Excellence in Business Communication, 14th edition John V Thill Solution Manual

Type:

Solution Manual

Resource:

Excellence in Business Communication

Edition:

14th Edition

Author(s):

John V. Thill Courtland L. Bovee

Instructor’s Resource Manual for Excellence in Business Communication Revised By: George Dovel & Susan Schanne Excellence in Business Communication Fourteenth Edition

John V. Thill Courtland L. Bovee

CONTENTS Preface ...................................................................................................................................................... iii Customer Service ...................................................................................................................................... iv Changes and Improvements in the 14th Edition ....................................................................................... 1 Online Communities and Resources for Business Communication Instructors ....................................... 6 Instructional Resource Package ................................................................................................................ 8 General Teaching Guides .......................................................................................................................... 10 Course Planning Guide ....................................................................................................................... 11 Introducing the Course to Students .............................................................................................. 12 Conducting the Class ................................................................................................................... 13 Grading and Evaluating Students................................................................................................. 15 Cooperative Learning Guide for Groups and Small Teams ............................................................... 17 Working with Cooperative Learning Groups............................................................................... 17 Working in Dyads ........................................................................................................................ 18 Working with the Jigsaw Process ................................................................................................ 18 Collaborative Writing Guide .............................................................................................................. 20 Preparing Students for Collaborative Writing ............................................................................. 20 Assigning Short-Term Projects .................................................................................................... 22 Undertaking a Long-Term Project ............................................................................................... 24 Evaluating Collaborative Projects................................................................................................ 29 Service Learning Guide 1: Use Service Learning to Add Real-World Writing Experience to Your Course .......................................................................................................... 33 What Is Service Learning? .................................................................................................... 33 Example Project: Grant Research and Writing Assistance ................................................... 33 How to Incorporate Service Learning in Your Course .......................................................... 34 Service Learning Guide 2: Real Clients, Real Management, Real Failure: The Risks and Rewards of Service Learning................................................................................... 35 Diagnostic Tests of English Skills ...................................................................................................... 38 Answers ....................................................................................................................................... 38 English Skills Test A ................................................................................................................... 39 English Skills Test B.................................................................................................................... 42 More Practice in Grammar, Mechanics, and Usage ........................................................................... 45 LMS Questions and Activities Thill EBC14 Editable Text for Improve Your Grammar, Mechanics, and Usage EBC14 Syllabus Foundation Chapter Guides Part 1: Understanding the Foundations of Business Communication Chapter 1: Professional Communication in a Digital, Social, Mobile World Chapter 2: Interpersonal Communication Skills Chapter 3: Collaboration and Business Etiquette Chapter 4: Communication Challenges in a Diverse, Global Marketplace Part 2: Applying the Three-Step Writing Process Chapter 5: Planning Business Messages

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Chapter 6: Writing Business Messages Chapter 7: Completing Business Messages Part 3: Crafting Brief Business Messages Chapter 8: Crafting Messages for Digital Channels Chapter 9: Writing Routine and Positive Messages Chapter 10: Writing Negative Messages Chapter 11: Writing Persuasive Messages Part 4: Preparing Reports and Presentations Chapter 12: Planning Reports and Proposals Chapter 13: Writing and Completing Reports and Proposals Chapter 14: Developing and Delivering Business Presentations Part 5: Writing Employment Messages and Interviewing for Jobs Chapter 15: Building Careers and Writing Résumés Chapter 16: Applying and Interviewing for Employment Appendix A: Format and Layout of Business Documents Appendix B: Documentation of Report Sources Appendix C: Correction Symbols

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PREFACE To help you tailor a course to the needs of your students, we have designed a comprehensive package of teaching and learning materials. This manual is divided into multiple parts: •

Changes and Improvements in the 14th Edition lists the major changes in this edition, followed by specific changes within each chapter.

•

Online Communities and Resources for Business Communication Instructors itemizes the many online resources the authors have created for adopters of Excellence in Business Communication. We invite you to join one or more of the online communities and interact with your peers.

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Instructional Resource Package acquaints you with the elements available in our comprehensive package of learning materials.

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General Teaching Guides provide tools and advice for conducting a course in business communication.

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Thill EBC14 Editable Text for Improve Your Grammar, Mechanics, and Usage provides the unedited text of the Level 2 and Level editing and revising exercises from Improve Your Grammar, Mechanics, and Usage feature. You can share this file with your students to save them the work of manually keying in this material in order to revise it.

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EBC14 Syllabus Foundation provides a foundation for building your course syllabus. It includes several assessment rubrics and other elements you might want to adapt for your course.

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Chapter Guides provide information to supplement the chapters in the textbook, including comprehensive lecture notes and suggested solutions to student questions and activities.

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CUSTOMER SERVICE For customer service, please contact your local Prentice Hall representative, visit the Pearson contact page at www.pearson.com/us/contact-us.html, or access the authors’ e-mail hotline at hotline@businesscommunicationblog.com.

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Changes and Improvements in the Fourteenth Edition

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CHANGES AND IMPROVEMENTS IN THE 14TH EDITION Major Content and Feature Enhancements Excellence in Business Communication was extensively revised to present the latest practices in business communication and to reflect contemporary expectations for professional writing and speaking. Here are the highlights of this new edition.

The Faces and Voices of Contemporary Business Communication The past few years have witnessed a long-overdue reckoning with bias in the workplace, and business communication is at the heart of this discussion. The 14th edition offers comprehensive coverage of communication’s role in diversity, equity, and inclusion efforts. As a key part of this, Chapter 4 was completely overhauled to help students understand the many dimensions of diversity and the issues that affect today’s workplaces. Please refer to the Chapter 4 entry in the table that follows for a list of the new topic coverage.

To support the new emphasis on culturally competent communication, every aspect of the text has been reconsidered and updated to reflect the rich diversity of today’s workforces and stakeholder communities.

This effort ranged from replacing nearly the entire selection of photos and replacing nearly half the chapteropening vignettes down to details such as updating the publication titles and authors represented in sample citation entries in Appendix B. The Singular They The text is also now aligned with major style guides in using the singular they to avoid awkward attributions and exclusionary references to nonbinary persons. Updated coverage in Chapter 6 helps students understand this issue and offers advice on using singular and plural constructions to ensure inclusive language and smooth phrasing. Appendix A also encourages moving away from courtesy titles (Mr., Ms., Mx, etc.) in some situations as a simple way to get around this sometimes-perplexing aspect of communication.

Communication Skills for the New World of Work The COVID-19 pandemic accelerated the shift to remote work, and virtual and hybrid work environments are now the norm for millions of employees. The 14th edition prepares students with new coverage of online meetings, online collaboration, and etiquette in the virtual workplace.

The Latest Developments in Intelligent Communication Technology Thill and Bovée have long been the market leaders in coverage of communication technology, having moved the field forward with digital communication, social media, mobile communication, and, most recently, the artificial intelligence tools that we refer to as intelligent communication technology. The 14th edition expands the coverage of these exciting innovations with new discussions of AI-generated deepfake videos, smart social media listening tools, and other topics.

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Changes and Improvements in the Fourteenth Edition

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Extensive Content Enhancements In addition to those developments, the 14th edition features these major improvements: •

New On the Job vignette/simulation pairs. These chapter-opening vignettes and end-of-chapter simulations show students how professionals apply the same skills they are reading about in the chapter. This edition features seven new On the Job features.

•

More than 350 new citations. Extensive research was undertaken to ensure up-to-date coverage of diversity, innovative technology usage, and contemporary business practices.

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More than 70 new images and nearly 50 rebuilt or revised figures. The visual aspects of the text were thoroughly revised for currency, diverse representation, student interest, and image quality. The numerous PowerPoint slides were redesigned for a fresh, contemporary look, and new higher-resolution screenshots make email messages and other model documents easier to read.

The long sample report in Chapter 13 is all new and presented in an eye-catching look that reflects today’s business style. This edition has nearly 80 annotated model documents, including 16 before/after pairs that show students the specific details of how messages can be improved. Well over 100 of the photos and figures reflect the use of contemporary communication technology.

•

More practice opportunities for basic English skills. The Improve Your Grammar, Mechanics, and Usage exercises at the end of every chapter have been expanded with new opportunities for students who can benefit from additional practice with writing and editing fundamentals. Together with a variety of other new questions, activities, and cases, the 14th edition has more than 300 new student assessments.

Chapter-by-Chapter Changes and Improvements Dozens of chapter sections are new, updated, or substantially revised to reflect the latest research and practices in business communication. Here are the most significant changes and improvements, organized by learning objective: Chapter 1: Professional Communication in a Digital, Social, Mobile World

LO5 Committing to Ethical and Legal Communication: Extensive updates and additions; the forms of unethical communication have been expanded from three to five (adding Failing to Consider Negative Consequences and Violating Privacy) New highlight box: Intelligent Communication Technology: Are You For Real? on the problem of deepfake video 13 new images, including 10 new images in the Empowering Communicators with Intelligent Communication Technology special feature

Chapter 2: Interpersonal Communication Skills

LO2 Improving Your Nonverbal Communication Skills: Revised coverage of personal appearance to reflect a more inclusive viewpoint on dress and grooming Figure 2.1 The Face as a Nonverbal Communicator: Replaces a figure that too heavily normalized a particular style of dress and grooming.

Chapter 3: Collaboration and Business Etiquette

New On the Job vignette featuring Zita Smith of Sodexo and her approach to guiding teams during the early months of the COVID-19 pandemic LO1 Communicating Effectively in Teams: Numerous updates and new topics that reflect the nature of teamwork in today’s hybrid workplaces LO2 Collaborating on Communication Efforts: Extensive new coverage in Tools and Systems for Collaborative Content Development

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Changes and Improvements in the Fourteenth Edition

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LO3 Making Your Meetings More Productive: Extensive changes throughout to reflect the ubiquity of online meetings, particularly in Preparing for Meetings and Conducting Virtual Meetings LO4 Developing Your Business Etiquette: New section on Virtual Workplace Etiquette; Business Etiquette in Social Settings updated to reflect post-pandemic norms; previous section on online etiquette retitled to Social Media Etiquette; telephone and mobile etiquette combined into one section Three new figures: 3.2 Shared Online Workspaces, 3.7 Meeting Management Software, 3.8 Workplace Etiquette Chapter 4: Communication Challenges in a Diverse, Global Marketplace

This chapter has been substantially revised, and roughly 80 percent of the content is new. Historically, this chapter focused on international communication with cultural topics as a component of that. We’ve reversed the emphasis in this edition to cover a broader range of diversity topics, and it’s now roughly 30 percent international and 70 percent contemporary cultural issues. To keep the focus clear throughout the chapter, we refer to these as the global marketplace when we’re discussing international issues and the contemporary workplace when we’re focusing on diversity issues in the workplace.

New On the Job vignette featuring Lisa Su of AMD and her efforts to improve inclusivity in the technology sector LO1: Understanding the Opportunities and Challenges of Communication in a Diverse World: Updated coverage of international communication and stakeholder demands for more inclusive workplaces; new coverage of implicit bias and tribalism LO2: Developing Cultural Competency: Expanded discussion of cultural competency; new material on intersectionality; all-new section Recognizing the Dynamics of Bias, which covers code-switching, exclusionary behaviors, role incredulity, centering and othering, and the question of privilege LO3: Recognizing Dimensions of Cultural Diversity: Mostly new material, divided into six sections: Race and Ethnicity (all new material) Gender and Sexual Orientation (mostly new material covering Representation and Influence, Communication Style, and LGBTQ+ Representation and Bias) Physical, Emotional, and Cognitive Traits (mostly new) Age (substantially new with more emphasis on ageism and intergenerational relationships, rather than on generational attributes) Religion Education, Economics, and Life Experience (new section that discusses communication influences of socioeconomic status) LO5: Improving Intercultural Communication in the Workplace: Nearly all new, divided into three sections: Practicing Inclusive Leadership Being a Strong Ally Developing Inclusive Communication Habits

Chapter 5: Planning Business Messages

New On the Job vignette featuring Javier Rodriguez of DaVita and his emphasis on using digital communication tools efficiently New Figure 5.5 Mind Mapping

Chapter 6: Writing Business Messages

LO1 Adapting to Your Audience: Being Sensitive to Audience Needs: Section on Using Inclusive, Bias-Free Language significantly updated and expanded LO4 Composing Your Message: Choosing Powerful Words: Updated coverage of using singular they/their and expanded with new research about the impact of concrete language choices

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Changes and Improvements in the Fourteenth Edition

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Three new figures: 6.1 Fostering a Positive Relationship with an Audience, 6.2 Establishing Credibility, and 6.3: Choosing Strong Words Chapter 7: Completing Business Messages

LO5 Proofreading Your Message: Expanded with coverage of using audio readback as a proofing tool and taking advantage of smart editing plug-ins and other new tools

Chapter 8: Crafting Messages for Digital Channels

LO1 Digital Channels for Business Communication: All new material in Digital and Social Media Options LO2 Social Networking Platforms: Significantly updated and expanded, including Business Communication Uses of Social Platforms: All new material Tips for Successful Communication on Major Social Media Platforms: Major new section with specific advice on using Facebook, LinkedIn, YouTube, TikTok, Reddit, Instagram, Snapchat, and Pinterest LO3 Email: New coverage of Smart Compose LO4 Business Messaging: Updates on evolving messaging services such as WhatsApp LO5 Blogging: New material on post types that attract the most readers LO6: Microblogging: Expanded advice for business uses of Twitter New highlight box: Intelligent Communication Technology: Monitoring the Social Media Sphere with Smart Listening Tools Two-page feature Business Communicators Innovating with Social Media: Mostly new content, including all new images Eight new figures: 8.1 Compositional Modes: Narratives, 8.2 Compositional Modes: Tutorials and FAQs, 8.3 TikTok for Business Communication, 8.4 Instagram for Business Communication, 8.5 Professional Email, 8.7 Blogging for Business, 8.8 Customer Support on Twitter, 8.9 Podcasting

Chapter 9: Writing Routine and Positive Messages

LO4 Common Examples of Routine Replies, Routine Messages, and Positive Messages: Streamlined and removed discussion of legal issues New highlight box: Intelligent Communication Technology: Nice Chatting with You New figure 9.6 Announcing Good News

Chapter 10: Writing Negative Messages

New On the Job vignette featuring Rivian CEO RJ Scaringe who was forced to issue an apology after customer outrage over an unexpected price increase

Chapter 11: Writing Persuasive Messages

Updates to the On the Job vignette featuring Katrina Lake and Elizabeth Spaulding of Stitch Fix

Chapter 12: Planning Reports and Proposals

LO3 Conducting Secondary Research: Information on online search tools heavily revised Two new figures: 12.8 Online and Mobile Survey Tools, 12.9 Organizing UserFriendly Website Content

Chapter 13: Writing and Completing Reports and Proposals

New On the Job vignette featuring Lowe’s CEO Marvin R. Ellison and his use of annual reports to persuade and inform Report Writer’s Notebook (long sample report): All-new report using contemporary design Multiple charts and graphs were redesigned for accessibility Four new figures: 13.1 Audience-Friendly Reports, 13.2 Writing and Designing for the Web, 13.9 Data Visualization, 13.13 Solicited Report (for the Message for Analysis 13.6)

Chapter 14: Developing and Delivering Business Presentations

LO2 Developing a Presentation: Significant changes and updates to Getting Your Audience’s Attention and Building Your Credibility

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Changes and Improvements in the Fourteenth Edition

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LO5: Delivering a Presentation: New advice on handling anxiety, using the social media backchannel, and giving presentations online Two new figures: 14.2 Nonlinear Presentations, 14.11 Online Presentations 23 of the 25 PowerPoint slides were redesigned with a fresh, contemporary look Chapter 15: Building Careers and Writing Résumés

New On the Job vignette featuring Workday CEO Aneel Bhusri and the company’s efforts to develop applicant tracking systems that better meet the needs of both candidates and recruiters LO1 Finding the Ideal Opportunity in Today’s Job Market: Expanded advice on preparing for a job search; numerous updates to networking advice LO4 Completing Your Résumé: Updated advice on the options for producing print and digital résumés Two new figures: 15.2 Mobile Job-Search Tools, 15.8 Effective LinkedIn Profile

Chapter 16: Applying and Interviewing for Employment

New On the Job vignette featuring María G. Hernández, Santalynda Marrero, and Julia Arellano-Sullivan of LatinaVIDA and their work coaching aspiring Latina executives LO2 Understanding the Interview Process Updated advice on virtual/video interviews, AI-based evaluation systems, and preemployment testing and background checks LO3 Preparing for a Job Interview Revised advice on presenting a professional image for job interviews with a more inclusive perspective on dress and grooming

Appendix A: Format and Layout of Business Documents

Extensively modified, streamlined, and modernized; major changes include: New advice on courtesy titles (Mr., Ms., Mx.) to encourage more inclusive communication practices New advice on complimentary closes with a selection of options for students to choose from Advice on letter formats vastly simplified to reflect contemporary business practices Simpler advice on addressing envelopes Two new sections on report formatting: Running Headers and Footers and Other Design Elements Two new figures A.2 Business Letter Templates and A.3 Report Layout Options

Appendix B: Documentation of Report Sources

Updated to reflect the new 7th edition of Publication Manual of the American Psychological Association and the new 9th edition of The MLA Handbook.

Updated example sources to reflect greater diversity in article titles and authors

Handbook of Grammar, Mechanics, and Usage

Numerous changes and corrections, including updated advice to use the singular they to avoid awkward or exclusionary phrasing

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Online Communities and Resources for Business Communication Instructors

ONLINE COMMUNITIES AND RESOURCES FOR BUSINESS COMMUNICATION INSTRUCTORS We invite you to explore the unmatched array of resources the Bovée & Thill team offers for business communication instructors. Some of these online resources require registration, but as a Bovée & Thill adopter, you are welcome to use all of them.

