SOLUTIONS MANUAL For Business Communication, Process and Product (Brief Canadian Edition) 7th Editio

Business Communication, Process and Product (Brief Canadian Edition) 7e Mary Ellen Guffey, Dana Loewy, Esther Griffin (Solutions Manual All Chapters, 100% Original Verified, A+ Grade) Part 1: Instructor Solutions Manual : Page 2-344 Part 2: TEACHING SUGGESTIONS AND RESOURCES: Page 345-532

Part 1: Instructor Solutions Manual Instructor Solutions Manual Chapter 1 Business Communication in the Digital Age Spotlight on Communication Solutions 1. Part 1: How are Canadian Tire and Myant Inc. meeting the demands of today’s marketplace?

ANS: Canadian Tire and Myant Inc. are responding to the demands of today’s marketplace by providing innovative products that use cutting-edge technologies.

Today’s marketplace is competitive and evolving. Through their partnership both companies will thrive as they adapt and change with the times.

2. Part 1: What skills do you think businesspeople need to succeed in today’s workplace?

ANS: A number of employer surveys confirm that communication skills are critical for effective job placement, performance, career advancement, and organizational success. Good communication skills are often ranked among the most requested requirements by employers making job hiring decisions. Businesspeople today need good reading, listening, nonverbal, speaking, and writing skills. In addition to good written and oral communication skills, employees need teamwork skills, critical thinking, and analytical reasoning skills. Written skills are particularly important because technology enables us to transmit messages more rapidly, more often, and to a greater number of people regardless of their physical location. Many people are promoted within organizations because they have good writing skills.

3. Part 2: As a consumer, how do you prefer to learn about a company’s loyalty program? Refer to Figure 1.9, and consider media richness and communication effectiveness.

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Chapter 1 Business Communication: Process and Product, 7th Brief Canadian Edition

ANS: This question generates an interesting discussion on loyalty programs and marketing techniques. Have students provide examples of face-to-face, video, audio, written (addressed), and unaddressed documents and their effectiveness.

4. Part 2: Compare the loyalty programs you participate in. Which one has better customer benefits? Why? ANS: Loyalty cards and related programs are designed to reach shoppers and encourage frequent dealing with the company. Students should compare the loyalty programs they participate in and create a list of attractive benefits. Further, have them discuss whether they have ever had a large payoff from a loyalty program, like the one Tomas Terfloth received in the Canadian Tire case study.

Solutions to Concept Check Questions 1. LO1: In what ways can a lack of oral and written communication skills affect your performance on the job?

ANS: In making hiring decisions, employers often rank communication skills among the most valued. Many job advertisements specifically ask for excellent oral and written communication skills. If employees are not able to communicate effectively on the job, their ideas won’t be understood and job quality may suffer, resulting in employer dissatisfaction.

Analysis: Communication Skills: Your Pass to Success

2. LO1: Individually or in teams, check the listings on an online job board such as Monster, Workopolis, CanadianCareers, or CollegeGrad. Follow the instructions to search job categories and locations. Find three to five job listings in your field of interest. Examine the skills requested. How often do the ads mention communication and teamwork skills? What tasks do the ads mention? Prepare a list of the most frequently requested skills. Discuss your findings with your team members.

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ANS: Students will notice that all employers require communication or teamwork skills.

Have students compare their lists to generate a list of the most frequently requested skills.

Analysis: Succeeding in a Competitive Job Market

3. LO2: In what ways do you see yourself as a learning worker for your current or future employer?

ANS: Learning workers not only acquire knowledge through their diplomas and degrees but have also developed the knowledge of how to learn. Learning workers positon themselves to become organizational leaders, anticipating and adapting to industry changes, which makes them valuable, innovative employees. Students should discuss the different ways they learn how to be adaptable and innovative.

Analysis: Tools for Success in the 21st-Century Workplace

4. LO2: Refer to the employability skills listed on the Unit 1 opening page. Write down your five strongest skills related to your chosen career field. How did you develop these skills? Now write down your five weakest skills related to your chosen career field. What can you do to strengthen these skills?

ANS: Students will choose employability and soft skills from the Unit 1 opening page.

They will have developed skills through life experience, formal education, workplace training, mentorship, the way they were raised, and more. In order to strengthen weaker skills, they will mention their formal studies in college/university, co-op and placement opportunities, part-time work, volunteering, school clubs, etc.

Analysis: Unit 1: Introduction

5. LO3: How has the global pandemic affected work practices in Canada?

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ANS: Students can discuss the increase of online meetings and virtual practices for workplaces, including worker training in new communication technologies. Other factors affecting workplaces include safety precautions like social distancing, the installation of plastic dividers, the use of mandatory masks, and frequent sanitizing to protect workers and customers. Encourage students to share personal experiences about how COVID-19 affected their lives.

Analysis: Global Pandemic Impact

6. LO3: Refer to Figure 1.5. Within the next five years, what technologies do you think will dominate the workplace? Write a list of the top three technologies. Do you have these technological skills?

ANS: Students will provide a list of three technologies from Figure 1.7 and discuss whether or not they have these skills. Encourage students to share how they acquired these skills.

Analysis: Understanding the Nature of Communication

7. LO4: What is the definition of communication?

ANS: Communication may be defined as the transmission of information and meaning from a sender to a receiver. The process is successful only when the receiver understands an idea as the sender intended it.

Analysis: Understanding the Nature of Communication

8. LO4: Consider a time when you were misunderstood. What were the barriers to communication? How did you overcome the misunderstanding?

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ANS: Students will give a personal example that may include one or more barriers that create misunderstanding: bypassing, differing frames of reference, lack of language skills, and distractions.

Analysis: Barriers That Create Misunderstanding

9. LO5: List three ways that managers can improve the downward flow of communication.

ANS: To improve the downward flow of communication, many managers make the following changes: • • •

Reengineering their companies into smaller operating units and work teams Speaking directly to employees, keeping them informed about how well the company is doing and what new projects are planned Providing timely company publications, announcements, meetings, videos, and podcasts

Analysis: Formal Communication Channels: Improving Downward Information Flow

10. LO5: Consider the following scenario: Jon Bender, a managing partner at an executive search firm Consider the following scenario: Jon Bender, a managing partner at an executive search firm, was surprised to receive a nasty, gossipy e-mail about himself. He was obviously not the intended receiver. Instead of shooting back an equally incendiary message, he decided to talk with the sender. He said, “You’re upset. Let’s talk about it, but it’s not appropriate in an e-mail.”58 In groups, discuss Mr. Bender’s response to gossip about himself. Did he do the right thing? How would you have reacted? Although gossip is generally considered unacceptable and a negative force, it can be a tool for managers and employees. Make a list of at least four benefits and four negative consequences of workplace gossip. Be prepared to explain and defend each item.

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ANS: Mr. Bender responded in an appropriate manner by going to the source and talking about the reason behind the gossip. Experts suggest seeking the source of malicious gossip and documenting what was learned or discussed.

Benefits of workplace gossip might include the following: a. Managers can monitor what is happening by relying on information from employees who are known for spreading office gossip. b. Managers can learn about morale, turnover, and productivity problems. c. Managers can plant news that they want to spread. For example, if layoffs are approaching, managers might soften the blow by letting rumours start about future layoffs. d. Gossip can be helpful in building office friendships and teamwork morale. e. Gossip can benefit new employees who are learning office customs not covered in the official company handbook.

Negative consequences of gossip might include the following: a. People who gossip are considered untrustworthy and may not be promoted. b. Malicious, false gossip can create severe unhappiness and destroy careers. c. Malicious gossip creates an ugly work environment, forcing people to leave. d. People who spend excessive amounts of time gossiping are a productivity drain on the company. e. Companies that do not prevent malicious gossip may be sued for tolerating or condoning a hostile work environment.

Analysis: Informal Communication Channels

11. LO6: Why are ethics in the workplace needed now more than ever?

ANS: Ethics continues to be a hot topic in business and political circles. Recent media reports seem to have an increased focus on workplace or business ethics. Reports cover not only issues of workplace corruption, fraud, influence peddling, and cronyism but also ethical questions relating to policies on human rights, animal welfare, genetic engineering, relations with developing nations, and the environment. Business communicators should understand basic ethical principles 6 .

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so they can make logical decisions when faced with dilemmas in the workplace.

Professionals in any field must deal with moral dilemmas on the job.

Analysis: Ethics in the Workplace Is Needed More Than Ever

12. LO6: Professionals in any field deal with moral dilemmas on the job. However, just being a moral person and having sound personal or professional ethics may not be sufficient to handle the ethical issues you may face in the workplace.

Consider the following ethical dilemmas: a. Presentation You are rushing to prepare a presentation. On the Internet you find perfect wording and great graphics. Should you lift the graphics and wording but change a few words? You figure that if it is on the Internet, it must be in the public domain. b. Customer e-mail You are replying to an e-mail from a customer who is irate over a mistake you made. Should you blame it on a computer glitch, point the finger at another department, or take the blame and risk losing this customer’s trust and possibly your job?

For each scenario, consider the five questions to guide ethical decisions, as shown in Figure 1.13.

ANS: Students should apply each question from Figure 1.13: Five Questions to Guide Ethical Decisions and explain their answers in relation to the dilemma.

Analysis: Doing What Ethical Communicators Do

Solutions to Case Connections Questions 1. The Loop Initiative responds to the climate emergency in Canada. How can other Canadian companies incorporate ethical decision making regarding the environment into their daily business practices?

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ANS: Students will discuss of range of topics, depending on current events relating to the climate emergency. Companies can incorporate ethical decision making into their daily business practices through environmentally sustainable initiatives and partnerships, local sourcing, and reduction of water, energy, and one-time-use packaging. Companies need to be innovative and, in some cases, rethink their product and production to reduce environmental harm.

Solutions to Chapter Review Questions 1. What employability skills are Canadian employers looking for in an employee?

(Obj. 1) ANS: Employability skills include the following soft skills: • • •

Excellent oral and written communication skills Interpersonal skills Teamwork skills

Students may also discuss the employability and soft skills listed in the unit opener: Oral and Written Communication

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Information Management

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Critical Thinking

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Problem Solving

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Active Listening

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Professional Work Behaviours

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Goal-Setting

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Agility

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Adaptability

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Personal and Social Responsibility  Ethical Decision Making

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Engagement

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Innovation and Creativity

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Learning Worker Attitude

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Team Building

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Accountability

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Project Collaboration

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Online Tools and Social Media

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2. Why are critical thinking skills increasingly important in today’s workplace?

(Obj. 2) ANS: Jobs that require thinking, brainpower, and decision-making skills are likely to remain plentiful. To be successful in these jobs, employers expect you to be able to think critically, make decisions, and communicate those decisions. This includes having opinions that are backed by reasons and evidence.

3. How are tech-savvy companies using social media and other digital tools?

(Obj. 3)

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ANS: Tech-savvy companies are embracing digital tools to connect with consumers, invite feedback, and improve their products and services. They may announce promotions and events in blog posts, in tweets, on their company websites, and in online communities. To manage public perceptions, businesses know they must be proactive but also respond promptly within social media networks when a crisis hits.

4. What is the gig economy, and why are employers seeking agile workers? (Obj. 3) ANS: Gig economy refers to when workers are expected to work contract to contract for various employers or organizations. In order to adapt to change, many employers opt for a staffing model that includes nontraditional workers (self-employed, independent contractors, and contingent workers) who are agile and adaptable.

Agile workers need to possess knowledge and skills, but they also need to be well organized and adaptable, with a breadth of experience to thrive in the gig economy.

5. Describe the five steps in the process of communication. (Obj. 4) ANS: The five steps of the communication process are as follows: a. The sender has an idea. b. The sender encodes a message. c. A channel carries the message. d. The receiver decodes the message. e. Feedback returns to the sender.

6. Name and explain four barriers to communication. What other barriers have you experienced? (Obj. 4) ANS: Four barriers to interpersonal communication include the following:

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a. Bypassing. People misunderstand because words have different meanings for individuals. b. Frame of reference. Everyone screens perception through different cultural, educational, and social filters. c. Lack of language skill. Individuals without adequate language skills have difficulty encoding and decoding messages. d. Distractions. Emotional distractions include such feelings as happiness, anger, and sadness. Physical distractions include acoustics, noisy surroundings, poor printing, careless formatting, sloppy appearance, and poor proofreading. All distractions create noise in the communication process and disrupt transmission.

Invite students to share additional personal and work examples of barriers to communication.

7. What are five advantages of oral communication within an organization? (Obj. 5) ANS: Students can refer to Figure 1.8 to review the advantages. Oral communication provides immediate feedback, can be adjusted to the audience, can be delivered quickly, supplies nonverbal cues, may create a warm feeling, and can be powerful.

8. Compare formal and informal channels of communication within organizations.

Which is more valuable to employees? (Obj. 5) ANS: Formal channels of communication include such tools as staff meetings, intranet announcements and posts, e-mail, newsletters, public announcements, voice mail, videos, blogs, and podcasts. Informal channels of communication include the grapevine, which carries unofficial information. Employees prefer to receive organization news through formal channels, which are more credible and reliable.

9. What are seven goals of ethical business communicators? (Obj. 6) ANS: a. Abide by the law.

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b. Tell the truth. c. Label opinions. d. Be objective. e. Communicate clearly. f. Use inclusive language. g. Give credit.

10. When you are faced with a difficult ethical decision, what questions should you ask yourself? (Obj. 6) ANS: a. Is the action legal? b. How would I see the problem if I were on the opposite side? c. What are alternative solutions? d. Can I discuss the problem with someone whose advice I trust? e. How would I feel if my family, friends, employer, or coworkers learned of my action?

Solutions to Critical Thinking Questions 1. Can workers today be successful if their writing is and remains poor? What could be the career fallout for someone who is unwilling or unable to train to become a better communicator? (Obj. 1) ANS: Each of us probably knows at least one example of a highly successful person with a learning disability or a poor writer who is admired and thrives in the world of work. However, such cases are the exception rather than the rule. Surveys of employers find over and over again that young job applicants who are woefully unprepared to be good writers fall behind in their careers and are not promoted— if they are even hired in the first place.

2. Sharing on various digital media impulsively can lead to embarrassment and worse. Have you or has someone you know ever regretted posting a comment, photo, or other digital media online? What happened as a result of the post?

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ANS: Some students may be too embarrassed to admit to serious blunders on the Internet, whereas others may be willing to share. Ask students how such slip-ups could affect their chances at finding employment. In addition, in the networked professional environment of the digital era, one must manage and guard your reputation—at the office and online. How one presents oneself in the virtual world (meaning how well one communicates and protects one’s “brand”) may very well determine how successful one’s career will be. Thoughtful blog posts, astute comments on LinkedIn and Facebook, and competent e-mails will help a candidate make a positive impression.

3. Some experts believe that although computer technology is improving our lives in many ways, it might be impairing our ability to think critically by putting answers at our fingertips. What do you think? (Obj. 3) ANS: Students can share their personal experiences with technology and how it affects their lives and learning. Most of this generation’s students cannot comprehend a time when content was not so readily available on smartphones or computers.

Many will argue that being connected to technology is convenient, provides access to a wealth of materials, and allows for a range of perspectives on topics. Others will caution that a quick online answer does not promote critical thinking and, in some cases, leads to confirmation bias and very little personal growth. This question provides an opportunity to discuss using critical thinking when assessing the credibility of online sources.

4. Critics complain that texting and instant messaging lead to textspeak, poor writing characterized by acronyms, abbreviations, and emoticons. Others have claimed that emoji help supply important missing cues in lean media channels that are “toneless” otherwise.67 What do you think? (Obj. 5) ANS: An article in The Atlantic cites a sociolinguist who says that emoticons and emoji are revolutionizing language and add intention to a statement in e-mail, a lean medium. In the absence of tone in e-mail and other lean media, people tend to read a negative tone into it. Emoticons make for a more cheerful, friendly communication, the sociolinguist says. A Scandinavian study found that emoticons 13 .

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reduce negative interpretations. In addition, even work e-mail is becoming more casual and emoticons more acceptable. However, emoticons and emoji should not be used with superiors or clients. Warn students that they will not find uniform acceptance when using nonstandard expressions of this kind. Young office workers need to consider their audience.

Source: Lam, B. (2015, May 15). Why emoji are suddenly acceptable at work. The Atlantic. http://www.theatlantic.com/business/ archive/2015/05/why-emoji-are- suddenly-acceptable -at-work /393191.

5. Ethical Issue: Your company urgently needs a revenue-producing project. Should you submit a proposal that unrealistically suggests a short completion schedule to ensure that you get the job? Provide a rationale for your decision. (Obj. 6) ANS: Students should apply each question from Figure 1.13: Five Questions to Guide Ethical Decisions and explain their answers in relation to the dilemma.

Activities Solutions 1.1 Assessing Communication Skills Online: Evaluate Your Skills (Objs. 1–3) This course can help you dramatically improve your business communication skills. How much do you need to improve? This assessment exercise enables you to evaluate your skills with specific standards in four critical communication skill areas: writing, reading, speaking, and listening. How well you communicate will be an important factor in your future career—particularly if you are promoted into management, as many college and university graduates are.

YOUR TASK For each of the following skills, select a number from 1 (indicating low ability) to 5 (indicating high ability) that best reflects your perception of yourself. Be honest in rating yourself. Think about how others would rate you.

When you finish, see a rating of your skills. Complete this assessment online to see your results automatically!

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Writing Skills

Low

1. Possess basic spelling, grammar, and punctuation skills

1 2 3 4 5

2.

3.

4.

5.

1 2 1 2 1 2 1 2

Am familiar with proper e-mail, memo, letter, and report Can analyze a writing problem and quickly outline a plan for Am able to organize data coherently and logically Can evaluate a document to determine its probable success

High 3 3 3 3

4 4 4 4

5 5 5 5

2 2 2 2 2

3 3 3 3 3

4 5 4 5 4 5 4 5 4 5

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 5 4 5 4 5 4 5 4 5

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

Reading Skills 1.

2.

3.

4.

5.

Am familiar with specialized vocabulary in my field, as well as 1 Can concentrate despite distractions 1 Am willing to look up definitions whenever necessary 1 Am able to move from recreational to serious reading 1 Can read and comprehend college-level material 1

Speaking Skills 1.

2.

3.

4.

5.

Feel at ease in speaking with friends Feel at ease in speaking before a group of people Can adapt my presentation to the audience Am confident in pronouncing and using words correctly Sense that I have credibility when I make a presentation

Listening Skills 1.

2.

3.

4.

5.

Spend at least half the time listening during conversations Am able to concentrate on a speaker’s words despite Can summarize a speaker’s ideas and anticipate what’s Provide proper feedback, such as nodding, paraphrasing, Listen with the expectation of gaining new ideas and

5 5 5 5 5

Total your score in each section. How do you rate?

22–25 Excellent! You have indicated that you have exceptional communication skills.

18–21 Your score is above average, but you could improve your skills.

14–17 Your score suggests that you have much room for improvement.

5–13 You recognize that you need serious study, practice, and follow-up reinforcement.

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Where are you strongest and weakest?

Are you satisfied with your present skills? The first step to improvement is recognition of a need. The second step is making a commitment to improve. The third step is following through, and this course will help you do that.

ANS: Reassure students that no matter what their scores, they can still succeed in your course. Encourage them to recognize their shortcomings in order to improve. After having them choose the traits they intend to work on immediately, encourage them to begin an action plan and record their progress in a journal detailing daily what they have done to improve their communication skills.

1.2 Social Media Inventory (Objs. 1–5) The millennials (those born after 1985) do not remember a time without computer technology and cell phones in wide use. People born in the 1990s and since have only known a society that depends on the Internet and mobile technology. Social media are second nature to most young people.

You too may live, learn, work, play, network, and shop in the digital world; your daily life depends on technology because your electronics are increasingly networked.

YOUR TASK Take stock of your Internet, social media, and other technology use.

First establish useful criteria—for example, categories such as consumer electronics, social networking sites, preferred modes of communication with friends and family, and so forth. Within each category, list the technology you use most frequently. For instance, for social media networks, indicate your use of Facebook, Instagram, Snapchat, Twitter, YouTube, Hulu, LinkedIn, and more. How do you use each? How often do you access these sites per day and on which tools (e.g., smartphone, tablet, laptop)? How much do you text every day? Your instructor may ask you to create at least three categories, record your responses in writing, and compare your lists with a group of classmates. Your instructor may ask you to summarize your observations about how plugged in you and your classmates are in a post on a discussion board or in an e-mail.

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ANS: The generalization that young people today are digital natives and as such must all be extremely tech savvy may not apply equally to all students, not even the millennials and Generation Zs among them. Taking stock of students’ social media and technology use can be important for getting to know the class and its members’ preparedness. Assign the inventory activity to small groups or collect written responses from individuals if you fear that students might hesitate to admit that they do not fit the stereotype of the hyperconnected contemporary and do not own the latest electronics, particularly given that gadgets tend to be expensive. You may also want to ask about attitudes: how important are smartphones and staying connected with friends via text or Facebook to the students? Do they see any disadvantages in being connected nonstop?

1.3 Introducing Yourself (Objs. 1, 2) Your instructor wants to know more about you, your motivation for taking this course, your career goals, and your writing skills.

YOUR TASK Send an e-mail or write a memo of introduction to your instructor.

See Chapters 7 and 8 for tips on preparing an e-mail message. In your message include the following: a. Your reasons for taking this class b. Your career goals (both temporary and long term) c. A brief description of your employment, if any, and your favourite activities d. An assessment and a discussion of your current communication skills, including your strengths and weaknesses Alternatively, your instructor may ask you to (a) create a profile for LinkedIn, the business-oriented social networking site, or (b) develop a profile within a learningmanagement system (e.g., Blackboard and Moodle) to introduce yourself to your classmates. If yours is a small class, your instructor may challenge you to compose your introduction in Twitter posts of 140 or fewer characters.

ANS: This e-mail or memo is an excellent way to assess students’ skills and, at the same time, get to know them. Don’t grade this assignment, but be sure to write a friendly comment on all papers or in all e-mail replies to demonstrate that you have an interest in them as students and as individuals.

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You may want to use the profile function in your institution’s learning-management system to request that students create a professional profile covering the information requested or additional information you may want to gather. This assignment may be revisited later in the term to practice professional online presence (e.g., in a LinkedIn profile) when you cover employment communication. If you are tech-savvy and teach smaller classes, you may want to try introductions by tweet in 140 characters or fewer. These messages might include a tiny URL taking the recipient to a profile, website, or other virtual location. More information about using LinkedIn is provided in Chapter 15.

1.4 Small-Group Presentation: Introducing Team Members (Objs. 1, 2) Many business organizations today use teams to accomplish their goals. To help you develop speaking, listening, and teamwork skills, your instructor may assign team projects. One of the first jobs in any team is selecting members and becoming acquainted.

YOUR TASK Your instructor will divide your class into small groups or teams. At your instructor’s direction, either (a) interview another group member and introduce that person to the group or (b) introduce yourself to the group. Think of this as an informal interview for a team assignment or a job. You will want to make notes from which to speak. Your introduction should include information such as the following: a. Where did you grow up? b. What work and extracurricular activities have you engaged in? c. What are your interests and talents? What are you good at doing? d. What are your professional and personal goals? Where do you expect to be five years from now? e. Name one thing about you that others might not guess when first meeting you.

To develop listening skills, team members should practise good listening techniques (see Chapter 2) and take notes. They should be prepared to discuss three important facts and remember details about each speaker.

Alternatively, you could be asked to write a short professional biographical blurb after your interview of a group member. After feedback to ensure that it is correct, discuss with your partner or the whole group whether the bio would be attractive 18 .

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to employers looking for communication skills and other employability skills as presented in this chapter.

ANS: Decide whether you wish your class to (a) interview a group member and introduce that person to the group or (b) have each class member introduce themselves to the entire class. Class size may help you decide. Encourage students to consider this a casual introduction. However, it is a good opportunity for students to not only learn about each other but also start to develop the skills needed to speak in front of a group.

The informal oral assignment induces students to start thinking about their employability skills. It could be more structured by asking students to write the information they find out in the interview to create a short biographical sketch. The purpose is to have them start thinking about their professional presentations of themselves and others on professional social media sites such as LinkedIn and in other forums of public opinion. If students are not on LinkedIn yet, explain to them that it’s about time they created an account!

1.5 Writing Skills: But My Job Won’t Require Writing! (Objs. 1–3) Some job candidates experience a disconnect between what they expect to be doing in their career fields and what they actually will do.

YOUR TASK In teams or as a class, discuss the accuracy of the following statements. Are they myths or facts? a. No one really writes anymore. They just text and send e-mails. b. Because I’m in a technical field, I will work with numbers, not words. c. Administrative assistants will clean up my writing problems. d. Today’s sophisticated software programs can fix any of my writing mistakes.

ANS: a. No one really writes anymore. They just text and send e-mails.

Everyone writes in today’s workplace—and probably more than people ever did in the past. In professional workplaces e-mail has become the most important communication channel. Texting is less important. Regardless, all messages sent in the workplace must be businesslike and effective. This means they should be clear, 19 .

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concise, courteous, complete, and correct. They are indeed “real” writing and require more skill and preparation than e-mail and texting to friends. What’s more, as companies grow larger and become less cohesive, the written word becomes even more important. Because fewer people are working side by side, written messages replace face-to-face conversation. Those who can craft clear messages will be most successful. b. Because I'm in a technical field, I will work with numbers, not words.

Estimates suggest that nearly 90 percent of all business messages involve written communication. Conducting business in any field—even in technical and specialized areas such as information technology, accounting, engineering, marketing, and hotel management—involves some writing. “You can have the greatest technical skills in the world, but without solid communication skills, who will know and can understand?” said Kevin Jetton, executive vice president of the Association of Information Technology Professionals. Moreover, when individuals are promoted, their writing tasks increase. c. Administrative assistants will clean up my writing problems.

In the current work world of tightened budgets and economic downturn, only a few upper-level executives still have administrative assistants who type their messages.

Most managers and executives now write their own e-mails, memos, and letters. d. Today’s sophisticated software programs can fix any of my writing mistakes.

Today’s style-, grammar-, and spell-checkers are wonderful aids to business writers.

They can highlight selected trouble areas and occasionally suggest revisions. What they can’t do, though, is organize and write the document and ensure its total accuracy. These tools are also not capable of catching all errors, especially commonly confused words and punctuation.

Source (part b): Jacobs, P. (1998, July 6). Strong writing skills essential for success. InfoWorld, p. 86.

1.6 Oral or Written Communication: How Rich Must the Media Be? (Obj. 5) YOUR TASK First decide whether the following messages need to be communicated orally or in writing. After consulting the media richness diagram in Figure 1.9, consider how rich the medium must be in each communication situation to convey the message most appropriately and reliably. You may want 20 .

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to choose channels such as e-mail, letter, report, texting, instant messaging, telephone call, live chat, teleconferencing, face-to-face conversation, or team meeting. Describe the advantages and disadvantages of each choice. a. You are returning with the senior auditor from a client visit to company headquarters, where you must attend an important department meeting. It looks as though you will be at least 15 minutes late. What are your options? b. Maya, the information technology vice president, must tell employees about a new company social media policy. She has two employees in mind who particularly need this information. c. As a manager in your Human Resources Department, you must terminate three employees in a companywide initiative to reduce costs.

ANS: a. Text, e-mail, or possibly call if it’s not going to disrupt the meeting, depending on the importance of the meeting and your role in it. As a junior member of the team, you would want to call to provide immediate feedback, adjust to the audience, and deliver your message quickly. A telephone call is not as rich a medium as a face-toface encounter but comes closer than a text message or e-mail in conveying positive emotion and a personal approach. b. Policies flowing downward from management to subordinates should be written. They produce a permanent record, are economical, promote comprehension and recall, allow precise and uniform expression, and give the audience flexibility in when and how to receive the content. Although Maya has two employees in mind, the policy should be directed to all employees, most likely in an e-mail or intranet post. c. Messages as traumatic as termination should always be delivered in person— one-on-one or with a limited number of participants. Oral communication provides immediate feedback, can be adjusted to the audience, supplies nonverbal cues, and shows greater compassion than a written message.

Grammar & Mechanics Solutions 1. Because you will be entering a fast-paced competitive, and highly connected digital environment, communication and technology skills are critical to your career success. [b, Guide 1, Fragment] 21 .

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2. Such skills are particularly significant now when jobs are scarce and competition is keen. [b, Guide 1, Fragment] 3. Many qualified people will apply for openings; however, candidates with exceptional communication skills will immediately stand out. [c, Guide 3, Comma splice. Use a semicolon or start a new sentence with However.]

4. Although we cannot predict the kinds of future jobs that will be available, they will undoubtedly require brainpower and education. [a, Correctly punctuated] 5. In traditional companies decisions must move through many levels of managers; in flat organizations decisions can be made more quickly. [c, Guide 3, Comma splice. Use a semicolon or start a new sentence with In.] 6. Millions of workers no longer report to nine-to-five jobs thanks largely to advances in new technologies and wireless Internet access. [b, Guide 1, Fragment] 7. Nearly all potential employers said that being able to think critically, communicate clearly, and solve complex problems is more important than a candidate’s program of study. [a, Correctly punctuated] 8. The grapevine can be a powerful source of information, although it increasingly operates informally through social media. [b, Guide 1, Fragment] 9. Ethical companies experience less litigation, and they also are the target of less government regulation. [a, Correctly punctuated] 10. Even when an action is legal, it may violate generally accepted principles of right and wrong. [b, Guide 1, Fragment]

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Instructor Solutions Manual Chapter 2 Professionalism: Team, Meeting, Listening, Nonverbal, and Etiquette Skills Spotlight on Communication Solutions 1. Part 1: Makivik Corporation’s commitment is reflected in Canadian North’s values statement: “Safety, Integrity, Teamwork, Innovation, Service, Excellence, Community, Respect.”6 How do an organization’s values contribute to the success of its teams?

Canadian North. (2020, June). About Canadian North. https://canadiannorth.com/about/ourmission 6

ANS: People are often attracted to an organization because they share the same values.

When organizations honour their values and mission, they gain a positive reputation within the community. Workers who feel pride in the organization are motivated to work well in teams.

2. Part 1: The president and CEO of Canadian North emphasizes the importance of “communicating clearly and listening for feedback.” Why are these communication skills so important during times of organizational change?

ANS: When an organization is experiencing structural change, employees may feel uneasy or worried about their place within the organization. This makes clear and timely communication from managers even more important. If managers keep their employees updated about the changes, there is less opportunity for rumours to spread and tensions to rise. Managers also need to listen to their employees to ensure their concerns are being heard. This makes the transition smoother for the entire team.

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3. Part 2: During a time of global crisis, why are professional public statements from leadership important for both employees and customers?

ANS: Public statements from leadership inspire confidence in the organization. Both employees and customers are looking to managers and owners for information on next steps. In the case of the COVID-19 pandemic, many companies had to lay off employees, reduce hours, and limit or cancel services to their customers. When leadership communicates updates such as these in a clear and timely way, it allows employees and customers to maintain faith in the organization. Even if it is bad news, people appreciate hearing it directly from leadership rather than hearing about it from a colleague or after the fact.

4. Part 2: Canadian North continued to operate during the pandemic with strict regulations in place, such as all passengers wearing face coverings. Consider other ways that companies and organizations adapted to the pandemic. How well were these changes communicated to their customers?

ANS: Students will have several examples of their experiences during the pandemic, such as social distancing, a reduction in the number of customers allowed in stores at once, and sanitation of shopping carts. Have them compare both positive and negative experiences with companies and organizations during the pandemic. In groups students can also visit company websites and review how these companies communicated changes to their customers. How timely was the communication?

How often were updates provided? Did the companies monitor and respond to social media comments in a productive way?

Solutions to Concept Check Questions 1. LO1: What are the business advantages of establishing working teams with diverse members?

ANS: For the most creative decisions, teams generally have members who differ in age, gender, ethnicity, social background, training, and experience. The key business 2 .

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advantage of diversity is the ability to view a project and its context from multiple perspectives.

Analysis: Defining Successful Teams

2. LO1: Suppose you are working on a team that has one or two dominant individuals who make most of the decisions and who sometimes don’t consider your ideas. Instead of giving up and not participating, what could you do that would be more helpful to the team and to your career?

ANS: It is important to identify the stage of team development. If it is the forming and storming stage, it is best to establish group ground rules and expectations to allow the team to reach the next stages. If the team has been together for a while, identify positive and negative team behaviours. Avoid the negative behaviours and foster positive behaviours. If behaviours persist, supervisors need to be alerted to the team’s challenges.

Analysis: Identifying Positive and Negative Team Behaviour

3. LO2: Why is it important to invite the right people to a meeting?

ANS: It is important to invite people who have the information and authority to make decisions and implement them.

Analysis: Preparing for Virtual Meetings

4. LO2: With the increase in virtual meetings because of COVID-19, many experts report that workers are experiencing Zoom fatigue. With the pivot to remote work, people are noticing physical symptoms, like dry and sore eyes, as well as emotional exhaustion.37 Research Zoom fatigue, and list three factors that contribute to this condition. What can workers do to decrease this fatigue?

37

Daigle, T. (2020, May 27). “Zoom fatigue” is setting in: What it is and how to prevent it. CBC News. https://www.cbc.ca/news/technology/zoom-fatigue-is-setting-in-1.5585933

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ANS: After students conduct research, they will discover many of the following contributing factors: holding multiple meetings in a row, not taking breaks or stretches, certain software programs, feeling as though one has to perform or be “on” the entire time, and the stress of having the camera on them at all times.

Workers can ask to turn their cameras off for portions of the meetings, take stress and snack breaks, and try to schedule meetings with longer breaks in between.

Analysis: Preparing for Virtual Meetings

5. LO3: Employees trained in listening techniques are far more likely to elicit positive customer feedback and promote goodwill. Name five techniques that trained listeners use.

ANS: Refer students to Figure 2.6 for listening techniques.

Analysis: Types of Workplace Listening

6. LO3: Consider a situation in your family, in your circle of friends, in high school, at college, during an internship, or at work that shows the potential risks of poor listening skills. How could the resulting misunderstandings or other negative consequences have been prevented? Which techniques would have helped avert the undesirable outcome?

ANS: As student share examples, they will mention some of the techniques below: • • • •

Control external and internal distractions.

Become actively involved. Show that you are listening closely by leaning forward and maintaining eye contact with the speaker.

Separate facts from opinions.

Identify important facts. Speakers on the job often intersperse important information with casual conversation. Unrelated topics pop up—ball scores, a customer’s weird request, a computer glitch. Your task is to select what’s 4

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• • • • • •

crucial and register it mentally. What step is next in your project? Who does what? What is your role?

Avoid interrupting.

Ask clarifying questions.

Paraphrase to increase understanding.

Capitalize on lag time.

Take notes to ensure retention.

Be aware of gender differences.

Analysis: Ten Keys to Powerful Listening

7. LO4: What are five ways to avoid casual-attire blunders in the workplace?

ANS: Students will draw on the five suggestions below: • • •

•

•

For job interviews, dress conservatively or call ahead to ask the interviewer or the receptionist what is appropriate.

Find out what your company allows. Ask whether a dress-down policy is available. Observe what others are wearing on casual-dress days.

If your company has no casual-attire policy, volunteer to work with management to develop relevant guidelines, including illustrations of suitable casual attire.

Avoid wearing the following items: T-shirts, sandals, flip-flops, shoes without socks, backless dresses, tank tops, shorts, miniskirts, yoga pants, athletic shoes, hiking boots, and baseball caps.

When meeting customers, dress as well as or better than they do.

Analysis: Appearance Sends Silent Messages

8. LO4: Gestures play an important role when people communicate. Because culture shapes the meaning of gestures, miscommunication and misunderstanding can easily result in international situations. Use the Internet to research the meanings of selected gestures. Make a list of ten gestures (other than those discussed in the text) that have different meanings in different countries. Consider the fingertip kiss, nose thumb, eyelid pull, nose tap, head shake, and other gestures. How are the meanings different in other countries?

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ANS: Students should be able to find a number of gestures and their meanings discussed on various websites. Here is one example: "The fingertip kiss, in which the tips of the thumb and fingers are kissed and quickly moved forward away from the face, is a sign of affection and may be used as a greeting in Sicily and Portugal. The fingertip kiss is not used often in Italy and the British Isles, but it is common in France, Germany, Greece, and Spain to signify praise."

Source: Martin, J., & Chaney, L. 2006. Global business etiquette. Westport, CT: Praeger, p. 53.

Analysis: Your Body Sends Silent Messages

9. LO5: When is it appropriate to send and receive text messages while at work?

ANS: Students can refer to Figure 2.9. Sending and receiving text messages during meetings, allowing texting to interrupt face-to-face conversations, or texting while driving is unprofessional. It is appropriate to send business text messages only when necessary (e.g., when a phone call would disturb others).

Analysis: Understanding Professionalism

10. LO5: Test your etiquette IQ: New communication platforms and casual workplace environments have blurred the lines of appropriateness, leaving workers wondering how to navigate uncharted waters. Indicate whether the following statements are true or false and discuss why in groups. a. If a business meeting is long and you are not directly involved, it is acceptable for you to perform minor grooming tasks such as combing your hair, applying lipstick, or clipping your fingernails—as long as you do it discreetly. b. Even though you may be working on a team project together, you should not open the closed door of a coworker’s office without knocking first.

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ANS: a. False. All participants need to give the team their complete attention during the meeting. Personal grooming in a meeting is never acceptable. b. True. Employees should always respect privacy and space in the workplace. Even if one knows a coworker well, they may be on an important call or in the middle of a task that needs their attention. One should always knock before entering a coworker’s office.

Analysis: Developing Professionalism and Business Etiquette Skills at the Office and Online

Solutions to Case Connections Questions 1. What are the pros and cons of the gig economy?

ANS: In order to adapt to change, many employers opt for a staffing model that includes non-traditional workers (self-employed, independent contractors, and contingent workers) who are agile and adaptable. If workers possess agility and adaptability, it will increase their chances of being hired.

Some pros of the gig economy are that workers can choose which projects they want to work on, can often choose their team members, and can enjoy a variety of interesting workplace and tasks.

Some cons of the gig economy are a lack of job stability, unpredictable hours, and a lack of benefits (e.g., a health plan).

2. How can you make the most of the gig economy with your skills and expertise?

ANS: As students explore their skills and expertise in their chosen fields, also have them consider whether gig work appeals to them. Do they find that the pros outweigh the cons or vice versa?

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Solutions to Chapter Review Questions 1. What are soft skills, and why are they increasingly important in the knowledgebased economy of the digital era? (Obj. 1) ANS: Soft skills involve not only oral and written communication competencies but also active listening, appropriate nonverbal behaviour, and proper business etiquette. In addition, employers want efficient and productive team members who are comfortable with diverse audiences, listen actively to customers and colleagues, make eye contact, and display good workplace manners. Soft skills are important in a changing, dynamic workplace that increasingly relies on collaboration and communication technology. Team, meeting, listening, nonverbal, and etiquette skills are competencies employers seek.

2. Describe the four phases of team development in decision making. (Obj. 1) ANS: The four phases of team development in decision making are forming, storming, norming, and performing.

3. What are virtual teams, and how can they reduce misunderstandings among participants? (Obj. 1) ANS: Virtual teams are groups that work interdependently with a shared purpose across space, time, and organizational boundaries, using technology. Misunderstandings can be reduced by building credibility and trust in the beginning, establishing responsibilities, keeping track of information, and being patient and positive in responding to e-mail messages.

4. List three ground rules for meetings. As part of your answer, discuss why it is important to establish these ground rules before the meeting. (Obj. 2) ANS: Students should select from among the following: 8 .

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Typical ground rules are communicating openly, being supportive, listening carefully, participating fully, confronting conflict frankly, silencing cell phones and other digital devices, and following the agenda.

It is important to establish these ground rules prior to the meeting so the expectations are clear for all participants. Clear ground rules help to maintain professionalism, save time, keep the meeting on track, and curb conflict.

5. What are the symptoms of groupthink? (Obj. 2) ANS: Symptoms of groupthink include pressure placed on any member who argues against the group’s mutual beliefs, self-censorship of thoughts that stray from the group’s agreement, collective efforts to rationalize, and an unquestioned belief in the group’s moral authority. Teams suffering from groupthink fail to check alternatives, are biased in collecting and evaluating information, and ignore the risks of the preferred choice. They may also neglect to work out a contingency plan in case the preferred choice fails.

6. Discuss five ways to achieve the best results during a virtual meeting. (Obj. 2) ANS: Students may discuss any five of the following strategies: • •

•

• •

Rotate your meeting time to be fair to all dispersed group members. Ensure that everyone shares the burden of an inconvenient time.

Decide what language to use. If the meeting language may be difficult for some participants, think about using simple expressions and repeating major ideas. Always follow up in writing.

Explain how questions may be asked and answered. Many meeting programs allow participants to virtually raise their hands using an icon on the computer screen and to type in their questions.

Ensure it is clear who is speaking in audioconferences. Ask participants to always say their names before beginning to comment.

Remind the group to silence all electronic alerts and alarms. Ask participants to mute ringers and buzzers and control background noise, or you may also hear dogs barking, phones ringing, and toilets flushing.

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• •

• • •

Don’t multitask. Giving your full attention is critical. That includes texting and checking e-mail.

Anticipate the limitations of virtual technology. Given the lack of nonverbal cues, be as precise as possible. Use simple language and summarize the discussion often. Confirm your understanding of the discussion. Project an upbeat, enthusiastic, and strong voice.

Manage turn-taking. Ask questions of specific people. Invite each participant to speak for 30 seconds without interruption. Avoid asking vague questions such as “Does everyone agree?”

Humanize virtual meetings. Build camaraderie and trust. Leave time for small talk to establish a warm environment. Build trust and interest by logging in early and greeting others as they join in.

7. According to experts, we ignore, forget, distort, or misunderstand 75 percent of everything we hear. Why are we such poor listeners? (Obj. 3) ANS: Poor listening habits may result from lack of training as well as the large number of competing sounds and stimuli that interfere with concentration. In addition, we are poor listeners because our minds are able to process speech much faster than people can actually speak.

8. List ten techniques for improving nonverbal communication skills in the workplace. Be prepared to discuss each. (Obj. 4) ANS: (1) Establish and maintain eye contact, (2) use posture to show interest, (3) reduce or eliminate physical barriers, (4) improve decoding skills, (5) probe for more information, (6) interpret nonverbal meanings in context, (7) associate with people from diverse cultures, (8) appreciate the power of appearance, (9) observe a video recording of yourself, and (10) enlist friends and family to provide feedback on your body language.

9. What five specific behaviours do you think would be most important in giving you an etiquette edge in your business career? (Obj. 5) 10 .

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ANS: Students will choose five from among the following: (1) use polite words, (2) express sincere appreciation and praise, (3) be selective in sharing personal information, (4) don’t put people down, (5) respect coworkers’ space, (6) rise above others’ rudeness, (7) be considerate when sharing space and equipment with others, (8) take the high road in a conflict, and (9) disagree agreeably.

10. List five unprofessional workplace behaviours that could put your career in jeopardy. (Obj. 6) ANS: Students should list five of the seven unprofessional behaviours listed in Figure 2.10.

Analysis: See Figure 2.10: Projecting Professionalism When You Communicate.

Solutions to Critical Thinking Questions 1. Author and teamwork critic Susan Cain claims that research “strongly suggests that people are more creative when they enjoy privacy and freedom from interruption.” In her book Quiet: The Power of Introverts in a World That Can’t Stop Talking, in articles, and public appearances, Cain cautions against the current emphasis on teamwork in the workplace. Cain cites studies by psychologists Mihaly Csikszentmihalyi and Gregory Feist, according to whom “the most spectacularly creative people in many fields are often introverted. . . . They are not joiners by nature.”66 How would you, as a critical thinker, respond to these statements?

(Obj. 1) Cain, S. (2012, January 13). The rise of the new groupthink. New York Times. http://www.nytimes .com/2012/01/15/opinion/sunday/the-rise-of-the-new-groupthink.html?pagewanted=all 66

ANS: A critical thinker might question a general statement claiming that “research strongly suggests” something. Even if the names of researchers are included, how many studies were involved? What are the credentials and affiliations of the primary investigators?

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Teams are generally thought to produce better results than individuals do. At the same time, it seems almost commonsensical that we do our best work when we can concentrate in solitude. Why would “research” show something contrary? If it is true that teamwork is overrated and may impede creativity, why do companies continue to form teams to investigate and recommend solutions to problems?

A critical thinker could find much to dispute in these statements. If interested a critical reader would want to examine more of the evidence the author and her supporters present but also consult the author’s critics—in short, if it’s an important issue, a critical thinker would want to research the whole debate.

2. What kinds of conflict could erupt during the storming phase of team development? Should conflict be avoided? Explain. (Obj. 2) ANS: During the storming phase, group members identify problems, collect and share information, establish decision criteria, and prioritize goals. During this stage, conflict often occurs. Group members may have personality differences and varying organizational and problem-solving processes. There may even be competition for leadership roles and avoidance of what may be deemed a less-desirable role.

However, conflict should not be avoided. It is important to air all issues and establish clear group guidelines, goals, and processes early in order for the group to operate efficiently for the project.

3. What workplace distractions contribute to poor listening? (Obj. 3) ANS: Students may list some personal examples or these workplace distractions: •

•

Workplace listening is more challenging because information is often exchanged casually or under time pressure. It may be disorganized, unclear, and cluttered with extraneous facts.

Fellow workers are usually friends. Because they are familiar with you, they may not be as polite and respectful as they are with strangers. Friends tend to interrupt, jump to conclusions, and take each other for granted.

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4. What arguments could you give for or against the idea that body language is a science with principles that can be interpreted accurately by specialists? (Obj. 4) ANS: Although few would argue that body language does send silent messages, no scientific principles have evolved explaining exactly what those messages mean.

Most researchers agree that nonverbal cues contain much information, but specifically what those cues mean is unknown. Authors Mark Hickson and Don Stacks said, “The nonverbal message by itself may be ambiguous; in almost every instance it needs the verbal message to complete the process of communication.”

Julius Fast, author of the precedent-setting Body Language, stated that “nonverbal language is partly instinctive, partly taught and partly imitative.”

Most communicators tend to believe nonverbal messages over verbal messages when the messages are in conflict.

