a problem f. To receive information that is relevant to their needs 3. Reinforce ideas nonverbally B. Presenting briefings: short talk 1. Focus on past, present, or future 2. Be brief (5 -15 minutes) 3. Present short overview of message, key ideas, summary C. Presenting Reports: updates on project 1. Adapt to your audience 2. Present conclusions, then share how you reached those conclusions 3. End report with solutions or identify what happens next 4. Tune your audience into radio station WIIFM--What’s In It For Me D. Presenting Public Relations Presentations 1. Provide information to promote positive public image about person or organization 2. Describe virtues and positive aspects of policy being promoted 3. Identify concerns 4. Anticipate criticism or objections E. Presenting Training Sessions 1. Analyze organizational and trainee needs 2. Analyze training task 3. Develop training objectives 4. Organize training content 5. Determine training methods a. Tell--lecture b. Show--Provide models, videos, or demonstrations of how to perform skill c. Invite--Ask trainees to practice performing new skill you are teaching d. Encourage--Provide positive reinforcement when trainees perform skill e. Correct--Provide feedback 6. Select training resources 7. Complete training plans 8. Deliver training 9. Assess training process II. Persuading Others A. Principles of Persuading Others 1. People respond to resolve dissonance 2. People respond to meet their needs a. Physiological b. Safety c. Social .

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Chapter Thirteen: Achieving Your Presentation Goals: Informing, Persuading, and Relating d. Self-esteem e. Self-actualization 3. People respond to fear messages 4. People respond to positive messages B. Strategies for Persuading 1. Aristotle’s strategies a. ethos—credibility of speaker b. logos—logical argument c. pathos—emotional appeal 2. Effectively establish your credibility a. Competence--skilled, knowledgeable b. Trustworthiness--honesty and sincerity c. Dynamism--eye contact, enthusiastic, vocal inflection, movement d. Charisma--charm, talent, magnetism e. initial credibility—appearance, credentials f. derived credibility—as you present g. terminal credibility—when you finish your speech 3. Effectively and ethically using evidence and reasoning a. Inductive reasoning b. Analogy c. Deductive reasoning d. Causal reasoning e. Logical fallacy 4. Effectively adapt and copy your reasoning to the cultural expectations of your listeners 5. Use emotion effectively and ethically to persuade 6. Organize your persuasive message effectively a. Problem-solution b. Cause and effect c. Refutation d. Motivated Sequence i. Attention Step ii. Need Step iii. Satisfaction Step iv. Visualization Step v. Action Step 7. How to adapt you message to Receptive, Neutral, and Unreceptive listeners C. Presenting to Sell 1. Analyze sales situation and elements 2. Plan presentation using time-tested strategies D. Developing Your Sales Message 1. Hook your listeners 2. Identify customer’s key issue 3. Make recommendation 4. Stress benefits, not features 5. Make the close 6. Respond to objections a. Identify question behind the question b. Keep conversation going c. Find answer quickly, if you don’t know it

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Instructor’s Manual for Business and Professional Communication III. king Special Presentations to Others A. Introducing Others 1. Be brief 2. Be accurate B. Presenting an Award 1. Refer to occasion 2. Discuss history and significance of award 3. Name person and describe achievements or achievements, then name recipient C. Accepting an Award 1. Thank presenter, organization represented and others who attributed to success 2. Comment on significance of award 3. Find meaning award may have for audience D. Giving A Toast 1. Be brief 2. Let audience and occasion dictate what you say 3. Be sincere Classroom Discussion and Questions 1. What are some of the suggestions for a training session? How are adult learners different than other students? What should be done to make information relevant to the adult learner?

2. What should be analyzed before a sales presentation? When developing a sales message, how does one “hook” the customer?

3. Think of an innovative product. How can you create a market for it, when people have not expressed a need for it? Use Red Bull as an example.

4. Who has given a special occasion speech? How did you prepare for it?

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Chapter Thirteen: Achieving Your Presentation Goals: Informing, Persuading, and Relating Experiential Exercise Persuasive Appeal Goals • To have the student design a persuasive speech • To have the students become familiar with the motivated sequence format • To have the students give a speech using ethos, logos and pathos Group size This speech is done individually so the student may find a topic he/she is passionate about or they could be selling a product or service.

Time required Each student is given eight to ten minutes for the speech, with time for questions and answers Usually four students present per day in a seventy-five minute class session Procedure 1. Hand out and review motivated sequence format.

2. Discuss persuasive ideas with students and how they would fit into the motivated sequence.

3. Have students write a persuasive speech in full sentence outline format with in text citations and a bibliography with a minimum of three credible sources.

4. Review speeches before delivery.

5. Students should design presentational aids for this speech.

Discussion Question and answer session follows speech Students give oral critique of speaker’s verbal, vocal and visual delivery

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Chapter Fourteen Writing for Business Chapter Summary Effective business writing involves clear, concise messages that follow spelling and grammar rules. Knowing the appropriate format for the message’s purpose is essential. Deciding whether to send a memo, an e-mail, or a business letter as correspondence is an important element of business writing.

The business letter contains a heading, inside address, salutation, body, and closing. The paragraphs must be developed with well-constructed, coherent sentences using appropriate, unbiased language. Memorandums are short, informal messages having a heading, body, and conclusion and are usually brief, less than one page in length. Another informal message is the email, which now exceeds telephone traffic as the dominant form of communication. In an email, one should be concise, use proper spelling and grammar, and consider the appropriateness of the content.

Other business documents include sales proposals and formal reports. A sales proposal is usually a persuasive message intended to influence a potential client about products and/or services. The sales proposal follows the persuasive presentation format with a statement of the problem, the approach to resolve it, the benefits, a schedule, and costs. The formal report has three main parts: the front matter, the body, and the back matter. Since this is highly researched, it is similar to a research paper with a title page, abstract, table of contents, well-researched and organized text, and concluding with, appendixes, a bibliography, and glossary of terms.

As stated previously, knowing which format is appropriate for the message and the audience is the first step in business writing. No matter which format is chosen, the message must be clear, concise, well-constructed, and supported.

Chapter Objectives After reading this chapter, the student should be able to: 1. Discuss different methods for organizing a business document.

2. Describe business writing style and explain what is meant by tone and unbiased messages.

3. Describe ways to prepare clear written messages.

4. List and discuss three strategies for appropriate use of technology in business writing.

5. Identify and apply the strategies for effective use of email.

6. Define business correspondence and give four examples of common business correspondence.

7. Identify the elements of an interoffice memo.

8. Differentiate between progress reports, activity reports, and format reports.

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Chapter Fourteen: Writing for Business Chapter Outline I. Developing Business Writing Skills A. Organizing and Developing Paragraphs 1. Organize document a. Problem-solution b. Chronological or sequential c. Priority d. General-to-specific 2. Develop paragraphs a. Topic sentence b. Paragraph length c. Coherence B. Using Appropriate Writing Style 1. Use appropriate tone and vocabulary a. Be confident b. Be courteous and sincere c. Adapt to reader by stressing benefits d. Write at an appropriate level of difficulty 2. Use unbiased language a. Do not use non-generic “he” b. Do not use non-generic “man” c. Use parallel messages C. Writing With Clarity 1. Use subordination 2. Avoid redundancy 3. Do not overuse intensifiers 4. Avoid telegraphic language D. Using Correct Spelling and Grammar II. Using Technology and Email A. Learning to Use Technology Thoughtfully 1. Consider qualities of message 2. Consider emotional impact of message 3. Follow communication norms of organization 4. Use multiple channels B. Using Email 1. Be concise 2. Use proper sentence structure 3. Use blind copy and courtesy copy appropriately 4. Use subject line 5. Use correct grammar and spelling 6. Consider appropriateness of content 7. Don’t use email as an excuse not to communicate through more appropriate channels III. iting Business Letters A. Correspondence 1. Develop goodwill 2. Include appropriate correspondence elements a. Heading b. Inside address .

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Instructor’s Manual for Business and Professional Communication c. Salutation d. Body e. Closing3. Deliver bad news tactfully a. Open with a description of context, providing buffer b. Explaining the bad news rather than simply stating it c. Close with goodwill message that reinforces positive relationship B. Complaint Letters 1. Complain only when appropriate 2. Address letter to correct person 3. Be courteous and professional 4. Keep it short 5. Be factual 6. Identify what you want 7. Remember to date your letter and include full contact information 8. State consequences only if previous letters have failed to get problem solved IV. riting Business Documents A. Memos 1. Develop heading 2. Develop body 3. Develop closing B. Progress and Activity Reports 1. Progress report gives up dates on project; submit at regular intervals to update status 2. Activity reports communicates progress and achievements to others within an organization or team C. Sales Proposals 1. Outline problem 2. Discuss approach 3. Describe benefits 4. Mention schedule and costs D. Formal Report 1. Develop front matter a. Title page b. Abstract c. Table of contents d. List of figures and tables e. Foreword or preface 2. Organize body a. Executive summary b. Introduction c. Text d. Conclusions and recommendations 3. Back matter a. Appendixes b. Bibliography c. Glossary d. Index

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Chapter Fourteen: Writing for Business

Classroom Discussion and Questions 1. Suppose you had to lay off a number of employees. Which would be the best format to inform them?

2. What are the parts to a business letter? What information is included in each section?

3. What are the elements in the standard memorandum format?

4. Discuss unbiased language? What are some words that were once gender specific? What is the unbiased version? Why has language changed? How might nonparallel verbal messages treat groups differently?

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Instructor’s Manual for Business and Professional Communication Experiential Exercise The Memorandum Goals • To teach the memorandum format • To obtain a writing sample of spelling, grammar, sentence and paragraph structure at the beginning of the semester • To maintain an individual analysis of student’s goals in business class Group size Entire class Materials Board or printed memorandum Procedure 1. At the beginning of the semester, discuss Chapter Fourteen, as it contains various forms of business writing that will be covered throughout the semester.

2. Discuss the format and use of the memorandum.

3. On the board or handing out a printed memorandum, have the students respond to a request for their expectations from Business Communication class. Students should indicate in memo format, their expectations of this business class. They should indicate specifically what they would like to learn from this class.

4. This can be an in-class assignment or a typed homework assignment.

5. The memorandums should be collected and commented upon by the instructor.

6. If the instructor prefers, the memo may be sent via email.

Discussion Upon returning the memos to the class, the instructor can take this opportunity to give a grammar/ spelling lesson.

This should prove beneficial for subsequent writing assignments throughout the semester.

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Chapter Fourteen: Writing for Business P E R S U A S IV E S P E E C H

V AL E R I E M ANNO G I R OUX , P H. D.

M OT I V AT E D S E QUE NC E W OR K S HE E T A T T E N T I O N S TEP Opening statement of interest/Attention Getter Speaker Credibility Reasons to listen Preview of main points N E E D S T EP Statement of need: Illustration: Ramifications: Pointing:

Explain nature of problem.

Give relevant detailed example.

Show with statistics or expert testimony extent of problem.

Demonstrate how and why this is important to every member of the audience.

Explain impact this problem has for each individual.

S AT I S F ACT I O N S T E P Statement of solution: Explanation of solutions: Theoretical demonstration: Practical experience: Meeting Objections:

Briefly state the value, attitude, belief or action you want audience to take.

Make your proposal comprehensible.

Show logical connection between need and solution.

Use facts, figures and testimony that your proposal has worked effectively or that proves your value, attitude, or belief to be true.

Here you play the devil’s advocate. Overcome any objections your listener may have.

VI S UAL I Z A T I O N S T E P Positive visualization: Describe future conditions when plan is put into action. Put audience into a realistic scenario, enjoying what your solution has provided Negative visualization: Have listeners picture themselves in an unpleasant situation because they did not put your solution, value, attitude or belief into effect.

Contrast negative/positive: Compare both visions.

ACT I O N S T E P Statement of specific action or attitude change: Statement of personal interest: Call to action. End with impact

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Appendix Managing Time: Managing Communication Appendix Summary Managing time/communication is crucial in the world of business that is plagued with interruptions, whether it is telephone, Email, drop in visitors, meetings or, just plain, procrastination.

“Time management is the use of techniques for analyzing and prioritizing goals and objectives in order to increase efficiency and productivity.” It is no secret that one needs to prioritize wisely. This Appendix discusses time management and offers strategies and tools to help accomplish daily goals and objectives at work.

Table A.1 lists “The Ten Biggest Time Wasters.” On the following page, there is a Daily Activity Chart to help analyze “Where Your Time Goes.”

Self-reflection is the key to determining what is urgent and what is not. Taking a proactive stance is imperative, rather than waiting to see what needs to be done next. “Take action” is one of the most important suggestions in this Appendix. Another useful tool is Rating Scale A.2 “Classifying Time Problems,” which lends itself to a dyadic or group activity at the conclusion of this Appendix.

Appendix Objectives After reading the Appendix, the student should be able to: 1. Write appropriately worded goals and objectives that are specific, measurable, attainable and observable.

2. Make a master list of work tasks and projects.

3. Identify and implement strategies for prioritizing work.

4. Develop strategies for managing work obstacles to achieve work goals and objectives.

5. Take appropriate action to increase work efficiency on team projects.

Appendix Outline I.

Develop Written Goals and Objectives A. Develop goals: clear statements to accomplish in the future B. Develop objectives: what you would like to achieve (day, week, month) 1. Specific 2. Measurable 3. Attainable 4. Observable

II. Make a Master List A. Write it down B. Cross it off C. Consolidate items when appropriate D. Review your list E. Don’t use calendar as subsititue for master list .

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Appendix: Managing Time: Managing Communication F. Schedule tasks on your list at your best times III. Prioritize Your Work A. Is it urgent?

B. Is it important?

C. Is it urgent and important?

D. Is it important, not urgent?

E. Is it not urgent and not important?

IV. Manage Interruptions A. Manage messages: Time management principles 1. Batch your work 2. Do your work once 3. Organize your workspace 4. Use a reminder file B. Manage email 1. Set aside a specific time of the day to check email 2. Use the two minute rule 3. Create action files C. Manage paperwork 1. Read something once and handle it once 2. Dispose what you don’t need again after reading it 3. Develop a strategy for filing what you need 4. Don’t paper hop: stopping and switching to another document D. Manage the telephone 1. Return non urgent calls in batches 2. Communicate your phone availability to others 3. Know how to end a phone call tactfully 4. Develop a phone call screening system V. Manage Unscheduled Visitors A. Find a quiet place to work on tasks that need your full concentration B. Verbally communicate your availability to others C. Use nonverbal cues to signal your availability to others D. Politely but assertively end conversations or let others know that you are busy VI. Take Action A. Use self-reflection B. Determine what is keeping you from achieving your goals C. Have clear goals and objectives VII. Work Efficiently on Team Projects A. Make sure team has written clear objectives B. Make master list of key steps team needs to accomplish C. Assess team priorities D. Note obstacles E. Take action by implementing collaborative plan

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Instructor’s Manual for Business and Professional Communication Classroom discussions and questions 1. What do you think about the suggested lists suggested in this Appendix? Do you see them as helpful or time consuming. Discuss.

2. Which of the suggestions in this Appendix do you find most helpful. Discuss why you feel that these would contribute to your time management?

3. Think about your own time management skills. Fill out Rating Scale A.1 to help you with this answer.

4. What are some ways you could tactfully end a telephone call? A drop in visit?

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Appendix: Managing Time: Managing Communication Experiential Exercise Classifying Time Problems Have students fill out Rating Scale A.2 Classifying Time Problems individually. Then have the class break down into dyads or small groups and discuss their results. Have them discuss their “Biggest Problems” and then share ideas for the “Action Needed.”

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TEST BANK Chapter One Communicating and Leading at Work Multiple Choice Questions 1) The process of making sense out of the world and sharing that sense with others by creating meaning through the use of verbal and nonverbal messages is the definition of .

A. communication B. transactional communication C. human communication D. interpersonal communication Answer: C Skill: Factual Page Ref: 5 2) In the textbook, the primary distinction between the definition of communication and human communication involves .

A. making sense out of the world B. managing relationships C. interacting simultaneously D. acting upon information Answer: A Skill: Factual Page Ref: 4-5 3) While David is talking during a meeting, he notices several team members beginning to shuffle their feet, while others are nodding off. David notices this and adapts his communication by making the meeting more interactive in hopes that it will wake people up. This simultaneous exchange of messages is called .

A. interpersonal communication B. transactional communication C. feedback D. leadership Answer: B Skill: Applied Page Ref: 6 4) Using unspoken symbols to communicate the emotional and relational aspects of your message is the description of which communication principle?

A. Effectively using and interpreting verbal messages B. Effectively using and interpreting nonverbal messages C. Appropriately adapting your messages to others D. Listening and responding thoughtfully to others Answer: B Skill: Factual Page Ref: 6

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Chapter One: Communicating and Leading at Work

5) The of a communication message is the new information, ideas, or suggested actions the speaker wishes to express.

A. Feedback B. Noise C. Channel D. Content Answer: D Skill: Factual Page Ref: 6 6) Sondra is facilitating a meeting in her company’s main boardroom. Because her past meetings were held in a much smaller, more informal meeting room, she is beginning to feel very uncomfortable and nervous. Which of the following elements is most responsible for her uncomfortable and nervous feelings?

A. Source B. Noise C. Context D. Content Answer: C Skill: Applied Page Ref: 6-7 7) Kristen is delivering a presentation to a group of clients, but one of her client’s cell phones continues to ring. This causes Kristen to become aggravated because she is worried that the other clients will not hear her message. Which of the following elements is causing Kristen’s aggravation?

A. Feedback B. Noise C. Channel D. Context Answer: B Skill: Applied Page Ref: 6-7 8) Laura is talking on the phone to her best friend about her weekend plans. The phone is which component of communication?

A. Noise B. Feedback C. Channel D. Context Answer: C Skill: Applied Page Ref: 7 9) Mark is the newest technician at his company but had seen the need to start a recycling program.

Mark takes the initiative to collect recycle bins, post signs and put them by the trash. Mark is being a .

A. leader B. manager C. supervisor D. follower Answer: A Skill: Applied Page Ref: 9

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Test Bank for Business and Professional Communication 10) A is someone who has been appointed to coordinate and facilitate others in accomplishing a task/job.

A. leader B. manager C. subordinate D. follower Answer: A Skill: Factual Page Ref: 9 11) The definition of leadership includes .

A. influencing others to achieve goals B. discovering the available means of persuasion C. someone who has been appointed to keep things organized and facilitate D. translating feelings, thoughts, and ideas into a code Answer: A Skill: Factual Page Ref: 9 12) Your textbook describes different perspectives on leadership, which of the following is NOT one?

A. Leaders make things happen.

B. Leaders create the extraordinary.

C. Leaders are born.

D. Leaders are ethical.

Answer: C Skill: Factual Page Ref: 9 13) According to your textbook, if you want to end up as a leader, you should NOT do which of the following: A. Be absent frequently because absence increases respect and honor.

B. Do what others ask, but also ask others to do things for you.

C. Do not forcefully suggest that your ideas are the best ideas.

D. Offer substantive comments.

Answer: A Skill: Factual Page Ref: 9 14) According to your textbook, the primary difference between a leader and a manager is .

A. a manager is in charge of a few, whereas a leader is in charge of many B. a manager is appointed to coordinate and facilitate, whereas a leader influences others C. a manager is lower on the corporate ladder than a leader D. a manager is focused on the long term, while a leader is focused on short term goals Answer: B Skill: Conceptual Page Ref: 9 15) When looking at the difference between leading and following, the best follower is someone who .

A. responds to a micromanaging leader B. only uses the ideas of the leader C. is passive and a noncritical thinker D. is both independent and a critical thinker Answer: D Skill: Applied Page Ref: 10 .

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Chapter One: Communicating and Leading at Work

16) Bryan is interviewing candidates for a job opening in his department. He describes the person he is looking for as someone who possesses strong leadership skills. Specifically, he is looking for a leader who exhibits competency, honesty, is forward looking, and inspirational. What type of leadership approach is Bryan taking?

A. Trait approach B. Functional approach C. Situational leadership approach D. Transformational leadership approach Answer: A Skill: Applied Page Ref: 11 17) Chris takes a functional approach to leadership. During his weekly staff meetings, he encourages reticent members to talk, mediates conflict, and acts as the gatekeeper. What specific function is Chris performing?

A. Task function B. Process function C. Responsibility function D. Situational function Answer: B Skill: Applied Page Ref: 11 18) Kelley is the leader of her English Club; she will often plan, schedule, and facilitate the weekly meetings. According to your textbook Kelley is performing as a leader.

A. task functions B. process functions C. responsibility functions D. situational functions Answer: A Skill: Applied Page Ref: 11 19) The primary difference between a task and process function is .

A. task functions focus on getting work done, whereas process functions focus on managing relationships B. task functions focus on relationship building, whereas process functions focus on procedural tasks C. task functions focus on leadership, whereas a process function is primarily a role that a follower assumes D. task functions help the team mediate conflicts, whereas a process role focuses on agenda items Answer: A Skill: Factual Page Ref: 11-12 20) Martha is the director for her division. Since she is in charge and has the most experience, she thinks that the best leadership style is to simply give orders and control her employees. What style of leadership does Martha prescribe to?

A. Democratic leadership B. Authoritarian leadership C. Laissez–faire leadership D. Transformational leadership Answer: B Skill: Applied Page Ref: 12

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Test Bank for Business and Professional Communication

21) A leader who consults with the group before issuing edicts is considered a A. democratic leader B. authoritarian leader C. laissez-faire leader D. transformational leader Answer: A Skill: Factual Page Ref: 13

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22) As a leader John often gets input from all members of the group, has them vote on actions to take and is focused on the group succeeding and not his own personal success. John demonstrates which type of leadership??

A. Authoritarian leadership B. Democratic leadership C. Transformational leadership D. Laissez-faire leadership Answer: B Skill: Applied Page Ref: 13 23) Suzy has been working for the same leader for the past 10 years; however, her old boss just retired and she has been assigned to a new supervisor. Her new boss is nothing like her old boss. Her old boss would simply make all of the decisions and tell everyone in the area how to perform their job effectively. But, her new boss gives minimal direction and rarely volunteers information. What style of leadership does her new boss prescribe to?

A. Authoritarian leadership B. Democratic leadership C. Transformational leadership D. Laissez-faire leadership Answer: D Skill: Applied Page Ref: 13 24) Which statement best represents a transformational leadership approach?

A. Communicating a vision that people can support B. Announcing a vision and telling others to get it done C. Asking employees what vision they want D. Not developing a vision unless asked by someone else Answer: A Skill: Factual Page Ref: 14-15 25) An individual that takes a servant leadership approach believes that A. the ends justify the means B. to do good and do well C. team members should serve them D. they are naturally born leaders Answer: B Skill: Factual Page Ref: 15

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Chapter One: Communicating and Leading at Work

26) As a leader being mindful of your communication and conscious of what motivates you and others to communicate is the description of which communication principle?

A. Effectively using and interpreting nonverbal messages B. Appropriately adapting your message to others C. Listening and responding thoughtfully to others D. Being aware of your communication with yourself and others Answer: D Skill: Factual Page Ref: 17 27)

is any communication, other than written or spoken language, that creates meaning for someone.

A. Verbal communication B. Language C. Impersonal communication D. Nonverbal communication Answer: D Skill: Factual Page Ref: 18

28) Actively listening to others, using responses to ensure and demonstrate you have understood the message correctly is the description of which communication principle?

A. Effectively using and interpreting verbal messages B. Effectively using and interpreting nonverbal messages C. Appropriately adapting your messages to others D. Listening and responding thoughtfully to others Answer: D Skill: Factual Page Ref: 18 29) Sue is in a sales meeting with a group of coworkers. Throughout the meeting, she paraphrases others’ messages, nods her head, and asks questions to seek clarification. Which principle is Sue demonstrating?

A. Effectively using and interpreting verbal messages B. Effectively using and interpreting nonverbal messages C. Appropriately adapting your messages to others D. Listening and responding thoughtfully to others Answer: D Skill: Factual Page Ref: 18 30) Customizing messages to enhance message clarity and considering the personal, social, and cultural characteristics of listeners is the description of which communication principle?

A. Effectively using and interpreting verbal messages B. Effectively using and interpreting nonverbal messages C. Appropriately adapting your messages to others D. Listening and responding thoughtfully to others Answer: C Skill: Factual Page Ref: 18-19

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Test Bank for Business and Professional Communication

31) According to the textbook, the primary difference between interpersonal and impersonal communication is: A. Interpersonal communication seeks to manage relationships, while impersonal communication treats others as objects.

B. Interpersonal communication treats others according to their role, while impersonal communication occurs when two people interact to mutually influence one another.

C. Interpersonal communication occurs when someone is alone, while impersonal communication occurs in a large crowd.

D. Interpersonal communication is a form of leadership, while impersonal communication occurs when two co-workers seek to mutually influence each other.

Answer: A Skill: Factual Page Ref: 20-22 32) Which of the following is included in the definition of impersonal communication as discussed in the textbook?

A. Managing relationships B. Mutual influence C. Responding to roles D. Ongoing connection Answer: C Skill: Factual Page Ref: 22 33) The primary difference between a group and a team is A. a team is more goal oriented than a group B. a team involves face-to-face communication, while a group does not C. a team involves mutual influence, while a group does not D. a team is more highly structured than a group Answer: D Skill: Conceptual Page Ref: 22-23

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34) Your text describes small group communication as a transactional process among three to fifteen people who .

A. meet often B. work in the same context C. are “in sync” with each other D. share a common purpose Answer: D Skill: Factual Page Ref: 22 35) Amanda is addressing a gathering of human resource professionals at her company’s large lecture auditorium. She is informing them about the new automated careers system, which will let potential employees apply for positions online. According to your textbook, this is considered .

A. group communication B. team communication C. public communication D. impersonal communication Answer: C Skill: Applied Page Ref: 23

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True/False Questions 36) In a recent survey of recruiters from companies with more than 50,000 employees, communication skills were cited as the single most important factor in choosing managers.

Answer: TRUE Skill: Factual Page Ref: 3 37) Using the “silent treatment” ensures that a conversation will NOT be transactional.

Answer: FALSE Skill: Applied Page Ref: 6 38) While taking an exam, Sam is having difficulty concentrating because people in the hall are talking extremely loud. Sam is experiencing literal noise.

Answer: TRUE Skill: Applied Page Ref: 7 39) It is possible for someone to be a leader even without being designated to assume a specific leadership role.

Answer: TRUE Skill: Conceptual Page Ref: 9 40) In an effectively led team, team members are less likely to be absent.

Answer: TRUE Skill: Conceptual Page Ref: 9 41) You CANNOT have a leader without a follower.

Answer: TRUE Skill: Factual Page Ref: 10 42) There is a single set of traits or characteristics that can predict who will be a leader.

Answer: FALSE Skill: Factual Page Ref: 11 43) The primary difference between a task and process function is that process functions focus on managing relationships.

Answer: TRUE Skill: Conceptual Page Ref: 12 44) It is not possible for someone to perform both task and process functions.

Answer: FALSE Skill: Conceptual Page Ref: 12 45) Military leaders often assume an authoritarian leadership style.

Answer: TRUE Skill: Factual Page Ref: 12 46) Democratic leaders are more likely than the authoritarian leader to listen and thoughtfully respond to the wishes of the team.

Answer: TRUE Skill: Conceptual Page Ref: 13

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Test Bank for Business and Professional Communication

47) The laissez-faire leader influences the group by his or her participation and activities.

Answer: FALSE Skill: Factual Page Ref: 13 48) Groups with highly structured goals and a high level of stress may work best with a more authoritarian leadership style.

Answer: TRUE Skill: Conceptual Page Ref: 14 49) Transformational leaders are so effective because they focus most of their energy on the past in order to fix mistakes.

Answer: FALSE Skill: Factual Page Ref: 15 50) A servant leader has a high concern for people, relationships, and team member satisfaction.

Answer: TRUE Skill: Factual Page Ref: 15 51) Bill wants to be a democratic leader so he takes a “hands off” approach and only gives directions when he is asked or instructed to.

Answer: FALSE Skill: Conceptual Page Ref: 16 52) A servant leader influences group members through listening, supporting, and empathizing.

Answer: TRUE Skill: Factual Page Ref: 16 53) Our emotions are communicated primarily through verbal messages.

Answer: FALSE Skill: Factual Page Ref: 17 54) Slamming a door is an example of nonverbal communication.

Answer: TRUE Skill: Applied Page Ref: 18 55) Interpersonal communication is mutually influential.

Answer: TRUE Skill: Conceptual Page Ref: 20 56) Impersonal communication is the best way to approach interactions with customers because it speeds up the interaction.

Answer: FALSE Skill: Applied Page Ref: 22 57) Kim is great at public speaking; this means she must also be effective at communicating interpersonally and in a group.

Answer: FALSE Skill: Applied Page Ref: 23

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58) The difference between a group and a team is that a team has fewer members.

Answer: FALSE Skill: Factual Page Ref: 23 59) Public communication tends to be less formal and less structured than interpersonal or team communication.

Answer: FALSE Skill: Conceptual Page Ref: 23 60) Of the three communication contexts (interpersonal, group, public), public communication has the distinction of being the one that has been formally studied the longest.

Answer: TRUE Skill: Factual Page Ref: 23 Essay Questions 61) Briefly explain the four key elements of human communication.

Answer: • Communication is about making sense. We make sense out of what we experience when we interpret what we see, hear, touch, smell, and taste. Effective communicators attempt to learn as much as possible about his or her listeners so that the message crafted makes sense to the listeners.

• Communication is about sharing sense. We use words as well as nonverbal cues to convey our thoughts and feelings to others.

• Communication is about creating meaning. We create meaning based on our experiences, background, and culture.

• Communication is about verbal and nonverbal messages. We use both words and nonverbal behaviors to create meaning.

Skill: Factual Page Ref: 5-6 62) Explain and give an example of how noise can influence transactional communication.

Answer: Transactional communication is when individuals are both sending and receiving verbal and nonverbal messages at the same time. Noise is anything that interferes with a message being interpreted as it was intended. When either physical or psychological noise interferes with the message then the receiver may not be able to decode the intended message correctly. For example, if two individuals are talking and one it distracted by something in the room, they may nod in agreement to a statement made but not fully understand what was asked of them.

Skill: Applied Page Ref: 7 63) Identify and explain at least three differences between a manager and a leader.

Answer: • A manager is someone who is appointed to coordinate and facilitate, whereas a leader influences others even if he/she has not been designated to assume a specific leadership role.

• Managers focus on keeping things organized and emphasize the importance of accomplishing the immediate task at hand. Leaders are focused not only on the short term, but additionally on achieving goals over the long term.

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Test Bank for Business and Professional Communication •

Leaders often typically seek to change, whereas managers are usually interested in simply making the current situation or process operate effectively.

Skill: Conceptual Page Ref: 9-10 64) You are a member of a group trying to solve a technical problem where you work. What should you do to be an effective follower?

Answer: The primary task of a follower is to ethically and appropriately respond to the influence of a leader. Good followers use their own ideas and strategies to achieve their work goals, they are independent and critical thinkers, and they actively engage in the task at hand. In a complex task such as solving a problem as a follower I would want to bring up critical questions in a respectful manner, complete my assigned tasks on time and try to approach the problem from a different angle to facilitate discussion.

Skill: Applied Page Ref: 10 65) Define task and process functions and provide three examples of roles specific to each.

Answer: • Task functions are those behaviors that help the team or organization get the work done. Setting the agenda, recording what is accomplished, determining when a meeting begins and ends, distributing information before a meeting, initiating or proposing new ideas, seeking information and opinions, giving information, elaborating on the ideas of others, and evaluating ideas are examples of task roles.

• Process functions are those that help maintain a harmonious climate by encouraging amiable relationships among others. Examples of process roles include encouraging reticent members to talk, mediating conflict, compromising or helping others to compromise, and gatekeeping.

Skill: Applied Page Ref: 11-12 66) Define the three leadership styles presented in the textbook and explain when each style would be most effective.

Answer: • Authoritarian leaders influence by giving orders and seeking to control others. This style of leadership is most effective in crisis, high-stress situations or in a military setting, when people need a quick-thinking, decisive leader who can orchestrate what needs to be done.

• Democratic leaders consult with the group before issuing edicts. The democratic leadership style is most effective in team-based situations or when new ideas are being developed.

• Laissez-faire leaders take a hands-off, laid-back approach to influencing others and are most effective when striving to be well liked and maintain a positive image.

Skill: Applied Page Ref: 12-13

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Chapter One: Communicating and Leading at Work 67) Define servant leadership and identify how it attempts to influence people.

Answer: Servant leadership is when the individual explicitly views themselves as being of service to the group or team: • Being altruistic: sacrificing for others.

• Being an emotional healer: Listening, supporting and empathizing.

• Being wise: thinking about the future as well as the present.

• Being persuasive: using arguments, reasoning, logic and information to convince others rather demanding change.

• Being and organizational steward: striving to leave the organization better than he or she found it.

Skill: Factual Page Ref: 16 68) Describe the five communication principles and how they can be applied as a leader at work.

Answer: • The first principle is that leaders to be aware of their communication with themselves and others.

This can be applied by being “present” when communicating by considering what motivates a person to communicate and how people may perceive the same situation differently.

• The second principle is that leaders should effectively use and interpret verbal messages. A leader can apply this principle by considering what words are used to convey a message; such as the use of jargon and technical terms.

• The third principles states that leaders should effectively use and interpret nonverbal messages.

Because nonverbal communication often conveys the emotion of a message a leader in the workplace can observe the nonverbal cues of people they are working with and the leader can use appropriate nonverbal cues to reinforce their own message.

• The fourth principle is that leaders should listen and respond thoughtfully to others. Leaders in the workplace can choose to be better listeners by being “other oriented” by considering the needs, motives and desires of the co-worker they are communicating with.

• The fifth and final principle is that leaders should appropriately adapt their messages to others.

An effective leader will consider the personal, social, and cultural characteristics of the listener to enhance message clarity.

Skill: Applied Page Ref: 19 69) Define and explain the difference between interpersonal and impersonal communication.

Answer: Interpersonal communication occurs when two people interact to mutually influence each other for the purpose of managing relationships. Impersonal communication occurs when people are treated as objects, or when others respond to people’s roles rather than to whom they are as unique people. The primary difference between these two types of communication is that interpersonal communication seeks to manage relationships, while impersonal communication treats others as objects.

Skill: Conceptual Page Ref: 21-22

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Test Bank for Business and Professional Communication 70) Explain the differences between each of the three contexts of communication.

Answer: The primary difference between the three contexts of communication is related to purpose.

• Interpersonal communication is mutually influential and its primary purpose is to develop and manage relationships.

• Team communication arises with a coordinated group of people who collaborate to achieve a specific common goal.

• Public communication occurs when a speaker addresses a gathering of people with the intent to inform, persuade, or entertain.

Skill: Conceptual Page Ref: 20-23

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Chapter Two Being Aware of Self and Others Multiple Choice Questions 1) When someone has an awareness of their own and others’ thoughts, actions, and motivations, they are considered to be .

A. competent B. aware C. adaptable D. mindful Answer: D Skill: Factual Page Ref: 28 2) According to your textbook which of the following is something the mindful leader does NOT focus their awareness on?

A. Leadership assumptions B. Organizational culture C. Ethics D. Systematic flow Answer: D Skill: Factual Page Ref: 28 3) A pattern of communication behaviors that others observe when you interact with them is .

A. social style B. mindfulness C. nonverbal communication D. assertiveness Answer: A Skill: Factual Page Ref: 28 4) Nick is an intern at a local news network. Management at the network is very impressed with Nick because he actively disagrees with other coworkers, is not afraid to make requests, and can stand up for himself without attacking someone else. What social dimension is Nick exhibiting?

A. Responsiveness B. Adaptability C. Expressiveness D. Assertiveness Answer: D Skill: Applied Page Ref: 29

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5) Mark is seen as a good listener and others seem to be very comfortable talking to him. What social dimension best describes this part of Mark’s social style?

A. Assertiveness B. Responsiveness C. Adaptability D. Mindfulness Answer: B Skill: Applied Page Ref: 30 6) Patty enjoys her work as a nurse because she feels that it gives her an opportunity to be supportive and helpful to her patients. Patty’s social style is best characterized as .

A. driver B. amiable C. expressive D. analytical Answer: B Skill: Applied Page Ref: 30 7) Rosa is a corporate trainer for a large banking organization. Her favorite aspects about the position are that it allows her to be noticed by others, use her communication skills, and receive a lot of attention. Rosa’s social style is best characterized as .

A. amiable B. analytical C. driver D. expressive Answer: D Skill: Applied Page Ref: 30 8) Rose is an engineer. Her colleagues think that she is too critical and much too serious. What social style does Rose exhibit?

A. Amiable B. Analytical C. Driver D. Expressive Answer: B Skill: Applied Page Ref: 30 9) Dennis has been the governor of the state of Texas for the past 5 years. He loves being given so much responsibility and he enjoys being able to direct others. What social style best describes Dennis?

A. Amiable B. Analytical C. Driver D. Expressive Answer: C Skill: Applied Page Ref: 30

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10) According to your textbook a person with high assertiveness and low responsiveness is considered to have a(n) social style.

A. expressive B. amiable C. analytical D. driver Answer: D Skill: Factual Page Ref: 31 11) Why is it important to know how other people perceive your social style?

A. Their perception influences how they treat you.

B. Their perception influences how you perceive yourself.

C. Their perception doesn’t matter; it only matters how you see yourself.

D. You can never know how another person perceives you, so you shouldn’t try.

Answer: A Skill: Conceptual Page Ref: 32 12) Athena has an analytical social style; however, she is leading a project with a group of expressive people. Because of this difference, she adapts her style to be more enthusiastic and friendly.

Athena’s ability to adapt is called .

A. awareness B. style flexing C. position flexing D. classical leadership Answer: B Skill: Factual Page Ref: 33 13) Which of the following is NOT a reason that style flexing is important?

A. it enhances leadership effectiveness B. it helps you tailor your message C. it helps you maximize the fit between you and another person D. it pushes other people to grow by forcing them adapting to you.

Answer: D Skill: Factual Page Ref: 33 14) According to your textbook a classical approach to leadership relies on employees.

A. benefits and rewards B. personal relationships C. internal motivation D. decision making opportunities Answer: A Skill: Factual Page Ref: 34

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to motivate

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15) Which leadership concept assumes that there is one best way to perform a specific task within an organization with maximum efficiency, and that a leader’s job is to influence workers to behave in this way?

A. Classical leadership B. Human relations leadership C. Human resource leadership D. Systems assumptions leadership Answer: A Skill: Factual Page Ref: 34 16) Having the opportunity to be promoted is an example of a(n) A. leadership perk B. motivation factor C. hygiene factor D. artifact Answer: B Skill: Factual Page Ref: 35 17) Having an office with a window is an example of a(n) A. B. motivation factor C. hygiene factor D. artifact Answer: C Skill: Factual Page Ref: 35

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_. leadership perk

18) Abraham Maslow’s theory of human needs is used to help describe which leadership assumption?

A. Classical B. Human relations C. Human resources D. Systems Answer: B Skill: Factual Page Ref: 35 19) The primary difference between hygiene and motivation factors is that .

A. hygiene factors are concerned with recognition, while motivation factors are concerned with working conditions B. hygiene factors are concerned with job responsibility, while motivation factors are concerned with the quality of supervision C. hygiene factors are concerned with the amount of responsibility, while motivation factors are concerned with working conditions D. hygiene factors are concerned with satisfaction, while motivation factors are concerned with motivation Answer: D Skill: Conceptual Page Ref: 35

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20) The Big Shore Company gives out free tacos every Tuesday, provides day care for the children of their workers, and allows casual Fridays. What type of motivational approach does Big Shore Company have?

A. Classical leadership B. Human relations leadership C. Human resources leadership D. Systems leadership Answer: B Skill: Applied Page Ref: 35 21) Which of the following statements most accurately describes the human resources leadership approach?

A. Workers are viewed as resources that can enhance an organization.

B. Workers are motivated by rewards and punishment.

C. Views organizations and teams as complex interconnected sets of elements.

D. People are motivated by their individual needs.

Answer: A Skill: Conceptual Page Ref: 36 22) According to your textbook, communication in organizations that operate using human relations leadership assumptions is typically .

A. downward B. upward C. multidirectional D. tall Answer: C Skill: Factual Page Ref: 37 23) Neal is a new manager at a production company that puts an emphasis on production and accepts a high turnover rate. On the Managerial Grid where should Neal try to place himself?

A. Country club management B. Team management C. Impoverished management D. Authority-compliance Answer: D Skill: Applied Page Ref: 37 24) Paul has a very high concern for people, as well as a high concern for production. Where does Paul fall on the Managerial Grid?