Media Curation Services Bovée & Thill’s Online Magazines for Business Communication on Scoop.it collect useful and interesting media items in a variety of subject areas: • • • • • • • • • • •

Teaching a Modern Business Communication Course Business Communication 2.0: Social Media and Digital Communication Teaching Business Communication and Employment Teaching Interpersonal Communication in a Business Communication Course Teaching Visual Communication in a Business Communication Course Bovée and Thill’s Most Popular Business Communication Online Magazine Posts Teaching Business Presentations in a Business Communication Course Teaching Business Communication and Workplace Issues Exclusive Teaching Resources for Business Communication Instructors How the Mobile Revolution Is Changing Business Communication Teaching Intelligent Technologies and Artificial Intelligence in a Business Communication Course

Videos and Presentations The Bovée & Thill’s YouTube Channel offers videos with advice on teaching the new elements of business communication.

We also offer a variety of videos and PowerPoint presentations on SlideShare.

You'll find more than 1,000 infographics, videos, articles, podcasts, and PowerPoints on Pinterest.

Twitter @BovéeThill_Blog (Bovée & Thill's Business Communication Blog) Additional Resources Vital Bookmarks for Teaching a Business Communication Course The Ultimate Guide to Resources for Business Communication Instructors Bovée and Thill on Instagram Bovée and Thill on Reddit Instructor Communities

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Online Communities and Resources for Business Communication Instructors

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Connect with academic and industry peers from around the world in these Bovée & Thill online communities: •

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Facebook: Teaching Business Communication. Share your opinions about issues important to instructors of business communication, ask peers questions, and offer best practices for instruction.

Facebook: Bovée and Thill's Inner Circle for Business Communication. This discussion forum is reserved for college and university instructors who are adopters of textbooks by Thill and Bovée.

Facebook: Social Media and Digital Communication Workshop. Learn about electronic communication and social media quickly and easily. Members can receive one-on-one mentoring, as requested, as well as opportunities for group chats and webinars.

LinkedIn: Teaching Business Communication. This group is a discussion and resource-sharing forum exploring all aspects of teaching business communication.

LinkedIn: Bovée & Thill’s Inner Circle for Business Communication. This group is also devoted exclusively to college and university instructors who are adopters of textbooks by Thill and Bovée.

Bovée & Thill's Business Communication Blog

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Instructional Resource Package

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INSTRUCTIONAL RESOURCE PACKAGE The instructional package accompanying this text is specially designed to simplify teaching and learning.

The supplementary package for the 14th edition of Excellence in Business Communication has been thoroughly revised. The following sections contain brief descriptions of the supplementary materials that are available: • • • •

Instructor’s Resource Manual Test Item File PowerPoint Presentations Authors’ Email Hotline for Faculty

INSTRUCTOR’S RESOURCE MANUAL This manual is a comprehensive instructor’s tool kit. Its many resources are divided into two sections: general teaching guides and chapter guides.

General teaching guides • • • • •

Course Planning Guide Cooperative Learning Guide for Groups and Small Teams Collaborative Writing Guide Service Learning Guide Diagnostic Tests of English Skills

Chapter guides • • • • • •

Chapter outline Detailed lecture notes Solutions to critical thinking questions in highlight boxes Answers to all end-of-chapter questions and assignments Solutions to short-message cases (Chapters 8–11) Suggestions for completing report, presentation, and employment-message cases (Chapters 12–16)

TEST ITEM FILE The Test Item File, written by Dr. Andrew Lingwall, available for download, contains more than 1,600 questions, carefully constructed to provide a fair, structured program of evaluation. The questions for each chapter consist of a comprehensive set of multiple-choice, true/false, and short-answer essay questions. The Test Item File reinforces students’ understanding of key terms and concepts and requires them to apply their critical-thinking and analytical skills. Each question is followed by the correct answer, the learning objective it ties to, learning outcome, AACSB category, question type (concept, application, critical thinking, or synthesis), and difficulty rating. It has been thoroughly reviewed by an assessment expert. The Test Item File is available for download by visiting the educator view of the product page at www.pearson.com.

COMPUTERIZED TEST MANAGER—TESTGEN This text’s TestGen version of the Test Item File is also available online at the educator view of the

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Instructional Resource Package

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product page at www.pearson.com. This user-friendly software allows you to generate error-free tests quickly and easily by previewing questions individually on the screen and then selecting randomly by query or by number. The Computerized Test Manager allows you to generate random tests with our extensive bank of questions. You can also edit our questions/answers and even add some of your own.

You can create an exam, administer it traditionally or online, and analyze your success with a simple click of the mouse. Enhancements now allow you to: • • • • • • • • • • • •

Import test questions from word processors Import/export tests Correlate charts Select by query Select by review (redesigned) Select by criteria Archive database capability Analyze test bank items Export grades to Excel Weight grades Record grades in a new spreadsheet format and create a grade database Control online testing

POWERPOINT LECTURE PRESENTATION SLIDES Enhance your classroom lectures with this well-developed PowerPoint presentation created by Dr. Andrew Lingwall. Colorful text-specific electronic slides highlight and reinforce the important concepts discussed in Excellence in Business Communication. Free to adopters, these PowerPoint slides are available for download at the educator view of the product page at www.pearson.com.

AUTHORS’ EMAIL HOTLINE FOR FACULTY Integrity, excellence, and responsiveness are our hallmarks. We are committed to providing you with textbooks that are academically sound, creative, timely, and sensitive to your needs as well as to your student’s needs. As an adopter of Excellence in Business Communication, you are invited to use our Email Hotline. We want to be sure you’re completely satisfied, so if you ever have a question or concern related to the text or its supplements, please send an email message to hotline@boveeandthillbusinesscommunicationblog.com. You’ll receive a response as quickly as possible.

In addition, we’ve made it easy to provide feedback on chapter content or specific student exercises.

Simply visit http://blog.businesscommunicationnetwork.com/ and click on the Suggestion Box in the right margin.

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Course Planning Guide

GENERAL TEACHING GUIDES In this section, you will find the following: •

Course Planning Guide

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Cooperative Learning Guide for Groups and Small Teams

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Collaborative Writing Guide

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Service Learning Guide

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Diagnostic Tests of English Skills

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Course Planning Guide

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COURSE PLANNING GUIDE Although Excellence in Business Communication follows a time-testing sequence of topics, it is structured so that you can address them in the order that best suits your needs. For instance, if you want to begin by reviewing basic writing skills and grammar, you can ask students to read Chapter 4, “Writing Business Messages,” and then the “Handbook of Grammar, Mechanics, and Usage.” Conversely, if you want to begin with employment-related communication, you can start with the Prologue, “Building a Career with Your Communication Skills,” followed by Chapters 15 and 16.

The following list suggests a sequence and a schedule for covering the chapters in the textbook, with time allocations based on the total number of class hours available.

Hours Devoted To Each Chapter/Section Chapter/Section Number and Title 30-Hour Course

45-Hour Course

60-Hour Course

Prologue: Building a Successful Career with Your Communication Skills

0.5

1

1

1

Professional Communication in a Digital, Social, Mobile World

1

1

2

2

Interpersonal Communication Skills

1.5

1.5

3

3

Collaboration and Business Etiquette

1.5

1.5

3

4

Communication Challenges in a Diverse, Global Marketplace

1

2

3

5

Planning Business Messages

2

3

4

6

Writing Business Messages

2

3

4

7

Completing Business Messages

2

3

4

Handbook of Grammar, Mechanics, and Usage

1

2

2

A

Format and Layout of Business Documents

1

1

1

8

Crafting Messages for Digital Channels

2

2

3

9

Writing Routine and Positive Messages

2

2

3

10

Writing Negative Messages

2

2

3

11

Writing Persuasive Messages

2

3

4

12

Planning Reports and Proposals

2

3

4

13

Writing and Completing Reports and Proposals

2

3

3

B

Documentation of Report Sources

1

1

1

14

Developing and Delivering Business Presentations

1

4

4

15

Building Careers and Writing Résumés

1.5

3

4

16

Applying and Interviewing for Employment

1

3

4

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Course Planning Guide

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INTRODUCING THE COURSE TO STUDENTS Many schools now require instructors to distribute a course syllabus to students on the first day of class.

Even if one is not required, it’s a good idea to let students know what the course’s objectives are and what students must do to reach them. In addition, you may want to provide information about the format of the course (as suggested in the following sample outline).

Here is a basic outline for a course syllabus. For a more comprehensive syllabus, we invite you to try Bovée and Thill’s QuickSwitch system, which features an interactive syllabus assistant that includes course outcomes, detailed assessment rubrics, and the framework for a course calendar.

COURSE SYLLABUS COURSE NUMBER AND TITLE SEMESTER, YEAR

I. Instructor’s name, office number, and office hours II. Course credits and prerequisites III. Class meetings (number per week, time, and place) IV. Textbook: Excellence in Business Communication, 14th edition, by John V. Thill and Courtland L. Bovée (Pearson, 2024) V. Catalog description of course VI. Course content and direction A. Major themes and scope B. Educational goals C. Instructional objectives VII. Evaluation and grading (describe tests and assignments, role of class participation, availability of extra-credit assignments, attendance policies, makeup policies) VIII. Course withdrawal procedures IX. Recommended study procedures X. Assignment/test schedule Early in the school term (perhaps in the first week), preview any major projects that students will be required to undertake for the course, such as a résumé and application letter, a major report, or a class presentation. Then students can begin thinking about the types of jobs they want to apply for or a suitable subject for their report or presentation.

In addition to providing information about the course, you might spend time on the first day gathering information about your students. Ask them to hand in brief written answers to questions like these: What is your major? How close are you to graduating? What career are you preparing for? If you have a job, what field is it in? How long have you been in that field? What kinds of business communication do you already engage in? What kinds of communication do you need to work on most? After studying the responses, you can adjust the course to meet student needs. The writing samples will also give you an idea of students’ strengths and weaknesses in expressing themselves.

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Course Planning Guide

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CONDUCTING THE CLASS A variety of methods and media are useful for teaching business communication. However, those that give students an opportunity to develop and practice their skills are most desirable.

Lectures and Discussions Although some of the material in this course lends itself to informal lecture, an exchange of information and ideas among students and instructor is more likely to bring home the main points—that communication takes place in many settings for many purposes, that there is seldom a “right” answer in business communication, and that business communication depends on judgment and analysis.

Discussion is especially valuable when students are faced with a communication project. Beforehand, they need to understand the ramifications of the assignment. For example, students need to understand that before they can write a direct request, they must formulate a main idea and analyze the audience and purpose. The textbook abounds with examples of business messages, any of which you can use as a focus of discussion. In addition, you may have collected some examples of your own. Ask students to react to them, and help students understand the positive and negative points of any given example.

With inexperienced students in particular, part of your job is to give them insight into the realities of the business world. Use stories from your own experience, and locate interesting stories about communication from the business media. You may even begin an assignment in class, asking students to analyze an audience or a purpose, for example, while you record their suggestions.

After assignments have been completed and returned to students, it may be profitable to discuss the project in class. Textbook checklists provide a handy outline for such discussions.

Regardless of the assignment or topic, your goal is to make students feel as if they are already business communicators. If they approach each assignment seriously and professionally, they will gain benefits rivaled only by on-the-job experience.

Students who have done a particularly good job could be asked to read their documents to the others, or their documents could be shared with the class. Ask students for critiques, making sure their criticism is constructive and focused on the work. Summarize student feedback and point out the good features of individual documents and any weaknesses common to all.

Student Conferences Class discussion is good for helping students understand general principles and solve some specific problems, but one-on-one conferences are indispensable in the development of effective business communicators. In a conference, students are able to ask for clarification of assignments and approaches, and you can help them over barriers and encourage them to do their best. Of course, when a student approaches you with a specific question before or after class, you have similar opportunities. You might also schedule periodic conferences during class time when students are working on individual assignments or during your office hours.

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Course Planning Guide

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Unless you want to spend a great deal of time going over each student’s document line by line, you are better off selecting no more than three points for discussion. For best results, structure your remarks as a “criticism sandwich”: one negative comment between two positive observations. Furthermore, phrase the negative comment in terms of a suggestion for improvement—for example, you might say, “Your message would be more persuasive if it began with some kind of attention-getter instead of the main idea.” This sort of constructive aid is rare in the work setting, but it is the most effective way to develop skills in business communication.

Tools and Resources Most of the assignments in Excellence in Business Communication can be completed using only basic word processing and email tools. However, an ideal learning experience would give students exposure to instant messaging, social media, website writing, and podcasting.

Another good way to prepare for teaching business communication is to scan such publications as Fast Company, Wired, Fortune, Bloomberg Businessweek, Forbes, The Wall Street Journal, and Inc. From time to time, all have articles related to business communication; furthermore, they provide valuable glimpses into the business world.

One of the single most valuable tools is a portfolio of business documents and messages in various media.

By studying good examples, students can learn communication techniques that work. Less successful examples give students an opportunity to practice analyzing and revising business documents. The textbook has numerous before/after examples of ineffective and effective documents that helps students see the decisions that make documents more or less successful.

Some students may benefit from the insights of a guest speaker. Someone who has had to communicate in business knows how important a skill it is and can convey that conviction to skeptics in the class. Be careful, however, to select guest speakers who have relevant experience, and ask them to focus their remarks to suit your needs.

You can also find a variety of valuable resources through the Association for Business Communication, www.businesscommunication.org.

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Course Planning Guide

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GRADING AND EVALUATING STUDENTS The way an instructor grades is a personal matter, but you will generally find two schools of thought.

Some instructors essentially start students at 100 percent and then deduct points from this total for such major missteps as missing assignments or such minor mistakes as forgetting commas. Students of these instructors leave the course with a sense of discipline and an awareness of the need to take care of matters large and small. Other instructors start students at zero and award points for successful solutions to communication problems, downplaying the mundane details. Students of these instructors leave with some appreciation for the creativity that successful writers and speakers apply to their work. Students who have the chance to take courses from both types of instructors are fortunate because both approaches contribute to a balanced education.

Excellence in Business Communication should meet the needs of both types of instructors and of those who fall somewhere between the two extremes. For example, the writing cases require solutions that can be graded on organization and format. But since they are open-ended enough to permit individual expression, they can also be evaluated for a student’s control over a successful line of argument.

Designing an Evaluation Program Prepared written and oral messages provide a basis for evaluating student performance. Here are a few additional questions to consider when deciding on a program of evaluation:

•

Will you weight all assignments the same, or will grades for some of the more complex projects carry more weight in determining final grades?

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Will you ask students to hand in the outlines and drafts that are preliminary steps for some assignments? If so, on what basis will they be graded?

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Will you begin any class meetings with a quiz—a time-honored device for encouraging attendance and keeping students’ reading current? What effect will quizzes have on final grades?

•

Will you lecture most of the time, expanding on points from the text, or will you emphasize class discussion? If you opt for discussion, how will class participation affect grades?

•

Will you have both a midterm and a final examination? If so, will grades for both have the same effect on final grades for the course?

Naturally, your evaluation program may need to be adapted to any full-remote or hybrid teaching situations. When answering these questions, you will probably develop a weighted system for evaluating students’ work overall. For example, you may decide that the elements will account for the following percentages of the total grade: Outlines and drafts (turned in on time) Short assignments Report assignment Presentation assignment Quizzes Class participation Midterm examination Final examination

10% 20% 20% 10% 10% 10% 10% 10%

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Evaluating Written Assignments The most important part of this course is the practice it gives in preparing business messages, but the value of that practice is immeasurably enhanced by constructive feedback. Grade student documents against professional standards while providing in-depth, actionable suggestions about how to attain those standards. If necessary, edit or rewrite to show how a problem may be solved; suggest a conference to discuss complicated problems.

In general, students’ documents should be evaluated on their effectiveness. In addition to the checklists in the textbook, you might use these guidelines:

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Are the purpose and main idea of the document clear?

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Has the document been organized to be compatible with the purpose and audience?

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Is the “you” attitude—courtesy and consideration for the audience—consistently present?

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Has all the necessary information—and only the necessary information—been included?

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Do grammar, punctuation, mechanics, and vocabulary meet professional expectations?

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Is the format attractive and appropriate?

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Was the document submitted on time, as expected in the business world?

These considerations form the basis of an evaluation system. An objective system begins with a list of the most important points and qualities in any given assignment. You then give each item a weight (the total of these weights being the maximum number of points for the assignment). As you read each document, you award an appropriate number of points for each item. Then you total the points, convert them to a letter grade (if desirable), and record them. A less objective plan is much the same, except that you evaluate each document’s overall level of achievement without assigning a specific number of points to each item. Although this second method is faster than the first, it is less likely to yield consistent results when many documents are being graded.

Seriously consider giving students the opportunity to revise their original documents; in the process of revision, they learn and practice techniques for solving writing problems. In addition, they get the chance to transform a “failure” into a “success.” But if you adopt the policy of allowing revisions, you will have to devise a mechanism for including them in your evaluations. One method is to check off in your gradebook the documents that are of acceptable quality. Unacceptable documents are handed back to students for revision by a stated deadline, and as soon as a document becomes acceptable (you may choose to allow as many attempts as required), the student receives a check mark for it. Another method is to assign grades to documents but allow revision of any document that receives less than a C. In fairness to students who do a good job the first time, you might deduct a few points for each rewrite.

Regardless of the system you choose, your goal is to gradually instill professional standards.

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Cooperative Learning Guide

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COOPERATIVE LEARNING GUIDE FOR GROUPS AND SMALL TEAMS (We have retained this teaching guide from previous editions of the Instructor’s Resource Manual as it still offers valuable insights and instructional techniques to use in your course.)