Sources: Fast, J. (2014). Body Language (rev. ed.). Open Road Media.

Hickson, M., & Stacks, D. (1993). Nonverbal Communication. Brown & Benchmark.

5. Ethical Issue: After much discussion and even conflict, your workplace team has finally agreed on Plan B, but you are firmly convinced that Plan A is a much better option. Your team is presenting Plan B to the whole department and company executives are present. A vice president asks you for your opinion. Should you (a) keep your mouth shut, (b) try to persuade the team to adopt Plan A, (c) explain why you believe Plan A is a better plan, (d) tell the VP and all present that Plan B is not your idea, or (e) discuss one or two points you can agree on in Plan B?67 (Objs. 1, 2, 5) 67

Based on Worth, R. (Ed.). (2004). Professional Ethics and Etiquette (2nd ed.). Ferguson.

ANS: Here is the answer provided in Professional Ethics and Etiquette: option (e) is the answer most acceptable to professionals with team experience. As a team player, you are primarily responsible to your teammates. Voice your opinions tactfully and fully in team meetings; however, once the team adopts a plan of action, you too own the plan and need to support the team. The author concludes, “When you become part of a team, your responsibilities shift. The team’s success becomes more important than your personal success.”

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Source: Worth, R. (Ed.). (2004). Professional Ethics and Etiquette (2nd ed.). Ferguson.

Activities Solutions 2.1 Soft Skills: Personal Strengths Inventory (Obj. 1) When hiring workers, employers look for hard skills, which are those we learn, such as mastery of software applications or accountancy procedures, and soft skills. Soft skills are personal characteristics, strengths, or other assets a person possesses. Studies have divided soft skills into four categories: • • • •

Thinking and problem solving Oral and written communication Personal qualities and work ethic Interpersonal and teamwork

YOUR TASK Using the preceding categories to guide you, identify your own soft skills, paying attention to those attributes you think a potential employer would value. Prepare lists of at least four items in each of the four categories. For example, as evidence of problem solving, you might list a specific workplace or student problem you recognized and solved. You will want to weave these words and phrases into cover letters and résumés, which are covered in Chapter 15.

ANS: Your students should submit a list of four categories of soft skills. Encourage them to frame statements that will be useful when they prepare a résumé later in the course. For example, under “Thinking and problem solving,” a student might write, “Learned new spreadsheet program and prepared cost projection for remodelling office” or “I learn new software applications quickly and with little training.”

2.2 Resolving Workplace Conflicts: Apply a Plan (Obj. 1) Although conflict is a normal part of every workplace, if unresolved, it can create hard feelings and reduce productivity.

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YOUR TASK Analyze the following scenarios. In teams discuss each scenario and apply the six-step procedure for dealing with conflict outlined in Figure 2.3.

Choose two of the scenarios to role-play, with two of your team members taking roles. a. Meghan, an accountant, cannot complete her report until Matt, a salesperson, provides her with all the necessary numbers and documentation. Meghan thinks that Matt is a procrastinator who forces her to deliver a rush job, thus causing her great stress and increasing the likelihood of error. Matt believes that Meghan is exerting pressure on both of them and setting unrealistic deadlines. As the conflict intensifies, productivity decreases. b. The author of a lengthy report refuses to collaborate with a colleague on future projects because she believes that her colleague’s review of her document was superficial, short, and essentially useless. The report author is angry at the lack of attention her 25-page paper received. c. A manager and his assistant plan to attend a conference together at a resort location. Six weeks before the conference, the company announces a cutback and limits conference attendance to one person. The assistant, who has developed a presentation specifically for the conference, feels that he should be the one to attend. Travel arrangements must be made immediately.

ANS: Students should apply the following six-step procedure: (1) listen to each person’s position; (2) understand the other’s point of view—ask questions and paraphrase what you hear; (3) show a concern for the relationship—an understanding of the other person’s situation and needs; (4) look for common ground—a solution to which both sides can agree; (5) invent new problem-solving options if necessary; and (6) reach an agreement based on what’s fair.

Encourage students to role-play two or more of the scenarios.

2.3 Stand-Up Meetings: Keeping Business Meetings Short and Sweet (Obj. 2) Here is an idea to shorten tedious meetings: Ban sitting down! A growing number of tech companies hold mandatory morning meetings in which nonwork chatter is frowned upon and all participants must stand. Called the huddle in one 15 .

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company and a daily scrum in another, these regular stand-up meetings last no longer than 15 minutes. At one company, if someone starts rambling, an employee holds up a rubber rat. A Microsoft development team determines the next speaker by tossing around a rubber chicken called Ralph. Other gimmicks include passing around a 4.5 kilogram (10 pound) medicine ball to literally keep the meeting moving. Other methods to speed up the proceedings include holding meetings just before lunch or gathering in cold stairwells.68 It turns out that the practice of holding meetings standing up dates back to some military commanders in World War I. A researcher who conducted a study of stand-up meetings found that they were about a third shorter than sit-down meetings, and the quality of decision making did not suffer at all. A recent survey of more than 6,000 global tech workers found that 78 percent held daily stand-up meetings.69 YOUR TASK As a team, brainstorm all possible applications of quick stand-up meetings. What types of businesses could benefit from such meetings? How would you ensure on-time arrival, participation, and order during the meeting, and turn-taking? What type of sanctions would you impose for violations? If your instructor directs, write an e-mail to persuade your current or past boss to adopt stand-up meetings.

ANS: Students may come up with creative methods to ensure turn-taking and participation by instituting a system of sanctions and rewards. They may realize that not all companies or industries may be able or willing to hold super short daily stand-up meetings. Rather, this type of extremely short meeting seems most suitable for highly creative and design- and tech-heavy occupations that enjoy a great deal of independence. Conversely, following the military example, tightly run, somewhat authoritarian organizations might do well with standing meetings. As for punishing tardiness and other transgressions, it appears that small penalties such as paying $1 into an office coffee kitty or being subjected to a mildly humiliating or unflattering activity such as singing a corny song would suffice.

You could try stand-up meetings at the beginning of class to capture students’ attention when making important announcements or giving instructions.

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2.4 Listening: An In-Person or Virtual Social Media Interview (Obj. 3) How much and to whom do businesspeople listen?

YOUR TASK Interview a businessperson about his or her workplace listening.

Connect with a worker in your circle of friends, family, and acquaintances; in your campus network; at a prior or current job; or via LinkedIn or Facebook. Come up with questions to ask about listening—for example: a. How much active listening do you practise daily? b. To whom do you listen on the job? (c) How do you know that others are listening or not listening to you? (d) Can you share anecdotes of poor listening that led to negative outcomes? and (e) Do you have tips for better listening?

ANS: Students could brainstorm and discuss their interview questions in class or prepare questions at home. Then they could approach their interviewee in person, by phone, by e-mail, or via LinkedIn or Facebook. A special word of caution when contacting professionals on LinkedIn: Warn students not to relentlessly pursue random strangers but to work from within their own established LinkedIn circles of professional acquaintances or, in turn, their acquaintances’ contacts. This assignment could be done orally or in writing (e-mail, memo) and individually, in small groups, or in class. The task could be expanded to a group oral presentation or written report.

2.5 The Silent Language of Tattoos: How Much Self-Expression on the Job? (Obj. 4) Tattoos and piercings have gained in popularity among young Canadians over the last two decades. Recent findings by a Harris Poll and Pew Research Center suggest that nearly 40 percent of 18 to 29-year-olds and about one third of 30 to 45-year-olds sport tattoos. Even so, body art is still not universally accepted.70 Career expert Andrea Kay warns that acceptance among hiring managers varies by industry. She says that recruiters in the technology and retail fields may be more forgiving than those in banking and law. Tattoos and piercings send a strong message, and Kay cautions that if they make people at work uncomfortable, such decorations are detrimental. She has the following advice for job seekers: “People have adjusted their thinking in what is acceptable, but it still comes down to the 17 .

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impression you want to make on the people you’re dealing with in your business.”71 Many workplaces today have policies covering body adornment, some requiring employees with customer contact to conceal such decorations.

YOUR TASK In teams or in class, discuss tattoos as a form of self-expression in the workplace. Gauge the attitudes toward tattoos and piercings in your class.

Consider the limits to self-expression on the job. Think about casual clothing or blogging and tweeting about your employer. What is different? What are some of the similarities among these forms of self-expression? What types of nonverbal cues do body adornments send? Summarize your discussion orally or in an e-mail to your instructor. Alternatively, your instructor may ask you to post your responses to a Blackboard discussion board or some other forum that allows individual postings.

ANS: The wisdom of permanent body adornment aside, most people would probably still agree that it is unwise to risk rejection when applying for a job simply for the sake of showing off a tattoo. Even young people may agree that it may be opportune sometimes to conceal tattoos and piercings if they can be hidden. The discussion could be interesting if students manifest strong opinions for openly and proudly wearing their body art or, conversely, against doing so. You may want to conduct a poll, openly or anonymously, to find out whether the statistics in your class match the findings of the Pew study. Also, you could ask whether students perceive any limits to the types of tattoos most Canadians would accept. How do they view inked decorations that are, for instance, very large, carry an obscene or otherwise controversial message, or appear on the neck and the face? Can students safely rely on a generational change that will eventually render the concern about tattoos in the workplace moot? A discussion of body ink and piercings on the job could lead to a debate about other forms of self-expression in the workplace and the snap judgments by others we are risking when we insist on sending strong nonverbal messages.

2.6 Business Etiquette: Breaking the Smartphone Habit in Meetings (Obj. 5) Increasingly, many professionals are tired of disruptions caused by smart phones during meetings. Nancy Flynn, executive director of the ePolicy Institute and author of The Handbook of Social Media, has this suggestion: “Require employees to turn off mobile devices during business-related meetings, seminars, 18 .

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conferences, luncheons and any other situation in which a ringing phone or tapping fingers are likely to disrupt proceedings or interrupt a speaker’s or participant’s train of thought.”72 YOUR TASK Organizations are beginning to establish policies on smartphone use in meetings. Assume that your team has been asked to develop such a policy.

Your boss would like your team to develop a one-page policy that includes a set of guidelines that spell out exactly how smart phones should and should not be used in the workplace.

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O’Brien Coffey, J. (2011, September). How to manage smartphones at meetings. Executive Travel Magazine. http://www.executivetravelmagazine.com/articles/how-to-manage-smartphonesat-meetings

ANS: a. Short policy statement: In using a smartphone or other wireless device, be professional.

Respect others. b. A more complete policy…

• • • • • • • • •

Turn your smartphone off or put it on vibrate. Keep it off the meeting table.

Don’t look at your phone during a meeting or conversation.

Don’t respond to a call, e-mail, or text during a meeting or conversation.

If you are expecting an important call, let the person or meeting facilitator know in advance.

Leave the room if you must take a call or respond to an e-mail.

Shut the door quietly when you exit and enter the room.

Apologize if you do interrupt the meeting.

Use your e-mail out-of-office assistant and change your voice mail message to let people know you are not available.

Post a sign if the organization has a no-cell-phone area or zone.

Another source suggests three general strategies to minimize disruptions from mobile devices in meetings: 1. Start at the top. When the most important people in the meeting room put their phones away, others are inclined to do the same.

2. Set expectations. Explicit instructions requesting smartphones to be put away—with information on where and when to check for messages—puts everyone on the same page.

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3. Schedule frequent breaks. When meeting participants know they will be able to check messages every 45 minutes to an hour, they are more willing to put their phones away.

Sources: Based on Harr, M., n.d. Smart phone etiquette—How smart are you? Ezinearticles.com.

O’Brien Coffey, J. 2011, September. How to manage smartphones at meetings. Executive Travel Magazine.

Grammar & Mechanics Solutions 1. Have you spoken with the other member of the virtual team? [Guide 4] 2. During job interviews one of the most frequently requested soft skills is writing proficiency. [Guide 6] 3. Jeremy said he wished he were president for just one day. [Guide 5] 4. Better decisions and faster response time explain why companies are using teams. [Guide 7] 5. Either the team leader or the manager is going to schedule the meeting.

[Guide 8] 6. Conflict and disagreement are normal and should be expected in team interactions. [Guide 7] 7. Everything in the company’s e-mails and written records was made public during the trial. [Guide 9] 8. A committee of faculty and students is examining strategies to improve campus interviewing. [Guide 10] 9. Each of the employees was given the opportunity to choose a team to join.

[Guide 4]

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10. When two candidates have equal qualifications, the one who appears to be more polished and professional is more likely to be hired and promoted. C [Guide 11]

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Instructor Solutions Manual Chapter 3 Intercultural Communication Spotlight on Communication Solutions 1. Part 1: What challenges do Black Canadians face in our society? How can organizations like FBC make a difference in their lives?

ANS: Black Canadians face daily racism, including online hate and systemic racism.

Students will discuss discrimination that they have experienced or witnessed. Have them visit The Federation of Black Canadians website to see change in action, including the following priority areas: Higher Education • Promoting excellence and eliminating systemic barriers to success in schools and classrooms Economic Security • Increasing economic security needed to improve standards of living now and in the foreseeable future Address Anti-Black Racism • Eliminate anti-black racism to build a stronger foundation for our youth, families and communities Total Health • Developing a national action plan to improve the health and wellbeing of Black Canadians Criminal Justice Reform • Addressing the impact of anti-black racism in the criminal justice system Community Building • Strengthening collaboration by building local hubs, regional coalitions, and national advocacy platforms .

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Source: https://fbcfcn.ca/about

2. Part 1: For the Federation of Black Canadians to grow as an organization, it needs to establish partnerships with other organizations and communities across Canada. What characteristics and dimensions of culture need to be considered when establishing partnerships across different cultures and subcultures?

ANS: In order for partnerships to be successful, organizations need to learn about other cultures and embrace differences. Students will draw on the characteristics and dimensions of culture listed below.

Characteristics of Culture (a) Culture is learned, (b) cultures are inherently logical, (c) culture is the basis of self-identity and community, (d) culture combines the visible and invisible, and (e) culture is dynamic.

Dimensions of Culture (a) Individualism, (b) time orientation, (c) power distance, and (d) communication style

3. Part 2: As a student, what can you do to improve your intercultural proficiencies? How can you help to combat anti-Black, -Indigenous, and -people-ofcolour (BIPOC) racism in Canada?

ANS: Some students will feel overwhelmed by this question, not thinking they can make a difference. Other students will suggest activism, like attending protests or signing online petitions. Have the class do an online search for how to be a better ally or advocate. For non-BIPOC students the work starts from within by identifying White privilege and White fragility and how this affects their experiences and behaviours.

Ensure that students who are BIPOC aren’t asked to do the emotional work for the class by explaining racism or coming up with solutions.

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4. Part 2: What can employers and governments do to create true equity in Canada’s workplaces and communities?

ANS: Structural change needs to take place before true equity can exist. Governmental systems are structured to benefit White people and, in many cases, continue to oppress BIPOC. Allow students to explore ways that systemic change can occur.

This can be a challenging discussion, as many White students may not have acknowledged the systemic issues that exist within Canada or their own White privilege.

Solutions to Concept Check Questions 1. LO1: Why are Canadian companies like Tim Hortons expanding into overseas markets?

ANS: To succeed in today’s interdependent global village, multinational companies are increasingly finding it necessary to adapt to other cultures. Factors that affect a company’s decision to expand overseas are as follows: • • • •

Favourable trade agreements An emerging global middle class Advancements in transportation and logistics Growing reach of information and communication technologies

Analysis: The Growing Importance of Intercultural Communication

2. LO1: Consider the social media you use daily. In what ways could they help you connect with people outside your immediate circle of friends or family, people from other, perhaps unfamiliar cultures? Would you find it useful?

ANS: Students will provide examples of friends, family, and coworkers they communicate with outside of Canada. Many may have developed online friendships with people overseas. As the Canadian workforce becomes more diverse, exposure to individuals from other cultures will help to increase intercultural proficiencies.

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Analysis: Domestic Workforce Is Becoming Increasingly Diverse

3. LO2: What are the differences between visible and invisible culture?

ANS: On the surface we recognize numerous signs of culture, including the words we use, our body language and gestures, the way we dress, and our outward behaviour. Under the surface, however, lie unspoken rules governing what is seen.

These unspoken and often unconscious rules are determined by our beliefs and values, attitudes and biases, feelings and fears, and upbringing. The invisible structure of culture vastly outweighs the visible. Have students refer to Figure 3.2.

Analysis: Characteristics of Culture

4. LO2: If you live in Summerside, Prince Edward Island, and have a conference call scheduled with a prospective business partner in Yellowknife, Northwest Territories, how might you prepare?

ANS: Students should discuss the dimensions of culture and how these dimensions vary between provinces and territories in Canada. These dimensions include the following: • • • • •

High and low context Individualism and collectivism Time orientation Power distance Communication style

Analysis: Dimensions of Culture

5. LO3: In groups, discuss subcultures that exist within Canada. What are the differences in language and customs within your own province, territory, or city? For fun, conduct a Google search for “Canadian slang words from different provinces and territories” and review the result with your group.

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ANS: Students will find many interesting examples of subculture slang within Canada, such as “running shoes” versus “sneakers” and “Victoria Day” versus “May two-four.”

Analysis: Strategies for Improving Your Intercultural Effectiveness

6. LO3: Identify a situation in which you were aware of ethnocentrism in your own actions or those of friends, family members, or colleagues. In general terms, describe what happened. What made you think the experience involved ethnocentrism?

ANS: Because ethnocentrism is a natural attitude inherent in all cultures, all students will have experienced or observed ethnocentrism in action. Some students may feel uncomfortable discussing personal examples, so encourage them to look at societal examples within Canada. Using the example in the textbook about Chinese values and culture coming under attack during COVID-19, probe to see whether they know anyone who allowed ethnocentrism to get the better of them during the pandemic.

Analysis: Strategies for Improving Your Intercultural Effectiveness

7. LO4: How does having a diverse staff benefit customers?

ANS: A diverse staff is better able to read trends and respond to the increasingly diverse customer base in local and world markets. Teams made up of people with different experiences are better equipped to create products that these markets require.

Consumers also want to deal with companies that respect their values and reflect them.

Analysis: Workforce Diversity: Benefits and Challenges

8. LO4: In your own experience, how accurate are characterizations that gender theorists make about differences between men and women? Support your views.

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ANS: Students will share their experiences, covering a variety of views. Have them identify stereotypes and generalizations in their examples. For inclusivity, make room in your discussions for non-binary perspectives.

Analysis: Diversity and Discord

Solutions to Case Connections Questions 1. Consider the diversity strategies SaskTel uses, as listed above. How do these strategies benefit both the company and its customers?

ANS: SaskTel’s strategies include Indigenous recruitment strategies, the hiring of persons with disabilities, and the Supported Employment program for candidates with cognitive disabilities. By providing equitable opportunities for marginalized and racialized groups, SaskTel is not only embracing diversity but is working on structural change within the organization.

A diverse staff is better able to read trends and respond to the increasingly diverse customer base in local and world markets. Most important, though, is the growing realization among organizations that diversity is a critical bottom-line business strategy to improve employee relationships, strengthen work teams, and increase productivity.

Solutions to Chapter Review Questions 1. Which important trends fuel globalization? (Obj. 1) ANS: a. Shrinking domestic markets b. Favourable trade agreements c. Robust middle classes in emerging economies d. Advancements in transportation and logistics e. Growing reach of information and communication technologies

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2. Which significant changes in the workforce can we expect over the next 40 years? (Obj. 1) ANS: Foreign-born persons and their offspring will comprise an ever-growing portion of the total North American population. The domestic workforce is becoming increasingly diverse, and cultural diversity is becoming the norm.

3. List the five main characteristics of culture. (Obj. 2) ANS: 1. Culture is learned.

2. Cultures are inherently logical.

3. Culture is the basis of self-identity and community.

4. Culture combines the visible and invisible.

5. Culture is dynamic.

4. What is a subculture? (Obj. 3) ANS: Subculture is defined as an ethnic, regional, economic, or social group exhibiting characteristic patterns of behaviour sufficient to distinguish it from others within an embracing culture or society.

5. How do terms and slang differ within Canada’s provinces and territories? (Obj. 3) ANS: Students may reference some of the following examples from the textbook: In Canada, slang varies widely across the country. For example, while most of Canada refers to a hooded sweatshirt as a “hoodie,” people in Saskatchewan refer to it as a “bunnyhug.” And while most Canadians would refer to a bad mood as being “cranky,” residents of Newfoundland use the word “crooked.”

Terms can differ across the country as well. The terms “cabin” and “cottage” are used to describe a summer home in most of Canada; however, in Northern Ontario 7 .

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it is called a “camp,” in Québec it is called a “chalet,” and in Cape Breton it is called a “bungalow.” While the terms “grades” and “marks” are widely used in Canada, residents of British Columbia and Quebec strongly prefer “grades” while residents of Newfoundland prefer “marks.”

6. Name four or more strategies for bridging the gap between cultures and achieving intercultural proficiency. (Obj. 3) ANS: Students may mention some of the following strategies: 1. Build cultural self-awareness. Begin to think of yourself as a product of your culture, and understand that your culture is just one among many.

2. Curb ethnocentrism. Resist judging others solely by your own values.

Misunderstandings occur when we expect others to react as we would while they expect us to behave as they would.

3. Overcome rigid attitudes such as stereotypes and prejudice by approaching each person as a prototype—a unique individual, not just as a member of a group. Be open to new definitions.

4. Be open-minded. Practice tolerance by showing empathy. Empathy refers to seeing the world through another’s eyes.

5. Help others save face, especially in high-context cultures in which social harmony and saving face are prized.

7. Explain the difference between a stereotype and a prototype. (Obj. 3) ANS: A stereotype is an oversimplified behavioural pattern applied uncritically to groups.

A prototype describes mental representations based on general characteristics that are not fixed and rigid but are open to new definitions. Stereotypes are fixed and rigid; prototypes can be changed as a result of observation and experience.

8. When interacting with people who do not use your language, why is it important to learn the words for please, yes, and thank you rather than relying on gestures?

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ANS: Even when they use English, non-proficient English speakers appreciate English speakers learning greetings and a few phrases in their language. Learning the words for please, yes, and thank you is even better than relying on gestures, as gestures may have different meanings from country to country.

9. Describe at least five ways you can improve written communication with someone who speaks another language. (Obj. 3) ANS: Students should select from among the following: 1. Accommodate the reader in organization, tone, and style.

2. Use short sentences and short paragraphs.

3. Adopt local formats and observe titles and rank.

4. Avoid ambiguous expressions.

5. Strive for clarity. Avoid words with many meanings. Clarify meanings.

6. Use correct grammar.

7. Cite numbers carefully.

10. Name three examples of inequalities that may exist in some diverse workplaces. (Obj. 4) ANS: Students may discuss three of the following inequalities: •

• • • •

Many women experience the glass ceiling, that invisible barrier of attitudes, prejudices, and “old boy networks” blocking them from reaching important corporate positions.

Issues of sexual harassment, unequal wages, and sexism still exist in some Canadian workplaces.

Transgender people experience workplace discrimination, lower wages, and fewer advancement opportunities.

Older employees feel that the deck is stacked in favour of younger employees.

Members of minority groups feel discriminated against in hiring, retention, wages, and promotions.

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• •

Individuals with disabilities feel that their limitations should not hold them back, and they fear that their potential is often prejudged.

People of different religions feel their beliefs are not respected.

Solutions to Critical Thinking Questions 1. When we travel or work abroad, we tend to be perceived not so much as individuals but as members of racial, ethnic, or national groups. For example, when visiting Europe, Americans can expect to be questioned on U.S. foreign policy, military actions, and economic influence. How can you ensure that you function as an effective ambassador of your country when working and travelling overseas?

(Objs. 1, 3, 5) ANS: Students may need to learn that when travelling or working abroad, they will be perceived as representative of the larger Canadian culture and held responsible for or confronted about the policies of their government. Students in your classes with recent immigration experience can contribute greatly to a discussion about culture shock, acculturation, integration, and assimilation. Perhaps they will share their feelings of not belonging to any one culture but of living between cultures, whether comfortably or not.

The best way to proceed when challenged abroad is to avoid being dragged into arguments, remain genial and friendly, and choose topics of conversation that are not confrontational. North American students are frequently not as well informed and politically aware as their European or Asian counterparts and would do well to avoid highly charged debates. Staying out of belief- or ideology-based discussions is also in the best interest of businesspeople trying to forge deals around the world.

2. If the rules, values, and attitudes of a culture are learned, can they be unlearned? Explain. (Obj. 2) ANS: Because rules, values, and attitudes of a culture are learned and passed down from generation to generation, culture is woven into who we are as individuals. If someone is immersed in another culture for a time, they can learn about the new culture and grow cultural proficiencies; however, this doesn’t mean that they 10 .

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unlearn their own culture. Culture is the basis for how we tell the world who we are and what we believe. People build their identities through cultural overlays to their primary culture. When Canadians make choices in education, career, place of employment, and life partner, they consider certain rules, manners, ceremonies, beliefs, languages, and values. These considerations add to their total cultural outlook and are major expressions of their self-identity.

3. It is quite natural to favour one’s own country over a foreign one. To what extent can ethnocentrism be considered a normal reaction, and when could it become destructive and unproductive? Provide examples to support your answer. (Objs. 2, 3) ANS: The love of country can express itself in healthy patriotic sentiment or in potentially hateful jingoism or nationalism. Most Canadians would probably describe themselves as patriotic. Patriotism means recognizing the great accomplishments of one’s country of origin and being proud of them. However, one must not be contemptuously dismissive of other countries and view the rest of the world as inferior.

Ethnocentrism can be defined as putting one’s own culture first and making it central to one’s world. Ethnocentrism turns into a negative trait once closedmindedness or even hatred of other cultures sets in. The key is openness and tolerance.

4. Some economists and management scholars argue that statements such as diversity is an economic asset or diversity is a new strategic imperative are unproved and perhaps unprovable assertions. Should social responsibility or market forces determine whether an organization strives to create a diverse workforce? Why? (Obj. 4) ANS: All workplaces should strive for diversity and equity. There are many structural policies in place that and leave little room for racialized and marginalized groups to thrive in the workplace. Canadian companies and organizations need to identify structural and institutional racism and discrimination within their own workplaces and make concentrated efforts to achieve a truly equitable workplace with opportunities for all.

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5. Ethical Issue: You are part of the hiring committee for a hardware engineer position at your company. The two other hiring committee members are both men, and during the interviews you observe that they are dismissive to a woman candidate. They rush her through the questions and talk over her responses. When you confront them about it, they brush you off and say she isn’t qualified. You know this isn’t true; she has strong qualifications for the position. What should you do next? (Obj. 4) ANS: Students should recognize that in a situation like this, it is important to trust one’s instincts. Discrimination is still rampant in many hiring practices across the country.

In this case the concerned committee member has already confronted the other members, so the next step would be to talk to a supervisor or human resources manager. The concerned member can request a second interview for the candidate with a hiring committee comprised of diverse members or lodge a formal complaint with management. Situations like these are complicated, uncomfortable, and often have high stakes. The concerned committee member may be worried about their relationship with coworkers or their supervisor’s reaction. However, ethical and professional business practices must prevail, and taking a stand against institutionalized discrimination is never wrong.

Activities Solutions 3.1 Minding One’s Intercultural Social Media Manners (Objs. 1–3) Consider your worst, most embarrassing intercultural blunder and then imagine it amplified a thousandfold or millionfold for everyone to see. Social networking is instant and, once released, it can’t be recalled. What follows is a partial list of extremely awkward social media slipups with intercultural implications.46 YOUR TASK Consider the gravity of each offence; individually or in groups discuss each for its “takeaway,” the lesson to be learned from it. Contribute your own intercultural blunders that you or someone you know has experienced. Explain the lessons learned. a. Red Cross social media specialist Gloria Huang sent out the following tweet from the organization’s Twitter account @RedCross: “Ryan found two more 4 bottle packs of Dogfish Head’s Midas Touch beer … when we drink we do it 12 .

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right #gettngslizzerd.” The late-night tweet stayed up for an hour. Huang’s boss, Wendy Harman, fielded calls in the middle of the night and took the tweet down. b. Home improvement chain Lowe’s allowed a discussion on its Facebook page to get out of hand after withdrawing its advertising from a TLC reality show about Muslim families. The 23,000 comments on Facebook that followed were mostly critical of the company, but some praised the home improvement giant. Only when the media picked up the story did the company respond to offensive and racist posts by deleting all the messages and explaining its late intervention as “respect for the transparence of social media.” c. Australian airline Qantas tried to lure its customers with gift packs to describe their “dream luxury in-flight experience.” However, this promotion coincided with grounded flights in response to ongoing strikes, and the passengers took to venting and griping, not praising.

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Scenario based on Berens, C. (n.d.). Top 12 social media blunders of 2011. Inc. http://www.inc .com/ss/caitlin-berens/top-12-social-media -blunders-2011#3 and on Wasserman, T. (2011, February 16). Red Cross does PR disaster recovery on rogue tweet. Mashable.com. http://mashable.com/2011/02/16/red-cross-tweet

ANS: a. Gloria Huang blamed her ill-conceived tweet on unfamiliar software that led her to tweet from the official account, not her own personal one. The Red Cross averted a PR crisis by acknowledging the potentially damaging tweet with humour: “We’ve deleted the rogue tweet but rest assured the Red Cross is sober and we’ve confiscated the keys.” The beer brewer mentioned by Huang asked its fans to donate to the Red Cross.

Lesson: Nice recovery by the Red Cross. Harman said that Huang’s original tweet was no big deal. “We are an organization that deals with life-changing disasters and this wasn’t one of them,” said Harman, the social media director for the Red Cross.

“It was just a little mistake.” b. This response to the debacle drew another 7,000 comments to the Lowe’s Facebook page and unwelcome public attention.

Lesson: Monitor your social media accounts 24/7. Moderate comments and participate in discussions. Do not just wait in the hope that a media storm will die down.

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c. The airline lamely tweeted in the wake of the complaints: “At this rate our #QantasLuxury competition is going to take years to judge.”

Lesson: Acknowledge bad news, time promotions well, and keep your customer service and social media crews vigilant.

3.2 Learning About Other Countries (Objs. 2, 4) When meeting businesspeople from other countries, you will feel more comfortable if you know the basics of business etiquette and intercultural communication, such as greetings, attire, or dos and don’ts. On the Web you will find many resources, some more reliable than others.

YOUR TASK Use a browser to search for international business etiquette. Choose a few websites from the result and explore them to answer the following questions: a. How do people greet each other in Australia, India, Japan, Korea, the Netherlands, and Spain? b. In what countries is it important to keep a certain distance from the person you are greeting? c. In what countries is a kiss an appropriate greeting?

ANS: a. India: With the namaste, which is formed by pressing the palms together below the chin and nodding the head. To show respect, a slight bow is added.

Japan: If you are greeted with a bow, return the bow with one as low as the one received. Keep your palms flat to your thighs.

Korea: With a slight bow and a handshake, for men Netherlands: With a warm and hearty handshake for both men and women Spain: With a brief but firm handshake b. Australia, Canada, India, and the United Kingdom

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c. In France people may be greeted with a handshake or a kiss. Depending on the region, the number of kisses varies from two to four. The intensity varies from a lipsmacking smooch to an air kiss. The same holds true for some French-speaking regions within Canada, namely Québec. In Spain, if the people have a personal relationship, they may embrace or touch cheeks while exchanging an air kiss.

3.3 Learn to Speak a Foreign Language or Just a Few Phrases With Livemocha, Busuu, or Duolingo (Objs. 2, 3) Social media have taken the world by storm; therefore, it’s not surprising that social networks have formed around various interests and pursuits. At least two major social networks have united people eager to learn or practice a foreign language online. A few of the most popular include Livemocha, busuu, and Duolingo. They offer free basic instruction and premium fee-based content in a number of popular languages.

YOUR TASK Compare the two online language learning communities. Consider these and similar questions: How many languages do they support? How do they operate, and how much do they cost? What features do they offer? How many users do they have? Learn a few phrases in a language that interests you and report back to class. Your instructor may ask you to summarize your findings in writing, in either an e-mail or an online post.

ANS: Both social networks resemble Facebook in that users register and create profiles.

Livemocha is a Seattle-based commercial language learning network, now owned

by Rosetta Stone. Calling itself the largest language learning community in the world, Livemocha claims to have 16 million registered users and offers instruction in 38 languages. It provides a platform for users to share expertise in their respective languages and help others learn a new language through peer feedback and member reviews.

Busuu’s headquarters is in London. Currently the social network offers 12 major languages and claims to have 50 million users. Language learners can video chat with native speakers around the world. While learning a foreign language, users in turn tutor others and answer questions.

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3.4 Negotiating Traps (Objs. 2, 3) Businesspeople often have difficulty reaching agreement on the terms of contracts, proposals, and anything that involves bargaining. They have even more difficulty when the negotiators are from different cultures.

YOUR TASK Discuss the causes and implications of the following common mistakes made by Canadians in their negotiations with people in other countries. a. Assuming that a final agreement is set in stone b. Thinking that an interpreter is always completely accurate c. Ignoring or misunderstanding the significance of rank ANS: a. Because Canadians are so legalistic, they are usually more concerned about the letter of the law than the spirit of the law. Therefore, they assume that contracts are inviolate. People from other cultures, such as the Japanese, consider contracts a good starting point for discussion and further negotiations, the results of which do not necessarily need to be written. b. One sure way to gain the respect of foreign business partners is to speak their language. Mastering only a few phrases at first demonstrates a great respect for them and their culture. Because language translation is not an exact science, having a working knowledge of both the language and the culture of foreign business partners results in confidence that ideas are being interpreted correctly. c. The saying “rank has its privilege” is very true, especially in Asian cultures.

Knowing the chain of command and giving the proper deference at each level is of utmost importance. If strict rules of conduct are not followed, someone could lose face in front of employees, who are not considered peers. As a result, businesspeople should become astute observers of social and business customs (including the status of women in companies) and pattern their behaviour accordingly. Since business representatives have only one opportunity to make a good first impression, they shouldn’t destroy their chances by committing a serious social faux pas for which they and their company will not be forgiven.

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3.5 Examining Cultural Stereotypes (Objs. 2, 3) As you have learned in this chapter, generalizations are necessary as we acquire and categorize new knowledge. As long as we remain open to new experiences, we won’t be stymied by rigid, stereotypical perceptions of other cultures. Almost all of us are at some point in our lives subject to stereotyping by others, whether we are immigrants, women, members of minority groups or of certain professions, Canadians abroad, and so forth. Generally speaking, negative stereotypes sting.

However, even positive stereotypes can offend or embarrass because they fail to acknowledge the differences among individuals.

YOUR TASK Think about a nation or culture about which you have only a hazy idea. Jot down a few key traits that come to mind. For example, you may not know much about the Netherlands and the Dutch people. You can probably think of gouda cheese, wooden clogs, Heineken beer, tulips, and windmills. Anything else?

Then consider a culture with which you are very familiar, whether it is yours or that of a country you have visited or studied. In one column, write down a few stereotypical perceptions that are positive. Then, in another column record negative stereotypes you associate with that culture. Share your notes with your team or the whole class, as the instructor directs. How do you respond to others’ descriptions of your culture? Which stereotypes irk you and why? For a quick fact check and overview at the end of this exercise, google the CIA World Factbook or BBC News Country Profiles.

ANS: This activity drives home the limiting nature of stereotypes, even the positive ones.

Very few of us are comfortable representing our entire culture, although others may perceive and designate us as “ambassadors” of our country of origin.

Students may find some stereotypes flattering, but most will recognize that they are ambivalent at best. Few Jewish students, for example, would enjoy being called “good with money” because it’s an old anti-Semitic prejudice couched in positive language. Likewise, being seen as a “Latin lover” is a mixed blessing, and not all Asian students are studious and nerdy.

Students should also recognize that we may be amused by positive and even negative stereotypes levelled at others, but we may react with less humour once the barbs of prejudice are pointed at us.

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3.6 Make Yourself at Home: Ambiguous Expressions Invite New Friends (Obj. 3) To end conversations, North Americans often issue casual invitations to new acquaintances and even virtual strangers, such as Visit me when you come to Victoria, or Come on over anytime. However, nonnative speakers and visitors may misinterpret such casual remarks. They may embarrass their hosts and suffer disappointment by taking the offhand invitation literally and acting on it. Those interacting across cultures would be wise to avoid using expressions that have multiple meanings.

YOUR TASK Assume you are a businessperson engaged in exporting and importing. As such, you are in constant communication with suppliers and customers around the world. In messages sent abroad or in situations with nonnative speakers of English at home, what kinds of ambiguous expressions should you avoid? In teams or individually, list three to five original examples of idioms, slang, acronyms, sports references, abbreviations, jargon, and two-word verbs. Which phrases or behaviour could be taken literally by a person from a different culture?

ANS: Idioms: by leaps and bounds, crossing a bridge before coming to it, grin and bear it, with flying colours, putting the cart before the horse, getting lost in the shuffle Slang: get the hang of it, get the drift, cool, bad (when it means the opposite), just ballpark it, chew on that (think about it), a no-brainer, butt in or -out, a real worm, geek, hella, props, squad (posse), yaassss (an enthusiastic yes) Acronyms: ASAP (as soon as possible), PIN (personal identification number), FAQ (frequently asked question), COLA (cost-of-living adjustment), RAM (random-access memory) Sports references: hit a grand slam, go to bat for someone, ballpark figure, step up to the plate, make a slam dunk Abbreviations: FYI (for your information), BTW (by the way), ISP (Internet service provider), DJ (disc jockey), VIP (very important person)

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Jargon: disambiguate (to clarify), EOM (end of message), facemail (technologically backward means of communication involving walking to someone’s office and speaking face to face), generating content (writing), net it out (reduce it), push back (respond forcefully to an unfavourable answer) Two-word verbs: hold back (withhold), take back (return), come to an agreement (agree), shut down (close), figure out (calculate), mark down (reduce)

Grammar & Mechanics Solutions 1. Please send texts to my manager and me so that she and I both understand the situation. [Guide 13] 2. Except for Mark and me, all the sales reps attended the team meeting.

[Guide 13] 3. Google encourages developers to create apps and games for families and children using its new program [Guide 14] 4. Most of us consumers remember when fruits and vegetables were available only in season. [Guide 13] 5. Send the report to the administrative assistant or me when it’s finished.

[Guide 15] 6. C [Guide 17] 7. Lunches will be delivered to whoever ordered them. [Guide 16] 8. Most reservations were made in time, but yours and hers missed the deadline.

[Guide 14] 9. C [Guide 13] 10. It must have been she who sent the e-mail to Jason and me. [Guide 12]

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Instructor Solutions Manual Chapter 4 Planning Business Messages Spotlight on Communication Solutions 1. Part 1: Wuxly Movement’s brand is committed to animals, fair labour, and sustainability. As the company composes messages to its customers, anticipating its primary audience is essential. Write an audience profile for the brand, detailing potential characteristics of the consumer.

ANS: Students’ answers will vary but should include some of the following consumer characteristics: • • • • •

Animal lovers Vegans or vegetarians Passionate about environmental issues Enjoy nature and being outdoors Committed to social justice

2. Part 1: When marketing its brand, Wuxly knows its primary audience is already interested in its products. What expert writing techniques can Wuxly use to attract secondary audiences to the brand?

ANS: To attract secondary audiences, Wuxly can use techniques like highlighting audience benefits; cultivating a “you” view; sounding conversational but professional; and using positive, courteous expressions.

3. Part 2: During the prewriting stage of this comparative life cycle impact report, how would Wuxly answer the following questions during the Analyze stage (see Figure 4.1): • .

What is your purpose?

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• •

What do you want the receiver to do or believe?

What channel should you choose?

You can view the impact report at https:// wuxly.com/pages impact-report.

ANS: What is your purpose?

Wuxly’s purpose is to convince customers to switch from wearing duck down–filled jackets to polyester insulation jackets.

What do you want the receiver to do or believe?

The receiver should believe that they will be just as warm in a polyester insulation jacket as they are in a down jacket; they can be both warm and cruelty-free.

What channel should you choose?

Appropriate channels could be a blog, website, or social media where interested consumers can learn more.

4. Part 2: After posting this impact report on its website, in what ways can Wuxly promote feedback?

ANS: Wuxly can promote feedback by providing contact information such as a phone number, e-mail address, or contact submission form on their website. This information should be located near the report along with a sincere invitation to submit feedback.

Solutions to Concept Check Questions 1. LO1: Why is it recommended to prepare your first draft quickly?

ANS: First drafts can be written quickly, letting initial thoughts flow onto the page. You can polish your ideas when you revise. On average, you should expect to spend about 25 percent of your time prewriting, 25 percent drafting, and 50 percent revising.

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Analysis: Introducing the 3-x-3 Writing Process

2. LO1: Have you ever tried to make your writing longer than it needed to be? For example, did you count the words in what you wrote to meet a minimum word count? In pairs, discuss why some students overwrite for their assignments.

ANS: Students will share a variety of reasons why they overwrite assignments. Some will have previously learned that more is better, so they have gotten used to adding fillers and padding their word count. Others may feel that concise writing feels too sparse because they are used to writing essays and longer works in high school or post-secondary. This question is a great opportunity to discuss the difference between academic and business writing.

Analysis: Introducing the 3-x-3 Writing Process

3. LO2: Why is it important to always consider a secondary audience when composing a message?

ANS: Another consideration in profiling your audience is the possibility of a secondary audience. Messages are often forwarded to supervisors or other coworkers, so it is important to analyze both primary and potential secondary audiences and adjust your message accordingly.

Analysis: Making Choices Based on the Audience Profile

4. LO2: After searching an alumni database, you decide to e-mail a professional who is working in the career you hope to enter. Your goal in writing to this professional is to obtain firsthand information about this person’s career and to receive career advice. However, you know nothing about this person. How could you profile the receiver to help you shape your message? What audience benefits could you use to persuade the receiver? What channel would you choose to deliver your message?

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ANS: Students will discuss audience profiling and how to select the best channel.

Because this is a professional, visiting the person’s LinkedIn profile or professional website would be the best place to gather information. Audience benefits could appeal to the individual’s sense of pride in sharing about their successes, the rewarding aspects of providing mentorship, or perhaps the opportunity to gain a volunteer. E-mail is appropriate for the initial introduction with a request for a phone call or face-to-face meeting.

Analysis: Making Choices Based on the Audience Profile

5. LO3: Consider a time when you heard someone use biased language. Discuss how this biased language affected your opinion of the individual or the organization.

ANS: Students will share both personal and professional experiences. Most students will share that the biased language affected their opinion in a negative way. When people within organizations use biased language it exposes the workplace culture.

The workplace needs provide a safe and inclusive environment for all, and biased language should not be tolerated.

Analysis: Employing Bias-Free Language

6. LO3: Negative phrases can often be rewritten to sound positive. Rewrite the following sentences to sound positive: a. Your e-mail from May 30 claims that you did not receive your order. b. Do you have any complaints? c. You cannot park in Lot E until April 12.

ANS: a. We are following up on your May 30 e-mail about your missing order. b. Please contact us with any questions. c. Parking will be available in Lot E beginning April 12.

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Analysis: Being Positive Rather Than Negative

7. LO4: What is the best way to distribute tasks when working on a team-written document?

ANS: In Phase 1 of the writing process, teams work together closely as they discuss the project and establish their purpose. In Phase 2, members generally work separately when they conduct research, organize their findings, and compose a first draft.

During Phase 3, some teams work together to synthesize their drafts and offer suggestions for revision. Other teams appoint one person to proofread and edit and another to prepare the final document. The revision and evaluation phase might be repeated several times before the final product is ready for presentation.

Sharing the entire writing process means that all team members contribute their skills during the three phases.

Analysis: How Are Team-Written Documents Divided?

8. LO4: Think back to the last time you were involved in a team project. What did the team do that resulted in an efficient working process and a successful product, or an inefficient working process and an unsuccessful product?

ANS: Students will have positive and negative experiences working on team projects.

Positive experiences will include regular meetings and communication, work divided equally, and every team member doing their part. Negative experiences will include teams that are not connected or communicating regularly, some members having more work than others, and in some cases, team members that don’t do their share, yet take credit for the team’s work.

Analysis: How Are Team-Written Documents Divided?

Solutions to Case Connections Questions 1. As the world becomes more digital, how can Hilroy continue to thrive? When Hilroy employees compose messages external to the company, who is their 5 .

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audience? Consider who uses Hilroy notebooks and products. How can profiling its audience benefit the company?

ANS: By profiling their audience, Hilroy can better market its products. It can also keep up with new trends and the preferences of their consumer. Its largest market is school-aged children, teens, and post-secondary students. Hilroy’s lined paper and booklets continue to be popular for taking notes and studying. Even in a digital world, people of all ages enjoy handwritten notes and journaling.

Solutions to Chapter Review Questions 1. What is the definition of a digital message? (Obj. 1) ANS: A digital message may be defined as one that is generated, stored, processed, and transmitted electronically by computers using strings of positive and nonpositive binary code (0s and 1s). That definition encompasses many messages, including e-mail, Facebook posts, tweets, and other messages.

2. Describe the components in each stage of the 3-x-3 writing process.

Approximately how much time is spent on each stage? (Obj. 1) ANS: Phase 1 (prewriting) involves analyzing the message purpose, anticipating the audience, and thinking of ways to adapt the message to be most effective. Phase 2 (drafting) involves researching to collect background information, organizing the information strategically, and composing the first draft. Phase 3 (revising) involves editing, proofreading, and evaluating the message to determine whether it will achieve its goal. Writers can expect to spend about 25 percent of their time prewriting, 25 percent drafting, and 50 percent revising.

3. How does profiling the audience help a business communicator prepare a message? (Obj. 2)

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ANS: Profiling the audience helps a business communicator determine the appropriate level of language and degree of formality and the most appropriate delivery channel to use. Thinking about the audience also helps the communicator anticipate whether the receiver’s reaction will be positive, neutral, or negative.

4. What factors should writers consider in selecting an appropriate channel to deliver a message? (Obj. 2) ANS: 1. Importance of the message 2. Amount and speed of feedback and interactivity required 3. Necessity of a permanent record 4. Cost of the channel 5. Degree of formality desired 6. Confidentiality and sensitivity of the message 7. Receiver’s preference and level of technical expertise

5. What is the “you” view? When can the use of you backfire? (Obj. 3) ANS: The “you” view is effective when it focuses on audience benefits. It is ineffective when it is used to manipulate or when it conveys blame (e.g., “You neglected to include necessary information”).