A. Country club management B. Team management C. Impoverished management D. Authority-compliance Answer: B Skill: Applied Page Ref: 37

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Test Bank for Business and Professional Communication 25) Sally has worked for the same company for 15 years and really cares for her employees. Sally does not give her employees deadlines or demanding tasks, but believes they will get them done when they need to be. Sally is a(n) type of manager on the Managerial Grid.

A. country club management B. team management C. impoverished management D. authority-compliance Answer: A Skill: Applied Page Ref: 37 26) Being aware of the organizational culture is important because?

A. It influences how you communicate with others.

B. It is nice to know.

C. So you can explain it to others.

D. So you can know what to wear.

Answer: A Skill: Conceptual Page Ref: 37 27) According to your textbook, a group’s set of distinctive beliefs, values, assumptions, and rules that distinguish them from another is described as their .

A. leader B. hygiene factor C. system D. culture Answer: D Skill: Factual Page Ref: 38 28) The learned patterns of beliefs, values, assumptions, rules, and norms that are shared by the people in an organization are called .

A. organizational awareness B. organizational culture C. ceremonies D. organizational stories Answer: B Skill: Factual Page Ref: 38 29) Stan has worked at his organization for 30 years. In recognition of his long career and hard work, his organization will be hosting a dinner party. This celebration represents which factor of organizational culture?

A. Artifacts and décor B. Metaphors C. Ceremonies D. Stories Answer: C Skill: Applied Page Ref: 40

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30) Bob just walked into his new office area and saw that everyone was sitting in a cubicle, there were no pieces of art on the walls, and all of the furniture matched. His observations represent what factor of an organization’s culture?

A. Metaphors B. Stories C. Artifacts and décor D. Written rules and policies Answer: C Skill: Applied Page Ref: 40 31) The idea that there can be several different cultures within a single organization is best represented by which statement?

A. Organizational culture is created through communication.

B. Organizational culture is communicated both explicitly and implicitly.

C. Organizational culture includes multiple factors.

D. Organizational culture is multilayered and multifaceted.

Answer: D Skill: Factual Page Ref: 40 32) According to your textbook organizational cultures A. never change B. change only when the business is failing C. constantly change D. only change when a new CEO is hired Answer: C Skill: Factual Page Ref: 42

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33) The beliefs, values, and moral principles by which we determine what is right and wrong are called .

A. leadership style B. opinions C. ethics D. responsibility Answer: C Skill: Factual Page Ref: 42 34) Pam is a newly appointed manager at a local restaurant. Since the last manager was fired due to ethics issues, she is making it a point to model ethical conduct at all times. She has hired a trainer to deliver workshops on ethics in order to help prevent the unethical treatment of others. What challenge is Pam trying to confront?

A. Challenge of deceit B. Challenge of responsibility C. Challenge of consistency D. Challenge of ethics Answer: B Skill: Applied Page Ref: 43

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35) When a leader informs team members of the criteria they use for making decisions, they are managing the challenge of .

A. deceit B. responsibility C. consistency D. decision making Answer: C Skill: Factual Page Ref: 44 True/False Questions 36) Being aware of your motivations, actions, and thoughts is being mindful.

Answer: TRUE Skill: Factual Page Ref: 28 37) Krista thinks she is great at leading meetings, but the rest of her team does not agree. This understanding represents mindfulness.

Answer: FALSE Skill: Applied Page Ref: 28 38) Your social style is unique; no one has a social style that perfectly matches your own.

Answer: TRUE Skill: Conceptual Page Ref: 28 39) Your social style is a combination of two primary dimensions – assertiveness and responsiveness.

Answer: TRUE Skill: Factual Page Ref: 29-30 40) Because Ryan isn’t afraid to make requests or actively disagree with others, he has a high level of responsiveness.

Answer: FALSE Skill: Applied Page Ref: 29-30 41) You are considered to have an amiable social style if you enjoy working in supportive and helpful roles.

Answer: TRUE Skill: Factual Page Ref: 30 42) Analytical social styles are considered social specialists.

Answer: FALSE Skill: Factual Page Ref: 30 43) Becoming aware of your own and others’ social styles gives you important information that you can use to more effectively lead others.

Answer: TRUE Skill: Factual Page Ref: 32 44) Style flexing is the process of your team adapting to your social style.

Answer: FALSE Skill: Factual Page Ref: 33 .

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45) Bart is described as being flexible because he adapts his social style and communication to best fit the group he is working with. Bart is demonstrating social flexing.

Answer: TRUE Skill: Applied Page Ref: 33 46) According to classical leadership assumptions, there is more than one best way for a team or organization to perform a given task.

Answer: FALSE Skill: Conceptual Page Ref: 34 47) From a classical point of view, organizations can be described as being either tall or flat.

Answer: TRUE Skill: Factual Page Ref: 34 48) Abraham Maslow’s theory of human needs is used to help understand the human resources leadership approach.

Answer: FALSE Skill: Factual Page Ref: 35 49) Communication based on the human relations approach to leadership concerns both task and relationship issues.

Answer: TRUE Skill: Factual Page Ref: 35 50) According to the human relations approach to leadership, people are only motivated by the current working conditions such as the working environment and salary, not recognition and how interesting the work is.

Answer: FALSE Skill: Factual Page Ref: 35 51) Bill no longer enjoys his work because he was passed over for a promotion and does not believe he will advance any further in the company. Bill is suffering from a lack of motivation factors.

Answer: TRUE Skill: Applied Page Ref: 35 52) According to the human relations leadership perspective, people are motivated by their individual needs.

Answer: TRUE Skill: Conceptual Page Ref: 36 53) Upward communication is emphasized in the human resources approach.

Answer: TRUE Skill: Conceptual Page Ref: 37 54) Impoverished management occurs when a manager has a low concern for people and a low concern for production.

Answer: TRUE Skill: Factual Page Ref: 37

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Test Bank for Business and Professional Communication 55) From a human relations approach, communication between workers is encouraged.

Answer: TRUE Skill: Conceptual Page Ref: 37 56) Organizational culture affects all aspects of how the work gets accomplished.

Answer: TRUE Skill: Conceptual Page Ref: 38 57) All of an organization’s culture can be learned by reading the employee handbook.

Answer: FALSE Skill: Factual Page Ref: 39 58) The use of metaphors can help someone understand an organization’s culture.

Answer: TRUE Skill: Factual Page Ref: 40 59) An organization’s culture will never change.

Answer: FALSE Skill: Factual Page Ref: 41 60) A good leader treats every coworker differently and does not explain how or why.

Answer: FALSE Skill: Applied Page Ref: 44 Essay Questions 61) Explain why “becoming aware of your communication with yourself and others” is the first principle and the two steps it typically take to become self-ware.

Answer: Becoming aware of your own communication and others is the first principle because all of the other principles rely on this first step. If you are not aware of how you are communicating then it is not possible to use verbal and non-verbal communication, listen, or adapt my message. A person typically follows a two step process to becoming aware. The first step is being aware of how you and others communicate. The second step is to determine if the way you are communicating with others is effective.

Skill: Factual Page Ref: 27 62) Explain the importance of being aware of your own and other’s social styles.

Answer: Your social style is unique and, similar to a signature; no one has a social style that perfectly matches your own. Becoming a mindful communicator and leader involves becoming aware of your own social style and others’ social styles. This awareness allows you to more effectively adapt your communication to others.

Skill: Conceptual Page Ref: 28

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Chapter Two: Being Aware of Self and Others 63) Distinguish between “assertiveness” and “responsiveness.”

Answer: Assertiveness is an individual’s capacity to make requests, actively disagree, express positive and negative personal feelings, and stand up for himself or herself without attacking another.

Responsiveness is an individual’s capacity to be sensitive to the communication of others, be seen as a good listener, and to make others comfortable in communicating.

Skill: Conceptual Page Ref: 29-30 64) Identify and briefly describe each of the 4 social styles using the assertiveness and responsiveness grid, as well as characteristics of each social style.

Answer: The four social styles are amiable, analytical, driver, and expressive.

• An amiable social style is characterized by high responsiveness and low assertiveness. People with this style are considered relationship specialists; they enjoy working in supportive and helpful roles and can be described as conforming, unsure, pliable, dependent, awkward, supportive, respectful, willing, dependable, and agreeable.

• An analytical social style is characterized by low responsiveness and assertiveness. Individuals with this social style are considered technical specialists; they enjoy working in technical positions and can be described as critical, indecisive, stuffy, picky, moralistic, industrious, persistent, serious, exacting, and orderly.

• A driver social style is characterized by high assertiveness and low responsiveness. Persons with this social style are considered control specialists; they often enjoy working in leadership and management positions and can be described as pushy, severe, tough, dominating, harsh, strongwilled, independent, practical, decisive, and efficient.

• An expressive social style is characterized by high assertiveness and responsiveness. Individuals with this social style are considered social specialists; they are able to use their communication skills to gain recognition and attention, enjoy being noticed by others, and can be described as competent, excitable, versatile, reacting, ambitious, stimulating, enthusiastic, dramatic, and friendly.

Skill: Conceptual Page Ref: 30 65) What is style flexing and how can style flexing impact communication?

Answer: Style flexing is the process of adapting your communication to how others communicate.

Style flexing can improve the effectiveness of your communication. For example, if you exhibit an amiable social style and you are working with a team of drivers, you will enhance your leadership effectiveness if you communicate more like a driver and are direct with members of the team and focus on outcomes. Style flexing allows you to maximize the fit between you and another person or team and provides a more productive and effective work environment.

Skill: Conceptual Page Ref: 32

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Test Bank for Business and Professional Communication 66) Jamey is very enthusiastic, ambitious, dramatic, and friendly. She enjoys recognition and attention, but many of her team members such as Juan are technical specialists who are serious, picky, critical, and are resistant to communicating with others. What is Jamey and Juan’s social styles and how should Jamey approach communicating with Juan?

Answer: Jamey has an expressive social style because she is high on both responsiveness and assertiveness. Juan in contrast has an analytical social style and is low in both responsiveness and assertiveness. Jamey should approach communicating Juan by being tasked focused, on time, systematic, and minimizing dramatic gestures and vocal intensity.

Skill: Applied Page Ref: 33 67) List and define each of the three main approaches to leadership.

Answer: The four leadership assumptions are classical leadership, human relations leadership, human resources leadership, and systems leadership.

• Classical leadership assumes that there is one best way to perform a specific task within an organization with maximum efficiency, and that a leader’s job is to influence workers to behave in this way.

• Human relations leadership assumes that people are motivated by their individual needs and that it is important to have a positive, pleasant work climate to achieve maximum worker productivity.

• Human resources leadership is an approach that views workers as resources who can be full partners in enhancing a team or organization.

Skill: Applied Page Ref: 34-37 68) Dana works as a technician at Happy Times Inc., her manager is very open about the decision making process the company uses and involves the whole team in discussion about work procedures and outcomes. Dana believes she has a better way to do her job, how should she approach communicating this according to your textbook’s description of leadership approaches?

Answer: Dana appears to be working in a company that takes a human resources approach to leadership because the management values her input, communicates with her about decisions and see her as a partner. In a company that uses the human resources approach Dana should approach her supervisor about her idea because upward communication is encouraged. In contrast if Dana worked in an organization that emphasized human relations she would communicate more horizontally with her coworkers.

Skill: Applied Page Ref: 37 69) Define the concept of organizational culture and explain why it is important.

Answer: Organizational culture is the learned pattern of beliefs, values, assumptions, rules, and norms that are shared by the people in an organization. It is the way it feels to be a part of an organization and affects all aspects of how the work is accomplished. Organizational culture is important because it influences how we communicate with others. If you are not aware of the organizational culture and fail to adapt to cultural expectations, conflict and stress may arise. Additionally, the culture within an organization influences the way work gets done such as how closely you adhere to deadlines, how often to take personal calls during the day, etc.

Skill: Conceptual Page Ref: 38

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Chapter Two: Being Aware of Self and Others 70) Describe how organizational culture can be communicated both explicitly and implicitly.

Answer: Organizational culture can be explicitly communicated through written policies and verbal directives that prescribe the time you are to arrive at work, when and if breaks are allowed, and what time it is acceptable to leave at the end of the day. Culture can also be implicitly communicated through the example set by others. If the organization does not have many written rules, than the implicit actions of others is what determines the expectations of workers.

Skill: Conceptual Page Ref: 39 71) Describe the five factors that help identify an organization’s culture according to your textbook and give an example of each.

Answer: The five factors that contribute to an organization’s culture are written rules and policies, stories, metaphors, ceremonies, and artifacts and décor.

• Written rules and policies are those aspects of the organization’s culture which are explicitly stated. An employee handbook is an example of written rules and policies.

• Stories influence an organization’s culture by identifying who and what is valued in the company.

For example, if a story of a manager doing whatever it took to meet a deadline, including cutting corners, is circulated around the office and admired then you can assume that productivity is valued in that organization’s culture.

• Metaphors are used to simply describe the culture of an organization for others to understand.

For example when people say, “We’re all like a family.”

• Ceremonies such as rewards and rituals help identify what is valued in the company. A 10 year anniversary dinner suggests that the company values loyalty and longevity.

• Artifacts and décor demonstrate the organization’s culture by how the company is decorated and sets up their office space. Facebook’s corporate office is very open and colorful to encourage the organizational culture of cooperation.

Skill: Applied Page Ref: 39-40 72) Explain how leaders can influence organizational culture.

Answer: Leaders influence the culture of an organization by the symbols they use, both verbally (what they say) and nonverbally (what they do). Leaders can communicate organizational culture in five ways: by what they focus on and pay attention to; how they react to major events; their actions as role models, coaches, or teachers; the criteria they use to reward others; and the criteria used to recruit, promote, and excommunicate others from the group.

Skill: Conceptual Page Ref: 41-42 73) Define ethics and identify some of the key elements associated with being an ethical leader.

Answer: Ethics are the beliefs, values, and moral principles by which we determine what is right and wrong. Being honest, sensitive to others’ needs, keeping sensitive information private, and not intentionally decreasing others’ feelings of self-worth are all key elements associated with being an ethical leader.

Skill: Conceptual Page Ref: 42

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Test Bank for Business and Professional Communication 74) Renji has just taken over as a manager at New Stuff Incorporated. The last manager was fired because they showed favoritism to some of their employees. According to your textbook how should Renji approach the ethical challenge of consistency?

Answer: Every team member is unique and in different situations, making it difficult to treat everyone exactly the same. In fact the effective leader will adapt their leadership to meet the needs of each team member. To remain ethical and not be perceived as having favorites Renji should proactively communicate that each member will be treated as an individual, inform team members how decisions will be made, and share what decision were made.

Skill: Applied Page Ref: 44 75) Describe each of the three ethical challenges and provide an example of each challenge.

Answer: The challenge of deceit relates to a leader’s access to powerful information. If this information is disclosed, they may violate someone’s trust. On the other hand, if they keep the information to themselves, they might mislead others who may need the information. An example of a challenge of deceit is the Enron scandal. The challenge of responsibility relates to a leader’s responsibility for the ethical behavior of not only himself or herself, but that of all team members. A leader has indirect control over team member’s behavior by the ethical tone that he/she sets. For example, if team members see their leader stealing office supplies or consistently leaving work early, chances are they will exhibit the same behavior. Finally, the challenge of consistency occurs when team members perceive leaders treating team members differently. For example, if a leader treats all followers in a consistent manner, then some team member’s needs go unmet. But, if a leader treats team members differently, then some team members may perceive the leader as having favorites.

Skill: Applied Page Ref: 42-43

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Chapter Three Using Verbal and Nonverbal Messages Multiple Choice Questions 1)

messages are messages that use words to create meaning.

A. Verbal B. Nonverbal C. Complex D. Connotative Answer: A Skill: Factual

2)

Page Ref: 48

messages are communicated through physical appearance, posture, movement, facial expressions, eye contact, and touch.

A. Verbal B. Nonverbal C. Complex D. Connotative Answer: B Skill: Factual Page Ref: 49

3) An announcement that Smith Inc., would be merging with Integrated Systems Inc. was made last week. When Matt heard the word “merger,” he became very stressed and fearful of losing his job.

On the other hand, when Sam heard the word “merger,” he became excited about the future possibilities of being paired with such a great company. Their differences in interpretation represent the of verbal messages.

A. denotative meaning B. descriptive nature C. ambiguous nature D. preciseness Answer: C Skill: Applied Page Ref: 49 4) The primary difference between a denotative meaning and a connotative meaning is that .

A. denotative meanings are based on interpretation, while connotative meanings are literal B. denotative meanings are literal, while connotative meanings are based on interpretation C. denotative meanings are strategically ambiguous, while connotative meanings are concrete D. denotative meanings are based on jargon, while connotative meanings are concise Answer: B Skill: Factual Page Ref: 49

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5) Bill is a new manager for his company and wants to send an email to all of his employees about the upcoming year. Because this email will outline his vision he wants to make sure his message is clear.

To send a clear message Bill should NOT focus on being .

A. concise B. humorous C. relevant D. concrete Answer: B Skill: Applied Page Ref: 49 6) If you can experience something with your senses, it is considered to be A. concise B. relevant C. concrete D. connotative Answer: C Skill: Factual Page Ref: 49

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7) Xavier wants to be strategically ambiguous with his company’s holiday card so as not to offend any of his clients. Which of the following is the most abstract message?

A. Merry Christmas B. Happy Holidays C. Season’s Greetings D. Happy Hanukah Answer: C Skill: Applied Page Ref: 50 8) According to your textbook, in order to communicate clear verbal messages, you should .

A. be concrete, concise, and relevant B. be strategically ambiguous, connotative, and concrete C. be concrete, concise, and ambiguous D. be concrete, relevant, and declarative Answer: A Skill: Factual Page Ref: 49-51 9) Shawn just got hired by the local theme park and has arrived late for his employee orientation. His supervisor tells him to skip the orientation and to go get his “costume”. Shawn is confused by what his supervisor wants him to do. This confusion was caused by the use of .

A. precise language B. non-relevant terms C. jargon D. ambiguous nonverbal cues Answer: C Skill: Applied Page Ref: 51

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10) Mike is attending a workshop on a new system that the company has just purchased. He is a bit confused and frustrated as to why he is being asked to attend the workshop because his position is not authorized to utilize the system. Which statement best describes why Mike is having these frustrations?

A. Mike does not understand the relevancy of the workshop.

B. Mike feels that the creators of the workshop are not being concise enough.

C. Mike feels that his organization is being far too rigid.

D. Mike feels that the workshop is not concrete enough for him.

Answer: A Skill: Applied Page Ref: 51 11) Laura is selling a new car to a customer who has the older model of the same car. She states, “This new model is just like your car except that is gets better gas mileage and has side airbags.” Laura is primarily using which skill to make her message relevant?

A. She is making her message concise.

B. She is using other focused language.

C. She is using familiar examples.

D. She is using specific words.

Answer: C Skill: Applied Page Ref: 52 12) Which of the following statements best describes the difference between a self-focused message and an other-focused message?

A. Other-focused messages are source-centered, while self-focused messages are receiver-centered.

B. Other-focused messages are more concrete than self-focused messages.

C. Other-focused messages are about solutions, while self-focused messages are about problems.

D. Other-focused messages are receiver-centered, while self-focused messages are source-centered.

Answer: D Skill: Conceptual Page Ref: 53 13) Bryan is becoming increasingly defensive while conversing with his co-worker. Bryan’s co-worker just accused him of having an “attitude problem” and not being a “team player.” Which verbal communication strategy did Bryan’s co-worker violate?

A. Be genuine rather than manipulative.

B. Be flexible rather than rigid C. Use descriptive language rather than evaluative language D. Present yourself as equal rather than superior Answer: C Skill: Applied Page Ref: 53 14) According to your textbook empathy means?

A. To feel sorry for someone.

B. To have had the same experience as someone.

C. To try to feel what he or she is feeling.

D. To merely acknowledge the feelings he or she has.

Answer: C Skill: Factual Page Ref: 54

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15) Declarative messages _.

A. leave room for interpretation B. are used to seek another person’s opinion C. should be used when being supportive D. Are statements of truth and leave no room for interpretation Answer: D Skill: Factual Page Ref: 55 16) When texting, which of the following is NOT a guideline your textbook encourages?

A. Don’t use text messages to convey important information.

B. Don’t use emoticons.

C. Don’t text anything confidential.

D. Introduce yourself in the message if the person doesn’t have your number.

Answer: B Skill: Factual Page Ref: 56 17) According to your textbook, nonverbal messages are more believable than verbal messages because .

A. people are not always consciously aware of their nonverbal messages B. verbal communication is more ambiguous than nonverbal communication C. nonverbal messages are more concrete than verbal messages D. we have more control over our nonverbal messages than our verbal messages Answer: A Skill: Factual Page Ref: 57 18) Which of the following is NOT a characteristic of nonverbal messages?

A. They convey feelings.

B. They form relationships.

C. They are universal.

D. They express truth.

Answer: C Skill: Factual Page Ref: 58 19)

is a nonverbal communication code that is based upon physical attraction, clothing and artifacts.

A. Haptics B. Complementing C. Body Movement D. Physical Appearance Answer: D Skill: Factual

Page Ref: 59

20) Karla is picking out her outfit for her job interview, according to your textbook which of the following should she not do?

A. Wear something outrageous to stand out from all the other candidates.

B. Match the formality of the manager.

C. Appear neat and well groomed.

D. Monitor the physical appearance standards of the company.

Answer: A Skill: Applied Page Ref: 60 .

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21) Displays of our identity such as jewelry, sunglasses, handbags, and hats, are called .

A. gestures B. haptics C. illustrators D. artifacts Answer: D Skill: Factual Page Ref: 60 22) The nonverbal aspects of the voice, including pitch, rate, and volume is A. kinesics B. proximity C. haptics D. vocalics Answer: D Skill: Factual Page Ref: 61

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23) While sitting in class, Kevin raises his hand to let the instructor know that he wants to be called on.

Kevin’s raised hand is an example of a(n) _.

A. emblem B. illustrator C. regulator D. immediacy Answer: A Skill: Applied Page Ref: 61 24) When Allen tries to interrupt Xavier’s conversation, Xavier holds up his index finger indicating that he wants Allen to hold his thought for a moment. This is an example of a(n) .

A. emblem B. illustrator C. regulator D. haptic Answer: C Skill: Applied Page Ref: 62 25) The space and distance we maintain from others in our communication with them is called .

A. haptics B. vocalic C. proximity D. back-channel cue Answer: C Skill: Factual Page Ref: 63

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Test Bank for Business and Professional Communication 26) Mark and Stan are having a conversation at work and Stan is feeling fairly uncomfortable because he feels that Mark is standing too close to him. Every time that Stan makes an attempt to take a step back, Mark moves forward to keep the distance at about two feet. What spatial zone was Mark using?

A. Intimate space B. Personal space C. Social space D. Public space Answer: B Skill: Applied Page Ref: 63 27) The study of touch is called A. kinesics B. haptics C. vocalic D. proxemics Answer: B Skill: Factual Page Ref: 64

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28) According to your textbook, if you see a person stepping toward you, leaning forward, and making direct eye contact, you should _.

A. increase distance B. decrease distance C. stay exactly where you are D. walk away Answer: B Skill: Applied Page Ref: 64 29) The study of how people use and structure time is called A. haptics B. chronemics C. proximity D. gatekeeping Answer: B Skill: Factual Page Ref: 64

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30) The primary difference between a high-contact culture and a low-contact culture is that .

A. touching is common and appropriate in a high-contact culture, while touching is uncommon in a low-contact culture B. touching is uncommon and inappropriate in a high-contact culture, while touching is appropriate and common in a low-contact culture C. there is a high amount of communication in a high-contact culture, while communication is limited in a low-contact culture D. emotions are seen as inappropriate in a high-contact culture, while emotions are very common and appropriate in a low-context culture Answer: A Skill: Factual Page Ref: 64

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Chapter Three: Using Verbal and Nonverbal Messages 31) A person who controls the flow of communication within an organization is called a(n) .

A. time keeper B. information keeper C. gatekeeper D. social keeper Answer: C Skill: Factual Page Ref: 64 32) Tim wears nice suits, has a large office, and drives a new car. These nonverbal indicators suggest he has high .

A. status B. immediacy C. importance D. adaptability Answer: A Skill: Applied Page Ref: 65 33) Deliberate and/or repeated sexual or sex-based behavior that is not welcome, not asked for, and not returned, is called .

A. territory B. dominance C. stalking D. sexual harassment Answer: D Skill: Factual Page Ref: 65 34) Samantha’s boss hinted to her that she would receive a promotion if she would simply have sex with him. This is an example of what type of sexual harassment?

A. Quid pro quo B. Hostile environment C. Coercion D. Aggressive Answer: A Skill: Applied Page Ref: 66 35) Unwelcome conduct of a sexual nature that interferes with a person’s ability to perform a job or gain an education and that creates a hostile, intimidating or offensive environment is defined as .

A. quid pro quo sexual harassment B. coercion C. hostile environment sexual harassment D. intimidating environment sexual harassment Answer: C Skill: Conceptual Page Ref: 66

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True/False Questions 36) Your ability to lead will depend on your ability to use and interpret verbal messages unique to your workplace.

Answer: TRUE Skill: Conceptual Page Ref: 48 37) Verbal messages use words to create meaning.

Answer: TRUE Skill: Factual Page Ref: 48 38) The connotative meaning to a word can be found in the dictionary.

Answer: FALSE Skill: Conceptual Page Ref: 49 39) Using concrete words and phrases in the workplace helps avoid miscommunication.

Answer: TRUE Skill: Factual Page Ref: 49 40) Using jargon always makes our communication faster and easier.

Answer: FALSE Skill: Conceptual Page Ref: 51 41) Explaining the usefulness of a message is important to making it relevant.

Answer: TRUE Skill: Factual Page Ref: 52 42) Sometimes simply using an “I” message may be too subtle to take the sting out of a more negative message you want to express to another person.

Answer: TRUE Skill: Conceptual Page Ref: 54 43) Katie told her coworker, “You need to fix the problem now!” Katie was using a problem orientation with her verbal message.

Answer: FALSE Skill: Applied Page Ref: 54 44) In order to express empathy, you must have personally gone through the same situation.

Answer: FALSE Skill: Conceptual Page Ref: 54 45) Conditional statements do not leave room for interpretation.

Answer: FALSE Skill: Factual Page Ref: 55 46) According to your textbook, “pulling rank” violates the “be genuine rather than manipulate” principle of supportive verbal messages.

Answer: FALSE Skill: Conceptual Page Ref: 55

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Chapter Three: Using Verbal and Nonverbal Messages

47) Unlike verbal messages, nonverbal messages are constant across all cultures.

Answer: FALSE Skill: Conceptual Page Ref: 58 48) Men of average or above average height are seen as more successful and outgoing.

Answer: TRUE Skill: Conceptual Page Ref: 59 49) Sam’s gold watch is an example of clothing.

Answer: FALSE Skill: Applied Page Ref: 60 50) According to your text, candidates with an ear piercing are perceived by recruiters to be just as trustworthy and knowledgeable than those not wearing any jewelry.

Answer: FALSE Skill: Factual Page Ref: 61 51) Your friend hugging you while, at the same time, telling you that she loves you is an example of regulating.

Answer: FALSE Skill: Applied Page Ref: 62 52) People who illustrate their verbal messages remember 20% more of what they say than those who don’t illustrate.

Answer: TRUE Skill: Factual Page Ref: 62 53) Interjecting “ums”, “uha”, and “hmm” into a conversation to signal that we are listening and interested in the conversation is called back-channel cues.

Answer: TRUE Skill: Conceptual Page Ref: 62 54) Culture determines how we use space in our communication with others.

Answer: TRUE Skill: Factual Page Ref: 63 55) If the person you are talking to fails to make direct eye contact with you, it is important to decrease distance with that person.

Answer: FALSE Skill: Applied Page Ref: 64 56) The study of how people use and structure time is called haptics.

Answer: FALSE Skill: Factual Page Ref: 64 57) Office size expresses status in many companies.

Answer: TRUE Skill: Conceptual Page Ref: 65

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58) An administrative assistant is an example of a gatekeeper.

Answer: TRUE Skill: Conceptual Page Ref: 65 59) Threatened use of rewards or punishment to gain sexual compliance from a subordinate is called hostile environment sexual harassment.

Answer: FALSE Skill: Factual Page Ref: 66 60) Sexual harassment is not welcome, not asked for, and not returned.

Answer: TRUE Skill: Factual Page Ref: 66 Essay Questions 61) Define connotative and denotative meaning and provide an example that illustrates their difference.

Answer: Connotative meaning is the interpretation of a word based on personal experiences, while denotative meaning is the literal or dictionary definition of a word. The phrase “corporate restructure” can be used to illustrate the difference between connotative and denotative interpretation.

Some individuals interpret this phrase literally, meaning a fundamental change in a corporation.

Others who have been involved in a corporate restructuring might interpret the word based on their personal experiences and to them the word stimulates feelings of anxiety and ambiguity.

Skill: Applied Page Ref: 49 62) Identify the three goals of a clear verbal message and the three tools discussed to meet each goal.

Answer: Clear verbal messages are concrete, concise, and relevant. To ensure that a verbal message is concrete, the message should use jargon carefully and contain specific wording to clarify meaning, and precise wording to accurately express meaning. A clear verbal message is concise and uses simple words and phrases, reduces unnecessary contextual information, and communicates solutions.

Finally, a clear message should be relevant. Verbal messages are relevant when they explain the usefulness of information, use familiar examples, and are receiver-centered as opposed to sourcecentered.

Skill: Factual Page Ref: 48-52 63) What are the four ways you can communicate supportive verbal messages? Give an example of each.

Answer: • Use descriptive “I” language rather than evaluative “you” language. Instead of telling a coworker, “You are so lazy.” I could say, “I feel like I am doing a majority of the work.”

• Solve problems rather than control others. Instead of telling a subordinate how to solve a problem you can discuss possible solutions.

• Be genuine rather than manipulative. When someone asks a question you can give them your honest opinion instead of a ambiguous answer.

• Empathize rather than detach from others. If someone is going through a tough time you can try to understand and feel what they are feeling and going through instead of just avoiding the person.

Skill: Factual Page Ref: 53-54

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64) The textbook identifies two ways to use descriptive rather than evaluative language. Provide an example of each method in the following scenario: You were just assigned to a new team created to develop an advertising campaign for your new client, XYZ Corp. One team member, John, is not performing his share of the work, and it’s well-known around the office that John is not a team player. Without John’s help, your team will not meet the upcoming deadline. How do you tell John he’s not being a team player without making him defensive?

Answer: According to the textbook, one way to use descriptive rather than evaluative language is to use “I” rather than “You” language. For example, “John, I’ve seen you look away from the team during discussions and sigh and cross your arms after a decision is made, which makes me think that you are unhappy with me and the team. Another way to take the sting out of a tough message is to first use an affirming message followed by an “I” message. For example, “I don’t want you to misinterpret what I’m about to say because I really appreciate all that you do, but I’ve seen you look away from the team during discussions and sigh and cross your arms after a decisions is made. This makes me think that you are unhappy with me and the team.”

Skill: Applied Page Ref: 53 65) What are the characteristics of text messages?

Answer: Firstly, text messages convey relational rather than task information. They are used to maintain relationships and not accomplish specific goals. Secondly, test messages are brief. The average text message is only 14 words and will often include abbreviations. Lastly, text messages are comprehensible. Because they are so short a text message is more like a note left on a computer or cabinet than a full thought.

Skill: Conceptual Page Ref: 56 66) According to your textbook, what are the four characteristics that make nonverbal messages unique from verbal messages? Briefly describe each.

Answer: • First, nonverbal messages convey feelings. In all, 93% of the emotional meaning in our messages is communicated through nonverbal channels, with the face being the most significant source of emotional communication.

• Second, nonverbal messages form relationships. Nonverbal messages allow us to connect with others, establish the nature of a relationship, and convey meaning about the quality of the interaction that’s taking place.

• Third, nonverbal messages express truth. Nonverbal messages are spontaneous and are conveyed by means outside of your conscious awareness. If you want to know how people really feel or what they think about a particular topic, pay attention to their nonverbal messages.

• Finally, nonverbal messages are culture bound in that the nonverbal messages that work in one culture may not work in another. Every culture has its own rules and standards for what is appropriate nonverbal behavior and what might convey a positive meaning in one culture may convey a negative meaning in another.

Skill: Applied Page Ref: 56-58

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Test Bank for Business and Professional Communication 67) What is an artifact and why are they important?

Answer: An artifact is a personal object used to communicate some part of one’s identity. Examples of artifacts include jewelry, sunglasses, eyeglasses, handbags, etc. If used in moderation, artifacts signal to others our style and our unique sense of self. Artifacts are additionally important in the workplace because their presence can been linked to other’s perceptions. For example, according to communication researchers John Seiter and Andrea Sandry, job candidates with either a nose or ear piercing were perceived by interviewers as less trustworthy, less sociable, and less knowledgeable than candidates not wearing any jewelry.

Skill: Applied Page Ref: 60 68) What are the four spatial zones identified by Edward T. Hall, and in what situation is it most appropriate to utilize each spatial zone?

Answer: The four spatial zones are intimate space, personal space, social space, and public space.

Intimate space is typically reserved for only those with whom we are well acquainted and can be used to demonstrate intimidation. Personal space is our “comfort zone” and is the space where most of our conversations with family and friends occur. Social space is reserved for most formal group interactions as well as our professional relationships. Public space is the distance from the audience used by most public speakers making public presentations.

Skill: Applied Page Ref: 63 69) Describe and provide an example of a high-contact and low-contact culture.

Answer: European and Middle Eastern cultures are considered high-contact cultures that view touching as commonplace. For example, men and women kiss each other on the cheek as a greeting in these cultures. In low-contact cultures, touching is uncommon and is typically limited to no touch or to what is considered social/polite touch. In some Asian cultures, touching as a way to greet or show affection is rare and is replaced with a head nod. In the United States, the universal greeting is a handshake.

Skill: Conceptual Page Ref: 64 70) Define immediacy and list at least five nonverbal behaviors that will enhance immediacy.

Answer: Immediacy is a perception of psychological and physical closeness. To enhance immediacy, the following nonverbal behaviors should be used: a firm handshake, direct eye contact, a confident voice, professional dress, an upright and relaxed posture, expressive gestures, space to lead, and responsive cues.

Skill: Conceptual Page Ref: 64 71) Describe the differences between quid pro quo sexual harassment and hostile environment sexual harassment and provide an example of each type of harassment in the workplace.

Answer: Quid pro quo sexual harassment is actual or threatened use of rewards or punishment to gain sexual compliance from a subordinate. An example of this type of harassment in the workplace would be a manager threatening not to promote an employee unless the employee has sex with the manager. Hostile environment sexual harassment is unwelcome conduct of a sexual nature that interferes with a person’s ability to perform a job or gain an education and that creates a hostile, intimidating, or offensive work environment. An example of this type of harassment in the workplace would be inappropriate, offensive remarks that demean a person’s sex.

Skill: Conceptual Page Ref: 66 .

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Chapter Four Listening and Responding Multiple Choice Questions 1) Research suggests that people who work in business and professional settings spend 26% of their time speaking, compared to 23% writing, and 19% reading. What percentage do those same people spend listening?

A. 29% B. 33% C. 40% D. 49% Answer: B Skill: Factual Page Ref: 72 2) The primary difference between hearing and listening is .

A. hearing is a process of constructing meaning, while listening is a physiological process B. hearing and listening are the same thing C. hearing is a physiological process, while listening is a process of constructing meaning D. listening and hearing are both passive activities Answer: C Skill: Factual Page Ref: 73 3) Listening involves which of the following processes?

A. Selecting, understanding, comprehending, memorizing B. Awareness, attending, understanding, remembering, responding C. Selecting, attending, understanding, remembering, responding D. Screening, awareness, attending, remembering, responding Answer: C Skill: Factual Page Ref: 73 4) Kim is listening to her friend Juan talk about his latest football game. When Juan said “football” Kim thought he meant American football, but Juan meant soccer. Kim was having trouble with what stage of listening?

A. Selecting B. Attending C. Understanding D. Responding Answer: B Skill: Applied Page Ref: 73 5) The stage of listening in which we assign meaning to the verbal and nonverbal messages received is .

A. selecting B. attending C. understanding D. remembering Answer: C Skill: Factual Page Ref: 73 .

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Test Bank for Business and Professional Communication 6) Sam is having a conversation with a very important client, but he can’t stop thinking about the argument he had with his wife that morning. Which of the following stages is Sam having the most trouble with?

A. Selecting B. Attending C. Understanding D. Responding Answer: B Skill: Applied Page Ref: 73 7) Neal went to the storeroom to get some supplies for his manager. While at the storeroom Neal forgot whether he was supposed to get paper clips or staples, but he had written a list which said “staples.”

Neal used a list to help him with which stage of listening?

A. Selecting B. Attending C. Understanding D. Remembering Answer: D Skill: Applied Page Ref: 73 8) Juan was asked to attend a workshop on business finance and accounting. Even though he gave his best effort, he simply was not familiar with any of the concepts, formulas, or equations. Which stage of listening is Juan struggling with?

A. Selecting B. Attending C. Understanding D. Remembering Answer: C Skill: Applied Page Ref: 73 9) Laura gets really nervous when she is listening to new information and worries that she will get something wrong. Which of the following is NOT a solution suggested by your textbook for Laura?

A. Ask others to help clarify information.

B. Ask speaker for agendas, outlines, or copy of speaking notes.

C. Ask the speaker to repeat the message multiple times.

D. Record or take notes on the information.

Answer: C Skill: Applied Page Ref: 74 10) Bill’s supervisor likes to hold staff meetings at a busy local café. Bill is constantly getting distracted during the meeting by the other customers. According to your textbook what should Bill do to improve his ability to listen at the staff meeting?

A. Ask his supervisor to change the location of the meeting.

B. Ask a coworker for their notes after the meeting.

C. Record the meeting so he can listen to it later.

D. Assume that he hears the important information and continue as it is.

Answer: A Skill: Applied Page Ref: 74

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Chapter Four: Listening and Responding 11) Bruce’s boss likes to have staff meetings every morning. This is a problem for Bruce because his mental alertness is best in the evening. Which of the following should Bruce NOT do?

A. Suggest an evening meeting.

B. Inform coworkers that he has trouble listening in the morning.

C. Change the location of the meeting.

D. Wake up earlier to be more awake for the meeting.

Answer: C Skill: Applied Page Ref: 74 12) Anything that interferes with or distorts the listening process is called a(n) A. distracter B. barrier C. information overload D. interference Answer: B Skill: Factual Page Ref: 75

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13) According to your textbook, a simple rule to help you listen for content and relational meanings and convert messages into knowledge is to .

A. look, listen, and understand B. look, stop, and understand C. stop, listen, and look D. stop, look, and listen Answer: D Skill: Factual Page Ref: 75-77 14) Stepping away from your own thoughts and attempting to experience the feelings of another person is called .

A. empathy B. social decentering C. mental paraphrasing D. self-focus Answer: B Skill: Factual Page Ref: 75 15) The SOLER process is given as a strategy to help you in which step of the listening process?

A. Stop B. Understand C. Look D. Listen Answer: A Skill: Conceptual Page Ref: 75 16) Which of the following is NOT something you should be looking for during the “look” step?

A. Liking cues B. Interest cues C. Boredom cues D. Status cues Answer: C Skill: Factual Page Ref: 76-77

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Test Bank for Business and Professional Communication 17) According to Albert Mehrabian, verbal messages convey the explicit meanings, or , of our communication, whereas nonverbal messages convey the implicit, or , meanings.

A. relational; content B. content; relational C. concrete; status D. relational; concrete Answer: B Skill: Factual Page Ref: 76 18) Which step in the listening process suggests that you pay particular attention to nonverbal messages such as the person’s posture and facial expressions?

A. Stop B. Understand C. Look D. Listen Answer: C Skill: Conceptual Page Ref: 76 19) The primary difference between a whole-part learning style and a part-whole learning style is that .

A. whole-part learners prefer learning the details first, while part-whole learners prefer learning the big picture first B. whole-part learners prefer learning the big picture first, while part-whole learners prefer learning the details first C. whole-part learners prefer listening, while part-whole learners prefer to speak D. whole-part learners are better at processing more information, while part-whole learners are better at social decentering Answer: B Skill: Conceptual Page Ref: 78 20) What concept describes mental processing strategies that give information new meaning by organizing the information?

A. Whole-part learning B. Part-whole learning C. Elaboration strategy D. Paraphrasing Answer: C Skill: Factual Page Ref: 79 21) When linking the details with the main ideas, your textbook suggests that you .

A. create a mental map of the details and main ideas B. listen actively C. ask yourself “How is this person feeling about the situation” D. ask questions for clarification Answer: A Skill: Factual Page Ref: 79

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22) Which of the following statements is true of detached listeners?