Recent research in education indicates that instruction is more effective when students work in cooperative learning groups (small groups of three or four students) rather than in situations where competition and individualistic learning are emphasized. Many of the assignments in Excellence in Business Communication are designed for small teams. These activities help students learn how to share ideas and information with one another, appreciate the contributions of others, engage in constructive criticism (and learn to accept the criticism of others), collaborate with others to solve problems and share responsibility for completing a task. By working in a cooperative learning group, or small team, students become involved in a process similar to those taking place on the job as well as in the day-to-day interactions that occur in life.

WORKING WITH COOPERATIVE LEARNING GROUPS The cooperative learning group is based on the belief that all group members are capable of understanding, learning, and performing the activities needed to complete a task. Typically, a cooperative learning group is composed of three or four randomly selected students who work together to complete an assigned task. The most effective groups are heterogeneous in the background, skill level, physical capability, and gender. Moreover, they have no assigned leader (leadership emerges naturally as group members alternate performing leadership tasks when appropriate).

A variety of skills are necessary for cooperative learning groups to be successful. Students will be familiar with most of these skills from other contexts. However, be sure to remind them of the requirements they must fulfill for the group’s work to be useful. Not all students will use every skill all the time. But by becoming aware of the appropriate skills and applying them when required, all students can become equal partners in making the group successful.

Give students the following list of tips during your discussion of the process prior to beginning group work: • • • • • • • •

Use the names of your fellow group members.

Encourage others in your group to talk and participate.

Acknowledge the contributions of others and express your appreciation (“Ellen and Sam did the research on marketing in Spain,” “Thanks, good idea,” etc.).

Use eye contact when talking with your fellow group members.

Share feelings with your group using I messages (“I feel that we’re not making progress,” “I like working with this group,” “I feel like some members are not contributing equally”).

Disagree in an agreeable way: try to say something positive before saying anything negative (“I see your point about including that information, but I’m not sure it needs to be detailed”).

Reduce tension among group members, perhaps by initiating a conversation or discussion when a problem arises.

Practice active listening: for example, allow group members to complete a thought before interrupting with comments, and acknowledge that you have heard what another group member said (“I hear that you think . . .”). .

Cooperative Learning Guide

• • • •

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Check others’ understanding of the work.

Give information and opinions.

Stay on-task: Help your group get back to work and follow directions for completing your task.

Seek information and opinions from others in your group as well as from outside resources.

While students are working in cooperative learning groups, the instructor becomes the facilitator and mediator. When students are working in groups during class, the instructor rotates among the groups to check progress, make sure they are on-task, help solve problems by offering a variety of solutions, help end disagreements by guiding students in a discussion of their differences, and ensure that all students are participating in the various responsibilities of completing the task. If groups are working outside class, the instructor can arrange a brief meeting with each group to check progress.1 WORKING IN DYADS A dyad is a two-student form of the cooperative learning group. Dyads are useful for giving information and for stating and clarifying opinions, feelings, and attitudes. By participating in dyads, students have an opportunity to learn and practice the art of active listening and to express their thoughts.

Dyads can be used as a method of stimulating thought prior to class discussion, helping students formulate or define opinions both before and after a discussion, and initiating the work of a cooperative learning group. Implementing the process is fairly easy: 1. Divide students into random pairs, and give them a topic or question to discuss.

2. Give each partner a specified amount of time to speak about the topic or question. Initially, students may be comfortable talking to a partner for only one or two minutes; but as students relax with the process, that time can be extended to five minutes or longer.

3. Inform students that while one member of the dyad is speaking, the partner is responsible for listening without interruption, comment, or judgment. If the person speaking has nothing to say or is unable to talk for the specified time, the partner may opt either to say nothing, or to prompt the speaker by asking a related question or by saying something related to the topic.

4. When the specified time for talking is over, the partners switch roles—listener becomes speaker and speaker becomes listener.

5. Emphasize the importance of confidentiality. A member of the dyad must not share what a partner says unless that partner gives permission.

6. Following the discussion in dyads, the class can proceed with a large-group discussion either about the topic or about the cooperative learning groups. In this follow-up discussion, give each member of the class an opportunity to share his or her feelings, attitudes, or opinions about the topic and the process.

WORKING WITH THE JIGSAW PROCESS The jigsaw is a variation of the cooperative learning process that is useful in helping students understand and process information that is assigned for reading. Textbook chapters and lengthy articles are examples of the type of material that can be jigsawed. By reading a section of the text or an article, and discussing it with other students who have read the same section, a student becomes an “expert” on that section and then shares that expertise with the students in an assigned group who have not read the material. The skills necessary for cooperative learning groups are applicable to the jigsaw process. Here are the procedures for implementing the jigsaw process: 1. Divide the assigned chapter or article into easily digestible sections. This separation can be done by .

Cooperative Learning Guide

2.

3.

4.

5.

6.

7.

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subtopic, but the reading should probably not be divided into more than six sections.

Divide the class into groups. The number of students in each group must equal the number of sections in the assigned chapter or article. If there are extra students, assign them to groups already having a full complement rather than forming any groups with fewer students than sections of reading.

Assign each student in a group one section of the article or chapter so that all the sections will be read by at least one member of each group. (If extra students are in the group, more than one person will be reading some of the sections.)

Allow students a specified time (10 to 15 minutes) to read their material and take notes.

After all students have read their assigned sections, they form “expert groups,” meeting with other students who have read the same material and discussing what they have read. While meeting in expert groups, students have an opportunity to gain a broader perspective and become more knowledgeable about the material they have read. Expert groups can last 10 to 15 minutes.

After meeting with expert groups, students break up into their original groups and teach the other members about the sections they have read. Sharing in the original group should be done in the sequence of the original chapter or article. Five minutes per section should be ample time for students to share the information they have read, answer any questions, and discuss the section with group members.

If desired, a class discussion of the entire chapter or article can summarize the small-group discussions or emphasize particular issues.

Note 1. Selected portions of this material were adapted from Dee Dishon and Pat Wilson O’Leary, A Guidebook for Cooperative Learning (Holmes Beach, Fla.: Learning Publications, 1984), 57.

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Collaborative Writing Guide

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COLLABORATIVE WRITING GUIDE

by Deborah Bosley The University of North Carolina at Charlotte Charlotte, North Carolina (We have retained this teaching guide from previous editions of the Instructor’s Resource Manual as it still offers valuable insights and instructional techniques to use in your course.)

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

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

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

• • • •

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

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

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

The first step is to establish a sense of community and shared history among members of the entire class as well as among members of each work group. One method of building that sense of community is to encourage students to respond orally to one another, not merely to the teacher. Teach them how to critique one another’s work constructively. You can also begin the semester with such activities as peerevaluation groups, discussion groups, and groups that collaborate on writing assignments. Finally, help students develop a commitment to the task and to their groups.

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

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

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

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

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

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

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

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

One effective method for reaching consensus begins with brainstorming.3 You must stress that students’ ideas are to be generated on the spur of the moment and without any judgment on the part of the other group members. Within the groups, each member in turn contributes one idea, which is recorded.

Each member gets a chance to make three suggestions. Without discussing the merits of any of the ideas, each member then votes for what he or she considers the three best ideas. The three ideas that receive the most votes are then discussed by the group. After their discussion, the group votes again or agrees on their final choice.

Assigning Tasks With three members in a group, each person can fill an important group-maintenance role: leader, recorder, or evaluator. The leader is responsible for setting the agenda, making sure all members know about meetings, and leading discussions. (Leaders may be chosen by their groups or may arise naturally; in some groups, various members take the lead at different points in the project.) The recorder takes minutes and keeps track of who’s doing what. The evaluator keeps the group on target and initiates

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discussions about how the group is functioning.

The most effective way to assign tasks for a project is on the basis of students’ interests or abilities.

Groups should therefore encourage members who are proficient at doing library research, conducting oneon-one interviews, or word processing to do so. You might want to supplement group assignment of tasks by providing a list of tasks that need to be completed, such as designing the survey, conducting the interviews, writing the rough draft, and proofreading the final document.

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

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

ASSIGNING SHORT-TERM PROJECTS If time for collaborative writing is limited, you might assign a project that will take only two or three class sessions. Chapters 1 through 10 in the textbook offer a variety of activities that can be performed by groups. (These are also good warm-up activities for a collaborative report-writing project.) The Chapter Guides in this manual suggest solutions for each activity, and checklists in each chapter of the textbook provide evaluation guidelines.

Here are some additional short-term assignments: 1. Divide the class into groups of people in similar majors, then ask each group to compose a letter soliciting career information from someone in their chosen field. For example, accounting students might ask questions like these: What kind of courses did you take in college? What liberal arts courses prepared you for a career in accounting? What kind of starting salary can an accountant expect to receive? What are the best geographic locations for accountants? What is your professional life like on a daily basis? The groups can brainstorm to come up with questions and a recipient for the letter, compose a rough draft (which you should evaluate), and prepare and mail a final draft. The response can then be used in conjunction with the chapter on writing application letters and résumés or as a basis for discussing career opportunities.

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

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Collaborative Writing Guide

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

What you did (be specific)

Group meetings (where and when)

Time spent (date; hours and minutes)

Who attended

Time spent

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

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

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

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

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

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

UNDERTAKING A LONG-TERM PROJECT The long-term project described here is a 15- to 20-page analytical or informational report. For complete exposure to the collaborative process, each group produces a work plan, a survey, a rough draft, a progress report, a final report, an oral presentation, and an evaluation of each participant’s work with the group. Most of the data for the reports are gathered from interviews and original surveys, although some library research may be necessary.

If the report is written for a real audience, a copy of the final draft is submitted to that audience.

Students may invite recipients of the report to their oral presentation and seek their written feedback on the report itself.

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

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

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Introduction to group dynamics covered in Chapter 3 (collaboration); discuss student attitudes about and experiences with groups

• •

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

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Collaborative Writing Guide

discussion of evaluation procedures Week 2

• • •

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

Week 3

• • •

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

Week 4

• • •

Discussion of Chapter 12 (finding, evaluating, and processing information) Group work on rough drafts Conferences with groups (progress check)

Week 5

• • •

ROUGH DRAFT DUE Discussion of Chapter 13 (progress reports); analysis of sample progress reports Group conferences on rough drafts; PROGRESS REPORT DUE

Week 6

• • •

Discussion of Chapter 13 (visuals) and Chapter 14 (presentations) Discussion of Chapter 7 (readability), Chapter 13 (writing and completing reports), and Appendix B (documentation) Discussion of Chapter 14 (presentations); assignment of presentation dates

Week 7

•

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

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

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

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

4.

5.

6.

7.

Composing a rough draft Writing a progress report Preparing a final report Giving a presentation

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

• •

•

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

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

They could work on one of the cases or collaborative activities at the end of Chapters 8 through 16.

The activities may be used as they are or supplemented with additional procedures suggested in the Chapter Guides section of this manual. Some background material needed to complete the activities can be found at the beginning of each chapter.

Formulating a Work Plan. The first document the groups produce is a work plan (Chapter 12). In the form of memos written to you, work plans include (1) a statement of the problem, (2) an analysis of the audience, (3) a statement of the purpose of the report, (4) a description of research methodology, (5) background information necessary for the audience’s understanding, (6) a review of planned areas of research, (7) a brief bibliography (if necessary), and (8) a schedule of when each task will be accomplished (the fixed due dates you have established).

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

Collecting Data through Surveys and Interviews. The next phase is to collect data for the report (see Chapter 12). Primary research should be emphasized because it demonstrates a major difference between business reports and academic reports, in which library (secondary) research is the norm. Also, primary research (surveys and interviews) is a relatively quick method of obtaining data.

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

In addition to interviewing people who have information related to their report topic, students might want to interview the audience for whom the report is intended, to determine their needs and concerns.

Remind students that the audience for the analytical or informational report is whoever has authority to make changes. For example, the audience for an analytical report on campus parking problems would be the administrator(s) with power to change parking policies.

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

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

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will gain useful experience in collaborating on the questions they ask, coordinating schedules, and working together to transcribe their notes. Urge students to record interviews (with the subjects’ permission) so that they can concentrate during the interviews on listening and asking questions.

Composing a Rough Draft. So that students focus on essentials, ask them to provide rough drafts consisting only of the introduction, body, and conclusions or recommendations. The introduction describes the problem, the purpose, the methodology used for research, and any background information necessary; the body describes and analyzes the results of the research. Pay little attention to format at this stage.

Basically, groups can put the draft together in one of two ways: (1) members can write about their own areas of specialization and then hand in four or five sections written individually; or (2) the entire group can pool its research and write the draft together. The second approach is used less frequently because it is more difficult. Let the groups select the method that works better for them.

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

Exhibit 2 (below) is a handout for the assignment.

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

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

Preparing a Final Report. The students’ final reports should have at least nine parts: 1.

2.

3.

4.

5.

6.

7.

8.

9.

Professional-looking cover Title page Table of contents Synopsis Introduction (statement of the problem, purpose of the report, scope and limitations, methodology, background information) Body of the report Summary, conclusions, or recommendations Appendixes (copy of the survey, handouts used in the presentation, visual aids not appropriate for inclusion in the body of the report, and so on) Bibliography

You might also require visual aids and a letter of transmittal.

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EXHIBIT 2

PROGRESS REPORT The purpose of a progress report in the business world is to let your supervisor (or project director) know what steps are being taken to complete a project so that he or she can make decisions. The purpose of your progress report for this class is to let me know how your group is functioning and what progress you are making toward completing your report. One thing to keep in mind: a progress report is useless unless it reports candidly and honestly. In business, if you are having problems finding information, completing the project, or working with other team members, you MUST let your supervisor know. Without that information, he or she might make erroneous assumptions or decisions, which may later cause problems for you and the company.

ASSIGNMENT Write a progress report, addressed to me, that is single-spaced and no more than one page long.

FORMAT Use memo format and the following headings: BACKGROUND: A statement of the purpose of your project and the problem you are investigating WORK COMPLETED: What you have done for the project (the exact tasks you have completed), how much time you have spent so far (check your task sheet), general information about group progress, and problems you have encountered in doing the research and working with the group PRESENT WORK: What you are currently working on and, in general, what information you have found WORK TO BE COMPLETED: What remains to be done, what problems you anticipate, and what you hope the results of your research will be EVALUATION CRITERIA You will be graded on the progress report’s format, writing style, and mechanics and on your candor, honesty, and participation.

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The final report and the rough draft are usually written in the same manner. That is, if group members write the draft together sentence by sentence, they write the final report that way. If they write parts of the rough draft individually and revise together, they write the final report that way.

At this point, the problem of consistent style arises. Often, one member of the group edits the report for format, sentence structure, and other matters discussed in Chapters 6 and 15. To clarify the distinction between revising and editing, you might tell students that many report writing teams work together during revision but leave the editing to one member and the proofreading to another.

Giving a Presentation. In addition to the group-writing project, students may also collaborate on an oral presentation (see Chapter 16), which they present to the class and possibly to the real audience for their report. Their presentations should last 15 to 20 minutes, with each member responsible for a 5minute segment. You may ask students to use visual aids in their presentations. After each presentation, the entire class critiques it.

Students generally plan their group’s presentation together, but each member outlines his or her own section and, possibly, a recalcitrant group member’s section. As with the written document, the group works together to rehearse and revise the presentation.

EVALUATING COLLABORATIVE PROJECTS Both short- and long-term projects may be evaluated on the merits of the end product and on the basis of group members’ participation. But if the short-term project is considered a warm-up exercise, you should focus on evaluating the long-term project, which takes place in seven phases: 1.

2.

3.

4.

5.

6.

7.

Evaluation of work plan (group grade) Evaluation of survey questionnaire (group grade; optional) Evaluation of rough draft (group conference) Evaluation of progress reports (individual grade) Evaluation of final report (group grade) Evaluation of presentation (group and individual grade; optional) Evaluation of participation in group (individual grade)

The purpose of the work plan is to allow students to develop goals for the project and for themselves, and to allow you to foresee any problems they might have in focusing their research. The criteria for the grade are the feasibility of the project, the care with which the plan was developed, and the ordinary concerns of style, grammar, and the like.

In the second phase of evaluation, look over the survey questionnaire to be sure it is worded properly and clearly. Instructors may or may not assign a group grade on the survey.

After students hand in their rough drafts, write comments on them and meet with the groups to make suggestions for further research, answer questions about the topic, assess the dynamics of the group, and so on. Don’t interfere by making the group’s decisions, but suggest ways for students to motivate everyone to participate. Of course, you can’t resolve all conflicts. Conflict is unavoidable and a necessary part of the group decision-making process, often facilitating change and growth; but it’s destructive when groups become dysfunctional because of it.

Exhibit 2 explains the evaluation criteria for the progress report (graded individually). The final report is evaluated on its own merits, and the entire group receives that grade. In addition to asking the entire class to critique each presentation, you might write a fuller group evaluation. Base individual grades on students’ ability to handle visual aids, working knowledge of the topic, oral language skills, and so on.

Finally, all students evaluate fellow group members, as well as themselves. This evaluation allows you to give each student an individual grade for participation and for interaction with other group

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members. You may collect students’ task sheets (Exhibit 1). Also, the evaluation form in Exhibit 3 (below) lets students score and rank fellow group members’ work. You may find that students rank two or more group members equally; accept this judgment if it’s the group’s consensus.