6. Why is it important to avoid texting-style abbreviations in your business messages? (Obj. 3) ANS: To project a professional image, it is important to sound educated and mature. The overuse of expressions such as hey, you know, and like, as well as reliance on unnecessary abbreviations (BTW for “by the way”), make a businessperson sound like a teenager. Professional messages do not include texting-style abbreviations, slang, sentence fragments, and chitchat. A writer should strive for a warm, conversational tone that avoids low-level diction.

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7. How can you improve the clarity, tone, and effectiveness of your message?

(Obj. 3) ANS: The clarity, tone, and effectiveness of a message can be improved by using positive rather than negative language. Positive language generally conveys more information than negative language does. Moreover, positive messages are uplifting and pleasant to read. Positive wording tells what is and what can be done rather than what isn’t and what can’t be done.

8. What is the best way to avoid gender-biased language in your writing? (Obj. 3) ANS: Gender-biased language can be avoided by choosing alternative language for words that include man or woman, by using plural nouns and pronouns, or by changing to a gender-free word (e.g., person or representative). Avoid the his or her option whenever possible. The real key to bias-free communication, though, lies in the writer’s awareness and commitment. The writer should be on the lookout to ensure that the message does not exclude, stereotype, or offend people.

9. How do teams collaborate during the three phases of the writing process?

(Obj. 4) ANS: Team members usually work together during the prewriting stage as they brainstorm and decide on the purpose, audience, content, organization, and design of their document or project. During the drafting stage, they may work separately.

During revising, they may work together to synthesize their drafts or appoint one person to proofread and another to prepare the final document. They might work together to evaluate the final product.

10. What is collaboration software, and how can it benefit team writing projects?

(Obj. 4)

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ANS: For simple projects, collaboration software, such as Google Docs, permit teams to work on text documents, spreadsheets, and presentations either in real time or at different times. Multiple team members can edit and share Web pages, wordprocessing documents, or PDF (portable document format) files. Another popular collaboration tool is Dropbox, which offers cross-platform file sharing and online backup.

Solutions to Critical Thinking Questions 1. Because of today’s new media and technologies, many of your messages will be digital. In what ways does this make your writing skills more important than ever?

(Obj. 1) ANS: The authors of this text argue that the basic elements of communication have not changed as a result of digital transmission. More messages are being transmitted faster, farther, and more cheaply than ever. Successful communication still requires the transmission of meaning from source to receiver. However, others might contend that communication has profoundly changed as a result of new technologies. In response everyone acknowledges that e-mail and micromessaging media have shortened messages and response times. In addition, the communication process has changed from unidirectional to multidirectional. Yet, to be successful, communication still requires that meaning be transferred effectively—regardless of the media involved.

2. Why do you think employers prefer messages that are not written like high school, university, or college essays? (Obj. 1) ANS: Businesspeople prefer messages that are purposeful, persuasive, economical, and audience-oriented. This kind of writing is often different from essay assignments that require descriptions of feelings, displays of knowledge, and adherence to a word count. Employers want messages that are clear, concise, and focused.

3. Why is it important to consider a secondary audience when composing a message? (Obj. 2) 9 .

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ANS: Messages are often forwarded to secondary audiences. It is important to consider a secondary audience in order to choose the most appropriate language, tone, and content for a message.

4. Some businesspeople use big words to impress readers. In what ways can using high-level diction backfire on the writer? (Obj. 3) ANS: High-level diction can convey a formal and pretentious tone. This can often be perceived as arrogant, making the reader less interested in the message. It is best to use middle-level diction to convey an informal, conversational tone so all readers feel receptive to the message.

5. Ethical Issue: After a workplace project was completed, you were upset. You and two other team members did all the work, but two freeloaders are sharing in the credit. Should you report the freeloaders to the manager? Explain your decision.

(Obj. 4) ANS: In postsecondary team assignments, members of the project are often graded on their contributions. Fellow team members evaluate each other’s contributions, and this assessment is discussed as part of the assignment. Confidential evaluations of fellow team members for the instructor’s eyes only as well as brief periodic progress reports reveal any trouble the group is experiencing. But in the workplace, such assessment is rarely done. If one complains, one may appear to be a whiner and suffer retaliation. Is it worth it? This experience might be considered a valuable learning lesson. In accepting future team assignments, team members should demand more transparency.

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Activities Solutions 4.1 Analyzing Audiences (Obj. 2) YOUR TASK Using the questions in Figure 4.3, write a brief analysis of the audience for each of the following communication tasks. What kind of reaction should you expect from the primary reader and any secondary readers? a. As an administrator at the municipal water department, you must write a letter to water users explaining that the tap water may taste and smell bad; however, it poses no threats to health. b. As a new graduate, you are preparing a cover message to accompany your résumé for a job that you saw listed on a company website. You are confident that your qualifications match the job description. c. You are about to send an e-mail to your regional sales manager describing your visit to a new customer who is demanding special discounts.

ANS: a. The audience will be all municipal water users, with a wide range of language abilities represented. The audience knows little about the technicalities of water chemistry and delivery. The writer would use plain English, adopt a conversational yet professional tone, and show courtesy. b. The primary reader will probably be a busy human resources director, an educated, experienced individual who may be deluged with applications. Because the job is advertised, the writer would expect the reader to be neutral or positive toward the letter. Because the relationship is professional, the tone should be formal, yet friendly. c. Because the primary reader is the regional sales manager, the writer should know what kind of communication format and content is expected. However, the sales manager may not know much about the customer and specifically what the customer is demanding. Because the sales manager is familiar with the business, the writer can use jargon or references that outsiders might not understand. The writer can expect the sales manager to be receptive to prospective new business; perhaps they will be willing to make concessions to please this new customer.

However, the writer should also remember that the sales manager may forward the message to a higher executive, so the writer should be sure to fill in details and use fairly formal language.

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4.2 Audience Benefits and the “You” View (Obj. 3) YOUR TASK Revise the following sentences to emphasize the perspective of the audience and the “you” view. a. Our social media engineers are excited to announce a new free app called Fan Boosters that we believe will get fans to share, like, and subscribe to your content. b. To help us process your order with our new database software, we need you to go to our website and fill out the customer information required. c. We are now offering RapidAssist, a software program we have developed to provide immediate technical support through our website to your employees and customers.

ANS: a. Now you can get fans to share, like, and subscribe to your content with an exciting new app called Fan Boosters. b. To have your orders processed more quickly and efficiently, please fill out your customer information at our website. c. You can now provide your employees and customers with instant technical support through the RapidAssist website.

4.3 Conversational but Professional (Obj. 3) YOUR TASK Revise the following to make the tone conversational yet professional. a. Pertaining to your request, the above-referenced items (printer toner and supplies) are being sent to your Oakdale office, as per your telephone conversation of April 1. b. BTW, Angela went ballistic when the manager accused her of ripping off office supplies. c. To facilitate ratification of this agreement, your negotiators urge that the membership respond in the affirmative.

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ANS: a. As you requested, we are sending your printer toner and supplies to your Oakdale office. b. By the way, Angela became irate when the manager accused her of stealing office supplies. c. We urge you to approve the agreement by voting yes.

4.4 Bias-Free Language (Obj. 3) YOUR TASK Revise the following sentences to reduce gender, racial, ethnic, age, and disability bias. a. The conference will offer special excursions for the wives of executives. b. Does each salesman have his own smartphone loaded with his special sales information? c. Media Moguls hired Amanda Love, an Indigenous Canadian, for the position of social media coordinator.

ANS: a. The conference will offer special excursions for the spouses (or guests) of executives. b. Do all salespeople have their own smartphones loaded with their special sales information? c. Media Moguls hired Amanda Love for the position of social media coordinator.

4.5 Plain Language and Familiar Words (Obj. 3) YOUR TASK Revise the following sentences to use plain language and familiar words. a. To expedite ratification of the agreement, we beseech you to vote in the affirmative. b. The seller tried to obfuscate the issue by mentioning closing and other costs.

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c. Even after officers interrogated the suspect, solid evidence failed to materialize.

ANS: a. To speed up ratification of the agreement, we urge you to vote yes. b. The seller tried to confuse the issue by mentioning closing and other costs. c. Even after officers questioned the suspect, there was no solid evidence.

4.6 Precise, Vigorous Words (Obj. 3) YOUR TASK From the choices in parentheses, select the most precise, vigorous words. a. Management is predicting a (change, difference, drop) in earnings after the first of the year. b. We plan to (acknowledge, announce, applaud) the work of outstanding employees. c. If necessary, we will (review, change, reduce) overtime hours to (fix, balance, rework) the budget.

ANS: a. Management is predicting a drop in earnings after the first of the year. b. We plan to applaud the work of outstanding employees. c. If necessary, we will reduce overtime hours to balance the budget.

Grammar & Mechanics Solutions 1. The ability to prepare a purposeful, concise, and audience-centred message does not come naturally to most people. [Guide 19] 2. Christie thought she had done well in her performance review. [Guide 19]

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3. The team wiki enables everyone to see the most up-to-the-minute status information. [Guide 20] 4. All of our newly created team documents can be posted quickly to the wiki.

[Guides 20 and 19] 5. We all felt bad when one member lost her laptop and had no backup. [Guide 19] 6. The 3-×-3 writing process provides step-by-step instructions for preparing messages. [Guide 20] 7. Everyone likes the newly revamped website and its up-to-date links. [Guide 20] 8. Our project ran smoothly after Justin reorganized the team. [Guide 19] 9. Locally installed online collaboration tools are easy to use and work well.

[Guide 20] 10. Well-written business messages sound conversational but professional.

[Guide 20]

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Instructor Solutions Manual Chapter 5 Organizing and Drafting Business Messages Spotlight on Communication Solutions 1. Part 1: In what ways can effective sentences and well-organized paragraphs create simplicity and clarity in a message?

ANS: In order to reach all audiences, it is important to write at a level that everyone can understand. By paying close attention to sentence and paragraph structure, the message can be clearly conveyed.

When the writer edits for clarity and simplicity, the readers appreciate the effort to make their lives easier.

2. Part 1: Whether you are preparing a presentation or composing a business letter, why is it important to customize every word to relate to a specific purpose and audience?

ANS: Anticipating the audience allows the writers to put themselves in the readers’ shoes, identify any possible objections or resistance the reader may have to the message, and finally, provide counterarguments for the objections. According to Wordsmith founder Christine Mowat, “focusing on the reader and the benefits to the reader creates a spirit of cooperation and results in higher sales and more business.”

3. Part 2: In what ways can offering writing-techniques training for employees save organizations time and money?

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ANS: With training and practice employees can hone their business writing skills. As employees learn to write more effectively, the time spent on writing decreases and the quality of the message increases. Messages that take too long to get to the point may lose their readers along the way. This affects productivity, which wastes an organization’s time and money.

4. Part 2: Watch the video “Thinking Differently About Writing at Work,” located on Wordsmith’s website: https://wordsmith.ca/about-us/. In what ways do we need to change the way we think about writing?

ANS: Students will watch the video and discuss some of the following points: • • • • •

Many workplace documents do not deliver clear, efficient messages, and this needs to change.

Many writers write what they know, rather than what the reader needs to know.

We learned in school that essay writing is rewarded for being longer, but business writing needs to be short and focused.

Workplaces require a lot of writing that is shared, so messages need to be clear.

Treat writing as a pragmatic problem; change the way we think about writing and messages become clearer.

Solutions to Concept Check Questions 1. LO1: Discuss the difference between informal and formal research methods.

ANS: • Informal research may include looking in the company’s files, talking with a manager, interviewing target audiences, and conducting informal surveys.

• Formal research may involve searching electronically or manually and investigating primary sources.

Analysis: What Are Informal Research Methods?

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2. LO1: Your boss has asked you to write a report about the effectiveness of the new lunch schedule policy. What type of research method should you begin with, and why?

ANS: The employee should begin with an informal research method because it is a workplace problem that can be solved by talking to coworkers who are affected by the policy. The employee can speak directly to coworkers to provide clarifying information and gather unscientific but helpful information through questionnaires or online surveys.

Analysis: What Are Informal Research Methods?

3. LO2: This section describes brainstorming and brainwriting as techniques for generating ideas. Explore the Internet for other methods such as freewriting, looping, listing, clustering, and reporters’ questions. Select a method that appeals to you, and explain why it would be effective.

ANS: Many methods, like freewriting, looping, and listing, are available online for further research. Students will also discover software programs like Inspiration to help them brainstorm. Encourage students to compare techniques as they explain which methods appeal to them.

Analysis: Brainstorming and Brainwriting

4. LO2: The direct opening for messages is the preferred strategy for Western cultures. Other cultures may find the direct strategy rude. Discuss cultural considerations when using the direct strategy.

ANS: As students learned in Chapter 3, it is important to learn about other cultures and adapt to the audience. If the culture expects an indirect strategy like needing time to get to know the writer of the message before the main idea is presented, it is important to respect this while drafting the message.

Analysis: Organizing Ideas Into Strategies 3 .

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5. LO3: In your opinion, how many business managers know what a comma splice is? If some managers don’t know what a comma splice is, then is it critical that you avoid comma splices in your writing? Explain.

ANS: It is always important to proofread one’s work to avoid common sentence errors.

Even if a manager doesn’t know what a comma splice is, secondary readers will notice errors. Furthermore, avoiding writing errors in one’s writing shows professionalism and attention to detail.

Analysis: Avoiding Three Common Sentence Faults

6. LO3: For each of the following sentences, select the number that identifies its type: 1. Simple sentence 2. Compound sentence 3. Complex sentence 4. Compound-complex sentence a. Bottled water consumption rose 2.2 percent in volume last year. b. Because North Americans are increasingly health conscious, they are drinking more bottled water than ever before. c. North Americans are drinking fewer soft drinks, and Coca-Cola and PepsiCo are being hit hard. d. Sales volume across the entire beverage industry slid last year; however, smaller players, such as Monster Beverage and Red Bull, expanded their market share because they appealed to younger drinkers.

ANS: a. 1 b. 3 c. 2 d. 4 4 .

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Analysis: Achieving Variety With Four Sentence Types

7. LO4: Business writing is more forceful when it uses active-voice verbs. Revise the following sentences so that verbs are in the active voice. Put the emphasis on the doer of the action. Add subjects if necessary.

EXAMPLE: Antivirus software was installed on her computer.

REVISION: Madison installed antivirus software on her computer. a. Reliable data about how workers do their jobs are difficult to collect. b. Companies were warned by managers that privacy issues and making sense of the data were equally perplexing issues. c. Laws are being considered to restrict gathering workers’ data without their knowledge.

ANS: a. Businesses find it difficult to collect reliable data about how workers do their jobs. b. Managers warned companies that privacy issues and making sense of the data were equally perplexing issues. c. The government is considering laws to restrict gathering workers’ data without their knowledge.

Analysis: Using the Active and Passive Voice Effectively

8. LO4: Revise the following sentences to avoid dangling and misplaced modifiers. a. While interviewing applicants, questions are often asked by recruiters about qualifications. b. To be reimbursed, the enclosed application must be filled out and returned. c. Angered by autodialled and prerecorded calls and texts, complaints deluged PayPal.

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ANS: a. While interviewing applicants, recruiters often ask questions about qualifications. b. To be reimbursed, fill out and return the enclosed application. OR: To be reimbursed, you must fill out and return the enclosed application. c. Angered by autodialed and prerecorded calls and texts, customers deluged PayPal with complaints.

Analysis: Escaping Dangling and Misplaced Modifiers

9. LO5: What is paragraph coherence, and how is it achieved?

ANS: Paragraphs are coherent when ideas logically follow each other. Four techniques can help writers achieve coherence: (a) sustain key ideas, (b) dovetail sentences, (c) use pronouns effectively, and (d) include transitional expressions.

Analysis: Developing Paragraph Coherence

10. LO5: Revise the following wordy and poorly organized paragraph. Add a topic sentence. Correct problems with pronouns, parallelism, and misplaced or dangling modifiers. Add transitional expressions if appropriate.

You may be interested in applying for a new position within the company. The Human Resources Department maintains these lists, and you may see which jobs are available immediately. The positions are at a high level. Current employees may apply immediately for open positions in production, for some in marketing, and jobs in administrative support are also available. To make application, these positions require immediate action. Come to the Human Resources Department.

On the company intranet you can see the lists showing the open positions, what the qualifications are, and job descriptions are shown. Many of the jobs are now open. That’s why we are sending this now. To be hired, an interview must be scheduled within the next two weeks.

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ANS: A number of high-level positions are available to current employees. These positions are in production, marketing, and administrative support. To view the positions and their qualifications and job descriptions, go to the company intranet.

If you are interested, come to the Human Resources Department. Many of the jobs are now open; therefore, you should apply immediately. Interviews must be scheduled within the next two weeks.

Analysis: Building Well-Organized Paragraphs

11. LO6: What is high skim value, and how can you achieve it?

ANS: High skim value means that readers can browse the text quickly and grasp main ideas. Numbered and bulleted lists provide high skim value in messages. By breaking up complex information into smaller chunks, lists improve readability, understanding, and retention. They also force the writer to organize ideas and write efficiently.

Analysis: Numbering and Bulleting Lists for Quick Comprehension

12. LO6: Create an introductory sentence and a bulleted list from the following wordy paragraph: This information is to let you know that a high-powered MBA program costs hundreds of dollars an hour. However, our program covers the same information. That information includes entrepreneurship tips as well as how to start a business. You will also learn information about writing a business plan and understanding taxes. In addition, our MBA program covers how to go about writing a marketing feasibility study. Another important topic that our program covers is employment benefits plans.

ANS: A high-powered MBA program costs hundreds of dollars an hour. Our program covers the same information: • • •

Entrepreneurship Business startup Business plans 7

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• • •

Taxes Marketing feasibility studies Employment benefits plans

Analysis: Numbering and Bulleting Lists for Quick Comprehension

Solutions to Case Connections Questions 1. Discuss the university’s policy for plagiarism. During the three phases in team writing, what can members do to ensure that the final document hasn’t been plagiarized by anyone?

ANS: Students can refer to Chapter 4, Learning Objective 4, Sharing the Writing in Teams.

Prewriting Team members work closely to determine purpose, audience, content, and organization.

•

As team members get organized, they should ensure that everyone has a clear role and accountability in the group and that preliminary research is from reputable sources.

Drafting Team members work separately to collect information and compose the first draft.

•

As team members are working separately to collect information, have each member check in periodically with their research findings and sources.

Teams can create an online document or wiki to share information.

Revising Team members work together to synthesize and edit, but individuals may do the final formatting and proofreading.

•

This is a crucial stage. All team members need to review the work and check for correct documentation and potentially plagiarized words and ideas.

Never allow only one individual to synthesize and edit the work.

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Solutions to Chapter Review Questions 1. Describe the three parts of the second phase of the writing process. (Obj. 1)

ANS: The second phase includes (1) researching, (2) organizing, and (3) drafting.

2. Explain the difference between brainstorming and brainwriting (Obj. 2)

ANS: The main difference between brainstorming and brainwriting is in how the ideas are presented: orally or in writing. Brainstorming can be a wild affair with visionary, off-the-wall suggestions, whereas brainwriting is quieter and more thoughtful. Both techniques, however, end in the same place—with the selection of the best ideas.

3. When is the indirect strategy appropriate, and what are the benefits of using it?

(Obj. 2) ANS: The indirect strategy is appropriate for bad news, ideas that require persuasion, and sensitive news, especially when being transmitted to superiors. The benefits of using the indirect method include (a) respecting the feelings of the audience, (b) encouraging a fair hearing, and (c) minimizing a negative reaction.

4. What is the difference between a compound and a complex sentence? Provide an original example of each. (Obj. 3) ANS: A compound sentence consists of two independent clauses. Example: She loves her iPad, but he prefers his Galaxy tablet. A complex sentence consists of one independent clause and one dependent clause. Example: When composing a business message, I prefer the keyboard on my desktop computer.

5. List four techniques for emphasizing important ideas in sentences. (Obj. 4) 9 .

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ANS: 1. Using vivid words 2. Labelling the main idea 3. Placing the important idea first or last in the sentence 4. Placing the important idea in a simple sentence or in an independent clause

6. Describe three paragraph plans. Identify the uses for each. (Obj. 5) ANS: 1. The direct paragraph plan is used to define, classify, illustrate, or describe.

2. The pivoting paragraph plan is used to compare ideas.

3. The indirect paragraph plan is used to explain and persuade.

7. Describe three kinds of sentences used to develop ideas in paragraphs. (Obj. 5) ANS: 1. A topic sentence expresses the primary idea of the paragraph.

2. A supporting sentence illustrates, explains, or strengthens the primary idea.

3. A limiting sentence opposes the primary idea by suggesting a negative or contrasting thought; it may precede or follow the topic sentence.

8. What is the benefit of dovetailing sentences within a paragraph? (Obj. 5) ANS: Sentences are dovetailed when an idea at the end of one connects with an idea at the beginning of the next. Dovetailing sentences is especially helpful with dense, difficult topics.

9. How do bulleted and numbered lists improve readability? (Obj. 6) ANS: One of the best ways to ensure rapid comprehension of ideas is through the use of numbered or bulleted lists. Lists provide high skim value. High skim value means that readers can browse the text quickly and grasp the main ideas. By breaking up 10 .

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complex information into smaller chunks, lists improve readability, understanding, and retention. They also force the writer to organize ideas and write efficiently.

10. Should headings be used in correspondence, such as e-mail, memos, and letters? (Obj. 6) ANS: Yes! Main headings, subheadings, and category headings can improve readability in e-mails, memos, and letters. Headings are an effective tool for highlighting information and improving readability. They encourage the writer to group similar material together. Headings help the reader separate major ideas from details.

They enable a busy reader to skim familiar or less important information. They also provide a quick preview or review.

Solutions to Critical Thinking Questions 1. Some critics complain that crowdfunding projects, such as requesting funds to pay college tuition, are essentially begging. How do you see it? (Obj. 2) ANS: Encourage students to share different perspectives without judgment. Students will discuss student loans as an alternative to crowdfunding. Others may ask, if crowdfunding works, why not take advantage of it? Some students may need additional funds over and above a loan, especially if they are also providing for aging parents or for children.

2. Have you experienced “loudmouth meeting-hog phenomenon” during group brainstorming? In what ways is brainwriting a better method to foster creativity in large groups? (Obj. 2) ANS: The “loudmouth meeting-hog phenomenon” is fairly common during group brainstorming. More introverted students often feel that they can’t get a word in, and their ideas are bulldozed by the more dominant extroverts of the group.

However, extroverted students can also feel shut down by meeting-hogs.

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Encourage students to share specific examples of when this has happened and how they dealt with it. Do they feel this is an issue between extroverted and introverted personality types, or is it more due to a flaw with the brainstorming model? Have them share productive solutions for handling this, such as using brainwriting instead.

3. Why is audience analysis so important in the selection of the direct or indirect strategy of organization for a business message? (Obj. 2) ANS: Audience analysis is extremely important because it helps the messenger decide whether the receiver will react positively or negatively to the message. Help students develop the habit of always thinking of the audience first. Ask them to put themselves in the place of the receiver. If Lisa, who sits in the first row of the class, were receiving this message, how would she feel? If the news is going to upset her, it might be better to break it softly. Most business messages, of course, are not sensitive and should be handled directly. But occasionally, especially when bad news is concerned, the indirect method may work better.

4. Because business writing should have high skim value, why not write everything in bulleted lists? (Obj. 6) ANS: If the writer uses too many bulleted lists, the message will seem unprofessional, like a grocery list. Ideally, the writer should use bulleted lists along with concise paragraphs for the best skim value.

5. Ethical Issue: Discuss the ethics of the indirect strategy of organization. Is it manipulative to delay the presentation of the main idea in a message? (Obj. 2) ANS: All good writers practise empathy. Because the indirect pattern is used when receivers will be uninterested, unwilling, displeased, or hostile toward the message, they certainly will not be pleased to receive the communication. Although the writer may not be able to give them exactly what they want, the writer may have alternatives that will partially satisfy them. Encouraging receivers to read and 12 .

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understand the entire message is important under these circumstances. Beginning with an explanation followed by alternatives is not manipulative; when bad news is involved, this indirectness shows courtesy and consideration. Delaying the main idea is not unethical unless the intent is to deceive.

Activities Solutions 5.1 Brainstorming: Solving a Problem on Campus (Objs. 1, 2) YOUR TASK In teams of three to five, analyze a problem on your campus such as the following: insufficient parking on campus, unavailable classes, closed campus facilities for students taking evening or weekend classes, unrealistic diploma or degree requirements, a lack of student intern programs, an inadequate registration process, too few healthy and affordable food choices, a lack of charging stations for electric vehicles, and so forth. Use brainstorming techniques to generate ideas that clarify the problem, and explore its solutions. Either individually or as a team, organize the ideas into an outline with three to five main points and numerous subpoints. Assume that your ideas will become part of a message to be sent to an appropriate campus official or to your campus newspaper. Remember, however, your role as a student. Be polite, positive, and constructive—not negative, hostile, or aggressive.

ANS: Students will probably have no trouble finding a problem to analyze. Encourage them to think it through. This topic could be expanded into a report for later chapters in the book. This step involves preparing an outline, not writing the entire report.

5.2 Brainstorming: Solving a Problem at Work (Objs. 1, 2) YOUR TASK Analyze a problem that exists where you work or go to school such as noisy work areas, an overuse of express mail services, understaffing during peak customer service hours, poor scheduling of employees, inappropriate cell phone use, an inferior or inflexible benefits package, outdated equipment, time wasted on social media instead of working, or one of the campus problems listed in Activity 5.1. Select a problem about which you have some knowledge. Organize the ideas into an outline with three to five main points and numerous subpoints. Be polite, positive, and 13 .

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constructive. E-mail the outline to your boss (your instructor). Include an introduction (such as Here is the out-line you requested regarding . . .). Include a closing that offers to share your outline if your boss would like to see it.

ANS: Students develop their organizing skills in preparing an outline that describes a problem at work and a possible solution. This topic could be expanded into a report in later chapters.

5.3 Sentence Faults (Obj. 3) YOUR TASK In the following, identify the sentence fault (fragment, run-on, comma splice). Then revise to remedy the fault. a. Although PepsiCo signed Beyoncé to endorse its soft drinks. Sales continued to plummet. b. In the beverage industry, the latest sales declines are astonishing. But not surprising. c. Sugar-filled soft-drink sales have been declining for nine straight years, however diet drinks are not far behind. d. Coca-Cola hired a creative director PepsiCo tried a new bottle design. e. Health concerns are not the only problem, soft-drink makers are also facing a boom in alternative beverages.

ANS: a. Fragment. Revision: Although PepsiCo signed Beyoncé to endorse its soft drinks, sales continued to plummet. b. Fragment. Revision: In the beverage industry, the latest sales numbers are astonishing but not surprising. c. Comma splice. Revision: Sugar-filled soft-drink sales have been declining for nine straight years; however, diet drinks are not far behind. d. Run-on. Revision: Coca-Cola hired a creative director; PepsiCo tried a new bottle design. OR: Coca-Cola hired a creative director. PepsiCo tried a new bottle design. e. Comma splice. Revision: Health concerns are not the only problem; soft-drink makers are also facing a boom in alternative beverages. OR: Health concerns are 14 .

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not the only problem. Soft-drink makers are also facing a boom in alternative beverages.

5.4 Passive Voice (Obj. 4) YOUR TASK When indirectness or tact is required, use passive-voice verbs. Revise the following sentences so that they are in the passive voice.

EXAMPLE: Travis did not submit the proposal before the deadline.

REVISION: The proposal was not submitted before the deadline. a. We discovered the error too late to correct the annual report. b. We cannot ship your order for smart surge protectors until May 5. c. The government first issued a warning regarding the use of this pesticide more than 15 months ago.

ANS: a. The error was discovered too late to correct the annual report. b. Your order for smart surge protectors cannot be shipped until May 5. Or: Your order for smart surge protectors will be shipped May 5. c. A warning regarding the use of this pesticide was first issued by the government more than 15 months ago. Or: A warning regarding the use of this pesticide was first issued more than 15 months ago.

5.5 Parallelism (Obj. 4) YOUR TASK Revise the following sentences so that their parts are balanced. a. (Hint: Match verbs.) To improve your listening skills, you should stop talking, your surroundings should be controlled, be listening for main points, and an open mind must be kept. b. (Hint: Match verb phrases.) Job seekers use the Internet to find job opportunities, market themselves to companies, showcase their skills, and they hope to be able to land that dream job.

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c. (Hint: Match adjectives.) Recent graduates are seeking jobs that are stimulating and a challenge.

ANS: a. To improve your listening skills, you should stop talking, control your surroundings, listen for main points, and keep an open mind. b. Job seekers use the Internet to find job opportunities, market themselves to companies, showcase their skills, and land that dream job. c. Recent graduates are seeking jobs that are stimulating and challenging.

5.6 Organizing Paragraph Sentences (Obj. 5) YOUR TASK In a memo to the college president, the athletic director argues for a new stadium scoreboard. One paragraph will describe the old scoreboard and why it needs to be replaced. Study the following list of ideas for that paragraph.

1. The old scoreboard is a tired warhorse that was originally constructed in the 1970s.

2. It is now hard to find replacement parts when some-thing breaks.

3. The old scoreboard is not energy efficient.

4. Coca-Cola has offered to buy a new sports scoreboard in return for exclusive rights to sell pop on campus.

5. The old scoreboard should be replaced for many reasons.

6. It shows only scores for football games.

7. When we have soccer games or track meets, we are without a functioning scoreboard. a. Which sentence should be the topic sentence? b. Which sentence(s) should be developed in a separate paragraph? c. Which sentences should become support sentences?

ANS: a. Sentence 5 b. Sentence 4 16 .

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c. Sentences 1, 2, 3, 6, and 7

Grammar & Mechanics Solutions 1. Informal research methods include looking in the files, talking with your boss, and interviewing the target audience. [Guide 21, CmSer] 2. When we use company e-mail, we realize that our messages are monitored.

[Guide 22, CmIntr] 3. By learning to distinguish between dependent and independent clauses, you will be able to avoid serious sentence faults. [Guide 22, CmIntr] 4. Active-voice verbs are best in most business messages, but passive-voice verbs are useful when sensitivity is required [Guide 23, CmConj] 5. We hired Davida Michaels, who was the applicant with the best qualifications, as our new social media manager. [Guide 25, CmIn] 6. Our business was incorporated on August 1, 2008, in Calgary, Alberta. [Guide 24, CmDate] 7. The new social media business, by the way, is flourishing and is expected to show a profit soon. [Guide 25, CmIn] 8. After he graduates, Dustin plans to move to Victoria and find work there. [Guide 22, CmIntr] 9. Last fall our company introduced policies regulating the use of cell phones, texting, and e-mail on the job. [Guide 21, CmSer] 10. C [Guide 26, CmNo]

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Instructor Solutions Manual Chapter 6 Revising Business Messages Spotlight on Communication Solutions 1. Part 1: Why is it important for an editor to have legal and ethical awareness of the publishing process, in addition to technical skills?

ANS: When hiring an editor, it’s important to make sure they are accredited in order to avoid legal and ethical issues. If an editor oversteps and includes their own or others’ ideas or words in the writing, or if they fail to document sources, the author could be held responsible for plagiarism or misrepresentation of facts. This could result in an academic penalty for a student, up to and including expulsion, and in the workplace, an employee could be fired.

2. Part 1: How can your developing strong editing skills benefit your employer?

ANS: Most workers are responsible for writing their own work correspondence and reports. When workers have strong editing skills, the quality of work increases, and this reflects well on the employer. It also saves the employer time and money if individuals can edit their own and coworkers’ work rather than the employer having to hire a third party to review the documents.

3. Part 2: What is the value in hiring a professional editor if the editor can’t make corrections for you?

ANS: A professional editor will identify errors in the writing. As a writer become aware of these errors, they will become more practiced at editing and correcting their own work. Having a skilled professional review one’s work provides valuable insight into one’s writing practice.

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4. Part 2: What issues could arise if you hire an editor who isn’t a member of Editors Canada?

ANS: Editors Canada has developed clear guidelines for editing practice. An editor who is a member of Editors Canada will adhere to these guidelines and ethical standards of practice. Editors are also accredited as follows: Editors Canada Professional Certification (https://www.editors.ca/ professional-development/certification) sets objective standards for recognizing high levels of knowledge and skill. It's the gold standard of editing. Someone holding an Editors Canada certification is capable of working independently and supervising other editors.

Source: www.editors.ca/hire-editor-0

Solutions to Concept Check Questions 1. LO1: Why is it important to devote half of your total writing time to Phase 3 of the writing process?

ANS: Rarely is the first or even second version of a message satisfactory. The revision stage presents the opportunity to ensure the message says what was meant and makes the writer look good. Whether the writer revises immediately or after a break, they will want to examine their message critically. They should be especially concerned with ways to improve its conciseness, clarity, and readability.

Analysis: Stopping to Revise: Applying Phase 3 of the Writing Process

2. LO1: Revise the following sentences to remove excessive expressions. a. In the event that interest rates increase, we will begin investing in the very near future. b. We cannot fill the order until such time as payment is received for previous shipments.

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c. As a general rule, we would not accept the return; however, we will in all probability make an exception in this case.

ANS: a. If interest rates increase, we will begin investing soon. OR: If interest rates increase, we will begin investing March 1. b. We cannot fill the order until payment is received for previous shipments. c. Generally, we would not accept the return; however, we will probably make an exception in this case.

Analysis: Removing Excessive Expressions

3. LO2: Revise the following sentences to avoid confusing clichés, slang, buzzwords, and wordiness. a. Although our last presentation bombed, we think that beyond the shadow of a doubt our new presentation will fly. b. If you will refer back to the budget, you will see that there are provisions that prevent blowing the budget. c. The team leader didn’t know that we were literally starving and getting very hangry b/c someone 4got to order lunch.

ANS: a. Although our last presentation failed, we are sure our new presentation will be well received. b. If you refer to the budget, you will see provisions that prevent overspending. c. The team leader didn’t know that we were hungry and upset because someone forgot to order lunch.

Analysis: Cutting Clichés

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4. LO2: Revise the following to recover buried verbs. a. After making an investigation, the fire department reached the conclusion that the blaze was set intentionally. b. Web-based customer service certainly causes a reduction in overall costs. c. When used properly, zero-based budgeting can bring about a reduction in overall costs.

ANS: a. After investigating, the fire department concluded that the blaze was set intentionally. b. Web-based customer service certainly reduces overall costs. c. When used properly, zero-based budgeting can reduce overall costs.

Analysis: Rescuing Buried Verbs

5. LO3: Think about your own speaking and writing. Do you have some favourite redundancies that you use in spoken or written messages? What could you say that would be more precise?

ANS: Students will reflect on the examples in the textbook and consider redundancies in their own speaking and writing. Some examples might include crystal clear (use clear), compare and contrast (use compare), and collaborated together (use collaborated).

Analysis: Rejecting Redundancies

6. LO3: Are you a good proofreader? Is it easier to find other people’s errors than your own? Why? What are you good at finding? What do you frequently miss?

ANS: Students will have differing responses to this question. Some will consider themselves excellent proofreaders, while others will admit it is difficult to proofread one’s own work. Most students will comment that they have an easier time spotting 4 .

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errors in other people’s writing. Compile a list of common errors that students miss. These are the errors they should spend extra time on while proofreading their own work.

Analysis: Proofreading to Catch Errors

7. LO4: How can you overcome defensiveness when your writing is criticized constructively?

ANS: Although any criticism is painful, one should try not to be defensive. When someone evaluates one’s writing, one should look on these comments as valuable advice tailored to one’s specific writing weaknesses—and strengths.

Analysis: Evaluating the Effectiveness of Your Message

8. LO4: What proofreading tasks can you safely ask a proofreading buddy to perform? What if that person is not a skilled writer?

ANS: Even if a proofreader is not a skilled writer, they will still notice typos, spelling errors, and a lack of coherence in the writing. All feedback is valuable. One should consider asking the proofreader for specific feedback; for example, “Do you understand my main idea?” “Do you notice any missing apostrophes?” or “Did I forget to capitalize any letters?” One should focus on issues in one’s writing that one would normally miss when proofreading one’s own work.

Analysis: Evaluating the Effectiveness of Your Message

Solutions to Case Connections Questions Many people fear that as robotics and Artificial Intelligence (AI) technologies advance, they will replace human jobs and functions. Kinova’s innovations demonstrate how robotics can assist humans rather than replace them. In what ways do assistive technologies complement and better the lives of Canadians?

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ANS: In groups, students can brainstorm a list of benefits to share with the class.

Responses will likely include variations on the following: • • • • • • •

Enhanced automation Eliminates the necessity for humans to perform tedious tasks Smart weather forecasting Next-generation disaster response Frees humans of the obligation of taking up all responsibilities The perfect marriage of creativity and technology Zero scope for errors

Source: https://interestingengineering.com/7-ways-ai-will-help-humanity-not-harm-it

Solutions to Chapter Review Questions 1. Is revision still necessary in a digital age when workplace messages fly back and forth in seconds? What’s involved in the revision process? (Obj. 1) ANS: Revision consists of improving the content and sentence structure of a message.

Revision is indeed still necessary for workplace communication because sloppy messages with errors create confusion, frustration, reduced productivity, and loss of credibility. It doesn’t matter how workplace messages are transmitted. They must be accurate.

2. What is microblogging, and how do you make these messages effective? (Obj. 1) ANS: Microblogging consists of short messages exchanged on social media networks such as Twitter, Facebook, and Tumblr. Because Twitter messages must not exceed 140 characters, being able to condense information into clear, short messages is especially significant.

Tips for effective microblogging messages are as follows: 6 .

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• • • •

Include only main ideas focused on useful information.

Choose descriptive but short words.

Personalize your message if possible.

Be prepared to draft several versions striving for conciseness, clarity, and correctness.

3. What’s wrong with using slang or buzzwords in microblogging messages? (Obj. 1) ANS: Companies use microblogging to make announcements, promote goodwill, sell their products, and respond to customer complaints. Therefore, to maintain professionalism, messages must stay away from slang and buzzwords and use conventional spelling, grammar, and punctuation.

4. Why should writers avoid familiar business phrases such as as per your request and enclosed please find? (Obj. 1) ANS: These are stale, dated expressions that should be replaced with fresher words.

5. What is the KISS formula? In what ways can it apply to business writing? (Obj. 2) ANS: KISS stands for keep it short and simple. Numerous techniques can improve the clarity of the writing by applying the KISS formula: slashing trite business phrases, cutting clichés and buzzwords, rescuing buried verbs, and eliminating intensifiers.

6. Why should writers avoid expressions such as first and foremost and think outside the box? (Obj. 2) ANS: These are clichés that should be replaced with fresher, more original expressions.

7. What is a buried verb, and how can you avoid these in your writing? (Obj. 2) 7 .

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ANS: Buried verbs are those that are needlessly converted to wordy noun expressions.

Such nouns often end in -tion, -ment, and -ance. For example, if verbs such as acquire, establish, and develop are made into nouns such as acquisition, establishment, and development, the verbs are buried. To avoid this, the writer should use the verb instead. For example, instead of writing “give consideration to,” the writer can simply use “consider.”

8. What are five specific items to check in proofreading? Be ready to discuss methods you find useful in spotting these errors. (Obj. 3) ANS: Writers should check spelling, grammar, punctuation, names and numbers, and format.

9. List four or more effective techniques for proofreading complex documents.

(Obj. 3) ANS: The following are techniques for proofreading complex documents: 1. Print a copy and set aside the document for a day.

2. Proofread a printed, double-spaced copy.

3. Allow adequate time to proofread.

4. Be prepared to find errors.

5. Read the message at least twice—once for word meanings, once for grammar/mechanics.

6. Reduce reading speed while proofreading.

7. Have one person read to another.

8. Use standard proofreading marks to indicate changes.

10. What is the best way to judge the success of your communication? (Obj. 4) ANS: The best way to judge the success of one’s communication and to grow as a writer is through feedback. Although any criticism is painful, one should try not to be 8 .

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defensive. Through instructor and peer feedback, in addition to close proofreading and editing, one can improve communication skills.

Solutions to Critical Thinking Questions 1. A blogger recently asserted that “the pervasive use of e-mail for business has made the work of writing well even more difficult because it invites—relentlessly— hitting Send before you have thought through, organized, reviewed, and even rewritten your message.”16 Do you agree that the process of writing has become more difficult with e-mail? Explain. (Obj. 1) 16

The trouble with email. (2015, September 13). Business Today. http://businesstodaync.com/thetroublewith-email

ANS: Some might argue that e-mail has made the process easier because it’s so simple to dash off a message without thinking too hard about it. However, that is precisely the problem. Good writing requires thought as well as revision. Celebrated author James Michener, who wrote over 40 books, said, “I’m not a very good writer, but I’m an excellent rewriter.” Especially in business writing, clear messages take time to create and even more time to revise.

2. Conciseness is valued in business. However, what issues arise if messages are too short? (Obj. 1) ANS: When messages are too short, miscommunications can occur. It is important to remove excessive expressions, drop unnecessary introductory words, get rid of redundancies, and purge empty words while still conveying a clear meaning.

However, if a message is too brief, this can also affect the tone by sounding brusque. The writer should ensure they are conveying a warm, professional tone when composing a concise message.

3. In what ways should the proofreading process for routine documents differ from the process for complex documents? (Obj. 3) 9 .

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ANS: Most routine documents require a light proofreading. If proofreading onscreen, the proofreader should scroll down slowly to reveal one line of the document at a time.

This focuses the proofreader’s attention at the bottom of the screen. A safer proofreading method, however, is reading from a printed copy.

Long, complex, or important documents demand careful proofreading.

Proofreaders should apply the previous suggestions but also add the following techniques: • • • •

• •

Print a copy, preferably double-spaced, and set it aside for at least a day.

Allow adequate time to proofread carefully.

Be prepared to find errors.

Read the message at least twice—once for word meanings and once for grammar and mechanics. For very long documents (book chapters and long articles or reports), read a third time to verify consistency in formatting.

Reduce your reading speed. Concentrate on individual words rather than ideas.

For documents that must be perfect, enlist a proofreading buddy. Have someone read the message aloud. Spell names and difficult words, note capitalization, and read punctuation.

4. In this age of rapid communication, how can you justify the time it takes to stop and revise a message? (Objs. 1–4) ANS: It doesn't matter how quickly a person responds or what medium is used for communication. Taking the time to revise in order to deliver a careful message is necessary for many reasons. It respects the reader; sloppy messages send the nonverbal message that the writer doesn’t think the recipient is important enough to clean up the writing. Careless messages also create frustration, reduce productivity, and kill the writer’s credibility. Even short messages require a quick reading before printing or sending. Writers save themselves embarrassment and miscommunication by taking the time to revise and proofread.

5. Ethical Issue: What advice would you give in this ethical dilemma? Michiko is serving as interim editor of the company newsletter. She receives an article written 10 .

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by the company president describing, in abstract and pompous language, the company’s goals for the coming year. Michiko thinks the article will need considerable revising to make it readable. Attached to the president’s article are complimentary comments by two of the company vice presidents. What action should Michiko take? (Obj. 2) ANS: Michiko is in a difficult, sensitive position and needs to be cautious about handling this situation. All of her options involve risk.

She could ask the president for permission to revise the article, but this action could anger her boss and endanger her position. She could seek the advice of one of the vice presidents, but both of them seem to be protecting the status quo. If her interim position will last only a short time longer, she may want to “forget” the article and allow her successor to handle this situation. “Forgetting” to publish the article is the least acceptable option, though, because Michiko might be portrayed as weak and unable to make difficult decisions.

Activities Solutions 6.1 Long Lead-Ins (Obj. 1) YOUR TASK Revise the following to eliminate long lead-ins. a. This message is to let you know that I received your e-mail and its attachments. b. This memo is to notify everyone that we will observe Monday as a holiday. c. I am writing this letter to inform you that your homeowner’s coverage expires soon.

ANS: a. I received your e-mail and its attachments. b. We will observe Monday as a holiday. c. Your homeowner's coverage expires soon.

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6.2 Unnecessary there is/are and it is/was Fillers (Obj. 1) YOUR TASK Revise the following to avoid unnecessary there is/are and it is/was fillers. a. There are many businesses that are implementing strict e-mail policies for employees. b. The manager says that there are many employees who did not return the health surveys. c. It is my personal opinion that there are too many people dying while taking dangerous selfies.

ANS: a. Many businesses are implementing strict e-mail policies for employees. b. The manager says that many employees did not return the health surveys. c. I believe that too many people are dying while taking dangerous selfies. OR: Too many people are dying while taking dangerous selfies.

6.3 Redundancies (Obj. 1) YOUR TASK Revise the following to avoid redundancies. a. Because the proposals are exactly identical, we need not check each and every item. b. Some of the funniest animated gifs on Twitter, Tumblr, and Reddit combine together clips from movies or TV to produce comedic masterpieces. c. Our supervisor requested that team members return back to the office.

ANS: a. Because the proposals are identical, we need not check each item. b. Some of the funniest animated gifs on Twitter, Tumblr, and Reddit combine clips from movies or TV to produce comedic masterpieces. c. Our supervisor requested that team members return to the office.

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6.4 Empty Words (Obj. 1) YOUR TASK Revise the following to eliminate empty words. a. Are you aware of the fact that social media can drive brand awareness and customer loyalty? b. With such a degree of active participation in Facebook and Twitter, it’s easy to understand why businesses are flocking to social sites. c. We plan to schedule online meetings on a monthly basis.

ANS: a. Are you aware that social media can drive brand awareness and customer loyalty? Or: Did you know that social media can drive brand awareness and customer loyalty? b. With such active participation in Facebook and Twitter, it’s easy to understand why businesses are flocking to social sites. c. We plan to schedule monthly online meetings.

6.5 Trite Business Phrases (Obj. 2) YOUR TASK Revise the following sentences to eliminate trite business phrases. a. As per your request, we will no longer send you e-mail offers. b. Thank you in advance for considering our plea for community support. c. Every effort will be made to send the original copies under separate cover. d. Enclosed please find a cheque in the amount of $700. e. In accordance with your wishes, we are responding forthwith to return your funds.