A. They are usually inattentive, disinterested, and easily distracted.

B. They give most of their attention to the speaker’s words and intentions.

C. They seldom expend any noticeable energy receiving and interpreting messages.

D. They give full attention to listening when others are talking and focus on what is being said.

Answer: A Skill: Conceptual Page Ref: 81 23) When listening Paul is engaged, reflects on the message, and practices direct eye contact. According to your textbook Paul has a(n) listening style.

A. engaged B. passive C. detached D. active Answer: D Skill: Applied Page Ref: 81 24) A receiver should be nonverbally responsive to the sender A. when the receiver understands the message B. when the receiver is confused by the message C. all the time D. only when the receiver wants to speak Answer: B Skill: Factual Page Ref: 83 25) The capacity to feel what others are feeling is called A. sympathy B. empathy C. social decentering D. emotional decentering Answer: B Skill: Factual Page Ref: 84

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26) During the board meeting, Sondra raised her hand and said “So what I hear you saying is that we are going to be instituting a hiring freeze and stopping all promotions or bonuses so that we can try to get through this recession without any layoffs. Is this correct?” Sondra’s question is an example of .

A. providing feedback B. paraphrasing C. listening to evaluate D. shifting attention between people Answer: B Skill: Applied Page Ref: 85

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27) During a conversation with her subordinate, Sally says “I get a sense that you’re feeling frustrated.”

Sally’s statement is an example of .

A. paraphrasing message content B. paraphrasing emotions C. feedback D. shifting attention between two people Answer: B Skill: Applied Page Ref: 85 28) Which of the following is not a suggestion given by your textbook to help other people select your messages?

A. Move closer to the other person.

B. Make the information useful.

C. Adapt messages to others’ beliefs.

D. Fit messages into existing schema.

Answer: D Skill: Factual Page Ref: 87 29) A mental representation of knowledge is called a(n) A. schema B. paraphrasing C. repeating D. elaboration strategy Answer: A Skill: Factual Page Ref: 88 30) Making your messages concrete is a suggestion given by your book to A. help others attend to your messages B. help others understand your messages C. help others select your messages D. help others remember your messages Answer: A Skill: Conceptual Page Ref: 88

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31) When delivering a new employee training workshop, the trainer made sure to refer to some of the attendee’s experiences at their former employers to help them make sense of the policies and procedures in place at their new place of work. This is an example of which aspect of helping others understand your message?

A. Fitting messages into their existing schema B. Developing a new schema C. Using the listeners’ frame of reference D. Using memory joggers Answer: C Skill: Applied Page Ref: 88

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32) A short rhyme, phrase, story, joke, or other mental technique for making information easier to memorize is called a .

A. remembering strategy B. mnemonic device C. redundancy technique D. reiterating Answer: B Skill: Factual Page Ref: 89 33) When teaching public speaking students to deliver a presentation, many instructors will advise their students to: Tell the audience what you are going to tell them. Next, tell them. Finally, tell them what you just told them. This advice recognizes the importance of .

A. using memory joggers B. using a mnemonic device C. using the listeners’ frame of reference D. using the principle of primacy and recency Answer: D Skill: Applied Page Ref: 89 34) Paula is giving a presentation to her department about a new imitative, to help them listen she placed a catchy phrase at the top of her visual aid which she continually referenced. Paula was attempting to help her coworkers .

A. remember her message B. attend to her message C. select her message D. understand her message.

Answer: A Skill: Applied Page Ref: 89 35) The primary difference between repeating and reiterating information is .

A. repeating a message involves restating information using the same words in a different order, while reiterating involves restating the information using different words B. repeating a message involves paraphrasing content, while reiterating a message involves paraphrasing emotions C. repeating a message involves restating information using the same words in the same order, while reiterating involves restating information using different words D. repeating a message involves paraphrasing emotions, while reiterating a message involves paraphrasing content Answer: C Skill: Conceptual Page Ref: 89

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True/False Questions 36) The majority of our communication time is spent listening to others.

Answer: TRUE Skill: Factual Page Ref: 72 37) Hearing is psychological, while listening is physiological.

Answer: FALSE Skill: Factual Page Ref: 73 38) You must hear to listen, but you can’t listen without hearing.

Answer: TRUE Skill: Conceptual Page Ref: 73 39) When you select a message, it means that you pay attention to it.

Answer: FALSE Skill: Applied Page Ref: 73 40) Attending to a message is the first step to listening.

Answer: FALSE Skill: Factual Page Ref: 73 41) Understanding occurs when you assign meaning to the verbal and nonverbal messages received.

Answer: TRUE Skill: Factual Page Ref: 74 42) Responding to a message to let people know whether you understood the message.

Answer: TRUE Skill: Factual Page Ref: 74 43) Most people remember only half of what was said a day later.

Answer: TRUE Skill: Conceptual Page Ref: 74 44) If Chuck can’t listen to his boss because there is too much information, then Chuck should take notes.

Answer: TRUE Skill: Applied Page Ref: 74 45) It is easy to do multiple things as you listen to someone.

Answer: FALSE Skill: Conceptual Page Ref: 75 46) In order to be an effective listener, you must become self-centered rather than other-oriented.

Answer: FALSE Skill: Conceptual Page Ref: 75 47) Social decentering occurs when you listen at just the relational level and not at the content level.

Answer: FALSE Skill: Conceptual Page Ref: 75

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48) Rick is getting ready to meet with Ruben, a coworker, about a new project. To help him listen it is a good idea for Rick to get a quite, clean, and comfortable room for the meeting to take place in.

Answer: TRUE Skill: Applied Page Ref: 75 49) One way to prepare yourself physically to listen is to use the SOLER process.

Answer: TRUE Skill: Factual Page Ref: 75 50) Observing nonverbal behaviors is an important part of listening.

Answer: TRUE Skill: Conceptual Page Ref: 76 51) Mehrabian found that we synthesize and interpret nonverbal communication along three primary dimensions: pleasure, arousal, and dominance.

Answer: TRUE Skill: Conceptual Page Ref: 76-77 52) Sam prefers to learn what the overall model looks like before learning about the details that went in to creating it. Sam is a part-whole learner.

Answer: FALSE Skill: Applied Page Ref: 78 53) To actively listener you must only be engaged mentally.

Answer: FALSE Skill: Conceptual Page Ref: 79 54) Just as you have a dominant style for learning, you also have a dominant listening style.

Answer: TRUE Skill: Conceptual Page Ref: 81 55) Active listeners stop, look, and listen, and they do not respond to the speaker.

Answer: FALSE Skill: Conceptual Page Ref: 83 56) Using nonverbally responsive behaviors enhances listening comprehension.

Answer: TRUE Skill: Conceptual Page Ref: 83 57) To paraphrase is to repeat what someone has said.

Answer: FALSE Skill: Conceptual Page Ref: 85 58) Moving closer to another person will help them select your message.

Answer: TRUE Skill: Applied Page Ref: 87

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Test Bank for Business and Professional Communication 59) You can think of a schema as a mental “box” or “filing cabinet” where you classify, categorize, and file concepts.

Answer: TRUE Skill: Conceptual Page Ref: 88 60) Research suggests that messages in the middle of a conversation or presentation are often forgotten.

Answer: TRUE Skill: Conceptual Page Ref: 89 Essay Questions 61) Identify and define each of the five listening steps.

Answer: Listening is a process that involves five stages: selecting, attending, understanding, remembering, and responding.

• Selecting a message is to focus on one sound among all the sounds competing for attention.

• Attending is to focus on a specific message.

• Understanding is to assign meaning to the verbal and nonverbal messages received.

• Remembering is to recall information from memory.

• Responding is to let another person know whether you understood a message or to validate the other person.

Skill: Factual Page Ref: 73-74 62) Compare, contrast and give an example of selecting and attending.

Answer: • Selecting is the first step in the listening process; it requires the focusing on one sound among a number of competing sounds. By selecting you are identifying the sound, but not choosing to give it all of you attention. For example, during a presentation I may select the presenter’s voice but not give it my full attention.

• Attending is the second step in the listening process and is the act of turning my complete attention and focus toward the selected message. Attending is more than just identifying the sound, it requires focus to receive a specific message. For example, during a presentation I select the presenter’s voice and then focus my energy towards understanding their message.

Skill: Factual Page Ref: 73 63) Bill gets bored listening to his coworker Teresa because he can process information faster than she speaks. According to your textbook what can Bill do to be a more effective listener?

Answer: Becoming bored listening is a psychological barrier that can interfere with effective listening. To overcome his problem Bill could use the extra time to mentally summarize what Teresa is saying or use nonverbal regulatory cues to indicate he understands and encourage Teresa to speak more quickly.

Skill: Applied Page Ref: 74

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Chapter Four: Listening and Responding 64) What is social decentering and how does it help a person be a more effective listener?

Answer: Social decentering is the process of stepping away from your own thoughts and attempting to experience the feelings of another person to become other oriented. Social decentering helps you be a more empathetic listener and decrease psychological barriers.

Skill: Factual Page Ref: 75 65) Javier has trouble “stopping” when his coworker stops by his cubicle to talk about a current project they are both on. Identify how Javier can use each step in the SOLER process to prepare himself physically to listen.

Answer: SOLER is an acronym for a process that helps a person prepare themselves physically to listen.

• S stands for “squarely face the person.” Javier can turn away from his computer and directly face his coworker.

• O stands for “open the body position.” He could uncross his arms and make sure to be on the same side of the desk as his coworker to remove any physical obstacles.

• L stands for “lean toward the person.” Javier could sit forward in his seat to prepare himself to listen.

• E stands for “eye contact.” He should make direct eye contact with his coworker and not be looking at his phone, computer of something else on his desk.

• R stand for “relax”. Javier should take a relaxed position and not act like he is in a hurry. By taking a relaxed position his coworker will not feel rushed and will not get nervous talking to Javier.

Skill: Applied Page Ref: 75 66) According to your textbook it is important for an effective listener to “listen with their eyes” during the look step of the listening process. What three types of cues should an effective listener be looking for?

Answer: • First, an effective listener should be looking for liking cues. Liking cues are indicators that the person enjoys what they are talking about. Cues such as forward body lean, head nods, eye contact and smiling all express liking.

• Interest cues are the next thing an effective listener should be looking for. Interest cues are things that indicate a speaker truly has a interest or passion for what they are talking about. A vibrant voice, gestures, excited facial expressions, and body movements are all interest cues.

• The third set of cues are status cues which indicate a person things they are important. A relaxed body position, in-direct body orientation, downward head tilt, and minimal smiling are all signs of person believing that have a higher status than the person they are talking with. More direct body orientation, tense body, and breaking of eye contact are indicators that a person believes they are talking with someone of higher status.

Skill: Conceptual Page Ref: 77

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Test Bank for Business and Professional Communication 67) According to the textbook, to listen well, you have to be able to do four listening activities simultaneously during the “listening” step. What are these four activities? Provide a strategy for each activity to enhance the listening process.

Answer: • The first activity is listening for major ideas in the message. A strategy to enhance the listening process through this activity is asking pre-questions. A pre-question is a question that one formulates mentally prior to listening to another person speak. Pre-questions serve to filter incoming information, preparing the brain to decode or process relevant information.

• The second activity is listening for the details in a message. To ensure that you are listening for the details, you should become more active in the listening process by probing and asking the standard Who, What, When, Where, Why, and How questions.

• The third activity is linking the details with the main ideas of the message. When information is linked, we organize it, we make it understandable and useful, and we convert it into knowledge.

One strategy for linking information is to use elaboration strategies, which are mental processing strategies that give information new meaning by organizing the information. Elaboration strategies can include creating a mental map of the details and main idea, connecting the information to what you already know, and reframing the details and main idea in a new context.

• The fourth and final activity is to listen actively. A strategy to accomplish this is by giving full attention to the speaker and not being distracted by psychosocial and physical barriers.

Skill: Conceptual Page Ref: 81 68) According to your textbook, using empathic messages is one of the three sets of skills for responding to others while listening to them. Define empathy, discuss its relevance in the workplace, and identify three ways to incorporate empathic messages while listening to others.

Answer: Empathy is the capacity to feel what others are feeling. Empathy is a communication tool that can be used to accomplish a number of communication goals, such as building important workplace relationships, repairing workplace relationships, defusing workplace conflict, and influencing clients and customers to purchase your products and services. Listeners should ask appropriate questions, paraphrase message content, and paraphrase emotions to incorporate empathy while listening and responding effectively to others.

Skill: Factual Page Ref: 84 69) According to your textbook what are the three listening styles and why are they important to know?

Answer: An individual’s listening style is important to know so the message can be adapted to meet their preferences, just like a learning style.

• Active listeners give full attention when others are talking and full participate in the speakinglistening exchange.

• Involved listeners give most of their attention when listening to the speaker’s words and intentions. They will reflect on the message to a degree and participate partially in the exchange.

• Passive listeners receive information by being talked to, not in a full speaking-listening exchange.

The passive listener assumes responsibility for the message being received, but puts forth little effort to receive or interpret the message.

• Detached listeners withdraw from the exchange and merely receive the message. They usually appear inattentive or bored.

Skill: Conceptual Page Ref: 81

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70) Before someone can listen to your message, he or she must select it from other competing messages.

Describe three ways you can help others select your messages.

Answer: • First, move close to the other person. We can help others select our messages by moving closer to them or by communicating that it’s OK to approach you, such as by making direct eye contact, using an open body position, and gesturing.

• Second, make the information useful as people tend to select information that is immediately useful to them. Give people a reason to listen by showing them how the information will benefit them on the job.

• Third, adapt messages to others’ beliefs. People have a tendency to select messages that are consistent with their attitudes, beliefs, and values. Give some consideration to how well your messages will fit your listeners’ belief systems.

Skill: Conceptual Page Ref: 87 71) Listeners may have selected your message, but that doesn’t mean they will necessarily pay attention to it. Identify three ways you can help others attend to your messages and provide an example for each.

Answer: • First, make your messages novel because people pay attention to messages that are unusual and unique. For example, flight attendants who work for Southwest Airlines are known for making their routine and boring safety demonstrations novel and humorous.

• Second, make your messages concrete by using words that are vivid and clear and by referring to things listeners can see, smell, feel, taste, and touch. For example, Amanda, the general manager for a chain of restaurants, is encouraging her store managers to “stay in the black”. She begins to notice several blank stares as she proceeds through her presentation because her store managers do not understand what this phrase means. To make her message concrete so her store managers pay attention, Amanda needs to explain that “staying in the black” means making a profit.

• Third, make your messages moderate in length. People become disinterested in messages that are too long. For example, Heather, who is a party planner, tries to pitch her services to a prospective customer, but the customer quickly loses interest. At an initial meeting, Heather does not need to go into detail about every possible service she can provide. She can use her customer’s nonverbal cues as a gauge. If the customer is asking questions, she should continue pitching her service, but if the customer is not interacting, she should wrap up.

Skill: Applied Page Ref: 88

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72) Assuming listeners have selected and paid attention to your message, how can you help them understand, decode, or assign appropriate meanings to the message? Discuss three ways to help others understand your messages.

Answer: • First, fit your messages into existing schema. A schema is a mental representation of knowledge.

Tapping into an existing schema helps others understand your message and makes listening easier.

• Second, develop a new schema. Sometimes others don’t understand us because they don’t have an existing schema for the new information. In these situations, a new schema should be developed to enhance their listening and more importantly, their understanding.

• Third, use the listeners’ frame of reference. Rather than explaining something using your own experiences, use the experiences of those who are listening.

Skill: Conceptual Page Ref: 88 73) Identify and discuss three ways to help others remember your messages.

Answer: • Help others remember your message by using redundancy. The more we hear something, the more important we think it is, and the more likely we are to remember the information. You can make a message redundant by repeating the information or reiterating the information.

• Second, use memory joggers such as mnemonic devices. A mnemonic device is a short rhyme, phrase, story, joke, or other mental technique for making information easier to memorize.

Memory joggers are shortcuts that enhance memory and recall of information.

• Third, use the principle of primacy and recency. This principle states that people are more likely to remember information that is presented first (primacy) and/or last (recency) during a conversation or presentation. To enhance others’ abilities to remember our messages, it is important to position the important messages toward the beginning and toward the end of our communication with them.

Skill: Conceptual Page Ref: 89 74) Identify three ways to help others respond to your messages and explain how these responses can help a speaker.

Answer: Because feedback cues are so important to a speaker, speakers can use the following techniques to gain feedback and assist others in responding to your messages: • Encourage the receivers of your messages to ask questions. When people ask questions, it lets the speaker know if he or she is making any sense to the audience.

• Encourage receivers to take notes. When people take notes, it lets the speaker know that the receivers consider the information important.

• Encourage nonverbal responsiveness. When people are engaged and understanding, they typically use direct eye contact, lean forward, head nods, and vocal assurances to express their understanding. When people are disengaged and confused, they usually fail to make eye contact, lean back in their chairs, slouch, or sigh to express their frustration and lack of understanding.

Skill: Applied Page Ref: 89-91

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Chapter Five Adapting to Differences Multiple Choice Questions 1) According to your textbook, an effective leader needs to A. keep all messages exactly the same B. manipulate their audience C. adapt their message to the audience D. not waste time worrying about their audience Answer: C Skill: Factual Page Ref: 96

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2) A learned system of knowledge, behavior, attitudes, beliefs, values, and norms that is shared by a group of people is a(n) .

A. small group B. organization C. culture D. communication trait Answer: C Skill: Factual Page Ref: 104 3) If you described a colleague as shy, dry-humored, quiet, and argumentative, you would be describing his or her .

A. personality trait B. communication trait C. willingness to communicate D. communication flaws Answer: B Skill: Applied Page Ref: 96 4) Any distinguishable, relatively enduring way in which one individual differs from another is called a .

A. personality trait B. communication trait C. willingness to communicate D. difference trait Answer: A Skill: Factual Page Ref: 96

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Test Bank for Business and Professional Communication 5) An individual’s natural tendency to initiate communication with others is called their .

A. communication trait B. personality characteristic C. choice to communicate D. willingness to communicate Answer: D Skill: Factual Page Ref: 97 6) According to your textbook, a person with a low willingness to communicate is perceived as having all of the following characteristics EXCEPT. A. Less cooperative B. Less insightful C. Less ambitious D. Less motivated Answer: B Skill: Factual Page Ref: 97 7) You can adapt to those with a low willingness to communicate by A. monitor their communication behavior B. assume they just don’t want to talk C. refrain from making premature judgments D. speaker slower and louder Answer: C Skill: Factual Page Ref: 98 8) You can adapt to those with a high willingness to communicate by A. give them opportunity to communicate B. assume they just don’t want to talk C. refrain from making premature judgments D. speaker slower and louder Answer: A Skill: Factual Page Ref: 98

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9) Which of the following is NOT a recommendation for adapting to those with high communication apprehension?

A. Monitor how you perceive quiet people.

B. Provide alternative channels for communication.

C. Inform highly apprehensive individuals of options for interventions.

D. Monitor the quality and quantity of their communication.

Answer: D Skill: Factual Page Ref: 98 10) Tania is very communicative in her small group at work and with close friends, but she gets very nervous when talking in a large group. Tania has called _.

A. low communication apprehension B. high public speaking context communication apprehension C. high communication apprehension D. low public speaking context communication apprehension Answer: B Skill: Applied Page Ref: 100 .

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Chapter Five: Adapting to Differences 11) A tendency to advocate strongly for one’s own position on an issue and criticize the positions of other people is called .

A. argumentativeness B. stubbornness C. devil’s advocate D. message directness Answer: A Skill: Factual Page Ref: 101 12) Mike knows that he can be very argumentative. Because he knows this about himself, he has learned to precede his feedback with messages such as “What I am about to say is not intended to be verbally aggressive, but I would like to challenge your ideas.” Mike’s preceding message is an example of a .

A. devil’s advocate B. feed-forward message C. context D. challenge-forward message Answer: B Skill: Applied Page Ref: 102 13) Which of the following is NOT a recommendation for adapting to those with low argumentativeness?

A. Engage them in debate.

B. Play the devil’s advocate.

C. Wait for them to speak up.

D. Learn how to argue.

Answer: C Skill: Factual Page Ref: 103 14) Someone who criticizes or opposes something in order to provoke a discussion or an argument is called a(n) .

A. devil’s advocate B. challenger C. arguer D. debater Answer: A Skill: Factual Page Ref: 103 15) The nonverbal cues related to culture that surround and give meaning to messages are called .

A. culture B. polychronic C. monochromic D. cultural context Answer: D Skill: Factual Page Ref: 104

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16) The primary difference between a high-context culture and a low-context culture is that .

A. nonverbal cues are more important in high-context cultures, while low-context cultures rely more on explicit language B. nonverbal cues are more important in low-context cultures, while high-context cultures rely more on explicit language C. low-context cultures rely heavily on contextual cues, while high-context cultures use fewer contextual cues D. high-context cultures enjoy touch, while low-context cultures do not Answer: A Skill: Conceptual Page Ref: 104 17) Juan was taught growing up that if he wants a drink of water when he is a guest he should merely stand by the sink and clear his throat or comment on how hot it is. Juan’s upbringing is an example of a .

A. nonverbally dependant society B. low-context culture C. high-context culture D. verbally dependant society Answer: C Skill: Applied Page Ref: 104 18) Which of the following would be considered a low context culture?

A. Asian B. African C. Southern European D. Swiss Answer: D Skill: Conceptual Page Ref: 104 19) Cultures whose members value group or community interests over individual interests are called .

A. Collectivistic cultures B. Polychronic cultures C. Individualistic cultures D. Monochronic cultures Answer: A Skill: Factual Page Ref: 105 20) Which of the following is NOT a characteristic of an individualistic culture?

A. People value their own interests.

B. Each person has a great amount of freedom.

C. Decisions are made by the leader.

D. Individuals are held responsible for successes and failures..

Answer: C Skill: Conceptual Page Ref: 105

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21) According to Hofstede’s research, which of the following is a characteristic of a culture that has a greater tolerance for uncertainty?

A. More comfortable taking risks.

B. Enforce rigid rules for behavior.

C. Establish elaborate codes of conduct.

D. High need for structure.

Answer: A Skill: Conceptual Page Ref: 105 22) Which of the following is a characteristic of a culture that values a decentralized approach to power?

A. Leadership is spread out among a number of people.

B. There are clear lines of authority in who reports to whom.

C. Decisions are made by the leader.

D. Power is held by one person or a select few.

Answer: A Skill: Conceptual Page Ref: 107 23) A measure of how accepting a culture is of a lack of predictability is the definition of .

A. uncertainty B. uncertainty avoidance C. need for stability D. stability reinforcement Answer: B Skill: Factual Page Ref: 107 24) According to your textbook Toyota has a perseverance, and thriftiness.

A. short-term orientation B. masculine values C. feminine values D. long-term orientation Answer: D Skill: Conceptual Page Ref: 107

because they value commitment,

25) People from tend to have more of a task orientation, while men and women from tend to have more of a social orientation.

A. masculine cultures; feminine cultures B. feminine cultures; masculine cultures C. centralized cultures; decentralized cultures D. decentrailized cultures; centralized cultures Answer: A Skill: Applied Page Ref: 108

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26) When adapting to a different culture as an effective leader you should do the following, except .

A. ask questions B. be patient C. assume similarity D. be positive Answer: C Skill: Applied Page Ref: 108 27) The primary difference between sex and gender is that .

A. sex refers to biological characteristics, while gender refers to cultural and psychological characteristics B. sex refers to cultural and psychological characteristics, while gender refers to biological characteristics C. sex refers to cultural construction, while gender refers to clear genetic coding D. sex is learned or developed, while gender refers to cultural characteristics that are associated with our biological sex Answer: A Skill: Conceptual Page Ref: 110 28) The communication dimension that focuses on the verbal message is called the .

A. relational dimension B. report talk dimension C. rapport talk dimension D. content dimension Answer: D Skill: Factual Page Ref: 110 29) Which of the following is NOT true regarding men and women’s use of powerful and powerless language?

A. Women use more hedges than men.

B. Women use more tag questions than men.

C. Women use more intensifiers than men.

D. Women use more qualifiers than men.

Answer: D Skill: Factual Page Ref: 111 30) Language that is focused more on the quality of a relationship than on information being exchanged is called language.

A. powerful B. content C. powerless D. relational Answer: C Skill: Factual Page Ref: 111

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31) According to your textbook a status lens is a(n) A. perception of the speaker’s status B. assumption of an individual’s marital status C. perception which leads men to focus prestige and power D. tendency women had to focus on position and titles Answer: C Skill: Factual Page Ref: 111

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32) Learned, routine scripts that people use when talking and responding to others are called .

A. scripting rituals B. routine rituals C. conversational rituals D. learned rituals Answer: C Skill: Factual Page Ref: 111 33) According to Deborah Tannen’s research, which of the following is true?

A. Women often use ritual apology to bring others closer.

B. Women often play the role of devil’s advocate in conversations.

C. When women complement each other, they do not expect a compliment in return.

D. Women often use report talk to bring others closer.

Answer: A Skill: Applied Page Ref: 112 34) Betty is facilitating the weekly staff meeting. During the meeting, she states, “Oh, I’m so sorry, I have one more agenda item that I would like to discuss.” This statement is an example of what conversational ritual?

A. Ritual opposition B. Compliments C. Small talk rituals D. Ritual apology Answer: D Skill: Applied Page Ref: 112 35) To adapt a message aimed at a Generation Y member the speaker should do all of the following: EXCEPT A. Be direct and straightforward B. Use trendy terms and jargon C. Make accountable by delegating tasks D. Ask their opinion Answer: B Skill: Factual Page Ref: 114

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Test Bank for Business and Professional Communication

True/False Questions 36) A “one-size-fits all” communication style is appropriate and necessary for the twenty-first-century workplace.

Answer: FALSE Skill: Conceptual Page Ref: 96 37) What makes you unique and different from others in the workplace are the genes you inherited from your parents.

Answer: TRUE Skill: Factual Page Ref: 95 38) A person selects their willingness to communicate.

Answer: FALSE Skill: Conceptual Page Ref: 97 39) Research suggests that people who are willing to communicate are generally perceived more positively than those who are less willing to communicate.

Answer: TRUE Skill: Conceptual Page Ref: 98 40) Having low communication apprehension means a person is afraid to speak.

Answer: FALSE Skill: Factual Page Ref: 100 41) A persons level of communication apprehension is consistent across contexts.

Answer: FALSE Skill: Conceptual Page Ref: 100 42) Research suggests that one in five Americans experience an abnormally high level of communication apprehension in all contexts.

Answer: TRUE Skill: Conceptual Page Ref: 100 43) People who are argumentative have difficulty thinking critically.

Answer: FALSE Skill: Factual Page Ref: 101 44) According to your book, on a job, highly argumentative people are viewed negatively.

Answer: FALSE Skill: Factual Page Ref: 102 45) A devil’s advocate is an ally whose goal is to help strengthen another’s case by pointing out weaknesses.

Answer: TRUE Skill: Factual Page Ref: 102

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46) Individuals from high-context cultures may perceive people from low-context cultures as being pushy and rude.

Answer: TRUE Skill: Conceptual Page Ref: 104 47) Individuals from low-context cultures may perceive people from high-context cultures as less attractive and trustworthy.

Answer: TRUE Skill: Conceptual Page Ref: 104 48) In high-context cultures, people use more direct messages whereas in low-context cultures, people use more indirect messages.

Answer: FALSE Skill: Conceptual Page Ref: 104 49) Researchers have found that people in low-context cultures give greater importance to task, or instrumental, issues than do people in high-context cultures.

Answer: TRUE Skill: Conceptual Page Ref: 104 50) Competition is an individualistic cultural trait.

Answer: TRUE Skill: Applied Page Ref: 105 51) The US workplace reflects a collectivistic culture.

Answer: FALSE Skill: Applied Page Ref: 105 52) “The power is in the people” reflects a centralized power cultural perspective.

Answer: FALSE Skill: Conceptual Page Ref: 105 53) Toyota is an example of a-short term orientation.

Answer: FALSE Skill: Conceptual Page Ref: 107 54) Cultures that have a long-term orientation value thriftiness and perseverance.

Answer: TRUE Skill: Conceptual Page Ref: 107 55) Powerful language is stereotypically masculine and assertive.

Answer: TRUE Skill: Factual Page Ref: 110 56) All women use powerless language.

Answer: FALSE Skill: Applied Page Ref: 110

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57) Men typically use status lens and women connection lens.

Answer: TRUE Skill: Conceptual Page Ref: 111 58) Ritual apologies are used to take active responsibility for an action.

Answer: FALSE Skill: Conceptual Page Ref: 112 59) If used wrong ritual opposition can create negative conflict.

Answer: TRUE Skill: Conceptual Page Ref: 112 60) All generations communicate the same.

Answer: FALSE Skill: Factual Page Ref: 114 Essay Questions 61) Define willingness to communicate, provide characteristics of individuals with a high/low willingness to communicate, and explain the impact an individual’s willingness to communicate can have on the hiring and promotion process.

Answer: Willingness to communicate is an individual’s natural tendency to initiate communication with others. People with a high willingness to communicate enjoy talking and look for opportunities to initiate communication. They tend to be the individuals who roam the hallways looking for people to engage in conversation. People with a low willingness to communicate don’t find communication as enjoyable and prefer to avoid communication with others. These individuals are usually labeled as shy and tend to leave their offices rarely. Because communication is valued in the workplace, people with a high willingness to communicate are usually rewarded and perceived more positively than those who are less willing to communicate. In fact, individuals with a low willingness to communicate are perceived to be less likely to be hired, promoted, qualified to do their jobs, motivated to do their jobs, and cooperative in the workplace.

Skill: Conceptual Page Ref: 97 62) Define communication apprehension and identify three ways highly apprehensive individuals tend to behave.

Answer: Communication apprehension is fear or anxiety associated with either ongoing or anticipated communication with another person or persons. Highly apprehensive individuals tend to behave in one of the three following ways: they avoid communication, they withdraw from communication, or they experience communication disruptions such as “uhh”, “ahh”, “um”, and “like”.

Skill: Factual Page Ref: 99-100

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Chapter Five: Adapting to Differences 63) Rose is highly argumentative, compared to Leslie who is low argumentative. How can Rose adapt her communication to Leslie to enhance workplace communication?

Answer: Rose first needs to be aware that people who are not argumentative tend to perceive highly argumentative individuals as being verbally aggressive. This may lead Leslie to react defensively at first to Rose’s communication, creating conflict. Rose should be aware of this possibility and not take Leslie’s defensive response as an attack. Secondly, Rose should use feed-forward messages which inform Leslie how to process the information. Thirdly, the use of nonverbally immediate behaviors when arguing such as body lean and a soft tone can convey warmth and decrease the perceived aggression. Lastly, Rose should use nonverbally responsive behaviors such as nodding her head, direct eye contact, and back channel cues when listening to Leslie speak.

Skill: Applied Page Ref: 102-103 64) Identify three characteristics of a high-context and a low-context culture. Provide an example of a high-context and a low-context culture.

Answer: High-context cultures place an emphasis on nonverbal expressions and surrounding context.

These cultures consider nonverbal cues important, take into account the environment and situation, observe a communication partner’s gestures, facial expressions, tone of voice, and overall mood, and maintain extensive information networks. People from Asian, Arab, and Southern European countries are more likely to draw on context to help them interpret messages. People in low-context cultures rely more explicitly on language and on the meanings of the words and use fewer contextual cues to send and interpret information. These cultures are less aware of the nonverbal environment and situation, need detailed background information, tend to segment and compartmentalize information, control information and share it on a “need to know” basis, prefer explicit and careful directions from someone who “knows”, and consider knowledge an important commodity. North Americans, Germans, and Scandinavians are considered low-context cultures.

Skill: Applied Page Ref: 103 65) Describe the five steps to make an organization’s website culturally friendly.

Answer: • Analyze your audience. To make better judgment about cultural implications the target audience needs to be identified.

• Pay attention to content. Consider the values and worldview of your audience. Ask, what is important to your audience? What type of cultural values do they hold? Make sure the website reflects these values.

• Focus on language. Avoid jargon, colloquial language, and overusing symbolic language.

Consider how the words choices will be translated into other languages.

• Consider your color choices. Colors have specific meanings for different cultures.

• Use appropriate page design and technology. Consider the download speed of your audience, the cultures reading style, and where the audience will access the website from.

Skill: Conceptual Page Ref: 106

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Test Bank for Business and Professional Communication 66) List the five dimensions of cultural values as identified by Geert Hofstede and provide a brief description for two of the five dimensions.

Answer: The five dimensions of cultural values are: individualism versus collectivism, distribution of power (either centralized or decentralized), avoidance of uncertainty versus tolerance for uncertainty, short-term versus long-term orientation, and masculine versus feminine cultural perspectives.

Individualistic cultures value personal interests above group interests, whereas collectivistic cultures value group or community interests above individual interests. Decentralized cultures value putting power into the hands of the population, whereas centralized cultures value putting power in the hands of one leader or a select few. Cultures that accept uncertainty tolerate “not knowing” and understand that their ability to predict the future is limited. In contrast, cultures that value certainty learn ways to structure life to provide as much certainty and predictability as possible. Short-term orientation cultures value change and are more interested in and focused on short-term results, whereas long-term orientation cultures value long-term commitment and respect for tradition. Masculine cultures value a task orientation and being more assertive. In contrast, feminine cultures value caring for others and enhancing the overall quality of life.

Skill: Factual Page Ref: 105-108 67) Discuss the difference between sex and gender.

Answer: Sex refers to biological characteristics that are present from the time of birth. Different pairs of chromosomes provide clear genetic coding for how the body will develop. Male and female are terms used to describe biological sex. Gender, on the other hand, refers to the cultural and psychological characteristics that are associated with our biological sex. The terms masculine and feminine are used most often when referring to gender. Unlike sex, which is biological, gender is learned or developed through the nurturing process and through interactions with one’s culture.

Skill: Conceptual Page Ref: 110 68) Define powerful and powerless language. Identify three ways men and women use powerful and powerless language differently.

Answer: Powerless language is stereotypically feminine and is indirect and focused more on the quality of a relationship than on the information being exchanged. Powerful language is stereotypically masculine and is direct, assertive, task-oriented, and focused more on the content of a message. Men and women use powerful and powerless verbal messages differently. First, women use more hedges than men. Second, women use more tag questions than men. Finally, women use more intensifiers than man.

Skill: Conceptual Page Ref: 110

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Chapter Five: Adapting to Differences 69) In the statements below, identify the use of a hedge, tag question, or intensifier AND rewrite the statement using powerful language.

•

“That was an excellent presentation, wasn’t it?”

Answer: Tag question; “That was an excellent presentation.”

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“It seems possible that our competitors are gaining market share. Perhaps we should consider developing a new advertising strategy.”

Answer: Hedge; “Our competitors are gaining market share. We should develop a new advertising strategy.”

•

“Ryan, I am so happy for you and am incredibly proud of your wonderful accomplishment.”

Answer: Intensifier; “Ryan, I am happy for you and am proud of your accomplishment.”

Skill: Applied Page Ref: 111 70) Discuss the status lens and the connection lens, identify which lens is male/female, and provide an example of a status lens and connection lens comment/action.

Answer: The status lens is a perception process that leads men to focus on who has more prestige and power in the conversation. The language men use puts them in a “one-up” or “one-down” position in conversation and determines their status level. An example of a status lens is men one-upping each other with the size of the fish they caught. When men want to put someone down, they use direct statements such as “Your fish is smaller than the one I caught.” The connection lens is a perception process that leads women to focus on who is closer or further away from them psychologically and emotionally. Many women use communication to bring others closer or to keep others at distance.

For example, Tami is organizing a happy hour and is putting together the guest list. She comes across Susan’s name and intentionally leaves her off the invite list as she’s never been particularly fond of her.

Skill: Applied Page Ref: 111-112

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Test Bank for Business and Professional Communication 71) Describe the four conversation rituals identified by Tannen and explain how these rituals can misfire.

Answer: The four conversation rituals are: • Ritual apology – Women often say “I’m sorry” and mean it not as an apology, but as a conversational smoother or as a ways of expressing concern. This ritual can misfire when men interpret the ritual as an actual apology and, from their point of view, saying “I’m sorry” often may undermine a woman’s authority and make her appear weak.

• Ritual opposition – Men often play the role of devil’s advocate in conversations with others. This ritual can misfire when it is used with women. Women may misinterpret this ritual as a challenge or rejection, whereas a man might use the ritual to tease out ideas and explore them more critically.

• Compliments – Exchanging compliments is a conversation ritual, especially for women.

According to Tannen, when a woman compliments another woman, she also expects to receive a compliment. Exchanging compliments is a way to relate to and connect with another person.

The ritual misfire can occur when men do not reciprocate compliments.

• Small talk rituals – Small talk is a type of social lubrication that allows the conversation to run more smoothly. Men and women have different small talk rituals that can be misinterpreted.

Women use rapport talk, or talk focused on sharing information about relationships, whereas men use report talk, or talk focused on sharing practical or statistical information. Small talk rituals can misfire as women tend to interpret men’s report talk as too impersonal and men tend to interpret women’s rapport talk as too personal.

Skill: Conceptual Page Ref: 112-113 72) List the six strategies outlined in your textbook for adapting a message to a Generation Y member.

Answer: The six strategies are: • Be direct and straightforward.

• Make them accountable by delegating tasks.

• Keep conversation casual.

• Tell them why.

• Ask their opinion.

• Structure their work and meetings.

Skill: Factual Page Ref: 114-115

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Chapter Six Relating to Others at Work Multiple Choice Questions 1) An ongoing connection made with another person through interpersonal communication is referred to as a(n) .

A. friend B. lover C. relationship D. interpersonal-focused leader Answer: C Skill: Factual Page Ref: 121 2) Which of the following best describes the difference between a task-focused leader and a personfocused leader?

A. The task-focused leader believes that work takes priority over personal relationships, while the person-focused leader places value on getting to know people on a personal level.

B. The person-focused leader believes that work takes priority over personal relationships, while the task-focused leader places value on getting to know people on a personal level.

C. The task-focused leader focuses on getting to know people, while the person-focused leader places emphasis on getting the task completed.

D. The task-focused leader has more skills in the technical field, while the person-focused leader is more skilled in interpersonal skills.

Answer: A Skill: Applied Page Ref: 122 3) Communication that flows from subordinate to superior is referred to as A. upward communication B. downward communication C. superior-subordinate communication D. boss-employee communication Answer: A Skill: Factual Page Ref: 123

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4) According to your textbook, “Managing up” is a .

A. communication strategy used by managers to get the most out of their subordinates B. leadership strategy that relies on subordinates creating the manager’s goals C. tendency of managers to delegate tasks to subordinates D. communication concept in which subordinates identify their manager’s weaknesses and adapt to meet their goals.

Answer: D Skill: Applied Page Ref: 123

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Test Bank for Business and Professional Communication 5) Which of the following is NOT included as a recommended procedure for communicating up negative information?

A. Introduce the problem B. Discuss resolving the failure C. Express guilt D. Note positive results of failure Answer: C Skill: Factual Page Ref: 124 6) Which of the following characteristics promotes horizontal communication?

A. Co-workers having authority over each other B. Relationships tend to be more person-focused C. Strong lines of organizational hierarchy D. Downward communication Answer: B Skill: Conceptual Page Ref: 125 7) According to your textbook, which of the following is NOT a question you should ask before beginning an office romance?

A. What is the rank of each person?

B. Will anyone benefit from this relationship?

C. Are individuals working in the same department?

D. What happens if the relationship ends?

Answer: B Skill: Applied Page Ref: 126 8) April is the manager of a local restaurant and she is telling John, a waiter the day’s lunch specials.

The communication exchange is best described as _.

A. upward communication B. downward communication C. horizontal communication D. vertical communication Answer: B Skill: Applied Page Ref: 126 9) Jose is the director of Juan’s department and Juan has came to his office to tell Jose that their current project is over budget. The communication exchange is best described as .

A. upward communication B. downward communication C. horizontal communication D. vertical communication Answer: A Skill: Applied Page Ref: 126 10) Communication that flows from superiors to subordinates is referred to as A. upward communication B. downward communication C. horizontal communication D. vertical communication Answer: B Skill: Factual Page Ref: 126 .

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Chapter Six: Relating to Others at Work 11) Amy’s boss recently assigned her to a new project. However, her boss did not tell her how to do it, did not give any additional help, and did not tell her when the project was due. Which important part of management did her boss not effectively practice?

A. Accountability B. Consequences C. Delegation D. Relate Answer: C Skill: Applied Page Ref: 127 12) When a customer service agent is speaking to a customer, what type of communication is occurring?

A. Upward communication B. Downward communication C. Horizontal communication D. Outward communication Answer: D Skill: Factual Page Ref: 128 13) Which of the following elements represent relational conflict?