To summarize, students’ final grades for this collaborative report-writing project are based (1) individually on their progress reports, participation in the presentation, task sheets, and evaluation forms, and (2) as a group on their work plan, survey questionnaire, final report, and presentation. Evaluation is the most difficult part of teaching collaborative writing because of the difficulty of determining individual grades; but giving individual grades ensures that all members contribute.4 REFERENCES Notes 1. Lisa S. Ede and Andrea A. Lunsford, “Why Write . . . Together: A Research Update,” Rhetoric Review 5 (1986): 71–81.

2. Shlomo Sharan, “Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations,” Review of Educational Research 50 (1980): 241–271; Robert Slavin, “Cooperative Learning,” Review of Educational Research 50 (1980): 315–342.

3. John F. Cragan and David W. Wright, Communication in Small Group Discussions: A Case Study Approach (New York: West, 1980).

4. Slavin, “Cooperative Learning.”

Bibliography Allen, Nancy, et al. “What Experienced Collaborators Say About Collaborative Writing.” Journal of Business and Technical Communication 1 (1987): 70–90.

Bruffee, Kenneth. “Collaborative Learning: Some Practical Models.” College English 34 (1973): 48–57.

Cragan, John F., and David W. Wright. Communication in Small Group Discussions: A Case Study Approach. New York: West, 1980.

Duin, Ann Hill. “Implementing Cooperative Learning Groups in the Writing Curriculum: What Research Shows and What You Can Do.” ERIC, ED 251849 (1984): 2–12.

Ede, Lisa S., and Andrea A. Lunsford. “Why Write . . . Together: A Research Update.” Rhetoric Review 5 (1986): 71–81.

Faigley, Lester, and Thomas P. Miller. “What We Learn from Writing on the Job.” College English 44 (1982): 557–569.

Johnson, D. W., and R. T. Johnson. Learning Together and Alone. Englewood Cliffs, N.J.: Prentice-Hall, 1975.

Sharan, Shlomo. “Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations.” Review of Educational Research 50 (1980): 241–271.

Slavin, Robert. “Cooperative Learning.” Review of Educational Research 50 (1980): 315–342.

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EXHIBIT 3 INDIVIDUAL EVALUATIONS On the other side is an evaluation form to fill out for the members of your group. This information will allow me to assign individual grades for group participation.

Write comments telling me specifically why each individual received the score he or she did. If these forms are not filled out with comments, you will lose points.

1. The information you provide on this assessment sheet is private communication between you and me.

It will not be shared with the other members of your group.

2. No two people should get exactly the same assessment. Group members are individuals, with different strengths and weaknesses, so they can reasonably be expected to participate at different levels in each category. Assessments do not normally cluster at the top end—or the low end—of the scale.

3. Be ready to explain your assessments throughout the project if I ask you to do so.

4. Keeping notes on each person’s participation will help you fairly evaluate fellow group members.

Avoid making up responses at the end of the project.

5. Assign points for each group member’s participation in each category: 5 = Excellent 4 = Good 3 = Average 2 = Poor 1 = Dismal or did not do anything at all Scores of 1 should be reserved for situations where the individual’s participation damaged the group’s final report or social relations. You will probably be asked to justify more than three or four 5s for a single person. No one is usually excellent in every area.

6. Be sure to total each person’s score.

7. The scores you assign will be reflected in the individual’s final grade on the project.

8. You MUST write comments to justify your scores. Feel free to write any additional comments that will help me fairly evaluate each individual’s participation.

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Collaborative Writing Guide

EXHIBIT 3 (Continued)

YOUR NAME _______________________________________________________________ GROUP MEMBER’S NAME ___________________________________________________

CRITERIA

POINTS

COMMENTS

Being at and on time for meetings Accepting responsibility and volunteering Contributing ideas Talking and participating in meetings/discussions Doing a fair share of the work Interacting smoothly with other group members Seeking/listening to others’ ideas Showing respect for other members and their ideas Being prepared with ideas and information at meetings Working well with other group members

TOTAL POINTS: Please rank all group members (including yourself) in order of overall participation, beginning with the strongest member.

Additional comments:

.

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Service Learning Guide 1

33

USE SERVICE LEARNING TO ADD REAL-WORLD WRITING EXPERIENCE TO YOUR COURSE

by Kathy Mennen Washtenaw Community College Ann Arbor, Michigan (We have retained this teaching guide from previous editions of the Instructor’s Resource Manual as it still offers valuable insights and instructional techniques to use in your course.)

WHAT IS SERVICE LEARNING? Service learning is both pedagogy and philosophy; the central idea is to provide students with a setting for meaningful learning through a specific, curriculum-based community service activity. It is a “win-win” situation for everyone because students get to apply their knowledge and skills in “the real world,” a nonprofit organization gets free help, and the service clients reap the benefits of the extra assistance.

Research shows that service learning helps students retain more information learned in class, achieve higher course grades, and have greater satisfaction with the course (Gray et al., 1998). It also shows that service learning increases students’ awareness of their community and its needs, helps change stereotypical beliefs and increases understanding of social and cultural diversity (Eyler & Giles, 1999).

EXAMPLE PROJECT: GRANT RESEARCH AND WRITING ASSISTANCE In my Advanced Report Writing class at Baker College of Muskegon, Michigan, we worked with the local chapter of Big Brothers/Big Sisters. One particularly successful project was doing grant research and writing grant applications. Through this project, the agency received the equivalent of a part-time fund developer: Baker College students conducted more than 1,000 hours of research over 2 years.

The agency’s fund development officer provided a list of all the private and public foundations in Michigan (which numbered in the many hundreds). To find out whether a foundation was a prospective grantor, the students used Guidestar to look up the foundation’s IRS 990 form that outlines the organization’s latest financial statement, its mission, the kinds of projects that it does or does not fund, its application procedures, and more. If the information was not available on Guidestar, the students contacted the organization.

Once they had identified grant possibilities, students had the opportunity to write a grant request. The fund development officer, a seasoned grant writer, provided training. She also provided a “boilerplate” document that contained basic information about the agency and the particular program. The students then tailored the information to the grant application requirements. Big Brothers/Big Sisters received a draft, which they finalized at the agency.

The students discussed their results and experiences at the end of the term and presented the final product to Big Brothers/Big Sisters by memo with the documentation attached. The students also wrote a brief reflection paper summarizing and commenting on their experience. The project was graded on participation, adherence to deadlines, and the quality of the final product.

At the end of the term, Big Brothers/Big Sisters presented the students with certificates of appreciation, often in the presence of the college dean or president. The students enjoyed receiving public validation of their service. Because their work was used for good, the students found this project a meaningful way to apply their research and writing skills. The project also enhanced interest in the course, as enrollments rose significantly. For the instructor, such a project involved extra work, of course.

But it is worth the work to see students realize that writing really is powerful and influential “in the real world.”

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Service Learning Guide 1

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HOW TO INCORPORATE SERVICE LEARNING INTO YOUR COURSE •

•

• •

• • •

•

Identify a course objective best suited to service learning. Here are some examples typical to business communication courses: “Report the results of Project X in a way that is meaningful to the target audience,” “Design a public relations campaign promoting a community event,” or “Analyze different mass communication media and their cultural impact on society.”

Brainstorm ideas for service learning projects you might develop that meet course objectives.

You do not have to reinvent the wheel, though; if you find a project that has been done successfully elsewhere, try it. A great place to start is the Campus Compact Web site (www.compact.org) which contains more than 300 sample syllabi.

Identify a community agency that might need such a service or contact the local United Way to get assistance in identifying such an agency.

Communicate, communicate, communicate. Work directly with the agency decision-makers to identify projects appropriate for all concerned. You will need to educate the agency on just what it is you are offering. Provide a copy of your course syllabus, and bring a sample proposal project if possible.

Stay focused. Focus your efforts on one agency and develop a relationship with them. Even if you “run out of things to do” for that agency, your good name will go a long way to getting referrals to other agencies in need.

Start out small. Do not start out with a huge, term-long project. Even a small, 1-day or 1-week project has a lot of “kinks” that need to be worked out as you go along!

Evaluate, evaluate, evaluate. If the service learning project is not connected to a grade, students will resent the “work for nothing” and derive little from the experience. Some evaluation methods include an oral presentation, written report, and journal writings reflecting on their experiences, artifacts, or products of the project. The possibilities are many.

Encourage reflection. The literature on service learning emphasizes that students should be asked to think about their experience (Bringle & Hatcher, 1999; Cooper, 1998). Journal writing is especially emphasized. However, reflection can be done in many other ways, such as class discussions, progress reports (oral or written), and so on. Provide an opportunity for reflection in whatever way suits you, the course, and your students best.

REFERENCES Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service-learning: Making meaning of experience.

Educational Horizons, 77(4), 179-185.

Cooper, D. D. (1998). Reading, writing, and reflection. In R. A. Rhoades & J. Howard (Eds.), Academic service learning: A pedagogy of action and reflection (pp. 47-56). San Francisco: Jossey-Bass.

Eyler, J. S., & Giles, D. E., Jr. (1999). Where’s the learning in service-learning? San Francisco: JosseyBass.

Gray, M. J., Ondaatje, E. H., Fricker, R., Geschwind, S., Goldman, C. A., Kaganoff, T., et al. (1998).

Coupling service and learning in higher education: The final report of the evaluation of the Learn and Serve America, Higher Education Program. Santa Monica, CA: RAND Corporation.

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Service Learning Guide 2

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REAL CLIENTS, REAL MANAGEMENT, REAL FAILURE: THE RISKS AND REWARDS OF SERVICE LEARNING

By Dale Cyphert University of Northern Iowa Cedar Falls, Iowa (We have retained this teaching guide from previous editions of the Instructor’s Resource Manual as it still offers valuable insights and instructional techniques to use in your course.)

As I entered the classroom, a team waited for me at the media console: “We finally have an issue!” The announcement was made with a clear sense of urgency, but also anticipation. During the various reviews, this team had been smugly disappointed to report no problems with its project. Today—the day of the event—the speaker had cancelled. It would not be an easy day, but I could sense that these women were “ready for the test.” Furthermore, it was a test that really mattered. Their first call had been to the client, who had advertised the event more widely than planned: A full lecture hall was expected at 3 p.m. this afternoon. “Great,” the caller had told the rest of her group, “now we’ll have twice as many people to be totally humiliated in front of!”

There are multiple advantages to service learning projects across the business curriculum, but in communication classes, I have found their biggest value to be authenticity. A “real-world” assignment requires the flexible, creative integration of communication skills in an environment where, “unlike exams and other typical university assignments,” there is “no single correct answer” (Bush-Bacelis, 1998, p. 21). Even more important, phone calls with potential employers, e-mails with organizational executives who do not assume the priorities of an academic semester, conversations to clarify expectations and deadlines with disgruntled clients, or, for this group, an audience of 60 or 70 students expecting a program on business etiquette creates a personal investment in the outcome of one’s own communication.

In spite of the pedagogical advantages, service learning is sometimes perceived as a major organizational challenge for the instructor, requiring institutional commitment, alliances with community agencies, student inducements, and a careful integration of academic curriculum (Gujarathi & McQuade, 2002). This team’s experience was a reminder that neither complicated administration nor significant instructor involvement is needed to create a platform that reaps the benefits of service learning. A bona fide client with a real concern for an outcome is enough to foster a learning experience that extends beyond the books, beyond the classroom, and beyond students’ comfort zone.

The service elements of this assignment have developed over several years, driven primarily by student interest in serving clients in meaningful ways. The assignment is simply to “undertake a project that will enhance the business communication skills at the university.” The organization, commitment, alliance-building, motivation, and curricular connections required for effective service learning are functions that have all been taken on by students. The key has been to make it possible for students to take on that role, which they have done within an assignment structure that encourages a continuous process of organizational learning through individual and team tasks.

Students are first required to propose a project to the class that promises to “enhance business communication skills.” They are encouraged to review an ever-expanding list of previous project ideas (Cyphert, 2005b) and required to introduce themselves to their prospective teammates with an online professional bio prior to the speech (Cyphert, 2005a). After hearing their peers’ proposals and reviewing their bios and résumés, students are asked to rank their top three choices of projects. A few projects are always oversubscribed—running the annual golf outing for the management student club is easily the most popular choice—and a few students have unusual interests, but preferences can generally be accommodated to create groups of four to six students.

The first assignment involves project planning, with teams required to submit a memo of

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understanding with a client, a project Gantt chart, and a budget. Some projects involve more service to the community than others, but because every team must define its deliverables to a “real” client, the element of authenticity is built into the assignment. (The instructor is also the client for teams that choose to enhance the college’s business communication Web site, http://www.cba.uni.edu/buscomm/. These tend to be selected by management information systems (MIS) majors for whom the high visibility of a live Web site creates risks and rewards comparable to those of working with an outside client.) Because project ideas spring completely from student interests, most clients have been individuals or organizations from the campus community, and most projects involve event planning or Web site development. In no case has the instructor ever made the arrangements for a service project, although a few potential clients have asked to be placed on the list. In reality, there are always more willing clients than there are teams available, and the passion of the students—along with the attendant risk— is maximized when they identify their own projects.

Once projects are defined and underway, a series of tasks require students to evaluate and adjust their own communication processes: agendas and minutes for a meeting to which the “supervisor” (the instructor) is invited, a project status memo, and an internal team review. Each team must make a final recommendation to “upper management” (the deans, faculty members, members of the business community, and the teams’ clients and invited guests) as to the viability of the project in terms of meeting the organization’s overall “business” goal of enhancing business communication skills at the university.

This final meeting requires a short, software-supported presentation and a discussion of the project goals and outcome. Finally, each team is required to create transmittal documents to pass the project to the next team. An updated Web page for the project list will justify the project to students in the next semester, and an updated documentation binder will be passed to a team that takes it on.

Given the level of work involved in the various assignments, along with the heightened attention to quality when faced with the needs of a real client, student satisfaction with the project is heavily dependent on a perception that the team has provided an authentic service to a client. Furthermore, it is this sense of satisfaction that garners the most response when communicated clearly on the course Web site, and these are the projects that are repeated. With their continued success, a tradition of service has evolved in a course structure that asks only that students do a team project.

As a central activity, these projects integrate virtually every assignment in the course, and students see how various communication events interact and overlap. Slides created for the initial proposal are updated and expanded for the team’s final discussion. A mission statement in the team’s memo of understanding becomes a paragraph on the team’s final Web site. Because the team projects have been in effect for several years, students who mention the course to faculty or the dean are likely to need an “elevator speech” on their projects, with a thesis that might be revisited when those same individuals attend the final presentations. These connections are only relevant, however, because the students perceive the project as a “real” one, with all the attendant risks and rewards.

To be sure, there is also some risk to the instructor and the university. Outright failure seldom occurs, but outcomes are rarely of completely professional quality. Clients are sometimes annoyed that students’ understanding of “as soon as possible” still reflects academic rather than business cultural norms. Vendor relationships are sometimes damaged by a team that fails to clarify expectations or pay bills in a timely fashion. Administrators and faculty can be appalled at students’ lack of respect for organizational authority and structure. Service learning sends students out on a limb, with the instructor not far behind.

I have learned to require contact information for each team’s client, and I now contact the clients after I have collected the memos of understanding, confirming their awareness of the project, asking them to treat the team as they would any vendor or consultant, and thanking them profusely for their cooperation in an educational exercise. I occasionally find a client who has been identified by the team but has not been properly communicated with, but I have never found a client who has not understood the risks inherent in working with a student group.

The team I found at my console late this semester survived its crisis. A substitute speaker was located

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because the team had maintained good contact with the campus career center during the project. The day was a hectic round of emails, phone calls, schedule coordination, and photocopying, but it was a day these students will never forget. These women realized they were working well outside of their “comfort zone,” and they delighted in their triumph. In spite of the uncomplicated structure of the assignment, its studentdriven service component creates an element of risk that sparks the self-awareness of authentic learning.

REFERENCES Bush-Bacelis, J. L. (1998). Innovative pedagogy: Academic service-learning for business communication.

Business Communication Quarterly, 61(3), 20-34.

Cyphert, D. (2005a). Business communication (150:113): Fall, 2005. University of Northern Iowa.

Retrieved December 16, 2005, from http://www.cba.uni.edu/buscomm/buscomcourse/roster.html Cyphert, D. (2005b). Business communication projects. University of Northern Iowa. Retrieved December 16, 2005, from http://www.cba.uni.edu/buscomm/buscomcourse/projects.html Gujarathi, M. R., & McQuade, R. J. (2002). Service-learning in business schools: A case study in an intermediate accounting course. Journal of Education for Business, 77(3), 144-150.

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Diagnostic Tests of English Skills

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DIAGNOSTIC TESTS OF ENGLISH SKILLS Good English skills are vital for every business professional, and Excellence in Business Communication stresses knowledge and practice of correct usage—most notably in Chapter 7, “Completing Business Messages,” and in the “Handbook of Grammar, Mechanics, and Usage.”

We’ve provided two 50-question tests to help you assess students’ skills. The first appears in the Handbook and is also included as Test A on the following two pages. The second test, labeled Test B, follows the same structure as Test A but with a different set of questions. You can use one test as a pretest and one as a posttest, or you can use the two tests for different groups of students.

The tests cover six areas of grammar, mechanics, and usage: • Questions 1-5: Parts of speech • Questions 6-15: Correct usage • Questions 16-20: Flaws in sentence structure • Questions 21-30: Punctuation • Questions 31-40: Mechanics • Questions 41-50: Vocabulary In addition, each of the 50 questions is keyed to a specific numbered section in the Handbook (shown here), so students can quickly find more information on each topic.