ANS: a. As you request, we will no longer send you e-mail offers. b. Thank you for considering our plea for community support. c. We’ll try to send the original copies separately. d. Enclosed is a cheque for $700.

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e. As you request, we are immediately returning your funds.

6.6 Investigating Writing in Your Field (Objs. 1–4) How much writing is required by people working in your career area? The best way to learn about on-the-job writing is to talk with someone who has a job similar to the one you hope to have one day.

YOUR TASK Interview someone working in your field of study. Your instructor may ask you to present your findings orally or in a written report. Ask questions such as these: What kind of writing do you do? What kind of planning do you do before writing? Where do you get information? Do you brainstorm? Make lists? Do you compose on a computer or on your iPad? How many e-mail messages do you typically write in a day? How long does it take you to compose a routine one- or two-page memo, e-mail, or letter? Do you revise? How often? Do you have a preferred method for proofreading? When you have questions about grammar and mechanics, what or whom do you consult? Does anyone read your drafts and make suggestions? Can you describe your entire composition process? Do you ever work with others to produce a document? How does this process work? What makes writing easier or harder for you? Have your writing methods and skills changed since you left school?

ANS: This activity could be one of the best for convincing students that writing is very important to their future success. Be sure to have students either present their findings orally or write a detailed memo or e-mail message. You will be amazed how businesspeople reaffirm everything you have said to students. Because students have interviewed professionals who have reaffirmed the importance of writing, they may have an even stronger desire to master writing. To save students some frustration, you could keep a list of businesspeople who are willing to be interviewed.

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Grammar & Mechanics Solutions 1. Companies find it difficult to name new products; consequently, they often hire specialists. [Guide 27] 2. New product names must be interesting; however, many of the best names are already taken. [Guide 27] 3. Branding a product is a creative endeavour; the name becomes a product’s shorthand. [Guide 27] 4. Global names must be appealing in such faraway places as Beijing, China; Montréal, Canada; and Dubai City, United Arab Emirates. [Guide 28] 5. One naming expert warned companies with the following comment: “Be aware of global consequences. For example, Bimbo is the name of a Mexican baking conglomerate. However, the word in English has an unsavoury meaning.” [Guide 30] 6. Product and company names are developed by combining the following three linguistic elements: morphemes, phonemes, and syntax. [Guide 29] 7. One of the reasons company names such as Google and Apple work is that they are catchy; however, they are also backed by high-quality products. [Guide 27] 8. Some English sounds (such as L, V, F, and W) are considered feminine; others (such as X, M, and Z) are viewed as masculine. [Guide 27] 9. Among the company officers judging new names were Anthony Simmons, vice president; Rachel Lohr, CFO; and Lavonne Jones, manager. [Guide 28] 10. Tech specialists created a snazzy new app; however, it lacked an exciting name. [Guide 27]

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Instructor Solutions Manual Chapter 7 Short Workplace Messages and Digital Media Spotlight on Communication Solutions 1. Part 1: While 51 percent of Canadians are still using desktops and laptops for online access, use of tablets, smartphones, and mobile devices is on the rise.7 Given these points of access, why is it important for organizations to use a multimedia approach to convey information?

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Canadian Internet Registration Authority. (2019). 2019 Canada’s Internet factbook. https://cira

ANS: It is important for organizations to be able to reach customers on the go.

Increasingly, people will use their mobile devices to quickly look up company and organization information. When Canadians are browsing their social media, they are also exposed to advertisements and updates from organizations. Using a multimedia approach enables a wider reach to convey organizational information.

2. Part 1: MobileSyrup is a fully online organization. What are the advantages and disadvantages of not having a storefront office?

ANS: There are many advantages to having a fully online organization. Employees have the flexibility of working from home or from remote office sites. This saves the company the expense of paying for a brick-and-mortar office. A fully online organization can also attract customers from around the world in different time zones.

A disadvantage of not having a storefront office is that some customers prefer inperson communication and immediate access to products and services.

3. Part 2: How can including podcasts in addition to other social media help companies increase revenue?

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ANS: Podcasts can increase revenue by generating a loyal fan base. Information can be conveyed in a way that builds rapport between the company and its customers.

Podcasts provide a human touch, detailed information, and a timely response to organizational changes.

4. Part 2: Visit MobileSyrup’s website (mobilesyrup.com) and click on Syrup Community to access their podcasts. How do the podcasts inform and entertain?

ANS: Organize students into groups for this activity. Have them create a list of how the podcast both informed and entertained, using specific examples. Have them analyze the type of information that was provided. Was it current? Was it explained clearly? Have them also analyze how the podcaster conveyed the information. Did they use humour? Did they relate a personal story?

Solutions to Concept Check Questions 1. LO1: Why is clear and correct writing still needed, even in short posts and text messages?

ANS: More Canadians are switching to mobile devices. This means that messages are shorter and more frequent, and response time is much speedier. Clear and correct writing is needed to avoid misunderstandings and to communicate effectively with fewer words.

Analysis: Writing E-mail Messages and Memos

2. LO1: In what ways can e-mail be dangerous, and how can you avoid these dangers?

ANS: E-mail files still leave trails on servers within and outside organizations after they are deleted. Messages are also backed up on other servers, making them traceable and recoverable by forensic experts. Long-forgotten messages may turn up in court 2 .

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cases as damaging evidence. Even writers with nothing to hide should be concerned about what may come back to haunt them. An employee’s best bet is to put nothing in an e-mail message that they wouldn’t post on their office door.

Analysis: Common Issues With E-mail

3. LO2: In Ontario, a legal case “resulted in an employer paying over one million dollars in damages after an employee who was found to be driving distracted caused an accident that resulted in catastrophic injuries to a 17-year-old girl. As the Canadian justice system and government start to take aim at distracted driving, the numbers of employers being fined for employee conduct behind the wheel will no doubt increase.”20 What can employers do to make sure their employees aren’t driving distracted?

ANS: If an employee is using a cell phone for a work-related purpose at the time of an accident, the employer could be held vicariously liable. Employers can institute detailed e-policies, offer formal employee training, and use technology tools such as monitoring, filtering, and blocking.

Analysis: Impact of Instant Messaging and Texting

4. LO2: Consider the following statement: As long as you use your own Facebook or Instagram account, it’s okay to message friends and family while at work. Do you agree or disagree with the statement? Explain your answer with specific examples.

ANS: This question should produce an interesting discussion. Students will have their own personal examples of what is appropriate or not at work. As part of their discussion, they should also include some of the following information: • • • •

Before using IM or text messaging on the job, be sure you have permission.

Do not download and use software without checking with your supervisor.

If your organization does allow IM or texting, you can use it efficiently and professionally by following the company’s guidelines.

Even if you use your own social media account or device, it doesn’t necessarily mean your employer will allow this personal usage at work.

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Analysis: Best Practices for Instant Messaging and Texting

5. LO3: Visit CBC Radio’s Podcast page at www.cbc.ca/radio/podcasts. Write a list of five podcasts that are related to your program of study or are of personal interest.

ANS: In groups have students share their results. You can organize students in groups by program or interests. Students can also discuss how they found the information on CBC Radio’s podcast.

Analysis: Business Podcasts or Webcasts

6. LO3: Why do colleges and universities restrict students from using Wikipedia as a source for their essays and reports?

ANS: Because most wikis are open to everyone, the information provided is not stable.

This means that information can be updated, changed, or incorrect, which is why using Wikipedia as a source is often not permitted. It is always best to use a reliable source from a reputable website or database.

Analysis: Collaborating With Wikis

7. LO4: Why is it important to make sure your blog is error-free?

ANS: Blogs usually have a vast audience, so it is important to always proofread blog entries and maintain professionalism in your writing. You never know who is going to read your blog or re-blog your post.

Analysis: Blogging for Business

8. LO4: What are the five journalistic Ws, and why should they be applied to writing a blog?

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ANS: The five Ws are who, where, where, what, and why. Blogs are used to provide useful information, often to customers, so it is important to be as specific as possible with facts. Like other social networking tools, corporate blogs help create virtual communities, build brands, and develop relationships. Specifically, companies use blogs for public relations, customer relations, crisis communication, market research, viral marketing, internal communication, online communities, and recruiting. Providing the five Ws can assist with all aspects of blog writing.

Analysis: How Companies Blog

9. LO5: Consider the social networking sites you use. How well do you screen your friends and followers? Why is it important to carefully consider who you add, as well as who you follow?

ANS: Students should realize that is important to screen their friends and followers on social networking sites to avoid a breach of privacy. Social media users never know who is going to tag them in a photo or post that may be inappropriate or create liability issues for their employer. Even if they delete a post or photo later, it could show up somewhere else online for coworkers or an employer to see. It’s best for social media users to be sure all of their friends and followers are carefully screened to avoid these issues.

Analysis: Tapping Into Social Networks

10. LO5: How well do you protect your online privacy? Have you checked the privacy settings on your online accounts? Many people leave their accounts open to the public and freely allow others to tag them. In groups, discuss the importance of privacy settings on your accounts.

ANS: This question generates an interesting discussion among students. Some people see no problem with having their accounts open to the public, while others maintain strict privacy while online. Have students generate a list of the pros and cons of relaxed versus strict privacy settings for their online accounts. Interestingly, some students aren’t aware of how to update their privacy settings.

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Analysis: Tapping Into Social Networks

Solutions to Case Connections Questions 1. Zoocasa maintains a website blog and Facebook page, posting several times per week. How does building a strong social media presence benefit a company and its clients?

ANS: Increasingly, Canadians’ first point of contact with businesses is through social media. Consumers will visit a company website, Facebook, or Twitter to decide where to spend their money. If a company has a strong social media presence, as evidenced by the information they provide online and positive interactions with clients, this will attract more business.

Solutions to Chapter Review Questions 1. Discuss the benefits and drawbacks of using e-mail in the workplace. (Obj. 1) ANS: Benefits E-mail is widely used in the workplace. E-mails are convenient for short, informal messages that request information and respond to inquiries. They are effective for messages to multiple receivers and messages that must be archived (saved).

Drawbacks Some e-mails are confusing and poorly written. Many people are overwhelmed with too many messages that are unnecessary, such as those that merely confirm receipt of a message or ones that express thanks. E-mail can eliminate the distinction between work life and home life, creating urgency to be available 24/7 and respond immediately.

2. Why is the subject line the most important part of an e-mail message? (Obj. 1)

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ANS: The subject line is the most important part of an e-mail message because it summarizes the central idea, providing quick identification for reading and filing.

3. List the similarities between memos and e-mail. (Obj. 1) ANS: Both memos and e-mails usually carry nonsensitive information that may be organized directly, with the main idea first. Both have guide words calling for a subject line, a dateline, and the identification of the sender and receiver. To enhance readability, both should be organized with headings, bulleted lists, and enumerated items whenever possible. E-mails and memos both generally close with (a) action information, dates, or deadlines; (b) a summary of the message; or (c) a closing thought.

4. How can you use instant messaging and texting safely on the job? (Obj. 2) ANS: Students should select from among the following: a. Adhere to company policies at all times: “netiquette” rules, code of conduct, ethics guidelines, and harassment and discrimination policies. b. Don’t use IMs or text messages to disclose sensitive information: financial, company, customer, employee, or executive data. c. Steer clear of harassment and discriminatory content against classes protected by law: race, colour, religion, gender, sexual orientation, national origin, age, and disability. d. Be vigilant about the appropriateness of photos, videos, and art that you link to or forward. e. As with e-mail, don’t say anything that would damage your reputation or that of your organization. f. Don’t text or IM while driving. Pull over if you must read or send a message. g. Organize your contact lists to separate business contacts from family and friends. h. Avoid unnecessary chitchat, and know when to say goodbye. If personal messaging on the job is allowed, keep it to a minimum.

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i. Keep your presence status up to date so that people trying to reach you don’t waste their time. Change your status to “unavailable” when you need to meet a deadline. j. Beware of jargon, slang, and abbreviations that, although they may reduce keystrokes, can be confusing and appear unprofessional. k. Use good grammar and proper spelling. l. Don’t send anything you would not want published publicly.

5. How do organizations use podcasts, and how are they accessed? (Obj. 3) ANS: Businesses have embraced podcasting for audio and video messages that do not require a live presence yet offer a friendly human face. A bank may demonstrate transparency by addressing topics that customers care about. A tech firm may train its sales force by employing podcasting. Real estate properties can often be viewed via podcast. Because they can broadcast repetitive information that does not require interaction, podcasts can replace costlier live teleconferences. Podcasts are featured on media websites and company portals or shared on blogs and social networking sites, often with links to YouTube and Vimeo. They can usually be streamed or downloaded as media files.

6. What is a wiki, and what are its advantages to businesses? (Obj. 3) ANS: A wiki is an Internet-based tool that employs easy-to-use collaborative software to allow multiple users to create documents that can be edited by tapping into the same technology that runs the well-known online encyclopedia Wikipedia. Wikis are a valuable collaboration and project management tool that can be used across time zones and vast geographic distances.

7. Explain the best practices for creating and maintaining a professional blog.

(Obj. 4) ANS: • Emphasize the big news up front by applying the five journalistic Ws to blogs: who, what, when, where, and why.

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• •

Support the blog with specific key facts and background details: explanations, evidence, and examples.

Fact check, edit, and proofread carefully.

Students may discuss additional best practices, as shown in Figures 7.8 and 7.9.

8. What is viral marketing, and how can it benefit businesses? (Obj. 4) ANS: The term viral marketing refers to the rapid spread of messages online. Experts say that marketers must provide content that will resonate with lots of people who will then share it in small networks. This buzz is comparable to word-of-mouth offline, which will increase exposure.

9. How do businesses try to tap the vast potential of social networking? (Obj. 5) ANS: Large businesses are using the social Web as well as internal networks behind corporate firewalls. About 60 percent of Fortune 500 companies are now on Facebook, and roughly the same percentage of companies have corporate Twitter accounts. Internally, large firms are adopting the Facebook model because employees intuitively understand its functions. Social networks connect dispersed employees and match those with similar skills. Social media also help companies to invite customer input, called crowdsourcing.

10. What are five guidelines for safe social networking at work? (Obj. 5) ANS: • Establish boundaries.

• Rein in your friends.

• Distrust privacy settings.

• Beware of “friending.”

• Expect the unexpected.

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Solutions to Critical Thinking Questions 1. The Pew Research Center found that almost three quarters of millennials adjust their privacy settings to limit access to their information.42 They safeguard their data for fear of identity theft even if the process is cumbersome, but the study found they worry much less about their privacy, for example, when companies sell their personal information. If facing the choice between safety and privacy, which would you choose? How concerned are you about privacy and security online? Do you watch your own privacy settings? (Objs. 1– 5) ANS: Many of our Critical Thinking questions, including Ethical Issue scenarios, could be staged as student debates. Such debates generate considerable engagement and create greater comprehension and retention than do mere class discussions. With this question answers will vary and are definitely debatable. Among millennials and Gen Z, the results might parallel the Pew study and other surveys—for example, research by the American Press Institute that found that only a fifth of millennials are concerned about their privacy online but more than half fear identity theft and other security threats.

2. In her book Alone Together, professor Sherry Turkle argues that increasing dependence on technology leads to a consequent diminution in personal connections. “Technology is seductive when what it offers meets our human vulnerabilities. As it turns out, we are very vulnerable indeed. We are lonely but fearful of intimacy. Digital connections . . . may offer the illusion of companionship without the demands of friendship.”43 Do you agree that technology diminishes personal relationships rather than bringing us closer together? Do social media fool us into thinking that we are connected when in reality we bear none of the commitments and burdens of true friendship?

ANS: Sherry Turkle, a professor at the Massachusetts Institute of Technology, seems to argue that technology estranges us from each other instead of connecting us and bringing us closer together. In fact, she states that technology may make us feel connected with others, but the companionship is merely illusory or very superficial.

It remains to be seen whether students recognize that social media indeed seem to have reduced face-to-face and even telephone contact, while paradoxically linking us to long-neglected friends, acquaintances, and distant relatives. Gen Z prefers 10 .

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texting and IM to speaking on the phone or even to e-mail. Discerning students might acknowledge that they are not really “friends” with the hundreds of contacts on their Instagram pages and unable to keep up with what each one is doing.

Students could also be prompted to consider the common sight of young people meeting face to face, yet with each texting away or chatting with someone online.

Some plug in their earbuds, listening to their music and tuning out the world around them, even in the presence of flesh-and-blood peers.

3. How could IM be useful in your career field? Does IM produce a permanent record? Do you think that common abbreviations such as lol and imho and alllowercase writing are acceptable in text messages for business? (Obj. 2) ANS: Students should be able to generate ideas on how instant messaging will be useful in their career fields. Yes, IM does produce a permanent record. Any IM conversation transmitted electronically establishes a digital record. Many IM users also regularly save their messages. With regard to abbreviations, remember that business messages—even instant messages—may be shared with others. A user should not include abbreviations that are unprofessional and confusing. They do not save time if someone has to stop and think about what they mean. The last question of whether shorthand abbreviations and creative spelling will affect the writing of workers should generate interesting student observations.

4. Why is it important that companies and organizations closely monitor their social media accounts? (Obj. 5) ANS: Companies and organizations should closely monitor their social media accounts so they can respond to their customers in a timely fashion. There could also be misinformation posted on their social media, and it is important to clarify with the correct information to avoid damaging their reputation. When companies and organizations are active on social media, this builds trust with their customers, who know they are listening and available to answer questions.

5. Ethical Issue: Although they don’t actually pay people to act as fans on social networks and entice their friends to do so as well, some marketers employ 11 .

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machines, called bots, to inflate the number of their fans and followers online. In developing countries businesses trafficking in fake profiles, the so-called click farms, are selling 1,000 followers for $10. Social networks try to respond by deleting fake accounts, and the likes earned in the process vanish too. Google has introduced an algorithm to eliminate spammers and other abusers of its systems, and Facebook and Twitter will probably follow suit.44 Why do some businesses resort to such measures? What might be the consequences of faking fans? (Obj. 5) Hutchinson, A. (2014, January 21). The inevitable bite of buying followers and likes. Social Media Today. http://www.socialmediatoday.com/content/inevitable-bite-buying-followers-and-likes 44

ANS: Students’ attitudes toward such questionable practices may vary. However, social networking from a marketing standpoint is about establishing relationships between brands and customers. Relationships are based on trust. Fans of a brand want to feel that they are insiders who know more than those who do not follow the brand or company. They form communities around brands, provided that the brands are well managed and honest. Deceitful practices jeopardize this trust and invite a backlash once the dishonesty is discovered. As for why some businesses adopt fraudulent schemes, the motivations may vary, too. However, businesses are trying to monetize their social media presence, and they hope traffic will create buzz and draw more followers to their sites. Fans, they hope, will turn into leads and eventually into buying customers. If we ask who gets hurt, the answer is both— the customers who rely on the sites they love and trust as well as the businesses that are risking being found out as dishonest and tarnishing their reputations.

Activities Solutions 7.1 Instant Messaging: Practising Your Professional IM Skills (Obj. 2) Your instructor will direct this role-playing group activity. Using instant messaging, you will simulate one of several typical business scenarios—for example, responding to a product inquiry, training a new-hire, troubleshooting with a customer, or making an appointment. For each scenario, two or more students will chat professionally with only a minimal script to practise on-the-spot yet courteous professional interactions by IM. Your instructor will determine which software you will need and provide brief instructions to prepare you for your role in this exercise 12 .

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If you don’t have instant messaging software on your computer or smart device yet, download the application first. WhatsApp, Facebook Messenger, QQ, WeChat, and Skype are just a few of the most popular apps. You may want to use a computer because downloading chat sessions is easier on a computer than on a smartphone.

YOUR TASK Log on to the IM or chat program your instructor chooses. Follow your instructor’s directions closely as you role-play the business situation you were assigned with your partner or team. The scenario will involve two or more people who will communicate by instant messaging in real time.

ANS: This activity can also be accomplished with the help of Blackboard’s chat function, but Yahoo, Skype, and the other IM tools are often more versatile and sophisticated or have a more pleasant interface. It’s important that all students download the same client because not all of the software is designed to work together. Yahoo and Windows Live Messenger are compatible, however. Once students install the software on their computers, distribute their tasks. Various options can be chosen.

Two or three students could role-play while the rest of the class is also logged in but only watching. The IM dialogue could be projected onto a screen where available.

Students in the class could take turns responding to hypothetical business situations.

Short instructor-generated guidelines could assign specific roles; for example, playing a customer who has a question about a product. They will message a customer service representative who will need to improvise showing professional courtesy. Therefore, only minimal notes, scripts, or instructions should be provided.

A post-training question-and-answer session could serve as a group activity involving the whole class. The “training” could rely on the content of a chapter in this textbook or a business article that was assigned to the class. The leader—either the instructor or a student volunteer—fields questions from all logged-in participants. He or she has to maintain order and ensure turn-taking. The participants must wait their turn and ask professional, relevant questions. Other one-on-one or group scenarios are possible.

The log of the IM session can be saved and downloaded for subsequent analysis.

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7.2 Analyzing a Podcast (Obj. 3) Review the list of interesting Podcasts you generated from CBC Radio: www.cbc .ca/radio/podcasts (Learning Objective 3, Concept Check, Question 1).

YOUR TASK Choose a CBC podcast that interests you. Listen to it or obtain a transcript on the website and study it for its structure. Is it direct or indirect?

How is it presented? What style does the speaker adopt? How useful is the information provided? At your instructor’s request, write an e-mail that discusses the podcast you analyzed. Alternatively, if your instructor allows, you could also send a very concise summary of the podcast by text message from your cell phone or a tweet to your instructor. Try limiting yourself to 140 characters to practice conciseness, although Twitter now allows longer messages.

ANS: E-mail responses to this assignment would enable students to respond to the assignment more fully and in greater detail. However, practicing professional texting or tweeting by making the messages very concise yet informative is also a valuable skill. Summarizing is often not students’ strong suit, and this activity may provide playful practice.

If you are understandably reluctant to give out your cell phone number, create a Google Voice account, which will provide you with a phone number you can give out and access online or forward to your home phone or cell phone without disclosing your phone number. If you don’t like forwarding, Google Voice can also be set up to send you text or e-mail messages alerting you to a voice mail message left on the Google Voice website.

Alternatively, consider asking the students to text to your e-mail address or to tweet to your Twitter account. You don’t need to register to search for and view tweets in your Internet browser, but you should open a Twitter account to enjoy the full benefits of the free service. Also, students will need to be able to follow you, and for that purpose they will need your Twitter handle (user name). Signing up is quick and intuitive. Execute the on-screen directions, and watch the brief instructional video clip, if you like. You will be able to follow not only friends and family, but also news, business updates, film reviews, and sports, and be able to receive and share other up-to-the-minute messages.

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7.3 Composing a Personal Blog Entry (Obj. 4) Review the guidelines for professional blogging in this chapter. Find a recent social media–related study or survey, and target an audience of business professionals who may want to know more about social networking. Search for studies conducted by respected organizations and businesses such as Canada Internet Registration Authority (CIRA), Statistics Canada, and Government of Canada agencies, as applicable. As you plan and outline your post, follow the advice provided in this chapter. Although the goal is usually to offer advice, you could also weigh in with your opinion regarding a controversy. For example, do you agree with companies that forbid employees to use company-owned devices and networks for social media access? Do you agree that millennials and Generation Z are losing social skills because of excessive online connectivity?

YOUR TASK Compose a one-page blog entry in MS Word and submit it in hard copy. Alternatively, post it to the discussion board on the class course-management platform, or e-mail it to your instructor, as appropriate. Because you will be using outside sources, be careful to paraphrase correctly and cite your work. Visit Chapter 11 to review how to put ideas into your own words with integrity.

ANS: This assignment is purposely limited to a recent survey or study to ensure academic honesty and discourage copying from the Web. The added benefit is that students will become acquainted with reliable sources of many useful statistics, not only for social media. The blog post could be assigned as a persuasive or informative message; however, by its very nature, a professional blog is a platform for wellsupported opinion. Although the rules for crediting sources are more relaxed on the Internet than they are in academic writing, it is customary to link to the originator of a study or survey and to credit the organization by name. When in doubt about the originality of students’ writing, a simple string search in a browser of your choice can quickly tell you whether your suspicions are warranted. At your discretion you could direct students to the section on paraphrasing and plagiarism in Chapter 11.

7.4 Twitter Communication Audit (Obj. 5) YOUR TASK On Twitter read a number of business-related messages from reputable organizations, such as GM, Ford Motor Company, Kia Motors, Pepsi, or Coca-Cola. Look for apparent examples of successful customer-service 15 .

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interventions, promotional appeals, and special deals. Conversely, copy or make screenshots of conversations on Twitter that you deem unprofessional based on the principles discussed in this chapter. If your instructor directs, submit your findings with a brief commentary in memo form, as an e-mail, or as a post on a discussion board you may be using in your course. You may be asked to edit and rewrite some of the tweets you find.

ANS: This type of tweet analysis, or “Twitter audit,” can be accomplished in various ways.

Students could be tasked with examining the Twitter interactions of one particular company or several organizations in the same industry (for instance, automobile companies, airlines, and manufacturing). Alternatively, they could look for random examples of deft responses or, conversely, of samples that lack professionalism.

Both are easy to spot. Students could be asked to brainstorm more appropriate responses to ones they find wanting and actually rewrite the tweets in 140 characters or fewer. As an example for class discussion, you can use this exchange between automobile company Kia Motors and a customer with a serious problem: Kia Motors America @Kia: With the navigation system in your all-new #KiaSorento, you can discover new adventures! bit.ly/Nzo7kj (4 Jul) Charles Stewart @CharlesStewart9: @Kia MY Kia Sorrento went up in flames after 4 months with electrical problems honour that (6 Jul) Kia Motors America @Kia: @CharlesStewart9 Have you spoke with our Consumer Assistance Department? We’re very sorry to hear this. (6 Jul) Kia Motors replied to the customer’s tweet on the same day; however, the glaring grammar mistake and lack of specific help (failure to indicate the link or phone number to contact the consumer assistance department) does not make this an ideal response. Students could ponder questions such as these: Can a company sufficiently address such a grave complaint in 140 characters? Can such a post following a promotion for an automobile seriously affect sales or the car maker’s image?

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7.5 What? You Tweeted THAT? (Obj. 5) The modern workplace is a potential digital minefield. The imprudent use of practically any online tool—whether e-mail, IM, texting, tweeting, blogging, or posting to Facebook—can land workers in hot water and even lead to dismissal.

Here are three ways Twitter can get you fired for showing poor judgment:45 1. Sending hate tweets about the boss. Example: My idiot boss said he put in for raises. I think he lies. He is known for that. His daddy owns the company.

2. Lying to the boss and bragging about it. Example: I so lied to my boss . . .

I was late but I said I forgot my badge and got away with it.

3. Announcing the desire to quit. Example: So close to quitting my job right now. Sometimes I can’t [expletive] stand this place [expletive] moron assistant plant manager I’m about to deck him.

YOUR TASK Discuss each violation of Twitter best practices, or summarize in general why these tweets are potentially damaging to their authors. How could the Twitter users have handled their grievances more professionally? Comment on the style of these questionable tweets. If your instructor requests, summarize your observations in an e-mail message or an online post.

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5 ways Twitter can get you fired. (2009, October 8). Applicant.com. http://applicant.com/5waystwitter-can-get-you-fired

ANS: The following are a few possibilities: 1. Sending hate tweets about the boss. The difference between venting around the water cooler or over lunch to a close friend and trumpeting to the world one’s dislike for a superior could not be more obvious. Twitter messages can be forwarded (retweeted) and find their way to unintended recipients.

2. Lying to the boss and bragging about it. Although lying to the boss may be woefully common, broadcasting it to one’s followers on Twitter is risky. The Internet and Twitter make it easy to track people, and lies have a way of emerging most unexpectedly.

3. Announcing the desire to quit. The wish to quit may come true, but prematurely so and not according to plan. If you hate your job, complain to your pet or vent with your friends over dinner, but don’t shout it out on 17 .

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Twitter. Smart workers leave a workplace on good terms, knowing that they may need references. They do not burn bridges, especially publicly.

7.6 The Dark Side: Hooked on Social Media? (Obj. 5) Could you give up your electronic toys for 24 hours without “withdrawal symptoms”? Would you be able to survive a full day unplugged from all media? A class of 200 university students went media free for 24 hours and then blogged about the experience.46 Some sounded like addicts going cold turkey: In withdrawal. Frantically craving.

Very anxious. Extremely antsy. Miserable. Jittery. Crazy. One student lamented: I clearly am addicted and the dependency is sickening. In the absence of technology that anchors them to friends and family, students felt bored and isolated.

The study reveals a paradigm shift in human interaction. A completely digital generation is viscerally wedded to electronic toys, so much so that technology has become an indispensable part of the young people’s lives.

Perceived advantages: Electronically abstinent students stated that they spent more time on course work, took better notes, and were more focused. As a result, they said they learned more and became more productive. They also reported that they spent more time with loved ones and friends face to face. Life slowed down and the day seemed much longer to some.

YOUR TASK Discuss in class, in a chat, or in an online post the following questions: Have you ever unplugged? What was that experience like? Could you give up your cell phone, computer, or gaming console (no texting, no Facebook or IM) for a day or longer? What would you be doing instead? Is there any harm in not being able to unplug?

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Moeller, S. D. (2010). 24 hours: Unplugged. http://withoutmedia.wordpress.com; Associated Press. (2009, September 6). Center tries to treat Web addicts. New York Times. http://www.nytimes.com

ANS: Most students will probably agree that they would consider it a hardship having to relinquish their cell phones even for a day. In the Maryland study, students felt that 18 .

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giving up their cell phones was the hardest part about being media-free for a full day. They felt less strongly about forgoing television. Some felt out of sorts as a result of not being able to listen to music all day and missed their iPods. A few selected “sound bites” from the blogs in the Maryland study hint at the tremendous change that communication technology has wrought on millennials: Email is the only kind of mail I’ve ever sent; I have received 40 texts in the last 15 minutes; I always text and drive; I have more TV channels memorized than math formulas; I only use newspapers to clean my windows.

A related problem to explore is Internet gaming addiction, which is most prevalent in Asian countries. Several much-publicized deaths have revealed obsessive playing of World of Warcraft and other hugely popular games. The problem is serious enough that the governments of South Korea, China, and Taiwan have set up Internet addiction treatment centres.

Grammar & Mechanics Solutions 1. In just one year’s time, James increased the number of his blog followers by 20 percent. [Guide 31] 2. Many followers of James’s blog commented on the overuse of the Reply All button. [Guide 32] 3. Would you please give me directions to your downtown headquarters.

[Guide 34] 4. Success often depends on an individual’s ability to adapt to change. [Guide 31] 5. My friend recommended an article titled “Ten Tools for Building Your Own Mobile App.” [Guide 38] 6. You must replace the ink cartridge (see page 8 in the manual) before printing.

[Guide 37] 7. Tyler wondered whether all sales managers’ databases needed to be updated.

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8. (Direct quotation) “The death of e-mail,” said Mike Song, “has been greatly exaggerated.” [Guide 38] 9. In just two years’ time, the number of people e-mailing on mobile devices nearly doubled. [Guide 32] 10. The staffing meeting starts at 10 a.m. sharp, doesn’t it? [Guide 35]

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Instructor Solutions Manual Chapter 8 Positive Messages Spotlight on Communication Solutions 1. Part 1: As an entrepreneur from a rural area with no storefront, Nicole McLaren relies heavily on social media to grow her business. What are the best practices for responding to customers online?

ANS: Social media experts contend that not every online comment merits a response.

They recommend responding to posts only when it will add value—for example, by correcting false information or providing customer service. When responding to customers online, it is important to be positive, honest, transparent, and helpful.

2. Part 1: Each subscription box comes with a letter from the author. How does a letter add value to the box?

ANS: Letters provide a permanent record and demonstrate that the company has taken time to show appreciation for its customers. A letter from the author is thrilling for book lovers and will keep the customers loyal because they feel valued.

3. Part 2: If Raven Reads received a claim from a customer who didn’t receive their subscription box, what are the three goals for Raven Reads to consider when composing an adjustment letter?

ANS: When composing an adjustment letter, Raven Reads must consider the following three goals: • • • .

Rectifying the wrong, if one exists Regaining the confidence of the customer Promoting further business

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4. Part 2: If a customer writes to complain about something for which Raven Reads is not responsible (such as Canada Post soaking and destroying the subscription box), should the response letter contain an apology? Explain why or why not.

ANS: Customers like to hear apologies, even if the company is not at fault. An apology raises the customer’s feelings of self-worth and shows the humility of the company.

If an apology generates no liability, it may be included. But it doesn’t help to overdo it. Apologize early and quickly and avoid using clichés to do so. Concentrate on something positive, such as the company’s exceptional quality and service.

Solutions to Concept Check Questions 1. LO1: Why is it important to have a permanent record for some messages?

ANS: It is important to have a permanent record for messages that contain legal information or important information that needs to be referenced over time.

Business letters deliver contracts, explain terms, exchange ideas, negotiate agreements, answer vendor questions, and maintain customer relations.

Analysis: Understanding Business Letters

2. LO1: Consider the last letter you received in the mail that was personally addressed to you. What message did the letter contain? Did the letter require a permanent record, confidentiality, or persuasion? Depending on the purpose of the message, in what ways was receiving a hard copy useful or not?

ANS: Students may have received bank statements, tax statements, sales letters, bills, or other correspondence. Have them compare the types of letters and discuss which ones were useful to receive in hard copy. Students may also discuss how some of this correspondence could be set up for digital delivery instead if they feel a hard copy is unnecessary.

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3. LO2: Conduct research regarding costly mistakes that resulted from unclear instructions. What is the most costly mistake you discovered?

ANS: Students will find a variety of costly mistakes that resulted from unclear instructions. One of the biggest mistakes found in instructions is typos, which can have serious legal implications. Students may also find some funny examples of vague instructions, especially in instruction manuals for products.

Analysis: Composing Instruction Messages

4. LO2: Imagine that your employer put you in charge of managing the organization’s Facebook page for a week. Refer to Figure 8.5 as you consider responses to the following online posts, and draft responses: a. I love your new full-figure advertising campaign. It’s great that your company supports people of all sizes. Keep up the great work! b. I’ve been waiting weeks for my order. Such bad customer service. c. The cashiers spend more time on their cell phones than serving customers.

Next time I’m going to give them a piece of my mind!

ANS: Students will draft responses with the following information in mind: a. This is a positive message. The response should add value by showing appreciation or providing new information; for example, about a new line of clothing. b. This is a negative message from an unhappy customer. The response should admit the mistake and rectify the situation where possible. c. This is a negative message, but it also violates policy, as it suggests it will escalate into the verbal abuse of employees. The message should be documented and deleted, and the user and/or community must be reminded of the online comment policy.

Analysis: Reacting to Customer Comments Online

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5. LO3: After leaving voicemail messages and writing an e-mail, you still haven’t heard back from a company about a product you were charged for but never received. You’ve decided to post a claim on the company’s Twitter page. In 280 characters or less, draft an online claim based on the guidelines presented in Figure 8.9.

ANS: Students should familiarize themselves with the company’s online comment policy.

Keeping in mind that the post may be online permanently, extra care is needed when composing the message. The post should state the claim clearly and politely, suggest a resolution, and request feedback.

Analysis: Posting Complaints and Reviews Online

6. LO3: Why should you avoid anger or blame in claim messages?

ANS: Students should keep in mind that it is important not to assume that the company has intentionally disappointed them. When they use anger or blame in their message, they fail to tell the reader how to remedy the problem. Written claims are taken seriously, so when the message is polite and clearly details the situation, this increases the chance of a positive response.

Analysis: Direct Claims and Complaints

7. LO4: When responding favourably to a request that you are not thrilled to grant, why is it important in business to nevertheless sound gracious or even agreeable?

ANS: Students should consider that when a company decides that it will make an adjustment, its representative should do so without a grudging tone—even if they have personal reservations about whether the claim is legitimate. Once the company decides to comply with the customer’s request, it should do so happily.

The representative should avoid half-hearted or reluctant responses. In responding to claims, most organizations sincerely want to correct a wrong. They want to do more than just make the customer happy; they want to stand behind their products and services—to do what is right.

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Analysis: Adjustment Messages

8. LO4: Do you agree that saying sorry for a mishap in doing business is difficult?

Even aside from fears of litigation, some businesspeople struggle with apologizing properly. Have you experienced situations in which saying sorry was difficult? What makes an apology effective?

ANS: Apologies are effective when they are sincere and acknowledge the wrongdoing. A good apology is done early and briefly. Students will discuss both personal and work experiences where an apology was needed. Have them give specific examples about why it was difficult to apologize.

Analysis: Deciding Whether to Apologize

9. LO5: Describe an occasion in which you should have written a goodwill message but failed to do so. Why was it difficult to write that message? What would make it easier for you to do so?

ANS: Many communicators are intimidated when they must write goodwill messages expressing thanks, recognition, and sympathy. Finding the right words to express feelings is often more difficult than writing ordinary business documents. That is why writers tend to procrastinate when it comes to goodwill messages. The best goodwill messages—whether thanks, congratulations, praise, or sympathy— concentrate on the five Ss (selfless, specific, sincere, spontaneous, and short). Have students review these strategies for writing effective goodwill messages.

Analysis: Goodwill Messages

10. LO5: Why is it important to respond to a goodwill message?

ANS: Failing to respond to notes of congratulations and most other goodwill messages is like failing to say “You’re welcome” when someone says “Thank you.” Responding to such messages is simply the right thing to do.

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Solutions to Case Connections Questions 1. How will the Digital Charter improve the ways Canadians conduct business and live their lives?

ANS: The Digital Charter ensures that Canadians’ privacy will be protected and their data will not be misused. The Charter aims to provide online transparency and protect Canadians from hate messages online. Have students discuss the ten principles of the Digital Charter and how it relates to their own lives.

Solutions to Chapter Review Questions 1. Explain the types of positive messages and the strategy used when businesspeople write them. (Obj. 1) ANS: In the workplace most messages are positive or neutral and, therefore, direct.

Positive messages are routine and straightforward; they help workers in organizations conduct everyday business. Such routine messages include simple requests for information or action, replies to customers, and explanations to coworkers. Other types of positive messages are instructions as well as direct claims and complaints.

2. What are the three benefits of using business letters instead of e-mail? (Obj. 1) ANS: Business letters are preferred over e-mail when a permanent record is required, when formality is necessary, and when a message is sensitive and requires an organized, well-considered presentation.

3. What is the best way to close a request message? (Obj. 2) ANS: Conclude a request message with a cordial statement. Refer to the information provided or its use. If further action is required, describe the procedures and give specifics. Avoid clichés (If you have questions, please do not hesitate to let me know).

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4. How should employees respond to an online post that violates company policy?

(Obj. 2) ANS: When responding to an online post that violates company policy, document and delete the comment. Next, notify the user or the community of the comment policy.

See Figure 8.5.

5. How should instructions be written? Give a brief original example. (Obj. 2) ANS: Instructions should be divided into bulleted or numbered steps listed vertically in the order in which they are to be carried out. Each step should begin with an action verb in the imperative (command) mood. Example: 1. Read the book. 2. Study the chapter. 3. Take the test.

6. What is the imperative mood, and why is it preferred over the indicative mood?

(Obj. 2) ANS: The imperative mood involves action verbs that give commands. When preparing instructions, writers use the imperative mood for clarity and conciseness. When all steps in a procedure begin with an action verb, readers comprehend more quickly.

7. What is a claim? When should it be straightforward? (Obj. 3) ANS: A claim is a request by a customer to correct a problem. The customer may request a replacement, refund, new product, credit to their account, correction of an error, free repairs, free inspection, or cancellation of an order. A straightforward claim is one to which the receiver is expected to readily agree.

8. Why should a direct claim be made by letter rather than by e-mail or a telephone call? (Obj. 3) 7 .

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ANS: Most organizations take a claim letter more seriously than an e-mail or a telephone call. In addition, letters establish a record of the claim and of what happened.

9. What are a writer’s three goals in composing adjustment messages? (Obj. 4) ANS: In an adjustment message, the writer tries to (1) rectify the wrong if one exists, (2) regain the confidence of the customer, and (3) promote further business.

10. When is it appropriate to use e-mail to send goodwill messages? (Obj. 5) ANS: In expressing thanks or responding to goodwill messages, handwritten notes are most impressive. However, one is communicating frequently with the receiver by email and if one is certain the note will not get lost, then sending an e-mail goodwill message is acceptable.

Solutions to Critical Thinking Questions 1. A writer compared letters and social media posts: “What is special about a letter is the time that is taken in creating a letter—that someone went to the trouble of finding a piece of paper, sitting down, crafting their thoughts, putting them on paper, and that they created this document really just for me. A letter is a very singular expression, it’s a unique document, and for that reason, to get it in the mail feels almost like a gift. . . . It’s a piece of paper that I can feel. . . . There’s a physical connection.”23 How might these observations apply to business letters? What other special traits can you identify? (Obj. 1) ANS: In her book Signed, Sealed, Delivered: Celebrating the Joys of Letter Writing, Connecticut-based author Nina Sankovitch movingly traces the history of letter writing, why it’s important, and what makes a good letter. She stresses the privacy, even intimacy, and uniqueness of letters. She speaks about the personal and deliberate nature of letter writing: letters create a connection between two people in an age of surveillance and diminishing privacy. Letters also give us time, space, 8 .

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and permanence, whereas the expectation of social media is immediacy, instant responses, and fleeting communication.

2. In promoting the value of letter writing, a well-known columnist recently wrote, “To trust confidential information to e-mail is to be a rube.”24 What did he mean?

Do you agree? (Objs. 1, 3) ANS: A rube is an unsophisticated person. The columnist meant that educated, knowledgeable people today know that e-mail is notoriously unsafe for confidential information. Nearly everyone agrees that e-mail is unsafe for confidential information, yet it is so convenient that people go on sending messages that can be embarrassing and dangerous if and when revealed.

3. Why is it smart to keep your cool when making a claim, and how should you go about it? (Obj. 3) ANS: The claimant should avoid becoming angry or trying to fix blame. They should bear in mind that the person reading their message is seldom responsible for the problem. Instead, the claimant should state the facts logically, objectively, and unemotionally, letting the reader decide on the causes. In the body of a claim message, the claimant will explain the problem and justify their request. They will provide the necessary details so that the difficulty can be corrected without further correspondence. Some people believe that by being very vocal and rude, they are more likely to get their way; however, incivility breeds ill will. As the saying goes, “You catch more flies with honey than with vinegar.”

4. Why is it important to regain the confidence of a customer in an adjustment message? How can it be done? (Obj. 4) ANS: Unhappy customers have, naturally, lost some degree of confidence in the company and its products or services. Regaining confidence and reestablishing good feelings is crucial for future business. Regaining confidence requires more than empty statements such as “We apologize for any inconvenience this has 9 .

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caused.” When possible, companies should provide specific explanations of what is being done to rectify the conditions leading to the product failure or dissatisfaction.

Warm, simple, and sincere language helps, too. Many companies extend coupons for free products or services so that customers will give the company a second chance.

5. Ethical Issue: Assume that you have drafted a letter to a customer in which you apologize for the way the customer’s personal information was breached by the Accounting Department. You show the letter to your boss, and she instructs you to remove the apology. It admits responsibility, she says, and the company cannot allow itself to be held liable. You are not a lawyer, but you can’t see the harm in a simple apology. What should you do? (Obj. 4) ANS: In this instance it’s probably better for the employee to follow the instructions of their superior. Ethically the company is not obligated to apologize. The letter may have sounded warmer with a sincere apology, but it can still be worded so that it retains goodwill. The employee should consider the five questions from Figure 1.13: Five Questions to Guide Ethical Decisions as they rewrite the response without an apology: 1. Is the action legal? Yes, of course it is legal to write a letter that does not include an apology.

2. Would you do it if you were on the opposite side? The employee can understand that from a management position, an apology might suggest a responsibility for the incident and might conceivably be dangerous in establishing liability.

3. Can you rule out a better alternative? One alternative is to omit the apology but word it so that the letter is warm and sincere.

4. Would a trusted advisor agree? The employee might wish to apologize, but in this instance, insisting upon it might seem more like complaining rather than seeking a workable solution.

5. Would family, friends, employer, or coworkers approve? Most would probably not support the employee’s view that an apology is necessary. In this instance it would appear best to do as the supervisor directs.

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Activities Solutions 8.1 Short Responses to Online Comments (Objs. 1–5) YOUR TASK Explain the positive and negative attributes of the following online posts.25 Examine the companies’ responses to them. Do they follow the guidelines in this chapter? How do the consumers’ posts measure up?

Heather Jones - really really poor customer service by you guys. i am now looking into a new auto insurance provider....

GEICO - Hi Heather, is there something we can assist with? Please send us your contact info at facebook@geico.com if you would like follow up communication.

JD Lopez - when is the LG BANTER coming out?

Sky Horizon Wireless - Hi JD − Please continue visiting our page for the latest news on device launches. Stay tuned !

Maria Daley - You should extend your 15% off since I tried to order things off the website and it crashed. Then I tried calling the 1 800 number and it is constantly busy. Very disappointed that I can not place my order!

Box and Barrel - Hi Maria. Thanks for bringing this to our attention.

We hope that you were able to place your order but if not, please call us at 800.975.9969 − we’d like to help!

Maria Daley - Thank you! I called the customer service department and they were able to help me. I might also add they were very nice.

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ANS: a. Pros: Immediate, personal response; reply provides contact information for follow-up. The response is given within 24 hours.

Cons: Although the company addresses the writer personally, an additional sentence could have included a statement that reassures other users about the brand’s commitment to exceptional customer service. The writer appears to be careless. She fails to capitalize, for example, and her tone is very casual (“you guys”). b. Pros: The brand assures the user that Facebook fans will be the first to hear about the release date for a new product. Not giving a specific release date creates suspense and may motivate brand supporters to return to the page frequently.

Cons: A response time of 11 hours gave other users the opportunity to respond to the question with incorrect information. Vague response may lead to resentment in fans who are eagerly anticipating news of the product introduction. c. Pros: Speedy personal response shows a commitment to customer service. The response with specific contact number helped turn a potentially negative situation into a positive experience that prompted the user publicly to endorse the brand.