A. Expressed struggle, interdependence, perceived incompatible goals, scarce rewards and resources, expressed solution B. Perceived problem, expressed anger, scare rewards and resources, expressed solution C. Perceived incompatible goals, problem statement, scarce communication, and interference from the other person in achieving his or her goals D. Expressed struggle, interdependence, perceived incompatible goals, scarce rewards and resources, and interference from the other person in achieving his or her goals Answer: D Skill: Factual Page Ref: 129 14) Tim and Karla have been working on a project together for the past year. Throughout their time together, Karla has tried to take all the credit for their progress and never includes Tim on any communication to their superiors. Which of the following elements of relational conflict is most likely the cause of conflict between Tim and Karla?

A. Expressed struggle B. Perceived problem C. Scarce rewards and resources D. Interdependence Answer: C Skill: Applied Page Ref: 129 15) The way people are perceived to express and manage conflict is called an individual’s .

A. conflict style B. personality C. interdependence D. conflict management technique Answer: A Skill: Factual Page Ref: 129

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16) According to your textbook a person with high concern for people and high concern for production has a conflict style.

A. accommodating B. collaborating C. avoiding D. competing Answer: B Skill: Factual Page Ref: 130 17) Jose has a hard time getting along with his co-worker Karla. There is obvious tension between the two, but Karla absolutely refuses to acknowledge the conflict. She has told her friends that a problem doesn’t even really exist. Which conflict style is Karla prescribing to?

A. Accommodating B. Collaborating C. Avoiding D. Competing Answer: C Skill: Applied Page Ref: 131 18) Julio is trying to give his ideas during a very important brainstorming meeting; however, he gives in and changes his mind anytime someone challenges his idea. Which conflict style best describes Julio’s approach to conflict?

A. Accommodating B. Collaborating C. Avoiding D. Competing Answer: A Skill: Applied Page Ref: 131 19) During a one-on-one meeting with one of her competitors, Brenda said “Together, let’s look at the various issues on the table.” This statement best describes which conflict style?

A. Accommodating B. Collaborating C. Compromiser D. Competing Answer: B Skill: Applied Page Ref: 131 20) Meeting someone “halfway” is an example of which conflict style?

A. Compromising B. Collaborating C. Avoiding D. Competing Answer: A Skill: Factual Page Ref: 131

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21) Adrienne is a manager in the marketing department. Since becoming a manager, she is quickly creating enemies. She doesn’t seem to have any regard for the people in her department, and she pushes her solutions to problems regardless of what others think, believe, or feel. Which conflict style does Adrienne most likely prescribe to?

A. Accommodating B. Collaborating C. Avoiding D. Competing Answer: D Skill: Applied Page Ref: 131 22) Which of the following is NOT a suggestion given by your textbook to manage emotions during conflict?

A. Select a mutually acceptable time and place to discuss the conflict B. Monitor the emotional temperature C. Be nonverbally responsive D. Walk away if it gets too intense Answer: D Skill: Conceptual Page Ref: 133 23) Using “I” language is given as a recommendation during which stage of the PUGSS model?

A. Describe the problem B. Achieve understanding C. Identify goals D. Select the best solution Answer: A Skill: Conceptual Page Ref: 135 24) Letting the other person know what you want and need, as well as finding out what the other person wants and needs is given as a recommendation during which stage of the PUGSS model?

A. Describe the problem B. Achieve understanding C. Identify goals D. Brainstorm solutions Answer: C Skill: Factual Page Ref: 135 25) After you have identified the problem and the goals, what is the next step in the PUGSS model?

A. Describe the problem B. Achieve understanding C. Identify goals D. Brainstorm solutions Answer: D Skill: Factual Page Ref: 135

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26) Rick and Marissa are in a conflict. Rick has just asked, “What do you need to get your job done?”

What step in the PUGSS model is in the conflict?

A. Describe the problem B. Achieve understanding C. Identify goals D. Brainstorm solutions Answer: C Skill: Applied Page Ref: 135 27) An exchange of proposals or counterproposals as a means of reaching a satisfactory settlement to a conflict is referred to as .

A. compromising B. negotiation C. persuasion D. paradigm Answer: B Skill: Factual Page Ref: 139 28) The overall approach taken in an exchange of proposals and counterproposals during negotiation of a satisfactory settlement to a conflict is referred to as .

A. negotiation strategy B. paradigm C. position D. approach Answer: A Skill: Factual Page Ref: 140 29) Which statement best represents a paradigm?

A. Not understanding each other’s positions in a conflict B. A worldview C. A constant state of confusion D. Negotiating strategy Answer: B Skill: Factual Page Ref: 140 30) Which statement best describes a win-win approach to negotiation?

A. Seeking mutual benefit B. Uses competition rather than cooperation C. Being submissive D. If we can’t both win, then let’s not play this game Answer: A Skill: Conceptual Page Ref: 142

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31) The statement, “As long as I win, I don’t care if you win or lose” is an example of which approach to negotiation?

A. Win-win B. Win-lose C. Win D. Win-win or no deal Answer: C Skill: Applied Page Ref: 142 32) The statement, “If everyone doesn’t win, then let’s not play this game” is an example of which approach to negotiation?

A. Win-win B. Win-lose C. Win D. Win-win or no deal Answer: D Skill: Conceptual Page Ref: 142 33) Courtney is in a negation with another company, before she goes into the meeting she says, “ I will crush them.” Courtney is taking what approach to the negotiations?

A. Win-win B. Win-lose C. Win D. Win-win or no deal Answer: B Skill: Applied Page Ref: 142 34) Focusing on interests, not positions is a skill for A. negotiating win-win solutions B. negotiating win solutions C. creating a paradigm D. negotiating win-lose solutions Answer: A Skill: Conceptual Page Ref: 142

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35) A written description of the responsibilities and requirements of a specific job is referred to as a(n) .

A. job role B. job description C. position D. paradigm Answer: B Skill: Factual Page Ref: 143

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True/False Questions 36) A person’s ability to lead is dependent on his or her ability to develop and maintain constructive relationships.

Answer: TRUE Skill: Conceptual Page Ref: 122 37) Research suggests that there is no correlation between your ability to relate to a manager and your success at work.

Answer: FALSE Skill: Conceptual Page Ref: 123 38) Teresa is using upward communication when she tells her manager about a project she is working on.

Answer: TRUE Skill: Applied Page Ref: 123 39) Managing up occurs when subordinates first identify their manager’s strengths and weaknesses and preferred working style, and then adapt their communication to meet the needs of their manager.

Answer: TRUE Skill: Conceptual Page Ref: 123 40) When communicating a problem to her superior Meghan first gives them the background information.

Meghan is following the proper procedure for communicating negative information according to your textbook.

Answer: FALSE Skill: Applied Page Ref: 124 41) Americans spend more time on the job with their co-workers than they do at home with their loved ones.

Answer: TRUE Skill: Applied Page Ref: 125 42) Because co-workers usually have equal power, their relationships tend to be more task-focused than person-focused.

Answer: FALSE Skill: Conceptual Page Ref: 125 43) One important aspect of the horizontal communication that occurs between co-workers is their use of the grapevine.

Answer: TRUE Skill: Conceptual Page Ref: 125 44) Research has shown that between 75 and 95 percent of grapevine information is incorrect.

Answer: FALSE Skill: Conceptual Page Ref: 125 45) According to your textbook over half of the people researched had experienced and office romance.

Answer: FALSE Skill: Factual Page Ref: 125

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Chapter Six: Relating to Others at Work 46) Rob and Sara are both managers for different local restaurants. Their communication is an example of horizontal communication.

Answer: FALSE Skill: Applied Page Ref: 125 47) The DRGRAC method is a tool to help one delegate effectively.

Answer: TRUE Skill: Factual Page Ref: 127 48) Outward communication needs to be focused on meeting the needs of the customer.

Answer: TRUE Skill: Factual Page Ref: 128 49) Customers understand they are one of a number of people seeking assistance from a service provide; therefore customers accept being treated in an impersonal manner.

Answer: FALSE Skill: Conceptual Page Ref: 128 50) When communicating with a customer, who is upset, the service provider should not make eye contact or smile because it makes the customer feel intimidated.

Answer: FALSE Skill: Factual Page Ref: 128 51) Workplace conflict is uncommon, which is why most people struggle to manage conflict effectively.

Answer: FALSE Skill: Conceptual Page Ref: 129 52) If you have a low concern for people, you are less concerned about meeting others’ needs and more interested in ensuring that your own needs are met.

Answer: TRUE Skill: Conceptual Page Ref: 130 53) “I’m willing to give this up if you’re willing to give that up” is an example of a statement that someone using a collaborative conflict style might say.

Answer: FALSE Skill: Applied Page Ref: 132 54) There are reasons to use each of the different conflict styles.

Answer: TRUE Skill: Conceptual Page Ref: 133 55) According to the textbook, monitoring the emotional temperature is one skill to manage emotions..

Answer: TRUE Skill: Factual Page Ref: 133 56) Nonverbally responsive messages have a tendency to defuse or neutralize negative emotions.

Answer: TRUE Skill: Conceptual Page Ref: 134

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57) It is important to evaluate all generated solutions during the “Brainstorm solutions” component of the PUGSS model.

Answer: FALSE Skill: Factual Page Ref: 135 58) According to the PUGSS model, if the other person cannot answer the question “Do you know why this is a problem?”, then you should describe the problem in a different way.

Answer: TRUE Skill: Conceptual Page Ref: 135 59) One advantage of the PUGSS model is that it makes managing and resolving conflict like working through a script.

Answer: TRUE Skill: Applied Page Ref: 135 60) “If I’m going down, you’re going down with me” is an example statement of someone using the “lose-lose” negotiation paradigm.

Answer: TRUE Skill: Applied Page Ref: 142 Essay Questions 61) Define the two types of leaders on the workplace relationship continuum and identify which zone on the continuum is the most effective for leaders.

Answer: The two types of leaders on the workplace relationship continuum are person-focused and task-focused leaders. Person-focused leaders place value on and make a priority of getting to know people on a personal level. Task-focused leaders are on the opposite end of the continuum and believe that work takes priority over personal relationships. Effective leaders manage both the task and the person dimensions of workplace relationships and operate in the middle zone of the continuum.

Skill: Conceptual Page Ref: 122 62) List the five guidelines for upward communication.

Answer: Upward communication should be positive, timely, supportive of current policy, sent directly to the person who can act on it, and should make sense.

Skill: Factual Page Ref: 124 63) List the eight communication procedures for communicating upward negative information or communicating failures to a boss.

Answer: When communicating negative information to your boss, you should adhere to the following eight procedures: introduce the problem, provide background information, tell about the failure, discuss resolving the failure, acknowledge responsibility, note positive results of failure, summarize key points, and thank the manager.

Skill: Factual Page Ref: 124

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Chapter Six: Relating to Others at Work 64) Rachel is attracted to her coworker Juan. According to your textbook what questions should Rachel consider before she begins this office romance?

Answer: Rachel should ask the following three questions: • What is the rank of each person involved? If Juan is her superior or subordinate it may cause jealousy and favoritism.

• Are the individuals working in the same department? If Rachel and John work in the same area or department of the company they may make other workers feel uncomfortable.

• What happens if the relationship ends? Rachel needs to consider the possible consequence and impact the break up would have on other workers and legal issue associated with the separation.

Skill: Applied Page Ref: 126 65) Identify the components of the DRGRAC method of delegation and discuss the information that should be communicated downward within each component.

Answer: The DRGRAC is an acronym that stands for Desired Results, Guidelines, Resources, Accountability, and Consequences. Superiors can communicate the desired results to their subordinates by describing the project, defining its purpose, detailing the end result, and describing the intended outcomes. Next, guidelines should be set that include detailed information about the rules for completing the project, as well as feasible deadlines. The resources available to complete the project should be identified, including other personnel who will be involved, if any, and their respective roles. To create accountability, superiors should describe how the employee will be evaluated, establish agreed-on standards of performance and measures of success, describe individual responsibilities, establish metrics of quality, and agree on a date to review progress. Finally, the rewards and consequences of accomplishing the project with the available resources should be discussed.

Skill: Conceptual Page Ref: 127 66) Identify and define the four types of workplace communication. What relationship is each type of communication used with?

Answer: • Upward communication is communication that flows from subordinates to superiors and is utilized in relationships with managers.

• Horizontal communication is communication between peers and is used in relationships with your co-workers.

• Downward communication is communication that flows from superiors to subordinates and is used with those you lead.

• Outward communication is utilized with customers and is the direction of communication that occurs between a service provider and a customer.

Skill: Factual Page Ref: 129

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Test Bank for Business and Professional Communication 67) Describe the Kilmann and Thomas Managerial Grid by discussing the horizontal axis, the vertical axis, the location of each conflict style, and the characteristics of each style based on the axis measurements.

Answer: The horizontal axis of the Kilmann and Thomas Managerial Grid reflects an individual’s concern for production or tasks, and the vertical axis reflects an individual’s concern for people.

• The avoiding conflict style is characterized by a low concern for production, a low concern for people, and is therefore in the bottom left corner of the grid.

• An individual with a competing conflict style, the bottom right corner of the grid, has a high concern for production and a low concern for people.

• The collaborating conflict style is characterized by a high concern for production, a high concern for people, and is in the top right corner of the grid.

• An individual with an accommodating conflict style, top left corner of the grid, has a low concern for production and a high concern for people.

• Finally, the compromising conflict style is characterized by a moderate concern for production, a moderate concern for people, and is therefore in the center of the managerial grid.

Skill: Conceptual Page Ref: 130-131 68) What is the most commonly preferred conflict style into today’s workplace? Why can you not always use it?

Answer: Collaboration is the most preferred conflict style in the workplace because the individuals involved have a high concern for people and a high concern for the task. This conflict style is not always realistic though depending on the situation. As an effective leader you need to be able to adapt your conflict style to meet the needs of the situation and the other parties involved.

Skill: Conceptual Page Ref: 131-132 69) Identify which conflict style would be the most appropriate to use in each of the following situations: •

John and Mary are arguing about who should take the day off from work to take care of their sick child. John just said “I have an important meeting today and I’m sure my meeting is more important than anything you would do at work.” Instead of responding to John’s comment, Mary decides to walk away and let John cool down and regain his perspective.

•

Susan is a member of the sales department at XYZ Co. and has been called to a monthly meeting to decide the department’s sales strategy for 5 new product launches. Susan has a personal interest in 1 of the 5 new products and would like to see her sales strategy be implemented for this product’s launch. Even though she does not agree with the strategies being discussed for the other 4 products, Susan has decided to agree with the majority on these product strategies to build social credits for the upcoming discussion of her product.

•

Ted and Dan have been tasked with preparing a proposal for a new advertising client and must pitch their top three ideas to their boss in one hour. They have not been able to agree on which ideas to pitch, and they need time to prepare their remarks for each idea. As time is the most crucial factor, they must come to an agreement on the three ideas to pitch now.

Answer: Avoiding style; accommodating style; compromising style Skill: Applied Page Ref: 132

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Chapter Six: Relating to Others at Work 70) List the four skills outlined in your book to manage emotions and why they are important.

Answer: • Select a mutually acceptable time and place to discuss the conflict. By mutually choosing the time and place you can create some privacy, make sure everyone is rested, and no one is rushed for time.

• Monitor the emotional temperature. By both agreeing to be respectful and taking “time outs” when needed you can allow emotions to subside when they get too heated.

• Be nonverbally responsive to others. Because emotions are conveyed through nonverbal and they have a tendency to “leak” out , it is important to consciously remember to use positive nonverbal cues such as eye contact, forward body lean, and an open body position.

• Avoid personal attacks, name-calling, profanity, and gunny sacking. By keeping the conflict from going “below-the-belt” both parties can focus on the resolution of the conflict and not get too emotionally charged.

Skill: Conceptual Page Ref: 133-134 71) The PUGSS model of conflict management can be used to focus conflict conversations. What does PUGSS stand for, and what should be done within each step to ensure that the conflict conversation stays on track?

Answer: PUGSS stands for Problem, Understanding, Goals, Solutions, Solution.

• Problem – Describe the problem. Use descriptive “I” language to describe what the other person is doing that is bothering you.

• Understanding – Make sure the other person understands the problem. To do this, you can have the other person paraphrase what he or she hears you saying to confirm understanding.

Additionally, make sure that the person doesn’t deflect the conversation and make the problem about you instead.

• Goals – Identify individual needs, as well as common goals. Build on your common goals.

• Solutions – Withhold all evaluation and generate as many creative solutions as possible.

• Solution – Select the best solution by evaluating each of the brainstormed solutions and comparing each to the goals you’ve identified. If a solution doesn’t meet the goals of both people, then it’s not the best solution.

Skill: Conceptual Page Ref: 135 72) Describe the six paradigms that guide negotiation and provide characteristics of negotiators that use each paradigm.

Answer: The six paradigms are win-win, win-lose, lose-win, lose-lose, win, and win-win or no deal.

• Win-win – This negotiation strategy seeks mutual benefit and uses cooperative rather than a competitive approach to finding a solution. People with a win-win paradigm are empathic listeners that try to see and understand the problem from the other person’s perspective. Win-win negotiators are appropriately assertive, that is they make their feelings known without attacking the other person.

• Win-lose – This negotiating strategy uses competition rather than cooperation in negotiating solutions to problems. People acting on the basis of a win-lose paradigm are more concerned with the self than with the other person and his or her needs. Win-lose negotiators are verbally aggressive and are more likely to attack the other person’s character or make demands in order to get their way.

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Lose-win – This negotiating strategy is one typically used by someone who is submissive and gives in to the needs of the other person while ignoring his or her own needs. A person who negotiates on the basis of a lose-win paradigm is a people pleaser.

• Lose-lose – This approach is a destructive attitude rather than a negotiating strategy and is never recommended. People who use this strategy usually don’t have a lot of consideration for the other person and don’t have the courage or assertiveness needed to pursue other alternatives or solutions. People with a lose-lose paradigm envy and criticize others while also putting themselves down.

• Win – People who approach negotiation with this overall strategy or paradigm only think about what they want and forget that effective negotiation involves at least two people. Although they don’t actively seek to make others lose, they do whatever it takes to win.

• Win-win or no deal – With this strategy, both parties agree that the only acceptable solution is going to be a win-win and, if that kind of solution cannot occur, then both parties agree to disagree and terminate all negotiations until a later time.

Skill: Conceptual Page Ref: 140-141 73) Discuss the four skills discussed in your textbook for negotiating win-win solutions.

Answer: • First, separate the people from the problem. When discussing the problem, don’t associate a name with it.

• Second, focus on interests, not positions. A position is what each person wants to see in the negotiated outcome. An interest is a desire, need, concern, or fear. In many situations, interests remain invisible, but the invisible interests are in many ways much more important than people’s positions. When negotiating, look below the surface at what is motivating a particular person’s positions because the motivation is the interest.

• Third, invent proposals that are mutually beneficial. Generate as many options or proposals as possible that will benefit all individuals in the negotiating process and consider the other side’s perspective.

• Fourth, use objective criteria to evaluate proposals. When exchanging proposals and counterproposals, it’s important to have criteria, or acceptable standards, that both sides can use to evaluate the proposals. If you don’t know what you’re looking for, you won’t recognize it when you see it.

Skill: Conceptual Page Ref: 141-142

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Chapter Seven Interviewing Principles and Skills Multiple Choice Questions 1) A form of oral interaction structured to achieve a goal is called a(n) A. chatter-box B. public speaker C. interview D. task goal Answer: C Skill: Factual Page Ref: 148

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2) According to your textbook, the three criteria for an effective interview are A. structured, goal oriented, role directed B. unstructured, goal oriented, task directed C. structured, task directed, role directed D. unstructured, task directed, goal oriented Answer: A Skill: Factual Page Ref: 149 3)

are focused on, structured conversation whose goal is to seek out important information from another person.

A. Information-gathering interviews B. Persuasive interviews C. Reporting interviews D. Appraisal interviews Answer: A Skill: Factual Page Ref: 149

4) Which example best illustrates an appraisal interview?

A. A reporter interviewing a magazine’s editor B. A salesperson trying to convince a customer to buy his or her product C. A supervisor shares information with an employee about his or her job performance D. An employer interviewing a potential job candidate Answer: C Skill: Applied Page Ref: 149 5) A structured conversation intended to influence a person’s attitudes, beliefs, or behaviors is called a(n) .

A. persuasive interview B. unstructured interview C. information-sharing interview D. information-gathering interview Answer: A Skill: Factual Page Ref: 149

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Test Bank for Business and Professional Communication 6) When in an interview, the primary difference between a task goal and a relational goal is that .

A. relational goals include asking and answering questions in a clear, concise, and thoughtful manner, while task goals seek to be seen as interpersonally attractive B. relational goals include using interpersonal skills so as to seem interpersonally attractive, while task goals include asking and answering questions in a clear, concise, and thoughtful manner C. task goals include asking and answering questions in a clear, concise, and thoughtful manner, while relational goals seek to acquire and convey appropriate information D. task goals are goal-oriented, while relational goals are task-oriented Answer: B Skill: Conceptual Page Ref: 150 7) Asking thoughtful questions of the interviewer that reveal your knowledge of the organization and understanding of the organization’s needs is an example of a(n) .

A. relational goal B. secondary goal C. task goal D. personal goal Answer: C Skill: Applied Page Ref: 150 8) During her interview Val demonstrates her ability to listen carefully, self disclose appropriately, and resolve conflict while also appearing open and approachable by the way she answers the questions she is asked. By using these skills she is meeting her .

A. relational goal B. secondary goal C. task goal D. personal goal Answer: A Skill: Applied Page Ref: 150 9) When seeking to identify the appropriate person for an interview, which of the following is NOT a suggestion given by the book?

A. Consult professional organizations and membership directories B. Use your instructors C. Call the organization directly D. Show up at the organization and simply ask someone who you should talk to Answer: D Skill: Conceptual Page Ref: 150-151 10) Which of the following is NOT true when arranging the physical setting for an interview?

A. Sitting behind a desk communicates power, status, and formality.

B. Sitting face-to-face at a small table communicates equality, accessibility, and informality.

C. Sitting on the opposite side of a long and wide conference table communicates informality, comfort, and equality.

D. Sitting side-by-side makes it hard to see each other.

Answer: C Skill: Factual Page Ref: 151

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11) A scripted interview that uses a set of standard questions that are asked of every person who is interviewed is referred to as a(n) .

A. unstructured interview B. structured interview C. moderately-structured interview D. uniquely-structured interview Answer: B Skill: Factual Page Ref: 153 12) An interview type that is unscripted and does not include a standard set of questions is called a(n) .

A. structured interview B. unstructured interview C. moderately structured interview D. uniquely structured interview Answer: B Skill: Factual Page Ref: 153 13) Jose is conducting research in his company’s latest product. He wants to get a large number of people’s opinions on the same topics, but leave room to expand on and probe certain topics if he needs to during the interview. Jose should utilize a(n) .

A. structured interview B. unstructured interview C. moderately structured interview D. uniquely structured interview Answer: C Skill: Applied Page Ref: 153 14) Before the interview, Mike decides to develop questions around employment related topics such as job skills, prior work experiences, career path, and goals. According to your textbook, what aspect of “Structuring the Interview” is Mike conducting?

A. Identify interview topics B. Write interview questions C. Sequence interview questions D. Conduct post-interview assessment Answer: A Skill: Applied Page Ref: 154 15) A standard theme that is explored with a particular category of questions that are asked during an interview is called a(n) .

A. interview theme B. interview topic C. interviewee theme D. structured interview Answer: B Skill: Factual Page Ref: 154

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16) “How do you lead?” is an example of a(n) A. closed question B. hypothetical question C. leading question D. open question Answer: A Skill: Applied Page Ref: 155

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17) Asking a respondent to discuss what they consider to be important is a A. question of value B. question of policy C. question of process D. question of fact Answer: A Skill: Factual Page Ref: 155 18) Asking a respondent to talk about how they might do something is a A. question of value B. question of policy C. question of process D. question of fact Answer: C Skill: Factual Page Ref: 155 19)

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limits the possible range of responses and requires a simple, direct, and brief answer.

A. Closed questions B. Probing questions C. Leading questions D. Open questions Answer: A Skill: Factual Page Ref: 155

20) During an interview with the CEO of a large organization, the interviewer asks, “You believe a coworker is stealing from the company, but are not certain. What would you do?” This is an example of which type of interview question?

A. Open question B. Closed question C. Probing question D. Hypothetical question Answer: D Skill: Applied Page Ref: 156

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21) An interview question that encourages the interviewee to clarify or elaborate on partial or superficial responses and that usually directs the discussion in a particular direction is referred to as a(n) .

A. open question B. closed question C. hypothetical question D. probing question Answer: D Skill: Factual Page Ref: 156 22) When finishing an interview with a potential client, the interviewer asks, “Is there anything else that you would like to add about this issue?” This is an example of which type of interview question?

A. Open question B. Hypothetical question C. Clearinghouse probe D. Closed question Answer: C Skill: Applied Page Ref: 156 23) A guide that lists all of the questions and follow-up probes to be used in an interview so that the interviewer can sequence questions is called an .

A. interview guide B. interview schedule C. interview calendar D. interview sequence Answer: B Skill: Factual Page Ref: 157 24) A questioning technique that begins with broad, open questions and proceeds towards more closed questions is called a(n) .

A. funnel sequence B. inverted funnel sequence C. tunnel sequence D. inverted tunnel sequence Answer: A Skill: Factual Page Ref: 157 25) During an interview with a potential candidate, Marty begins his line of questioning with questions that only require a yes or no response. He then moves to questions that are more broad and unstructured. Marty is using which type of interview sequence?

A. Funnel sequence B. Inverted funnel sequence C. Tunnel sequence D. Inverted tunnel sequence Answer: B Skill: Applied Page Ref: 158

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26) Which of the following statements represents the primary difference between a relational and task message?

A. Task messages focus on establishing relationships, while relational messages focus on the content of the interview.

B. Task messages focus on establishing relationships, while relational messages focus on building rapport.

C. Task messages focus on the content of the interview, while relational messages include messages about how the interview will be structured.

D. Task messages focus on the content of the interview, while relational messages focus on establishing relationships.

Answer: D Skill: Applied Page Ref: 160 27) According to your textbook, which of the following three skills are needed to open an interview effectively?

A. Make a positive first impression, establish rapport, clarify interview goals B. Make a positive first impression, clarify interview goals, end interview effectively C. Establish rapport, establish power, clarify interview goals D. Establish rapport, establish power, make a positive first impression Answer: A Skill: Factual Page Ref: 160-161 28) Being on time, appropriately dressed, and using a firm handshake are all suggestions given by your textbook in order to .

A. make a positive first impression B. establish rapport C. clarify interview goals D. establish power Answer: A Skill: Conceptual Page Ref: 160 29) According to your textbook, the interviewee is responsible for what three important tasks?

A. Controlling the breadth and depth, listening actively, and keeping the interview focused B. Listening actively, providing thoughtful and clear responses, and asking appropriate questions C. Listening actively, keeping the interview focused, and asking appropriate questions D. Controlling the breadth and depth, providing thoughtful and clear responses, and asking appropriate questions Answer: B Skill: Factual Page Ref: 161-162

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30) According to your textbook, what are the four required tasks for closing an interview?

A. Summarize the interview, encourage friendly relations, discuss the next step, exchange thank you’s.

B. Summarize the interview, encourage friendly relations, schedule next interview, discuss next step C. Discuss next step, exchange a thank you, summarize the interview, schedule next interview D. Summarize the interview, discuss nest steps, encourage friendly relations, introduce interviewee to other department employees Answer: A Skill: Factual Page Ref: 163 31) According to your textbook, which of the following suggestions should NOT be followed when responding to interview questions?

A. Answer immediately without any silence to show you are prepared.

B. Ask a clarifying question if you are confused.

C. Provide a thoughtful and concise response.

D. Take a few moments to reflect on the question.

Answer: A Skill: Factual Page Ref: 163 32) Which of the following is NOT one of the basic ethical principles of interviewing?

A. Don’t manipulate the other person.

B. Establish power immediately.

C. Don’t restrict the other person’s choices or answers to questions.

D. Don’t convey false or misleading information to the other person.

Answer: B Skill: Factual Page Ref: 164 33) Rhonda just answered her front door and notices a man holding a variety of cleaning products. He begins asking questions such as “I assume that your carpet is not as clean as it could be?” and “Is it safe to say that you would love for your carpet to be completely spotless?” These types of questions are considered _.

A. unlawful questions B. probing questions C. closed questions D. leading questions Answer: D Skill: Applied Page Ref: 165 34) Which of the following questions would be considered unlawful?

A. “How is your previous employment experience relevant to this position?”

B. “Are you a member of any clubs or associations that are relevant to this position?”

C. “Are you willing to relocate?”

D. “Are you a citizen of the United States?”

Answer: D Skill: Applied Page Ref: 166

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Test Bank for Business and Professional Communication 35) The ethical principle that requires interviewers to keep information disclosed during an interview private is called .

A. professionalism B. ethics C. confidentiality D. value policy Answer: C Skill: Factual Page Ref: 166 True/False Questions 36) By definition, an interview can only include two people.

Answer: FALSE Skill: Factual Page Ref: 149 37) An effective interview meets four criteria: structured, goal oriented, interesting, and role directed.

Answer: FALSE Skill: Factual Page Ref: 149 38) A car sales representative that is asking a customer questions about their driving habits and needs is conducting a persuasive interview.

Answer: TRUE Skill: Applied Page Ref: 149 39) The first step when preparing for an interview is to identify the interview goal.

Answer: TRUE Skill: Factual Page Ref: 150 40) Bill wants to communicate equality, accessibility, and informality during the interview, so he should sit behind his large desk.

Answer: FALSE Skill: Applied Page Ref: 151 41) According to your textbook using personal contacts within a company to identify the appropriate person to interview is an effective strategy.

Answer: TRUE Skill: Factual Page Ref: 151 42) An advantage of a structured interview is that it ensures that all interviewee’s are treated in a consistent manner.

Answer: TRUE Skill: Conceptual Page Ref: 153 43) Conducting an unstructured interview requires more skill on the part of the interviewer.

Answer: TRUE Skill: Conceptual Page Ref: 153 44) Questions of value ask respondents to talk about how they might do something.

Answer: FALSE Skill: Factual Page Ref: 155

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45) Asking the interviewee, “What are you looking for in a company?” is an example of an open question.

Answer: TRUE Skill: Applied Page Ref: 155 46) Closed questions restrict the interviewee’s freedom to express personal views or elaborate on responses.

Answer: TRUE Skill: Conceptual Page Ref: 155 47) The question “You are experiencing conflict with one of your co-workers. How do you handle the situation?” is an example of a clearinghouse probe.

Answer: FALSE Skill: Applied Page Ref: 156 48) Using the funnel sequence encourages the interviewee to answer questions quickly.

Answer: FALSE Skill: Conceptual Page Ref: 158 49) When using the tunnel sequence, the interviewer is interested in the depth of responses rather than the breadth.

Answer: FALSE Skill: Conceptual Page Ref: 158 50) Interview openings are usually more focused on task messages than on relational messages.

Answer: FALSE Skill: Conceptual Page Ref: 160 51) The interviewee is responsible for controlling the breadth and depth of questioning.

Answer: FALSE Skill: Factual Page Ref: 161 52) Interviewers evaluate what you say, but do not concern themselves with how you say it.

Answer: FALSE Skill: Conceptual Page Ref: 162 53) Closing the interview tends to focus more on relational rather than task-related messages.

Answer: TRUE Skill: Conceptual Page Ref: 162 54) An interviewee should never ask a clarifying question because it indicates they were not listening.

Answer: FALSE Skill: Conceptual Page Ref: 162 55) Ii is only the interviewer’s role to listen actively.

Answer: FALSE Skill: Conceptual Page Ref: 163

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56) One way to avoid manipulating the interviewee is to state clearly and in advance what you, as the interviewer, need and want from the interviewee.

Answer: TRUE Skill: Conceptual Page Ref: 165 57) Ethical interviewing occurs when interviewers equalize power by allowing interviewees the freedom to respond without the threat of negative consequences.

Answer: TRUE Skill: Conceptual Page Ref: 165 58) During an interview Glen was asked, “Are you legally authorized to work in the United States?” This was an unlawful question.

Answer: FALSE Skill: Applied Page Ref: 166 59) Asking if the interviewee is married is an unlawful question.

Answer: TRUE Skill: Factual Page Ref: 166 60) One of the ways we detect deception during an interview is when verbal and nonverbal messages do not match.

Answer: TRUE Skill: Conceptual Page Ref: 167 Essay Questions 61) List and describe the goal of the four types of interviews discussed in your textbook.

Answer: • An information-gathering interview is a focused, structured conversation with the goal of seeking out important information from another person.

• A job interview is conducted to assess the qualifications and skills of a person for employment.

• Appraisial interviews are a conversation a supervisor or employer has with their employee about his or her job performance.

• Persuasive interviews are conducted to gain information about an individual to help influence the person’s attitude, beliefs, or actions.

Skill: Factual Page Ref: 149 62) List the three criteria an effective interview must meet?.

Answer: • The interview must be structured.

• The interview should be goal oriented.

• The interview should be role directed.

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Chapter Seven: Interviewing Principles and Skills 63) Define task and relational goals and provide an example of each.

Answer: • Task goals in an interview are asking and answering questions in a clear, concise, and thoughtful manner in order to convey appropriate information. An example of a task goal is to ask thoughtful questions of the interviewer that reveal your knowledge of the organization and your understanding of the organization’s needs.

• Relational goals in an interview use interpersonal skills to be perceived as attractive and credible.

An example of a relational goal is to demonstrate your ability to listen carefully, self-disclose appropriately, and resolve conflict constructively, while appearing open and approachable.

Skill: Applied Page Ref: 150 64) List and describe the three skills needed to effectively prepare for an interview.

Answer: • The first skill needed to effectively prepare for an interview is to identify the interview goal. The primary interview goal of an information gathering interview is to seek out information. The primary goal of a job interview is to assess the person’s skills for employment or to obtain employment. The goal of performance appraisal interviews is to share information with an employee about job performance. The primary goal of a persuasive interview is to influence a person’s attitudes, beliefs, and behaviors.

• The second skill is to identify the appropriate person for the interview. Identify the person who has the information needed or the person who makes decisions by consulting professional organizations, websites, personal contacts, and networks.

• The third skill needed to prepare for an interview is to arrange the interview by scheduling time, identifying the location, and arranging the physical setting. Determine how much time is needed, inform the other person of the time commitment, identify an appropriate place for the interview by determining the level of privacy needed, and ensure that the physical arrangement of the interview location communicates the level of power, status, and formality desired.

Skill: Conceptual Page Ref: 150-151 65) Describe the four suggestions your textbook gives for finding the appropriate person to interview.

Answer: • You can look at professional organizations and membership directories to find people who are knowledgeable in specific areas.

• By looking at the organization’s website you can find out important information about individuals in position of power and biographies to conduct more effective interviews.

• Utilizing primary and secondary networks such as personal contacts and acquaintances can help identify people who are respected within a field or organization. An individual you know may also be able to provide an introduction to the person you are seeking to interview.

• College and university instructors are a great resource for determining appropriate people to interview, especially if the interview is for a class project or in their area of their expertise.

• A final method is to just call the organization directly and ask the receptionist.

Skill: Conceptual Page Ref: 150-151 66) Explain the importance of appropriately arranging the physical setting of an interview.

Answer: The physical setting of an interview is important because how the furniture is arranged for an interview communicates how the interview is going to take place and influences the tone of the .

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Test Bank for Business and Professional Communication interview. For example, when interviewers sit behind their desks, they communicate power, status, and formality. When interviewers sit face to face with interviewees at a small table, they communicate equality, accessibility, and informality.

Skill: Conceptual Page Ref: 151 67) List and describe the three different interview structures.

Answer: The three different interview structures are structured interviews, unstructured interviews, and moderately structured interviews.

• A structured interview is a scripted interview that uses a set of standard questions that are asked of every person who is interviewed. These types of interviews ensure that all interviewees are treated in a consistent manner, they usually take less time, they are easier for the interviewer to control, and it is easier to compare interviewee answers. The disadvantage to a structured interview is that interviewers have no flexibility to follow up or probe interviewees’ comments that may reveal important information.

• An unstructured interview is an unscripted interview that is unique to the individual being questioned that does not include a standard set of questions. Although unstructured interviews are usually more difficult to control, require more skill on the part of the interviewer, and take more time to complete, they often reveal valuable information that allows interviewers to reach their goals.

• A moderately structured interview is an interview that includes some scripted questions but allows the interviewer the flexibility to deviate from the script. Most interviews fall into this structure and include elements of both structured and unstructured interviews.

Skill: Factual Page Ref: 153 68) List, define, and provide an example of each of the four different types of probing questions.

Answer: The four types of probes are a nudging probe, a clearinghouse probe, an informational probe, and a reflective probe.

• A nudging probe encourages the respondent to continue responding to the question. The nudging probe is usually a single word such as “Go Ahead” or “And then”.

• A clearinghouse probe is used when interviewers want to make sure that they have exhausted the questioning on a particular topic. For example, “Is there anything that we have not covered that you consider important?”

• An informational probe is used when an interviewer wants the interviewee to elaborate on a response to a question. For example, “How did you respond to that situation?”

• Finally, a reflective probe is used when an interviewer wants to ensure that he or she understands the interviewee’s response to a question or a series of questions. For example, “Are you saying that…?”

Skill: Applied Page Ref: 156

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69) Define each of the three basic interview sequences and describe the reason for using each sequence.

Answer: The three basic interview sequences are the funnel sequence, the inverted funnel sequence, and the tunnel sequence.

• The funnel sequence is a questioning sequence that begins with broad, open questions and proceeds toward more closed questions. This sequence allows interviewees to express restrictions, views, and feelings without restrictions early in the interview.

• The inverted funnel sequence is a questioning sequence that begins with closed questions and proceeds to more open questions. This sequence encourages interviewees to answer questions quickly so as to “jump start” the interview.

• The tunnel sequence is a questioning sequence that uses a combination of open and closed questions to gather a large amount of information in a short amount of time. It allows interviewers to gather a loft of information in a limited amount of time.

Skill: Conceptual Page Ref: 157-158 70) Describe the various behaviors that are recommended in order to make a positive first impression.

Answer: In order to make a positive first impression, the interviewee should be on time, be appropriately dressed, and use a firm handshake. A firm handshake is associated with positive personality and communication traits, whereas a limp handshake is associated with negative personality and communication traits.

Skill: Factual Page Ref 160 71) Describe the interviewer’s role and the interviewee’s role in processing the body of the interview.

Answer: The interviewer is responsible for processing the body of the interview by accomplishing several communication tasks. The interviewer should listen actively to the interviewee by paying attention not only to what interviewees say but also to how they say it. The interviewer is also responsible for keeping the interview focused by controlling the breadth and depth of the questioning.

The interviewer should keep a record of the interview by either recording the conversation or by taking notes. Finally, the interviewer should answer the interviewee’s questions and keep the interview on schedule. The interviewee is responsible for processing the body of the interview by accomplishing three important tasks. The first is to listen actively. Interviewees also need to provide thoughtful and clear responses. Finally, it’s also important for interviewees to ask appropriate questions.

Skill: Conceptual Page Ref: 161 72) Describe the interviewee’s role and the interviewee’s role in processing the body of the interview.

Answer: The interviewer is responsible for processing the body of the interview by accomplishing three communication tasks: listening actively, provide thoughtful and clear responses, and ask appropriate questions. First, to listen actively the interviewee should use the skills discussed earlier in the textbook, including: stop, look, and listen. Secondly, the interviewee should give thoughtful and clear responses. This may mean asking a clarifying question or taking a moment to create a well developed answer. Finally, the interviewee should ask appropriate questions. Asking the interviewer well thought out questions can help the interviewee reach their goal.

Skill: Conceptual Page Ref: 162

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Test Bank for Business and Professional Communication 73) Describe and provide an example for the six responsibilities that an interviewer must follow to be an ethical interviewer?

Answer: The six responsibilities that an interviewer must follow in order to be an ethical interviewer are to state your purpose in advance, allow the interviewee to make responses that are not coerced, ask unbiased questions, avoid unlawful questions, convey honest, accurate information, and respect confidentiality.

• State your purpose in advance – One way to avoid manipulating the interviewee is to state clearly and in advance what you, as the interviewer, need and want from the interviewee. For example, a door-to-door carpet cleaner salesman should state his name, the company he represents, and the purpose for his visit to more ethically sell his product as opposed to immediately delving into a persuasive appeal.

• Allow the interviewee to make responses that are not coerced – Because there is a power differential in many interview situations, it is important for the interviewer to avoid coercing or influencing the interviewee to answer a question he or she would prefer not to answer. For example, asking an employee about another employee’s performance is unethical. A more ethical approach would be to ask whether other employees’ job performance affects your job performance.