Q

Handbook Section

Q

Handbook Section Q

Handbook Section

Q

Handbook Section

Q

Handbook Section

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.1–1.6 1.1–1.6 1.1–1.6 1.1–1.6 1.1–1.6 1.1.4 1.2.3 1.2.4 1.2.5 1.2.6

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

1.3.3 1.3.4 1.3.4 1.5.2 1.6.1 1.7.4 1.7.3 1.7.3 1.7.7 1.7.6

2.2 2.4 2.4 2.5 2.6 2.6 2.6 2.7 2.8 2.10

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

3.1 3.1 3.1 3.2 3.3 3.3 3.3 3.4 3.4 3.4

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

4.1 4.1 4.1 4.1 4.2 4.2 4.3 4.3 4.3 4.3

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

ANSWER KEY FOR DIAGNOSTIC TEST A (and the test shown in the Handbook) 1.

F

6.

A

11.

B

16.

B

21.

B

26.

A

31.

B

36.

A

41.

A

46.

B

2.

D

7.

B

12.

A

17.

A

22.

B

27.

B

32.

A

37.

B

42.

B

47.

B

3.

A

8.

A

13.

A

18.

D

23.

A

28.

B

33.

C

38.

B

43.

A

48.

A

4.

B

9.

B

14.

B

19.

E

24.

A

29.

A

34.

B

39.

A

44.

A

49.

B

5.

E

10.

B

15.

A

20.

C

25.

B

30.

B

35.

A

40.

B

45.

B

50.

A

ANSWER KEY FOR DIAGNOSTIC TEST B 1.

C

6.

A

11.

B

16.

B

21.

A

26.

B

31.

B

36.

A

41.

A

46.

A

2.

G

7.

A

12.

A

17.

A

22.

B

27.

A

32.

A

37.

B

42.

B

47.

B

3.

D

8.

B

13.

B

18.

D

23.

B

28.

B

33.

C

38.

A

43.

B

48.

A

4.

B

9.

A

14.

B

19.

E

24.

B

29.

A

34.

B

39.

A

44.

A

49.

B

5.

E

10.

A

15.

A

20.

C

25.

A

30.

B

35.

B

40.

B

45.

B

50.

B

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ENGLISH SKILLS TEST A The following choices apply to items 1–5. Write in each blank the letter of the choice that best describes the part of speech that is underlined.

A. noun

E. adverb

B. pronoun

F. preposition

C. verb

G. conjunction

D. adjective

H. article

____ 1. The new branch location will be decided by next week. ____ 2. We must hire only qualified, ambitious graduates. ____ 3. After their presentation, I was still undecided. ____ 4. See me after the meeting. ____ 5. Margaret, pressed for time, turned in unusually sloppy work.

For items 6–15, write the letter of the word or phrase that best completes each sentence. _____ 6. (A. Russ’s, B. Russ’) laptop was stolen last week. _____ 7. Speaking only for (A. me, B. myself), I think the new policy is discriminatory. _____ 8. Of the five candidates we interviewed yesterday, (A. who, B. whom) do you believe is the best choice? _____ 9. India has increased (A. its, B. its) imports of corn and rice. _____ 10. Either the New York head office or the regional offices will need to reduce (A. their, B. its) staffing costs. _____ 11. If the IT department can’t (A. lie, B. lay) the fiber optic cable by March 1, the plant will not open on schedule. _____ 12. Starbucks (A. is, B. are) opening five new stores in San Diego in the next year. _____ 13. The number of women-owned small businesses (A. has, B. have) increased sharply in the past two decades. _____ 14. Greg and Bernyce worked (A. good, B. well) together. _____ 15. They distributed the supplies (A. among, B. between) the six staff members.

The following choices apply to items 16–20. Write in each blank the letter of the choice that best describes the sentence structure problem with each item.

A. sentence fragment

D. fused sentence

B. comma splice

E. lack of parallelism

C. misplaced modifier

F. unclear antecedent

____ 16. The number of employees who took the buyout offer was much higher than expected, and now the entire company is understaffed. ____ 17. The leader in internet-only banking. ____ 18. Diamond doesn’t actually sell financial products rather it acts as an intermediary. ____ 19. Helen’s proposal is for not only the present but also for the future. ____ 20. When purchasing luxury products, quality is more important than price for consumers.

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Diagnostic Tests of English Skills

For items 21–30, select the best punctuation choice from among those provided.

21. A. What do you think of the ad slogan “Have it your way?”

B. What do you think of the ad slogan “Have it your way”?

22. A. Send copies to Jackie Cross, Uniline, Brad Nardi, Peale & Associates, and Tom Griesbaum, MatchMakers.

B. Send copies to Jackie Cross, Uniline; Brad Nardi, Peale & Associates; and Tom Griesbaum, MatchMakers.

23. A. They’ve recorded 22 complaints since yesterday, all of them from long-time employees.

B. They’ve recorded 22 complaints since yesterday; all of them from long-time employees.

24. A. We are looking for two qualities in applicants: experience with computers and an interest in people.

B. We are looking for two qualities in applicants; experience with computers and an interest in people.

25. A. At the Center for the Blind the clients we serve have lost vision, due to a wide variety of causes.

B. At the Center for the Blind, the clients we serve have lost vision due to a wide variety of causes.

26. A. Replace your standard light bulbs with new, compact fluorescent bulbs.

B. Replace your standard light bulbs with new, compact, fluorescent bulbs.

C. Replace your standard light bulbs with new compact fluorescent bulbs.

27. A. Blue Cross of California may have changed its name to Anthem Blue Cross but the company still has the same commitment to California.

B. Blue Cross of California may have changed its name to Anthem Blue Cross, but the company still has the same commitment to California.

28. A. Only eight banks in this country—maybe nine can handle a transaction of this magnitude.

B. Only eight banks in this country—maybe nine—can handle a transaction of this magnitude.

29. A. Instead of focusing on high-growth companies, we targeted mature businesses with only one or two people handling the decision making.

B. Instead of focusing on high growth companies, we targeted mature businesses with only one or two people handling the decision-making.

30. A. According to board president Damian Cabaza “having a crisis communication plan is a high priority.”

B. According to board president Damian Cabaza, “Having a crisis communication plan is a high priority.”

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Diagnostic Tests of English Skills

For items 31–40, select the best choice from among those provided.

31. A. At her previous employer, Mary-Anne worked in Marketing Communications and Human Resources.

B. At her previous employer, Mary-Anne worked in marketing communications and human resources.

32. A. By fall, we’ll have a dozen locations between the Mississippi and Missouri rivers.

B. By Fall, we’ll have a dozen locations between the Mississippi and Missouri Rivers.

33. A. The Board applauded President Donlan upon her reelection for a fifth term.

B. The board applauded president Donlan upon her reelection for a fifth term.

C. The board applauded President Donlan upon her reelection for a fifth term.

34. A. If you want to travel to France, you need to be au courant with the business practices.

B. If you want to travel to France, you need to be “au courant” with the business practices.

35. A. As the company’s CEO, Thomas Spurgeon handles all dealings with the FDA. B. As the company’s C.E.O., Thomas Spurgeon handles all dealings with the F.D.A. 36. A. The maximum speed limit in most states is 65 mph.

B. The maximum speed limit in most states is 65 m.p.h.

37. A. Sales of graphic novels increased by nine percent between 2016 and 2017.

B. Sales of graphic novels increased by nine percent between 2016 and 2017.

38. A. Our store is open daily from nine A.M. to seven P.M. B. Our store is open daily from 9:00 A.M. to 7:00 P.M. 39. A. The organizing meeting is scheduled for July 27, and the event will be held in January 2020.

B. The organizing meeting is scheduled for July 27th, and the event will be held in January 2020.

40. A. We need six desks, eight file cabinets, and 12 trashcans.

B. We need 6 desks, 8 file cabinets, and 12 trashcans.

For items, 41–50, write in each blank the letter of the word that best completes each sentence. ____ 41. Will having a degree (A. affect, B. effect) my chances for promotion? ____ 42. Try not to (A. loose, B. lose) this key; we will charge you a fee to replace it. ____ 43. I don’t want to discuss my (A. personal, B. personnel) problems in front of anyone. ____ 44. Let us help you choose the right tie to (A. complement, B. compliment) your look. ____ 45. The repairman’s whistling (A. aggravated, B. irritated) all of us in accounting. ____ 46. The bank agreed to (A. loan, B. lend) the Smiths $20,000 for their startup. ____ 47. The credit card company is (A. liable, B. likely) to increase your interest rate if you miss a payment. ____ 48. The airline tries to (A. accommodate, B. accomodate) disabled passengers. ____ 49. Every company needs a policy regarding sexual (A. harrassment, B. harassment). ____ 50. Use your best (A. judgment, B. judgement) in selecting a service provider.

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ENGLISH SKILLS TEST B The following choices apply to items 1–5. Write in each blank the letter of the choice that best describes the part of speech that is underlined.

A. noun

E. adverb

B. pronoun

F. preposition

C. verb

G. conjunction

D. adjective

H. article

____ 1. The courier delivered the package on time. ____ 2. For a browser, use either Safari or Firefox. ____ 3. With the weak economy, Blankcorp is forgoing dividends. ____ 4. Tell everyone that the conference has been canceled. ____ 5. Because they were late, they missed the most important part.

In the blanks for items 6–15, write the letter of the word or phrase that best completes each sentence. _____ 6. Ask (A. Smithers’s, B. Smithers’) assistant about the travel vouchers. _____ 7. Be sure to notify David and (A. me, B. myself) when the webpage goes live. _____ 8. (A. Who, B. Whom) do you prefer to fill the PR position? _____ 9. Ned Cato is a filmmaker (A. whose, B. who’s) first two documentaries both won festival awards. _____ 10. Neither of us (A. was, B. were) prepared for the meeting. _____ 11. Eugene (A. lay, B. laid) the files on the desk. _____ 12. Either FedEx or UPS (A. has, B. have) been chosen as our preferred shipping service. _____ 13. The majority of Wal-Mart employees (A. is, B. are) covered by health insurance. _____ 14. I feel (A. badly, B. bad) that we didn’t make this quarter’s quota. _____ 15. The variety of toothpaste products we have to choose (A. among, B. between) is truly staggering.

The following choices apply to items 16–20. Write in each blank the letter of the choice that best describes the sentence structure problem with each item.

A. sentence fragment B. comma splice C. misplaced modifier

D. fused sentence E. lack of parallelism F. unclear antecedent

____ 16. Never run out of postage again, buy postage with Postage by Phone anytime day or night. ____ 17. Data entry and filing, routine office chores. ____ 18. Smart cards are similar to debit cards however they contain tiny computer chips that can store amounts of money and selected data. ____ 19. The school is responsible for children’s safety in the classroom and playground. ____ 20. Before introducing a new product, research must be done.

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Diagnostic Tests of English Skills

For items 21–30, select the best punctuation choice from among those provided.

21. A. Have you found “The Coming Shakeout in Takeout”?

B. Have you found “The Coming Shakeout in Takeout?”

22. A. Celebrities are recognizable and appealing as ad spokespeople, however they are often viewed with skepticism.

B. Celebrities are recognizable and appealing as ad spokespeople; however, they are often viewed with skepticism.

23. A. Commercial banks were overseen by the Fed; the Office of the Comptroller of the Currency; and state regulators.

B. Commercial banks were overseen by the Fed, the Office of the Comptroller of the Currency, and state regulators.

24. A. Studios giving presentations at the event include: Universal, Fox, New Line, and Lionsgate.

B. Studios giving presentations at the event include Universal, Fox, New Line, and Lionsgate.

25. A. Mark J. Wattles, owner of the 32-store Ultimate Electronics chain, criticized Circuit City’s turnaround effort.

B. Mark J. Wattles, owner of the 32-store Ultimate Electronics chain criticized Circuit City’s turnaround effort.

26. A. The office, with the most windows, is reserved for the highest-level executive.

B. The office with the most windows is reserved for the highest-level executive.

27. A. How would you like to drive away in this shiny, brand-new car?

B. How would you like to drive away in this shiny brand-new car?

28. A. Leslie’s presentation - “New Markets for 2015” - was well organized.

B. Leslie’s presentation—“New Markets for 2015”—was well organized.

29. A. A badly executed ad campaign will get poor results.

B. A badly-executed ad campaign will get poor results.

30. A. The New York Stock Exchange, also known as the ‘Big Board’, is the world’s largest securities exchange.

B. The New York Stock Exchange, also known as the “Big Board,” is the world’s largest securities exchange.

For items 31–40, select the best choice from among those provided.

31. A. The organization is supporting Federal legislation that would curb emissions.

B. The organization is supporting federal legislation that would curb emissions.

32. A. Blankcorp recommends that applicants take courses in marketing, accounting, and management.

B. Blankcorp recommends that applicants take courses in Marketing, Accounting, and Management.

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Diagnostic Tests of English Skills

33. A. Today’s New York Times has a fascinating article titled “Where Is The Internet Going From Here?”

B. Today’s New York Times has a fascinating article titled “Where is the Internet Going from Here?”

C. Today’s New York Times has a fascinating article titled “Where Is the Internet Going from Here?”

34. A. He recommended reading Gladwell’s best-selling book “The Tipping Point.”

B. He recommended reading Gladwell’s best-selling book The Tipping Point.

35. A. Among the regulatory agencies that protect consumers, employees, and shareholders are O.S.H.A., the E.E.O.C., and the S.E.C. B. Among the regulatory agencies that protect consumers, employees, and shareholders are OSHA, the EEOC, and the SEC. 36. A. The journal article was written by Robert Ingram et al.

B. The journal article was written by Robert Ingram et al.

37. A. The meeting is scheduled for three p.m.

B. The meeting is scheduled for 3:00 p.m.

38. A. Dues for the trade organization are $250 for each company.

B. Dues for the trade organization are 250 dollars for each company.

39. A. Two thousand people are expected to attend the conference, with 965 coming from outside of the United States.

B. 2,000 people are expected to attend the conference, with 965 coming from outside of the United States.

40. A. Tickets are available at three prices: $10, $12.50, and $15.

B. Tickets are available at three prices: $10.00, $12.50, and $15.00.

For items 41–50, write in each blank the letter of the word that best completes each sentence. ____ 41. My raise was much bigger (A. than, B. then) I expected. ____ 42. Her presentation is (A. to, B. too) detailed for the audience. ____ 43. ALA has chosen Anaheim as the (A. cite, B. site, C. sight) for its convention. ____ 44. The (A. principal, B. principle) reason for the decision was budgetary. ____ 45. The speaker (A. inferred, B. implied) that the downturn was caused by mismanagement. ____ 46. His workday was interrupted by (A. continual, B. continuous) phone calls. ____ 47. We (A. anticipate, B. expect) sales to be slightly down in the next quarter. ____ 48. The (A. consensus, B. concensus) of the board was that the issue be tabled. ____ 49. You will get in trouble if you try to (A. exagerate, B. exaggerate) your product’s virtues. ____ 50. The committee was asked to submit two (A. seperate, B. separate) reports.

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

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

______________________________________

b. secretaries

______________________________________

c. worker

______________________________________

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

children

______________________________________

g. Betsy Daniels ______________________________________ h. Daily Times

______________________________________

i.

nobody

______________________________________

j.

month

______________________________________

k. Jules

______________________________________

l.

desks

______________________________________

m. office

______________________________________

n. today

______________________________________

o. the Rosses

______________________________________

2. Antecedents Review Sections 1.2, 1.2.1 and 1.2.2. Then, for each sentence that follows, underline the correct pronoun, circle its antecedent, and then write its quantity (S for singular, or P for plural) in the left-hand column.

Quantity ___

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

___

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

___

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

___

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

___

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

___

f.

___

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

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

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___

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

___

i.

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

___

j.

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

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

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

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

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

j.

With (who, whom) were you speaking?

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

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

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

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

j.

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

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More Practice in Grammar, Mechanics, and Usage

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

TO PROVIDE

TO BECOME

a. present: I

p. present: we

b. past: you

q. past: I

c. future: we

r. future: you

d. present perfect: they

s. present perfect: he

e. past perfect: she

t. past perfect: it

TO ALLOW

TO BE

f. present: he

u. present: you

g. past: it

v. past: she

h. future: you

w. future: we

i. present perfect: they

x. present perfect: they

j. past perfect: I

y. past perfect: I

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

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

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

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

_______________

f.

good

_______________

b. poor

_______________

g. whole

_______________

c. real

_______________

h. busy

_______________

d. full

_______________

i.

secondary _______________

e. complete

_______________

j.

due

_______________ .

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49

10. Prepositions Review Section 1.6.1. Then underline all the prepositions in these sentences. a. Providing a few samples of cheese created better sales in many areas. b. Lead into the letter without a break. c. He brought with him the habit of using quick-freeze equipment. d. If the right people are informed of your offer, word of mouth will take care of the rest. e. The board will meet behind closed doors for several reasons, none of which are secret.

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

___

d. because

___

g. if

___

b. Oh no!

___

e. an

___

h. unless

___

c. but

___

f.

___

i.

___

Good!

and

12. Longer sentences Review Section 1.7.1. Then underline the word that makes each sentence correct. a. His presentation, coming after two really boring speeches, (was, were) refreshing. b. When the full slate of officers (is, are) present, she doesn’t write out their names. c. (Although, However,) it was over by the time we got there. d. The (secretary, secretaries) working at headquarters the longest will be recognized. e. All who are in the group (meet, meets) the selection criteria.

13. Sentence fragments Review Section 1.7.3. Some of the following are sentence fragments; others are correct as they stand.

Rewrite the sentence fragments to make them complete sentences, and write correct in the space following sentences that are complete. a. In just 14 days, with lots of promotion, the new outlet will open.

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

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c. Drop the economy model.

d. Who of all our employees?

e. Although Joan is well grounded in office procedure.

f.

Charging our office with the task of counting supplies.

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

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

i.

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

.