Cons: None. Maria’s post is fine except for the last sentence (subject and verb are missing; cannot is misspelled).

8.2 Direct Claim: The Real Thing (Obj. 3) Like most consumers, you have probably occasionally been unhappy with service or with products you have used.

YOUR TASK Select a product or service that has disappointed you. Write a claim letter requesting a refund, replacement, explanation, or whatever seems reasonable. Generally, such letters are addressed to customer service departments. For claims about food products, be sure to include bar code identification from the package, if possible. Your instructor may ask you to mail 12 .

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this letter. Remember that smart companies want to know what their customers think, especially if a product could be improved. Give your ideas for improvement.

When you receive a response, share it with your class.

ANS: Current date Ms. Alicia Stevenson Customer Service Department Avery Dennison Office Products Victoria, BC V8T 4S2 Dear Ms. Stevenson: Please send me a new box of laser labels or refund three quarters of the purchase price for a box that will not work in my printer.

On March 3 I purchased a box with 100 sheets of Avery Laser Labels (No. 5166). The cost was $36.99 plus tax. I used 25 sheets immediately, and they worked well in my laser printer. Then I put the box away and didn’t need it again until June 14. At that time the labels would not feed through my printer. In fact, some of the labels lifted off their sheets and jammed my printer. Although I was able to get the printer working again, I threw out the remaining labels because I could not risk ruining my printer.

Since I am forced to buy a box with 100 sheets when I need many fewer, I wonder whether you have considered packaging these labels in smaller units. Apparently, they do not store well and must be used fairly soon after purchase.

I would appreciate your cheque for $30 (which is about three quarters of the purchase price) or a replacement of the 75 sheets of Avery address labels that I had to discard. Enclosed is the barcode from the box I purchased.

Sincerely, Enclosure

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8.3 Adjustment: We Can Restretch but Not Replace (Obj. 4) Your company, Art International, sells paintings through its website and catalogues. It specializes in workplace art intended for offices, executive suites, conference rooms, and common areas. To make shopping for office art easy, your art consultants preselect art, making sure that the finished product is framed and delivered in perfect shape. You are proud that Art International can offer fine works of original art at incredibly low prices. Recently, you received an e-mail from Gilmour Property Management claiming that a large oil painting that your company sent had arrived in damaged condition. The e-mail said, “This painting sags, and we can’t possibly hang it in our executive offices.” You were surprised at this message because the customer had signed for delivery and not mentioned any damage. The e-mail went on to demand a replacement.

You find it difficult to believe that the painting is damaged because you are so careful about shipping. You give explicit instructions to shippers that large paintings must be shipped standing up, not lying down. You also make sure that every painting is wrapped in two layers of convoluted foam and one layer of Perf-Pack foam, which should be sufficient to withstand any bumps and scrapes that negligent shipping may cause. Nevertheless, you decide to immediately review your packing requirements with your shippers.

It’s against your company policy to give refunds or replace paintings that the receiver found acceptable when delivered. However, you could offer Gilmour Property Management the opportunity to take the painting to a local framing shop for restretching at your expense. The company could send the restretching bill to Art International at 216 Bloor Street West, Toronto, ON M5P 1K1.

YOUR TASK Compose an e-mail adjustment message that regains the customer’s confidence. Send it to Trevor Gilmour at tgilmour@gilmourproperty.com.

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ANS: To: Trevor Gilmour <gilmour@gilmourproperty.com> From: Your Name Subject: Your Message Regarding Your Masterpiece International Painting Dear Mr. Gilmour: We agree that your newly purchased painting for your executive offices should have arrived without sags in the canvas, and we urge you to engage a local framing shop to restretch it.

When any Masterpiece International painting is shipped, we encase it in three layers of protection: two layers of convoluted foam and one layer of Perf-Pack foam. These multiple layers work together to provide superior shock absorption and guard your art from bumps and scrapes during shipping. However, the shipper may have laid the package down instead of standing it, thus allowing the canvas of this large painting to sag somewhat. You can be sure that we will review our transport instructions with our shippers so that future deliveries follow our strict guidelines, thus preventing future situations such as yours.

Masterpiece International takes pride in offering works of art of the highest quality and value to collectors and decorators. Your satisfaction is important to us, and that’s why we encourage you to have your new painting restretched at a local framing shop so that you will be completely satisfied with the way your work of art hangs in your executive offices. Please have the bill sent to us at 216 Bloor Street West, Toronto, ON M5P 1K1.

To see our latest collection of original fine art at extraordinary prices, please visit www.masterpieceinternational.com. We appreciate your patronage, and our dedicated staff looks forward to continuing to serve you.

Sincerely,

8.4 Responding to Good Wishes: Saying Thank You (Obj. 5) YOUR TASK Write a short note thanking a friend who sent you good wishes when you recently completed your degree.

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ANS: Current date Dear Will: I appreciated very much receiving your good wishes at the time of my graduation. It made me feel good to know that you cared enough to write.

Cordially,

8.5 Thanks for a Favour: Glowing Letter of Recommendation (Obj. 5) One of your instructors has complied with your urgent request for a letter of recommendation and has given you an enthusiastic endorsement. Regardless of the outcome of your application, you owe thanks to all your supporters. Respond promptly after receiving this favour. Also, you can assume that your instructor is interested in your progress. Let him or her know whether your application was successful.

YOUR TASK Write an e-mail or, better yet, a letter thanking your instructor.

Remember to make your thanks specific so that your words are meaningful.

Once you know the outcome of your application, use the opportunity to build more goodwill by writing to your recommender again.

ANS: Dr. Thomas Hirsch School of Business Mount Carmel College P.O. Box 410 Halifax NS P0K 1R7 Dear Dr. Hirsch: Thank you for your teaching and encouragement during my four years of school at Mount Carmel. Your courses in financial management, advanced investment finance, and international finance helped to prepare me for my new job as a junior financial analyst.

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Your supportive recommendation letter was instrumental in helping me obtain a position with Fidelity Investment Services. The company was also impressed with the investment portfolio I compiled in your advanced investment finance course.

The portfolio and other assignments helped me to respond knowledgeably when interviewers questioned me about real-world financial situations.

Thank you for writing highly of my work as a student. You were an excellent teacher, and I learned a great deal from your courses.

Sincerely,

8.6 Extending Sympathy: For a Loss (Obj. 5) YOUR TASK Imagine that your coworker’s beloved family pet recently passed away.

Write the coworker a letter of sympathy.

ANS: Current date Dear Grace, Your many friends and I here at QuadraCom, Inc. were deeply saddened to learn of the passing of your family dog, Cookie.

We remember when you first brought Cookie home and how she brightened your life with her playful and happy personality. Your children grew up with her, and we know she will be deeply missed.

I hope that your beautiful memories can outlast the pain of your grief.

Fondly,

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Grammar & Mechanics Solutions 1. Sylvia’s favourite social media platform is Instagram, though she enjoys using Facebook and Twitter as well. [Guides 39] 2. All WestJet Airlines passengers must exit the plane at Gate 2B in Terminal 4 when they reach Toronto International Airport. [Guides 39, 46] 3. Professor Mills assigned our class an essay assignment on Canada’s Climate Change Accountability Act. [Guides 39, 41] 4. My cousin, who lives in the Midwest, has a Big Mac and a Dr. Pepper for lunch nearly every day. [Guides 41, 43, 45] 5. Our sales manager and director of operations thought that the company should purchase a new NordicTrack treadmill for the fitness room. [Guides 41, 39, 45] 6. The world’s highest tax rate is in Belgium, said Professor Du-Babcock, who teaches at the City University of Hong Kong. [Guides 39, 41] 7. Rachel Warren, who heads our Consumer Services Division, has a master’s degree in marketing from McMaster University. [Guides 44, 40, 39] 8. Please consult Figure 2.3 in Chapter 2 to obtain Canadian Census Bureau population figures for the Northeast. [Guides 46, 39, 43] 9. Last summer did you see the article titled “The Global Consequences of Using Crops for Fuel”? [Guides 39, 42] 10. Kahee decided that he would return to college in the winter to finish his diploma in Graphic Design [Guides 39, 40]

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Instructor Solutions Manual Chapter 9 Negative Messages Spotlight on Communication Solutions 1. Part 1: What are some techniques Loblaw could use to deliver bad news to its customers about its involvement in the scandal?

ANS: Loblaw should deal with its involvement in the scandal immediately.

• • •

Respond online within 24 hours of the price-fixing scandal accusation.

Describe Loblaw’s involvement and apologize.

Explain why the price-fixing occurred, what Loblaw is doing to resolve it, and how it will prevent this from happening again.

2. Part 1: What goals should Loblaw try to achieve when giving disappointing news to customers, employees, suppliers, or others?

ANS: Loblaw should try to achieve the following goals when giving disappointing news to customers: • • • • •

Explain clearly and completely.

Convey empathy and sensitivity.

Project a professional image.

Maintain friendly relations.

Be fair.

3. Part 2: Consider the wording of the Loblaw Card Program website. What strategies is the company using to convey the negative news?

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ANS: Loblaw uses the direct strategy to convey the negative news. It briefly presents the reasons and explains how it is going to remedy the situation. It also includes eligibility for the program and requirements.

4. Part 2: Analysts have estimated that the inflated bread prices cost the average Canadian $400 over the price-fixing period. Is the $25 gift card enough to restore faith in Loblaw? Explain why or why not.

ANS: This question should create an interesting discussion. Poll students to see whether the gift card restored their faith in Loblaw. Some customers will have their faith restored because Loblaw acknowledged its involvement and worked to make it up to the customer. However, some may feel that the company has lost its credibility and these customers may choose to shop elsewhere.

Solutions to Concept Check Questions 1. LO1: In what ways can you avoid the good-person syndrome when delivering bad news?

ANS: Most of us hate to deliver bad news—that is, to be the “bad guy.” To make ourselves look better, to make the receiver feel better, and to maintain good relations, we can be tempted to make statements that are legally dangerous.

Business communicators act as agents of their organizations. Their words, decisions, and opinions are assumed to represent those of the organization.

When communicating one’s personal feelings or opinions, one should use a home computer or personal device or write the correspondence on plain paper (rather than company letterhead), signing one’s name without title or affiliation. Second, volunteering extra information can lead to trouble. Therefore, one should avoid supplying data that could be misused and avoid making promises that can’t be fulfilled. One should not admit or imply responsibility for conditions that caused damage or injury.

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Analysis: Conveying Negative News Without Incurring Legal Liability

2. LO1: Consider a time when you received bad news. Was the direct or indirect strategy used? What about the message was effective, and what could have used improvement?

ANS: Responses to this question will, of course, depend on the type of bad news. Some students want to hear bad news directly because the indirect strategy might make them anxious. Others prefer a moment to sit down and take a deep breath before they hear negative news. Have students discuss a personal or work example and whether or not the message could have been conveyed differently.

Analysis: Communicating Negative News Effectively

3. LO2: Many people say they prefer the direct approach when receiving bad news.

What situational factors might cause you to use the indirect approach with these people?

ANS: Situational factors are as follows: • • • •

When the bad news is personally upsetting When the bad news will provoke a hostile reaction When the bad news threatens the customer relationship When the bad news is unexpected

Analysis: When to Use the Indirect Strategy

4. LO2: When is it unethical to use the indirect strategy?

ANS: The key to ethical communication lies in the motives of the sender. Unethical communicators intend to deceive. Although the indirect strategy provides a setting in which to announce bad news, it should not be used to avoid or misrepresent the truth.

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Analysis: Keeping the Indirect Strategy Ethical

5. LO3: Which strategies have you used to soften the blow of significant bad news with your family and friends? If you haven’t, imagine situations in which such strategic thinking might be wise.

ANS: Students will discuss the pros and cons of direct and indirect strategies for delivering bad news. Students will consider the recipient of the bad news and how they themselves prefer to receive bad news. For example, if they are giving bad news to their parents about getting into a minor car accident, they might want to begin with a buffer that reassures their parents that they were not injured. Then they might want to detail the circumstances of the accident before revealing the extent of the damage to the car.

Analysis: Analyzing Negative-News Strategies

6. LO3: Discuss your own examples of effective and ineffective apologies. Which elements determine whether we find an apology credible and sincere?

ANS: Students will share their own personal or work examples of effective and ineffective apologies. They should refer to the 5Rs: recognition, responsibility, restitution, remorse, and repeating (Figure 9.4).

Analysis: Apologizing

7. LO4: Check out the Facebook or Twitter accounts for a large company, like Canadian Tire, TD Canada Trust, Enbridge Gas, or Giant Tiger. How do they manage negative news online? Find a specific response to a customer’s complaint to discuss.

ANS: If some students don’t have Facebook or Twitter accounts, group them in teams for this activity. Have them compare each company’s responses and how they managed negative news online.

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Analysis: Dealing With Disappointed Customers in Print and Online

8. LO4: What are five strategies you should use when denying claims?

ANS: Five strategies for denying claims are as follows: • • • • •

Adopt the proper tone.

Don’t blame customers, even if they are at fault.

Avoid you statements that sound preachy (e.g., You would have known that cash refunds are impossible if you had read your contract).

Use neutral, objective language to explain why the claim must be refused.

Consider offering resale information to rebuild the customer’s confidence in your products or organization.

Analysis: Denying Claims

9. LO5: You are an executive at a company that suddenly has to lay off 400 employees within 3 days or risk financial disaster. You have to make the cuts quickly, but you don’t want to be impersonal by announcing the cuts by e-mail. How would you announce the bad news?

ANS: Many of the same techniques used to deliver bad news personally are useful when organizations face a crisis or must deliver bad news to employees. A crisis might involve serious performance problems, a major relocation, massive layoffs, a management shakeup, or public controversy. Instead of letting rumours distort the truth, managers should explain the organization’s side of the story honestly and promptly.

Even though no one wants to announce cuts by e-mail, morale can be destroyed when employees learn of major events affecting their jobs through the grapevine or from news accounts rather than from management. When bad news must be delivered to individual employees, management may want to deliver the news personally. With large groups, however, this is generally impossible. Instead, organizations deliver bad news through multiple channels ranging from hard-copy 5 .

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memos, which are formal and create a permanent record, to digital media.

Analysis: Announcing Bad News to Employees

10. LO5: In some cultures, using the direct approach for conveying negative news would be considered rude or inappropriate. Considering your culture, how is negative news normally conveyed? In what ways could the North American approach discussed in this chapter differ from other countries and cultures?

ANS: Students can review Figure 3.3: Comparing Low-and High-Context Cultures as they discuss this question. They will discover that negative-news strategies differ from country to country. This is important to keep in mind for intercultural communication.

Analysis: Analyzing Negative-News Strategies

Solutions to Case Connections Questions 1. How might Canadians’ tendency to say nice things affect the delivery of negative news?

ANS: It is important to convey negative news clearly. If you are too nice when delivering the bad news, this could downplay the negative news and become a barrier to communication. For example, the receiver may not think the negative news is that bad, or they may miss the negative news altogether because they are focused on your tone or smile. When delivering bad news, be kind yet professional.

Solutions to Chapter Review Questions 1. Why is the indirect strategy appropriate for some negative-news messages?

(Obj. 1)

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ANS: The indirect strategy is appropriate when the bad news is personally upsetting, will provoke a hostile reaction, threatens the customer relationship, and when the news is unexpected. The bad news may be easier to accept when broken gradually by using indirect writing strategies.

2. When delivering bad news, how can a communicator reduce the bad feelings of the receiver? (Obj. 1) ANS: Bad feelings can be reduced if the receiver (a) knows the reasons for the rejection, (b) feels that the news was revealed sensitively, and (c) believes the matter was treated seriously and fairly.

3. Explain the differences between libel and slander. (Obj. 1) ANS: When the abusive language is written, it is called libel; when it is spoken, it is slander.

4. What are the major differences between the direct and indirect strategies in delivering bad news? (Obj. 2) ANS: The major differences depend on whether you start with a buffer and how early you explain the reasons for the negative news. In the direct strategy, you start with a buffer and delay the bad news until after you have presented the reasons.

5. What is a buffer? Name five or more techniques to buffer the opening of a badnews message. (Obj. 3) ANS: A buffer is a device to reduce shock or pain. Appropriate buffers in bad-news messages might include starting with the best news, a compliment, appreciation, agreement, facts, understanding, or an apology.

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6. Name four or more techniques that cushion the delivery of bad news. (Obj. 3) ANS: Students may choose from the following: (1) position the bad news strategically, (2) use the passive voice, (3) accentuate the positive, (4) imply the refusal, and (5) suggest a compromise or alternative.

7. What are some strategies to effectively manage adverse news on social networking sites and blogs? (Obj. 4) ANS: Recognize social networks as an important communication channel, be proactive in combating negative comments online by spreading the word about the company’s good deeds, join the fun and participate in social networking, and monitor online traffic for posts about your company and within 24 hours respond to the ones that require troubleshooting.

8. When denying customer claims, explain the benefits of using the reasonsbefore-refusal plan. (Obj. 4) ANS: A majority of business professionals resolve problems immediately and personally by (a) calling the individual involved; (b) describing the problem and apologizing; (c) explaining why the problem occurred, what is being done to resolve it, and what measures are being taken to prevent its recurrence; and (d) following up with a message that documents the phone call and promotes goodwill.

9. Why should you be especially careful to soften the refusal to an invitation?

(Obj. 4) ANS: Because responses to invitations are often taken personally, make a special effort to soften the refusal. Unless the reasons are confidential or business secrets, try to explain them.

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10. For what reasons should a job refusal letter be intentionally vague? (Obj. 5) ANS: In a job refusal letter, it is wise to be vague in explaining why the candidate was not selected. First, giving concrete reasons may be painful to the receiver. Second, and more important, providing extra information may prove fatal in a lawsuit. Hiring and firing decisions generate considerable litigation today. To avoid charges of discrimination or wrongful actions, legal advisors warn organizations to keep employment rejection letters general, simple, and short.

Solutions to Critical Thinking Questions 1. Consider times when you have been aware that others were using the indirect strategy in writing or speaking to you. How did you react? (Obj. 2) ANS: Students may say they appreciated the indirect strategy because it was more tactful and made them feel that the communicator cared about their feelings. On the other hand, students may suggest that they felt they were being manipulated and that they distrusted the communicator who was not forthright. Others may say that they were impatient to hear the bottom line.

2. Does bad news travel faster and farther than good news? Why? What implications would this have for companies responding to unhappy customers (Objs. 1–5) ANS: Bad new often travels faster than negative news because it disappoints, irritates, and sometimes angers the receiver. Many people will vent their emotions on social media, allowing the bad news to spread rapidly. This is why businesses need to handle negative news in a timely manner and with sensitivity and care.

3. If you had to give upsetting news to a colleague, would you use the direct or indirect strategy? Explain your personal decision. (Obj. 2) 9 .

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ANS: Most business communicators feel that using the indirect pattern prepares the receiver for bad news or for an important idea. Other communicators contend that the indirect strategy is unethical. To say that something is “unethical” is to suggest dishonesty. However, it’s not dishonest to delay bad news in an effort to protect the feelings of the receiver. The important point to recognize here is assessment of the receiver’s reaction. If the sender feels that the receiver would prefer to have the news directly, then they should do just that.

4. Living in Pickering, Lauren Bossers worked virtually by e-mail and phone for a supply chain management software company in Winnipeg. Even though Bossers was a remote worker, she was shocked when her manager laid her off by phone.

What might be some advantages and disadvantages to being let go remotely, if any? (Objs. 1, 5) ANS: Although it is harsh, being told over the phone may help the person absorb the bad news and respond to it in private rather than in front of coworkers. This advantage is lost, of course, when the layoff notice happens on camera. The downside of a remote layoff may be that a part-time telecommuter must still clear out a cubicle. A full-time remote worker may need to return company property, such as a computer. Companies that fire workers insensitively may taint their reputation and endanger the morale among the remaining staff.

Experts recommend that fired workers who are not telecommuting should not hide out at home but should put on their “game face” and return to the office one more time to collect their belongings and say goodbye. Also, business professionals advise fired telecommuters to call their former colleagues. The relationships built at work might help with job hunting or consulting opportunities later. Experts advise against parting on bad terms by being rude or hostile. Instead show professionalism and resilience in an adverse situation.

Source: Gunn, E. (2012, January 5). Fired by email or phone? Here’s how to deal with it. Reuters. http://www.reuters.com/article/2012/01/05/email-firing-idUSN1E80406420120105.

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5. Ethical Issue: You work for a large corporation with headquarters in a small town. Recently, you received shoddy repair work and a huge bill from a local garage. Your car’s transmission has the same problems that it did before you took it in for repair. You know that a complaint letter written on your corporation’s stationery would be much more authoritative than one written on plain stationery.

Should you use corporation stationery? (Obj. 1) ANS: Although the letter might seem more impressive on corporate stationery, it is clearly unethical and possibly illegal to use the stationery for personal business. If the car were owned by the corporation, the situation might be different. Company stationery should never be used for personal matters.

Activities Solutions 9.1 Organizational Strategies (Objs. 1–3) YOUR TASK Identify which organizational strategy you would use for the following messages: direct or indirect. a. A message from a car insurance company that it will no longer insure family members who drive the family car. Customers may expand their policies with more comprehensive coverage at a higher cost. b. An announcement to employees that a financial specialist has cancelled a scheduled lunchtime talk and cannot reschedule. c. An e-mail from the manager denying an employee’s request for special parking privileges. The employee works closely with the manager on many projects.

ANS: a. Indirect b. Direct c. Direct

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9.2 Employing Passive-Voice Verbs (Obj. 3) YOUR TASK Revise the following sentences to present the bad news with passivevoice verbs. a. Our retail stores will no longer be accepting credit cards for purchases under $5. b. We do not examine patients until they show their health cards. c. Your car rental insurance coverage does not cover large SUVs. ANS: a. Credit cards in our retail stores will no longer be accepted for purchases under $5. b. Patients cannot be admitted until after their health cards are verified. Or: Patients can be admitted after verification of their health cards. c. Large SUVs are not covered by your car rental insurance.

9.3 Subordinating Bad News (Obj. 3) YOUR TASK Revise the following sentences to position the bad news in a subordinate clause. (Hint: Consider beginning the clause with Although.) Use passive-voice verbs for the bad news. a. Provincial law does not allow smoking within 3 metres of a postsecondary building. But the college has set aside 16 outdoor smoking areas. b. We are sorry to report that we are unable to ship your complete order at this point in time. However, we are able to send two corner workstations now, and you should receive them within five days. c. We appreciate your interest in our organization, but we are unable to extend an employment offer to you at this time.

ANS: a. Although smoking is not allowed within 3 metres of post-secondary buildings, the college has set aside 16 outdoor smoking areas.

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b. Although your complete order cannot be shipped at this time, two corner workstations should arrive within five days. c. Although an employment offer cannot be extended at this time, we appreciate your interest in our organization.

9.4 Implying Bad News (Obj. 3) YOUR TASK Revise the following statements to imply the bad news. If possible, use passive-voice verbs and subordinate clauses to further de-emphasize the bad news. a. Unfortunately, we find it impossible to contribute to your excellent and worthwhile fundraising campaign this year. At present all the funds of our organization are needed to lease equipment and offices for our new branch in Moose Jaw. We hope to be able to support this commendable endeavour in the future. b. We cannot ship our fresh fruit baskets COD. Your order was not accompanied by payment, so we are not shipping it. We have it ready, though, and will rush it to its destination as soon as you call us with your credit card number. c. Because of the holiday period, all our billboard space was used this month. Therefore, we are sorry to say that we could not give your charitable group free display space. However, next month, after the holidays, we hope to display your message as we promised.

ANS: a. All of our present funds are needed to lease equipment and offices for our new branch in Moose Jaw. However, we hope to be able to support this commendable endeavour in the future. b. We have your fresh fruit basket ready and will ship it as soon as you call us with your credit card number. c. Because our billboard space was completely filled during the holidays, we hope to display your message, as promised, next month.

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9.5 Bad News to Customers: Blunder in Scheduling Fairy Tale Cottage Wedding (Objs. 1–4) As the wedding planner at the Bathurst Harbour Resort in New Brunswick, you just discovered a terrible mistake. Two weddings have been scheduled for the same Saturday in June. How could this happen? You keep meticulous records, but six months ago, you were away for two weeks. Another employee filled in for you. She apparently didn’t understand the scheduling system and lined up two weddings for the Sacred Heart Cathedral on June 14. The month of June, of course, is the busiest month of the year. Weddings in the Sacred Heart Cathedral are usually booked two years in advance, and it can handle only one wedding a day.

It’s now January, and Kellie Singer, one of the brides-to-be called to check on her arrangements. That’s when you discovered the mistake. However, you didn’t reveal the blunder to Kellie on the telephone. From experience, you know how emotional brides can be when their plans go awry. Now you must decide what to do. Your manager has given you complete authority in scheduling weddings, and you know he would back nearly any decision you make to rectify the mistake. Unfortunately, all of your harbour wedding venues are booked for June Saturdays. However, you do have some midweek openings for the Sacred Heart Cathedral in early June. If one of the brides could change to midweek, you might offer one free night in a sumptuous bridal suite as compensation. Bathurst Harbour Resort offers dreamlike settings for unforgettable wedding celebrations. Couples and their guests can enjoy five-star resort services, a private coastline, glittering ballrooms, custom banquets, and alluringly wooded and landscaped strolling areas.

YOUR TASK Decide what course of action to take. The two brides-to-be are Kellie Singer, 3201 Peachtree Lane, Miramichi, New Brunswick E1N 6Y3, and Julie Brehm, 240 Lakeview Avenue, Rothesay, New Brunswick E2E 5X6. In a memo to your instructor, explain your response strategy. If you plan a phone call, outline what you plan to say. If your instructor requests, write a letter and copy your instructor.

ANS: In a memo students should outline a course of action, such as the following: • •

Call each bride-to-be, describe the problem, and apologize.

Explain why the problem occurred, what you are doing to resolve it, and how you will prevent it from happening again.

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• •

Offer a bonus if one of the brides will switch days.

Promote goodwill by following up with messages that document the phone calls and provide details of the bonus offer.

Assume that Julie Brehm was able to switch her wedding date to June 4. The following might serve as a follow-up message.

Current date Ms. Julie Brehm 240 Lakeview Avenue Rothesay, New Brunswick E2E 5X6 Dear Ms. Brehm: Please accept our sincere apology for the disruption of your wedding plans here at Bathurst Harbour Resort. We realize how distressing it is to change plans for such an important event in your life.

Normally, I personally schedule all Bathurst Harbour Resort weddings. However, while I was gone for two weeks last fall, two weddings were inadvertently scheduled for June 14. I can assure you that this will not happen again as I have installed a new scheduling app that prevents double booking.

Although you will not be using the Sacred Heart Cathedral on June 14, we are delighted that you were able to change your wedding date to June 4. We promise to help you plan a perfect ceremony in the enchanting Sacred Heart Cathedral followed by a reception in the luxurious Bathurst Harbour Resort. Because you graciously switched dates, we are pleased to offer you one free night in our sumptuous bridal suite as the guests of the Resort.

We look forward to welcoming you and your guests for your wedding on June 4.

Please call my private line at 506-995-3011 to allow me to work with you in organizing the details of your magical and joyous event.

Sincerely,

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9.6 Bad News to Employees: Nixing Social Media at Work (Objs. 1–5) Your boss at Marketing Matters, a hip midsized public relations agency, is concerned that the youngest employee generation may be oversharing on social media. Two supervisors have complained that they spotted inappropriate photos on Instagram posted by a small group of Gen-Zers on the company payroll. This group of twenty somethings is close-knit. Its members maintain friendships outside the office and in cyberspace. They are smart and plugged in, but they seem to have trouble recognizing boundaries of age and authority. They party every weekend, which is code for a lot of drinking, marijuana use, and even salacious escapades—all of which the young workers generously document with smartphone cameras on the spot and occasionally in real time. Sometimes they share snarky comments about their workplace, such as Rough day at work or Talked to the most idiotic client ever! On top of that, the young people think nothing of friending their colleagues and supervisors. Their friends rank in the hundreds; some in the group have exceeded 1,000 followers.

Marketing Matters maintains a permissive stance toward Internet use, but concern is growing that the young people are headed for trouble. The abuses continue despite the company’s comprehensive Internet and social media use policy, which was widely disseminated. Probably the biggest risk Marketing Matters fears is the leaking of confidential information on social networking sites. After several meetings, the management decides to disallow social media use during work hours and to caution all employees against dangerous breaches of company policy and social media netiquette.

YOUR TASK Draft a message to be distributed by e-mail for the signature of your boss, Darcy M. Diamond, Director, Human Resources. Your message should remind all employees about the existing social networking policy and tactfully yet clearly announce the end of personal social media use at the office. The prohibition is effective immediately. Your message should also warn about the pitfalls of oversharing online.

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ANS: To: Staff Members From: Darcy M. Diamond <dmdiamond@marketingmatters.com> Subject: Avoiding the Perils of Social Media Most of us would probably agree that sharing information on Facebook can lead to professional networking opportunities. Social media and Web-based collaboration tools such as Slack, Google Docs, and wikis can increase productivity and create digitally savvy workers. However, by now most workers know that overexposure or inappropriate behaviour online can lead to privacy breaches and have very negative consequences, including job loss.

Despite the obvious advantages and even fun aspects of social media such as Facebook and Instagram, we are highly concerned about the risk of confidential or privileged information leaking via social networking sites. This concern has led us to formulate a detailed social networking policy, which is available on our intranet.

Although the use of Facebook, Instagram, and Twitter on company time is prohibited effective immediately, you may continue to use social networks off the clock. Nevertheless, all Facebook, Instagram, and Twitter users should always be cautious about any content posted online, even if it’s just a seemingly harmless comment such as Rough day at work or Talked to the most idiotic client ever! Such errors of judgment have cost workers their jobs. At the least, privacy settings should be used consistently, and extreme caution ought to be exercised when friending virtual strangers.

We all benefit if we apply common street smarts online: Don’t talk to strangers and don’t run around intoxicated or improperly dressed. The digital equivalent of these precautions will ensure that no one needs to feel embarrassed or worse. Please review the latest employee handbook, which includes a section on social media.

You will find a link to the policy manual prominently displayed on the portal page of our intranet.

Darcy M. Diamond [Full contact information]

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Grammar & Mechanics Solutions 1. Did you already send an email to let the team know the meeting is cancelled?

2. The principal part of the manager’s response contained a compliment and valuable advice.

3. In responding to the irate customer, Rachel made a conscious effort to show patience and present credible facts.

4. In everyday decision-making, the company trusts you to use your best judgment.

5. Before you proceed with the report, please check those surprising statistics.

6. It’s usually better to de-emphasize bad news rather than to spotlight it.

7. Incidentally, passive-voice verbs can help you make a statement less personal when necessary.

8. Customers are more accepting of disappointing news if they are assured that their requests were heard and treated fairly.

9. The customer’s complaint elicited an immediate response that analyzed the facts carefully but was not too long.

10. Before apologizing to a customer, check with your supervisor to review the liability questionnaire.

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Instructor Solutions Manual Chapter 10 Persuasive and Sales Messages Spotlight on Communication Solutions 1. Part 1: Some Canadians are resistant to the idea of climate change. How can the Foundation take advantage of digital and print media to persuade Canadians to join their cause?

ANS: The Foundation should emphasize and use persuasive tactics as outlined in Learning Outcome #1: 1. Persuasion is a symbolic process (emphasize the Canadian membership and what is happening in Canada to promote climate change).

2. Persuasion involves an attempt to influence (promote the importance of the David Suzuki Foundation and its mission and vision).

3. Persuasion is self-persuasion (make suggestions as to how an individual can contribute to the cause).

4. Persuasion involves transmitting a message (explain how the Foundation is working to combat climate change).

5. Persuasion requires free choice (convince the audience of the benefits of becoming involved in climate change and how the audience can contribute to the endeavour).

The Foundation should utilize all forms of digital and print media to convince Canadians that climate change is indeed a concern. It should widely emphasize its vision and mission statements in all print and digital communications. In addition, the Foundation should emphasize David Suzuki’s credentials, stature, and experience in the field of environmental protectionism to convince Canadians of the perils of climate change and to illustrate the Foundation’s role in helping to mitigate climate change in Canada. Activist organizations such as this Foundation are wise to use social and print networks to target Canadians, customize their appeal for climate change, and then persuade Canadians by playing on their emotions to effectively convince them of the need for action on climate change;

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that is, getting involved in Foundation, participating in fundraising, organizing a “clean-up the environment day” in the community, etc.

2. Part 1: Like all not-for-profit organizations, the Foundation relies heavily on donations. On their donation page it states: “Donate to protect the people and places you love.” 4 What strategies are being used here? How does it motivate people to donate?

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David Suzuki Foundation. (2019). Donate. https://secure.e2rm.com/registrant/DonationPage.aspx ?eventid=228533&_ga=2.50553450.2109776450.1573400406-691248279.1573400406

ANS: The Foundation’s goal is as follows: “Donate to PROTECT the PEOPLE and PLACES YOU LOVE.” The Foundation is using the 3 x 3 writing process to lay the groundwork to convince people to donate to its cause: a. Analyzing the purpose—know what you want to achieve: The purpose is to convince people to donate. By building a relationship with the audience, the Suzuki Foundation will engage people in the cause. b. Adapting to the audience to make your message heard: The message must meet the needs of the audience and convince them that the goal of climate change saves the environment and those they love. The message needs to enforce the concept of “what’s in it for me?” so that the audience will be persuaded to donate. c. Researching and organizing persuasive data: The message must contain facts, statistics, and examples of the Foundation’s activities related to climate change as well as focus on information that is specific and relevant to Canadians. d. Organizing the message to convince individuals to donate to the cause: The tag line, “Protecting people and places you love,” tugs at the heartstrings with an emotional connotation, and this emotional connotation will provide incentive for Canadians to donate.

The key element involved in a persuasive request for people to “donate to protect the people and places you love” is to apply the four-part AIDA strategy to the Foundation’s message:

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1. Gain attention: Discuss the problem of climate change.

2. Build interest: Provide information, statistics, and examples of how climate change is impacting Canadians and the environment in which they live.

3. Elicit desire and reduce resistance: Show how financial involvement/donations help “to protect people and places you love,” while using a credible Canadian spokesperson.

4. Prompt action: Make a specific, confident statement of appeal to encourage donations by effectively connecting people’s emotions to the appeal.

3. Part 2: Discuss the ways that David Suzuki builds interest in his speech. How are these strategies effective?

ANS: Suzuki builds interest by engaging and retaining the audience’s attention and convincing it that his request—namely, to persuade Canadians to join the Suzuki Foundation to help combat climate change—by using the following techniques: 1. Providing facts and statistics regarding the Canadian environment and by emphasizing the Foundation’s vision “to be one with nature” 2. Providing examples of climate change in Canada and the effects the changing environment has had on the Canadian economy 3. Using expert opinion (“Regularly collaborate with non-profit and community organizations, all levels of government, businesses and individuals”) 4. Giving specific details by providing information about the organization through media communication, speaking engagements, podcasts, etc.

5. Providing direct benefits involves convincing potential donors that donations will “protect the people and places you love” by working with others who will share their interests in the environment and that the audience may directly participate in events to combat climate change 6. Providing indirect benefits such as “act(ing) every day on the understanding that we are one with nature”

4. Part 2: How does he elicit desire and reduce resistance in his message?

ANS: Suzuki’s Foundation emphasizes the benefits of donating by discussing the protection of nature’s diversity and by stating that “we all act every day on the 3 .

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understanding that we are one with nature.” He explains that the Foundation works with numerous partners (government, non-profits, individuals, and the community) on various methods in conserving the environment. He states that the Foundation strives to protect nature’s diversity and the wellbeing of ALL life, NOW, and for the FUTURE. He uses words such as “we,” “collaborate,” and “our” to suggest a positive team approach to “conserve and protect” and “help create a sustainable Canada.”

Furthermore, resistance is reduced because David Suzuki is a well-known and respected Canadian environmentalist who has given his name to the Foundation to provide credibility and respect.

Solutions to Concept Check Questions 1. LO1: When have you had to persuade someone (a supervisor, parent, instructor, friend, or colleague) to do something or change a belief? What strategies did you use? Were they successful? How could you improve your technique?

ANS: Your students should discuss a personal experience that is relevant to Learning Objective 1. Students should mention attempting to influence, with the understanding that change is possible, and that they should make compelling and honest arguments that allow the person to “self-influence.” Students may comment on their levels of success and can refer to the strategies in Learning Objective 1 for methods of improvement (e.g., taking time to persuade, using symbols, eliciting an emotional response, not coercing the other person, etc.).

Analysis: Persuading Effectively and Ethically in the Contemporary Workplace

2. LO1: In what ways has persuasion changed in the digital age?

ANS: Canadians have become increasingly exposed to persuasive messages in the digital age. We receive e-mails and text messages at a rapid rate. We frequent digital sites such as LinkedIn, Instagram, TikTok, Facebook Messenger, and Twitter, to name just a few. In addition, organizations, lobbyists, activists, PR firms, and many companies use digital methods to elicit support for various actions relevant to them, and techniques used to persuade are savvy yet subtle. Students may also mention the 4 .

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global concept of fake news and how it has negatively impacted the legitimacy of information being disseminated.

Analysis: How Has Persuasion Changed in the Digital Age?

3. LO2: You might see advertisements that proclaim, We make the world’s best burger. Called puffery, such promotional claims are not taken literally by reasonable consumers. Such subjective statements are accepted as puffery because they puff up, or exaggerate. Surprisingly, this kind of sales exaggeration is not illegal.

However, when sales claims consist of objective statements that cannot be verified (Our burgers were voted the best in town), they become deceptive advertising.

Consider your vast experience with TV and other advertising. Can you think of commercials or ads that seem to fall in the category of puffery or could even be considered deceptive? How do you know the difference between the two?

ANS: Students will provide examples of puffery or deceptive commercials or advertisements (e.g., batteries that “last a lifetime”). It should be noted that a persuasive ad is effective only when it is believable, and that persuasion becomes unethical when facts or information is distorted, overlooked, or manipulated with the intent to deceive. The primary feature of puffery is that savvy consumers do not perceive it to be legitimate and, therefore, they do not take it seriously.

Analysis: Blending Four Major Elements in Successful Persuasive Messages

4. LO2: Many users resent advertising pop-ups and banner ads on social media sites. They go to Facebook, Instagram, Pinterest, and Twitter to socialize virtually, not to shop. How do you feel about sales pitches on your favourite social media sites?

ANS: Your students will present various opinions on this topic. Some may indicate that they do not approve of the invasion of their personal space on social media sites, while others may indicate that they enjoy the process of engaging with pop-ups and banner ads. Ultimately, the student/consumer will make that decision based upon the specific ad and its perceived relevance to them. If the ad or banner is viewed as 5 .

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aggressive, manipulative, or invasive, the advertised business may lose credibility in the eyes of the consumer.

Analysis: Blending Four Major Elements in Successful Persuasive Messages

5. LO3: When have you had to complain to a company, an organization, or a person about something that went wrong or that offended you? Share your experience.

What channel did you use for your complaint? How effective was your channel choice and strategy? What would you change in your method for future complaints?

ANS: Students will provide various answers to these questions. Students should comment upon channels (i.e., written or face-to-face), complaints or claims, as well as the effectiveness of the channel being used. Making requests, claims, or complaints can be challenging and often requires skill and luck. The textbook acknowledges that written requests may require more preparation and time but also that they can be more effective, as the author can think through the purpose and prepare a thoughtful message. The student may also comment upon whether they used an indirect or direct strategy for the and how they would change their approach if faced with future complaints (i.e., present information briefly and logically, state why the claim is legitimate, enclose relevant documents, include of a clear statement of the desired outcome, be reasonable and use the appropriate tone).

Analysis: See Writing Persuasive Requests, Making Claims, and Delivering Complaints

6. LO3: Why is it important to use a moderate tone when writing a persuasive claim?

ANS: The tone of a message, especially a persuasive claim, is important. The author does not want to accuse, lay blame, or imply that the receiver intentionally attempted to deceive. The writer should instead appeal to the receiver’s sense of responsibility and express the importance of the company’s good name while at the same time calmly expressing their sense of disappointment in view of their high expectations 6 .

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of the company’s product. It is best to calmly communicate one’s feelings without a sense of bitterness.

Analysis: Writing Persuasive Claims

7. LO4: Why are persuasive messages usually longer than direct messages?

ANS: The writer should follow the AIDA four-part indirect strategy when preparing a persuasive message. Persuasive messages are longer than direct messages because the writer is essentially attempting to convince the reader regarding their argument. The writer needs to support their request with facts, statistics, examples, and reasons why they are making the request. A request that is beneficial and emphasizes “What’s in it for me?” is more persuasive than just stating one’s opinion.

Students should demonstrate understanding by including the following information: 1. Capture the reader’s attention by describing the situation/problem, as this will encourage the reader to learn more about why the message is being sent.

2. Build the reader’s interest by providing supporting facts and evidence to support the main message.

3. To decrease resistance, explain why the reader should consider the request.

4. Motivate action by confidently suggesting the decision the reader should take and how this decision will benefit the reader.

Analysis: Building Interest in Persuasive Messages

8. LO4: Consider a time when an employer, a friend, or a family member asked you to volunteer your time. What persuasive techniques did they use to convince you to volunteer? In what ways was their approach effective or ineffective?

ANS: Students will provide specific examples relating to persuasive techniques used.

Students should also refer to the AIDA four-part indirect strategy of persuasion in their answers. Responses should include reasons why volunteering is beneficial (e.g., interest in the project; to “give back” to an organization or cause, to learn new 7 .

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skills, to network, to benefit from experience, etc.). This is how to gain the reader’s attention. Then, interest is built by describing the goals of the organization and what’s been accomplished by volunteers (e.g., raising money, cleaning up a park, providing sports equipment to disadvantaged children, etc.). To reduce resistance, the writer may explain that volunteering is not too time-consuming, or that participation will only be a half-day in length, or that a free lunch is provided, etc. To motivate action, the writer may mention that the reader would be helping an important community project while having fun, or that the writer would assist the reader with one of their projects (e.g., cleaning a dorm room, helping with homework, etc.) so that the reader is convinced to volunteer. Students should analyze the effectiveness of the approach to demonstrate comprehension of the concept.

Analysis: Writing Persuasive Messages in Digital Age Organizations

9. LO5: Think of a product you have used and like. If you were trying to sell that product, what rational appeals would you use? What emotional appeals would you use? Try to sell that product to your classmates.

ANS: Students will provide examples of products; for example, a new laptop computer.

Rational appeals may include CPU speed, a new design, enhanced graphics, increased data storage, etc. Emotional appeals may include the fact that because the computer is so technologically advanced and powerful, less time is spent doing work, which leaves more time for personal activities such as gaming or social networking. A dual benefit may include a free extended warranty if the laptop is purchased before a specific date or the opportunity to save 50 percent on selected printers. Students should be prepared to describe the product or service while using rational and emotional appeals to highlight the benefits of the product.

Analysis: Creating Effective Sales Messages in Print and Online

10. LO5: Being able to compose effective and concise micromessages and posts will positively contribute to your professional online persona. Brainstorm to identify a special skill you have, an event you want others to attend, a charitable cause dear to your heart, or a product you like. Applying what you have learned about short 8 .

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persuasive messages online, write your own 140-character persuasive tweet or post. Use Figure 10.12 as a starting point and model.

ANS: Students will each compose a tweet, which should include attention-grabbing statements and/or catchy and intriguing calls to action. Students should be mindful of conciseness and efficiency due to the 140-character limit. For example, The cure for hating the gym is this!! http://bit.ly/IirNGi #Health #Fitness #fitnessKit #physicalHealth #music #musculartraining (@hipmomjulie) Source: https://marketingartfully.com/100-great-twitter-tweet-examples/. Retrieved November 20, 2020

Analysis: Writing Short Persuasive Messages Online

11. LO6: What type of public announcements might a media (news) release announce?

ANS: Company announcements are typically used as a legal requirement to make known their latest company news. Releasing such information helps to inform stakeholders of current activities and successes, to provide details about product launches or staffing changes, and may also assist in building brand recognition.

Public announcements are also referred to as press releases and may be used to feature participation in community projects, awards given or received, joint ventures, donations, or seminars and demonstrations being conducted. The objective of a media release is to gain positive publicity.

Analysis: Developing Persuasive Media Releases

12. LO6: Why is it important to carefully consider where to place the most important information in a news release?

ANS: The most important information in a news release should be placed in the first paragraph and should include answers to the five Ws and one H (who, where, when, 9 .

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what, why, and how). It should be placed early in the release in order to entice readers to continue reading the body of the release, which will contain additional information. The best ideas should be presented early so they are not ignored by readers.

Analysis: Developing Persuasive Media Releases

Solutions to Case Connections Questions 1. View President’s Choice #EatTogether commercials on YouTube. Considering specific examples from the ads, how does this campaign effectively use emotional appeal?

ANS: Your students will provide various answers to the question based on Learning Objective 5 in the chapter as well as on the #EatTogether commercials they watch.

The commercials use emotional appeal based on the following factors: 1. Emotional appeal creates a sense of belonging and similarity. The 2017 commercial in which a number of families are eating together in an apartment hallway uses the tagline “Nothing brings us together like eating together.” The commercial uses the song “What the World Needs Now Is Love, Sweet Love,” which further reinforces the concept that being together, enjoying a meal, is something we all do.

2. Emotional appeal creates a sense of well-being, even during difficult times.

Again, the 2017 commercial shows a little girl who knocks on the door of an older man. He initially closes the door but then reopens it and comes out, bringing food, and he sits down to eat with the group. In addition, the first woman seen in the commercial looks sad and downtrodden; but once she and her daughter set the table in the hallway and people join them for the meal, her mood is suddenly lifted and she is happy.

3. Emotional appeal creates a sense of security. In the 2018 commercial, the tagline “We grow up eating together: why do we stop?” has emotional appeal, as it reinforces the idea that eating together gives one a sense of security and comfort no matter the age of the individual. The commercial also includes the Sonny and Cher song “I Got You, Babe,” which reminds us that when we come together, it is a positive and happy occasion at any age.

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4. Emotional appeal creates a fully engaged customer: one of the 2019 commercials discusses dreams and what one would do if one was able to dream. The final dream shown in the commercial shows family and friends who are sitting at a table, eating together. This commercial gives a “feel good” impression, to show that eating is a social function, and the concept of eating together and being happy go hand in hand.