• Ask unbiased questions – Refrain from using biased or leading questions that suggest implicitly and sometimes even explicitly the expected or desired answer. For example, “I’m assuming that you’re willing to relocate, is that correct?” is a leading question and can instead be asked “If this job were to require relocation, how willing would you be to do so on a scale of 1 to 10?”

• Avoid unlawful questions – Certain topics should not be addressed during an interview, such as age, religion, marital status, race, sexual orientation, national origin/ethnicity/ancestry, citizenship, disabled or handicapped status, arrest information, and wage garnishment.

• Convey honest, accurate information – To make sure that interviewees can make decisions that are in their best interests, it’s important to be honest about the information you present and to avoid intentionally withholding information. For example, a candidate during an interview asks when the position is going to be filled. The interviewer, knowing that the position has not been approved by the VP of Human Resources, says “We hope to extend an offer soon”. This statement is misleading because the interviewer is intentionally withholding important information.

• Respect confidentiality – The principle of confidentiality requires interviewers to keep the information disclosed during an interview private. For example, during an interview, a job candidate mentions that he is interested in transferring to another department because of poor management in his current department. It would be unethical for the interviewer to share this information with the employee’s manager.

Skill: Applied Page Ref: 164-167

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Chapter Eight Interview Types Multiple Choice Questions 1) A focused, structured conversation whose goal is to seek out information from another person is referred to as a(n) .

A. exit interview B. information-gathering interview C. career-search information interview D. task-gathering interview Answer: B Skill: Factual Page Ref: 173 2) Sue is a personal trainer at a local gym and she typically conducts and interview with all new clients.

According to your textbook which of the following best describes the goal Sue has for the interviews.

A. Investigate and issue B. Conduct research to identify a pattern C. Diagnose and to solve a problem D. Learn why employees leave an organization Answer: C Skill: Applied Page Ref: 173 3) Patty is leaving her organization after 15 years. She has always been a valued employee and as such, management would like to determine why she is leaving. What type of interview would be most beneficial in this situation?

A. Exit interview B. Career-search information interview C. Job interview D. Panel interview Answer: A Skill: Applied Page Ref: 173 4) An interview in which you gather information about careers, jobs, and organizations and network with others so that you will have a job when you are ready for one is referred to as a(n) .

A. exit interview B. career-search information interview C. future-oriented interview D. research-based interview Answer: B Skill: Factual Page Ref: 173

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5) According to your text, the best way to identify a person for a career-search information interview is to .

A. use only your strong ties B. use only your weak ties C. use both your strong and weak ties D. use neither your strong or weak ties Answer: C Skill: Factual Page Ref: 174 6) 7) Fred’s uncle has given him the contact information to a buyer for Macy’s. Fred wants to interview the contact to gain information about what he needs to do to become a buyer at Macy’s himself.

According to your textbook, Fred should make contact by .

A. sending an email B. mailing a letter C. contacting them on Facebook D. calling them on the phone Answer: D Skill: Applied Page Ref: 174 8) The 70:30 ratio rule suggests that .

A. the interviewer should speak 70 percent of the time, while the interviewee should speak 30 percent of the time B. the telephone interview should last approximately 70 minutes, while the face-to-face interview should last approximately 30 minutes C. the face-to-face interview should last approximately 70 minutes, while the telephone interview should last approximately 30 minutes D. the interviewee should speak 70 percent of the time, while the interviewer should speak 30 percent of the time Answer: D Skill: Factual Page Ref: 175 9) After conducting a information gathering interview, which of the following is NOT recommended by your textbook?

A. Express thanks B. Process your notes C. Follow up D. Begin the process again Answer: C Skill: Factual Page Ref: 176-177 10) Which of the following is NOT one of the types of skill described in your textbook that should be highlighted in a job interview?

A. Transferable skills B. Adaptive skills C. Job-related skills D. Organizational skills Answer: D Skill: Factual Page Ref: 177

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11) During an interview with a potential employer, Susan described herself as approachable, warm, loyal, committed, organized, and extremely motivated. What type of skills was Susan emphasizing?

A. Transferable skills B. Adaptive skills C. Job-related skills D. Organizational skills Answer: B Skill: Applied Page Ref: 177 12) Skills that are useful in a variety of jobs and positions are referred to as A. adaptive skills B. transferable skills C. job-related skills D. organizational skills Answer: B Skill: Factual Page Ref: 177

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13) While interviewing for a position in XYZ Co’s Training and Development department, Steve highlighted his experience in conducting needs assessments and with curriculum development and presentational speaking. What type of skills was Steve highlighting?

A. Transferable skills B. Adaptive skills C. Job-related skills D. Organizational skills Answer: C Skill: Applied Page Ref: 177 14) A document outlining the specific skills required for and basic duties of a particular position is referred to as a(n) .

A. job description B. employment document C. hiring document D. occupational handbook Answer: A Skill: Factual Page Ref: 177 15) A concise, well organized written description of your background, training, and qualifications for a job is referred to as a(n) .

A. cover letter B. personal history document C. career objective D. resume Answer: D Skill: Factual Page Ref: 178

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16) According to your textbook, most employers look at a resume for about how long?

A. Five minutes B. Half an hour C. Three minutes D. Less than a minute Answer: D Skill: Factual Page Ref: 179 17) Because she knew that they could speak positively about her skills and abilities, Courtney listed her previous supervisor, a former professor, and her pastor on her resume. These individuals are called .

A. references B. friends C. associates D. colleagues Answer: A Skill: Applied Page Ref: 180 18) Which of the following is NOT listed as one of the worst ways to look for a job?

A. Using the internet B. Answering ads in a trade journal C. Knocking on the door of any employer, factory, or office that interests you D. Mailing out resumes to employers at random Answer: C Skill: Conceptual Page Ref: 180 19) Along with her resume, Marsha included a document that argues that she is the best fit for the position. In this document, she also explains how her skills and knowledge fit perfectly with the posted position. This document is referred to as a(n) .

A. resume B. cover letter C. personal mission statement D. pamphlet Answer: B Skill: Applied Page Ref: 181 20) Which of the following is NOT a recommendation given by your textbook when trying to make a positive first impression?

A. Cover tattoos B. Be well groomed C. Wear ample amounts of jewelry D. Wear clean, pressed, modest clothes Answer: C Skill: Factual Page Ref: 183

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21) What are the three elements of conducting a job interview?

A. Open the interview, close the interview, obtain feedback B. Open the interview, process the interview, close the interview C. Open the interview, obtain feedback, process the interview D. Open the interview, obtain feedback, develop action plans Answer: B Skill: Factual Page Ref: 183-187 22) According to your textbook, when trying to make a positive first impression, what should you be mindful of when representing yourself using technology such as Facebook, Myspace, and YouTube?

A. Make sure the picture you use is up-to-date.

B. Make sure the manner which you present yourself online is consistent with your interview persona.

C. Make sure the information you provide online matches your resume.

D. Make sure that your profile does not mention any competitors of the organization for which you are applying.

Answer: B Skill: Factual Page Ref: 184 23) Which of the following questions should NOT be asked by an interviewee?

A. What priorities will need to be addressed immediately in this position?

B. What types of people tend to excel here?

C. How long was the previous person here?

D. How much will I be paid?

Answer: D Skill: Factual Page Ref: 186 24) According to your textbook, why is it important to ask for the job that you have just interviewed for?

A. The interviewer expects the question.

B. Doing so puts pressure on the interviewer to give you an immediate answer.

C. In the interviewer’s mind, it reinforces your commitment to a particular position.

D. It makes the interviewer feel awkward, which helps him or her to remember you once all interviews are finished.

Answer: C Skill: Conceptual Page Ref: 187 25) Which of the following is NOT a suggestion for preparing and sending thank you notes?

A. Use quality paper and envelopes B. Wait one week following the interview C. Keep the note friendly D. Use a formal salutation Answer: B Skill: Conceptual Page Ref: 187

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26) Niki is meeting with her boss to discuss her job performance during the previous year. This type of meeting is referred to as a(n) .

A. exit interview B. job interview C. year-in-review interview D. appraisal interview Answer: D Skill: Applied Page Ref: 188 27) During a performance review, Rhoda stated to her employee “Your work on the internal audit was exceptional and I continue to be impressed with the level of detail on all of your projects. Keep up the good work.” This statement is an example of _.

A. supportive feedback B. corrective feedback C. positive-natured feedback D. standard feedback Answer: A Skill: Applied Page Ref: 188 28) Feedback with the goal to alter negative or inappropriate behavior is referred to as .

A. supportive feedback B. corrective feedback C. standard feedback D. negative feedback Answer: B Skill: Factual Page Ref: 189 29) Identifying the interview goal, analyzing the individual’s performance, and arranging the interview are steps to conduct which type of interview?

A. Exit interview B. Appraisal interview C. Information-sharing interview D. Job interview Answer: B Skill: Factual Page Ref: 190 30) Which of the following questions does a gap analysis need to answer?

A. What were the employee’s expectations for the past year? Why was he or she given these expectations? Where is the gap?

B. Where is the employee’s performance now? Where does the employee’s performance need to be?

What is causing this gap?

C. How has the employee performed since being hired? How has the employee improved? How can we continue to get improvement from the employee?

D. Where is the employee’s performance now? What are the employee’s future goals? How has the employee improved?

Answer: B Skill: Conceptual Page Ref: 190

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31) According to your text, stating the purpose of the appraisal interview occurs in which activity when conducting an appraisal interview?

A. Opening the interview B. Processing the interview C. Closing the interview D. Contacting the interviewee Answer: A Skill: Factual Page Ref: 191-192 32) Make it timely, make it specific, make it frequent, and be sensitive are all strategies to deliver what type of feedback during an appraisal interview?

A. Corrective feedback B. Supportive feedback C. Negative feedback D. Developmental feedback Answer: B Skill: Conceptual Page Ref: 192 33) According to your textbook, why is it important to discuss alternative solutions during an appraisal interview?

A. People are more likely to adopt solutions they generate than solutions imposed on them.

B. The law states that this step must be performed.

C. People will be more likely to adopt solutions they feel are imposed on them.

D. Imposing solutions is effective as long as the employee feels that he or she has had a chance to verbalize their opinion.

Answer: A Skill: Factual Page Ref: 193 34) During an appraisal interview, Bertha explained the various problematic behaviors that she has observed to her employee. After explaining these behaviors, Bertha asks “Do you agree that this is a problem?” Which step in the problem-solution approach is best reflected by her statement?

A. Describe the problematic behavior B. Get agreement that a problem exists C. Mutually discuss alternative options D. Mutually agree on action to be taken to solve the problem Answer: B Skill: Applied Page Ref: 193 35) The four A’s, which are useful guidelines when listening to corrective feedback, should be utilized in which order?

A. Acknowledge, ask, align, add B. Ask, acknowledge, add, align C. Align, add, ask, acknowledge D. Add, acknowledge, align, ask Answer: A Skill: Factual Page Ref: 194

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True/False Questions 36) Of the three interview types, an information-gathering interview is the most common and is one that leaders use daily.

Answer: TRUE Skill: Conceptual Page Ref: 173 37) As a doctor in a neighborhood clinic Linda should do exit interviews with every client she sees.

Answer: FALSE Skill: Conceptual Page Ref: 173 38) Conducting a career-search information interview is a way for those in an organization to get to know you even when a job is not available.

Answer: TRUE Skill: Conceptual Page Ref: 173 39) According to sociologist Mark Granovetter, your main job contacts will be close friends and relatives.

Answer: FALSE Skill: Conceptual Page Ref: 174 40) You should dress for a career-search information interview in the same way you would for a job interview.

Answer: TRUE Skill: Factual Page Ref: 175 41) As the interviewer, it is important that you talk 70% of the time and let the interviewee talk 30% of the time.

Answer: FALSE Skill: Conceptual Page Ref: 175 42) According to your textbook Ronald should close his career-search interview by asking for a job.

Answer: FALSE Skill: Factual Page Ref: 176 43) When preparing for a job interview, the first step is to identify your interview goal.

Answer: TRUE Skill: Factual Page Ref: 177 44) During an interview for an accounting position, Michelle described her experience with standard accounting practices, such as performing reconciliations. These are considered transferable skills.

Answer: FALSE Skill: Applied Page Ref: 177 45) According to a study conducted jointly by the U.S. Department of Labor and the American Association of Counseling and Development, adaptive and transferable skills appear to be more important than job-related skills.

Answer: TRUE Skill: Conceptual Page Ref: 178

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46) Most employers spend less than a minute – and some only a few seconds – looking at each resume they receive.

Answer: TRUE Skill: Conceptual Page Ref: 179 47) Mailing out random resumes is an effective way to get a job interview.

Answer: FALSE Skill: Factual Page Ref: 180 48) According to Michael Farr, the best time to search for a job is before anyone else knows about it.

Answer: TRUE Skill: Conceptual Page Ref: 181 49) Making a good impression starts when you first meet your interviewer.

Answer: FALSE Skill: Conceptual Page Ref: 183 50) One way to ensure a positive first impression is to monitor how you represent yourself using technology such as Facebook, MySpace, or YouTube.

Answer: TRUE Skill: Conceptual Page Ref: 184 51) It is important to utilize both supportive and corrective feedback to achieve maximum benefit in a performance review.

Answer: TRUE Skill: Conceptual Page Ref: 188 52) Research reveals that the formal, top-down approach to evaluating employee performance leads to the most satisfied employees and corrects inappropriate behaviors.

Answer: FALSE Skill: Conceptual Page Ref: 190 53) When preparing an appraisal interview, the first step is to arrange the interview.

Answer: FALSE Skill: Factual Page Ref: 191 54) An appraisal interview is a more sensitive conversation than an information-gathering or a job interview.

Answer: TRUE Skill: Conceptual Page Ref: 192 55) Most appraisal interviews begin with a review of supportive feedback followed by a review of corrective feedback.

Answer: TRUE Skill: Conceptual Page Ref: 192

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56) When processing an appraisal interview, the statement “You did a wonderful job working with the interns last year” is an example of a specific message.

Answer: FALSE Skill: Applied Page Ref: 192 57) Receiving supportive feedback makes some people feel nervous.

Answer: TRUE Skill: Conceptual Page Ref: 192 58) People are more likely to adopt solutions they generate than solutions that are imposed on them.

Answer: TRUE Skill: Conceptual Page Ref: 193 59) It is unprofessional as the interviewee to ever question or given an alternative point of view to an interviewer’s perception when they are giving corrective feedback.

Answer: FALSE Skill: Conceptual Page Ref: 194 60) Acknowledging changed behavior serves as reinforcement for continued behavioral change.

Answer: TRUE Skill: Conceptual Page Ref: 194 Essay Questions 61) List and define the three different types of interviews.

Answer: The three types of interviews are information-gathering interviews, job interviews, and appraisal interviews.

• Information-gathering interviews are a focused, structured conversation whose goal is to seek out information from another person. Of the three types of interviews, it is the most common and is one that leaders use daily.

• A job interview is a structured interview in which an interviewer assesses an interviewee’s qualifications and skills for employment.

• An appraisal interview is an interview in which a supervisor shares information with an employee about his or her job performance.

Skill: Factual Page Ref: 173,177,188

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Chapter Eight: Interview Types 62) List and briefly discuss the various activities involved in preparing, conducting, and following up on an information-gathering interview.

Answer: To prepare for an information-gathering interview, you should first identify the interview goal. Second, you should identify the person to interview. The person you want to interview should be a working professional who holds a position that you find interesting and that you might like to have one day. The best way to identify a person for a career-search information interview, a type of information-gathering interview, is to use both your strong ties and your weak ties. Finally, you should schedule the interview. The best methods to schedule an information-gathering interview are by letter, email, or phone.

To conduct an information-gathering interview, you should first open the interview by ensuring that you make a positive first impression, establish rapport, and clarify your interview goals. Second, you should process the interview by asking questions, listening to answers, and responding appropriately.

Finally, you should close the interview by summarizing the interview, getting the name of another contact if possible, and expressing your thanks and appreciation to the interviewee.

To follow up on an information-gathering interview, you should express thanks by sending a note of thanks immediately after the interview. One of the goals when following up on an interview is to leave a positive impression and to thank the interviewee for his or her time. Second, you should process your notes by reviewing the interview questions and responses and summarizing the key findings. Finally, you should make sure to follow through on the next step. Make an appointment with your next interviewee, develop additional questions based on your prior interview experiences, and begin the process all over again.

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Test Bank for Business and Professional Communication 63) List and briefly describe each step involved when preparing for a job interview.

Answer: To prepare the job interview, you need to: identify your interview goal; develop your resume; identify and research the appropriate organization, position, and contact person; write a cover letter; and arrange the interview.

• To identify your interview goal, you should conduct a self-assessment and become aware of your skills. The ultimate interview goal is to identify a job that is a good fit with your personality type, skills, and abilities.

• To develop your resume, keep in mind that your resume’s key function is to help you get an interview and that employers spend less than a minute, and some only a few seconds, looking at each resume. Therefore, your resume should be clear and easy to read and should focus on the essential information an employer seeks.

• To identify and research the appropriate organization, position, and contact person, you should: ask for job leads from family members, friends, people in the community, and staff at career centers; knock on the door of any employer, factory, or office that interests you; and use the yellow pages to identify subjects of fields of interest to you in the town or city where you want to work, call up the employers listed, and ask if they are hiring for the type of position you can do.

• Cover letters are a sales pitch that argues why you are the best candidate for a position. Cover letters should be targeted to a particular job and person, and the goal of a cover letter is to result in a job interview.

• When scheduling the interview, you should remember that most jobs are filled before they are advertised and that the best time to search for a job is before anyone else knows about it. You should contact the identified person via phone to get their attention and provide a more interactive experience. Additionally, you can develop a phone script prior to placing a phone call to ask for an interview.

Skill: Conceptual Page Ref: 177-181 64) Briefly discuss the three worst ways to look for a job and the three best ways to look for a job.

Answer: The three worst ways to look for a job are using the internet, mailing out resumes to employers at random, and answering advertisements in professional or trade journals. The best ways to look for a job are asking for job leads from family members, friends, people in the community, and staff at career centers. Additionally, you can knock on the door of any employer, factory, or office that interests you, or use the yellow pages to identify fields of interest and then calling the employers to see if they are hiring for the type of positions you’re interested in.

Skill: Applied Page Ref: 180-181 65) Briefly describe the four parts of a cover letter.

Answer: A cover letter has four parts: introduction, body, action step, and conclusion.

• The introduction comes first and is used to describe the position you are applying for and how you learned about the opening.

• The body is the bulk of the letter and is where you “sell” yourself. In this section you need to make a convincing argument for your skills and knowledge. Provide enough details to let your reader know you are familiar with the organization and the skills required for the job.

• The action step is where you state what you will do next. This is usually a request for an interview.

• The cover letter ends with a conclusion where you express your appreciation for the reader’s time and consideration of your resume.

Skill: Factual Page Ref: 181 .

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Chapter Eight: Interview Types 66) What are the four suggestions given by your book to make a positive first impression?

Answer: The four suggestions for making a positive first impression are engaging in appropriate waiting-room behavior, dressing appropriately, using technology strategically, and making a professional introduction.

Skill: Conceptual Page Ref: 183 67) Describe how to appropriately follow-up after a job interview.

Answer: To appropriately follow-up after a job interview, you need to complete two tasks. First, you should express thanks. Due to the primacy and recency effect, it is important to send a thank-you note to the interviewer immediately following the interview. Second, you must follow through. In many job interviews, the interviewer asks you for additional information, or you may have offered to provide additional information following the interview. Provide this information as soon as possible as interviewers notice whether or not interviewees follow through.

Skill: Conceptual Page Ref: 187 68) Define the purpose of an appraisal interview and list the three steps to prepare for an appraisal interview.

Answer: An appraisal interview is an interview in which a leader or employer shares information with an employee about his or her job performance. The appraisal interview serves as a feedback loop between the leader and the employee. To prepare for an appraisal interview, you need to identify the interview goal, analyze the individual’s performance, and arrange the interview.

Skill: Factual Page Ref: 188-189 69) Define gaps analysis. What three questions must be answered in order to properly conduct a gaps analysis?

Answer: Gaps analysis is an analysis conducted by a supervisor of the identified gap between a performance standard and an employee’s actual performance. To conduct a gaps analysis, an interview must be able to answer the following three questions: 1) Where is the employee’s performance now?

2) Where does the employee’s performance need to be?

3) What is causing the gap?

Skill: Factual Page Ref: 190

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70) Your textbook lists 5 communication behaviors that have been shown to enhance the effectiveness of an appraisal interview. List and describe these communication behaviors.

Answer: The five communication behaviors that have been shown to enhance the effectiveness of an appraisal interview are: • Describe the problematic behaviors – Using “I” language, describe what you see the employee doing or hear him or her saying that remains a problem.

• Get agreement that a problem exists – If the employee agrees that a problem exists, ask the person to paraphrase the problem. If the employee does not agree, then adapt your communication accordingly by stating “Let me try describing the problem from a different perspective.”

• Mutually discuss alternative solutions – It’s best to get the person involved in generating possible solutions to the problem because people are more likely to adopt solutions they generate than solutions that are imposed on them.

• Mutually agree on action to be taken to solve the problem – To do this, the leader and the employee must carefully listen to each other and agree on which solution will be adopted to change the problematic behavior.

• Be nonverbally responsive – Many people have a tendency to become nonverbally unresponsive when receiving corrective feedback by exhibiting behaviors such as crossing arms, looking away, and sighing. These nonverbal behaviors are interpreted as defensiveness and are contagious. To break this natural cycle of defensiveness, interviewers should remain nonverbally responsive when their natural instinct is to become defensive.

Skill: Conceptual Page Ref: 193

71) Joseph is in an appraisal interview and has just been given some corrective feedback by his superior that he believes is unreasonable. List and describe the four step process Joseph should use to respond.

Answer: The textbook describe the four step process as, acknowledge, ask, align and add.

• First, acknowledge the feedback. Joseph should acknowledge that he understood the feedback by paraphrasing what he heard.

• Secondly, ask for additional information. Joseph should ask any clarifying questions to show that he is taking the interviewer’s feedback seriously.

• Thirdly, align with something the interviewer said. Joseph needs to agree with some point o the observation to find a source of agreement with the interviewer.

• Lastly, add your point of view. Joseph can now add his perspective on the feedback he was given or the action described by the interviewer.

Skill: Applied Page Ref: 194

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Chapter Nine Collaborating in Teams Multiple Choice Questions 1) The loathing many people have for collaborating with others in groups and teams is referred to as .

A. groupthink B. grouphate C. group conflict D. group disgust Answer: B Skill: Factual Page Ref: 200 2) An organization that has a flat structure rather than a hierarchical structure is referred to as a .

A. group-based organization B. flat-based organization C. collaborative organization D. team-based organization Answer: D Skill: Factual Page Ref: 201 3) Which of the following is NOT required for it to be small group communication?

A. 3 to 15 people B. Common purpose C. Shared culture D. Sense of belonging Answer: C Skill: Conceptual Page Ref: 202 4) Which of the following describes the difference between a team and a group?

A. Teams are more highly structured and organized than groups.

B. Groups develop clear goals, whereas team goals are usually stated so that they can be measured.

C. Teams have a designated leader; groups do not.

D. Group members develop explicit rules for how work should be done.

Answer: A Skill: Conceptual Page Ref: 203 5) Which of the following lists contains the elements of the definition of small group communication?

A. 2 to 20 people, formal leader, face-to-face, exert influence on each other B. People who share a common purpose, 2 to 10 people, formal leader, share a common purpose C. 3 to 15 people, share a common purpose, feel a sense of belonging, exert influence on each other D. 3 to 20 people, share a common purpose, formal leader, feel a sense of belonging Answer: C Skill: Conceptual Page Ref: 203

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6) According to your textbook, what is the single most important attribute of an effective team?

A. A clear, elevating goal B. A results-driven structure C. Competent team members D. Unified commitment Answer: A Skill: Factual Page Ref: 205 7) Tim is the project manager for a large project within his organization. He is becoming increasingly frustrated because many of the members do not know how to work together as a team. They have the skills needed to perform the job, but they are still floundering. Also, many of the team members are not “on the same page.” Which two elements of an effective team are causing problems for Tim? A. A clear elevating goal; unified commitment B. Unified commitment; competent team members C. External support and recognition; collaborative climate D. Competent team members; standards of excellence Answer: B Skill: Applied Page Ref: 205 8) According to your textbook team structure is A. the way in which a team is organized B. a list of the team members C. relationally driven D. pre-determined by the team leader Answer: A Skill: Factual Page Ref: 205

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9) Doug is part of a team whose members are all over the world. Because of the distance, they meet via video conferences on most occasions. This is an example of a(n) .

A. virtual team B. teleconferencing group C. technological team D. assembly team Answer: A Skill: Applied Page Ref: 206-207 10) Communication in which there is no delay between when a message is sent and when it is received is referred to as .

A. synchronous B. asynchronous C. virtual D. untimely Answer: A Skill: Factual Page Ref: 207

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11) According to your textbook, which of the following is NOT a negative effect of email communication found by researchers?

A. Email communication hinders group problem solving.

B. Some forms of communication are best delivered in person.

C. Harder to reach an agreement over email in a small group.

D. Loss of emotional information communicated by text only emails.

Answer: A Skill: Conceptual Page Ref: 208 12) Paul’s development team is spread out across the country so they use an online collaborative site to review, make edits, and update their project documents. Paul’s team is using a(n) .

A. video conference B. email tree C. wiki D. teleconference Answer: C Skill: Applied Page Ref: 209 13) The consistent way someone communicates with others in a team is referred to as a(n) .

A. task B. responsibility C. role D. assignment Answer: C Skill: Factual Page Ref: 201 14) Suzy is very focused during her team meetings. She takes the minutes, asks for additional clarification from members, offers new ideas, and periodically summarizes what the team has accomplished during the meeting. Suzy is fulfilling what type of role?

A. Task B. Social C. Individual D. Power Answer: A Skill: Applied Page Ref: 211 15) During a very important team meeting, Marty is realizing that there are a few people dominating the conversation. In order to get others to participate he says, “I have only heard from a few of you.

Sally, Jeff, and Mike, what do you all think we should do?” This statement represents which type of group role?

A. Task B. Social C. Individual D. Power Answer: B Skill: Applied Page Ref: 211

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16) During a weekly staff meeting, Sara tells jokes and talks about her plans for the upcoming weekend.

Sara is fulfilling what type of role?

A. Task B. Social C. Individual D. Power Answer: C Skill: Applied Page Ref: 211 17) A(n) opinion.

A. information giver B. orienter C. opinion seeker D. opinion giver Answer: D Skill: Factual

asks group members express a personal point of view or to share their

18) A(n) A. encourager B. harmonizer C. compromiser D. gatekeeper Answer: B Skill: Factual

manages conflict and mediates disputes between group members.

19) A(n) A. joker B. aggressor C. blocker D. dominator Answer: C Skill: Factual

is negative, stubborn, and disagreeable without an apparent reason.

Page Ref: 212

Page Ref: 212

Page Ref: 213

20) Brady’s previous organization was very strict and professionalism was emphasized. However, he has just joined a new organization and is surprised to see people showing up late to work, wearing blue jeans, and using their blackberries during team meetings. Brady’s observations are an example of .

A. status B. power C. roles D. norms Answer: D Skill: Applied Page Ref: 214

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21) Talking to those with more power, or talking to people we like more than people we don’t like is an example of a .

A. communication interaction pattern B. team interaction pattern C. group interaction pattern D. group deviate pattern Answer: A Skill: Conceptual Page Ref: 214 22) A team member who holds an opinion different from the rest of the group is referred to as a .

A. dissenter B. clique C. group deviate D. devil’s advocate Answer: C Skill: Factual Page Ref: 215 23) Marvin is a project leader and has 12 members on his team. He is concerned because within the group there seems to be a sub-group of four people that always sit together, joke together, and even look at each other when they feel another group member has said something wrong. What has most likely happened within the group?

A. There is a group deviate.

B. A clique has formed.

C. The four team members are performing social roles.

D. The team does not have clear goals.

Answer: B Skill: Applied Page Ref: 215 24) Questions such as “How should we record the results of our meeting,” “Who should set meeting agendas,” “How long should our meetings last,” and “Should we make our decision by majority vote, or seek a consensus on every decision” are used to develop .

A. team mission statements B. team ground rules C. team standards D. team cohesiveness Answer: B Skill: Applied Page Ref: 216 25) A concise description of a team’s goals or desired outcomes is referred to as a .

A. team ground rule B. team vision C. team mission statement D. team dynamic Answer: C Skill: Factual Page Ref: 217

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26) If a person is elected or appointed, they have A. legitimate power B. referent power C. expert power D. reward power Answer: A Skill: Factual Page Ref: 218

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27) Raquel is the head of a committee at her organization. Her best friend, Brenda, is also on the committee. Because Raquel really likes her friend, she gives more credence to Brenda’s opinions.

What type of power does Brenda exert?

A. Legitimate power B. Coercive power C. Reward power D. Referent power Answer: D Skill: Applied Page Ref: 218 28) A leader who offers incentives such as bonuses, promotions, or movie tickets for good performance is making use of what type of power?

A. Legitimate power B. Coercive power C. Reward power D. Referent power Answer: C Skill: Conceptual Page Ref: 218 29) Margaret is having difficulty getting her employees to arrive on time. As a result, she implements a policy that says that anyone who is more than five minutes late will get “written up,” and three writeups are grounds for dismissal. What type of power is Margaret using?

A. Legitimate B. Referent C. Expert D. Coercive Answer: D Skill: Applied Page Ref: 218 30) Linda is the lead engineer on a major project involving several gas lines. Because she has far more knowledge than anyone on the team about this topic, everyone defers to her and grants her with authority. What type of power is Linda using?

A. Legitimate B. Referent C. Expert D. Coercive Answer: C Skill: Applied Page Ref: 218

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31) The degree of attraction that members of a group feel toward one another and the group is referred to as .

A. cohesiveness B. reinforcement C. friendliness D. conflict suppressed Answer: A Skill: Factual Page Ref: 219 32) The phase when a group becomes familiar with other group members and the group task is known as the _.

A. conflict phase B. emergence phase C. orientation phase D. reinforcement phase Answer: C Skill: Factual Page Ref: 221 33) Finally, Max’s change management team has begun to make decisions. Everyone in the group understands their role, and leadership patterns within the group have been established. Which phase is this group experiencing?

A. Conflict phase B. Orientation phase C. Reinforcement phase D. Emergence phase Answer: D Skill: Applied Page Ref: 221 34) People who pay attention to the process of how work is done in teams rather than focusing only on techniques used to achieve a goal are referred to as .

A. critical thinkers B. vigilant thinkers C. devil’s advocates D. prescriptive thinkers Answer: B Skill: Factual Page Ref: 222 35) An approach to team development that suggests that in order for a team to be effective, that team members need to use specific steps and techniques to stay on task and productive is referred to as a(n) .

A. prescriptive approach B. descriptive approach C. functional approach D. emergence phase Answer: A Skill: Factual Page Ref: 224

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Test Bank for Business and Professional Communication True/False Questions 36) Teamwork decreases the likelihood that we’ll remember what we discuss because we’re not actively involved in the discussion.

Answer: FALSE Skill: Factual Page Ref: 201 37) Teamwork takes less time than working individually.

Answer: FALSE Skill: Factual Page Ref: 201 38) One of the primary differences between a group and a team is that teams develop clearly defined responsibilities for team members.

Answer: TRUE Skill: Conceptual Page Ref: 203 39) Every team is a small group, but not every small group is a team.

Answer: TRUE Skill: Conceptual Page Ref: 203 40) Small groups have 3 to 15 people while teams only have 3 to 10 people.

Answer: FALSE Skill: Factual Page Ref: 203 41) The team should view perceive their goal as both evaluating and important.

Answer: TRUE Skill: Conceptual Page Ref: 205 42) Katie is in a new group at work, to help make sure the group is effective she should fear conflict.

Answer: FALSE Skill: Applied Page Ref: 206 43) The outcome of a team is solely dependent upon the leader.

Answer: FALSE Skill: Conceptual Page Ref: 206 44) Research suggests that groups which communicate 90% or more of the time via electronic channels are less successful.

Answer: TRUE Skill: Factual Page Ref: 207 45) The role you assume in a group may depend on who else is in the group.

Answer: TRUE Skill: Applied Page Ref: 211 46) Groups need people to take on a balance of social and individual roles.

Answer: FALSE Skill: Factual Page Ref: 211-214

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47) Team norms typically develop without anyone explicitly spelling out what the norm should be.

Answer: TRUE Skill: Conceptual Page Ref: 214 48) A group in which everyone talks to everyone else is what is called an all-channel network.

Answer: TRUE Skill: Factual Page Ref: 215 49) Bryan’s group thinks that he is a pain in the neck. He seems to disagree for the sake of disagreeing.

Bryan is an example of a group deviate.

Answer: TRUE Skill: Applied Page Ref: 215 50) Typically, a person of high status talks less than those of lower status.

Answer: FALSE Skill: Conceptual Page Ref: 217 51) A group member can have status without having any power.

Answer: TRUE Skill: Conceptual Page Ref: 217 52) A supervisor or manager is an example of someone who has legitimate power.

Answer: TRUE Skill: Applied Page Ref: 218 53) When referring to the power bases, every group or team member has one source of power.

Answer: FALSE Skill: Factual Page Ref: 218 54) A team can be too cohesive.

Answer: TRUE Skill: Factual Page Ref: 219 55) Teams that have greater control over how they conduct their work are likely to be more cohesive.

Answer: TRUE Skill: Conceptual Page Ref: 219 56) During the conflict phase of team development, primary tension is common.

Answer: FALSE Skill: Conceptual Page Ref: 221 57) In the reinforcement phase of team development, a group settles on norms and moves toward consensus or agreement.

Answer: FALSE Skill: Factual Page Ref: 221 58) Groups will always go through the four phases of team development.

Answer: FALSE Skill: Applied Page Ref: 221

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59) An important skill of an effective group member is to be a vigilant thinker.

Answer: TRUE Skill: Conceptual Page Ref: 222 60) A prescriptive approach to teams is based on the assumption that team members need to use specific steps and techniques to stay on task and remain productive, while still being sensitive to other team members.

Answer: TRUE Skill: Factual Page Ref: 224 Essay Questions 61) According to your textbook are some of the positive reasons we work in group according to research?

Answer: The old adage is true, two heads are better than one. Research has shown that teams have more information than individuals and teams stimulate creativity. Teamwork also increases the likelihood that we’ll remember what we discussed because we were involved with the interactions.

Team members are also usually more satisfied with a decision if they were involved with the decision making process and team members learn about themselves through feedback they receive.

Skill: Factual Page Ref: 201 62) What are the key differences between a small group and a team?

Answer: Although both groups and teams are made up of a small group of people who work to achieve a goal, teams are often more structured or deliberately organized to achieve a goal. Also, teams spend more time coordinating their efforts to accomplish a goal. Teams develop clearly defined responsibilities and rules for how the work should be done. Members of a group have a common goal, but it may be less specific or structured. In contrast, teams develop clear goals.

Finally, teams develop a way of coordinating their efforts.

Skill: Factual Page Ref: 202-203

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Chapter Nine: Collaborating in Teams 63) List and briefly describe the eight characteristics of an effective team.

Answer: The characteristics of an effective team are: • A clear, elevating goal – This goal should excite team members, motivate them to make sacrifices for the good of the team, and should not be one that can be accomplished by an individual.

• A results-driven structure – Team structure is the way in which a team is organized to process information and achieve its goal. It is useful for teams to develop a clear sense of the roles and responsibilities of each team member.

• Competent team members – Team members need to know not only what their assignments are, but also how to perform their jobs.

• Unified commitment – It’s vital for teams to have a common perception of how they are working together to achieve a goal.

• A collaborative climate – Effective teams foster a positive, supportive climate and encourage development of the skills and principles needed to achieve their goals.

• Standards of excellence – A team is more likely to achieve its goals if it established high standards.

• External support and recognition – Teams need outside support to acquire the information and materials needed to do the job. Team members also need to be recognized and rewarded for their efforts by others outside the team.

• Principled leadership – Teams need effective leaders and usually operate most effectively when leadership roles are spread throughout the team.

Skill: Conceptual Page Ref: 205-206 64) What is a virtual team? What are the four key differences between face-to-face and virtual teamwork? List one advantage and disadvantage of virtual teamwork.

Answer: A virtual team is a team that interacts via a channel other than face-to-face communication but rather uses email, video conferences, or other technological tools. The four key differences between face-to-face and virtual teamwork are anonymity, physical appearance, distance, and time.

One advantage of virtual team work is that is can minimize status differences that may be present if people met face to face. One disadvantage of a virtual team is the increased likelihood of misunderstandings due to the loss of emotional information communicated by facial expressions, vocal inflection, gestures, and body postures.

Skill: Applied Page Ref: 206-207 65) Describe the three different team roles and provide an example of each.

Answer: The three team roles are task roles, social roles, and individual roles.

• Task roles are behaviors that help a group achieve its goal and accomplish its work. An example of a task role is writing ideas on a chalk board.

• Social roles are behaviors that manage relationships and affect group climate. These roles help resolve conflict and enhance the flow of communication. An example of a social role is soothing hurt feelings.

• An individual role is a behavior that focuses attention on an individual rather than a group. An example of an individual role is telling jokes that get the group off track.

Skill: Conceptual Page Ref: 211

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Test Bank for Business and Professional Communication 66) What are team norms? What purpose do they serve for group members? How can you recognize norms when you enter a group?

Answer: Team norms are standards that determine what is appropriate and inappropriate behavior in a group. Common team norms help develop team coordination and cooperation. Norms reflect what is considered normal behavior in the group, and they influence how group members are supposed to behave. You can discover what the norms of a group are by watching the group and listening and observing the repeated verbal or nonverbal patterns. You can consider the following questions when trying to spot norms: • What are the group members’ attitudes towards time?

• How do group members dress?

• Is it acceptable to use informal, slang terms or to use obscenities?

• What kind of humor is acceptable?

• How does the group treat the leader?

Skill: Applied Page Ref: 214 67) Your textbook discusses five bases of power. List, describe, and provide an example of how, in a professional setting, each of the five bases of power can be used.

Answer: The five bases of power are legitimate power, referent power, expert power, reward power, and coercive power.

• Legitimate power stems from being elected or appointed to a specific position or office. For example, the CFO of a company has the power to establish and implement accounting policy and procedures.

• Referent power stems from being liked. For example, if you are working in a group with a coworker that you are friends with, you may have a tendency to be in favor of his/her recommendations.

• Expert power is derived from having knowledge and expertise. For example, you have been asked to present arguments in favor of upgrading your company’s software systems. John has been the chief systems engineer at your company for 10 years and feels the system in place is adequate. You would like to integrate a system with more reporting capabilities, but the group seems to have been heavily influenced by John’s input. John has expert power.

• Reward power arises from the ability to grant favors, money, or other rewards. For example, your boss’ ability to grant a flexible work schedule provides him reward power with you if flexible work hours are something you desire.

• Coercive power stems from the ability to punish others. For example, Mary’s boss constantly asks her to take care of his personal responsibilities such as calling to schedule service technicians for his house, performing internet research on product reviews, and asking her to drop off his personal mail. Each time he gives Mary one of these personal tasks, he mentions her semi-annual review in the conversation. Mary’s boss is exercising coercive power.

Skill: Applied Page Ref: 217-218 68) Describe the difference between status and power.

Answer: Status refers to perceived importance, whereas power is the ability to influence others’ behavior. While status and power sometimes go hand in hand, a group member can have status and still not be able to influence how others behave. You have power if you say or do things that get things done.

Skill: Factual Page Ref: 217

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Chapter Nine: Collaborating in Teams 69) List five different suggestions for enhancing team cohesiveness.

Answer: To enhance cohesiveness, talk about the group in terms of “we” rather than “I.” Additionally, reinforce good attendance at group meetings, establish and maintain group traditions, set clear short-term and long-term goals, encourage everyone in the group to participate in the group task, celebrate when the group accomplishes a goal, and stress teamwork and collaboration.

Skill: Factual Page Ref: 220 70) Describe the four stages in Fisher’s model of group interaction and discuss the specific behaviors that are common in each stage.

Answer: Fisher’s four phases of group talk are orientation, conflict, emergence, and reinforcement.

• In the orientation phase, members become adjusted to one another and to the group’s task. In this phase, group members who do not like uncertainty are eager to start sorting things out and might introduce themselves and suggest an agenda. Other members are quite content to sit back and let others take the lead.

• In the conflict phase, group members experience some disagreement about social issues and group tasks. In this phase, group members become more comfortable asserting their opinions and are honest about how they really feel. The conflict phase is necessary for both solving problems and maintaining group relationships. When ideas are not challenged, the group usually makes bad decisions.