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51

14. Fused sentences and comma splices Review Section 1.7.4. Some of the following are fused sentences; others are correct. Rewrite the fused sentences to make them correct, and write correct in the space following correct sentences. a. You like the idea of owning your own business, especially because you have the capital to begin one.

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

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

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

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

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

.

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52

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

c. We interviewed several applicants with great speed.

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

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

16. Punctuation A Review Sections 2.4 and 2.5. Then, in the space provided, write C if the sentence is punctuated correctly, or I if the sentence is punctuated incorrectly. a.

_____ His writing skills are excellent, however he still needs to polish his management style.

b.

_____ Over half of the combined debt loads of Argentina; Brazil; and Mexico fluctuates with the movement of the U.S. prime rate. _____ About 100 products bore the Can-Man trademark last May; there are nearly 300 today. _____ Stephen Raken says Oak Tree Realty now: “realizes that it can’t keep up if it does it all in-house.” _____ The following executives will be attending the conference: Elayne Boswell, executive editor; Enrique Rodriguez, production manager; and Sandra Lockwood, IT manager. _____ For more information on our products, visit: www.learningaids.com. _____ James announced to the board members: “We have won the Palomar contract.” _____ While not all the floor models presented here will suit everyone’s taste; there is something for everyone.

c. d. e. f. g. h.

.

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17. Punctuation B Review Sections 2.1 through 2.3. Then, in the space provided, write C if the sentence is punctuated correctly, or I if the sentence is punctuated incorrectly. a. b. c. d. e. f. g. h.

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

18. Punctuation C Review Sections 2.7 and 2.8. Then, in the space provided, write C if the sentence is punctuated correctly, or I if the sentence is punctuated incorrectly. a.

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

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

19. Punctuation D Review Sections 2.10 through 2.12. Then, in the space provided, write C if the sentence is punctuated correctly, or I if the sentence is punctuated incorrectly. a. b. c. d.

_____ “Johnson and Kane, Inc., is gone, comments one Wall Street merger expert. _____ Several insurers (Gaston, Regis, DMA) maintain offices in Tennessee. _____ “Bricks and mortar,” Johnson says, are history.” _____ “Two years after an election,” the study concluded, “a citizen . . . may hold a favorable opinion of a politician to avoid the discomfort of having voted for someone for whom he or she has a poor opinion.” .

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_____ You’ll enjoy a low introductory rate of . . . 2.9% on all purchases and balance transfers . . . until April 2007. _____ All multi-outlet devices (e.g., power strips) must have circuit protection. _____ San Francisco Convention Facilities, (SFCF), is the exclusive telecommunications provider for the Moscone Center. _____ “Gateway hasn't fully recovered from the dot-com bust", Murphy said.

e. f. g. h.

20. Capitals

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

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

b. a-gainst

c. self-anal-ysis

d. controll-ing

e. hasti-ly

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

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

g. Civilized people can (defer, differ) in their opinions without getting angry. h. The (principal, principle) was sound, but the details were misleading. i.

In the future, sales representatives will be assigned (routes, routs) by the Chicago office. .

More Practice in Grammar, Mechanics, and Usage

j.

55

See whether this regulation can be (waived, waved).

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

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

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

23. Frequently misused words Review Section 4.2. Then underline the correct or preferable word in each sentence. a. Each carton contained (fewer, less) packages than were indicated on the outside. b. His letter (inferred, implied) that there was no charge for the damaged items. c. We encountered no problems when we (laid, lay) the tiles. d. We will have (a lot, allot) of openings in six months. e. The usual mediator was formerly employed by one of the parties to the dispute, so a more (disinterested, uninterested) mediator was assigned to the case. f.

All seated passengers must be able to see the sign, just (as, like) they can on a 747.

g. Our popular poplin dress shirt is (as, like) our executive Essence shirt in many ways. h. (Many, Much) of our sales effort would be enhanced by a computer. i.

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

j.

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

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

indispensable

indespensable

b. permenent

perminent

permanent

c. consensus

concensus

consencus

d. benefitted

benifitted

benefited

e. changable

changeable

changible

f.

noticeable

noticable

notisable

g. medeocre

mediocer

mediocre

h. catigory

category

cattegory

i.

alignment

alinement

alinment

j.

prefered

preferd

preferred .

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

in other words

meanwhile

furthermore

on the contrary

on the other hand

still

therefore

in the second place

in that case

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

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

.

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MEMO TO: All department heads FROM: Alan Kitchener, vice president of human relations DATE: June 22 2014 SUBJECT: In-house training program Several new training programs have been developed in response to the training needs assessment conducted in February. (27 highly informative replies were received; I personally appreciated your comments). Our goal in developing these new programs was to give each employee the skills to do his job better, and to improve employee’s moral.

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

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

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

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

Each course will be offered once a month beginning at the first week and continuing for 4 sessions.

Successful Blogging and Podcasting on Tuesdays, Keeping Customers Happy on Wednesdays, and Writing Better for Business on Thursdays. They will be held in the second floor conference room from three to five p.m.

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

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

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SOLUTIONS TO MORE PRACTICE IN GRAMMAR, MECHANICS, AND USAGE 1. Possessive nouns a. b. c. d. e. f. g.

women’s secretaries’ worker’s Matthew Kitsos’ editor-in-chief’s children’s Betsy Daniels’s

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

2. Antecedents a. b. c. d. e.

their—Joe, Frank, and Bob—P its—company—S its—Los Angeles—S their—newcomers or veterans—P it—office decor—S

f. g. h. i. j.

her—Marilyn or Lupe—S their—candidates—P his or her—each—S its—campaign—S their—people—P

3. Case of pronouns a. b. c. d.

We Whom me who

e. f. g. h.

me her he whoever

i. j.

I Whom

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

It’s its their our your

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

5. Verb tenses a. b. c. d. e. f.

provide provided will provide have provided had provided allows

j. had allowed k. shrink l. shrank m. will shrink n. have shrunk o. had shrunk

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

More Practice in Grammar, Mechanics, and Usage

g. allowed h. will allow i. have allowed

p. become q. became r. will become

y. had been

6. Transitive and intransitive verbs a. raise

b. Set

c. lain

d. laid

e. risen

7. Voice of verbs a. b. c. d. e.

Mercury Message Service made the delivery.

Three of us read your report.

The buyer must choose a color.

Jane Harper handles complaints.

Our representatives picked up new ideas at the trade fair.

8. Adjectives a. b. c. d. e.

best larger most promising most practical heavier

9. Adverbs a. b. c. d. e.

intensely poorly really fully completely

f. g. h. i. j.

well wholly busily secondarily duly

10. Prepositions a. b. c. d. e.

of, in into, without with, of of, of, of behind, for, of

11. Conjunctions, articles, and interjections a. C b. I c. C

d. C e. A f. I

g. C h. C i. C

.

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12. Longer sentences a. b. c. d. e.

was are However, secretaries meet

13. Sentence fragments (many other solutions are possible) a. b. c. d. e. f. g. h. i.

correct At least ten one-week sessions are being offered beginning the first week in June, with no breaks. correct Who of all our employees is the best person for the job?

Joan is well grounded in office procedure.

They are charging our office with the task of counting supplies.

They ordered a large quantity of wheat from the United States.

Our coats are water repellent, sleek, and undeniably tough.

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

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

15. Misplaced modifiers a. b. c. d. e.

Deliver the fastback with the leather upholstery to the customer.

An unauthorized caller, no matter how clever, can’t get through this “smart” telephone.

With great speed, we interviewed several applicants.

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

Driving through Emerson City, I passed the new business center.

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

d. I e. C f. I

g. C h. I

.

More Practice in Grammar, Mechanics, and Usage

17. Punctuation B a. C b. I c. I

d. C e. I f. C

g. I h. I

d. I e. C f. I

g. I h. C i. C

d. C e. I f. C

g. I h. I

18. Punctuation C a. C b. I c. I 19. Punctuation D a. I b. C c. I 20. Capitals a. b. c. d. e.

He, post-Afghanistan, Russia What, Senate Foreign Relations Committee At Northern Natural Gas Company, President Samuel F. Segnar Margaret D. Steele, Faribault College’s Book, Atlanta, Airtrans Airlines, I

21. Word division a. b. c. d. e.

call-able against (no division) self-analysis (divide only at existing hyphen) control-ling hast-ily

22. Frequently confused words a. b. c. d. e. f. g. h. i.

accept all ready incidence lose morale latter differ principle routes

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

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More Practice in Grammar, Mechanics, and Usage

23. Frequently misused words a. b. c. d. e.

fewer implied laid a lot disinterested

f. g. h. i. j.

as like much corresponds to inferred

24. Frequently misspelled words a. b. c. d. e.

indispensable permanent consensus benefited changeable

f. g. h. i. j.

noticeable mediocre category alignment preferred

25. Transitional words and phrases a. b. c. d. e.

therefore for example furthermore meanwhile in other words

26. The memo should be edited as shown on the following page. (Some wording variations are acceptable, of course.)

.

62

More Practice in Grammar, Mechanics, and Usage

.

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Chapter 16: Applying and Interviewing for Employment Chapter Guides This section provides chapter-by-chapter information about textbook content, with suggested solutions and answers for student questions and activities. Each Chapter Guide includes the following items: • • • • • • • • •

Chapter overview Chapter Learning Objectives Chapter outline Lecture notes organized by Learning Objective, with class discussion questions in selected sections Answers to highlight box questions Answers to Apply Your Knowledge questions Answers to Practice Your Skills activities Solutions to cases (complete example solutions for short-message cases; solution guidelines for long-message cases) Suggested Teaching Activities and Resources

Chapter 16: Applying and Interviewing for Employment This final chapter completes the discussion of employment communication, addressing the written communications needed before and after interviewing, along with the interviewing process.

LEARNING OBJECTIVES 16.1 Explain the purposes of application letters, and describe how to apply the AIDA organizational approach to them.

16.2 Describe the typical sequence of job interviews, the major types of interviews and interview questions, and the attributes employers look for during an interview.

16.3 List six tasks you need to complete in order to prepare for a successful job interview.

16.4 Explain how to succeed in all three stages of an interview.

16.5 Identify the most common employment messages that follow an interview, and explain when you would use each one.

CHAPTER OUTLINE Submitting Your Résumé Writing Application Letters Getting Attention Building Interest and Increasing Desire Motivating Action Following Up After Submitting a Résumé Understanding the Interviewing Process

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The Typical Sequence of Interviews The Screening Stage The Selection Stage Common Types of Interviews and Interview Questions Structured Versus Unstructured Interviews Panel and Group Interviews Major Categories of Interview Questions Behavioral Interview Questions Situational Interview Questions Case Interviews Stress Interviews Phone and Video Interviews What Employers Look for in an Interview Preemployment Testing and Background Checks Preparing for a Job Interview Learning About the Organization Thinking Ahead About Questions Planning for the Employer’s Questions Planning Questions of Your Own Boosting Your Confidence Polishing Your Interview Style Presenting a Professional Image Being Ready When You Arrive Interviewing for Success The Warm-Up The Question-and-Answer Stage Answering and Asking Questions Listening to the Interviewer Handling Potentially Discriminatory Questions The Close Concluding Gracefully Discussing Salary Interview Notes Following Up After an Interview Follow-Up Message Message of Inquiry Request for a Time Extension Letter of Acceptance Letter Declining a Job Offer Letter of Resignation

LECTURE NOTES Section 1: Submitting Your Résumé Learning Objective 1: Explain the purposes of application letters, and describe how to apply the AIDA organizational approach to them.

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Your résumé needs support from several other employment messages before, during, and after the interview process.

These messages can include application letters, inquiries, application forms, and follow-up notes.

Writing Application Letters Whenever you email your résumé, you should include an application letter, also known as a cover letter. Note that even though it is usually an email message, many professionals still refer to this message as a “letter.”

Not all recruiters read application letters, but if you are emailing an individual directly, it’s always a good idea to include one. If not the recruiter, someone else in the hiring process might read it.

The application letter has three goals: •

Introduce your résumé

•

Persuade the recipient to read it

•

Request an interview

This message offers several important opportunities; it lets you •

Communicate in a more personal and conversational way than you can with your résumé

•

Show that you understand what the employer is looking for

•

Demonstrate your writing skills

•

Highlight soft skills, which are difficult to quantify on your résumé

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The best approach for an application letter depends on whether you are sending one of two types: •

A solicited application letter to apply for an identified job opening, when the writer knows exactly what qualifications the organization is seeking

•

An unsolicited application letter—also known as a prospecting letter—when you take the initiative to write to companies even though they haven’t announced a job opening that is right for you

Prospecting letters are more challenging to write because you don’t have the clear target you have with solicited letters, and the message is unexpected.

Strengthen a prospecting letter with news items that involve the company, its customers, the profession, or the individual manager to whom you are writing.

For either type of letter, follow these tips to be more effective: •

Resist the temptation to stand out with gimmicks; impress with knowledge and professionalism instead.

•

If the name of an individual manager is at all findable, address your letter to that person.

Search for management names using o LinkedIn o The company’s website o Industry directories o Twitter o People in your network

• • •

Clearly identify the opportunity you are applying for or expressing interest in.

Show that you understand the company and its marketplace.

Use this opportunity to explain employment gaps or other potential “red flags” in your résumé.

Keep it short—no more than three or four brief paragraphs.

Show some personality, while maintaining a business-appropriate tone.

Don’t just repeat information from your résumé but rather complement and support that information.

Adapt the letter to each unique job opening.

• • • •

Getting attention: The opening paragraph of your application letter has two important tasks to accomplish: •

Clearly stating your reason for writing

•

Giving the recipient a reason to keep reading by showing that you can meet the company’s needs o Show that you know something about the industry and its current challenges. o Mirror the company’s stated needs by using its keywords. o Highlight personal qualifications. o Show evidence that you understand the broader market. o Balance any lack of experience with enthusiasm and knowledge of the industry.

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Building interest and increasing desire: The middle section of the application letter presents your strongest selling points in terms of their potential benefit to the organization, thereby building interest in you and creating a desire to interview you.

The more specific you can be in the middle section of the letter, the better. And back up your assertions with convincing evidence of your ability to perform.

When writing a solicited letter: •

Discuss each requirement specified in the advertisement.

•

Stress other solid selling points to help strengthen your overall presentation.

•

Don’t restrict your message to just core job duties.

•

Highlight personal characteristics that apply to the targeted position, such as diligence or your ability to work hard, learn quickly, handle responsibility, or get along with people.

•

Mention salary requirements at this stage only if the organization has asked you to state them.

Toward the end of this section, refer the reader to your résumé by citing a specific fact or general point covered there.

Motivating action: The final paragraph of your application letter has two important functions: •

Ask the reader for a specific action (usually an interview)

•

Facilitate a reply

Also include options in the final paragraph, by making these offers: •

Go to the employer’s office at a convenient time.

•

Meet with its nearest representative.

•

Arrange a telephone interview.

•

Include your email address and phone number.

• Indicate the best time to reach you.

After editing and proofreading your application letter, give it a final quality check. Then send it along with your résumé promptly, especially if you are responding to an advertisement or online job posting.

Class discussion question: You’ve been on the receiving end of advertising for most of your life; what can you apply from your experience to the task of applying for jobs? What works, and what doesn’t work?

Following Up After Submitting a Résumé Deciding if, when, and how to follow up after submitting your résumé and application letter is one of the trickiest parts of a job search. Keep these tips in mind: Copyright © 2024 by Pearson Education, Inc.

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•

Employers continue to evaluate your communication efforts and professionalism during this phase, so don’t say or do anything to leave a negative impression.

•

Adhere to instructions the employer has provided. If a job posting says “no calls,” don’t call.

•

Don’t call or write before a close date; the company is still collecting applications.

A single instance of poor etiquette or disregard for the company’s instructions can undo all your hard work in a job search.

When you do follow up, you can share an additional piece of information linking your qualifications to the position and ask a question about the hiring process as a way to gather some information about your status.

Good questions to ask include •

Has a hiring decision been made yet?

•

Can you tell me what to expect next in terms of the hiring process?

•

What is the company’s timeframe for filling this position?

•

Could I follow up in another week if you haven’t had the chance to contact me yet?

•

Can I provide any additional information regarding my qualifications for the position?

Whatever the circumstances, follow-up messages can demonstrate that you’re sincerely interested in working for the organization, persistent in pursuing your goals, and committed to upgrading your skills.

Class discussion questions: Is there ever such a thing as too much follow-up? At what point would a candidate go from being highly motivated to being bothersome and needed too much attention? What are some of the signals you can watch for to be sure this doesn't become you?

Section 2: Understanding the Interviewing Process Learning Objective 2: Describe the typical sequence of job interviews, the major types of interviews and interview questions, and the attributes employers look for during an interview.

An employment interview is a formal meeting during which both you and the prospective employer ask questions and exchange information: •

The employer’s objective is to find the best talent to fill available job openings.

•

Your objective is to find the right match for your goals and capabilities.

As you get ready to begin interviewing, keep three vital points in mind: •

Recognize that the process takes time. Start your preparation and research early.

•

Don’t limit your options by looking at only a few companies.

•

Interviews are a two-way discovery process—the questions you ask can be as important as the questions companies ask you.

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The Typical Sequence of Interviews Employers start with the screening stage, in which they filter out applicants who are unqualified or otherwise not a good fit for the position: •

Screening may be conducted by an outside recruiting firm or the company’s human resources (HR) department.

•

Screening is often done over the phone or via online assessments.

•

You might be required to pass an online assessment before you can formally begin the application process.

•

The company’s goal in this stage is finding out whether you meet the minimum requirements for the job, so make sure you understand those requirements and can explain how you meet them.

•

Remember that your goal is to make it through the screening stage, not to win the job yet.