5. Emotional appeal creates a lasting impression. There is a 2019 commercial that depicts a little girl who is lonely, and soft music is playing (“Home is Where the Heart Is”). The little girl is sad, but she decides to set the family table and gather family and friends to come together to eat, and this has a happy, positive effect on all who are at the table.

Solutions to Chapter Review Questions 1. What is persuasion? (Obj. 1) ANS: Persuasion is the ability to use argument or discussion to change beliefs or actions.

2. Explain four ways that persuasion has changed in the digital age. (Obj. 1) ANS: Four ways that persuasion has changed in the digital age include the following: 1. The volume, speed, and reach of persuasive message have exploded.

2. Organizations of all stripes are in the persuasion business.

3. Persuasive techniques are more subtle and misleading.

4. Persuasion is more complex and impersonal.

3. What is the first element in the writing process for persuasive messages, and why is it important? (Obj. 2) ANS: Since the writer’s purpose establishes the strategy of the message, the purpose should be determined first. Understanding the purpose of the persuasive message is most important if the writer is to convert the receiver to the writer’s ideas or to 11 .

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motivate action. A message without a clear purpose is doomed. Not only must the writer know what the purpose is and what response they want, but they must know these things when they start writing the message or planning a presentation.

4. List six ways to build interest in a persuasive message and show that your request is reasonable. (Obj. 2) ANS: Six ways to build interest in a persuasive message and show that a request is reasonable include the following: 1. Facts and statistics 2. Expert opinions 3. Examples 4. Specific details 5. Direct benefits 6. Indirect benefits

5. Describe how you can develop a logical persuasive argument in a claim message.

(Obj. 3) ANS: In order to write a logical persuasive argument in a claim message, the writer should open with sincere praise, an objective statement of the problem, a point of agreement, or a quick review of what they have done to solve the problem. Then you the writer can explain precisely what happened or why their claim is legitimate.

The writer should not provide a blow-by-blow chronology of details, rather they should just note the highlights. They should be sure to enclose copies of relevant invoices, shipping orders, warranties, and payments. The writer should then close with a clear statement of what they want done: a refund, replacement, credit to their account, or other action. They should be sure to think through the possibilities and make the request reasonable.

6. When is persuasion necessary in business messages flowing downward in an organization? (Obj. 4) 12 .

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ANS: Directives from management flowing downward to employees may not require persuasion. However, requests that ask employees to participate outside their work roles would require persuasion.

7. When might persuasion be necessary in messages flowing upward? (Obj. 4) ANS: Subordinates might find it necessary to use persuasion in convincing management to adopt a procedure, invest in a product, purchase new equipment, or make any other work-related requests that might be refused.

8. Name eight or more ways to attract attention in the opening of a sales message.

(Obj. 5) ANS: Eight or more ways to attract attention in the opening of a sales message include the following: 1. Make an offer.

2. Promise something.

3. Ask a question.

4. Provide a quotation or proverb.

5. List a fact.

6. Provide a product feature.

7. Include a testimonial.

8. Make a startling statement.

9. Provide a personalized action statement.

10. List a solution to the problem.

11. Include an anecdote.

12. Provide a personalized statement using the receiver’s name.

13. Describe a recent current event.

9. How can a writer motivate action in a sales letter? (Obj. 5)

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ANS: Sometimes a reader needs some encouragement to act. The following methods may be useful to the writer to convince the reader to do so: 1. Provide a reply card.

2. Provide a stamped and pre-addressed envelope.

3. Provide a toll-free telephone number.

4. Provide an easy-to-use website.

5. Provide a promise of a follow-up call at the reader’s convenience.

6. Offer a gift.

7. Promise an incentive.

8. Limit the offer (e.g., 48 hours, 3 days, etc.).

9. Set a deadline.

10. Guarantee satisfaction.

10. What is the best way to open a media release? (Obj. 6) ANS: The best way to open a media release is with an attention-getting lead or summary of the important facts while answering the five Ws and one H: who, what, when, where, why, and how. The most important information needs to be listed at the beginning of the release so that readers are enticed to read on, do not become bored with the message, or choose to ignore the media release altogether.

Solutions to Critical Thinking Questions 1. The word persuasion turns some people off. What negative connotations can it have? (Obj. 1) ANS: Some people think that persuasion involves coercion or trickery. They think that you can achieve what you seek only if you twist an arm or deceive someone. Such negative tactics are ineffective and unethical. What’s more, these tactics don’t truly represent persuasion.

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2. Have you ever believed a fake news story? What persuasive strategies did the writer use to make you believe the news was accurate? (Obj. 1) ANS: Encourage students to share current fake news examples. Students should discuss some of the following persuasive strategies: • • • •

Credibility of the author. Did the fake news appear to come from a reputable source?

Emotional appeal. Was there a title or photo within the news that elicited an emotional reaction?

Detailed facts. Were statistics or quotations used to make it seem authentic?

Widespread reach. Did the news appear widely on social media feeds? Was there an active comments section of other readers who believed the news?

3. In view of the burden that “junk” mail places on the society (depleting landfills, declining timber supplies, and overburdened postal system), how can “junk” mail be justified? (Obj. 3) ANS: Junk mail refers to unsolicited mail that a company, charity, political party, and many other entities use. Usually in the form of promotional material, catalogues, or letters requesting donations, it is typically sent by direct mail or direct marketers and is used to introduce new products, magazines, and investments (e.g., a restaurant may promote its new menu or a charity might request donations for a new piece of community playground equipment). Justifications may include promotion of a business, which may give the organization a competitive advantage over similar businesses; receiving more prospective customers that attract other people to the business; and targeting specific customers who are interested in a specific product. Junk mail also provides companies with private information, such as addresses and purchasing habits, so that those businesses can further target sales. In short, companies use direct mail because it has proven results, and as long as small percentages of people respond, junk mail will exist.

4. Why are magazine and newspaper editors or TV producers wary of media (news) releases from businesses and reluctant to turn them into articles? (Obj. 6) 15 .

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ANS: Traditionally, most self-respecting journalists fiercely guard their objectivity and independence from corporate, political, and other interests as the highest good, which has lent them credibility and earned the trust of their readers. Critical yet balanced journalism used to be the hallmark of the professional reporter and editor. Increasingly, however, it is drowned out by partisanship and biased commentary masquerading as journalism. Nevertheless, conflicts of interest are considered unacceptable. As we have seen, in certain cases online, it may even be illegal to fail to disclose a financial connection between a merchant and a promoter.

5. Ethical Issue: Two students at Cambridge University, England, charged businesses to have their logos painted on their own faces for a day. The students 32

raised more than $40,000 toward their university tuition. Companies such as Volvo adopted temporary tattoos in their promotions. Dunlop, however, went to the extreme by offering a set of free tires to those who would have the company’s flying-D logo permanently tattooed somewhere on their bodies. Ninety-eight people 33

complied. Is it ethical for advertisers to resort to such extreme promotions, dubbed “skinvertising”? Do you think it’s even effective? Would you participate?

(Obj. 5) Edwards, L. (2012, March 5). Are brands turning people into adverts with social media? Socialmedia Today. http://socialmediatoday.com/laurahelen/462175/are-brands-turning-people-advertssocial-media 33 Tong, V. (2007, November 26). Tattoos: A new favorite of advertisers. Boston.com. http://www.boston.com/news/education/higher/articles/2007/11/26/tattoos_a_new_favorite _of_advertisers/?page=full 32

ANS: Most Canadians would probably recoil from such extreme marketing, as practiced

by Dunlop and others, for reasons of esthetics as well as ethics. People who acceded to permanent tattoos cited the dire need for money. A Utah mother sold ad space on her forehead for $10,000 because she wanted to provide for her children.

In this light taking advantage of people’s financial misfortunes with such drastic offers is clearly unethical, even if the individuals claim to have accepted them “freely.” Lease Your Body, Body Billboardz, and other questionable new outfits specialize in “skinvertising” via temporary decals on human foreheads and bodies.

Today’s students might not find the practice as abhorrent as their elders would, especially if becoming a human billboard is temporary—for example, in the case of 16 .

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the Cambridge students. After all, the students were able to defray the costs of their tuition and were not permanently disfigured. Young Canadians’ attitudes toward tattooing differ from those of older adults. According to Guardian.com a 2016 U.S. poll indicated that 47 percent of millennials had at least one tattoo, and Canadian crooner Justin Bieber has about 56 of them! Marketers use tattoos as cultural icons and as the method to deliver the message, claims Kevin Lane Keller, a marketing professor at Dartmouth College. “It’s an attempt to do something different in a fresh way,” he says.

Esthetics and ethics aside, the question of effectiveness is dubious, too. Some believe that once corporations (and older people) adopt tattoos to appeal to the young demographic, body art loses its edginess. As tattoos become pervasive, they are seen as less effective in marketing to trendsetters who may want to move on to the “next hot thing.”

Sources: Guarini, D. (2012, September 18). Tattoo ad craze created human billboards for now defunct companies. Huffington Post. www.huffingtonpost.com.

Perraudin, F. (2018, October 26). How tattoos went from subculture to pop culture. The Guardian. https://www.theguardian.com/fashion/2018/oct/26/how-tattoos-went-from-subculture-topop-culture.

Tong, V. (2007, November 26). Tattoos: A new favorite of advertisers. Boston.com. http://www.boston.com.

Activities Solutions 10.1 Document for Analysis: Favour Request—Facebook Flub?

A student chose Facebook to request a recommendation from his professor. The following message suffers from many writing faults, including poor tone and flawed persuasive strategy.

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YOUR TASK Analyze the Facebook message and list at least five weaknesses. If your instructor directs, revise the message. Decide whether to use Facebook, of which the receiver is a member, or a conventional e-mail to make this request.

ANS: Weaknesses: a. May have chosen the wrong channel to communicate with a professor to request a favour b. Fails to state a clearly desired action in the opening c. Does not provide relevant information to help the professor comply even if he were inclined to do so d. Does not organize the request so that it is easily understood e. Exhibits careless typing skills and poor spelling f. Uses unprofessional and overly casual language (“Hey, Prof!!”; “anyhoo”; “thanks”) that could prevent the professor from responding favourably g. Gives an end date that is uncomfortably and unrealistically close Revision: Possible Facebook Version: To: Subject: Message:

Al Grayson Requesting Letter of Recommendation for MBA Application Dear Professor Grayson:

A message via Facebook may be a bit informal, but I would like to ask you for a letter of recommendation. After all, you always discussed the latest technology with 18 .

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us in the Business Writing 201 class in fall 2019 and how it has changed business communication.

After getting my BA in marketing in May, I’m now looking to enter our university’s MBA program because the job situation is still mixed right now. I realize that my request is sudden, and I’m giving you very short notice. However, I will be happy to meet with you or e-mail you all the information you may need, including my latest résumé, to help you remember me. We always talked about Japan, where my family is from. I enjoyed your class very much and benefit from it every day.

The deadline is on Friday. Please let me know here on Facebook or by calling (201) 442-8559 whether you will be able to write me a letter of support. Thank you!

Brandon Tanaka Possible E-mail Version: To: agrayson@nipissing-college.edu From: btanaka@student.nippissing-college.edu Subject: Letter of Recommendation Dear Professor Grayson: Your Business Writing 201 course in fall 2019 has really improved my communication skills, although I got a B, not an A. It was a tough class, but I use what I learned from you in my job and in school every day. Imagine, I will finally graduate next May! However, to wait out the still shaky economy, I have decided to enter an MBA program. From what I’ve been reading and hearing, it seems to be a good investment, likely to make me more competitive in any job market. To be considered, I will need three letters of recommendation.

Early next week I would like to visit you during office hours and get reacquainted.

Perhaps I will need to jog your memory a little because you teach hundreds of students each year. To update you on my progress since 2019, I will bring my most recent résumé as well as the guidelines for letter writers. A letter from you would mean a lot to me. You helped me write that first résumé.

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I look forward to catching up with you as well, and I promise not to take too much of your time. I have been wondering whether you still enjoy sailing and travel to Asia a lot.

You will have over two weeks to write the letter if you agree to do it. The deadline for the letter is not until November 16. If for any reason you need to talk to me sooner than next week, you can reach me on my cell phone at (201) 442-8559.

Best regards, Brandon Tanaka

10.2 Persuasive Organizational Message Flowing Downward: Fixing Atrocious Memo YOUR TASK Based on what you have learned in this chapter, improve the memo.

Expect the staff to be somewhat resistant because they have never before had meeting restrictions.

Date: Current To: All Managers and Employees From: Nancy Nelson, CEO Subject: Scheduling Meetings Please be reminded that travel in the greater Toronto area is time consuming. In the future we are asking that you set up meetings that 1. Are of critical importance 2. Consider travel time for the participants 3. Consider phone conferences (or video or e-mail) in lieu of face-to-face meetings 4. Meetings should be at the location where most of the participants work and at the most opportune travel times 5. Travelling together is another way to save time and resources.

We all have our traffic horror stories. A recent one is that a certain manager was asked to attend a one-hour meeting in Waterloo. This required one hour travel in advance of the meeting, one hour for the meeting, and two and a half hours of travel through Toronto afterward. This meeting was scheduled for 4 p.m. Total 20 .

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time consumed by the manager for the one-hour meeting was four and a half hours.

Thank you for your consideration.

ANS: To: From: Subject:

All Managers and Employees Nancy Nelson, CEO Scheduling Employee Meetings

To save time and to reduce your frustration, we are suggesting that anyone who schedules employee meetings in the future give serious thought to these questions: • •

Is a face-to-face meeting absolutely necessary?

Could you achieve your purpose with a telephone, video, or e-mail conference?

If you decide that a meeting is absolutely necessary, please follow these suggestions: • • •

Meet at a place where most of the participants work or at a central location.

Schedule the meeting at times that avoid rush-hour traffic.

Travel together if possible.

None of you should have to spend three or more hours of your valuable time travelling to and from a meeting. Following these suggestions should avoid unnecessary travel time and meeting time.

10.3 Persuasive Message Flowing Upward: We Want a Four-Day Workweek Some companies and municipalities are switching to a four-day workweek to reduce traffic congestion, air pollution, and stress for employees. Compressing the workweek into four 10-hour days sounds pretty good to you. You would much prefer having Friday free to schedule medical appointments and take care of family business, in addition to leisurely three-day weekends.

As a manager at Skin Essentials, a mineral-based skincare products and natural cosmetics company, you are convinced that the company’s 200 employees could 21 .

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switch to a four-day workweek with many resulting benefits. For one thing, they would save on gasoline and commute time. You know that many cities and companies have already implemented a four-day workweek with considerable success. You took a quick poll of immediate employees and managers and found that 80 percent thought that a four-day workweek was a good idea.

YOUR TASK With a group of other students, conduct research on the Web and discuss your findings. What are the advantages of a four-day workweek? What organizations have already tried it? What appeals could be used to persuade management to adopt a four-day workweek?

What arguments could be expected, and how would you counter them? Individually or as a group, prepare a one-page persuasive e-mail or memo addressed to the Skin Essentials Management Council. Decide on a goal. Do you want to suggest a pilot study? Should you meet with management to present your ideas? How about starting a four-day workweek immediately?

ANS: To: From: Subject:

Skin Essentials Management Council Student names and e-mail addresses Saving Energy, Reducing Costs, and Pleasing Employees

Skin Essentials has always been an employee-centric company with an emphasis on environmental stewardship, and we would like to suggest a program that meets those goals and reaps other impressive benefits.

Many companies and municipalities are switching to a four-day workweek to save energy, reduce their carbon footprint, help recruit and retain employees, reduce operational costs, improve air quality, and boost employee morale. A group of managers here at Skin Essentials has met to discuss this possibility, and we would like to submit a proposal to the Management Council.

A four-day workweek would involve ten-hour days for employees. By coming to work only four days, employees would reduce the number of cars on the road and help meet the county’s Trip Reduction Program aimed at improving air quality.

Fewer trips means that employees are using less fuel, thus saving money, reducing traffic congestion, and easing air pollution.

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Many municipalities have already implemented a four-day workweek. In Charlottetown, Prince Edward Island, the city ran a pilot program known as Green Friday to save energy and reduce overall costs. The summer-long pilot program was a huge success, with more than 80 percent of employees and residents in favour of the schedule. Charlottetown also reduced its annual janitorial costs by $10,000 and reduced its electricity use by $45,000.

Researchers at the University of Alberta studied the effects of a compressed workweek in more than 100 cities in 8 provinces. Their findings revealed that fourday employees reported lower levels of work-family conflict and increased productivity compared with traditional workers. In our own small survey of Skin Essentials employees, we found that 80 percent favoured a compressed workweek.

Such a flexible workweek has innumerable benefits for employees and could also improve efficiency.

Changing the workweek at Skin Essentials represents a serious move, but it could be tried in a pilot program over the summer to test its effectiveness. Our committee of managers strongly urges the Management Council to consider a compressed workweek. May we present our recommendation at the next council meeting on March 5? Please respond by February 20 so that we can prepare our presentation.

Employee committee names Contact information

10.4 Persuasive Request: Inviting an Alumna to Speak As public relations director for the Business and Accounting Association on your campus, you have been asked to find a keynote speaker for the first meeting of the school year. The owner of a successful local firm, TempHelp4You, is an alumna of your college. You think not only that many students would enjoy learning about how she started her business but also that some might like to sign up with her temporary help agency. She would need to prepare a 30-minute speech and take questions after the talk. The event will be held from noon until 1:30 p.m. on a date of your choosing in Branford Hall. You can offer her lunch at the event and provide her with a parking permit that she can pick up at the information kiosk at the 23 .

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main entrance to your campus. You need to have her response by a deadline you set.

YOUR TASK Write a direct-approach e-mail to Marion Minter in which you ask her to speak at your club’s meeting. Send it to mminter@temphelp4you.com.

ANS: Sample direct-approach e-mail: To: From: Subject:

mminter@temphelp4you.com Student’s e-mail address Sharing Your Success Story With Business Students

Dear Ms. Minter: As a former [name of school’s team], please accept my invitation to be the keynote speaker at the Business and Accounting Association’s annual kick-off meeting.

Because of our club’s focus on business and your success as an entrepreneur, you would be the perfect speaker to get our club off to an impressive start this year.

Your expertise as well as your history with our campus will make your talk a big draw for our members. With their business and accounting backgrounds, some students in our club may even be potential employees at TempHelp4You. The meeting will be held on Wednesday, September 10, from noon until 1:30 p.m. in Branford Hall. We would like you to speak for about 30 minutes and then take questions from the audience. On the day of the event, we would provide you with lunch and a complimentary parking permit, which you could pick up at the information kiosk at the main campus entrance.

Please let me know if you can speak at our meeting by August 20 so I can make the appropriate arrangements. You can call me at [student phone] or e-mail me if you have any questions. We hope you will share your success story with us in September!

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10.5 Using Reader Benefits to Sell Audience benefits sell. People are more likely to be persuaded when they see a direct or indirect benefit of a product, service, idea, or cause. Features may describe a product or service, but they don’t tell a story. To be persuasive, writers must convert features into benefits. They must tell the audience how they can best use the item to benefit from it.

YOUR TASK Online or offline find a product or service that you admire. Be sure to locate a detailed description of the item’s unique features. Create a table and in the left column list the item’s features. In the right column, convert the features into benefits by matching them to the needs of your target audience.

ANS: A sample description and table to give students a guideline follows: Product: GS66 Stealth MSI Laptop “If Batman has a laptop, we are pretty sure that it will be the GS66 Stealth.” (Laptop Media) The GS66 Stealth MSI laptop is a robust portable laptop packed with up to 10th Gen Intel Core i7 processor and the NVIDIA GeForce RTX2070 super graphics. To unleash its full potential, the new exclusive Cooler Boost Trinity + with 0.1mm thin blades maximizes airflow. The 99.9 Whr large battery and blazing-fast 300H2 refresh rate display ensure unstoppable productivity and fluid game play.

Item’s Features Matte black & low profile design Reinforced black metal chassis Latest 10th Gen Intel Core i7-10875H processor powers up with up to 40% performance gain over previous generation Uses KillerxTend streaming capabilities

Benefits Allows you to blend in with any situation Makes it more rigid & perfect for everyday use for school & gaming Faster for 40% more performance boost

Automatically extends network range & prioritizes critical traffic while eliminating dead zones 25

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Has duo wave speakers Larger 99-watt hour battery Multitask with up to 3 monitors

Provides a punchier & more accurate sound for gaming Largest battery that is legally allowed to fly on a commercial airplane in the US Expand your vision across multiple display with HDMI & Thunderbolt3 & enjoy up to 8K resolution output for some extra productivity & fun

Source: MSI computers website

10.6 Writing Newsworthy Media Releases You have been interviewed for a terrific job in corporate communications at an exciting organization. To test your writing skills, the organization asks you to rewrite one of its media releases for possible submission to your local newspaper.

This means revising the information you find into a new media release that your local newspaper would be interested in publishing.

YOUR TASK Select an organization and study its media releases. You can also review this website for ideas: www.newswire.ca/news-releases.

Select one event or product that you think would interest your local newspaper.

Although you can use the information from current media releases, don’t copy the exact wording because the interviewer wants to see how you would present that information. Use the organization’s format and submit the media release to your instructor with a cover note identifying the newspaper or other publication where you would like to see your media release published.

ANS: Student media releases should include the following: • • • •

An attention-grabbing lead or summary of the important facts Answers to the five Ws and one H (who, what, when, where, why, and how) throughout Reader benefits, appealing to the target audience Important information presented early, followed by supporting information 26

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• • •

Intriguing and informative quotations to lend credibility Visual appeal for readability, with attractive formatting No typos or writing errors

Grammar & Mechanics Solutions 1. Our manager reported receiving seven messages from customers with the same two complaints. [Guide 47] 2. Thirty-three companies indicated that they were participating in renewable energy programs. [Guide 47] 3. Consumers find that sending a 140-character tweet is easier than writing a complaint letter. [Guide 48] 4. UPS strives to make important deliveries before 10 a.m. [Guide 49] 5. The meeting was rescheduled for March 7 at 2 p.m. [Guide 49] 6. In the first two weeks of the year, we expect to hire at least ten new employees.

[Guide 47] 7. With a birth occurring every eight seconds, the Canadian population is currently estimated to be 35 million. [Guides 47, 50] 8. One petition now has more than 260 signatures, far and above the 25 needed for an official House of Commons response. [Guide 48] 9. You can burn 150 calories by walking as little as 30 minutes. [Guide 48] 10. At least nine prominent retail stores offer a 30-day customer satisfaction return policy.

[Guides 47, 48]

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Instructor Solutions Manual Chapter 11 Reporting in the Workplace Spotlight on Communication Solutions 1. Part 1: Why is it important for a country to conduct a census and collect data from its citizens?

ANS: Without a census, governments cannot possibly know the total number of people living in a country, which presents a problem when trying to effectively govern that country. The census is a tool that helps the government in its planning efforts; that is, for economic development. The census can be used to control the population of a country; for example, if a country is growing too rapidly, it may reduce immigration numbers, and statistics, facts, and examples can be used to support this decision. The census helps to bring foreign investment into a country: other countries will evaluate the potential for business investment if strong numbers and records indicate a successful economy and markets. The census provides comparisons of standards of living across nations. It helps international organizations to know the strengths of a specific country (e.g., Canada is well known throughout the world for information technology, natural resources, and our healthcare system). Furthermore, the census provides the country with quantitative data to understand the geographical distribution of its population and help with the forecasting of potential economic needs. This quantitative data also helps to allocate resources and revenue based on geographical distribution and helps to plan socioeconomic policies. The census allows the government to estimate expected revenue from taxes so that it can plan to redistribute funds as required. The census is also critical in determining how to allocate/distribute parliamentary seats for equitable representation. Therefore, the census is an extremely valuable tool that provides quantitative and qualitative data for both governments and citizens alike.

2. Part 1: How can it benefit researchers to be familiar with the services offered by Statistics Canada?

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ANS: Students will provide various examples of the benefits of Statistics Canada. The StatCan website states, “Statistics Canada is the national statistical office. The agency ensures Canadians have the key information on Canada’s economy, society, and environment that they require to function effectively as citizens and decision makers.” The site provides recent news, key indicators, contact information, census data, analysis, statistics, information hubs, and much more information regarding government services.

Source: www.statcan.gc.ca/eng

3. Part 2: Visit Statistics Canada (www.statcan.gc.ca/eng/start) and select “Subjects” from the top menu bar. Which subjects will you find useful for your studies and why?

ANS: Students will provide various responses for this question based upon their specific field(s) of interest. Subjects included on the website are as follows: • • • • • • • • • • • • • • • • • •

Agriculture and food Business and consumer services and culture Children and youth Construction Crime and justice Digital economy and society Economic accounts Education, training, and learning Energy Environment Families and households Government Health Housing Immigration and ethnocultural diversity Income, pensions, spending, and wealth Indigenous peoples International trade 2

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• • • • • • • • • • • •

Labour Languages Manufacturing Population and demography Prices and price indexes Retail and wholesale Science and technology Seniors and aging Society and community Statistical methods Transportation Travel and tourism

4. Part 2: “Statistics Canada has introduced infographics to help people, business owners, academics, and management at all levels understand key information derived from the data.” 24 In what ways do infographics effectively communicate information?

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Statistics Canada. (2019). Infographics. https://www150.statcan.gc.ca/n1/pub/11-627-m/indexeng.htm

ANS: According to the Modicum Agency, “infographics have proven to be effective in helping content publishers reach wide audiences and increase engagement.

Publishers who use infographics grow in traffic an average of 12% more than those who don’t.”

Infographics have many advantages: 1. Infographics help content to stand out from vast amounts of information.

2. They are visually compelling and more likely to engage the user because they tell a story, which invites readers to draw their own conclusions.

3. Viewers have short attention spans, only allowing a website four seconds to make an impression before deciding to move on.

4. They are eye-catching and draw people in.

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Most importantly, infographics allow the user to communicate content in a way that makes information easier to understand and remember. Studies show that people retain information presented visually much longer than information they read.

According to Nyree McKenzie, managing director and owner of Thought Bubble, “Infographics are not only a dynamic way to show information but they also depict a higher level of visual thinking that can help guide, focus and structure the content and the process of mapping ideas towards carefully targeted outcomes.”

Sources: https://modicum.agency/blog/infographics-three-formats-for-communication-information/.

Retrieved November 22, 2020. https://thoughtbubble.com.au/the-hook/7-effective-ways-to-use-infographics. Retrieved November 22, 2020.

Solutions to Concept Check Questions 1. LO1: Visit the Statistics Canada website at www.statcan.gc.ca. Write a list of three interesting reports that are available. For you as a student, what is the value of having access to this information?

ANS: Students will choose a variety of reports. Three interesting types may include unemployment rate statistics, health reports, and census profiles. The value of having such information is that it is Canadian data from a credible, trustworthy source of information: the Canadian government. The data will be relatively current (based on the most current census, for example) and presents analysis on a wide range of topics. The Statistics Canada website has “key information on Canada’s economy, society, and environment that [Canadians] require to function effectively as citizens and decision makers.”

Analysis: Basic Report Functions

2. LO1: For the following reports, (a) name the report’s primary function (informational or analytical), (b) recommend the direct or indirect strategy of development, and (c) select a report format (memo or e-mail, letter, or manuscript).

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a. A report to a grant-funding organization asking for continued funding for the humane removal and relocation of wildlife from homes and commercial buildings b. A yardstick report on the leisure industry put together by consultants who compare the potential of a future theme park at three different sites c. A report prepared by an outside consultant reviewing proposed components of a virtual municipal library and recommending the launch of its initial components ANS: a. Function: mostly informational Strategy: direct strategy Report format: memo or e-mail b. Function: analytical Strategy: direct or indirect Report format: PowerPoint or PDF slide decks, a very condensed report style formatted as an appealing, self-contained slide show to be e-mailed to the client c. Function: analytical Strategy: indirect Report format: manuscript with cover letter, most likely e-mailed or submitted online as a PDF document Analysis: Reporting in the Digital Age Workplace

3. LO2: What are the seven steps when applying the 3-x-3 writing process to contemporary reports?

ANS: 1. Analyze the problem and purpose.

2. Anticipate the audience and issues.

3. Prepare a work plan.

4. Conduct research.

5. Organize, analyze, interpret, and illustrate the data.

6. Compose the first draft.

7. Edit, proofread, and evaluate.

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Analysis: Applying the 3-x-3 Writing Process to Contemporary Reports

4. LO2: How does considering primary and secondary audiences help writers to plan their reports?

ANS: The writer has to consider who will read the report (audience) while keeping in mind that concentrating on one sole reader or audience is a mistake. The individual who solicited the report may share it with colleagues and people in other departments or with individuals who are less familiar with the topic. The writer needs to consider how comments and recommendations might be perceived as well as the amount of confidential information to provide. The answer pertaining to the audience will help the writer to determine how much background material to include, how much detail to add, whether to include jargon, what method of organization and presentation to follow, and what tone to use in preparing the report.

Analysis: Anticipating the Audience and Issues

5. LO3: What are four criteria to consider when evaluating a website?

ANS: 1. Currency: Is the information out of date; does a date appear on the site?

2. Authority: Who publishes or sponsors this Web page? What makes the presenter an authority? Is there proof of credentials?

3. Content: What is the purpose of the page? How is it classified (e.g., news, personal, advocacy, reference)? Who is the intended audience? Can the writer judge the overall value of the content compared to other resources on the topic?

4. Accuracy: Do the facts presented seem reliable? Are there spelling or grammatical errors? Is there bias? Are there references? Errors and missing references should alert a reader that the data may be questionable.

Analysis: The Internet

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6. LO3: Why is it important to use survey questions that produce quantifiable results?

ANS: Research is one of the most important steps in writing a report; the report is only as good as the data that it provides. Quantitative data permit the understanding of the importance or magnitude of a response. Quantitative data can also be used to show relationships between attitudes and behaviours and can help to pinpoint important factors or issues arising from the questions. Quantitative data provide effective and precise information, and even though most reports start with the examination of secondary sources, the writer still needs to use primary data to provide a complete picture.

Analysis: Conducting Primary Research

7. LO4: The Internet has brought the paper mills to the masses. Some students pay to have their papers written by shady authors online. Discuss the views in your class regarding this practice and how it could be harmful to honest students. Is any harm done to colleges and universities? Society?

ANS: Students will have varying opinions and experiences concerning the use of paper mills. These views should be discussed. Some students may find contract cheating unethical, while others may say that it saves them time and effort so that they can focus on other pursuits. There is controversy as to whether paper mills constitute plagiarism—aside from the issue of academic honesty, is it plagiarism if sources are cited? Some students may consider paper mills a form of outsourcing. Students generally know, however, that using a paper mill is unethical. There may also be an opportunity to discuss how professors and instructors enact rules regarding academic fraud and how they choose to have students submit their work. In any case students should be made aware of the academic consequences of using a paper mill.

Analysis: Documenting Information

8. LO4: Research suggests that colleges with strong, explicit ethics codes and zero tolerance of cheating have the lowest incidence of academic dishonesty. Find the 7 .

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student handbook on your portal (or your school’s website) for rules of conduct regarding cheating. Are they clear? What are the consequences for plagiarism?

ANS: This is an excellent exercise for students to familiarize themselves with the policies upheld by their academic institution. Students will provide various answers for the consequences of academic dishonesty. Answers will be dependent upon student codes of conduct and definitions of what constitutes academic misconduct, plagiarism, etc. Students should be prepared to voice their opinions regarding the clarity of the definitions and policies. This question also provides the instructor with the opportunity to reinforce and clarify acceptable and ethical academic codes of conduct in not only in this class but in the academic world as a whole.

Analysis: Documenting Information

9. LO5: What are the most popular uses for Infographics? How can you use Infographics in your academic, professional, or personal life?

ANS: Statistics Canada uses infographics “to help people, business owners, academics, and management at all levels understand key information derived from the data.”

As software programs have advanced, users have gained access to and proficiency in using infographics. However, they are still primarily used online, as they can take up a lot of space. Popular usages include résumés, white papers, decision trees, maps, flowcharts, instructions, rankings, brand messages, and personal infographics. A January 15, 2017, quote from Statistics Canada states, “The key to infographics is to present a concise and compelling story through images and graphical elements that encourages the reader or viewer to actively participate in the interpretation.”

Source: http://www.statcan.gc.ca/pub/11-627-m/11-627-m2017003.eng.htm

Analysis: Creating Effective Graphics

10. LO5: What are five ways to best incorporate graphics in a report?

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ANS: 1. Tables to show exact figures and values 2. Bar charts to compare items 3. Pie charts to visualize a whole unit and the proportions of its components 4. Organization charts to define hierarchies of elements 5. Photographs, maps, or illustrations to create authenticity, to spotlight a location, or to show an item in use Analysis: Matching Graphics and Objectives

Solutions to Case Connections Questions 1. Knowing that cheating has severe consequences, why would students pay for assignments and pass them off as their own? What can your college or university do to combat the rise in contract cheating?

ANS: Students will have various reasons as to why they may choose to pay for assignments and pass them off as their own: 1. The student is unprepared for the postsecondary workload.

2. The student has no confidence in their own ideas and/or cannot think and/or problem-solve on their own.

3. The student has made an intentional, calculated decision to get ahead by cheating, believing that society rewards cheaters, especially when they do not get caught.

4. The student wants good grades but doesn’t want to work for them.

5. The student experiences an overwhelming pressure to attain perfection; that is, “I have to be the smartest kid in the class.”

6. The student does not see the value of the work assigned.

7. The student has inappropriately prioritized social or extracurricular events over academic work.

8. The student carries the burden of lofty expectations from parents, peers, etc., and feels the need to achieve prestigious scholarships and entrance to high-ranking schools.

9. The student is a risk-taker and cannot foresee the consequences of their actions, and so they are willing to gamble, thinking they can get away with it.

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10. The student believes the practice of cheating is “contagious” and others are doing it anyway.

11. The student will do whatever they can to avoid failing because they don’t want to let people down.

How to combat cheating?

1. Students should take a class in ethics in their first postsecondary academic year.

2. Reinforce the idea that cheating violates trust and will lead to other difficult situations later in life; for example, in personal relationships.

3. Inform students that the academic institution has a zero-tolerance policy concerning academic dishonesty, and that students caught cheating will be withdrawn.

4. Instructors and professors need to be vigilant and make learning exciting and vibrant in order to empower the student by encouraging creativity and critical thinking.

5. Instructors and professors need to model integrity, be consistent, and address underlying issues of academic dishonesty.

6. Instructors and professors need to ensure that students understand the meaning and relevance of academic lessons and how they apply to realworld situations.

7. Students need to be true to themselves and to their core values while not letting peer pressure and other influences overwhelm them.

Solutions to Chapter Review Questions 1. Explain the difference between informational and analytical reports. (Obj. 1) ANS: Informational reports typically present data without analysis or recommendations.

Analytical reports provide data, analyses, and conclusions. If requested, recommendations are also provided.

2. List five reasons for choosing an informal writing style over a formal style.

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ANS: In general, the style of a report depends upon the purpose, audience, and setting.

Students may list the following: 1. It is faster to read an informal report because it provides only the facts and is typically shorter.

2. An informal style is usually used for relationship building.

3. The grammar and sentence structure in informal writing is more flowing and it uses more personal pronouns, contractions, and conversational language.

4. Informal writing is typically used for more routine information and familiar audiences.

5. Informal writing style is used for noncontroversial reports.

3. What is the first step in writing a report? Provide a specific example. (Obj. 2) ANS: The first step in writing a report is to clearly analyze the problem and purpose. The writer needs to prepare a written problem statement to clarify the task, followed by a specific problem question, and then a simple statement of purpose. The significance of the report is explained in the expanded statement of purpose. Thus, a problem statement is a written statement that clarifies the report task. Defining the problem helps keep the project on track.

Example Problem Statement: The leases on all company photocopiers will expire in six months. Terry’s Taxes needs to decide whether to renew the leases, purchase the copiers outright, or sign a contract for Staples to fulfill all photocopying requirements. Copying and routine in-house maintenance expenses for the copiers seem excessive and time consuming.

Problem Question: Which option should Terry’s Taxes choose to ensure photocopying requirements are met?

Simple Statement of Purpose: To recommend a viable option that provides Terry’s Taxes with the ability to meet its photocopying requirements.

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Expanded Statement of Purpose: The purpose of this report is to recommend an option that satisfies Terry’s Taxes’ photocopying requirements. The report will compare costs for three options: renewing leases, purchasing the current photocopiers outright, and contracting Staples to complete all required photocopying. The report is significant because Terry’s current leasing agreement expires December 31, and a new option may prevent considerable equipment expenses while saving time for staff. The study is limited to costs in the Terry’s Taxes office in the North Bay branch.

4. What is a work plan, and why is it used? (Obj. 2) ANS: A work plan gives a complete picture of a project. It provides a tentative outline, a work schedule, a problem statement, a statement of the purpose, and the research strategy. Preparing a work plan encourages writers to evaluate their resources, set priorities, outline a course of action, and establish a schedule.

5. Compare primary data and secondary data. Give an original example of each.

(Obj. 3) ANS: Primary data are generated from first-hand experience, observation, and experimentation. Secondary data come from reading what others have experienced and observed. Collecting data for a report on selling techniques by watching exceptional salespeople results in primary data. Reading about sales techniques produces secondary data.

6. What are the advantages and disadvantages of online surveys? (Obj. 3) ANS: Online surveys are a convenient way to collect information from a wide range of people. Data are collected economically and efficiently. Online surveys also give people time to consider their answers, which improves the accuracy of the data.

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Online surveys have their disadvantages as well. Surveys can be filtered out of email inboxes as spam, reducing response rates. Respondents may not represent an accurate sample of the overall population, thus invalidating generalizations from the group. For example, online surveys exclude people who don’t use the Internet (e.g., some of the senior-aged population).

7. In what way is documentation of sources different in colleges and universities than in business? (Obj. 4) ANS: Establishing solid research and documentation habits is important, although in business writing the handling of sources and citations is not as strict as it is in academic writing. However, business writers should be careful to always keep copies of their sources so that, if asked, they can present evidence.

8. Why are your professors likely to discourage your use of Wikipedia and blogs as sources for your reports? (Obj. 4) ANS: Citing from Wikipedia, blogs, and many other sources found on the Internet is discouraged by professors because often these sources can be edited by any user and so are considered to be unreliable. Moreover, some sites exist to propagandize; others want to sell something.

9. Briefly compare the advantages and disadvantages of illustrating data with charts (bar and line) versus tables. (Obj. 5) ANS: Bar and line charts provide a visual overview or impression of trends, but they lack exactness. Tables provide precise figures and values, but important points and trends are not immediately visible.

10. What are five ways to best incorporate graphics in reports? (Obj. 5)

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ANS: 1. Evaluate the audience. Consider the reader, the content, your schedule, and your budget.

2. Use restraint. Don’t overuse colour or decorations.

3. Be accurate and ethical. Double-check for accuracy of figures and calculations, and cite sources when appropriate.

4. Introduce a graphic meaningfully. This helps the reader to understand the significance of the graphic and helps interpret them in an appropriate way.

5. Choose an appropriate caption or title style. Graphics may use “talking” titles or generic, descriptive titles. Talking titles are more persuasive. Descriptive titles describe the facts more objectively.

Solutions to Critical Thinking Questions 1. Information graphics, also called infographics, are popular online for reporting and illustrating complex data. Why do you think infographics continue to be popular? How could infographics be useful in your field? (Objs. 1, 4, 5) ANS: Infographics have become popular because they often present complex information clearly and creatively. Engaging infographics (a) grab a reader’s attention; (b) communicate ideas more quickly than traditional text can; (c) may combine traditional bar charts, diagrams, and pie charts in one information graphic; and (d) tell a compelling story. Students should also explain how infographics might be useful in their fields. In marketing, for example, infographics might explain why going green is an attractive and trendy business strategy. An infographic might illustrate survey results that showed the percentage of Canadians who valued environmental protection over economic growth, the percentage who purchased organic produce within the previous year, and the percentage that made purchases based on the social or political values of the producing company. Such an infographic could also include information about the history of green marketing.

2. Why do researchers often trust the reliability of information obtained from scholarly journals, major newspapers, and well-known magazines? Why should researchers use caution when accessing information from Wikipedia, online forums, and blogs? (Obj. 3) 14 .

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ANS: Information obtained from professional journals and reputable newspapers and magazines has generally been authenticated, edited, and reviewed. Professional journals are also refereed, which means that the articles have undergone stiff peer review. Therefore, the information obtained from these sources is generally considered to be valid, objective, and credible. However, information from the Internet is questionable. Anyone can publish on the Internet, and the “information” may be propaganda or advertising or worse. It is wise to scrutinize all online data carefully. The biggest problem with Wikipedia, anonymous blogs, and other crowdgenerated content is that they often don’t last and, therefore, are not always verifiable as sources. In contrast to print publications and peer-reviewed journals, the quality of the contributions to these online resources is inconsistent at best.

Relying on encyclopedias instead of going to their sources and references amounts to lazy scholarship and indicates poor research skills.

3. Many individuals conduct surveys of interest on social media platforms, like Facebook. What are the potential issues with using these survey results in a report?

(Obj. 3) ANS: The use of social media platforms for surveys is very popular, and sites such as Facebook are used by a large majority of the population. These types of social surveys produce a quantitative form of research data that are provided from structured questionnaires and interviews. Facebook and other sites are able to track issues, trends, and influences, and they are relatively inexpensive to use while also reaching a vast audience. The term social media analytics has been defined as “an emerging interdisciplinary research field that aims on combining, extending, and adapting methods for analysis of social media data.” Issues arise, however, with concerns of honesty of survey respondents, accuracy of data collected, and response bias, which skews results. In addition, because social media surveys do not always target critical audiences, results may not specifically target the responses/feedback that is intended to be collected.

Source: Zeng, D., Chen, H., Lusch, R., & Li, S.H. (2010, December 30). Social media analytics and intelligence.

IEEE Intelligent Systems. https://ieeexplore.ieee.org/abstract/document/5678581.

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4. In what ways is documentation of sources different in colleges and universities than in business? (Obj. 4) ANS: Academic, scholarly writing requires extensive sourcing and compliance with specific style and formatting requirements (i.e., MLA format is used with the humanities, and APA format is used with social sciences). There is more flexibility with how information is presented in business documents; however, writers are strongly encouraged to compile a list of sources in the event that information is questioned.

Students typically document information that they paraphrase or directly quote from outside sources, but when business writers do so, their documentation styles vary according to the conventions of their organization and needs of their respective audiences.

One of the major differences between the two types of writing and thus the documentation style is that academic writing is used to illustrate and explain research (i.e., the work of others) in a specific area of expertise, while business and professional writing is often done to influence someone of something.

5. Ethical Issue: Consider this logical appeal under the heading “Reasons Students Hate Writing Essays or Term Papers” and evaluate its validity and ethics: Three term papers due tomorrow with three major tests from three of the classes as well as a long math assignment. What should a student do? This problem while in [sic] exaggeration often happens to students. It is like all the teachers decide to overwhelm the students in their classes with not only tests on the same day but also term papers, essays, or other writing assignments.

This is the reason most students hate writing term papers or other types of writing. Other reasons for disliking writing assignments are poor English classes in high school, often instructors fail to explain different writing styles, unsure of topics to write, and instructors fail to read the writing assignments. . . . Don’t be afraid to reach out and get help if it’s needed! CustomPapers.com can assist you.27 (Obj. 4) 27

Custom Papers. (n.d.). Reasons students hate writing essays or term papers. http://custompapers .com/essay-not. Courtesy of CustomPapers.com.

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ANS: Poor, suspicious-sounding prose aside, the anonymous writer of the passage is making a sophisticated unethical argument. The logic goes like this: Teachers are overwhelming students, creating boring assignments, failing to explain, and not giving feedback. This alleged failure to teach leads to student disengagement, which in turn is used as a justification for “reaching out” and “getting help” on a plagiarism website. The appeal’s purpose is to lower the reader’s inhibitions and reason away any objections based on common moral codes and prohibitions. In terms of ethical theories invoked, the writer appeals to rational self-interest—also called social contract theory—and applies situational ethics as well. Under the transactional view of rational self-interest, the plagiarist believes that cheating is justified if the teacher is not putting much effort into the assignment or if the assignment is boring and irrelevant. Situational ethics is invoked when the promotional copy describes the postsecondary experience as a state of emergency, a special case. The plagiarist is led to believe that their actions are justified because of extenuating circumstances, such as poor teaching, time constraints, overwhelming assignments, and so on.

This is an opportunity to warn students that the severe consequences of plagiarism are not worth the risk. This utilitarian approach might work better as a deterrent than arguing deontologically that cheating is simply morally wrong in our culture because it is equal to stealing, lying, and so forth.

Activities Solutions 11.1 Problem and Purpose Statements YOUR TASK Identify a problem in your current job or a previous job, such as inadequate use of technology, inefficient procedures, spotty customer service, poor product quality, low morale, or a personnel problem. Assume that your boss agrees with your criticism and asks you to prepare a report. Write (a) a two- or three-sentence statement describing the problem, (b) a problem question, and (c) a simple statement of purpose for your report.

ANS: Students will provide individual problem statements, problem questions, and statements of purpose.

Problem statement: The in-house accounting software programs currently in use at XYZ Hospital are inefficient and out-of-date. The hospital must decide whether to 17 .

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renew current upgrades available from current supplier or tender a request for a totally new accounting software program altogether. The current program’s upgrades are not efficient, cloud-compatible, or user-friendly.

Problem question: Which online software accounting program should XYZ Hospital choose in upgrading its in-house business department?

Simple statement of purpose: To recommend a current, cost-effective, and userfriendly accounting software program to maximize productivity and decrease inefficiencies in the business department

11.2 Plagiarism, Paraphrasing, and Citing Sources One of the biggest challenges for student writers is paraphrasing secondary sources correctly to avoid plagiarism.

YOUR TASK For the following, read the original passage. Analyze the paraphrased version. List the weaknesses in relation to what you have learned about plagiarism and the use of references. Then write an improved version.