• The emergence phase occurs when decisions begin to be made and the group begins to solidify a common point of view. In this phase, the group settles on norms, roles, ground rules, and leadership patterns and moves toward consensus or agreement.

• In the final stage, the reinforcement phase, group members express positive feelings toward each other and toward the group. This phase can be identified when group members use more collective pronouns (we, us, our) than personal pronouns (I, me, my).

Skill: Conceptual Page Ref: 221-222 71) List and define the three approaches to team communication.

Answer: • The descriptive approach to team communication seeks to identify the typical ways teams behave in solving problems. This approach suggests that there’s a natural order or sequence to how groups and teams operate, although each group is unique and a group doesn’t always follow a pattern.

• The functional approach to team communication suggests that in order for a team to be effective, certain communication functions must occur.

• The prescriptive approach assumes that team members need a specific sequence of steps and techniques in order to stay on task and be productive.

Skill: Conceptual Page Ref: 221-224

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Chapter Ten Enhancing Team Meetings Multiple Choice Questions 1) A structured conversation among a small group of people who gather to accomplish a specific task is referred to as a(n) .

A. gathering B. interaction C. meeting D. group Answer: C Skill: Factual Page Ref: 229 2) Which of the following is a characteristic of structure?

A. A well organized agenda keeps the meeting on schedule.

B. There is much talk and participation from the group members.

C. Manages the give-and-take of discussion.

D. Manages relationships and reactions to the task.

Answer: A Skill: Conceptual Page Ref: 229 3) Too much , and meeting members experience the chaos of unbridled, unfocused talk: it’s hard to stay on task. Too much , and one person dominates, the team loses freedom to listen and respond with sensitivity to what others are saying.

A. structure; interaction B. interaction; structure C. talking; status D. relational focus; task focus Answer: B Skill: Conceptual Page Ref: 230 4) When referring to the concepts of structure and interaction, your textbook recommends .

A. having more structure than interaction B. having more interaction than structure C. having a balance of structure and interaction D. starting the meeting with structure, but ending the meeting with interaction Answer: C Skill: Factual Page Ref: 230

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5) Rick does not like his weekly staff meeting because they last for hours and nothing seems to ever get done. The whole staff discusses each topic and there are lengthy give-and –takes between each department member. Rick’s staff meeting suffers from too much .

A. cohesion B. structure C. interaction D. communication Answer: C Skill: Applied Page Ref: 230 6) When deciding whether to have a meeting, which of the following is NOT listed as a reason to hold a meeting?

A. When collaboration is needed B. When the task or project is complex C. When people may resist a decision or a proposed solution D. When people are embroiled in tension and conflict Answer: D Skill: Conceptual Page Ref: 231 7) A written list of issues, questions, information, or topics to be discussed or tasks to be completed in a meeting is referred to as a(n) .

A. reference document B. agenda C. gatekeeper D. formal document Answer: B Skill: Factual Page Ref: 234 8) According your textbook which of the following is NOT one of the common goals of a meeting?

A. Sharing information B. Taking action C. Discussing information D. Resolving conflict Answer: D Skill: Conceptual Page Ref: 232-233 9) When should an agenda be distributed?

A. Before the meeting B. After the meeting C. During the meeting D. Near the end of the meeting Answer: A Skill: Conceptual Page Ref: 234

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10) Ralph is setting the agenda for his upcoming department meeting and does not know where to place the quarterly reports and status updates, which can be distributed by memo or email if needed. Where should Ralph place the reports on the agenda?

A. In the middle B. At the end C. In the very beginning D. The second item discussed Answer: B Skill: Applied Page Ref: 236 11)

are a comprehensive set of rules that prescribe how to take action on specific issues that come before the group.

A. Meeting agendas B. Problem solving structures C. Decision making trees D. Parliamentary procedures Answer: D Skill: Factual Page Ref: 237

12) The process of overcoming obstacles to achieve a goal is referred to as A. meeting agendas B. problem solving C. decision making D. solution focused Answer: B Skill: Factual Page Ref: 238

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13) A team has just been assembled to determine how to make their customer service center more efficient. The first question that was posed was “What is the specific problem that concerns us?”

After spending time answering that question, they then moved on to the question of “What do we want more or less of?” What phase in the problem solving process is this group in?

A. Identify and define the problem B. Analyze the problem C. Generate possible solutions D. Select the best solution Answer: A Skill: Applied Page Ref: 239 14) The Journalists’ Six Questions technique is best utilized during which step of the problem solving process?

A. Identify and define the problem B. Analyze the problem C. Generate possible solutions D. Select the best solution Answer: A Skill: Conceptual Page Ref: 239

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15) After defining the problem Bart’s problem solving team started brainstorming about possible solutions. Which step to effective problem solving did Brat’s team skip?

A. Identify problem B. Analyze problem C. Test solutions D. Select solution Answer: B Skill: Conceptual Page Ref: 240 16) If a team examines the causes, effects, symptoms, history, and other information that will inform the team about how to best solve the problem, the group is conducting a _.

A. solution analysis B. problem definition C. problem analysis D. solution generation Answer: C Skill: Conceptual Page Ref: 240 17) Which of the following is NOT a method suggested by your textbook to whittle down a long list of possible solutions?

A. Rank solutions B. Rate solutions C. Vote on solutions D. Randomly select solutions Answer: D Skill: Factual Page Ref: 240 18) During which phase in the problem solving process should you develop a clear action plan and make a written list of who should do what?

A. Identify and define the problem B. Analyze the problem C. Select the best solution D. Test and implement the solution Answer: D Skill: Factual Page Ref: 241 19)

is the final step in the problem solving process.

A. Identify and define the problem B. Analyze the problem C. Select the best solution D. Test and implement the solution Answer: D Skill: Factual Page Ref: 241

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20) During their problem solving meeting, the group has finished analyzing the problem and is now in the brainstorming process. Marty offers up an idea and Annie, another group member, shouts, “That is a fantastic idea!” Based on this example, what should this group keep in mind when brainstorming?

A. It’s important to offer constructive criticism rather than praise.

B. Praise only the ideas that you believe are feasible solutions.

C. Avoid any criticism or evaluation.

D. Each idea should be praised as well as constructively criticized.

Answer: C Skill: Applied Page Ref: 243 21) Another term for the nominal group technique is A. silent brainstorming B. verbalized brainstorming C. evaluative brainstorming D. absentee brainstorming Answer: A Skill: Conceptual Page Ref: 244

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22) According to your textbook, which of the following is NOT listed as a reason as to why the nominalgroup technique often produces better results than traditional brainstorming?

A. Nominal group technique does not allow for verbal or nonverbal criticism.

B. It does not allow for the piggybacking of ideas.

C. It often results in more ideas being generated.

D. Some people are apprehensive or nervous to speak up during meetings.

Answer: B Skill: Conceptual Page Ref: 244-245 23) The primary difference between the nominal group technique and the Delphi technique is that .

A. the nominal group technique includes meeting face-to-face, whereas the Delphi technique shares ideas in writing or via email.

B. the nominal group technique allows for the evaluation of ideas, whereas there is no evaluation in the Delphi technique.

C. the Delphi technique must involve computers, whereas the nominal group technique requires face-to-face communication.

D. the Delphi technique requires an outside facilitator, whereas the nominal group does not.

Answer: A Skill: Conceptual Page Ref: 245 24) The Delphi technique includes _.

A. silent brainstorming by individuals followed by sharing ideas with the group B. interviewing experts on the topic to gain their insights C. sharing ideas in writing or via email and not meeting face-to-face D. shouting out as many ideas as possible within a given time frame Answer: C Skill: Conceptual Page Ref: 245

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25) Research suggests that electronic brainstorming generate face groups.

A. more ideas B. fewer ideas C. better ideas D. equal amount of ideas Answer: A Skill: Factual Page Ref: 246

than traditional face-to-

26) Patti is facilitating a meeting that it is being dominated by Mike, a senior director. Patti politely says to him, “Mike, thanks for sharing, but I’d like to hear what others have to say.” In this example, what role is Patti playing?

A. Timekeeper B. Gatekeeper C. Elaborator D. Orienter Answer: B Skill: Applied Page Ref: 247 27) Which of the following is NOT listed as an essential skill to facilitate meeting interaction?

A. Be a gatekeeper B. Structure interaction C. Monitor time D. Be an initiator Answer: D Skill: Conceptual Page Ref: 247-248 28) Which of the following is discussed as a cause of groupthink?

A. One team member is very persuasive.

B. The group is using electronic brainstorming.

C. Someone from the outside evaluates the group’s decisions.

D. Team members are critical thinkers.

Answer: A Skill: Conceptual Page Ref: 249 29) Which of the following is recommended as a way to avoid groupthink?

A. Assign someone to be a devil’s advocate.

B. Do not challenge ideas.

C. Do not allow others from the outside to review your decisions.

D. Consider only the cons of an idea.

Answer: A Skill: Conceptual Page Ref: 249-250

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Test Bank for Business and Professional Communication 30) Rose is considered an effective team member by the other people in her problem solving team.

Which of the following actions is something Rose does NOT do as an effective team member?

A. Reminds the group what the goal is.

B. Goes off on tangents.

C. Seeks out differences of opinions.

D. Tries to involve everyone in the discussion.

Answer: B Skill: Applied Page Ref: 250 31) Which of the following is true of consensus?

A. All group members can support a course of action.

B. The decision is determined by majority vote.

C. Team members are less satisfied with the decision.

D. 100 percent of the group voted for the proposal.

Answer: A Skill: Conceptual Page Ref: 250 32) The major advantage of a decision reached by consensus is that A. it takes time to develop B. it requires conflict management skills C. it’s a quick and efficient method to reach a decision D. team members are more likely to be satisfied with the outcome Answer: D Skill: Conceptual Page Ref: 250

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33) During a team meeting, Colt raises his hand and says, “Can someone please summarize what we’ve accomplished so far?” This statement is an example of what key strategy?

A. Consensus building B. Gatekeeping C. Metadiscussion D. Reviewer Answer: C Skill: Applied Page Ref: 251 34) While facilitating a meeting, Blakely is making it a point to clarify any misunderstandings and emphasize areas of agreement. According to your textbook, what strategy is Blakely using to reach group and team consensus?

A. Keep the group oriented towards its goal B. Listen to the ideas of others C. Promote honest dialogue and discussion D. Seek out differences of opinion Answer: B Skill: Applied Page Ref: 252-253

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Chapter Ten: Enhancing Team Meetings 35) Tim’s group is trying to reach consensus on a very important decision that will impact the entire company. Sensing that people are agreeing with other group members just to avoid conflict, Tim begins to seek out differences of opinion and tries to involve everyone in the conversation. What strategy is Tim using to help his group reach consensus?

A. Keep the group oriented towards its goal B. Listen to the ideas of others C. Promote honest dialogue and discussion D. Remind the group what the goal is Answer: C Skill: Applied Page Ref: 252 True/False Questions 36) All meetings have structure, but not all meetings have interaction.

Answer: FALSE Skill: Conceptual Page Ref: 229 37) A meeting that is off topic, has no agenda, or runs too long needs more structure Answer: TRUE Skill: Applied Page Ref: 229 38) A group CANNOT have too much interaction.

Answer: FALSE Skill: Conceptual Page Ref: 230 39) You should hold not hold a meeting if uncertainty is high.

Answer: FALSE Skill: Applied Page Ref: 231 40) You should hold a meeting when people may resist a decision or a proposed solution.

Answer: TRUE Skill: Conceptual Page Ref: 232 41) Every meeting should have a goal.

Answer: TRUE Skill: Factual Page Ref: 232 42) Ross wrote out a list of issues, questions, and topics to structure the meeting. This is an example of an agenda.

Answer: TRUE Skill: Applied Page Ref: 234 43) According to your book agenda items should be written as questions.

Answer: TRUE Skill: Factual Page Ref: 234 44) Ronnie is writing the agenda for his quarterly department meeting. He should keep it secret and surprise the other members with the agenda when they arrive at the meeting.

Answer: FALSE Skill: Applied Page Ref: 235

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Test Bank for Business and Professional Communication 45) The most challenging agenda item should be placed first to get everyone involved.

Answer: FALSE Skill: Conceptual Page Ref: 235-236 46) An effective meeting leader is generally more of a facilitator than a dictator.

Answer: TRUE Skill: Factual Page Ref: 237 47) Almost every problem can be phrased in terms of something you want more or less of.

Answer: TRUE Skill: Conceptual Page Ref: 238 48) Dewey’s approach to problem solving as defined in your textbook has been found by researchers to be the single most effective way of problem solving.

Answer: FALSE Skill: Conceptual Page Ref: 238 49) A key step in the brainstorming process is to evaluate all ideas.

Answer: FALSE Skill: Factual Page Ref: 240 50) During the start of her group’s problem solving meeting Kelley asked the other members the “who, what, when, where, why and how” of the problem. Kelley was helping her group analyze the problem.

Answer: FALSE Skill: Applied Page Ref: 240 51) When facilitating a brainstorming session, it is important to never set a time limit.

Answer: FALSE Skill: Conceptual Page Ref: 243 52) Both traditional brainstorming and the nominal group technique can be used at any phase of the problem-solving process.

Answer: TRUE Skill: Conceptual Page Ref: 244-245 53) Much research seems to suggest that oral brainstorming results in fewer ideas than silent brainstorming techniques.

Answer: TRUE Skill: Factual Page Ref: 244 54) The Delphi technique is also referred to as “silent brainstorming.”

Answer: FALSE Skill: Conceptual Page Ref: 245 55) When utilizing electronic brainstorming, members feel less fear or anxiety about being criticized for unconventional ideas.

Answer: TRUE Skill: Factual Page Ref: 246

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Chapter Ten: Enhancing Team Meetings 56) A gatekeeper encourages less talkative members of a meeting to participate.

Answer: TRUE Skill: Factual Page Ref: 247 57) Groupthink can occur when team members are overly interested in the topic.

Answer: FALSE Skill: Conceptual Page Ref: 249 58) Effective groups do NOT experience conflict.

Answer: FALSE Skill: Conceptual Page Ref: 250 59) Consensus occurs when all group members can support a course of action.

Answer: TRUE Skill: Factual Page Ref: 250 60) Using the metadiscussion technique can be detrimental to a team’s focus.

Answer: FALSE Skill: Conceptual Page Ref: 251 Essay Questions 61) What is structure? What is interaction? What are the effects of having too little or too much of either?

Answer: • Structure consists of the agenda and other techniques that help a group or team stay focused on the task at hand. The structure guides the meeting. If a meeting has too little structure then it is like a ship without a rudder, resulting in the meeting being unfocused and off-task. . If a meeting has too much structure then one person dominates and creative ideas are not fully discussed.

• Interaction is the give-and-take talk and conversation that occurs when people collaborate.

Interaction is vital for the exchange of ideas and for a meeting to be productive. Too little interaction and one person dominate the meeting. Too much interaction leads to pointless conversing and no focused discussion or decisions on the topics.

Skill: Conceptual Page Ref: 229-231

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Test Bank for Business and Professional Communication 62) List and describe the five reasons to hold a meeting.

Answer: Meetings should be held when: • Collaboration is needed – When a task is too big for one person and you need a team effort to gather information, evaluate information, make a decision, or solve a problem, you should call a meeting to sort through the various options and choices available. Groups and teams have more information available to them and can be more creative than a single individual.

• Uncertainty is high – A key function of meetings is to reduce uncertainty. During an interactive, collaborative meeting, you can do a better job of managing uncertainty, clarifying misunderstandings, and ensuring that messages are clearly understood. A meeting should be held when people need clear, accurate information, and you want to ensure that the messages are clearly communicated.

• People may resist a decision or a proposed solution – People are more satisfied with an outcome if they participate in the process that leads to it, rather than being told what to do. A meeting is a good method for developing a solution to a problem or making a decision if you think the solution to the problem could be controversial. Hold a meeting when you seek honest input and participation.

• There is no individual or single source that has the answer you seek – Meetings are best used to process and evaluate information. There will be times when you need a lot of information from different sources and in this situation; a team meeting can help coordinate the efforts to get the information.

• The task or project is complex – If you have a multi-stage, complex project to complete, a meeting will be needed to coordinate the process. Additionally, if you need to address multiple questions, issues, or problems or make multiple decisions, using meetings to tap into the collaborative power of more than one person will probably ensure a high-quality outcome.

Skill: Conceptual Page Ref: 231-232 63) Dana has the following items she needs to place on the agenda for the upcoming team meeting. What order should the items be placed in according to your textbook?

• Quarterly Reports (Information) • New employee benefits (Positive Challenging Issue) • Recent training feedback (Involves Everyone) • Discussion over team budget (Negative Challenging Issue) Answer: • Dana should place the “Recent training feedback” first because it gets everyone involved and will stimulate conversation.

• Secondly, she should place the “New employee benefit” because while it is more challenging than the training feedback, but it is perceived positively so will garner goodwill.

• Thirdly, Dana should put the “Discussion over team budget” so she can use the good energy just created by the employee benefits to help the budget discussion go more smoothly.

• Lastly, she should put the “Quarterly Report” just in case she runs out of time she can send them as a memo or email.

Skill: Applied Page Ref: 235-236

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Chapter Ten: Enhancing Team Meetings 64) Describe what parliamentary procedures are and when they should be utilized..

Answer: Parliamentary procedures are a comprehensive set of rules that prescribe how to take action on specific issues that come before the group. These procedures are effective for structuring the meeting and keeping the meeting on task. They are most effective in larger groups, but are overkill in smaller meetings.

Skill: Conceptual Page Ref: 237-238 65) John Dewey lists five steps in the problem solving process. List and briefly describe each step.

Answer: John Dewey’s approach includes the following five steps: • Identify and define the problem – Teams work best when they have identified a clear, elevating goal that focuses their problem-solving effort. An effective way to give your problem-solving task appropriate structure is to phrase your problem in the form of a policy question. A policy question is phrased so that the answer is some action intended to eliminate, reduce, or manage the problem. One specific technique for structuring a discussion to identify a problem is the Six Questions technique: Who? What? When? Where? Why? and How? • Analyze the problem – Analyzing the problem well is an important prerequisite to finding an effective solution. To analyze something is to break it down into smaller pieces; to analyze a problem is to consider its causes, effects, symptoms, history, and other information that will inform the team about how to best solve the problem. Additionally, team members should develop criteria for an acceptable solution. A team can use a force field analysis to help structure the analysis of a problem and also help your team identify criteria for a solution.

• Generate possible solutions – To generate possible solutions, teams should use brainstorming to suggest as many options or ideas without evaluating them first.

• Select the best solution – Team members should first discuss the criteria and remind themselves of their analysis of the problem. Teams can use ranking, rating, and voting to help narrow down a long list of alternatives to a manageable number for more serious debate. Once you’ve narrowed your list of solutions, the team should systematically evaluate the pros and cons of each potential solution using a T-chart.

• Test and implement the solution – The team can consider doing a pilot test or asking a small group of people what they think of the idea before it is made public information. Bouncing your proposed solution off an expert and checking to see if the solution was successful for others who may have adopted it can help you test the solution’s likely effectiveness. The team should develop a clear action plan and a written list of who should do what. Making sure you have clearly identified who does what can keep everybody from blaming somebody and make sure the solution is implemented.

Skill: Conceptual Page Ref: 239-242 66) What are the three methods described by your textbook for whittling down the number of possible solutions? List and describe each.

Answer: The following methods can be used to whittle down the number of solutions: rank, rate, and vote.

• Ranking is done by having each member rank their top 5 choices and then adding up the scores.

• Rating is done by having each member rate each solution on a scale of 1 to 5. The best rated solution get the most amount of discussion.

• Voting is accomplished by simply having each member vote on the alternatives they like.

Skill: Factual Page Ref: 241

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Test Bank for Business and Professional Communication 67) List the rules of traditional brainstorming.

Answer: Traditional brainstorming is a process that adheres to the following certain specific guidelines: • Identify a problem that needs solving.

• Set a clear time limit.

• Ask group members to temporarily put aside all judgments and evalutions.

• Have a group or team members think of as many possible solutions to the problem as they can and share the ideas with the group.

• Make sure that the group understands that “piggybacking” off someone else’s idea is useful.

• Have someone record all ideas mentioned.

• Evaluate ideas when the time allotted for brainstorming has elapsed.

Skill: Factual Page Ref: 243 68) Your book lists traditional brainstorming, the nominal group technique, the Delphi technique, and electronic brainstorming as methods for structuring creative meetings. Define each method and provide an advantage and a disadvantage for each.

Answer: • Traditional brainstorming is a process that follows certain specific guidelines. This technique is easy to use, requires no special materials, and allows group members to piggy-back off each other’s ideas. The first step is to identify the problem that needs solving. The next step is to set a clear time limit. Finally, ask group members to temporarily put aside all judgments and evaluations.

• The nominal-group technique is a brainstorming method in which members work individually on ideas, rank suggested solutions, and then report their findings in a group discussion. This technique allows group members to build on the ideas of others and provides a written record of ideas suggested, but less time is allotted for the free flow of ideas.

• The Delphi technique is a brainstorming method where individuals share ideas in writing or via email and do not meet face to face. This technique helps control more talkative, dominating group members, does not require the group to meet in person, provides a written record of ideas suggested, and helps group members prepare for upcoming meetings. However, this technique is difficult to implement with a large group, does not create synergy, minimizes opportunities for elaborating on ideas, and can make group members suspicious that someone has manipulated the results.

• The electronic brainstorming technique is a technique whereby team members generate ideas and enter them in their computers; the individual lists are then displayed to the entire group. This technique is very efficient and the anonymity created increases the number of ideas generated.

But, it requires computers, software, and training to use them, and it takes time to describe the procedures of electronic brainstorming to team members.

Skill: Conceptual Page Ref: 243-246

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Chapter Ten: Enhancing Team Meetings 69) Define groupthink and list the five strategies for avoiding groupthink.

Answer: Groupthink is a faulty sense of agreement that occurs when team members seemingly agree, but they primarily want to avoid conflict. To overcome groupthink, use the following strategies: • Encourage team members to be independent, critical thinkers.

• Don’t agree with someone just because he or she has high status; examine the ideas of others carefully, regardless of their position.

• Consider asking someone from outside the group to evaluate the group’s decisions and decisionmaking process.

• Assign someone to be a devil’s advocate to purposely look for disadvantages to a proposed idea.

• Ask team members to break into smaller teams or pairs to consider both the pros and cons of a proposed solution.

Skill: Factual Page Ref: 249-250 70) A team is struggling to make a very important decision. You are hired to help the group reach consensus. List and describe the strategies that you would use to help the group reach consensus.

Answer: To help the group reach consensus, you must keep the group’s members oriented toward its goal. To do this, I would remind the group what the goal is, write facts and key ideas on a flipchart or chalkboard, and talk about the discussion process by asking questions that keep the group focused on the agenda. Additionally, group members must listen to the ideas of others to reach consensus. To do this, I would help clarify misunderstandings, emphasize areas of agreement, and maintain eye contact when listening to someone and remain focused on the speaker without interrupting. Finally, to reach consensus, group members must promote honest dialogue and discussion. To help facilitate discussion, I would seek out differences of opinion, try to involve everyone in the discussion, and I would not try to change team member’s minds in an effort to simply avoid conflict.

Skill: Applied Page Ref: 250-251

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Chapter Eleven Developing Your Professional Presentation Multiple Choice Questions 1) According to your textbook, of people responding said public speaking was their greatest fear.

A. 90% B. 75% C. 41% D. 23% Answer: C Skill: Factual Page Ref: 257 2) According to your textbook, you will most likely feel most nervous A. as soon as you get the speaking assignment B. as soon as you start speaking C. in the middle of the speech D. right before you begin the presentation Answer: D Skill: Factual Page Ref: 258

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3) When preparing for his presentation, James focused on how his audience might react to his presentation. James also rehearsed standing up, walking to the front of the room, and practicing his presentation out loud. What two tips for building your confidence did James utilize?

A. Don’t procrastinate; know your audience B. Know your audience; re-create the speech environment when rehearsing C. Visualize success; give yourself a pep talk D. Channel your nervousness; re-create the speech environment when rehearsing Answer: B Skill: Applied Page Ref: 258 4)

to relax your body and calm your mind before giving a speech.

A. Take long, shallow breathes B. Take long, deep breathes C. Take short, deep breathes D. Take short, shallow breathes Answer: D Skill: Applied Page Ref: 259

5) Before delivering his speech, Todd would imagine himself delivering his presentation to his audience.

He imagined that the audience was very engaged, that his words flowed smoothly from his mouth, and that his delivery was flawless. Which tip for building confidence did Todd utilize?

A. Don’t procrastinate B. Know your audience C. Visualize success D. Channel your nervousness Answer: C Skill: Applied Page Ref: 259 .

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Chapter Eleven: Developing Your Professional Presentation 6) According to the presentational speaking process, this is where you start and end the speaking process and how you stay centered throughout your speech preparation and presentation.

A. Identify purpose B. Develop central thesis C. Consider the audience D. Select and narrow topic Answer: C Skill: Factual Page Ref: 260 7) According to the presentational speaking process, what is the first element to complete when creating a presentation?

A. Identify purpose B. Select and narrow topic C. Develop central idea D. Organize presentation Answer: B Skill: Factual Page Ref: 261 8) Statistics about audience characteristics such as age and cultural background are referred to as .

A. demographic information B. psychological information C. statistical analyses D. target audience Answer: A Skill: Factual Page Ref: 262 9) When determining psychological information about an audience, it is important to consider their .

A. cultural background B. biases against you C. gender D. overall environment in which you’ll talk Answer: B Skill: Conceptual Page Ref: 262 10) Before Margie went to an important meeting with a potential customer, she decided to spend some time inquiring about her audience. She discovered that her audience was primarily males, that they are all from the United States, they all have master’s degrees, and that the average age is approximately 55 years old. Margie was .

A. identifying her purpose B. qualifying her customers C. reflectively thinking D. developing her central idea Answer: B Skill: Applied Page Ref: 262

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Test Bank for Business and Professional Communication 11) Richard delivered a presentation to a group of 200 people. Because the audience was so diverse, he decided to focus his message to a specific segment of his audience. This segment of the audience is known as the .

A. target audience B. segment audience C. customer section D. audience competency Answer: A Skill: Applied Page Ref: 262 12) Marianna was tasked with delivering a presentation to a group of freshman college students at 8am on a Saturday morning. When she discovered this, she immediately started brainstorming for ways to liven up the presentation and keep her energy level high. Which element of analyzing your audience is Marianna taking into account?

A. Gather demographic information B. Consider the situation C. Consider the psychological profile of your audienceConsider the size of your audience Answer: B Skill: Applied Page Ref: 263 13) Marianna is giving a presentation to her directors about social media. All her directors are near retirement and do not get online much. During the presentation Marianna notices that every time she uses the term “tweet”, the audience members look confused. Marianna takes a moment to explain what a “tweet” is before she continues on with her presentation. This is an example of Marianna?

A. Gathering demographic information on her audience B. Considering her situation C. Analyzing the audience as she spoke D. Consider the size of her audience Answer: C Skill: Applied Page Ref: 263 14) Sally is preparing to deliver a presentation to a group of clients. Because of time constraints, she wants to limit the amount of interaction. How should Sally arrange her space?

A. Standard classroom arrangement B. An alternative classroom arrangement C. Standard conference table arrangement D. Square conference table arrangement Answer: A Skill: Applied Page Ref: 264 15) When observing the nonverbal cues of your audience, which of the following is NOT one of the suggestions given by your textbook?

A. A key indicator that someone is listening is if they are maintaining eye contact.

B. A bored audience expresses its boredom with movement.

C. Someone who is looking at you with a slight head tilt and a frozen expression is exhibiting active listening skills.

D. Verbal responsiveness indicates audience engagement.

Answer: C Skill: Conceptual Page Ref: 265

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Chapter Eleven: Developing Your Professional Presentation 16) Which of the following is NOT a way to analyze your audience after you speak?

A. Nonverbal responses B. Verbal responses C. Survey responses D. Relational responses.

Answer: D Skill: Factual Page Ref: 267 17) A listener’s perception of a speaker as competent, trustworthy, and dynamic is referred to as .

A. authority B. credibility C. legitimate authority D. power Answer: B Skill: Factual Page Ref: 267 18) Which of the following statements is an example of a well written specific purpose statement?

A. At the end of my presentation, the audience should know the three reasons our stock price increased during the last quarter.

B. At the end of my presentation, the audience should understand the two new security measures our company has instituted to enhance employee safety.

C. At the end of my presentation, the audience should appreciate the importance of understanding their audience before delivering a presentation.

D. At the end of my presentation, the audience should increase their order for one or more of the products our company makes.

Answer: D Skill: Applied Page Ref: 268 19) A one-sentence summary of your presentation is called your A. central idea B. purpose statement C. topic sentenceaudience analysis Answer: A Skill: Factual Page Ref: 269

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20) Mark is delivering a presentation to a group of executives. His central idea is “HR policies and procedures.” What is the problem with this central idea?

A. The central idea should reflect a single topic.

B. The central idea should be a complete sentence.

C. The central idea should be audience-centered.

D. The central idea should not include qualifiers.

Answer: B Skill: Applied Page Ref: 269

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21) Which of the following would be an appropriate central idea for a presentation?

A. Federal laws and business.

B. Employee incentive programs are an important activity that supports the growth of our business.

C. In my opinion, the Acme Computer Store is the best computer store because of our excellent customer service.

What are Human Resource policies and practices?Answer: B Skill: Applied Page Ref: 269 22)

include illustrations, explanations, descriptions, definitions, analogies, statistics, and opinions- material that will clarify, amplify, and provide evidence to support your main ideas and thesis.

A. Supporting materials B. Visual aids C. Attention grabbers D. Word pictures Answer: A Skill: Factual Page Ref: 270

23) During his presentation on rudder malfunctions, Marcus first started by defining the word rudder and explaining the functionality of a rudder. By doing this, he is providing .

A. boolean search B. supporting material C. a hypothetical situation D. an internal summary Answer: B Skill: Applied Page Ref: 271 24) According to Frank E.X. Dance, what percentage of time should you spend supporting your ideas?

A. 25% B. 50% C. 90% D. 70% Answer: D Skill: Conceptual Page Ref: 271 25) An advanced web-searching technique that allows a user to narrow a key word search by specifying certain parameters is referred to as a(n) .

A. Boolean search B. Google search C. illustration D. search engine Answer: A Skill: Factual Page Ref: 272

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26) During Abbie’s presentation on conflict management, she looked at the audience and said, “Imagine that you have just received a call from one of your superiors. This person is extremely upset at you and is using very harsh words to describe your performance on a project. However, this superior has been misinformed and all of the issues she is listing are no longer relevant. How would you go about explaining your position to this superior?” Abbie’s statement is an example of a .

A. literal analogy B. hypothetical illustration C. literary quotation D. classification Answer: B Skill: Applied Page Ref: 275 27) Which of the following is given as a suggestion when using descriptions and explanations in your speech?

A. Make sure descriptions and explanations are lengthy.

B. Use abstract language.

C. Avoid too many descriptions and explanations.

D. Use expert testimony when using descriptions and explanations.

Answer: C Skill: Conceptual Page Ref: 281 28) Carmen’s architectural firm recently built a three-story building for a local bank. When presenting to the banks executives, she described the functions of each of the three floors. Which organizational pattern did Carmen utilize when delivering her presentation?

A. Cause and effect B. Problem and solution C. Spatial D. Chronological Answer: C Skill: Applied Page Ref: 281 29) Arranging your ideas from least important to the most important is referred to as .

A. recency B. complexity C. primacy D. signpost Answer: C Skill: Factual Page Ref: 281 30) Carl knows that he will be facing a hostile audience when he delivers his presentation on nuclear energy. Thus, he decides to start with an idea that he is certain that the audience agrees with before he moves on to move controversial topics. Which principle is Carl utilizing?

A. Recency B. Primacy C. Complexity D. Signpost Answer: A Skill: Applied Page Ref: 281 .

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Test Bank for Business and Professional Communication 31) Jarno delivered his persuasive presentation on the dangers of drunk driving. He started his presentation by first proving that drunk driving is a problem, and he finished his presentation by providing a solution that will help alleviate the problem. Which organizational pattern did Jarno utilize when delivering his presentation?

A. Chronological B. Topical C. Problem and solution D. Cause and effect Answer: C Skill: Applied Page Ref: 283 32) The first statement of the main ideas of a presentation which is usually presented in conjunction with or as part of the central idea is referred to as a(n) .

A. internal preview B. initial preview C. internal summary D. verbal transition Answer: B Skill: Factual Page Ref: 285 33) Words or phrases that show relationships between ideas in speech are known as .

A. nonverbal transitions B. verbal transitions C. signposts D. internal previews Answer: B Skill: Factual Page Ref: 285 34) Immediately after her presentation, Claire stood in front of the audience wondering why they weren’t clapping. Nobody in the audience realized that her presentation was complete. Which of the following ideas did Claire forget during her conclusion?

A. Motivate the audience to respond.

B. Reemphasize your central idea in a memorable way.

C. Provide closure.

D. Summarize your speech.

Answer: C Skill: Applied Page Ref: 287 35) A detailed outline of the central idea, main ideas, and supporting material for a speech is referred to as a .

A. delivery outline B. preparation outline C. delivery cue D. speech outline Answer: B Skill: Factual Page Ref: 288

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Chapter Eleven: Developing Your Professional Presentation True/False Questions 35) There is nothing you can do to decrease the anxiety felt from speaking in public.

Answer: FALSE Skill: Applied Page Ref: 258 36) When delivering a speech, you are experiencing psychological changes because of your physiological state.

Answer: FALSE Skill: Conceptual Page Ref: 258 37) There is a link between how far in advance you start preparing and the amount of anxiety you’ll experience.

Answer: TRUE Skill: Conceptual Page Ref: 258 38) Speakers who label their feelings of physiological arousal as “nervousness” are more likely to feel anxious than speakers who don’t label their arousal in a negative way.

Answer: TRUE Skill: Conceptual Page Ref: 258 39) A good speaker only needs to be audience-centered while they select and narrow the topic.

Answer: FALSE Skill: Factual Page Ref: 261 40) Gender is an example of demographic information.

Answer: TRUE Skill: Factual Page Ref: 262 41) A general rule of thumb is to never exceed your time limit.

Answer: TRUE Skill: Conceptual Page Ref: 263 42) An effective speaker will continue to analyze their audience before, during, and after their presentation.

Answer: TRUE Skill: Conceptual Page Ref: 261-265 43) A square conference table arrangement focuses on a central leader and encourages interaction between the group and the leader.

Answer: FALSE Skill: Factual Page Ref: 264 44) During Joe’s presentation he observes that he whole audience is giving him good eye contact. This is a good indicator that they are listening.

Answer: TRUE Skill: Applied Page Ref: 265

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45) Paul’s training class is shifting in their seats, not looking at him, and tapping their fingers. Paul should respond by asking someone in the audience to summarize his main points or start using the whiteboard as a visual aid.

Answer: TRUE Skill: Applied Page Ref: 266 46) Your listeners, not you, determine whether you have credibility.

Answer: TRUE Skill: Conceptual Page Ref: 267 47) The following statement is an example of a well-written specific purpose statement: “At the end of my presentation, I will have discussed the three ways to establish credibility.”

Answer: FALSE Skill: Applied Page Ref: 268 48) Your central idea should contain just one major idea.

Answer: TRUE Skill: Factual Page Ref: 269 49) When choosing illustrations to deliver during your presentation, it is important to use illustrations that are the exception rather than the norm.

Answer: FALSE Skill: Conceptual Page Ref: 274 50) Although descriptions and explanations are found in most speeches, it is important to avoid too many descriptions and explanations.

Answer: TRUE Skill: Conceptual Page Ref: 275-276 51) Because definitions are interesting and concrete, they should be used as much as possible during a speech.

Answer: FALSE Skill: Conceptual Page Ref: 276 52) Statistics can help a speaker express the relationship of a part to the whole.

Answer: TRUE Skill: Conceptual Page Ref: 277 53) When using a literal analogy, be certain that the two things you compare are very similar so that listeners can immediately see the connection.

Answer: TRUE Skill: Conceptual Page Ref: 277

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54) When using testimony or literary quotation, it is important to cite unbiased authorities.

Answer: TRUE Skill: Conceptual Page Ref: 278 55) An organized message is easier for your listeners to remember AND easier for you to remember.

Answer: TRUE Skill: Factual Page Ref: 280 56) Felix has decided to deliver a presentation on the steps to appropriately train a dog. He should use a spatial organization pattern.

Answer: FALSE Skill: Applied Page Ref: 280 57) If you want to inform your audience about the four dangers of not investing in a 401k, you should utilize a topical organizational pattern.

Answer: TRUE Skill: Applied Page Ref: 281 58) An example of a nonverbal transition is movement.

Answer: TRUE Skill: Factual Page Ref: 285 59) A preview statement is usually delivered in the introduction.

Answer: TRUE Skill: Factual Page Ref: 285 60) According to your textbook, you should include your purpose statement in your delivery outline.

Answer: FALSE Skill: Conceptual Page Ref: 288 Essay Questions 61) Describe why someone might experience anxiety before giving a presentation.

Answer: Your view of the speaking assignment, your perception of your speaking skill, and your selfesteem interact to create anxiety. Anxiety stems from your brain trying to help your body adapt to a stressful situation. Your body responds by increasing your oxygen supply through deeper and more rapid increased breathing, pumping more adrenaline to give you energy, and causing more blood to rush through your veins. You experience physiological changes because of your psychological state.

Skill: Conceptual Page Ref: 257

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Test Bank for Business and Professional Communication 62) List and describe five specific tips for building your confidence when giving a speech.

Answer: There are specific strategies to decrease anxiety and increase your poise.

• First, don’t procrastinate. Speakers who are more apprehensive about speaking put off working on their speeches. There is a link between how far in advance you start preparing and the amount of anxiety you’ll experience.

• Second, know your audience. The more you can anticipate your audience’s reactions to your presentation, the more comfortable you will be in delivering your message. Be audience-centered and consider their needs, goals, and hopes as you prepare your message.

• Third, re-create the speech environment when you rehearse. When you are practicing your presentation, imagine that you are actually delivering the speech to the audience you will be addressing. Practice rising from your seat, walking to the front of the room, and beginning your speech. Stand up and practice out loud. The more your brain and body experience actually presenting your speech, the less they will try to deal with the challenge by increasing adrenaline, heart rate, and breathing.

• Fourth, visualize success. Imagine not just giving your speech, but giving it effectively and comfortably. Positive visualization can help you feel more confident and reduce anxiety.

• Fifth, breathe. Nervous speakers often tend to take short, shallow breaths. To help break this anxiety-induced breathing pattern, take a few slow deep breaths before you speak to help you relax.

Skill: Conceptual Page Ref: 258-261 63) Explain why considering your audience is the central task in designing and delivering an effective presentation.

Answer: The heart of the professional speaking process is considering your audience. Focusing on the audience is where you start and end the speaking process, and how you stay centered throughout speech preparation and presentation. Effective leaders ethically adapt or customize their message to their audiences. The audience should be the central focus of professional speaking because ultimately your listeners will determine whether you achieve your speaking goal.

Skill: Conceptual Page Ref: 260-261

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64) List and describe the three tasks you must complete in order to effectively analyze your audience before you deliver your speech.

Answer: To effectively analyze your audience before you deliver your speech, you must gather demographic information, consider the psychological profile of your audience, and consider the situation.

• To gather demographic information, it is important to qualify the audience by learning as much as possible about an audience, such as backgrounds, likes, dislikes, interests, needs, and goals. The more background information you have about your listeners, the better able you will be to adapt to them and ethically achieve your speaking goal. The key types of information to learn about an audience are their age, gender, and ethnicity. Once you’ve gathered demographic information about your listeners, you need to utilize this information to help you adapt your message to them.

• To understand the psychological profile of your audience, consider their attitudes, beliefs, and values. Knowing your audience’s attitudes toward you or your topic are important as it determines how you organize your message, the types of examples and illustrations you use, and many other facets of your talk.

• Consider the situation by taking into account the time and place of your presentation, the size of your audience, and the reason you are speaking.

Skill: Conceptual Page Ref: 262-263 65) List and describe different nonverbal cues to look for in order to assess your audience’s interest as you are delivering your presentation.

Answer: When delivering a presentation, it is important to be aware of the following nonverbal cues: eye contact, facial expression, movement, and verbal responsiveness. The best indicator that your listeners are with you is their eye contact. The more eye contact your listeners make, the more likely it is they are connecting to your message. Facial expressions are also an indicator of interest. If someone is looking at you with a slight head tilt and a frozen expression, they are probably not mentally in the same room with you. An interested listener not only looks at you, but responds to your messages with facial expressions such as smiling at appropriate times, laughing at your humor, and nodding their head in agreement. A bored audience expresses their disinterest with movement such as finger tapping, toe giggling, foot wagging, and other squirms and jitters. An attentive audience does not move much while you are speaking. Finally, during smaller, informal presentations, your listeners may respond verbally to questions you ask or ideas you express. The effective speaker not only watches the audience, but also listens for any audible information that may indicate that the audience is in agreement or opposition.