Candidates who make it through screening pass to the selection stage: •

The company’s goal is the find the person who is most likely to succeed in this position.

•

Your goal is to present yourself as that person.

•

Employers take various approaches to the selection stage, but a typical next step is a telephone interview with the hiring manager.

•

This interviewer typically looks to see if you are a good fit with the company’s culture and the demands of the position.

•

Show keen interest in the job, relate your skills and experience to the organization’s needs, listen attentively, and ask questions that show you’ve done your research.

•

The most promising applicants are then usually invited to the company for in-person interviews with a variety of managers and peers.

•

If you emerge as one of the top candidates, the company will likely start selling you on the benefits of joining the organization, and you may get a job offer then or shortly thereafter.

Common Types of Interviews and Interview Questions Employers use a variety of interviewing methods throughout the interviewing process, and you need to recognize the different types and be prepared for each one.

Structured versus unstructured interviews: In a structured interview, the interviewer asks a series of questions in a predetermined order.

Structured interviews help employers compare answers from multiple candidates.

•

You can usually sense that you’re in a structured interview if the interviewer is reading questions from a list and recording your answers.

•

Answer each question thoughtfully and completely; your responses will be compared with those from other candidates.

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In an open-ended interview, the interviewer adapts the line of questioning based on the answers you give and any questions you ask.

•

Even though it may feel like a conversation, remember that it’s still an interview, so keep your answers focused and professional.

•

If you sense that the interviewer is circling back to revisit an answer you gave earlier in the interview, use the opportunity to correct or expand on your earlier answer.

Panel and group interviews: In a panel interview, you meet with several interviewers at once.

•

Try to make a connection with each person on the panel.

•

Keep in mind that each person is likely to have a unique organizational perspective, so tailor your responses accordingly.

In a group interview, one or more interviewers meet with several candidates simultaneously.

•

These sessions can involve group discussions and problem-solving activities.

•

Group interviews let employers see how individuals function in a group or team setting.

•

Be sure to treat your fellow candidates with respect and encouragement.

•

Look for opportunities to show leadership and demonstrate your knowledge about the company and its needs.

Major categories of interview questions: You might encounter two or more types of questions within a single interview, so be prepared to shift.

Behavioral Interview Questions In the behavioral interview, you are asked to relate specific incidents and experiences from your past.

•

Behavioral questions require you to use your own experiences and attributes to craft answers.

•

Because they measure actual behavior, behavioral questions are a better predictor of success on the job than traditional interview questions.

•

These questions often deal with soft-skill areas such as teamwork, communication, leadership, conflict resolution, problem solving, mistakes, and job commitment.

Effective answers to behavioral questions have three parts: •

A summary of the situation or task

•

The approach you took

•

The results you achieved

Use the STAR acronym to help you remember this: •

S/T for situation or task

•

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•

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R for results

Take these steps to prepare for a behavioral interview: •

Review your work or college experiences that relate to the job at hand.

•

Recall instances when you demonstrated an important job-related attribute or dealt with a challenge.

•

Be ready to quickly summarize the situation, the actions you took, and the outcome of those actions.

Class discussion activity: Have students quickly job down work on projects and class activities. In groups of two, allow students to practice answering behavior questions using their skills gained from classwork. Remind students to incorporate the STAR method in their responses. Provide a list of interview questions for the classmate posing as the interviewer such as “Was there ever a time when you had to work with someone who was difficult”, “Tell me about a time when you made a mistake and how you resolved it”, or “Tell me about your experiences in working in teams.” Be sure to allow enough time to both students to practice answering questions.

Situational Interview Questions Situational interview questions are similar to behavioral questions, except they focus on how you would handle various hypothetical situations on the job.

The more you know about the position, the better prepared you’ll be.

The interviewer will be listening for your process of assessing the situation and formulating a response.

Case Interviews Case interviews are common at investment banks and management consulting firms.

In these interviews, you will be given information about a scenario and will be asked to make a forecast, solve a strategic dilemma, or come up with some other sort of answer.

Stress Interview The stress interview is the most unnerving type of interview.

You might be asked questions designed to unsettle you or be subjected to long periods of silence.

The theory is that you’ll reveal how well you handle stressful situations, but some experts question whether this technique is effective or ever ethical.

If you find yourself in a stress interview, recognize what is happening and collect your thoughts for a few seconds before you respond.

Phone and Video Interviews Expect to be interviewed through a variety of media, including telephone, email, videoconferencing, or online assessment systems.

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•

Treat it as seriously as an in-person interview.

•

Prepare your discussion material, including having copies of anything you have sent to the employer ready in front of you and note cards with key message points you want to make and questions you want to ask.

•

As much as possible, arrange a clean, quiet space to be in during the interview.

•

If possible, schedule the interview for a time when you can be in your prepared space, free from any potential interruptions.

•

Practice your answers in a mock interview with a friend so that you are comfortable saying them over the phone.

•

Install any software you will need to use. Test it with a friend ahead of time.

•

Be sure your device is changed.

• •

Dress for a business meeting; doing so sends your brain a signal that this is a professional encounter.

Answer your phone professionally; say “Hi, this is—” to let callers know they have reached the right person.

•

Maintain good posture; it helps you project your voice and sound more engaged.

•

Compensate for the lack of visual nonverbal signals by keeping your voice warm, friendly, and dynamic.

•

Smile frequently—even though the other person can’t see it, a smile improves your mood and the tone of your voice.

•

Finish each answer in a definitive way; don’t trail off, such as ending with “so . . .”

•

Speak clearly.

•

Write down essential information you get—don’t rely on your memory for important details.

• •

Finish on a positive note, no matter how well you think the interview went.

Maintain frequent “eye contact,” which means looking at the camera on your device, not at the person’s face on your screen. You’ll have the natural urge to look at the person’s face, but on the other end it will look like you’re looking off at an angle.

•

If possible, move the on-screen window that shows the other person’s image close to the camera on your computer or device.

•

Without being stiff, sit as still as possible. Fidgeting will distract the interviewer, and your microphone could pick up extraneous noise as you move around.

What Employers Look for in an Interview Interviews give employers the chance to go beyond the basic data of your résumé to get to know you and to answer two essential questions: •

Can you handle the responsibilities of the position? The more you know about the demands of the position and how your skills match those demands, the better you’ll be able to respond.

•

Will you be a good fit with the organization and the target position? This line of inquiry includes your overall personality and approach to work.

Smart employers want people who are:

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•

Confident

•

Dedicated

•

Positive

•

Curious

•

Courteous

•

Ethical

•

Willing to commit to something larger than their own individual goals

•

Compatible with the organization’s culture

•

Committed to professionalism

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Class discussion activity: How can a candidate show these qualities during an interview? Review the list and identify ways that show the employer you have these skills. For example, confidence might be displayed through a firm hand shake, good eye contact, and a sincere smile. Dedication might be indicated by sharing a story about when a class project wasn’t going well, and the candidate took steps to fix it. Continue to work down the list, allowing students to offer examples.

Preemployment Testing and Background Checks Many employers conduct a variety of preemployment evaluations and investigations. Here are types of assessments you are likely to encounter during your job search: •

Integrity tests attempt to measure how truthful and trustworthy a candidate is likely to be.

•

Personality tests are designed to gauge such aspects as attitudes toward work, interests, managerial potential, dependability, commitment, and motivation.

•

Cognitive tests measure a variety of attributes involved in acquiring, processing, analyzing, using, and remembering information. Typical tests involve reading comprehension, mathematics, problem solving, and decision making.

•

Job knowledge and job skills tests measure the knowledge and skills required to succeed in a particular position.

•

Substance tests: Most companies perform some level of drug and alcohol testing.

•

Background checks include reviewing your credit record, checking to see whether you have a criminal history, and verifying your education.

You should also assume that every employer will conduct a general online search on you. To help prevent a background check from tripping you up: •

Verify that your college transcripts are current.

•

Look for any mistakes or outdated information in your credit record.

•

Plug your name into multiple search engines to see whether anything embarrassing shows up.

•

Scour your social network profiles and connections for potential problems.

Class discussion activity: Many states have legalized marijuana, yet some employers still test for use.

Why? Can an employer refuse to hire you if you are using a legal substance? How is this different that

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alcohol use? Keep in mind that if an employer does work with any Federal agency, the rules of the Federal agency prevail. This applies to legalized substances as well.

Section 3: Preparing for a Job Interview Learning Objective 3: List six tasks you need to complete in order to prepare for a successful job interview.

Solid preparation for interviewing will help you feel more confident and perform better under pressure.

Learning About the Organization Employers expect serious candidates to demonstrate an understanding of the company’s operations, its markets, and its strategic and tactical challenges.

In addition to learning about the company and the job opening, learn as much as you can about the managers who will be interviewing you.

This will help you build rapport and might reveal vital insights into the career path you are considering. Just make sure your questions are sincere and not uncomfortably personal.

Thinking Ahead About Questions Planning for the interviewer’s questions will help you handle them more confidently and successfully.

In addition, you will want to prepare insightful questions of your own.

Planning for the employer’s questions: Many general interview questions are “stock” queries that you can expect to hear again and again during your interviews. Get ready to face these six at the very least: •

What is the hardest decision you’ve ever had to make? Be prepared with a good example (that isn’t too personal), explaining why the decision was difficult, how you made the choice, and what you learned from the experience.

•

What is your greatest weakness? One good strategy is to mention a skill or attribute you haven’t had the opportunity to develop yet but would like to in your next position.

•

Where do you want to be five years from now? This question tests (1) whether you’re merely using this job as a stopover until something better comes along and (2) whether you’ve given thought to your long-term goals.

•

What didn’t you like about previous jobs you’ve held? Answer this one carefully: The interviewer is trying to predict whether you’ll be an unhappy or difficult employee.

Avoid making negative comments about former employers or colleagues.

•

Tell me something about yourself. Briefly share the “story of you” in a way that aligns your interests with the company’s. Focus on a specific skill that you know is valuable to the company, share something business-relevant that you are passionate about, or offer a short summary of what others think about you.

•

How do you spend your free time? This question can pop up late in an interview, after the interviewer has covered the major work-related questions and wants to get a better idea of what sort of person you are.

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Look for ways to frame your responses as brief stories rather than simple declarative answers.

Where appropriate, use the STAR model.

Planning questions of your own: An interview is a two-way conversation. The questions you ask are just as important as the answers you provide.

Interviewers expect you to ask questions and tend to look negatively on candidates who don’t.

Questions should show your qualifications to their best advantage, verify this is the work you want to do, and show your ability to assess and explore important business issues.

Save questions about salary, vacation, and benefits for when job offers are being made.

Boosting Your Confidence You can take steps to feel more confident in the interviewing process by following these steps: • • • • • •

Remind yourself that you have value to offer the employer.

Remember that the employer already thinks highly enough of you to invite you to an interview.

Emphasize positive traits such as warmth, wit, intelligence, or charm.

Focus on your strengths.

Focus on how you can help the organization succeed.

Remind yourself that the more prepared you are, the more confident you’ll be.

Polishing Your Interview Style Competence and confidence are the foundation of your interviewing style, and you can enhance them by giving the interviewer a positive impression by showing these attributes: •

Poise

•

Good manners

•

Good judgment

Record mock interviews and study your performance. Pay close attention to your speaking voice and evaluate your nonverbal behavior: •

Posture

•

Eye contact

•

Facial expressions

•

Hand gestures and movements

Presenting a Professional Image Clothing and grooming are important elements of preparation because they reveal something about a candidate’s sense of self, including:

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•

Personality

•

Professionalism

•

Ability to sense the unspoken “rules” of a situation

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Inappropriate dress is a common criticism leveled at interviewees, so stand out by looking professional.

The following conservative look will serve you well in most business interview situations: •

Hairstyle appropriate for the industry

•

For more formal environments and many professional or managerial positions: a conservative business suit in a dark, solid color or a subtle pattern such as pinstripes; solid color shirt for men; coordinated blouse for women; conservative tie (classic stripes or subtle patterns) for men

•

For less formal environments, smart-looking “business casual” attire

•

Stylish but professional-looking shoes (no extreme high heels or casual shoes)

•

Limited accessories

•

Clean hands and nicely trimmed fingernails

•

Little or no perfume or cologne

•

Exemplary personal hygiene

Send a clear signal that you understand the business world and know how to adapt to it. You won’t be taken seriously otherwise.

Being Ready When You Arrive When you go to your interview, consider taking the following items: •

A small notebook

•

A pen

•

A list of the questions you want to ask

•

Several copies of your résumé (protected in a folder)

•

An outline of what you have learned about the organization

•

Any past correspondence about the position

•

A small calendar

•

A transcript of your college grades

•

A list of references

•

A portfolio containing work samples, performance reviews, and certificates of achievement

Consider these awkward situations to avoid: •

Plan to take notes with pen and paper, unless you can use a tablet or other device quickly and unobtrusively.

•

Turn off your mobile phone.

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•

Know when and where the interview will be held.

•

Verify the route you will take and all your driving or transit choices to ensure adequate travel time.

When you arrive, remind yourself that anything you do or say while you wait may well get back to the interviewer, so make sure your best qualities show from the moment you enter the premises.

Class discussion question: Is appearing nervous in a job interview necessarily a bad sign? Why or why not? What might a seasoned interviewer conclude about candidates who appear to be nervous?

Section 4: Interviewing for Success Learning Objective 4: Explain how to succeed in all three stages of an interview.

It’s now time to become familiar with the three stages that occur in some form in all interviews: •

The warm-up

•

The question-and-answer stage

•

The close

The Warm-Up The warm-up stage consists of the first few minutes of the interview, as you meet the interviewer and settle into place.

It might occur while you’re walking from the lobby to a conference room or the interviewer’s office and continue while you take your seats and move into a more formal conversation.

Although it can feel like casual small talk, these early exchanges are every bit as important as structured questions because you are creating the vital first impression in the interviewer’s mind.

Remember these tips: •

Show positive body language and a warm smile.

•

Offer a firm but not overpowering handshake.

•

Repeat the interviewer’s name when you’re introduced.

•

Wait until you’re asked to be seated or the interviewer has taken a seat.

•

Let the interviewer start the discussion.

Be ready to answer one or two substantial questions right away. Here are some you might hear: •

Why do you want this job?

•

Why do you want to work here?

•

What do you know about us?

•

Tell me a little about yourself.

•

Why should we hire you?

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Questions and answers usually consume the greatest part of the interview. Depending on the type of interview, the interviewer will likely ask you to discuss the following: •

Your qualifications

•

Some of the points mentioned in your résumé

•

How you have handled various situations in the past (behavioral questions) or would handle them in the future (situational questions)

You’ll also be asking questions of your own.

Answering and asking questions: These tips will help make for a smooth interview: •

Let the interviewer lead the conversation.

•

Never answer a question before the interviewer has finished asking it.

•

Try to avoid one-word answers; without being verbose, use each opportunity to expand on a positive response or explain a negative response.

•

Think through the implications before responding to a difficult question.

•

Ask a question from the list you’ve prepared if it fits naturally into the conversation.

•

Probe for what the company is looking for in its new employees.

•

Zero in on any reservations the interviewer might have about you so that you can dispel them.

Listening to the interviewer: Paying attention when the interviewer speaks can be as important as giving good answers or asking good questions.

Apply everything you learned about active listening, including paying close attention to nonverbal signals: •

Facial expressions

•

Eye movements

•

Gestures

•

Posture

•

Nods in agreement to your answers

•

Smiles to show approval

Handling potentially discriminatory questions: A variety of federal, state, and local laws prohibit employment discrimination in these critical areas: •

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Ethnicity

•

Gender

•

Age (if you’re between 40 and 70)

•

Marital status

•

Religion

•

National origin

•

Disability

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Interview questions designed to elicit information on these topics are potentially illegal.

If an interviewer asks a potentially unlawful question, consider your options carefully before you respond. You can do the following: •

Answer the question as it was asked.

•

Ask tactfully whether the question might be prohibited.

•

Simply refuse to answer the question.

•

Try to answer the question behind the question—what is the interviewer really trying to uncover?

Even if you do answer the question as it was asked, think hard before accepting a job offer from this company if you have alternatives. If you think it was intentional, would you want to work for an organization that condones illegal or discriminatory questions or that doesn’t train its employees to avoid them?

The Close The end of the interview is important because it is your last opportunity to emphasize your value to the organization and to correct any misconceptions the interviewer might have about you.

Be aware that many interviewers will ask whether you have any more questions at this point, so ask one or two from the list you brought or ask a question related to something that came up during the interview.

Concluding gracefully: You can usually tell when the interviewer is trying to conclude the session. He or she may ask whether you have any more questions, check the time, summarize the discussion, or simply tell you that the allotted time for the interview is up.

When you get the signal, be sure to thank the interviewer for the opportunity and express your interest in the organization. If you can do so comfortably, try to pin down what will happen next, but don’t press for an immediate decision.

Discussing salary: Based on the research you’ve done, you should have an idea of likely salary ranges for each position and be ready with the range of figures you will accept.

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If you receive an offer during the interview, you’ll naturally want to discuss salary. However, let the interviewer raise the subject.

If asked your salary requirements, you can say that your requirements are open or negotiable or that you would expect a competitive compensation package.

If salary isn’t negotiable, look at the overall compensation and benefits package. You may find flexibility in a signing bonus, profit sharing, retirement benefits, health coverage, vacation time, and other valuable elements.

Remember that you’re negotiating a business deal, not asking for personal favors, so focus on the unique value you can bring to the job.

Interview Notes You are likely to collect a lot of data during a job search, and you need to keep it all organized and readily available.

Maintain a notebook or simple database with information about each company, interviewers’ answers to your questions, contact information for each interviewer, the status of thank-you notes and other follow-up communication, and upcoming interview appointments.