Original Passage Developing casual online game titles can be much less risky than trying to create a game that runs on a console such as an Xbox. Casual games typically cost less than $200,000 to produce, and production cycles are only six months to a year. There’s no shelf space, packaging, or CD production to pay for. Best of all, there’s more room for innovation.28 Paraphrased Passage The development of casual online games offers less risk than creating games running on Xbox and other consoles. Usually, casual games are cheaper, costing under $200,000 to create and 6 to 12 months to produce. Developers save on shelf space, packaging, and CD production too. Moreover, they have more freedom to innovate.

28

Reena, J. (2006, October 16). Enough with the shoot-’em-ups. BusinessWeek, p. 92.

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ANS: Weakness: The paraphrased text follows the original too closely in sentence structure and word choice. Only a few words here and there were changed. The following example is paraphrased correctly. The writer recasts the idea and wording of the original into his or her own language and sentence structure.

Improved Passage: Casual online games offer several advantages compared to games designed for Xbox and similar consoles. They are less risky to develop, cost less to make (below $200,000), and don’t require physical copies and packaging.

Rather, they allow more creative freedom and shorter production cycles ranging from 6 to 12 months.

11.3 Types of Data and Research Questions Researchers must identify or generate credible but also relevant data that will be suitable for their research tasks.

YOUR TASK In conducting research for the following reports, name at least one form of data you will need and questions you should ask to determine whether that set of data is appropriate (see Figure 11.6). a. A report about the feasibility of an employer-provided preschool day-care program b. A report on business attire in banking that you must submit to your company’s executives, who want to issue a formal professional dress code on the job c. A report examining the effectiveness of technology use policies in Canadian businesses ANS: a. Data forms: background or historical, statistical, individual or group opinion Question: Will I need to add to the available data? b. Data forms: expert opinion, individual or group opinion, organizational (business websites, images retrieved from the Internet, business database articles from newspapers or magazines) Question: Are the sources trustworthy and representative of business customs?

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c. Data forms: historical and organizational, expert opinion Question: Are the sources reliable? What are their biases? Are they available?

11.4 Exploring Campus Food Preferences With SurveyMonkey Your Campus Business Club (CBC) is abuzz about a GrubHub study that analyzed the ordering habits of Canadian college students attending more than 50 schools across Canada. Not unexpectedly perhaps, the campus favourites would not qualify as health food. In addition, students tend to order late at night, order almost 50 percent more than nonstudents do, and tip 5 percent less than nonstudents do.29 The current top three late-night snacks are frozen yogurt, waffle fries, and chicken souvlaki pita, followed by brownies, hibachi chicken, vegetarian spring rolls, sweet and sour chicken, and the obligatory cheese pizza.

Buffalo chicken wings and spicy California rolls round out the top ten.

Your CBC wants to advocate for a new, small student-run restaurant in the campus food court. But what food should it dish out? Is it true that college students overwhelmingly prefer food high in salt, sugar, and fat? Your club colleagues have chosen you to create an online survey to poll fellow students, staff, and faculty about their preferences. You hope to generate data that will support the feasibility of the eatery and help CBC create winning menu choices.

The main provider of online survey software, SurveyMonkey, makes creating questionnaires fast, fun, and easy. After signing up for the free no-frills basic plan, you can create brief online questionnaires and e-mail the links to your targeted respondents. The programs analyze and display the results for you—at no charge.

YOUR TASK In pairs or teams of three, design a basic questionnaire to survey students on your campus about food options in the campus cafeteria. Visit SurveyMonkey and sign up for the basic plan. After creating the online survey, email the survey link to as many members of the campus community as possible.

For a smaller sample, start by polling students in your class. Interpret the results.

As a team, write a memo that you will e-mail to the campus food services administrator advocating for a student-run eatery featuring the top-scoring national or regional foods. Your instructor may ask you to complete this activity as a report or proposal assignment after you study Chapter 12.

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ANS: SurveyMonkey is user-friendly and will hone students’ primary research skills. The goal is to gauge food preferences on campus and to support the recommendations with survey data. An informational memo or e-mail could be assigned summarizing the findings. After students have studied Chapters 12 and 13, they could be asked to complete more analytical tasks such as feasibility reports or proposals.

11.5 Seeking Business Infographics YOUR TASK Online or in print, find an infographic that visualizes intriguing business-relevant data. Look for sources within or below the infographic. Are they indicated? If yes, are they credible? How much hard statistical information is provided in relation to the space the infographic occupies? Does the infographic meet its objective: is the information clearly presented, easy to read, and insightful? Report your findings orally or in writing. Be prepared to show your chosen infographic to the class. Tip: In Google or a similar search engine, type the keyword infographic and among the search categories, select Images.

ANS: Student selections will vary. Many business-related infographics can be found online or in magazines. Students can conduct a Google Image Search or try out any one of several visual search engines—for example, TinEye, CC Search, Compfight, FlickrStorm, and Bing Image Search. Students will find that some infographics all but hide their sources in tiny print or merely provide URLs to identify the origin of the data.

11.6 Creating a Bar Chart The ability to create appropriate and relevant graphics is a sought-after skill in today’s information-age workplace. Spreadsheet programs, such as Excel, make it easy to generate appealing visuals.

YOUR TASK Based on the statistics that follow, prepare (a) a bar chart comparing the latest tax rates in eight industrial countries and (b) a bar chart that shows the change from the previous year to the current year. The past-year data follow the current statistics in parentheses: Canada, 39 (33) percent; France, 52 (45) percent; Germany, 45 (41) percent; Japan, 34 (28) percent; the Netherlands, 46 (38) percent; 21 .

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Sweden, 52 (49) percent; the United Kingdom, 41 (38) percent; the United States, 22 (28) percent. These figures represent a percentage of the gross domestic product for each country. The current figures are largely estimates by the Central Intelligence Agency. The previous-year statistics were compiled by the Heritage Foundation. What should you emphasize in the chart and title? What trends do you recognize?

ANS:

With the figures provided in the activity, students could create a bar chart that shows an international comparison of tax rates as a percentage of GDP spanning one year. They could be asked to design a second graph showing the same comparison, but with figures from two years, in which case two-colour double bars would be needed. Two potential variations are shown here. The bar chart showing an international comparison within one year shows that people in Sweden and France face a tax rate that is more than double that in the United States. The bar chart showing two-year comparisons of tax rates as percentages of GDP shows that with the exception of the United States, all other countries have experienced increases in their tax returns.

Grammar & Mechanics Solutions 1. One credible study revealed that 30 percent of jobs go to companies’ inside candidates.

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2. Networking is said to be the key to finding a job; however, it’s easier said than done.

3. Some job seekers paid $500 each to attend 12 sessions that promised expert job-searching advice.

4. To excel at networking, a candidate must have an easy-to-remember e-mail address.

5. My friend asked me if I had already prepared a 30-second elevator speech.

6. When Rachel and I were collecting data for the report, we realized that Twitter and Facebook could be significant.

7. Today’s workers must brush up their marketable skills; otherwise, they may not find another job after being laid off.

8. Being active on LinkedIn and building an impressive Internet presence are important, but the looseness of these connections means you shouldn’t expect much from them.

9. Just between you and me, one of the best strategies in networking is distributing business cards with your personal tagline.

10. On February 1 our company president revealed that we would be hiring 30 new employees, which was excellent news for everyone.

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Instructor Solutions Manual Chapter 12 Informal Business Reports Spotlight on Communication Solutions 1. Part 1: What type of information should Immersive Tech gather to help decide which companies may be interested in its escape rooms?

ANS: To remain competitive, Immersive Tech must be aware of the competition and innovations in the industry. The company must also be aware of trends in teamwork and business needs and interests. Immersive Tech must collect demographic information about its customers, including ages, business location, company income, type of business, number of employees, and community initiatives. Gathering feedback from customers on the services and products they prefer would also be beneficial. Any information related to the business and its field of expertise should be carefully monitored to determine areas of focus.

2. Part 1: If you were writing a report to your employer to request an escape room as part of your upcoming work conference, would you prepare an information or analytical report? Explain why. (Visit immersivetech.co and explore the website for more details).

ANS: Student answers will vary for this question. Students may suggest that a combination of information and analytical reports be used. In this format the employer would learn about Immersive Tech as a company, to see what the company is all about and what they offer to their clients (information). In addition, this information can help the employer to determine what type of activity (i.e., puzzle, scavenger hunt, solving clues, etc.) would best suit the needs of the company. This information would be analytical in nature, as the various types of activities could be evaluated based on current customer demographics. Because Immersive Tech “designs custom escape rooms to meet every need,” this would assist the employer when presenting customer/client needs to Immersive Tech

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staff. The analytical information would thus be shared with Immersive Tech to best customize the experience for each individual company/client.

3. Part 2: Regarding gameplay and technology, in what ways are the collection, organization, and distribution of up-to-date information important to Immersive Tech?

ANS: The collection, organization, and distribution of up-to-date data is critical to Immersive Tech because it allows the company to know its audience and therefore to customize the experience to the client. For example, after a client watches the six-minute YouTube video on the Immersive Tech website, they also see additional information on escape room gameplay scenarios called “Escape the Bank” and “Room Old “Sins.” This provides customers with information showing what types of gameplay and technology are used by Immersive Tech. In addition, the testimonials of satisfied customers provide more information for the client/customer to discuss with Immersive Tech when planning each client’s unique experience.

4. Part 2: What can Immersive Tech do to accelerate the shift from traditional to experiential marketing?

ANS: Immersive Tech is already accelerating the shift from traditional to experiential marketing with the use of its website and LinkedIn page. Experiential marketing, or engagement marketing, is defined as a form of advertising that focuses primarily on helping consumers to experience a brand, and it attempts to immerse the consumer within the product by engaging as many other human senses as possible. The goal is to form a memorable and emotional connection between the consumer and the brand so that it may generate customer loyalty and include purchase decisions.

According to Salesforce.com, the following considerations should be made when developing an experiential marketing event: 1. Observe and gather information.

2. Get to know your customers.

3. Know your goal.

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4. Determine the value you’ll provide.

5. Engage as many senses as possible.

6. Go to your audience.

7. Create a unique experience where the spirit of your brand shines.

8. Measure, analyze, and improve.

On its LinkedIn page, Immersive Tech describes itself as a marketing and advertising business and refers to the company as “an experiential marketing studio specializing in automation, digital integration and game design methodology.”

The company website is fast-paced and savvy, with interactive chat boxes, high-end graphics, and stimulating videos designed to draw the customer in and attract business. The escape room video is exciting to watch and shows a team in action: this is an effective tool to create excitement and to motivate customers, as it emphasizes teambuilding skills and cooperation among employees. The team members are laughing and smiling and having fun while they work together. There are several testimonials from satisfied customers such as Intel, Health Canada, and Scotiabank that give potential clients additional information about the services and experiences provided by Immersive Tech.

The website also includes a section on the latest news (featuring articles from January, March, and June 2020) that highlight how Immersive Tech is connecting with and attracting new business. Immediately below the news information is a section that allows the site user to contact Immersive Tech to “let us create an amazing experience for you.” All of these initiatives lure the customer to click on the button to contact the company to build that exclusive escape room experience tailored to their company’s needs.

Source: https://www.salesforce.com/products/marketing-cloud/best-practices/experiential-marketing.

Retrieved 7 December 2020

Solutions to Concept Check Questions 1. LO1: Nine homes recently sold in your community in the following order and for these amounts: $260,000; $360,000; $260,000; $280,000; $260,000; $320,000; $280,000; $420,000; and $260,000. Your boss, Tom DiFranco, a realtor with Sanford 3 .

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& Associates, wants you to compute the mean, median, and mode for this real estate market. Compute the mean, median, and mode for the recently sold homes.

Explain your analysis and the characteristics of each type of “average.”

ANS: Arrange the homes by ascending price as follows: $260,000; $260,000; $260,000; $260,000; $280,000; $280,000; $320,000; $360,000; $420,000.

Mean = (260,000 + 260,000 + 260,000 + 260,000 + 280,000 + 280,000 + 320,000 + 360,000 + 420,000) ÷ 9 = $300,000. The mean is most commonly referred to as the average. This value tends to be unrealistically high (or low) whenever extreme figures are present. Here it is higher than either the median or the mode.

Median = $280,000. The median is the middle value in a list, which in this list is the fifth value. Home prices are typically indicated as a median value for a reason. It is the midpoint between the lowest and the highest prices.

Mode = $260,000. This is the value that is repeated most often. The mode can be useful to show the most numerous values (here, sales figures), the ones that occur most frequently.

The range, if computed, would indicate the span between the highest and the lowest amount: $160,000.

Analysis: Tabulating and Analyzing Data

2. LO1: List six steps for creating a decision matrix. Provide an example of how a decision matrix could help you solve a problem.

ANS: A decision matrix is a special grid that helps managers to make the best choice among complex options. The six steps for creating a decision matrix include the following: 1. Select the most important criteria.

2. Create a matrix.

3. Evaluate the criteria.

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4. Assign relative weights.

5. Multiply the scores.

6. Total the scores.

Below is a sample matrix for picking the best laptop.

Reflecting the new priority of price, the outcome favours the purchase of the Acer TravelMate with 101 points. Because it is more expensive, the Apple MacBook Air, the winner in the battery life category, is a close second with 95 points.

Unweighted Decision Matrix—Table 1

Weight

Battery Life

Price

Hard Drive

Dell Precision: 2.8 GHz, 2.25 kg, 5 hrs, $1,500, 1.5 TB

1

2

2

5

Lenovo ThinkPad: 2.3 GHz, 1.6 kg, 9:10 hrs, $1,300, 256 GB

2

4

4

3

Apple MacBook Air: 1.6 GHz, 1.2 kg, 17:36 hrs, $1,400, 128 GB

5

5

3

1

Acer TravelMate: 2.6 GHz, 1.5 kg, 7:30 hrs, $1,200, 265 GB

3

3

5

3

Features:

Total

Laptop Options

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Weighted Decision Matrix—Table 2

Weight

Battery Life

Price

Hard Drive

5

7

10

5

Dell Precision: 2.8 GHz, 2.25 kg, 5 hrs, $1,500, 1.5 TB

5

14

20

25

64

Lenovo ThinkPad: 2.3 GHz, 1.6 kg, 9:10 hrs, $1,300, 256 GB

10

28

40

15

93

Apple MacBook Air: 1.6 GHz, 1.2 kg, 17:36 hrs, $1,400, 128 GB

25

35

30

5

95

Acer TravelMate: 2.6 GHz, 1.5 kg, 7:30 hrs, $1,200, 265 GB

15

21

50

15

101

Features: Weights:

Total

Laptop Options

Analysis: Tabulating and Analyzing Data

3. LO2: What section is considered the heart of the report, and why?

ANS: Because conclusions summarize and explain the findings of all data researched and compiled, the conclusions section represents the heart of the report and, therefore, drawing logical conclusions from data is crucial to business success. In an online article entitled “How to Write a Business Report Conclusion,” Leyla Norman advises, “After you have explained a particular problem or goal in your business to your colleagues in a report, you must offer some conclusions. A report conclusion should summarize what the problem or goal is and offer new insights into the situation. You will link your report’s contents to the conclusion in an understandable, insightful way. The conclusion will interpret and draw attention to the main points in the body of the report.”

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Source: https://bizfluent.com/how-6453738-write-closing-formal-report.html. Retrieved 7 December 2020.

Analysis: Drawing Conclusions and Making Recommendations

4. LO2: When does it make sense to combine conclusions and recommendations in a report?

ANS: The textbook states that experienced writers may combine recommendations and conclusions. In short reports writers may omit conclusions and move straight to recommendations, as recommendations include practical suggestions for solving the report problem and are the result of prior logical analysis. Often, it can be challenging to provide a conclusion without implying a recommendation.

Nevertheless, the writer must ensure that both conclusions and recommendations give a standalone synopsis of the nature of the research, its findings, its implications, and effective ways to execute ideas.

Analysis: Drawing Conclusions and Making Recommendations

5. LO3: Identify the following report headings and titles as functional, talking, or combination. Discuss the usefulness and effectiveness of each. a. Project Costs b. How to Prevent Identity Theft c. Disadvantages d. Balancing Worker Productivity and Social Media Use e. Recommendations: Solving Our Applicant-Tracking Problem ANS: a. Project Costs: Functional. This heading describes a purpose and may be appropriate in a short report, but it is not very interesting or helpful to the reader. b. How to Prevent Identity Theft: Talking. This heading reveals what follows in the subsequent section, yet it is short enough for easy reading.

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c. Disadvantages: Functional. This heading provides minimal information, but in a report covering a sensitive topic that might offend readers, its generic nature may be effective. d. Balancing Worker Productivity and Social Media Use: Talking. This heading clearly prepares the reader for what follows. e. Recommendations: Solving Our Applicant-Tracking Problem: Combination.

This heading combines both talking and functional and is short enough.

Analysis: Providing Reader Cues

6. LO3: What are five different ways to order information logically in a report?

ANS: Five different ways to order information logically in a report include the following: 1. Time 2. Component 3. Importance 4. Criteria 5. Convention Analysis: Ordering Information Logically

7. LO4: What pattern of development do progress and interim reports usually follow?

ANS: Continuing projects often require progress or interim reports to describe their status and typically follow this pattern of development: • • • •

Specify in the opening the purpose and nature of the project.

Provide background information if the audience needs to be filled in.

Describe the work completed.

Explain the work currently in progress, including personnel, activities, methods, and locations.

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• •

Describe current problems and anticipate future problems and future remedies.

Discuss future activities and provide the expected completion date.

Analysis: Writing Short Informational Reports

8. LO4: What is the best way to organize the introduction of an informational report?

ANS: 1. Begin directly: Identify the report and its purpose.

2. Provide a preview: If the report is more than one page long, give the reader a brief overview of its organization.

3. Supply background data selectively: When readers are unfamiliar with the topic, briefly fill in the necessary details.

4. Divide the topic: Strive to group the facts or findings into three to five roughly equal segments that do not overlap.

Analysis: Writing Short Informational Reports

9. LO5: What is the correct sequence for organizing a justification/recommendation report using an indirect strategy?

ANS: 1. Refer to the problem in general terms, not to your recommendation, in the subject line.

2. Describe the problem or need your recommendation addresses. Use specific examples, supporting statistics, and authoritative quotations to lend credibility to the seriousness of the problem.

3. Discuss alternative solutions, beginning with the least likely to succeed.

4. Present the most promising alternative (your recommendation) last.

5. Show how the advantages of your recommendation outweigh its disadvantages.

6. Summarize your recommendation. If appropriate, specify the action it requires.

7. Ask for authorization to proceed if necessary.

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10. LO5: What is the difference between a feasibility report and a yardstick report?

ANS: The textbook states that feasibility reports examine the practicality and advisability of following a course of action and provide an answer to the question “Will this plan or proposal work?” Feasibility reports are typically internal reports written to advise on specific matters. They can sometimes be written by consultants who are called in to investigate a problem. The focus of these reports is on the decision: rejecting or proceeding with the proposed option.

Yardstick reports examine problems with two or more solutions. To determine the best solution, the writer establishes criteria by which to compare the alternatives.

The criteria then act as a “yardstick” against which all the alternatives are measured.

The yardstick approach is effective for companies that must establish specifications for equipment purchases and then compare each manufacturer’s product with the established specs. The yardstick approach is also effective when exact specifications cannot be established. The advantage to the yardstick report is that alternatives can be measured consistently by using the same criteria.

Analysis: Feasibility Reports

Solutions to Case Connections Questions 1. SAIL’s new venture focused on one type of customer: online shoppers. Consider the extent of research they conducted prior to making such a bold business move.

What type of data do you think they had to analyze?

ANS: Types of data studied before SAIL moved online likely include the following: 1. Costs: Operating costs of moving to online platform, access to suppliers, shipping fees, potential for faster delivery of products, opportunity to manage business from anywhere in the world 2. Employee and stakeholder impact: Were staff and stakeholders in favour?

Workplace culture impact, decrease in sales staff, but increase in warehouse staff

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3. Growth capabilities: Established brick-and-mortar store moving to online platform; is there a precedent? No borders to online business; it is conducive to SAIL’s clients. Increased usage of online shopping, trends in online shopping, retail e-commerce sales worldwide 4. Community impact: Potential job losses, community/client support for those who like to shop in person, impact on environment (e.g., less paper used) 5. Safety and reputation: Customer data collection and privacy issues, legal responsibilities, protection of the SAIL brand 6. Proximity to customers and customer confidence: Safety and data security, use of brick-and-mortar stores vs. online store, customers having 24/7 access to online store 7. Visibility and promotion: Must organize all Internet assets such as website, social media accounts, and Web hosting account; investing in good Internet connection and a website that is easy to navigate 8. Competition: Who are the competitors, need to know why customers choose SAIL and what sets SAIL apart from competitors, have stellar marketing strategies

2. During the global pandemic, SAIL had to close several of its stores. Many of their employees were transferred to their online warehouse, where sales continued to be strong.13 Do you think the shift to online shopping will become the norm? How will businesses need to adapt?

13

CP24 News. (2020, June 5). Sail to close six stores in Ontario and Quebec, affecting 500 employees. https://www.cp24.com/news/sail-to-close-six-stores-in-ontario-and-quebec-affecting-500employees-1.4970501

ANS: In an article by Andrew Roach entitled “The Future of E-Commerce” (February 3, 2020), global e-commerce sales amounted to nearly $3.5 trillion in 2019, with an average growth in sales of 25.6 percent from 2014 to 2017. Reasons for this phenomenal growth included the following: 1. Emerging markets like China, Brazil, Russia, and South Africa are expected to play a continuing role in e-commerce growth.

2. Online shopping is outpacing brick-and-mortar stores, but brick-and-mortars are now featuring more unique, exclusive shopping experiences; for example, Nike’s House of Innovation stores in New York and Shanghai, where 11 .

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the clients can “pick up exclusive products, customize products with your own two hands, partake in fitness tests, try out brand-new products by playing fun games, enroll a personal shopper, and more.”

3. E-commerce automation frees up employee time and resources for more important work; for example, large businesses can buy robots to become more efficient.

4. E-commerce develops fulfillment centres, which ship and deliver goods faster and decrease transportation costs for the client.

5. Environmentally conscious shoppers are more demanding and want to ensure that the products they purchase have a positive effect on the environment.

6. Device usage is important, if not critical, and e-commerce businesses are designing online businesses with mobile users in mind so that customers can shop from their phones. Shoppers are also doing much more research online before purchasing. (Source: https://www.oberlo.com/blog/future-of-ecommerce. Retrieved 7 December 2020.)

7. Retail e-commerce B2C (business-to-customer) sales worldwide are expected to more than double between 2017 and 2021. (Source: https://letsworkonline.net/advantages-of-doing-business-online. Retrieved 7 December 2020.)

The shift to online shopping has become the norm, especially due to the COVID-19 pandemic. The impact of the pandemic on brick-and-mortar stores has been devastating; however, there will always be a need for these stores. Businesses, however, will also need to have an online presence going forward and will need to adapt in order to be competitive. Businesses must understand their target markets, keep up with trends, and develop niche markets and experiential-type services for their clientele. In addition, companies will require a strong media presence to become and remain competitive. Businesses will require effective hosting platforms, such as Shopify, BigCommerce, Magento, and WooCommerce, to ensure that the online shopping experience is a positive one.

Solutions to Chapter Review Questions 1. What type of data is best analyzed by using a grid? (Obj. 1)

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ANS: Verbal data is best suited for grid analysis. Complex verbal information can be transformed into concise, manageable data, and readers can see immediately which points are significant in relation to the information analysis required. In addition, feasibility and yardstick reports also make use of data grids, as these types of reports typically contain information that compares numerous variables.

2. What are correlations? (Obj. 1) ANS: In tabulating and analyzing data, you may see relationships among two or more variables that help explain the findings. For example, a correlation may exist between years of education and starting salary.

3. How can you make report conclusions more objective? Provide an example.

(Obj. 2) ANS: Drawing logical and objective conclusions is vital to business success. Report conclusions can be made more objective by using consistent evaluation criteria— simply put, when evaluating each item by the same criteria, the conclusions reached are more likely to be bias-free. For example, if purchasing a new car, an evaluation would be based on make/model, price, cargo space, warranty, fuel efficiency, and standard features (each individual would determine their own criteria). In addition, the writer needs to avoid the temptation to sensationalize or exaggerate the findings or conclusions and avoid preconceptions or wishful thinking that affect reasoning.

4. What is the difference between conclusions and recommendations, and what do business readers expect from a report writer’s recommendations? (Obj. 2) ANS: Conclusions explain what the problem is, whereas recommendations describe how to solve it. Typically, business readers prefer specific, practical recommendations.

They want to know exactly how to implement the suggestions.

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5. What three devices can report writers use to prevent readers from getting lost in the text? (Obj. 3) ANS: Report writers can use the following to prevent readers from getting lost: a. An introduction that explains the report purpose and previews main points b. Logic markers or transitions (words or expressions such as consequently and on the other hand) c. Headings

6. Explain three types of report headings, as well as their characteristics and uses.

(Obj. 3) ANS: 1. Functional headings. Functional headings (such as Introduction, Background, and Findings) show the outline of a report but provide little insight for readers.

Functional headings are useful for routine reports. They are also appropriate for sensitive topics that might provoke emotional reactions. By keeping the headings general, experienced writers hope to minimize reader opposition or response to controversial subjects.

2. Talking headings. Talking headings provide more information and spark interest; for example, Great Economic News: Traffic Is Terrible or Bringing Back Manufacturing. Unless carefully written, however, talking headings can fail to reveal the organization of a report.

3. Combination headings. With some planning, headings can be both functional and talking; that is, the heads can reveal the structure of the report while also being descriptive; for example, Appendix A: Survey Questions.

7. Name typical short informational reports and their overall purpose. (Obj. 4) ANS: Informational reports often describe periodic, recurring activities (such as monthly sales or weekly customer calls) as well as situational, nonrecurring events (such as trips, conferences, and progress on special projects). Short informational reports may also include summaries of longer publications. What all these reports have in common is delivering information to readers who do not have to be persuaded.

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8. List five tips for designing effective report documents. (Obj. 4) ANS: Students may list any of the following: 1. Analyze your audience. Give readers what they need. Avoid flashiness in traditional documents. Use headings and lists to suit a busy audience.

2. Avoid amateurish effects. Strive for simple, clean, and forceful effects. Do not overwhelm readers with cluttered documents.

3. Choose an appropriate font size. Use body text that is 11 to 12 points tall.

Larger type looks amateurish. Smaller type is hard to read.

4. Use a consistent type font. Stay with a single family of type within one document. For emphasis and contrast, vary the font size and weight with bold, italic, and other text-formatting selections.

5. Do not justify right margins. Opt for ragged-right margins to add white space.

Slower readers find ragged-right text more legible.

6. Separate paragraphs and sentences properly. Skip a line between singlespaced paragraphs. Indent five spaces in double-spaced text. Don’t skip a line. Be consistent.

7. Design readable headings. For high readability, show most headings in upper- and lower case, and choose a sans-serif type such as Arial or Calibri.

8. Strive for an attractive page layout. Balance print and white space. Provide a focal point three lines above the centre of the page. Expect readers to scan a page in a “Z” pattern.

9. Use graphics and clip art with restraint. You can import, copy, or scan charts, drawings, photos, and clip art into documents. Use only images that are well drawn, relevant, and appropriately sized.

10. Develop expertise. Use the desktop publishing features of your current word processing program or learn software such as PagePlus or Adobe InDesign.

9. When is the indirect pattern appropriate for justification/recommendation reports? (Obj. 5) ANS: The indirect pattern is appropriate for justification/recommendation reports when a reader may oppose a recommendation or when circumstances suggest caution.

The writer should present evidence first and then follow up with the main idea/justification/recommendation. The indirect approach, therefore, provides an 15 .

Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition

explanation before delivering the main idea, and this pattern allows the audience to become interested enough to read the whole message (thus, the justification).

10. What are digital slide decks, and why are they becoming popular? (Obj. 5) ANS: In addition to print, many business writers deliver their reports as digital slideshows called slide decks. These slides can be sent by e-mail, posted online, or posted on a company intranet. When used in reporting, slide decks have more text than bulleted presentation slides. However, any text typically appears in small chunks and in large print. Lively, copious photographs and other visuals make slide decks more inviting to read than the print pages of a dense report text are.

Solutions to Critical Thinking Questions 1. How can you take unprocessed data and create meaningful information?

(Objs. 1–5) ANS: Data are “raw and unprocessed information that you see in the form of numerics and text. It can be both quantitative and qualitative. Information is data that has been processed, organized, and contextualized into a user-friendly format.”

Unprocessed data become meaningful information through skillful and accurate sorting, analysis, combination, and recombination. Information is then applied to some purpose and adds value for the recipient. Unprocessed data help to ensure accuracy of the conclusions drawn based upon the experiment, and it is vital to extract exactly the information that is needed from the overall experiment. The recipient requires the information for effective decision making, and this is when information is meaningful.

Source: Medelyan A. (n.d.). How to get meaningful, actionable insights from customer feedback. Thematic. https://getthematic.com/insights/how-to-get-actionable-insights-from-your-customerfeedback-analysis. Retrieved 4 December 2020.

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2. When tabulating and analyzing data, you may discover relationships among two or more variables that help explain the findings. Can you trust these correlations and assume that their relationship is one of cause and effect? (Obj. 1) ANS: Our intuition sometimes suggests correlations that may or may not be correct. The business researcher who sees a correlation begins to ask why and how the two variables are related. Apparent correlations can stimulate investigation and present possible solutions to explore. In reporting correlations, one should avoid suggesting that a cause-and-effect relationship exists when none can be proven. Only sophisticated research methods can statistically prove cause and effect. Cautious statements followed by explanations will establish credibility and allow readers to draw their own conclusions.

3. How can you increase your chances that your report recommendations will be implemented? (Obj. 2) ANS: Reports that consider the audience’s needs and offer specific, practical recommendations are most likely to succeed. How specific and forceful recommendations can be depends on the writer’s authorization and status in the organization. Writers must carefully consider both the background and information needs of their audiences. Recommendations that are impractical or unacceptable to those who authorize reports will serve no purpose.

4. Why is it important to carefully decide on the direct or indirect strategy when writing a justification/recommendation report? (Obj. 5) ANS: The text states that the writer should let the audience and topic determine the choice of direct or indirect communication strategies.

The direct strategy involves stating information quickly, and it typically provides the justification or recommendation at the beginning of the report. It should be used when the message being delivered is likely to please the audience or when the message is neutral. The indirect strategy, on the other hand, should be used when the writer’s justification or recommendation may make the reader uncomfortable, 17 .

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when the reader may oppose the recommendation, or when caution should be used before making a final decision. The indirect strategy allows the writer to explain or justify any circumstances surrounding the recommendation.

Whichever method is chosen, the writer must produce convincing arguments and supporting, credible evidence to back the suggestion being proposed.

5. Ethical Issue: As The New York Times reported, “Every day, on average, a scientific paper is retracted because of misconduct.”Two percent of scientists are willing to admit that they have manipulated their data to suit their purposes.

Considering that researchers publish about 2 million articles each year, 2 percent is not a negligible number.16 What might motivate such misconduct, and why is it a serious offence? (Obj. 2) 16

Marcus, A., & Oransky, I. (2015, May 22). What’s behind big science frauds? The New York Times.

Retrieved from http://www.nytimes.com/2015/05/23/opinion/whats-behind-bigsciencefrauds.html?_r=0

ANS: Scientists are largely trusted and enjoy much perceived credibility. The ones who work at reputable research institutions—some taxpayer-funded—also bank on their solid reputations. This is why playing fast and loose with research results is so pernicious. At the very least, it undermines the public’s trust. Worse yet, policy based on erroneous research results can have far-reaching consequences. For example, we have seen that enduring fear surrounding vaccinations, which was triggered by just one questionable study that has long since been retracted, persists among the public. This fear has led to a spike in deaths and illness from communicable diseases, several of which had been on the verge extinction.

Science fraud is driven in part by the pressure to publish, the authors of the Times article believe. Researchers’ academic reputations and promotions depend on the number of papers they publish in prestigious journals. Their impact in their fields is measured by how often they are cited by their peers. But science fraud and retractions occur with alarming frequency even at reputable publications such as The Lancet, Science, and Nature.

Another culprit when it comes to science fraud is the reliance of the mainstream media on top science journals for leads on groundbreaking research. Many 18 .

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reporters don’t practice due diligence before publishing their articles about scientific research because they are too eager to land a big scoop. The Times authors conclude, “Economists like to say there are no bad people, just bad incentives. The incentives to publish today are corrupting the scientific literature and the media that covers it. Until those incentives change, we’ll all get fooled again.”

Source: Marcus, A., & Oransky, I. (2015, May 22). What’s behind big science frauds? The New York Times. http://www.nytimes.com/2015/05/23/opinion/whats-behind-bigscience-frauds.html?_r=0.

Activities Solutions 12.1 Analyzing Survey Results Your business communication class at North Shore College was asked by the college bookstore manager, Jim Duff, to conduct a survey. Concerned about the environment, Duff wants to learn students’ reactions to eliminating plastic bags, of which the bookstore gives away 45,000 annually. Students answered questions about a number of proposals, resulting in the following raw data: For major purchases the bookstore should Agree

Undecided

Disagree

1. Continue to provide plastic bags.

132

17

411

2. Provide no bags; encourage students to bring their own bags.

414

25

121

3. Provide no bags; offer cloth bags at a reduced price (about $3).

357

19

184

4. Give a cloth bag with each major purchase; the cost will be included in registration fees.

63

15

482

YOUR TASK In groups of four or five, do the following: a. Convert the data into a table (see Figure 12.1) with a descriptive title.

Arrange the items in a logical sequence.

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b. How could these survey data be cross-tabulated? Would cross-tabulation serve any purpose? c. Given the conditions of this survey, name at least three conclusions that researchers could draw from the data. d. Prepare three to five recommendations to be submitted to Mr. Duff. How could the bookstore implement them? e. Role-play a meeting in which the recommendations and implementation plan are presented to Jim Duff. One student plays the role of Duff; the remaining students play the role of the presenters.

ANS: a.

REACTIONS OF WESTSIDE COLLEGE STUDENTS TO FOUR PROPOSALS ABOUT BOOKSTORE BAGS Fall 2018 N = 560 students

Continue to provide plastic bags.

Agree 23.6%

Undecided 3.0%

Disagree 73.4%

Provide no bags; encourage students to bring their own bags.

73.9%

4.5%

21.6%

Provide no bags; offer cloth bags at a reduced price (about $3).

63.4%

3.4%

32.9%

Give a cloth bag with each major purchase, the cost to be included in registration fees.

11.3%

2.7%

86.1%

b. The data could be cross-tabulated by examining each response in terms of number of units carried (did full-time students react differently from part-time students?), by sex, and by major (if those questions had been asked in the survey).

However, such examination seems to serve no purpose beyond a curiosity factor.

The action taken will not be affected by such knowledge.

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c. Three conclusions that could be drawn from the survey: 1. A majority of students are concerned enough about the environment to want to give up plastic bags.

2. Although a majority of students want to eliminate plastic bags, they do not want to replace them with cloth bags financed by their registration fees.

3. Most students seem to prefer bringing their own bags. d. The following are possible recommendations based on the data collected: 1. Stop supplying plastic bags with each purchase.

2. Encourage students to bring their own bags. Publicize this change in policy in the campus newspaper and with signs around campus and in the bookstore.

3. Encourage students who want bags to purchase the bargain $3 cloth bag. Put signs in the bookstore to promote cloth bags.

4. Mount an advertising campaign to inform students of the impact on the environment of plastic bags and your effort to reduce pollution. e. Through this role-play activity, students will polish their presentation and persuasion skills as they present recommendations to Mr. Daniels.

12.2 Using a Decision Matrix to Buy a Car Sherveen, an outrigger canoe racer, needs to buy a new car. He wants a vehicle that will carry his disassembled boat and outrigger. At the same time, he will need to travel long distances on business. His passion is soft-top sports cars, but he is also concerned about gas mileage. These four criteria are impossible to find in one vehicle. Sherveen has the following choices: • • • •

Station wagon SUV with or without a sunroof Four-door sedan, a high-kilometres-per-gallon family car Sports car, convertible

He wants to consider the following criteria:

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• • • • • •

Price Ability to carry cargo such as a canoe Fuel efficiency Comfort over long distances Good looks and fun Quality build/manufacturer’s reputation

YOUR TASK Follow the steps outlined in Figure 12.3 to determine an assessment scale and to assign a score to each feature. Then, consider which weights are probably most important to Sherveen, given his needs. Calculate the totals to find the vehicle that’s most suitable for Sherveen.

ANS: The two tables could look something like this: Table 1: Unweighted Matrix (scale from 1 to 5, from worst to best) Features: Price Car Choices Station 3 wagon Four-door 4 sedan SUV 1 Sports car 1

Cargo

Fuel

Comfort

Look

Quality

4

3

4

1

2

2

5

3

1

4

5 1

1 1

4 1

3 5

2 4

Total

Students should decide which relative weights to assign to each feature in Table 1 and could arrive at the following table after multiplying the factors with the scores in Table 1:

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Table 2: Weighted Matrix (factors range from 1 to 5) Features: Weights: Car Choices Station wagon Four-door sedan SUV Sports car

Price 4

Cargo 5

Fuel 3

Comfort 2

Look 4

Quality 3

Total

12

20

9

8

4

6

59

16 4 4

10 25 5

15 3 3

6 8 2

4 12 20

12 6 12

63 58 46

This example may surprise students because the “boring” option, the staid family sedan, scores the highest and seems to be the best option for Alan. Answers may vary, depending on the weights used.

12.3 Periodic Report: Keeping the Boss in the Loop You work hard at your job, but you rarely see your boss. They have asked to be informed of your activities and accomplishments and any problems you are encountering.

YOUR TASK For a job that you currently hold or a previous one, describe your regular activities, discuss irregular events that management should be aware of, and highlight any special needs or problems you are having. If you don’t have a job, communicate to your instructor your weekly or monthly activities as they are tied to your classes, homework, and writing assignments. Establish components or criteria such as those in the bulleted e-mail in Figure 12.10. Use the memo format or write an e-mail report in bullet form, as shown in Figure 12.10. Address the memo or the e-mail report to your boss or, alternatively, to your instructor.

ANS: This is an excellent activity to help students relate report writing to their current jobs. Students who are not working can apply this activity to this course or their entire academic program. Students could use periodic reports to keep instructors up to date on their progress on research projects or term papers.

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12.4 Progress Report: Providing a Project Update If you are writing a long report either for another course or for the long report assignment described in Chapter 13, you will want to keep your instructor informed of your progress.

YOUR TASK Write a progress report informing your instructor of your work. Briefly describe the project (its purpose, scope, limitations, and methodology), work completed, work yet to be completed, problems encountered, future activities, and expected completion date. Address the e-mail report to your instructor. If your instructor allows, try your hand at the bulleted e-mail report introduced in Figure 12.10.

ANS: One of the biggest problems students have with any long report assignment is procrastination. Without having to report progress periodically, many students put the work off until the last minute. Keeping a progress report gives students incentive to stay on track and helps them avoid procrastination. You can have students devise their own formats for this report, or you can provide a consistent format for all students to use. The periodic, or activity, report in Figure 12.10 is a document style much used in busy workplaces. Students could be encouraged to use this bulleted e-mail report as a model.

12.5 Informational or Analytical Report: Examining Tweets and Other Social Media Posts Select a Canadian company that appeals to you and search recent tweets and Facebook posts about it. Soon you will recognize trends and topic clusters that may help you organize the report content by criteria. For example, if you conduct a search using the hashtag #MolsonCoors, you will obtain a huge number of tweets about the company and brand. Many returned tweets will be only marginally interesting because they show up just because #MolsonCoors is mentioned.

If you explore Facebook, you will mostly find official pages and fan sites, most of which display favourable posts. You would have to look hard to find negative posts, partly also because companies moderate discussions and often remove offensive posts according to their user agreements.

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YOUR TASK Write either an informational or an analytical report about the company you chose. In an informational report to your instructor, you could summarize your findings in memo form or as an e-mail. Describe how the tweets about the company are trending. Are they overwhelmingly positive or negative?

Organize the report around the subject areas you identify (criteria). Alternatively, you could write an analytical report analyzing the strategies your chosen company adopts in responding to tweets and Facebook posts. Your analytical report would evaluate the organization’s social media responses and provide specific examples to support your claims.

ANS: This assignment showcases the importance of knowing proper search tools, for example, on Twitter. Whereas a hashtag preceding a company name will return tweets that mention Molson Coors in some form, the at sign (@) plus the name will lead directly to the company’s official Twitter pages as well as to unverified Twitter sites.

12.6 Yardstick Report: Improving Workplace Procedures YOUR TASK Identify a problem or procedure that must be changed at your work or in an organization you know. Consider challenges such as poor scheduling of employees, outdated equipment, slow order processing, failure to encourage employees to participate fully, restrictive rules, inadequate training, or disappointed customers. Consider several solutions or courses of action (retaining the present status could be one alternative). Develop criteria that you could use to evaluate each alternative. Write a report measuring each alternative by the yardstick you have created. Recommend a course of action to your boss or to the organization head.

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ANS: CONCLUSIONS RE: Outdated Payroll System: Potential Software Solutions

Company

Tax Preparation & Compliance (20%)

Payroll & Direct Deposit

Vacation, Leave & Benefits, & Mgt.

Training & Upgrades

Total

(20%)

(40%) (20%)

Papaya Global Wagepoint StarGarden

1 (x .20 = .20) 2 (x .20 = .40) 2 (x .20 = .40)

2 (x .40 = .80) 1 (x .40 = .40) 2 (x .40 = .80)

2 (x .20 = .40) 1 (x .20 = .20) 2 (x .20 = .40)

1 (x .20 = .20) 2 (x .20 = .40) 2 (x .20 = .40)

1.6 1.4 2.0

Papaya Global Has one platform, and program can be scaled to any size of company. It is used in 140+ companies around the world, with customers including Microsoft and Toyota.

Papaya has 100 percent compliance. The price is fixed, with no hidden fees. Price: $52,500 initial, with installation included Wagepoint Employees have online access to pay details. Program creates ROEs and calculates WSIB. Program has world-class support, with no year-end fees. Unfortunately, there is no ongoing tech support, but online manuals are provided. Clients include Lyft and Fresh plus 12,000+ customers. Price: $46,900 initial, with no installation fee StarGarden Software includes HR, recruitment, and training and development modules. Also includes a scheduling capability. Program works with various types of time collection methods. There are easy to use, pre-defined reports available for a small fee. Provides ongoing technical support. Clients include Contact North and City of St. John’s. Price: $54,500 initial, with installation included

Grammar & Mechanics Solutions 1. After our supervisor and she returned from their meeting at 2 p.m., we were able to sort the customers’ names more quickly.

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2. Six of the 18 workers in my department were released; as a result, we had to work harder to achieve our goals.

3. Toyota, the market-leading Japanese carmaker, continued to enjoy strong positive ratings despite a string of much-publicized recalls.

4. Michael’s presentation to a nonprofit group netted him only $300, a tenth of his usual honorarium, but he believes in pro bono work.

5. To reflect our guiding principles and our commitment to executive education, we offer financial support to more than 60 percent of our current MBA candidates.

6. Our latest press release, which was written in our Corporate Communication Department, announces the opening of three Asian offices.

7. In his justification report dated September 1, Justin argued that expansion to 12 branch offices could boost annual revenue to $22 million.

8. The practicality and advisability of opening 12 branch offices are what will be discussed in the consultant’s feasibility report.

9. The president, who had gone to a meeting in the Midwest, delivered a report to Jeff and me when he returned.

10. Because some organizations prefer single-spaced reports, be sure to check with your organization to learn its preference.

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Instructor Solutions Manual Chapter 13 Proposals, Business Plans, and Formal Business Reports Spotlight on Communication Solutions 1. Part 1: Organizations like Egale write proposals to generate workshop and training contract opportunities. Given that some companies might be resistant to change, what persuasive strategies could Egale use in the introduction of their proposals to secure contracts?

ANS: Egale can provide information that can be found on its website: “We improve and save lives through research, education, awareness and legal advocacy for human rights and equality in Canada and around the world. Our work helps create societies and systems that reflect the universal truth that all persons are equal and none is other.” When attempting to secure contracts, formal and/or informal presentations can be completed and should always refer to the website, which is a tool to educate and inform the public about the organization. The mission of Egale is “to improve the lives of LGBTQ12S people in Canada and to enhance the global response to LGBTQ12S issues. Egale will achieve this by informing public policy, inspiring cultural change and promoting human rights and inclusion through research, education, awareness, and legal advocacy.” The vision statement mentions “a Canada, and ultimately a world, without homophobia, biphobic, transphobia and all other forms of oppression so that every person can achieve their full potential, free from hatred and bias.” Furthermore, Egale members should highlight achievements and successes and provide statistics of growth and development for their group while briefly discussing obstacles and challenges that LGBTQ12S people face. However, Egale should also promise a solution to these obstacles and challenges in the form of their mandate—education, training, and advocacy—while referring to free consultations for training and workshop opportunities.

2. Part 1: In what ways can a well-written grant proposal help nonprofit organizations like Egale? What could Egale detail in the body of a grant proposal to increase changes for funding? Visit egale.ca to learn more about the organization. .

Chapter 13 Business Communication: Process and Product, 7th Brief Canadian Edition

ANS: Egale should focus primarily upon its methods of fostering inclusion in the workplace—namely, its education and training sessions. Because these methods of training are the means by which Egale is able to inform and advocate for inclusion in the workplace, the body of the proposal should provide details about workshops and training opportunities available to schools, corporations, service providers, government, judiciary, and international opportunities. “Egale offers first inclass training across every sector. Our expert facilitators and custom workshops have the ability to cover everything from the basics to advanced training on specific areas of LGBTQ12S inclusion. Whether you’re looking to make your school more welcoming, engage your employees and improve culture or you are simply looking to keep up with the times we’ve got a training or workshop for you.” In addition, the website provides a contact page to obtain a free consultation for further information.

3. Part 2: Imagine that you work at an assisted living residence for seniors. You’ve identified that there is a need to overhaul the living space to make it inclusive for LGBTQI2S residents. You will need to convince the owner in order to make these changes. What component of the formal business reports will be most important and why?