Skill: Applied Page Ref: 259-260

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Test Bank for Business and Professional Communication 66) List three strategies to use if (1) your listeners appear bored, (2) if your listeners don’t seem to understand you, (3) and if your listeners appear to disagree with you.

Answer: • If your listeners appear bored, you can tell an appropriate story, use a personal example, remind your listeners why your message is of interest to them, eliminate abstract facts, statistics, and details, consider using appropriate humor, make a direct reference to the audience, get audience members to participate by asking them for an example, ask a rhetorical question, speak a bit faster and with more intensity, or pause for dramatic effect.

• If your listeners don’t seem to understand you, you can ask someone in the audience to summarize a key point you are making, repeat your main points, restate your information using a different example, use a presentation aid such as a whiteboard, or clarify the overall organization of your message by noting what point you are on now and what point you will make next.

• Finally, if your listeners appear to disagree with you, you can identify those parts of your message on which you and your listeners do agree, provide additional data and evidence to support your key point, rely less on anecdotes and emotional support and more on facts to document your case, write key facts on a whiteboard, or if you don’t have answers to their questions, tell your listeners you will get back to them with more information.

Skill: Applied Page Ref: 266 67) Describe the characteristics of an effective central idea and provide an example of an effective and ineffective central idea.

Answer: A central idea is a one-sentence summary of your presentation. The central idea should be a complete sentence, not a phrase, a sentence fragment, or a question. The language in a central idea should be clear and direct and would contain just one major idea. Finally, the central idea sentence should be audience-centered. The content of your speech, as summarized in your central idea, should be tailored to your listeners. Your audience should be the prime factor that determines how you develop your central idea sentence. An example of an effective central idea is “The ABC Store is the best video retailer in town because of its low prices, location, selection, and customer service.” An example of an ineffective central idea is “In my opinion, our marketing department is understaffed, and we do not spend enough money on staff development.”

Skill: Applied Page Ref: 269 68) List and briefly describe the sources of supporting material for a presentation.

Answer: The three potential sources of supporting material are the Internet, the library, and you and the people you know.

• The Internet is typically the first place you turn when faced with a research task. To deal with the volume of information available on the Internet, you can use an advanced search, or Boolean search. Boolean searches allow you to narrow a key word search by specifying certain parameters. Additionally, establishing consistent standards to evaluate the sites you discover can help you sort through the information you discover on the World Wide Web. • The library still serves as a rich source of supporting materials, and offers books, periodicals, fulltext databases, newspapers, reference resources, government documents, and special services.

• Finally, you and the people you know can serve as an excellent source of supporting material for a presentation. Good speakers reflect on their personal experiences, including experiences with family and friends, other jobs they’ve held, and everyday experiences as sources of interesting supporting material.

Skill: Conceptual Page Ref: 272-274

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69) Explain how to use illustrations effectively during a presentation.

Answer: To use illustrations effectively during a presentation, follow the following guidelines: • Be sure that your illustrations are directly relevant to the idea or point they are supposed to support.

• Choose illustrations that are typical and not exceptions.

• Make your illustrations vivid and specific.

• Use illustrations with which your listeners can identify.

• Remember that the most effective illustrations are often personal ones.

Skill: Conceptual Page Ref: 274-275 70) Explain the three different types of opinions and prescribe three strategies for using opinions effectively in your speeches.

Answer: The three different types of opinions are expert testimony, lay testimony, and literary quotation. Expert testimony is an opinion offered by someone who is an authority on the subject under discussion. Lay testimony is an opinion or a description offered by a non-expert who has firsthand experience. A literary quotation is an opinion or description by a writer, expressed in a memorable and often poetic way. To use opinions effectively in your speeches, you should follow the following guidelines: • Be certain that any authority you cite is actually an expert on the subject you are discussing.

• Identify your sources with an oral citation.

• Cite unbiased authorities.

• Cite opinions that are representative of prevailing opinion. If you cite a dissenting viewpoint, identify it as such.

• Quote or paraphrase your sources accurately and within the context in which the remarks were originally made.

• Use literary quotations sparingly.

Skill: Conceptual Page Ref: 285

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71) Explain the five different organizational patterns to consider when organizing your main ideas, and provide an example for each.

Answer: The five different organizational patters are chronological organization, topical organization, spatial organization, cause and effect organization, and problem-and-solution organization.

• Chronological organization is organization by sequential order, according to when each step or event occurred or should occur. For example, if you are explaining a process and you want to use chronological organization, you should organize your explanation of the steps of that process from first to last.

• Topical organization is organization by natural divisions of a central idea presented according to primacy, recency, or complexity, or arbitrary arrangement of ideas that are equal in importance.

For example, if you are giving a briefing in which you describe the types of shoes your company makes, you can use a topical organization plan to group the three primary types of products your organization manufacturers – cross training shoes, running shoes, and basketball shoes.

• Spatial organization is based on location, position, or direction. For example, a speech about a new shopping mall would lend itself to spatial organization.

• Cause and effect organization identifies a situation and then discusses its effects (cause-effect) or presents a situation and then explores its causes (effect-cause). For example, a speaker who discusses the effects of the tax cut on the economy would most likely use a cause and effect organization pattern.

• Problem-and solution organization describes a problem and then offers one or more solutions to it. For example, when addressing the decrease in your company’s earnings, you would first identify the problems associated with the decrease in earnings, and then suggest strategies that could help increase earnings.

Skill: Applied Page Ref: 280-284 72) What is the main purpose of an introduction? List and explain the five functions of an effective introduction.

Answer: The introduction provides an important first impression, should convince an audience to listen, and performs the following five functions: • Get the audience’s attention – If an introduction does not capture an audience’s attention, the rest of the speech may be wasted. To gain the audience’s attention, use illustrations, ask a rhetorical question, state a startling fact, quote an expert, tell a humorous story, or refer to a personal experience.

• Introduce the topic – Within the first few seconds of listening, the audience should have a good idea of what your topic is. The best way to achieve this objective is to include a statement of your central idea in your introduction.

• Give the audience a reason to listen – It is important to motivate your listeners to continue to listen. To do this, show the audience how your topic affects them directly.

• Establish your credibility – Be aware of your skills and talents and the experiences you have had that are related to your topic. You can increase your credibility by telling your audience about your expertise.

• Preview your main idea – You should provide an initial preview of your main ideas at or near the end of your introduction to allow your listeners to anticipate the main ideas of your speech.

Skill: Conceptual Page Ref: 285-286

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73) List and explain the four functions of a conclusion.

Answer: An effective conclusion serves the following four functions: • Summarize the speech – The conclusion offers the speaker a last chance to repeat his or her main ideas.

• Reemphasize the central idea in a memorable way – The conclusion should word your final thoughts in a way so that your audience cannot help but remember them.

• Motivate the audience to respond – The conclusion should reexamine the purpose of your speech and motivate your audience to respond.

• Provide closure – The conclusion should cue your audience that the speech is ending by making it “sound finished.” To do this, you can refer to your introduction by finishing a story, answering a rhetorical question, or reminding your audience of the startling statistic you presented in your introduction.

Skill: Conceptual Page Ref: 286-287 74) What are the differences between a preparation outline and a delivery outline? Discuss specific guidelines for completing both.

Answer: A preparation outline is a detailed outline of the central idea, main ideas, and supporting material for a speech. It may also include the specific purpose, introduction, and conclusion. A preparation outline should use standard numbering, use at least two subdivisions for each point, be lined up correctly, and within each level, the headings should be grammatically parallel. A delivery outline is a condensed, abbreviated outline that provides the notes a speaker uses when presenting a speech, including delivery cues. A delivery outline should use single words or phrases whenever possible, include your introduction and conclusion in abbreviated form, use standard outline form, include supporting material and signposts, and it should not include your purpose statement.

Skill: Conceptual Page Ref: 288-289

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Chapter Twelve Delivering Professional Presentations Multiple Choice Questions 1) Before delivering his presentation on the topic of renewable energy resources, Craig decided that it would be best if he wrote out his speech word for word and then read it to his audience. Which method of delivery did Craig choose to deliver his speech?

A. Manuscript speaking B. Memorized speaking C. Impromptu speaking D. Extemporaneous speaking Answer: A Skill: Applied Page Ref: 297 2) When delivering a manuscript speech you should NOT A. rehearse your speech B. use short, easy-to-scan phrases in the top two-thirds of the papers C. read quickly D. vary your vocal variety Answer: C Skill: Factual Page Ref: 297

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3) Manuscript speaking would be the best delivery method for which of the following examples?

A. When you need to quickly adapt to your immediate audience.

B. When you need to have a lot of eye contact with your listeners.

C. When you can carefully craft your message in times of crisis.

D. When you want your speech to sound spontaneous and natural.

Answer: C Skill: Applied Page Ref: 297 4) What advice does your textbook give when explaining the advantages and disadvantages of a memorized speech?

A. Unless a speech is short, don’t memorize it.

B. Memorizing presentations are always advantageous because you do not have to refer to notes.

C. Memorized presentations sound more natural than any other type.

D. It is easy to memorize a presentation no matter how long it may be.

Answer: A Skill: Factual Page Ref: 298 5) During a business meeting, the facilitator looks at Kyle and says, “I know that it’s not on the agenda, but can you come to the front and inform the group on the results of the survey.” Which method of delivery will Kyle be forced to utilize?

A. Manuscript B. Memorized C. Impromptu D. Extemporaneous Answer: C Skill: Applied Page Ref: 298 .

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Chapter Twelve: Delivering Professional Presentations 6) According to your textbook, the delivery style advocated by most communication experts is .

A. manuscript speaking B. memorized speaking C. impromptu speaking D. extemporaneous speaking Answer: D Skill: Factual Page Ref: 299 7) When improvising you should utilize all of the following tips, EXCPET? A. Be brief B. Draw on personal experience C. Organize before you speak D. Focus on yourself not the audience Answer: D Skill: Applied Page Ref: 299 8) Cameron did not memorize his presentation; instead he rehearsed it until it began to sound natural.

His speech sounded spontaneous, yet it was appropriately polished. Cameron is most likely using what type of delivery method?

A. Manuscript speaking B. Memorized speaking C. Impromptu speaking D. Extemporaneous speaking Answer: D Skill: Applied Page Ref: 299 9) Which of the following is NOT listed as a tip when making eye contact with your audience?

A. Look over the heads of your listeners if you are feeling nervous or anxious.

B. Establish eye contact with the entire audience.

C. Never let words come out of your mouth when your eyes are looking down.

D. Make eye contact with individuals.

Answer: A Skill: Factual Page Ref: 301 10) According to your textbook, when using gestures you should A. use minor movements which look accidental B. let the gestures become the focus of the presentation C. vary your gestures D. use the same gestures for every audience Answer: C Skill: Conceptual Page Ref: 301

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11) When considering whether to move your textbook’s best advice?

A. Always move B. Never move.

C. Be aware and adapt to your audience D. The presentation topic determines whether to move Answer: C Skill: Conceptual Page Ref: 302 12) During his speech, Otis thought it would be effective to move as a symbol of artistic expression.

However, it ended up diverting attention away from his message. Which rule of movement did Otis violate?

A. Move, but don’t distract listeners from your message.

B. Move to reduce physical barriers.

C. Move to signal a new idea.

D. Use movement to signal that your approach to the speaking situation is changing.

Answer: A Skill: Applied Page Ref: 302 13) According to your textbook your a presentation.

A. facial expression B. attire C. gestures D. posture Answer: D Skill: Factual Page Ref: 302 14) When delivering a presentation your A. facial expression B. attire C. gestures D. posture Answer: A Skill: Factual Page Ref: 303

communicates that intensity of an emotion during

are the primary source for conveying emotions.

15) Which of the following is not one of the six primary emotions that are expressed on the face?

A. Shock B. Fear C. Happiness D. Anger Answer: A Skill: Factual Page Ref: 303

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16) Mark has been asked to deliver a presentation to a group of Texas ranchers. Because Mark has never been to Texas and has never met a rancher, he is unsure how to dress for the occasion. What advice does your textbook offer when deciding how to dress for this occasion?

A. Never dress more formally than your audience.

B. Wear what is most comfortable to you. Dress is not important.

C. Always dress as formally as possible.

D. You should conform to your audience’s expectations for the speaking occasion.

Answer: D Skill: Applied Page Ref: 304 17) The enunciation of speech sounds is referred to as A. dialect B. pitch C. articulation D. inflection Answer: C Skill: Factual Page Ref: 304

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18) During her speech at a national conference, Deanna opened her presentation by saying “Lez get started. Lemme tell you a story that dint happen to me, but happened to a friend.” What type of speaking error is Deanna violating?

A. Dialect B. Pitch C. Articulation D. Inflection Answer: C Skill: Applied Page Ref: 304 19) A consistent style of pronunciation and articulation that is common to an ethnic group or a geographic region is referred to as .

A. dialect B. pitch C. articulation D. inflection Answer: A Skill: Factual Page Ref: 305 20) What does your textbook recommend regarding vocal rate?

A. Speaking slowly is preferable to speaking too fast.

B. Speak at a rate of 250-300 words per minute.

C. Maintain a constant, steady pace throughout your presentation.

D. Vary your speaking rate to express your interest.

Answer: D Skill: Factual Page Ref: 305

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21) A variation in vocal pitch is called A. dialect B. pitch C. articulation D. inflection Answer: D Skill: Factual Page Ref: 305

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22) Which of the following is NOT a recommendation when using a microphone?

A. Practice with the type of microphone you will be using.

B. Talk directly into the microphone at a normal volume.

C. In order to test the volume of the microphone, simply blow into the mike.

D. Be careful when articulating b and p sounds.

Answer: C Skill: Conceptual Page Ref: 307 23) Which of the following is true when adapting your presentation for a television audience?

A. Amplify your gestures when speaking to a television audience.

B. Both men and women should try to wear white clothing whenever possible.

C. Use dramatic and exaggerated facial expressions.

D. Speak using parallel structures.

Answer: D Skill: Applied Page Ref: 308 24) Which of the following is not a tip suggested by your textbook for answering questions?

A. Stay on message B. Ask yourself the first question C. Repeat or rephrase the question D. Think of an answer while the person is speaking Answer: D Skill: Factual Page Ref: 309 25) Which of the following is a recommended strategy when facing a hostile question?

A. Tell your audience what you want them to do.

B. When you don’t know the answer, admit it.

C. Be lengthy. This will give you credibility.

D. Do not acknowledge emotions.

Answer: B Skill: Conceptual Page Ref: 309 26) Any tangible item or image used to help communicate ideas to an audience is called a .

A. presentation aid B. visual aid C. digital aid D. professional aid Answer: A Skill: Factual Page Ref: 310

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27) Which of the following is not one of the benefits of presentation aids given by your textbook?

A. Enhances understanding B. Enhances attention C. Enhances credibility D. Enhances organization Answer: C Skill: Factual Page Ref: 310 28) While preparing for a presentation on the results of an employee satisfaction survey, Grace needed to develop a graph to show how the company had progressed from last year’s survey results. She also wanted to show the relationships among different variables in the survey. Which type of graph should Grace choose?

A. Line graph B. Bar graph C. Pie graph D. Presentational graph Answer: A Skill: Applied Page Ref: 311-312 29) While preparing for a meeting on the organization’s budget, Andrew wanted to develop a graph that would quickly show the previous year’s distribution of funds for each division in the company.

Which type of graph should Andrew choose?

A. Line graph B. Bar graph C. Pie graph D. Presentational graph Answer: C Skill: Applied Page Ref: 313 30) Anna was delivering a presentation on a new piece of software. She found a pamphlet that was really interesting and decided to let the class pass it around as she was speaking. According to your textbook, what might be the outcome of this strategy?

A. The audience will become more engaged.

B. Nothing. The pamphlet will neither distract nor engage the audience.

C. People in the audience will be distracted by passing the pamphlet around.

D. The audience will appreciate her willingness to share, which will increase her credibility.

Answer: C Skill: Applied Page Ref: 315

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31) During his presentation, James taped two large posters to the wall and said, “Here are the production statistics from the fourth quarter.” He then moved on to discuss a different topic. According to your textbook guidelines, was this an effective use of visual aids?

A. Yes, because the graphs were large enough for the audience to see.

B. Yes, the graphs spoke for themselves and needed no explanation.

C. No, because you should explain your visual aids, not just show them.

D. No, he should have used handouts instead of posters.

Answer: C Skill: Applied Page Ref: 316 32) A font designed to convey a feeling or tone is known as A. serif font B. script font C. decorative font D. sans serif font Answer: C Skill: Factual Page Ref: 317

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33) Steve is developing a PowerPoint presentation for his speech on effective listening skills. He has several long passages in his presentation and needs his font to be easy to read. Which font should Steve choose?

A. Serif font B. Script font C. Decorative font D. Sans serif font Answer: A Skill: Applied Page Ref: 317 34) Which of the following is NOT one of the top five problems seen with PowerPoint presentations?

A. The speaker just reads the slide.

B. The text is too small.

C. Not enough text on the slides.

D. Poor use of color.

Answer: C Skill: Factual Page Ref: 319 35) Which of the following is NOT a recommendation when designing your PowerPoint presentation?

A. Use all caps for emphasis.

B. Use color to create a mood and maintain attention.

C. Design for contrast.

D. Use black and white effectively.

Answer: A Skill: Factual Page Ref: 318-319

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True/False Questions 36) Most public speaking teachers describe manuscript speaking as one of the least effective methods of maintaining audience interest.

Answer: TRUE Skill: Applied Page Ref: 297 37) An extemporaneous style gives your audience the impression that the speech is being created as you are presenting it.

Answer: TRUE Skill: Factual Page Ref: 299 38) Having direct eye contact can decreases speaker credibility and speaker comprehension.

Answer: FALSE Skill: Conceptual Page Ref: 300-301 39) Holding up three fingers while saying, “I have three major points to talk about this afternoon” is an example an effective gesture.

Answer: TRUE Skill: Applied Page Ref: 301 40) According to your textbook, it is better for a speaker to use no movement than to use random, distracting movement.

Answer: TRUE Skill: Conceptual Page Ref: 301 41) To enhance your posture, you should stand with one foot slightly in front of the other.

Answer: TRUE Skill: Applied Page Ref: 302 42) When we speak to others, our faces communicate a single emotion, rather than a blend of emotions.

Answer: FALSE Skill: Conceptual Page Ref: 303 43) Concerning the attire to wear for a speech, when in doubt, select clothing that is conservative.

Answer: TRUE Skill: Conceptual Page Ref: 304 44) Volume is the most fundamental aspect of your voice.

Answer: TRUE Skill: Factual Page Ref: 304 45) Articulation is the degree to which words conform to standard English.

Answer: FALSE Skill: Applied Page Ref: 304

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46) You should deliver your entire speech at the same pace.

Answer: FALSE Skill: Applied Page Ref: 305 47) Patricia’s coworkers commented that she sounded monotone when she practiced for her presentation.

To keep from being monotone during the real presentation Patricia should work on varying her dialect.

Answer: FALSE Skill: Applied Page Ref: 305 48) Silence can be an effective tool in adding emphasis to a particular word or sentence.

Answer: TRUE Skill: Conceptual Page Ref: 306 49) Microphones cover up sloppy habits of pronunciation and articulation.

Answer: FALSE Skill: Factual Page Ref: 307 50) Dramatic gestures that are appropriate when addressing a large audience will likely appear too demonstrative on TV. Answer: TRUE Skill: Conceptual Page Ref: 308 51) When responding to questions, it is a good idea to repeat or rephrase the question.

Answer: TRUE Skill: Applied Page Ref: 308 52) Jose was asked a hostile question during his annual department presentation. He should restate the question, acknowledge any emotions, and get to the heart of the issue when he responds.

Answer: TRUE Skill: Applied Page Ref: 309 53) When addressing a hostile audience, if you don’t know the answer to their question, you should admit to the audience know of your uncertainty.

Answer: TRUE Skill: Applied Page Ref: 310 54) People are less likely to comprehend what they can both see and hear.

Answer: FALSE Skill: Conceptual Page Ref: 310 55) Describing rather than showing how to do something is more likely to teach your audience how to perform a task or function.

Answer: FALSE Skill: Conceptual Page Ref: 311 56) A bar graph shows trends over time and relationships among variables.

Answer: FALSE Skill: Factual Page Ref: 312

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57) When presenting with a presentation aid, it is important to talk to your presentation aid rather than your audience.

Answer: FALSE Skill: Conceptual Page Ref: 315 58) When using presentation aids, pass objects among members of your audience.

Answer: FALSE Skill: Factual Page Ref: 315 59) When designing presentation aids, it is important to develop a consistent visual theme.

Answer: TRUE Skill: Factual Page Ref: 317 60) Research suggests that the best use of PowerPoint is to present images, pictures, and other non-text information.

Answer: TRUE Skill: Conceptual Page Ref: 319 Essay Questions 61) Under what circumstances might a speaker want to deliver a manuscript or memorized speech?

Answer: A speaker may want to deliver a manuscript speech when he or she needs to unveil a new product, if the organization he or she works for has had a problem or been involved in a scandal and is facing the media to describe the problem, and in times of crisis when statements are made to the press by government, business, or education leaders. A speaker may want to deliver a memorized speech when he or she has a very short message to present, such as accepting an award, introducing a speaker, or making an announcement.

Skill: Conceptual Page Ref: 297 62) Pedro is giving a manuscript presentation for his group at work. What should his goal be when presenting using the manuscript method? What six tips does your textbook suggest to help Pedro achieve this goal?

Answer: Pedro’s goal is to make it sound like he is not reading the speech. To do this He should follow the six suggestions of Roger Ailes. First, he should type his speech in short, easy-to-scan phrases on the upper two-thirds of the paper. Second, Pedro should rehearse his speech to maximize his eye contact. Third, he should use a index finger to follow along as he speaks so he does not lose his spot when he breaks for eye contact. Fourth, he would speak at his typical rate and not too quickly. Fifth, Pedro should vary his vocal inflection to keep from sounding monotone. Sixth, he should still use appropriate gestures and movement to add emphasis.

Skill: Applied Page Ref: 297 63) What is impromptu speaking, and list three suggestions for using it well?

Answer: Impromptu speaking is delivering a speech without any advance preparation. To present impromptu speeches that sound professional and polished, identify the number of points you wish to make, organize before you speak, be brief, speak honestly and draw on personal experience, and always keep your audience in mind.

Skill: Conceptual Page Ref: 298 .

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64) What is extemporaneous speaking? Explain the process for developing and delivering an extemporaneous presentation.

Answer: Extemporaneous speaking is speaking from a written or memorized outline without having memorized the exact wording of what you are going to say. To develop and deliver an extemporaneous presentation, first develop your message with a fine-tuned objective in mind. After developing your major ideas, organizing them, and supporting them with interesting and applicable supporting material, prepares your outline. Finally, move to the rehearsal phase of preparation and try to rely less on your notes without memorizing your message word for word.

Skill: Conceptual Page Ref: 299 65) What recommendations does your textbook make for the effective use of eye contact by a speaker?

Answer: To effectively use eye contact with your audience, establish eye contact with the entire audience, not just with those in the front row or only one or two people. Also, make eye contact with individuals, establishing person-to-person contact with them. Finally, do not look over your listener’s heads as they can tell if you’re not looking at them.

Skill: Conceptual Page Ref: 300 66) List and briefly explain the six tips for using gestures when you speak in public.

Answer: The following are six tips for using gestures when speaking in public: • Focus on the message you want to communicate. Your gestures should naturally coincide with what you are saying.

• Be definite. If you want to gesture, do so, but avoid minor hand movements that may appear accidental to your audience.

• Vary your gestures. Don’t use the same hand to gesture or one all-purpose gesture all of the time.

• Don’t overdo your gestures. Listeners should focus on your message, not your gestures.

• Adapt your gestures to fit the situation. When speaking to a large audience in a formal setting, use bolder and larger gestures.

• Adapt your gestures to the cultural expectations of your audience. For example, listeners from Asia typically prefer a quieter, less flamboyant use of gestures.

Skill: Factual Page Ref: 301 67) What is conveyed through facial expressions and how does your textbook suggest you enhance them?

Answer: Emotions are mainly expressed through your facial expressions. To enhance the presentation the textbook first suggest that you are aware of your facial expressions. Second, you should ensure that your facial expressions support your verbal message. Last, when rehearsing do it in front of a mirror, being videotaped, or ask a friend to watch to help you become aware what emotional tone your face is expressing.

Skill: Factual Page Ref: 303

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Chapter Twelve: Delivering Professional Presentations 68) Explain the importance of personal appearance when delivering a speech. Also, list the five guidelines to help you adapt your personal appearance for maximum credibility.

Answer: Personal appearance is important because what you wear tells people how you wish to be treated, and it affects how people respond to you and your message. If you violate your listener’s expectations or the style or culture of the organization where you are making a presentation, you will be less successful in achieving your purpose. To adapt your personal appearance for maximum credibility, consider the following guidelines: • Take cues from your audience.

• If you’re in doubt about the dress code, ask someone who is familiar with the audience and the occasion to help you decide whether to dress up or dress down.

• Dress better than your audience members.

• Never wear clothing that would be potentially distracting.

• When in doubt, select clothing that is conservative.

Skill: Conceptual Page Ref: 303 69) When speaking to be understood, explain how to effectively utilize volume, articulation, pronunciation, and dialect.

Answer: • Your speaking volume is the most fundamental aspect of your voice. Consciously expanding and contracting your abdomen as you breathe in and out can increase the volume of sound as well as enhance the quality of your voice.

• Articulation is the enunciation of speech sounds. You should articulate distinctly to ensure that your audience can clearly determine what words you are using.

• Pronunciation is the degree to which words conform to standard English. Mispronouncing words can detract from your credibility.

• A dialect is a consistent style of pronouncing words that is common to an ethnic group or a geographic region. Research suggests that listeners tend to prefer a dialect similar to their own.

If your word pronunciation is significantly distracting to your listeners, consider modifying your dialect.

Skill: Applied Page Ref: 304-05

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Test Bank for Business and Professional Communication 70) Other than neutralizing a hostile audience, list and describe four strategies to use when responding to questions from an audience.

Answer: The strategies to respond to questions from an audience are: • Prepare - Analyze your audience to anticipate the kinds of questions listeners may have and prepare responses to them.

• Repeat or rephrase the question – Restatement makes sure that everyone can hear the question.

Paraphrasing ensures that you understand the question before you respond, and it allows you to succinctly summarize long, rambling questions. Finally, repeating the question will give you more time to think about your answer.

• Ask yourself the question first – To prime the audience to ask questions, ask yourself a challenging question first. Asking yourself a tough question tells the audience that you’re open for questions and that they have your attention.

• Stay on message – If listeners ask questions unrelated to your topic, find a way to guide your questioner back to the message you have presented. Your answers, rather than the questions, are what are important.

• Listen carefully and nonjudmentally – When you listen to questions, keep your eyes focused on the person asking the question and lean forward slightly to communicate your attentiveness.

• Use organizational signposts – Listeners will be impressed if you can enumerate the number of points you’ll make in response to a question. Signposts will help you stay organized and impress your listeners with clarity.

Skill: Conceptual Page Ref: 308-309 71) List and describe four suggestions given by your textbook when using presentation aids.

Answer: When using presentational aids, it is important to: • Rehearse with your presentation aid until you feel at ease with them.

• Make eye contact with your audience, not with your presentation aid. You should glance at your visual aid to make sure that it’s the correct one, but do not keep looking at it instead of making eye contact with your audience.

• Talk about your presentation aid and not just show it. Visual support helps you communicate an idea, and it is important that your audience know what that idea is.

• Do not pass objects among members of your audience. Doing so allows you to lose control of your listeners. It may be best to let people observe your object after your talk.

• Uuse handouts effectively. Only distribute handouts during the presentation if your listeners must refer to the material while you’re talking about it.

• Time the use of visuals to control your listeners’ attention. It’s typically not wise to begin your speech with eye-popping graphs or charts while you are presenting your opening remarks. Your visuals would just compete with your verbal message. Time the display of your visuals to coincide with your discussion of the information contained in them.

Skill: Conceptual Page Ref: 314-315 72) List the six tips for preparing a presentation with PowerPoint.

Answer: When preparing a presentation with PowerPoint, create consistency, add text, insert pictures, insert charts and graphs, print a presentation, and use special effects sparingly.

Skill: Factual Page Ref: 321-322

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Multiple Choice Questions 1) Kristen gave a speech explaining three new Human Resource policies. This is an example of a speech to .

A. inform B. persuade C. entertain D. inspire Answer: A Skill: Applied Page Ref: 326 2) To A. inform B. persuade C. entertain D. inspire Answer: B Skill: Factual

is to change or reinforce a person’s attitudes, beliefs, values, or behavior.

Page Ref: 327

3) Chuck is receiving an award for the work he did last year with his organization. What type of presentation will Chuck be giving?

A. Informative B. Persuasive C. Entertaining D. Special occasion Answer: D Skill: Applied Page Ref: 327 4) Which of the following is NOT true of adult learners?

A. Adult learners prefer to be given information they can use immediately.

B. Adult learners prefer to be passively involved in the learning process.

C. Adult learners prefer to know how the information will solve a problem.

D. Adult learners prefer to receive information that is relevant to their needs.

Answer: B Skill: Factual Page Ref: 327 5) Which of the following is not a suggestion from your textbook about informing others?

A. Pace information flow B. Use complex words C. Reinforce ideas nonverbally D. Use simple ideas Answer: C Skill: Factual Page Ref: 327-328

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6) A short talk that provides information to an audience is known as a A. report B. task analysis C. briefing D. toast Answer: C Skill: Factual Page Ref: 328

.

7) The primary difference between a report and a briefing is that .

A. a report is often a longer, more detailed summary of a past, present, or future event B. a report is read to an audience, whereas a briefing is simply a document for reading C. a report is much shorter than a briefing D. a briefing is part of a larger document, whereas a report is a standalone document Answer: A Skill: Conceptual Page Ref: 329 8) In a public relations presentation, the speaker is specifically providing information to public image for the person or organization the speaker is representing.

A. create a negative B. manipulate a conservative C. maintain a neutral D. promote a positive Answer: D Skill: Factual Page Ref: 329 9) Training is a type of informative speaking, in which a trainer seeks to develop specific listeners to help them perform a specific more effectively.

A. skills; job or task B. task; job C. knowledge; skill D. jobs; skill Answer: A Skill: Factual Page Ref: 330

in

10) Which of the following is NOT true of the difference between training and education?

A. Training emphasizes doing; education emphasizes knowing.

B. Training emphasizes a certain level of skill; training does not evaluate mastery of a skill by comparing one trainee with another, as is done in a classroom.

C. Training prescribes a step-by-step approach; education is typically less concerned with performing a linear sequence of behaviors.

D. Training operates as an open system; education operates in more of a closed system.

Answer: D Skill: Conceptual Page Ref: 330

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11) What is at the center of the training model provided in your textbook?

A. Analyze the training task B. Develop training objectives C. Determine training methods D. Analyze organizational/trainee needs Answer: D Skill: Factual Page Ref: 330 12) Paul’s boss has asked him to develop training on the company’s new software. What should Paul’s first step be?

A. Analyze the training task B. Develop training objectives C. Organize training content D. Select training resources Answer: A Skill: Applied Page Ref: 330 13) A detailed, step-by-step description of precisely what a trainee should do and know in order to perform a particular skill is known as a .

A. report B. task assessment C. task analysis D. questionnaire Answer: C Skill: Factual Page Ref: 331 14)

specify what you want trainees to be able to do following the training presentation.

A. Training objectives B. Task assessment C. Task analysis D. Questionnaire Answer: A Skill: Factual Page Ref: 331

15) Providing models, videos, or demonstrations are examples of tools to utilize during which training method?

A. Invite B. Show C. Correct D. Invite Answer: B Skill: Applied Page Ref: 332

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Test Bank for Business and Professional Communication 16) When you are confronted with information that is inconsistent with your current thinking or feelings, you experience a kind of psychological discomfort called _.

A. cognitive dissonance B. inductive reasoning C. deductive reasoning D. refutation Answer: A Skill: Factual Page Ref: 333 17) Claire delivered a sales presentation to a group of potential customers. Unfortunately, because the air conditioner was broken, everyone was sweating profusely. To make matters worse, there was no water available. From the audience’s perspective, which of Maslow’s hierarchy of needs was most likely not satisfied?

A. Social needs B. Safety needs C. Self-actualization needs D. Physiological needs Answer: D Skill: Applied Page Ref: 334 18) According to Aristotle, the strategy that emphasizes the credibility or ethical character of a speaker is called .

A. ethos B. pathos C. logos D. reasoning Answer: A Skill: Factual Page Ref: 335 19) Rick is a very knowledgeable about the work he does and is viewed as being honest and helpful by the people he works with, but when he speaks he is not perceived as having much credibility. Which factor of credibility for Rick most likely lack in?

A. Competence B. Trustworthiness C. Dynamism D. Initial credibility Answer: C Skill: Applied Page Ref: 336-337 20) The process of drawing conclusions from evidence is known as A. evidence B. reasoning C. proof D. visualization Answer: B Skill: Factual Page Ref: 337

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21) During a discussion about the need for a company retirement plan, Sally stated, “Even though we’re a small business, we should start a retirement plan for our company. If we don’t we could lose our top employees. Our top competitor started a new 401(K) retirement plan for her employees and she’s had much less employee turnover.” Which reasoning method did Sally use to deliver her message?

A. Deductive reasoning B. Reasoning by analogy C. Causal reasoning D. Ethos reasoning Answer: B Skill: Applied Page Ref: 338 22) A three-part argument that has a major premise, a minor premise, and a conclusion is called a(n) .

A. syllogism B. inductive reasoning C. report D. causal fallacy Answer: A Skill: Factual Page Ref: 338 23) During his sales presentation, Mark stated, “Everyone knows that our competitor has the worst customer service in the industry.” Mark’s statement is an example of which type of fallacy?

A. Causal fallacyEither-or fallacy B. Bandwagon fallacy C. Reporting fallacy Answer: C Skill: Applied Page Ref: 339 24) After a presentation, a colleague asks Grant about evidence in his speech that seemed questionable.

Rather than respond to the question, Grant evades the issue by quickly discussing an irrelevant fact that was presented earlier in his speech. What logical fallacy does this illustrate?

A. Causal fallacy B. Bandwagon fallacy C. Red herring D. Non sequitur Answer: C Skill: Applied Page Ref: 339 25) Which of the following would be an example of an appeal to misplaced authority?

A. A CEO of a large toy company endorsing a new children’s game.

B. A representative from an energy company endorsing nuclear energy.

C. An athlete endorsing a breakfast cereal.

D. A veterinarian endorsing a new type of food for dogs.

Answer: C Skill: Applied Page Ref: 339

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26) An idea or conclusion that does not logically follow a previous idea or conclusion is referred to as a .

A. Causal fallacy B. Bandwagon fallacy C. Red herring D. Non sequitur Answer: D Skill: Factual Page Ref: 339 27) Bonnie identifies the common arguments against the death penalty and systematically argues against each of these objections. What organizational pattern is Bonnie using?

A. Cause and effect B. Motivated sequence C. Problem and solution D. Refutation Answer: D Skill: Applied Page Ref: 342 28) The motivated sequence is a modified version of what organizational pattern?

A. Cause and effect B. Visualization C. Problem and solution D. Refutation Answer: C Skill: Conceptual Page Ref: 342 29) Visualization is a step that is included in the A. problem and solution B. cause and effect C. refutation D. motivated sequence Answer: D Skill: Factual Page Ref: 343

organizational pattern.

30) In his speech, Warren painted a picture of the grim future that will occur if we don’t begin to take measures to protect ourselves against global warming. This is an example of .

A. a positive visualization B. a negative visualization C. a syllogism D. a warning visualization Answer: B Skill: Applied Page Ref: 347

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Chapter Thirteen: Achieving Your Presentation Goals: Informing, Persuading, and Relating 31) Which of the following is NOT a recommended strategy when facing an unreceptive audience?

A. Immediately announce your persuasive purpose.

B. Focus on areas of agreement.

C. Acknowledge audience members’ opposing points of view.

D. Advance your strongest argument first.

Answer: A Skill: Conceptual Page Ref: 346 32) To a customer is to identify whether the customer can afford the product or service you are selling and to learn how to best approach the customer.

A. educate B. qualify C. introduce D. customize Answer: B Skill: Factual Page Ref: 348 33) The “yes technique” is used to .

A. give an award B. accept an award C. introduce a speaker D. close a sale Answer: D Skill: Factual Page Ref: 350 34) Which of the following is NOT a recommendation for accepting an award?

A. No matter the length, thank everyone who contributed to your success.

B. Thank the person making the presentation and the organization that he or she represents.

C. Find some meaning in the award for you audience.

D. Comment on the meaning or significance of the award to you.

Answer: A Skill: Conceptual Page Ref: 353 35) A brief speech saluting a momentous occasion is known as a A. remark B. salute C. celebration speech D. toast Answer: D Skill: Factual Page Ref: 354

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True/False Questions 36) Persuasive speakers intentionally try to change or reinforce listener’s feelings, ideas, or behavior.

Answer: TRUE Skill: Factual Page Ref: 327 37) When informing others, the simpler your ideas and phrases, the greater the chance that your audience will remember them.

Answer: TRUE Skill: Conceptual Page Ref: 327 38) Adult learners prefer to be actively involved in the learning process.

Answer: TRUE Skill: Factual Page Ref: 328 39) Briefings are long detailed descriptions that argue for specific action.

Answer: FALSE Skill: Factual Page Ref: 328 40) Reports summarize what has been accomplished.

Answer: TRUE Skill: Factual Page Ref: 328 41) All public relations speeches make policy recommendations.

Answer: FALSE Skill: Conceptual Page Ref: 329 42) Training emphasizes doing, while education emphasizes knowing.

Answer: TRUE Skill: Factual Page Ref: 331 43) Heather is creating training for her organization; she should not develop her training objectives until after she has analyzed the task.

Answer: TRUE Skill: Applied Page Ref: 331 44) It is important to develop training objectives before organizing the training content.

Answer: TRUE Skill: Factual Page Ref: 331 45) When developing training you should create the PowerPoint presentation during the “organize training content” step.

Answer: FALSE Skill: Applied Page Ref: 332 46) Lisa considers herself a supporter of the local economy and utilizes foreign labor to make her products, but was just told by an associate that her choice is hurting the local economy. Lisa is upset about this realization. What she is experiencing can be described as cognitive dissonance.

Answer: TRUE Skill: Applied Page Ref: 333 .

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47) According to the hierarchy of needs, basic safety needs have to be satisfied before we attend to any other concern.

Answer: FALSE Skill: Conceptual Page Ref: 334 48) Regarding the use of fear as a motivator, a strong threat to a family member will often be more successful than a fear appeal directed at the audience members themselves.

Answer: TRUE Skill: Applied Page Ref: 335 49) Credibility is only influenced by what is said and done during the presentation.

Answer: FALSE Skill: Conceptual Page Ref: 337 50) Proof consists of both evidence and the conclusions you draw from it.

Answer: TRUE Skill: Factual Page Ref: 337 51) Analogies can be used to reason inductively.

Answer: TRUE Skill: Conceptual Page Ref: 337 52) When using a problem-and-solution organization, you should always devote equal time to the problem and the solution.

Answer: FALSE Skill: Applied Page Ref: 340 53) When you use a refutation strategy, you address the specific concerns and offer solutions to the objections you know you will encounter.

Answer: TRUE Skill: Factual Page Ref: 342 54) When persuading a receptive audience, make sure you present your strongest arguments first.

Answer: FALSE Skill: Conceptual Page Ref: 346 55) Most sales presentations are organized using the problem-and-solution pattern.

Answer: TRUE Skill: Conceptual Page Ref: 347 56) When selling, having too many options can be overwhelming for the customer.

Answer: TRUE Skill: Conceptual Page Ref: 349 57) When selling a product, it is important to stress the features, not the benefits.

Answer: FALSE Skill: Applied Page Ref: 349

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58) When selling a product to a customer, if they ask you a question and you don’t know the answer, you should say so and find the answer quickly.

Answer: TRUE Skill: Conceptual Page Ref: 352 59) When presenting an award, you should talk about the history and significance of the award.

Answer: TRUE Skill: Applied Page Ref: 353 60) When making a toast, wit is more important than sincerity.

Answer: FALSE Skill: Conceptual Page Ref: 354 Essay Questions 61) List the adult learning strategies to utilize when informing others.