Section 5: Following Up After an Interview Learning Objective 5: Identify the most common employment messages that follow an interview, and explain when you would use each one.

Staying in contact with prospective employers after interviews can serve several purposes: •

Showing that you really want the job and are motivated to get it

•

Giving you additional chances to demonstrate your communication skills and sense of business etiquette

•

Keeping your name in interviewers’ sights reminds them that you’re actively looking for a new position.

However, you must limit new communication to valid purposes and take care not to wear out your welcome.

Also, anytime you hear from a company during the application or interview process, be sure to respond quickly—if a company doesn’t hear from you within a day or two, it might move on to the next candidate.

Follow-Up Message Write a follow-up message within 24 hours of the interview, even if you feel you have little chance of getting the job.

In addition to demonstrating good etiquette, the message gives you the opportunity to reinforce the reasons you are a good choice for the position and lets you respond to any negatives that might’ve arisen in the interview.

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Class discussion activity: What do you think about writing thank-you notes after the interview? Do they offer value? Thank you, messages should be sent via email, within 24 hours after the interview to each member you spoke with. Each should be slightly different, and each should remind the receiver of a skill you can offer the organization. Use a direct format and keep these short. A well-crafted thank you message could be the distinguishing feature between you and another candidate that shows you have the communication skills and professionalism needed for the position.

Message of Inquiry If you’re not advised of the interviewer’s decision by the promised date or within two weeks, you might make an inquiry.

A message of inquiry is particularly appropriate if you’ve received a job offer from a second firm and don’t want to accept it before you are notified by the first about their decision.

Request for a Time Extension If you receive a job offer while other interviews are still pending, you can ask the employer for more time to make a decision.

In this message, open with a strong statement of your continued interest in the job, ask for more time to consider the offer, provide the reason for the request, and assure the reader that you will respond by a specific date.

Letter of Acceptance When you receive a job offer that you want to accept, reply as soon as you have made your decision.

Begin by accepting the position and expressing thanks. Confirm which job you’re accepting and all relevant details, such as start date and starting salary.

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

Before you send an acceptance letter, be sure you want the job.

Letter Declining a Job Offer After all your interviews, you may find that you need to write a letter declining a job offer.

Open warmly, state the reasons for refusing the offer, decline the offer explicitly, and close on a pleasant note, expressing gratitude.

Always leave every situation on respectful terms; doing so is good etiquette, and you never know if you’ll be applying to this firm again someday.

Letter of Resignation If you get a job offer and are currently employed, you will need to express your intention to leave your current position, usually by writing a letter of resignation to your immediate supervisor.

Follow the approach for negative messages and make the letter sound as positive as possible, regardless of how you feel.

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Say something favorable about your employment experience and then state your intention to leave, making sure you give your employer at least two weeks’ notice.

HIGHLIGHT BOX: INTELLIGENT COMMUNICATION TECHNOLOGY Encountering AI-Assisted Recruiting and Interviewing 1. Student answers will vary according to their comfort level with technology.

2. Students may discover that they won’t always have a choice when it comes to interacting with assessment bots and other forms of AI. Student answers will vary, but this question could spur some interesting discussions about the nature of hybrid human-computer workplaces.

HIGHLIGHT BOX: INTELLIGENT COMMUNICATION TECHNOLOGY Improving Fairness and Finding Better Talent with Blind Auditions 1. Blind auditions can help recruiters see past their own filters and biases and place a higher value on talent and each candidate’s ability to contribute, rather than group affiliation or other attributes unrelated to talent.

2. Students will need to express their own opinions on this question, but they should be able to support their beliefs with sound logic.

SOLVING COMMUNICATION DILEMMAS AT LATINAVIDA 1. Because written communication skills are so essential to a mentoring and training organization such as LatinaVIDA, you pay close attention to how people present themselves in writing. Based on the following openings in unsolicited application letters, which of these candidates has done the best job of capturing your attention and interest? a. No. This one is an off-putting combination of negative and pompous. b. No. This one is “me-oriented” and arrogant. c. Yes. This one conveys the essential information points that (b) conveys, but in a much more “you-oriented” way.

2. During interviews, you like to put applicants at ease right away, so you usually start by asking an offbeat question to break the tension while also prompting the candidate to reveal something about his or her personality and knowledge. Which of these questions would you choose to start an interview? a. Yes. This question gives candidates the opportunity to present themselves as more complex and interesting people than the narrow confines résumés allow. It’s also a good test of a candidate’s ability to think on his or her feet and say something that will impress the interviewer and avoid saying anything self-defeating. b. No. This question could yield interesting, business-relevant information, but it doesn’t address the information described. c. No. This negative question will start the interview on a downbeat tone, which won’t put the applicant at ease. d. No. This sarcastic question won’t yield anything beyond a simple no answer.

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3. The work that LatinaVIDA does frequently requires employees to tackle complex problems and find answers to questions that are neither simple nor straightforward. Which of these questions would you use to judge a candidate’s ability to grasp a problem and begin developing a solution? a. Yes. This question provides an opportunity to demonstrate both problem-solving skills and creative thinking in a business context. While no interviewees are likely to have the data needed to formulate a usable response, they can certainly use some creative guesswork and problem factoring to structure an answer (e.g., starting with a reasonable guess at the current population, then the number of people likely to own a mobile phone, then the wear-out rate for batteries and the replacement rate for mobile phones, and so on). The answers might be off by an order of magnitude, but the important point is demonstrating some sensible means of attacking a complicated problem. b. No. This would not generate any business-relevant responses, and it could create some personally uncomfortable moments for both parties. c. No. This question presents only a simple opportunity for applicants to demonstrate a single isolated fact (that the 555 exchange code doesn’t include any regular phone numbers, so there’s no risk of phone customers being inundated with crank calls). It doesn’t provide as much of an opportunity to show creative thinking and problem solving, as (a) and (d) do. d. No. This could elicit some interesting answers that show insightfulness in general, but the answers wouldn’t be as business-relevant as those from option (a). Moreover, it doesn’t address the problem-solving aspect specified in the exercise.

4. At the end of each interview, you make a point to ask candidates if they have any questions for you.

Which of the following responses impresses you the most? a. No. This applicant appears to lack curiosity. b. No. This response demonstrates a poor grasp of the situation. You aren’t asking if the person has any questions in general but rather any questions that you specifically can answer in a one-on-one setting. c. No. This question suggests that the applicant is a strongly self-oriented individual who may be more interested in what the company can do for him or her, rather than the other way around. d. Yes. This shows both an understanding of the company and an insight into business strategy.

APPLY YOUR KNOWLEDGE 16-1.

A key way to distinguish yourself at any stage of the interviewing process, including when writing prospecting letters, is to demonstrate your understanding of the company’s unique needs and the expectations of the position you are interviewing for. For example, in addition to simply confirming that you possess a particular skill, you can suggest a way that you might be able to apply that skill to help the company. Offer an example and concrete evidence of your customer service skills. [LO-1] AACSB: Written and oral communication

16-2.

If you are asked to re-explain an answer, either you didn’t address what was asked, or more detail might be needed. Think through your response and be sure to answer in detail, offering an example if possible. [LO-2] AACSB: Interpersonal relations and teamwork Copyright © 2024 by Pearson Education, Inc.

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16-3.

First recognize that even though the qualification did not come up in the screening interview, chances are good that it will surface in the selection stage. Be prepared to cite specific evidence to show that you can perform the job as well as or better than others who possess the qualification.

Point out relevant areas of experience and training that may offset the absence of the qualification you don’t possess. [LO-3] AACSB: Written and oral communication

16-4.

The interviewer is likely to conclude that the applicant lacks the curiosity or the research skills needed to succeed in today’s business world and that he or she probably doesn’t have a sincere interest in the position. [LO-3] AACSB: Analytical thinking

16-5.

It’s important to distinguish unethical or illegal interview questions from acceptable questions because you have a tough decision to make regarding unethical or illegal questions. You have four choices when confronted with such a question: You can answer the question as it was asked, you can ask tactfully whether the question might be prohibited, you can simply refuse to answer it, or you can try to answer the “question behind the question.” [LO-4] AACSB: Ethical understanding and reasoning

PRACTICE YOUR SKILLS Messages for Analysis 16-6.

Writing an Application Letter The letter of application will most certainly fail because of these communication problems: •

The opening immediately strikes the wrong tone, as though the writer is doing the company a favor by announcing his or her availability.

•

The writer does not specify which job was advertised. There may have been more than one brand manager position.

•

The second sentence is presumptive, particularly given the admission of no job experience in the third sentence.

•

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

•

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

•

The Lamar Franklin Award is not described and may not mean anything to the audience.

•

The last bulleted item needs to be more specific. Was it 2 percent or 90 percent?

•

The first sentence of the third paragraph is unprofessional.

•

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

[LO-1] AACSB: Written and oral communication 16-7.

Writing Application Follow-Up Messages This message is unprofessional and unclear: •

It opens with a demanding question that is not likely to be answered.

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•

The second sentence seems to blame the company.

•

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

•

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

•

The second paragraph opens with a vague sentence.

•

The second sentence in the second paragraph fails to specify which restaurant and gives irrelevant pay raise information.

•

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

•

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

•

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

•

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

[LO-1] AACSB: Written and oral communication 16-8.

Thank-You Message This letter suffers from problems with both tone and content: •

The opening is a bit too gushy; “really marvelous” is overdoing it. Furthermore, the writer should be more specific about the date of the interview and the position in question.

•

Here again, the writer could be more specific. The second sentence doesn’t really say anything very useful. From the reader’s standpoint, it’s a waste of time.

•

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

•

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

•

In the fifth sentence, “relief” is probably not the best choice of words. By focusing so much on the “atmosphere” of the company, the candidate suggests a preoccupation with the social aspects of the job. The candidate would do better to point out how he or she could contribute to the company.

•

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

•

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

•

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

•

It is acceptable to ask for a decision, but demanding a call in a week is presumptuous.

Instead of pressuring the company, the writer can express confidence and refer to his strongest points.

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•

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Although it’s good to provide information to make the requested action easier, the writer is thinking in “me” terms. It may be inconvenient for the reader to call after working hours.

[LO-5] AACSB: Written and oral communication 16-9.

Letter of Inquiry This letter lacks tact: •

•

•

•

• •

The letter of inquiry should begin with who the candidate is and what position was applied for; the request for a decision should also be stated up front. This writer mistakenly begins with a me-oriented announcement that needlessly mentions the name of the other firm.

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

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

By saying “I don’t mean to pressure you,” the writer reminds the reader that, in fact, pressure is being applied. It would be better to simply say that the other company (which should not be identified) requires a decision within 10 days.

Asking for a decision by a specific date is fine; however, the request could be more courteous.

In the last sentence, the writer egotistically assumes that the reader plans to make an offer. Showing confidence is fine, but this writer carries it to the point of being presumptuous. A more diplomatic alternative would be to suggest that the writer prefers the reader’s company.

[LO-5] AACSB: Written and oral communication 16-10. Letter Declining a Job Offer This letter should be expanded and reorganized using the indirect approach: • •

•

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

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

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

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

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Closing on a note of thanks is fine, but this version sounds superficial. The writer could personalize the thanks by mentioning a specific kindness on the part of the reader.

[LO-5] AACSB: Written and oral communication Exercises 16-11. This exercise is designed to get students thinking about the consequences of their actions and behaviors. It may be surprising for some students to find information about themselves online and find it an alarming situation. Nonetheless, this provides a good opportunity for students to focus on professional requirements and gauge their actions accordingly. [LO-3] AACSB: Reflective thinking 16-12. This is a research exercise designed to give students practice in learning about a company prior to an interview. In addition, students are asked to use their company knowledge to highlight personal attributes and accomplishments that demonstrate a good fit with that company—again enforcing the “you” attitude. Finally, students follow through on their understanding of the company and the fit by identifying suitable keywords for their résumés. [LO-3] AACSB: Analytical thinking 16-13. Student answers will vary [LO-3] AACSB: Reflective thinking 16-14. Students’ emails should focus on one or two well-developed strengths and notable weaknesses to substantiate their individual assessments. In addition, they should try to reframe their weaknesses into learning experiences. An interesting question to ask the students after they’ve written their memo is why an employer would want to know about the specific examples that students have discussed.

The second part of this exercise allows students to consider how their strengths and weaknesses fit with companies seeking to fill job openings. You can ask students how explaining both strengths and weaknesses during an interview might help the interviewer better understand the candidate and the fit with the job. [LO-3] AACSB: Analytical thinking 16-15. This exercise is designed to show students the difficulty of substantiating an intangible attribute.

Merely claiming that you are dependable or willing to take responsibility is not enough. The exercise will teach students to come prepared with concrete evidence. It will also teach them the value of adopting the “you” attitude—especially for those who assume the roles of interviewers assessing these attributes. [LO-4] AACSB: Written and oral communication 16-16. A key question students must resolve for themselves is whether to mention that they will be accepting a job with a competitor. The current employer is likely to find out sooner or later, and might just ask the employee, so it is probably wise and respectful to state the name of the competitor. The resignation will not be good news, so students should use the indirect approach—especially given that the current employer might be concerned about the person sharing trade secrets or customer information with a competitor. The best delivery option will depend on the circumstances, but unless there is a compelling reason not to, delivering the

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message in person is probably best because doing so shows respect for the supervisor. [LO-3] AACSB: Application of knowledge

CASE SOLUTION GUIDELINES Here are solution guidelines for this chapter’s cases.

16-42. Message Strategies: Employment Messages Based on their investigative work into the employer’s requirements, students should include keywords and any information available that would establish common ground with the employer.

[LO-1] AACSB: Written and oral communication 16-43. Message Strategies: Employment Messages This project combines two challenging tasks: distilling complex ideas down to 280 characters (preferably less) and writing about oneself. In addition, each of the 13 tweets needs to be a cohesive message itself while also being part of a unified overall message. Encourage students to outline their overall message first, then divide it into the individual tweets.

[LO-1] AACSB: Information technology 16-44. Career Management: Researching Target Employers This exercise could require a significant amount of research for students, but it helps them understand the amount of research that top candidates often do as part of their job search efforts.

As much as possible, the questions chosen should relate to the specific position the team has in mind, although broader questions about the company and its industry are certainly appropriate.

[LO-3] AACSB: Analytical thinking 16-45. Career Management: Interviewing This activity helps students learn to think like employers and identify which candidates present themselves most effectively on paper and in person. (You can extend the activity by evaluating the performance of the interviewers as well.) The letter writers should be sure to follow the guidelines and models for application letters offered in the chapter.

[LO-4] AACSB: Interpersonal relations and teamwork 16-46. Career Management: Interviewing Students should recognize that this activity is valuable job-search preparation in addition to being great for skills practice. They are practically guaranteed to hear at least one of these stock questions during their job searches, and this activity is an opportunity to rehearse and fine-tune answers they can use in their interviews.

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[LO-4] AACSB: Interpersonal relations and teamwork 16-47. Career Management: Interviewing Students’ interview performances should be evaluated using the various criteria presented in the chapter, including research and preparation before the interview and professionalism during the interview.

In their written follow-up messages, students should thank the interviewer for the opportunity to interview and use the message as an opportunity to build interest in their candidacies. This should be done briefly and subtly, however, such as mentioning how a news item about the company in this morning’s paper confirms the writer’s enthusiasm about working there.

Remind students that follow-up letters function as a networking tool, leaving a positive impression, even if another person is ultimately selected for the position. Also, the person who does receive the offer might not accept it, so the remaining candidates who left a positive impression will be more likely to be called back in.

[LO-4] AACSB: Interpersonal relations and teamwork 16-48. Message Strategies: Employment Messages This message of inquiry should follow the structure of a direct request: main idea, necessary details, and courteous close. In this situation, the main idea is appreciation for the offer from Longhorn Leather and Lumber. In the midsection, the writer should express enthusiasm for Longhorn but cite obligations to another—unnamed—company that has requested an interview. It would be best to request a delay of a specific length of time. A friendly, confident tone is appropriate for the close.

[LO-5] AACSB: Written and oral communication 16-49. Message Strategies: Employment Messages The letter declining a job offer should be brief, appreciative, and sensitive without being apologetic. The writer doesn’t need to include any information about the job that was accepted, other than the fact that he or she has decided to take another offer.

[LO-5] AACSB: Written and oral communication 16-50. Message Strategies: Employment Messages (Letters of Resignation) This exercise might be more challenging than students first perceive. The conversation with the boss is taking place along two channels more or less in parallel. The in-person conversation will be more personal, but the written letter will have to be a more formal, “distant” message, because it is a permanent record of the decision to resign and is more of a communication from the employee to the company, not the individual manager. In analyzing the situation, students should ponder the effect the letter will have on the manager. As a selfless mentor, she will be delighted that her protégé has found a good opportunity. On the other hand, she will be seeing some of her Copyright © 2024 by Pearson Education, Inc.

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“handiwork” leave the company, and she’ll have a new and unwelcome task on her to-do list— replacing the departing employee. As the case description suggests, however, the more personal aspects of this awkward situation should be confined to the in-person conversation and not put in the letter.

[LO-5] AACSB: Written and oral communication Suggested Teaching Activities and Resources: 1. Students can apply their knowledge of application letters better if they have some ideas about the types of positions they will be applying for and interviewing for. Prior to class, have students research five types of positions in their field, including position title, duties, customer interface, and salary range. Have them look for ads for those jobs.

2. Have students practice writing cover letters for one of the jobs they have researched. Be sure students are following the AIDA format for these, and using returns addresses, addresses and titles of the employer, salutations, and signature blocks. While some information might be made up, students should be able to leave class with a cover letter that can be modified for every position they apply to.

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