Answer: Adult learners prefer to be given information they can use immediately, to be actively involved in the learning process, to connect their life experiences with the new information they learn, to know how the new information is relevant to their busy lives, to know how the information will solve a problem, and to receive information that is relevant to their needs.

Skill: Conceptual Page Ref: 327 62) Describe the key strategies for developing a briefing, a report, and a public relations presentation.

Answer: The key strategies for developing a briefing, a report, and a public relations presentation are: • When preparing a briefing, be mindful of catching your listeners’ attention, but do not use a lengthy story or illustration. The organizational pattern for briefings is usually topical or chronological. It’s still appropriate to use transition phrases and signposts, but the transitional phrases are shorter and less pronounced than in a more extended informative presentation.

Finally, it’s important to be aware of your audience as you make decisions on how to customize your briefing content.

• When preparing a report, adapt to your audience by acknowledging that you are aware that your audience is there to address a particular need or problem. Second, present conclusions and then explain how you reached those conclusions. Finally, end a report with solutions or identify what happens next.

• When preparing a public relations presentation, the speaker should first discuss the need or problem that has prompted the speech and then go on to explain how the company or organization is working to meet the need or solve the problem. It is important to anticipate criticism and objections. The speaker should acknowledge listeners’ points of view and then counter potential problems or objections. The speaker should emphasize positive aspects of the policy or program and take care not to become defensive.

Skill: Conceptual Page Ref: 328-330

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Chapter Thirteen: Achieving Your Presentation Goals: Informing, Persuading, and Relating 63) List the four differences between training and education given by your textbook.

Answer: • Training emphasizes doing, while education emphasizes knowing.

• Training emphasizes achieving a certain level of skill, while training does not evaluate mastery of a skill by comparing one trainee with another as done in a classroom.

• Training is more of a closed system that is applicable to a specific situation or task. There is a right and wrong way of performing skill to accomplish a task. Education operates more as an open system, in that what is taught has multiple applications in a variety of contexts.

• Finally, training emphasizes analyzing how to perform skills following a prescribed, step-by-step approach. Education is typically less concerned with performing a linear sequence of behaviors.

Skill: Conceptual Page Ref: 331 64) Explain the four principles of persuasion that motivate a listener to respond to a persuasive message.

Answer: • People respond to resolve dissonance – When you are confronted with information that is inconsistent with your current thinking or feelings, you experience a king of psychological discomfort called cognitive dissonance. This discomfort may cause you to change your thoughts, likes or dislikes, feelings, or behavior so that you can restore your comfort level or sense of balance. Skilled persuasive speakers know that creating dissonance and then offering their listeners a way to restore balance is an effective persuasive strategy.

• People respond to meet needs – Effective persuaders attempt to identify your needs and then convince you that they can meet your needs. As a persuasive public speaker, understanding and applying the hierarchy of needs helps you to adapt to your audience.

• People respond to fear messages – One of the ways to convince people to change their minds or their behavior is by scaring them into compliance. When using fear as a motivator, a strong threat to a family member or someone whom members of the audience care about will often be more successful than a fear appeal directed at the audience members themselves. The more respected the speaker, the greater the likelihood that the appeal to fear will work. And, fear appeals are more successful if you convince your audience that the threat is real and will affect them unless they take action.

• People respond to positive messages – Positive motivational appeals are verbal messages promising that good things will happen if the speaker’s advice is followed, and they are one way to change or reinforce attitudes, beliefs, values, or behaviors. The key to using these appeals is to know what your listeners value.

Skill: Applied Page Ref: 333-335

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Test Bank for Business and Professional Communication 65) List and describe the four different reasoning techniques for persuading others.

Answer: The four different reasoning techniques for persuading others are inductive reasoning, reasoning by analogy, deductive reasoning, and causal reasoning.

• Inductive reasoning arrives at a general conclusion from specific instances or examples.

• Reasoning by analogy is a special kind of inductive reasoning that draws a comparison between two ideas, things, or situations that share some essential common feature. The key to reasoning by analogy is to make sure that the two things you are comparing are similar so that your argument is a sound one.

• Deductive reasoning is reasoning from a general statement or principle to reach a specific conclusion. Deductive reasoning can be structured as a syllogism, a three part argument that has a major premise, a minor premise, and a conclusion.

• Causal reasoning relates two or more events in such a way as to conclude that one or more of the events caused the others. The key to a causal argument is to be certain that a causal relationship actually exists between the two factors you are investigating.

Skill: Applied Page Ref: 337-338 66) List and describe the three different logical fallacies when trying to persuade others.

Answer: The three different logical fallacies are causal fallacy, bandwagon fallacy, and either-or fallacy.

• A causal fallacy is a faulty cause-and-effect connection between two things or events. Simply because one event follows another does not mean that the two are related causally.

• A bandwagon fallacy is the argument that because everyone believes something or does something, the belief or behavior must be valid, accurate, or effective. Speakers using the bandwagon fallacy often use the word everybody. For example, “everybody knows that the product is defective.”

• An either-or fallacy is the oversimplification of an issue into a choice between only two outcomes or possibilities.

Skill: Conceptual Page Ref: 339

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Chapter Thirteen: Achieving Your Presentation Goals: Informing, Persuading, and Relating 67) List and explain the five steps involved when completing a motivated sequence.

Answer: The five steps involved when completing a motivated sequence are attention, need, satisfaction, visualization, and action.

• Attention – The first stage in appropriately adapting your message to others is to get your listeners’ attention. Using a rhetorical question, illustration, startling fact or statistic, quotation, humorous story, or a reference to historical or recent events are ways of starting a speech to gain favorable attention.

• Need – Next establish why your topic, problem, or issue should concern the audience. Adapt your message to the audience by convincing them that the problem affects them directly. Argue that there is a need for change. During this step, you should develop logical arguments backed by evidence, and create dissonance or use a credible fear appeal to motivate listeners to respond to your solution.

• Satisfaction – Next, identify your solution and explain how it will satisfy the need. Present enough information so that your listeners have a general understanding of how the problem may be solved.

• Visualization – In this step, you give your audience a sense of what it would be like if your solution were adopted or, conversely, if it were not adopted. A positive visualization approach can be used to paint a rosy picture of how wonderful the future will be if your satisfaction step is implemented. A negative visualization approach can also be used to paint a bleak picture of how terrible the future will be if nothing is done.

• Action – This step is your speech’s conclusion. You remind your audience of the problem, give the solution, remind them of the great things that will happen if they follow your advice or the bad things that will happen if they don’t. Finally, you tell them what they need to do next, the action step.

Skill: Applied Page Ref: 346 68) Define each of the organizational patterns for persuasive speeches.

Answer: • Problem-and-solution organization is a strategy for organizing a persuasive speech that works best when a clearly evident problem can be documented and solution or solutions proposed to deal with the problem.

• Cause-and-effect organization is a strategy for identifying a situation and then discussing the resulting effect or presenting a situation and then exploring its causes.

• Refutation is an organizational strategy by which you identify objections to your proposition and then refute those objections with arguments and evidence.

• Motivated sequence is a five-step plan for organizing a persuasive message.

Skill: Factual Page Ref: 340-345

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Test Bank for Business and Professional Communication 69) List and briefly explain the six suggestions given by your textbook when developing your sales message.

Answer: The six suggestions given by your textbook when developing your sales message are: • Hook your listener – A good sales person is able to hook the customer to gain and keep the person’s focus. To do this, you must know your customer’s interests, needs, and hopes and adapt your message to address them. In most cases, you have to grab your listeners quickly. To do this, ask your customers an opening question that is based on what you suspect they may need or addresses a fear they may have.

• Identify the customer’s key issue – Next, you need to address what your customer wants. Ask your customer what he or she likes and needs. Ask questions to qualify your customer to determine if he or she can afford the product or service you are selling and to learn how to best approach the customer. Knowledge of what your competitor has to offer and what the customer needs and your ability to briefly and quickly get to the heart of what the customer wants will increase your chances of making the sale.

• Make the recommendation – Describe what you’re selling and link your product or service to the customer’s needs. Select the product that is best aligned with your customer’s needs. When making your recommendation, explain and demonstrate how the product works and provide a step-by-step overview of what the product does.

• Stress benefits, not features – A benefit is a good result or something that creates a positive response in a customer. Describing a benefit is a customer-centered way of helping the customer visualize the positive things that will happen to him or her if he or she buys what you are selling.

• Make the close – The most critical part of making a sale is the close, when you ask for the sale.

The close should summarize how the product or service solves a problem or meets a need, cogently list the benefits, and then ask for the sale.

• Respond to objections – The closer you can get to a customer’s real objection, the more likely it will be that you can address it and get the sale. To determine a customer’s real objective, listen, observe, ask good questions, and listen some more.

Skill: Conceptual Page Ref: 346-351 70) Your textbook prescribes various strategies for making special presentations. List two tips for each of the following special presentations: introducing others, presenting an award, accepting an award.

Answer: • When introducing others, be brief and be accurate.

• When presenting an award, refer to the occasion of the presentation, talk about the history and significant of the award, and name the person to whom the award is given.

• When accepting an award, thank the person making the presentation and the organization that he or she represents, comment on the meaning or significance of the award to you, and find some meaning in the award for your audience.

Skill: Factual Page Ref: 356-357

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Chapter Fourteen Writing for Business Multiple Choice Questions 1) Ron is developing the agenda for an upcoming business meeting. He decided to put the most important agenda item first. Which organizational option did Ron choose?

A. Priority B. Chronological C. Problem-solution D. General-to-specific Answer: A Skill: Applied Page Ref: 360 2) The organizational pattern begins with the first in a series of events or steps and move on to the second, third, and so on.

A. Priority B. Chronological C. Problem-solution D. General-to-specific Answer: B Skill: Factual Page Ref: 360 3) During his meeting, Victor first discussed the overall goals of the upcoming project. Then, he continued on to the specific strategies that were going to be utilized to complete the project. Which organization option did Victor choose?

A. Priority B. Chronological C. Problem-solution D. General-to-specific Answer: D Skill: Applied Page Ref: 360 4) What element of the developing a paragraph informs the reader about the content of the paragraph?

A. Tone B. Topic sentence C. Length D. Clarity Answer: B Skill: Factual Page Ref: 361 5)

refers to an element of unity including common underlying concepts, logical organization, and clear, natural development of the content.

A. Tone B. Style C. Coherence D. Clarity Answer: C Skill: Factual Page Ref: 361 .

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Test Bank for Business and Professional Communication 6) The tone, language, voice, and overall viewpoint of a report is called A. coherence B. grammar C. clarity D. writing style Answer: D Skill: Factual Page Ref: 361

_.

7) Which of the following is a characteristic of the writing tone?

A. It is the nonverbal aspect of a written document.

B. The tone should be expressed using difficult vocabulary or phrases.

C. It is the biased portion of your written materials.

D. The main goal is to have the reader adapt to your message.

Answer: A Skill: Conceptual Page Ref: 361 8) Messages that refer to words and expressions that offend because they make inappropriate assumptions or stereotypes are called .

A. jargon B. sarcasm C. biased D. non-generic Answer: C Skill: Factual Page Ref: 362 9) In Sean’s written business proposal, he addressed the recipients as “Ladies and Men.” According to your textbook, why is this inappropriate?

A. Sean should have used non-generic “He” verbal messages.

B. Sean should have used non-generic “Man” verbal messages.

C. Sean should have used parallel verbal messages.

D. Sean should have used generic “She” verbal messages.

Answer: C Skill: Applied Page Ref: 362 10) During the application process to join the fire department, Linda was asked to write a two page paper expressing her interest and goals. Throughout the paper, Linda wrote about her desire to be a “fireman.” According to your textbook, is this appropriate?

A. Yes; the term “fireman” refers to both men and women.

B. Yes; as long as it is a woman using the term.

C. No; she should have used non-generic “Man” verbal messages.

D. No; she should have used parallel verbal messages.

Answer: C Skill: Applied Page Ref: 362

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11) During his presentation, Carl said, “You all know me as your local policeman, but did you know that it was my childhood dream to become a mailman?” According to your textbook, what is wrong with Carl’s statement?

A. Carl should have used a parallel verbal message.

B. Carl should have used non-generic “Man” verbal messages.

C. Carl should have used non-generic “He” verbal messages.

D. Carl should have established goodwill.

Answer: B Skill: Applied Page Ref: 362 12) The specificity of a message and the ease to which the reader can comprehend the message is referred to as writing .

A. style B. clarity C. tone D. coherence Answer: B Skill: Factual Page Ref: 362 13) In an email sent to his entire team, Daniel wrote, “Per last meeting, results document attached.

Review and revise by July 5th meeting. Meeting invite to come. Forward to supervisor.” According to your textbook, which suggestion for writing in a concise manner did Daniel violate?

A. Avoid redundancy B. Do not overuse intensifiers C. Avoid telegraphic style D. Use subordination Answer: C Skill: Applied Page Ref: 363 14)

is language used by a particular group, profession, or culture that may not be understood or used by other people.

A. Jargon B. Amplifiers C. Subordinates D. Tone Answer: A Skill: Factual Page Ref: 363

15) In a follow up report, Samuel wrote, “The proposal was unbelievably excellent and immensely entertaining. His amazing talents are a perfect asset to our already extremely talented team.” Which suggestion for writing in a concise manner did Samuel violate?

A. Avoid redundancy B. Do not overuse intensifiers C. Avoid telegraphic style D. Use subordination Answer: B Skill: Applied Page Ref: 363

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16) In regard to spelling and grammar, which of the following is NOT true?

A. How you communicate your message is often judged by the reader as a measure of your effectiveness.

B. Incorrect grammar usage and spelling increases credibility.

C. Mistakes reflect poorly on the writer.

D. Mistakes reflect poorly on the organization.

Answer: B Skill: Conceptual Page Ref: 363 refers to technology’s ability to simulate face-to-face communication.

17) A. Media richness B. Media technology C. Channel richness D. Message technology Answer: A Skill: Factual

Page Ref: 366

18) Jose has a very task-related and straightforward message to send to his project team. According to the media richness concept, which form of media should he choose?

A. Lean media B. Rich media C. Moderate media D. New media Answer: A Skill: Applied Page Ref: 367 19) When you need to receive immediate feedback from your team members, which form of media is most appropriate?

A. Lean media B. Rich media C. Moderate media D. Cyber media Answer: B Skill: Applied Page Ref: 367 20) Which of the following is not a consideration suggested by your textbook when selecting a medium of communication based upon media richness?

A. Consider emotional impact B. Consider qualities of the message C. Consider communication norms of the organization D. Consider your time Answer: D Skill: Applied Page Ref: 367-368

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21) Roy sent a meeting update to the rest of his group. His email according to your textbook would fall where on the media richness scale?

A. Rich B. Medium C. Lean D. High Answer: B Skill: Applied Page Ref: 367 22) General standards that determine what appropriate and inappropriate behavior in an organization is known as .

A. rules B. procedures C. norms D. binding documents Answer: C Skill: Factual Page Ref: 368 23) According to your textbook, in which of the following situations would it be appropriate to use a blind copy or courtesy copy email?

A. You are sending an email to a coworker and you want your boss to see a copy.

B. You are experiencing conflict with a coworker and you want your boss to see the exchange of messages.

C. You are sending an email to a large distribution list.

D. The issue is sensitive.

Answer: C Skill: Applied Page Ref: 369 24) According to your textbook, in which situation would it be inappropriate to send an email?

A. When sending an emotional message.

B. When sending a meeting agenda.

C. When you need to schedule a meeting.

D. When you need to convey important information to a large audience.

Answer: A Skill: Factual Page Ref: 370 25) Letters sent to collect payment, acknowledge receipt of something, and address possible concerns are examples of .

A. correspondence B. memo C. progress report D. activity report Answer: A Skill: Factual Page Ref: 371

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26) A perception the audience has that the writer cares and is concerned about their well-being is known as .

A. coherence B. tone C. goodwill D. salutation Answer: C Skill: Factual Page Ref: 371 27) Which of the following is NOT a recommendation when delivering bad news?

A. Offer the bad news by simply stating it; there is no need for a long explanation.

B. Close with a goodwill message.

C. Provide a buffer.

D. Deliver the bad news indirectly.

Answer: A Skill: Conceptual Page Ref: 371-372 28) Which of the following is true of memos?

A. The material contained within the memo should be sensitive.

B. They are most effective when sent to a small to moderate amount of people.

C. They should not follow the norms of the company.

D. They always require a standard signature.

Answer: B Skill: Conceptual Page Ref: 374 29) Martha is the project manager for her team. Martha’s boss has asked her to send him the status of the project, as well as the current schedule, and budget. What type of report is Martha’s boss requesting?

A. Activity report B. Progress report C. Project report D. Binding document Answer: B Skill: Applied Page Ref: 375 30) A document that consists of information about the status of one or several ongoing projects and is commonly an internal document is known as a(n) report.

A. activity B. progress C. formal D. progress Answer: A Skill: Factual Page Ref: 376 31) According to your textbook, what is the first step to creating a sales proposal?

A. Discuss your approach B. Describe the benefits C. Outline the problem D. Mention the schedule and costs Answer: C Skill: Factual Page Ref: 376 .

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32) A document that is legal in nature and gives promises that must be delivered is known as a .

A. binding document B. sales proposal C. formal documentpromissory document Answer: A Skill: Factual Page Ref: 377 33) The components of a report that serve to prepare the reader for the main information are known as .

A. front matter B. back matter C. beginning matter D. middle matter Answer: A Skill: Factual Page Ref: 377 34) Which of the following is NOT listed as a suggestion for completing the front matter?

A. Title page B. List of figures and tables C. Foreword D. Executive summary Answer: D Skill: Factual Page Ref: 378 35) Which of the following is NOT listed as a suggestion for completing the back matter?

A. Glossary B. Index C. Appendix D. Abstract Answer: D Skill: Factual Page Ref: 378 True/False Questions 36) A priority organizational pattern allows you to report on events in the order to which they occurred or will occur.

Answer: FALSE Skill: Factual Page Ref: 360 37) Ron uses a general to specific organization when he describes the overall business goal and then goes into the individual steps to achieve it.

Answer: TRUE Skill: Applied Page Ref: 360 38) Lengthy paragraphs are easier to read.

Answer: FALSE Skill: Factual Page Ref: 361

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Test Bank for Business and Professional Communication 39) An example of coherence includes keeping the information written in one tense.

Answer: TRUE Skill: Conceptual Page Ref: 361 40) When writing for business, it is important to consider clarity rather than style.

Answer: FALSE Skill: Conceptual Page Ref: 361 41) You can use the same kind of tone for most business messages.

Answer: TRUE Skill: Factual Page Ref: 361 42) It is NOT biased for Rodney to use “freshman” to describe the incoming class.

Answer: FALSE Skill: Applied Page Ref: 362 43) The use of “he” automatically includes both men and women.

Answer: FALSE Skill: Factual Page Ref: 362 44) Nonparallel verbal messages include language and phrases that are symmetrical.

Answer: FALSE Skill: Factual Page Ref: 362 45) If writing for an outside audience, jargon should be avoided.

Answer: TRUE Skill: Conceptual Page Ref: 363 46) The spell-check tool is a foolproof.

Answer: FALSE Skill: Conceptual Page Ref: 364 47) Standard English grammatical rules apply in business writing.

Answer: TRUE Skill: Factual Page Ref: 365 48) Email messages exceed telephone traffic, and email is the dominant form of business communication.

Answer: TRUE Skill: Factual Page Ref: 366 49) If your message is complex, then lean forms of media are most appropriate.

Answer: FALSE Skill: Conceptual Page Ref: 367 50) You should utilize multiple channels of communication when writing for business.

Answer: TRUE Skill: Factual Page Ref: 368 51) Emails should be long and drawn out.

Answer: FALSE Skill: Conceptual Page Ref: 369

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Chapter Fourteen: Writing for Business 52) John violated a norm when he broke the corporate policy by forwarding a mass email.

Answer: FALSE Skill: Applied Page Ref: 368 53) According to your textbook, business correspondence should generally be written in a conversational style.

Answer: TRUE Skill: Conceptual Page Ref: 371 54) Sending an acknowledgement letter is an effective way to build goodwill.

Answer: TRUE Skill: Conceptual Page Ref: 371 55) When writing a business letter, you should include the name and address of the recipient of the letter before a salutation.

Answer: TRUE Skill: Conceptual Page Ref: 371 56) A general rule for handling bad news is to deliver it directly.

Answer: FALSE Skill: Conceptual Page Ref: 371 57) You should send a complaint letter before you communicate with a company representative.

Answer: FALSE Skill: Conceptual Page Ref: 371 58) Memos are used as reminders.

Answer: TRUE Skill: Factual Page Ref: 373 59) An abstract should be included in the front matter of a report.

Answer: TRUE Skill: Factual Page Ref: 378 60) The front matter of a report should be the meat of the report and contain the main information.

Answer: FALSE Skill: Conceptual Page Ref: 378

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Essay Questions 61) Define each of the methods for organizing a business document and give an example of why you would use each.

Answer: The four methods for organizing a business document are: • A problem-solution development begins with a description of a problem and moves on to possible solutions or the proposed solution to a problem. For example, if you are writing a report on employee turnover, you would start by describing the problem of turnover and its magnitude, then move on to discuss some possible options to retain employees.

• A chronological or sequential organizational pattern begins with the first in a series of events and moves on to the second, third, etc. An accounts receivable manager overseeing 10 clerks may need to develop a short training manual on how to process a customer payment. The training manual should include a step-by-step description of each behavior needed in order to process a call effectively and successfully.

• Priority development focuses on the most urgent or important information first, then moves on to less important or urgent information. A HR manager holding a staff meeting would pass out an agenda including a list of the items that are to be discussed in the meeting, in the order they will be discussed. If an employee lawsuit over sexual harassment is an important priority item to discuss in the meeting, then that would be listed first on the agenda.

• General-to-specific development is a format that allows you to begin with the big picture and move on to the specific details. For example, when preparing a sales proposal, you may want to start with the overall goals and move on toward the specifics of the product or service you are offering.

Skill: Applied Page Ref: 360 62) Explain what is meant by biased messages and describe the three ways to use unbiased verbal messages.

Answer: Biased messages refer to words and expressions that offend because they make inappropriate assumptions or stereotypes about gender as well as ethnicity, physical or mental disability, age, or sexual orientation.

• To construct unbiased verbal messages, use non-generic “He” verbal messages. Generic verbal messages include words that may apply to only one sex, race, or other group as though they represent everyone. Instead of saying, “A manager is effective because he is a competent communicator,” try saying, “Managers are effective because they are competent communicators.”

• Also, use non-generic “Man” verbal messages such as chair instead of chairman, firefighter instead of fireman, and sales representative instead of salesman.

• Finally, use parallel verbal messages that include language and phrases that are symmetrical.

Nonparallel verbal messages treat groups differently and therefore are perceived negatively and biased. For example, instead of “Ladies and Men,” use “Ladies and Gentlemen.”

Skill: Applied Page Ref: 362

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63) Explain the concept of media richness and give an example of a rich form of media and a lean form of media.

Answer: Media richness refers to a technology’s ability to simulate face-to-face communication.

Flyers and posters are considered a lean form of media since they convey messages using a single channel (i.e., sight) and don’t allow people to interact. Face-to-face meetings are considered a rich form of media since they convey messages using multiple channels (i.e., sight, sound, smell, touch) and allow people to interact.

Skill: Conceptual Page Ref: 366 64) List and briefly describe the four guidelines to helping you decide how to use media richness.

Answer: When deciding how to use media richness, you should follow the following four guidelines: • Consider qualities of the message – Messages have certain qualities that will help you decide which channels or media are most appropriate to use to convey your messages. If your message is routine and simple, straightforward, contains no surprises, and is task related, lean forms of media are most appropriate, such as flyers, letters, and memos. If your message is non-routine, complex, confusing, surprising, or time sensitive, rich forms of media are most appropriate, such as face-to-face meetings, interactive videos, or web-conferencing.

• Consider the emotional impact of the message – It is important to match the communication channel to the emotional impact of the message. For example, if you’re laying someone off, it’s best to do this in a face-to-face situation that allows you to effectively interpret and use nonverbal messages needed to explain the layoff and answer any questions.

• Follow the communication norms of the organization – Norms are general standards that determine what is appropriate and inappropriate behavior in an organization. It is important that you carefully observe the communication norms in your office and work unit and follow the norms already established.

• Using multiple channels – To be effective in your communication, it’s important to communicate using a variety of channels. By using multiple channels to communicate with team members, you are more likely to reach more of your audience member than relying solely on a single technology.

Skill: Conceptual Page Ref: 366-368 65) Define what is meant by business correspondence and give three recommendations for writing effective correspondence.

Answer: Correspondence refers to the business letters leaders send to customers, coworkers, superiors, and subordinates. Because business correspondence is more personal than more formal proposals and reports, it should generally be written in a conversational style. To write effective correspondence, you should develop goodwill, include appropriate correspondence elements, and deliver bad news tactfully.

Skill: Conceptual Page Ref: 371-373

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66) Explain how to deliver correspondence which contains bad news.

Answer: When delivering correspondence which contains bad news, open with a description of the context to provide a buffer, offer the bad news by explaining rather than simply stating it, and close with a goodwill message that reinforces a positive relationship. A general rule for handling bad news is to deliver it indirectly.

Skill: Conceptual Page Ref: 371-372 67) Explain the purpose of a complaint letter and list four suggestions for writing a letter of complaint that’s likely to be read and acted upon.

Answer: A complaint letter can serve as an effective method for resolving a dispute with an organization if it is written with the appropriate tone. To construct a letter of complaint that is likely to be read and acted upon, be sure to complain only when appropriate, address the letter to the correct person, be courteous and professional, keep it short, be factual, identify what you want, remember to date your letter and include full contact information, and state the consequences.

Skill: Conceptual Page Ref: 371-373 68) Define and differentiate between progress reports and activity reports.

Answer: A progress report is used to give updates on the status of a project, such as whether the project is on schedule, on budget, or if more information is needed. An activity report is a document that communicates the progress and achievements to others within the organization or team.

Although progress reports and activity reports contain similar content, they differ in audience and often in tone. While progress reports are most often written to clients or an audience outside the organization and are more formal, an activity report is commonly an internal document, with less formal structure and tone.

Skill: Conceptual Page Ref: 375-376 69) Explain the four guidelines for creating an effective sales proposal.

Answer: To create an effective sales proposal, you should: • Outline the problem – This is a good place to remind your client of their problem and a need for some solution. This section should include any requirements the client has mentioned in terms of cost and procedure and should align you with their needs.

• Discuss your approach – In this section, you should discuss exactly what you plan in terms of an effective solution to the problem. You should state what particularly needs to be done and how that meets the requirements set forth in the problem section. Make sure you tell your clients why you provide the best services and are the best choice for implementing this solution.

• Describe the benefits – It is a good idea to identify some of the biggest benefits to the client, as well as indirect outcomes. This section should be free of any real promises that may not be within your power to fulfill.

• Mention the schedule and costs – Outline a proposed schedule and cost estimate so there are no surprises later.

Skill: Conceptual Page Ref: 376-377

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70) List and briefly describe each of the components of a formal report.

Answer: A formal report includes front matter, a body, and back matter. Front matter consists of those aspects of a report that come at the beginning and serve to prepare the reader for the main information. The title page, abstract, table of contents, list of figures and tables, and foreword or preface should be completed in the front matter. The body of a formal report should contain the main information in the report, including the reasons for researching the topic, how it was researched, and what was discovered. An executive summary, introduction, text, and conclusions and recommendations should be in the body of a formal report. Finally, back matter refers to those components of a report that traditionally come at the end, such as the appendix, bibliography, glossary, and index.

Skill: Conceptual Page Ref: 377-378

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Appendix Managing Time: Managing Communication Multiple Choice Questions 1) According to the federal Bureau of Labor Statistics, U.S. citizens worked in 2006 than they did in 2003.

A. five more B. three more C. eight more D. three less Answer: A Skill: Factual Page Ref: 383

hours per week

2) According to your book, time management is defined as?

A. The setting of deadlines and checkpoints during a project.

B. Multitasking what you are doing to be more efficient.

C. The use of techniques for analyzing and prioritizing goals and objectives in order to increase efficiency and productivity.

D. The creating of lists, schedules, and order sheets to maximize your time to work ratio.

Answer: C Skill: Factual Page Ref: 383 3) Which of the following is not one of the ten big time wasters described in your textbook?

A. Inadequate planning B. Personal disorganization C. Procrastination D. Lack of motivation Answer: D Skill: Factual Page Ref: 384 4) Maria never seems to have enough time to finish everything she has agreed to do, even though she is very organized, turns off her email and phone to not get interrupted, and delegates well. Which of the big ten time wasters is Maria most likely falling into?

A. Personal disorganization B. Inability to say “no” C. Telephone/email interruptions D. Ineffective delegation Answer: B Skill: Applied Page Ref: 384 5) The first step in time management is _.

A. developing well-written goals and objectives B. making a list of things to do C. admitting you have a problem D. schedule your day Answer: A Skill: Conceptual Page Ref: 385

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Appendix: Managing Time: Managing Communication 6)

are clear statements that identify what you’d like to accomplish in the future.

A. Objectives B. Lists C. Goals D. Steps Answer: C Skill: Factual Page Ref: 386

7) Which of the following is not a requirement for an objective?

A. Specific B. Measurable C. Attainable D. Long term Answer: D Skill: Factual Page Ref: 386 8) The following objective fails which of the criteria for an effective objective? “By the end of today I will have written 500 pages of my project plan.”

A. Specific B. Measurable C. Attainable D. Long term Answer: C Skill: Applied Page Ref: 386 9) According to your textbook, all well written objectives contain.

A. Action steps B. Timelines C. Adjectives D. Definitions Answer: A Skill: Conceptual Page Ref: 386 10) A written list is effective to help you A. define your goal B. remain aware of what needs to be done C. schedule time appropriately D. identify resources needed Answer: B Skill: Conceptual Page Ref: 387

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11) Which of the following is NOT a suggestion given by your book to help you manage your master list?

A. Write it down B. Cross if off C. Use your calendar as a master list D. Schedule tasks at your best time Answer: C Skill: Factual Page Ref: 387

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Test Bank for Business and Professional Communication 12) When prioritizing tasks you need to consider the A. frequency; risks B. cost; rewards C. goals; effects D. urgency; importance Answer: D Skill: Factual Page Ref: 388

and

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13) Bill was asked to complete a project assessment to present to his supervisor. Bill is very proud of the work he did on the project and is excited to give the presentation, but he was not given a timeline.

Which of the following best describes where the project assessment should land on the urgeny and importance diagram?

A. Urgent and Important B. Not Urgent and Important C. Not Urgent and Not Important D. Urgent and Not Important Answer: B Skill: Applied Page Ref: 388 14) What is an impact of technology on prioritizing?

A. It can create “unimportant urgency” B. Allows most tasks to get overlooked C. Decreases urgency D. Increases importance Answer: A Skill: Factual Page Ref: 388 15) Jennifer wrote a list of all the projects she needs to complete this quarter. She has listed all the dates when each project was due and combined items when appropriate. She then put it away and did not reference it again. Jennifer failed to _.

A. write a good objective B. write her projects down clearly C. review her list D. schedule tasks appropriately Answer: C Skill: Applied Page Ref: 388 16) Which tasks have the highest priority?

A. Urgent and Important.

B. Important and Not Urgent.

C. Not Important and Urgent D. Not Urgent and Not Important Answer: A Skill: Factual Page Ref: 389

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Appendix: Managing Time: Managing Communication 17) According to your textbook, “exercise” is an example of a(n) A. urgent and important B. important and not urgent C. not Important and urgent D. not urgent and not important Answer: B Skill: Factual Page Ref: 389

task.

18) Sara sends all of her email correspondence at the same time every morning. This is an example of .

A. organizing her workspace B. doing her work once C. batching her work D. using a reminder Answer: C Skill: Applied Page Ref: 391 19) Which of the following is NOT a suggesting of a way to handle your work to make sure you only do it once?

A. Do it B. Delegate it C. Delete it D. Compile it Answer: D Skill: Factual Page Ref: 391 20) Which of the following is NOT a suggestion given by your textbook to manage messages?

A. Batch your work B. Do your work once C. Mark all work on a calendar D. Use a reminder file Answer: C Skill: Factual Page Ref: 391 21) Jose gets a large number of work emails throughout the day. The majority of them are not very urgent, but they can be distracting. Jose should .

A. respond to each email as he receives it B. only check his email in the morning C. check his email at specific points of the day D. get an automatic update each time he receives an email Answer: C Skill: Applied Page Ref: 391 22) Which of the following best describe the two-minute email rule?

A. Only take two minutes to respond to an email.

B. Wait two minutes after reading an email before responding.

C. Check your email every two minutes.

D. If an email will take longer than two minutes to respond to, wait and do it when you have multiple emails.

Answer: D Skill: Conceptual Page Ref: 392 .

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23) Which of the following is NOT a suggestion from your textbook on how to manage paperwork?

A. Double side your copies B. Read it once, handle it once C. Dispose of what you don’t need D. Don’t paper hop Answer: A Skill: Factual Page Ref: 392 24) Roger has been carrying around last year’s projections for the past six months in his briefcase. Roger has not looked at the paper since he initially got it. What strategy of managing paper is Roger forgetting?

A. Double side your copies B. Read it once, handle it once C. Don’t accept papers you won’t need D. Don’t paper hop Answer: B Skill: Applied Page Ref: 392 25) Frank starts his calls by saying, “Hi, this is Frank, it is good to hear from you but I have only ten minutes to talk.” This is an example of?

A. Returning nonurgent calls in batches B. Identifying time limits C. Developing a phone screening D. Poor phone etiquette Answer: B Skill: Applied Page Ref: 393 26) Setting aside a time of the day to return phone calls is called?

A. Batching B. Lumping C. Grouping D. Prioritizing Answer: A Skill: Conceptual Page Ref: 393 27) Finding a quiet place to work is a strategy suggested to help you?

A. Manage emails B. Manage phone calls C. Manage drop ins D. Manage texts Answer: C Skill: Conceptual Page Ref: 394

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Appendix: Managing Time: Managing Communication 28) Janet just got interrupted by a coworker who wants to discuss a recent project. Janet does not have much time, so after a few minutes she says. “Do you have any other observations you want to share before I get back to work?” This statement is an example of .

A. verbally signaling time is up B. nonverbally signaling time is up C. managing emotions D. changing the location Answer: A Skill: Applied Page Ref: 395 29) Which of the following is not a online tool suggested by your textbook to help you manage time?

A. DoItNow B. Xobni C. Jott D. Evernote Answer: A Skill: Factual Page Ref: 395 30) Identifying what you need to do and then doing it occurs in which step of the time management process?

A. Set Goals B. Make a Master List C. Take Action D. Prioritize Answer: C Skill: Factual Page Ref: 397 True/False Questions 31) Time management is the use of techniques for analyzing and prioritizing goals and objectives in order to increase efficiency and productivity.

Answer: TRUE Skill: Factual Page Ref: 383 32) Goals and objectives for planning your time are like destinations on a map, they direct you where to go.

Answer: TRUE Skill: Conceptual Page Ref: 384 33) The following is an example of a goal. “By the end of the week, I will finish writing the repost about the proposed merger project.”

Answer: FALSE Skill: Applied Page Ref: 385 34) Goals are more long term, while objectives are more immediate and specific.

Answer: TRUE Skill: Conceptual Page Ref: 385 35) There is only one effective way to create a master list.

Answer: FALSE Skill: Conceptual Page Ref: 387 .

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36) It is a good time management strategy to use your calendar as a master list.

Answer: FALSE Skill: Factual Page Ref: 387 37) Michelle believes she needs to get a MBA to advance in her career. Getting an MBA is an example of a non-important and urgent task.

Answer: FALSE Skill: Applied Page Ref: 388 38) Never throw away something someone gives you in a meeting.

Answer: FALSE Skill: Conceptual Page Ref: 392 39) To save time you should return nonurgent phone calls in batches.

Answer: TRUE Skill: Factual Page Ref: 393 40) The five principles of time management can also be used to help improve team performances.

Answer: TRUE Skill: Conceptual Page Ref: 397 Essay Questions 41) Describe how each of the five communication principles discussed in your textbook can be applied to time management.

Answer: • The first principle, being aware of your communication with yourself and others is an anchoring principle for increasing communication efficiency. Ineffective workers are oblivious to such problems are getting off task or getting distracted. By developing strategies to help you identify when you’re off task and to increase your awareness of your communication strengths, you can improve your ability to manage your time.

• The second and third principles, effectively using and interpreting verbal and nonverbal messages, are also important in managing your time wisely. Your ability to make written lists and to prioritize the items on those lists are key verbal competencies. Being able to manage nonverbal communication is essential for dealing with interruptions.

• The fourth principle, being able to listen and thoughtfully respond, is critical to increasing your efficiency by decreasing confusion, inaccuracies, and the number of times you must have a message repeated.

• The final principle, to appropriately adapt to your audience, is key to assessing the situation and customizing your messages and behaviors to accomplish tasks.

Skill: Conceptual Page Ref: 383-384

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Appendix: Managing Time: Managing Communication 42) Why can doing a time audit be an effective step in becoming more efficient with your time?

Answer: A time audit is an analysis of how you spend your time on daily activities. By identifying what you are spending your time on, you can evaluate if you are wasting time on unnecessary tasks or should be focusing more time elsewhere.

Skill: Conceptual Page Ref: 384 43) You are about to start a yearlong training course on project management. The course will take one year and a report is due every month. Write a goal and an objective for yourself pertaining to yhis training course.

Answer: Answers will be varied as long as the goal is a clear statement that will take a few steps to accomplish. The objective should be specific, measurable, attainable, and observable.

Examples: Goal: By the end of the year I will complete the project management training course.

Objective: By the end of the month I will have completed my first report according to the requirements of the training course.

Skill: Applied Page Ref: 386 44) List and describe each of the four criteria for an objective.

Answer: The four criteria are: specific, measurable, attainable, and observable.

• Specific means that the objective should precisely and clearly identify what you’d like to achieve.

• Measurable requires that you be able to be assesses or measure; you need to be able to determine whether the objective was accomplished.

• Attainable means that the objective is realistic.

• Observable requires that the behavior can be seen.

Skill: Factual Page Ref: 386 45) How does technology sometimes make prioritizing difficult?

Answer: Because technology allows people to send and receive messages so quickly, a sense of urgency is added to them. This creates a situation of “unimportant urgency”.

Skill: Factual Page Ref: 388 46) List and describe the four principles your textbook gives for managing messages for effective time management.

Answer: The four principles are: batch your work, do your work once, organize your workspace, and use a reminder file.

• Batching your work means you do similar work at the same time, such as making phone calls, returning emails, and writing memos.

• Doing your work once means that when you get a message you either; do it, delegate it, or delete it. Sticking stuff in a pile to review later clutters up work and your time.

• By organizing your workspace you can waste less time looking for lost items to necessary resource.

• A reminder file is effective to keep track of deadlines and dates, especially if you are tracking multiple projects at once. Many smart phones allow you to do this with a number of different applications.

Skill: Conceptual Page Ref: 391 .

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47) John is constantly getting interrupted by email alerts throughout the day. A majority of the emails he receives are mass message from his company’s headquarters or nonurgent questions from coworkers.

What should John do to manage his emails better?

Answer: First, John should set aside specific times of the day to check his email, such as first thing in the morning, right before lunch, and an hour before the end of the day. This will keep him from getting interrupted as he is working. John should also turn off his computer’s email alerts and send his replies in batches, so he can focus on other work. Thirdly, John could follow the two-minute rule.

The two minute rule says that if a reply takes longer than two-minutes to write, it should be held until multiple emails can be sent at the same time.

Skill: Applied Page Ref: 391 48) List the four strategies for managing paperwork.

Answer: The four strategies are; .read something once and handle it once, dispose of what you don’t need again after you read it, develop a strategy for filing what you need, and don’t paper hop.

Skill: Factual Page Ref: 392 49) Explain how to use nonverbal cues to signal your availability to others.

Answer: Nonverbal cues can be used in a number of ways to communicate your availability. If your office has a door, you may need to close it from time to time to express your desire not to be interrupted. If you work in a cubicle and have no door, you can face away from the opening to your workspace. Also, avoiding eye contact as people walk by will indicate that you are not available to talk.

Skill: Applied Page Ref: 394 50) List and briefly describe each of the five time management principles.

Answer: The five principles are; set goals, make a master list, prioritize, manage distractions, and take action.

• Set goals by writing clear, measurable, attainable, and specific goals and objectives.

• Make a master list of all that you have to do.

• Prioritize your tasks based upon urgency and importance. Determine what should be done first, second and so on.

• Manage distractions by developing strategies to eliminate interruptions such as emails, phone calls, and the like.

• Take action by identifying what you need to do and the doing it.

Skill: Conceptual Page Ref: 397

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