ANS: In this situation, as an employee who is familiar with assisted living and who is preparing the formal business report, the most important component will be the body of the business plan followed by the executive summary. The body evaluates, analyzes, interprets, and evaluates the research findings or solutions to the initial problem (i.e., making living space inclusive for LGBTQ12S people). Furthermore, the body discusses the problem and findings before reaching conclusions and making recommendations. The executive summary then focuses on the information that the owner will require for making a decision related to the living space, as mentioned above. The executive summary will include such information as the purpose of the report, scope, research methods, findings, conclusions, and recommendations and will be written to effectively summarize or encapsulate the findings in a brief format. This component of the report is critical because it will answer the question as to why there is a need to overhaul the living space, and it will also provide supporting evidence and particular details while making recommendations as to how to proceed with the project.

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4. Part 2: For this formal report, why is it important to have a works cited or references page?

ANS: Citations or references prove that the writer has done the research to provide solid proof or evidence to support a need or problem. In an online article entitled “6 Reasons Why Citation of Sources is Important When Writing,” Neeraja Sankaran, Ph.D., provides the following arguments: 1. Attribution serves as a fact-checking tool.

2. Citation makes you a better researcher.

3. Good citation practices will make you a better writer.

4. A good bibliography shows off your […] knowledge.

5. Careful citation practices will build your credibility.

6. Citation enables better verification of your work.

Furthermore, failure to cite or reference sources one has used, as well as the works of authors who have compiled reams of information, is construed as plagiarism.

Including proper references ultimately allows the reader to view the research that supports the provided information, and it gives the reader additional documentation should they choose to delve further into the subject matter.

Source: Sankaran, N., Ph.D. Nov 17, 2016. Falcon Scientific Editing. “6 Reasons Why Citation of Sources is Important When Writing.” https://falconediting.com/en/blog/6-reasons-why-citation-ofsources-is-important-when-writing. Retrieved 15 December 2020.

Solutions to Concept Check Questions 1. LO1: What are the six common components of informal and formal proposals?

ANS: The six components of informal and formal proposals include the following: 1. Introduction 2. Background, problem, and purpose 3. Proposal, plan, and schedule 4. Staffing 3 .

Chapter 13 Business Communication: Process and Product, 7th Brief Canadian Edition

5. Budget 6. Authorization request Analysis: Informal Proposals

2. LO1: How can you make the introduction of a proposal more persuasive?

Provide three specific examples.

ANS: To make the introduction more persuasive, the writer should strive to provide a “hook” by using the following techniques: 1. Hint at extraordinary results, with details to be revealed shortly.

2. Promise low costs or speedy results.

3. Mention a remarkable resource available exclusively to you.

4. Identify a serious problem and promise a solution, to be explained later 5. Specify a key issue or benefit that you feel is the heart of the proposal.

Three examples of hooks: 1. Supermoist Skin Cream gave me my life back! I am utterly thrilled with this product!

2. Saving on your car insurance is just one simple mouse click away!

3. Is your company’s mobile phone contract letting you down? Call ABC Telecom for low-cost, reliable connectivity!

Analysis: Informal Proposals

3. LO2: If you had control over a big company’s philanthropic budget, which causes would you support and why? What kind of appeal in a grant proposal would you consider persuasive?

ANS: Student answers will vary for this question based upon their specific interests, values, and beliefs. As an example, many students are worried about climate change and the environment, and so they are concerned about how current manufacturing practices are impacting the environment and Canada’s natural 4 .

Chapter 13 Business Communication: Process and Product, 7th Brief Canadian Edition

resources as well as future employment opportunities. The appeal should ultimately follow and include the components of a grant proposal: 1. An abstract and needs statement, explaining the problem or situation that needs to be addressed (i.e., environmental practices negatively impact climate change) 2. A detailed body to explain that the problem is significant enough to warrant funding and that the proposal can assist in solving the problem (e.g., a threeyear grant to develop student job opportunities to help research and fight climate change) as well as short- and long-term goals, which must be reasonable, measureable, and attainable within a specific time frame 3. An action plan to explain what will be done by whom and when 4. The budget to outline how the money will be spent 5. A plan for measuring progress toward completion of the goal In addition, the appeal should include all elements of the checklist provided in Learning Objective 2, Writing Proposals and should provide a persuasive hook in the introduction as an emotional appeal for funds to emphasize the need for funding to combat climate change. Like a persuasive sales message, an effective proposal will gain the reader’s attention, emphasize how its methods and products will benefit the reader, showcase the writer’s expertise and credibility, and present ideas clearly and logically, making it easy for the reader to understand and respond.

Analysis: Preparing Formal Proposals

4. LO2: Some consulting firms use experienced managers, but they also employ inexperienced, lower-paid staff to lower costs. How would you write the staffing section of a proposal with experienced managers but inexperienced staff?

ANS: The textbook states that larger businesses may use specialists who do nothing but write proposals and that smaller firms rely on in-house staff to develop proposals.

In any case, all staff, whether experienced or inexperienced, will need to be familiar with the standard components of a proposal. The textbook also discusses two elements in the staffing component of the proposal: 1. Promote the qualifications of your staff.

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2. Mention special resources and equipment.

It could be stated that senior, more experienced staff will be overseeing/responsible for liaising with and providing technical experience and communication with the company to which the proposal is being prepared, while less experienced staff will be responsible for researching and day-to-day operations and providing input to the senior, more experienced members of the team. The business plan gives an overall strategy to each employee of the business. The more senior members of the team can also be considered “mentors” to the support staff.

All staffing qualifications and expertise should be highlighted in order to effectively persuade the reader that this company is superior to the competition.

Analysis: Preparing Formal Proposals

5. LO3: Why do experts refer to a business plan as a “living document”? Some have said that a business plan needs constant review and adjustment. What might account for such a short shelf life?

ANS: According to an online article published by The Strategic CFO, “A business plan has three main purposes: forming a strategic plan for future business initiatives, serving as a retrospective measure of the success of the business and its plans for expansion, and an explanation of the business for the purpose of raising capital.”

Furthermore, it states, “A business plan is often referred to as a living document.

This is because these plans are constantly changing. Whenever new developments in competition, marketing tools, the legal factors which relate to an industry, or other changes, a business plan must be updated so as to keep relevant. In this way, a business plan is constantly evolving.”

According to Yvonne Petterson of Ground Floor Partners, a business growth development consultant company, “a good plan is a living document that provides useful and relevant information along with clear objectives and action steps.

Updating the plan, once a year at a minimum, can help keep a company on track.

Updating should take a couple of days at the very most and should be reviewed by all stakeholders to ensure everyone agrees on the direction the company is taking.

By updating and revising your business plan as your company evolves, you will be equipped for almost anything. Should a sudden incident make selling a must, you will be prepared. If you ever need a new loan or line of credit, you’ll have your 6 .

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documents ready to show a banker or investor. Most importantly, you will regularly be looking at the ‘big picture’ instead of always putting out the latest fire.”

Sources: Petterson, Y., Ground Floor Partners. (n.d.). Business Plan as a Living Document. https://groundflorpartners.com/business-plan-as-a-living-document Retrieved 11 December 2020.

The Strategic CFO. 23 July 2020. Business Plan Definition. https://strategiccfo.com/business-plan/ Retrieved 11 December 2020.

Analysis: Creating Effective Business Plans

6. LO3: What information should you include in the Market Analysis section of a business plan?

ANS: The Market Analysis section should include market characteristics, trends, projected growth, customer behaviour, complementary products and services, and barriers to entry. It should also identify the business’s customers and how the business will attract, hold, and increase its market share, as well as the strengths and weaknesses of indirect and direct competitors.

Analysis: Creating Effective Business Plans

7. LO4: Discuss the pros and cons of the following two methods for completing the outline of the executive summary of a formal report: (a) cutting and pasting existing report sentences, or (b) creating new sentences.

ANS: An advantage of cutting and pasting existing report sentences is that it would save time. It would also save the effort of attempting to describe the same ideas again, only with different wording. The disadvantages would be that content would have to be concise so as to provide a “nutshell” version of the entire document. In addition, content should be less technically oriented. Cutting and pasting may suggest to the audience that the writer is lazy and doesn’t know what information to include in an executive summary.

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Creating new sentences would provide an overview of the longer report: it can be brief, with less technical jargon. Sentences can be paraphrased. A disadvantage would be that the writer may miss important information when summarizing.

The executive summary can begin with key phrases and sentences from the overall report. It should be written carefully and should involve more than cutting and pasting: the summary should be written to the intended audience and include the vital information that supports the objective for creating the document. In the end, it should be written fresh, without large-scale duplication since the executive summary may be the only part of the document that is read. In short, the executive summary should be an abbreviated version of the report so that it can be read as a standalone document.

Analysis: Writing Formal Business Reports

8. LO4: What is the purpose of a letter or memo of transmittal in a formal business report?

ANS: The letter/memo of transmittal provides an introduction to the formal report. It uses the direct strategy and is typically less formal that the report itself. The letter/memo announces the report’s topic and discusses its authorization. It briefly describes the project and highlights the report’s findings, conclusions, and recommendations if the reader is expected to be supportive. The letter/memo closes with appreciation for the assignment, instructions for the reader’s follow-up actions, acknowledgement of help from others, and offers of assistance in answering questions. If the report is being sent to numerous readers, a special transmittal letter/memo should be prepared for each, anticipating how each reader will use the report.

Analysis: Writing Formal Business Reports

9. LO5: What materials might you include as appendixes in a formal business report?

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ANS: Incidental or supporting materials belong in the appendixes, as they are relevant to some readers, but not to all, and may include survey forms, copies of other reports, tables of data, large graphics, and/or related correspondence.

Analysis: Body and Back Matter Components of Formal Business Reports

10. LO5: Before writing a work plan, what are the first two steps in preparing a formal business report? Why are these steps crucial to the report writing process?

ANS: The first two steps in preparing a formal business report are 1. Analyze the report and purpose.

2. Anticipate the audience and issues.

The work plan is essentially an outline of goals and tasks that must be accomplished to complete the project. The work plan also provides the reader with an understanding of the scope of the project. In order to successfully meet the goals of the project, the team must be fully aware of not only the purpose of the project, but for whom the project is being prepared. The purpose of the report must be determined so that the work plan can be broken down into achievable goals (e.g., who will complete a task and where, when, how, etc.). The work plan helps to keep team members focused and on track. Furthermore, knowing the audience is important because it determines how thoughts and ideas may be delivered. The writer also needs to consider how the information in the report will be used as well as the audience’s level of familiarity or knowledge about the report’s topic. Knowing the reason for writing the report and knowing the audience allows the writer to craft a clearly-constructed and well-organized document that will be highly useful and relevant to those who requested it.

Analysis: Body and Back Matter Components of Formal Business Reports

11. LO6: When composing a title page for a formal business report, what are four unprofessional design elements to avoid?

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ANS: The textbook states that when developing a title page, the author should avoid anything unprofessional such as too many typefaces or fonts, italics, oversized print, and inappropriate graphics. The title page should be kept simple and professional looking, as it is the first page the reader will view.

Analysis: Final Writing Tips

12. LO6: How many times should you proofread a formal business report, and what should you be proofreading for each time?

ANS: According to the textbook, the writer should proofread the final copy three times: 1. First, read a printed copy slowly for word meanings and content.

2. Then read the copy a second time for spelling, punctuation, grammar, and other mechanical errors.

3. Finally, scan the entire report to check its formatting and consistency (i.e., page numbering, indenting, spacing, headings, and so forth).

Analysis: Final Writing Tips

Solutions to Case Connections Questions 1. As NWT Brewing Co. gets ready to expand, how can an effective business plan help the company to reach its goals? Because it is already an established business, what components of the business plan should the owners give extra attention to?

ANS: Having a business plan offers an existing business like NWT Brewing Company a number of benefits: 1. It increases investor confidence and allows the business to plan for cash management.

2. It attracts new partners or employees to the business and gives responsibilities to the company’s teams, thus providing structure and organization.

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3. It makes the business appear more attractive if the opportunity presents itself for sale of the business.

4. It guides the business through growth and success during different phases of the business.

5. It allows management to give specific thought to achieving business goals while discovering potential weaknesses and challenges along the way.

6. It may also pinpoint untapped opportunities.

Revising and updating an established business plan is usually less time consuming than writing a new one, as the information is more readily available. Updating a business plan generally allows the existing business to outline strategies, keep track of expenses, and examine progress. Therefore, the body component of the business plan should receive extra attention, as this component provides the solid data and evidence to guide future planning.

According to UpCounsel LLC, a business plan for an existing business should include the following components: • • •

• • • • • • • • • •

Create a cover page with your business name, address, and contact information.

Write a general business description with company's mission.

Write a legal business description that includes the type of business entity (sole proprietorship, Limited Liability Company, corporation, etc.), number of years you've been in the business, sales, profit and finance history, etc.

Define the products and services of your business.

Analyze your industry, target market, demand, and competition.

Prepare a marketing plan using your research and analysis.

Identify your main competitors along with their products, strengths, and weaknesses vis-à-vis yours.

Define strategies for advertising and customer retention along with associated costs and revenue generation.

Describe the operations of your business, including its location and equipment details.

Identify the key personnel and assign responsibilities and functions to them.

Provide financial information like accounting method (whether cash or accrual basis), credit terms, payment collection methods, etc.

Prepare financial statements like a balance sheet, profit and loss statement, and cash flow statement.

Summarize your business plan.

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•

Generate a table of contents and appendices.

The bulk of the abovementioned information/data can be found in the body of the business plan, and it provides the crucial facts required for future growth and development and, ultimately, the success of the business.

Source: UpCounsel LLC. (n.d.). Business Plan for Existing Company. https://www.upcounsel.com/businessplan-for-exisiting-company. Retrieved 16 December 2020.

Solutions to Chapter Review Questions 1. What is the difference between solicited and unsolicited proposals? (Objs. 1, 2) ANS: Solicited proposals publish a request for proposal (RFP) and specify requirements.

Unsolicited proposals offer unrequested services or products to organizations.

Companies looking for business may send unsolicited proposals.

2. Why do government agencies make requests for proposals (RFPs)? (Objs. 1, 2) ANS: Government agencies and many other firms use requests for proposals to solicit competitive bids on projects. RFPs ensure that bids are comparable and that funds are awarded fairly, using consistent criteria.

3. Why does an entrepreneur need to write a business plan? (Obj. 3) ANS: The textbook states that a business plan is critical for securing financial support of any kind. This plan also ensures that the entrepreneur has done their homework and knows what they are doing when launching a business. Simply put, the business plan is the foundation upon which the business is built, and it will change over time as the business develops and grows. According to Susan Ward in an online article entitled “Why You Should Write a Business Plan,” there are five good reasons why an entrepreneur should write a business plan: 12 .

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1. To test the feasibility of your business idea 2. To give your new business the best chance of success 3. To secure funding 4. To make business planning manageable and effective 5. To attract investors Source: Ward, S. (3 Jan. 2020). Why You Should Write a Business Plan. https://www.thebalance.com/whywrite-a-business-plan-2948013. Retrieved 8 December 2020.

4. What should a business plan mission statement include and how long should it be? (Obj. 3) ANS: A mission statement describes a business and explains why it will succeed.

Potential investors will be looking for this concise statement. If an entrepreneur cannot explain he proposed business concisely and effectively, investors lose interest. A mission statement should capture the business’s goals and values in a few succinct sentences.

5. Name eight components of a typical business plan. (Obj. 3) ANS: The eight components of a typical business plan include the following: 1. Letter of Transmittal: provides contact information for all principals and explains your reason for writing 2. Mission Statement: explains the purpose of the business and why it will succeed 3. Executive Summary: highlights the main points of the business plan 4. Table of Contents and Company Description: lists the page numbers and topics in your plan and identifies the form of business and its type 5. Product or Service Description: explains what the business provides, how it will benefit customers, and why it is better than existing products or services 6. Market Analysis: section that discusses market characteristics, trends, projected growth, customer behaviour, complementary products and services, and barriers to entry 13 .

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7. Operations and Management: explains specifically how the business will be run, including location, equipment, personnel, and management 8. Financial Analysis: outline of a realistic start-up budget and operating budget 9. Appendixes: contain any necessary extras, such as managers’ résumés, promotional materials, and product photos; also may contain tables that exhibit the sales forecast, a personnel plan, anticipated cash flow, profit and loss, and a balance sheet

6. Why are formal reports written in business? Give an original example of a business-related formal report. (Obj. 4) ANS: Formal reports represent the end product of thorough investigation and analysis.

They provide ordered information to decision makers and are instrumental in solving problems; for example, a study to investigate increasing travel costs within an organization.

7. How long should a typical executive summary be? (Obj. 4) ANS: The textbook states that a typical executive summary’s length depends upon the report it summarizes and that a 100-page report might require a 10-page summary.

According to TheTelegraph.com, “a general rule of thumb is that executive summaries should be about 5% as long as the primary document. At the very most, they can run up to 10% in some cases. But because the goal is to convince without losing attention, the shorter your executive summary can be, the better.”

And according to Leading Business Plans, “most professional business plan writers would tell you that your executive summary in your business plan should not be more than two pages. If you can summarize in a single page, it is fine, if you summarize in two pages, it is also good.”

Sources: 27 July 2015. TheTelegraph.com. How to Write an Executive Summary. https://jobs.telegraph.co.uk/article/how-to-write-an-executive-summary/. Retrieved 8 December 2020

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19 April 2018. Professional Business Plan Writers. Executive Summary. https://leadingbusinessplans.com/how-long-should-an-executive-summary-be/. Retrieved 8 December 2020.

8. What should the writer strive to do in the body of a formal business report?

(Obj. 5) ANS: The writer should discuss, analyze, interpret, and evaluate the research findings or the solution to the initial problem. The writer should show how the evidence justifies any conclusions.

9. What is the purpose of references or works cited? (Obj. 5) ANS: The purpose of references and works cited is to help readers locate the sources of ideas mentioned in a report.

10. In your view what are six of the most important tips for the writer of a formal report? Explain each of your choices. (Obj. 6) ANS: Students should discuss some of the following: 1. Allow sufficient time.

2. Finish data collection before beginning to write.

3. Work from a good outline.

4. Provide a good outline.

5. Use the features of your computer.

6. Write rapidly; revise later.

7. Save difficult sections to write after you complete easier sections.

8. Be consistent in verb tense.

9. Generally, avoid using I and we.

10. Let the first draft rest before revising.

11. Revise for clarity, coherence, and conciseness.

12. Proofread the final copy three times.

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Solutions to Critical Thinking Questions 1. In what ways is a proposal similar to a persuasive sales message? (Obj. 1) ANS: Like a persuasive sales message, an effective proposal (a) gets the reader’s attention, (b) emphasizes how its methods and products will benefit the reader, (c) showcases the writer’s expertise and credibility, and (d) presents ideas clearly and logically, making it easy for the reader to understand and respond.

2. Which category of proposal, solicited or unsolicited, is more likely to succeed, and why? (Obj. 1) ANS: Sending unsolicited proposals carries a certain degree of risk because the author has to work extra hard to convince the recipient that a problem exists. Solicited proposals respond to invitations to submit bids (RFPs), which means the agency or firm acknowledges the problem and is calling for solutions. Moreover, proposal writers can rely on the RFP as a road map to help them develop their outline and tailor their approach to the needs of their audience. Therefore, solicited proposals may be more likely to succeed.

3. If you were about to launch a new business, would you write your business plan from scratch or use a software program to do it? What are the pros and cons of each method? (Obj. 3) ANS: Business plan software could certainly be helpful in learning the parts of a business plan and determining what goes in each section. However, many people say that no cookie-cutter business plan software or app can create a convincing business plan.

Entrepreneurs must do their own investigations, gather information, organize it logically, and present a persuasive argument that their business ideas are worthy of financial support.

To create buy-in from potential investors and to ensure the smooth management of the start-up, solid research and an honest look at strengths, weaknesses, opportunities, and threats are necessary. After all, among the reasons for the 16 .

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failure of many start-ups are not writing a business plan; creating a weak, unpersuasive document; and implementing a business plan poorly. The business plan is a living document that needs to change as the business evolves while also creating a solid basis for the entrepreneur. A flawed or dishonest business plan will not lead to long-term success.

4. Some people say that business reports shouldn’t contain footnotes. If you were writing your first business report and did considerable research, what would you do about documenting your sources? (Obj. 5) ANS: Although some people do assert that business reports should never contain documentation, not revealing one’s sources can be dangerous. The best plan is for the writer to seek advice from a supervisor and see how sources were documented in previous reports. It’s best to list all sources and be prepared to submit the list should someone ask for source documents. If the company does not have a general documentation style, the writer should still note the authorship, date, and source of the information. Another option is to reveal sources with in-text comments, such as this: According to an article on page B1 in The Wall Street Journal on December 16, 2020, the rate of increase was…. Good writers know that giving credit to or documenting sources is necessary.

5. Ethical Issue: Is it ethical for a student team to substantially revise a report from a team that wrote about the same topic during the previous semester? What does your school say about such a practice? (Objs. 2, 4) ANS: This is a nagging question for postsecondary writing teams and, no doubt, in the workplace as well. For a productive collaboration and peace of mind in the group, it is essential that all members perceive the shared labour as fairly distributed. Each member must pull their weight, whether the group of three or four divides the report into three or four parts, writes together in real time, or designates the strongest writer to pull the findings together.

Answers will probably vary. Most instructors would consider the team as a whole guilty of academic dishonesty even if just one member used revised portions of a previously submitted paper. On the other hand, many students view their research 17 .

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or other tasks for the joint paper as independent work and don’t necessarily perceive those tasks as part of the final, coherent whole. Each group member assumes responsibility for an activity—such as researching, writing, or editing—or team members write small sections of the report, say, a third or a quarter each in a three- or four-member team. Such an approach makes cheating cowriters nearly undetectable, and the group members have little control over the work individuals do. However, instructors tend to hold the entire group responsible because they are evaluating a team effort, after all.

Anti-cheating websites such as TurnItIn are useful not only to instructors but also to students, helping them protect themselves against lazy, unskilled, or unethical peers. If instructors allow their students to upload a draft or even multiple versions to a site like this before the deadline, the results enable team members to monitor each other’s integrity and documentation skills. However, even if this anti-cheating strategy is not available, each researcher must take full responsibility for the report.

Few instructors are willing or able to play detective to find the guilty party, even if only one person on the team cheated or plagiarized.

Activities Solutions 13.1 Proposal: What Workplace Problem Deserves Serious Investigation?

(Obj. 1) The ability to spot problems before they turn into serious risks is prized by most managers. Draw on your internship and work experience. Can you identify a problem that could be solved with a small to moderate financial investment? Look for issues such as missing lunch or break rooms for staff; badly needed health initiatives, such as gyms or sport club memberships; low-gas-mileage, highemission company vehicles; or a lack of recycling efforts.

YOUR TASK Discuss with your instructor the workplace problem that you have identified. Make sure you choose a relatively weighty problem that can be lessened or eliminated with a minor expenditure. Be sure to include a cost– benefit analysis.

Address your unsolicited letter or memo proposal to your current or former boss and copy your instructor.

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ANS: The advantage of this assignment is that most students have had some workplace or internship experience to draw on. However, they may have difficulty identifying a problem that’s substantial enough to merit a proposal. Students tend to bring up problems that are insignificant or whose solutions wouldn’t generate much in savings or earnings—the standard for writing a proposal. With these kinds of problems, why not just say it? Students may need help identifying a problem that would merit writing about. Another standard for writing a letter or memo proposal is that the problem must be serious enough to require a cost–benefit analysis, however informal it may be. Topics could include launching sustainability measures, improving waste management or recycling (switching companies), adding social media customer service, changing store closing times to adjust to new shopping habits, or offering a new peer-counseling fitness program.

13.2 Business Plan: Would You Survive the Shark Tank? (Obj. 3) Business plans at many schools are more than classroom writing exercises. They have won regional, national, and worldwide prizes. Although some contests are part of MBA programs, other contests are available for undergraduates. As part of a business plan project, you and your team are challenged to come up with an idea for a new business or service. For example, you might want to offer a lunch service with fresh sandwiches or salads delivered to office workers’ desks. You might propose building a better website for an organization. You might want to start a document preparation business that offers production, editing, and printing services. You might have a terrific idea for an existing business to expand with a new product or service.

YOUR TASK Working in teams, explore entrepreneurial ventures based on your experience and expertise. Conduct team meetings to decide on a product or service, develop a work plan, assign responsibilities, and create a schedule. Your goal is to write a business plan that will convince potential investors (sometimes your own management) that you have an excellent business idea and that you can pull it off. Check out sample business plans online. The two deliverables from your project will be your written business plan and an oral presentation. Your written plan should include a cover, transmittal document (letter or memo), title page, table of contents, executive summary, proposal (including introduction, body, and conclusion), appendix items, glossary (optional), and sources. In the body of the 19 .

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document, be sure to explain your mission and vision, the market, your marketing strategy, operations, and financials. Address your business plan to your instructor.

ANS: A complete instructional module for developing a business plan as a report-writing assignment is available at the instructor premium website for this textbook. Look for the tab Teaching Modules and click Business Plan.

13.3 Service Learning: Write Away! (Objs. 1, 2, 4, 5) Your school may be one that encourages service learning, a form of experiential learning. You could receive credit for a project that bridges academic and nonacademic communities. Because writing skills are in wide demand, you may have an opportunity to simultaneously apply your skills, contribute to the community, and expand your résumé. The National Service-Learning Clearinghouse describes service learning as “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”17 The Internet offers many sites devoted to examples of students engaging in service-learning projects.

17

Office of Civic Engagement & Service. (n.d.). Definition of service learning. Fayetteville State University. Retrieved from http://www.uncfsu. edu/civic-engagement/service-learning/ definitionof-service-learning

YOUR TASK Research possible service-learning projects in this class or another.

Your instructor may ask you to submit a memo or an e-mail message analyzing your findings. Describe at least four completed service-learning projects that you found online. Draw conclusions about what made them successful or beneficial.

What kinds of similar projects might be possible for you or students in your class?

Your instructor may use this as a research project or turn it into a hands-on project by having you find a service organization in your community that needs trained writers.

ANS: This activity could be merely a research project to raise student awareness. A more substantive alternative would involve hands-on work in community projects such as working with the elderly, collecting oral histories, researching town histories, holding food and clothing drives, caring for the environment, preventing violence 20 .

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and drug abuse, conducting energy audits, creating sustainability initiatives, and preparing for disasters. In conjunction with community agencies, students could gather information (surveys, studies, evaluations, experiments), compile data, and report findings on topics of public interest. The National Service-Learning Clearinghouse website is a good place to start.

13.4 Unsolicited Proposal: Keeping Gizmos Safe in Residence (Objs. 1, 2) As an enterprising college student, you recognized a problem as soon as you arrived on campus. Residence rooms filled with pricey digital doodads were very attractive to thieves. Some students move in with more than $3,000 in gear, including laptops, tablets, flat-screen TVs, digital cameras, MP3 players, video game consoles, smartphones, and hoards of other digital delights. You solved the problem by buying an extra-large steel footlocker in which to stash your valuables.

However, shipping the footlocker was expensive (nearly $100), and you had to wait for it to arrive from a catalogue company. Your bright idea is to propose to the Student Administrative Council (SAC) that it allow you to offer these steel footlockers to students at a reduced price and with campus delivery. Your footlocker, which you found by searching online, is extremely durable and works great as a coffee table, nightstand, or card table. It comes with a smooth interior liner and two compartments.

YOUR TASK Working individually or with a team, imagine that you have made arrangements with a manufacturer to act as an intermediary selling footlockers on your campus at a reduced price. Consult online for manufacturers and make up your own figures. How can you get the SAC’s permission to proceed? Give that organization a cut? Use your imagination in deciding how this plan might work on a college campus. Then prepare an unsolicited proposal to your SAC. Outline the problem and your goals of protecting students’ valuables and providing convenience. Check online for statistics regarding on-campus burglaries. Such figures should help you develop one or more persuasive hooks. Then explain your proposal, project possible sales, discuss a timetable, and describe your staffing.

Submit your proposal to Anthony Johnson, president, Student Administrative Council.

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ANS: For this activity, students prepare an unsolicited proposal to an ASO officer who must be persuaded to give permission for the project. The writing task may be completed individually or collectively.

13.5 Unsolicited Proposal: Requesting Funding for Your Campus Business Organization (Obj. 1) Let’s say you are a member of a campus business or sports club. Your organization has managed its finances well, and, therefore, it is able to fund monthly activities.

However, membership dues are insufficient to cover any extras. Identify a need, such as for a hardware or software purchase, a special one-time event that would benefit a great number of students, or officer training.

YOUR TASK Request one-time funding to cover what you need by writing an unsolicited letter or memo proposal to your assistant dean, who oversees student business clubs. Identify your need or problem, show the benefit of your request, support your claims with evidence, and provide a budget (if necessary).

ANS: Students are to write an unsolicited letter or memo proposal to an assistant dean who oversees student business clubs. The project may be completed individually or collectively.

Grammar & Mechanics Solutions 1. Our CEO and president both worked on the 30-page proposal, which was due immediately.

2. Managers in two departments [delete apostrophe] complained that their departments should have been consulted.

3. The RFP and its attachments arrived too late for my manager and me to complete the necessary research.

4. Although we worked every day on the proposal, we felt bad that we could not meet the May 15 deadline.

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5. If the program and staff are to run smoothly, we must submit an effective grant proposal.

6. Although short, a successful mission statement should capture the business’s goals and values [delete period] in a few succinct sentences.

7. A proposal budget cannot be changed if costs rise later; consequently, it must be written carefully.

8. A good eight-word mission statement is a critical tool for funding; it helps startup companies evolve their big idea without being pulled off track.

9. Entrepreneur Stephanie Rivera, publisher of an urban event calendar, relies on social media to broadcast her message.

10. Stephanie asked Jake and me to help her write a business plan that would guide her new company and garner permanent funding.

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Instructor Solutions Manual Chapter 14 Business Presentations Spotlight on Communication Solutions 1. Part 1: If you aren’t familiar with your audience, how can UDL help to make your presentation accessible for everyone?

ANS: Students can discuss design and layout, as highlighted in the case. Students can also discuss UDL in general related to representation, expression, and engagement.

Students could get together in groups and relate these principles to presentations they have done in the past or presentations or lessons they have participated in.

The instructor could show a TED Talk or presentation and the students could assess it together using UDL principles.

2. Part 1: Consider how you normally present information to groups. What aspects of UDL are you already using? What changes do you need to make so that your material is fully accessible?

ANS: Student answers will vary for this question. They can critique their own design and delivery and relate it to representation, expression, and engagement. Have students review the information on the CAST website at https://udlguidelines .cast.org. Students could also get together in groups to research additional UDL strategies. There are also several excellent YouTube videos on UDL. Source: CAST. (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org.

Retrieved 20 December 2020.

3. Part 2: In what ways can building in accessibility for students who have visual or hearing challenges benefit those who don’t?

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ANS: There are lots of strategies listed in the case for students to discuss. Have students discuss strategies in teams and determine which ones are the most effective for each team. Students can consider closed captioning, using a microphone, design aspects, having an interpreter, etc.

4. Part 2: How can you incorporate the options for alternates to sound in your class presentations?

ANS: In groups, students can review the list in the case and see how it would apply to their presentation for this class or other classes.

Solutions to Concept Check Questions 1. LO1: Remember some of the speeches or oral presentations you have witnessed. What were some of the elements that made them stand out, whether positively or negatively?

ANS: Student answers will vary based upon individual experiences with speeches and presentations. Students may comment upon a speaker’s apprehension about public speaking, but they should focus their responses based on Learning Objective 1; namely, knowing the purpose of the presentation and knowing the audience who is experiencing it. What makes a presentation memorable is how the presenter interacts with the audience while communicating the subject matter. In addition, what the audience takes away from the presentation demonstrates the mark of a professional, competent speaker.

Analysis: Creating Effective Business Presentations

2. LO1: How would you classify your classmates as an audience for student presentations: friendly, neutral, uninterested, or hostile? Why?

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ANS: Student answers will vary for this question based on several factors. Responses, however, should include the fact that the presentation, regardless of topic, presenter, experience, etc., needs to be planned so as to focus on audience benefits (i.e., “What’s in it for me?”). Because most, if not all, students will be preparing presentations at some point, student audiences may tend to be friendly or perhaps neutral, as students are “all in the same boat together,” and thus may be empathetic to each other’s apprehension of public speaking. Students may also comment upon their classmates’ abilities to analyze the audience while anticipating the reactions of audience members. They may also comment upon how to modify delivery methods and which supporting materials to use so that audiences are engaged and receptive to the presentations.

Analysis: Creating Effective Business Presentations

3. LO2: With reference to the Career Coach box, what are the top three strategies for gaining and keeping audience attention when you are delivering a presentation in class? Considering your audience of peers, explain why these strategies are best.

ANS: 1. A promise: If the speaker gives their classmates a realistic promise that keeps them expectant during the presentation, the classmates will understand what information is being discussed during the presentation and what they can expect to learn (i.e., “What’s in it for me?”).

2. Drama: If the speaker is able to include dramatic effects such as voice intonation, high-intensity emotions, facial expressions, and effective usage of pauses during a story or experience, the audience is much more likely to be engaged in the presentation.

3. Eye contact: If the speaker is able to command attention by surveying the entire audience to take in all members of the audience, they can thus capture the audience’s attention and involve them in the discussion. This makes individual audience members feel as though the presenter is speaking directly to them.

Analysis: Connecting With Audiences by Organizing Content and Using Visual Aids

4. LO2: What do you feel is the most effective visual aid to use during a presentation? Explain how the visual aid enhances a presentation.

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ANS: Visual aids provide the audience with something to look at other than the speaker and allow audiences to become more engaged in the process. Visual aids enhance a presentation in the following ways: 1. They emphasize and clarify main points, thereby improving comprehension and retention.

2. They increase audience interest.

3. They make the presenter appear more professional, better prepared, and more persuasive.

4. They illustrate and emphasize the message more effectively than words.

5. They may help shorten a meeting or achieve a goal faster.

6. They are helpful for inexperienced speakers because the audience concentrates on the visual aids rather than the speaker.

7. They serve to jog the memory of the speaker, thus improving self-confidence, poise, and delivery.

Most students will probably conclude that multimedia slides are the most effective visual aid. Multimedia slides can be easily crafted using a desktop, laptop, tablet, or smartphone, and there are numerous software programs available to prepare a professional presentation. In addition, handouts such as pictures, outlines, notes, articles, summaries, or supplements can also be provided to enhance presentation content. Furthermore, a current and dynamic visual aid can be produced using Prezi, a cloud-based presentation and storytelling tool that allows speakers to design 3-D presentations. Prezi presentations can then be used on the Zoom platform to communicate ideas in a more exciting and creative way.

Analysis: Connecting With Audiences by Organizing Content and Using Visual Aids

5. LO3: When working with templates, how can you avoid a clichéd presentation?

ANS: As the textbook states, “overused templates and even clip art that come preinstalled with PowerPoint and Prezi can weary viewers who have seem them repeatedly in presentations.” Tips for avoiding clichéd presentations include the following:

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1. Search for a PowerPoint or Prezi template in your favourite online search tool.

2. Brainstorm fresh ideas for slides.

3. Use bright colour schemes if appropriate.

4. Don’t overload slides with too many pictures.

5. Add a video.

6. Try using an animated GIF. 7. Use customized screenshots instead of stock images.

8. Keep your slides consistent.

9. Make it visual to add emotion.

10. Make your slide title stand out.

11. Show, don’t tell (demonstrate).

12. Have your slides tell a continuous story.

Sources: Petrone, P. LinkedIn Learning Blog. 8 Feb 2017. 5 Tips to Making an Awesome PowerPoint Presentation. https://www.linkedin.com/business/learning/blog/productivity-tips/5-bestpractices-for-making-awesome-powerpoint-slides. Retrieved 20December 2020.

Simon, J. TechSmith. (n.d.) How To Make a PowerPoint Presentation That Isn’t Boring. https://www.techsmith.com/blog/powerpoint-presentation-not-boring. Retrieved 20 December 2020.

Analysis: Preparing Engaging Multimedia Presentations

6. LO3: Not every point or every thought of your presentation requires a visual.

What are five reasons to create a slide or canvas for your presentation?

ANS: A presenter should create a slide or canvas only if it accomplishes at least one of the following purposes: 1. It generates interest in what you are saying and helps the audience follow your ideas.

2. It highlights points you want your audience to remember.

3. It introduces or reviews your key points.

4. It provides a transition from one major point to the next.

5. It illustrates and simplifies complex ideas.

Analysis: Preparing Engaging Multimedia Presentations 5 .

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7. LO4: Why do some presenters avoid making steady eye contact? What might these individuals do to correct this problem?

ANS: There are many reasons as to why some presenters may avoid eye contact: because they are nervous, they are overwhelmed, the audience capacity is too large for their comfort, they are inexperienced, the presentation content is complex, etc.

These individuals may choose the following techniques to improve eye contact: 1. See your audience as individual listeners.

2. Involve everyone in the conversation.

3. Sustain eye contact long enough to make a connection, and then move on.

4. Avert your eyes when a person grows uncomfortable.

5. Prepare your presentation more so that you feel comfortable looking away from notes.

6. Ensure eye contact as you deliver all critical lines or information.

7. Meet audience members before the presentation starts to become more comfortable and relaxed before you begin.

Source: Bernard D. 24 Oct 2017. The Importance of Eye Contact During a Presentation. https://virtualspeech .com/blog/importance-of-eye-contact-during-a-presentation. Retrieved 20 December 2020.

Analysis: Polishing Your Delivery and Following Up

8. LO4: What are the ways you can design and deliver your presentation to make it accessible for everyone?

ANS: Once the presenter has organized the presentation and prepared the visuals, they are ready to practice delivering it. The following techniques are highlighted in the chapter: 1. Avoid memorizing the presentation.

2. Do not read from notes or a manuscript.

3. Deliver the presentation extemporaneously.

4. Know when notes are appropriate, but again, do not read from them.

5. Familiarize yourself with online software functions.

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6. Tackle and combat stage fright.

7. Prepare thoroughly and rehearse repeatedly.

8. Use a microphone or closed-captioning, if required.

9. Consider principles of Universal Learning Design.

Analysis: Polishing Your Delivery and Following Up

9. LO5: Discuss four effective ways to design and deliver your presentation for intercultural audiences.

ANS: According to the textbook, when presenting to an intercultural audience, the speaker must remember to speak slowly, choose simple English, avoid jargon and clichés, use short sentences, and pause frequently when communicating with people for whom English is an additional language.

The speaker must also anticipate expectations and perceptions that may differ from their own in the following ways: 1. Indirect approach: Getting to the point quickly is not always prudent, and so speakers must carefully consider how to deliver the main idea of the presentation. Many cultures do not share the North American cultural emphasis on straightforwardness.

2. Language and pace: Speakers must be very careful about language and should express ideas in small chunks when working with an interpreter, who will require time to interpret. The speaker may need to slow down or even stop after each thought so that the interpreter can convey the appropriate message in the target language.

3. Organization: The speaker may consider the idea of dividing the presentation into distinct topics, developing each one separately and encouraging discussion after each one. This will enable participants to ask questions and understand what your topic is all about.

4. Formality: The speaker should remember that some cultures prefer more formality than North Americans. Examples include use of honorifics and last names as well as academic or business titles.

Analysis: Developing Intercultural and Team Presentations 7 .

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10. LO5: When team members divide tasks to work on separate parts of a presentation, how can the team ensure all of the parts come together for a seamless delivery?

ANS: Before the team sets to work, basic ground rules must be established. To be selected are a team leader who will conduct meetings, a recorder who will note group decisions, and an evaluator who will determine whether the group is on track and meeting goals. The group should decide on how decisions will be taken (i.e., by consensus or majority rule, etc.) Another important decision is how to deal with those members who do not “carry their share of the load.” A successful team will prioritize meetings in order to move forward and get the job done.

Next the team will begin to plan and discuss the presentation and assign tasks and deadlines. Each team member will have their own responsibilities, including research, creating visuals and handouts, building transitions, and rehearsals. As the individuals work on separate segments, they must make logical connections between those segments while “building a bridge to the next member’s topic to create a smooth transition.” There must be agreement about using consistent visual aids and the formatting of the presentation, which will then be edited, rehearsed, and evaluated. Teams should rehearse the presentation together several times, including practicing question-and-answer sessions.

As stated in the textbook, “successful group presentations emerge from thoughtful preparation, clear definitions of contributors’ roles, commitment to a groupapproved plan, and a willingness to take responsibility for the final product.”

Analysis: Developing Intercultural and Team Presentations

11. LO6: Do your own informal tally in your class to find out what you and your classmates consider acceptable cell phone use in various settings—when walking down the street, in a restaurant, in a place of worship, in class, on a date, and more.

ANS: Student responses will vary for this question based on values and beliefs. Some may find cell phone use acceptable during a walk down the street, but they would not conduct a phone call during a worship service or on a date. As an instructor you may restrict or limit cell phone use in the classroom: you may choose to use this 8 .

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rule as a stepping stone to discuss your expectations regarding your policy on cell phone usage. And as the textbook states, “because so many people depend on their smartphones, it is important to understand proper use and etiquette.”

Consider this discussion as an opportunity to speak about general smartphone etiquette with your students.”

Analysis: Improving Speaking Skills for Effective Phone Calls

12. LO6: When is it acceptable not to return a call when a callback was requested?

ANS: In one word, NEVER! However, how the receiver handles the situation of a callback depends on who it is they have to call back. But this is a choice the receiver must make. The receiver should always return a call if a return call has been promised: it shows courtesy and respect.

If the receiver does not return calls, the caller feels as though their situation does not warrant the receiver’s time and effort—this is unacceptable business practice. If the receiver does not return calls, it gives the appearance that the receiver is better than the caller—this is unacceptable business practice. If the receiver does not return calls, the caller may perceive that the receiver lacks manners—this is unacceptable business practice. If the receiver does not return calls, the caller may assume that the receiver is busier than the caller, and while that may be true—this is unacceptable business practice.

Businesspeople need to let callers know that they are of value and that they do care enough to give the caller a minute of their time, regardless of how they feel about that caller. Businesspeople should be professional and courteous, and return the call.

Analysis: Improving Speaking Skills for Effective Phone Calls

Solutions to Case Connections Questions 1. Increasingly, we are presenting to distracted audiences. While it is impolite to use a device during someone’s presentation, many audience members have developed dependence on their smartphones. What are some creative ways that 9 .

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you can have the audience use their devices to engage with your content?

ANS: The purpose of this activity is to have students think creatively about how to engage with their audience while using their smartphones. Some creative suggestions include the following: 1. If you as a presenter are comfortable taking questions during the presentation, use tools such as sli.do, which allows your audience to ask questions anonymously at any time throughout the presentation.

2. Have your audience go on social media and ask them to spread the word about your presentation. Choose the most creative post and award that individual a prize. This gives you, the presenter, a break from speaking, the audience gets to play with their phones, and you get free publicity about the presentation.

3. Have the audience participate in a trivia competition, using their smartphones, throughout the presentation. Give a prize at the end for the individual who receives the most correct answers.

Effective interaction using technology can provide positive engagement and reinforce strategic information the presenter may wish to drive home during a presentation.

Solutions to Chapter Review Questions 1. Why is it important to know your audience and purpose before you start planning your oral presentation? (Obj. 1) ANS: The most important part of a presentation for the presenter is deciding what they want to accomplish. The presenter must decide whether they want to persuade or inform the audience. They must have a clear idea of where they are going and decide what they want the listeners to remember or do. A second key element in presentations is to analyze the audience, anticipate its reactions, and make appropriate adaptations. By anticipating the audience, the presenter has a better idea of how to organize the presentation.

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2. What are five types of business presentations that you may encounter in the workplace? (Obj. 1) ANS: This question is meant to stimulate realistic thinking about the need for developing speaking skills. Many students think that they will never have to make presentations in their future careers. But students should understand that nearly all jobs today require a person to present ideas persuasively, either in informal or formal settings. Speaking skills become even more important as one is promoted into management positions, and nearly every postsecondary student will eventually be in some kind of supervisory or management role.

According to the LinkedIn Career Guide, there are six types of business presentations that students may encounter in the workplace: 1. Coach-style presentations work best for presenters who are enthusiastic about the topic they are speaking about. To make this work for you, you will need to find a balance between speaking and getting reactions and feedback from the audience. You will also need to speak and share information at an appropriate pace. The coach-style presentation is popular among motivational speakers. You might need to rely on coach-style presentations if you are at a conference or in any situation where you need to assuage the fears of your audience. Sometimes, salespersons or sales representatives use this style.

2. The connector-style presentation is one in which the speaker highlights what they have in common with the audience. Listeners feel that the speaker is “one of them” and are thus more receptive to the presenter’s message.

This type of presentation might also include a freeform question and answer session. Listeners may feel comfortable participating because the speaker typically uses gestures when they speak, which can encourage audience members to participate in the discussion.

3. Freeform presenters generally know what they want to say without a great deal of planning, rules or structure. If you would like to try this style, consider keeping yourself to two or three key points, use some humor, and share some stories with your audience. However, if you need a few reminders of what to say, feel free to have a few flashcards on hand, but make sure that the information on those cards is concise.

4. The instructor style may be best for people who need to convey a complex message to persuade the audience to consider or adopt a certain viewpoint.

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To use this style effectively, consider using figures of speech, metaphors and visual aids to help the audience conceptualize what you are talking about.

Also, find a way to balance focusing on the subject matter and on your audience.

5. The storytelling style is a great way for speakers to connect with their audiences. This style works best when you provide anecdotes that align with your main points and if you can use words that elicit emotion for the listener.

If you work in a communications field, the storytelling style might work best for you. An example of the storytelling style at work is radio-announcing, especially sports announcing. Many sports announcers not only talk about the basics of the sport they are covering, but they often use anecdotes from their past to relate to current developments.

6. The visual presentation is one in which speakers who use this style tend to use large and colourful slides with small quantities of text. This is a great style for speakers who believe slides should only compliment their speech or who have a short time to prepare and present. For example, if you are an ecologist giving a presentation to a city planning commission, you could have slides of local wildlife and/or graphs that depict the environmental impact of the new town hall.

Source: Indeed.com. 6 types of presentations to use in the workplace. https://www.indeed.com/careeradvice/career-development/types-of-presentations

3. In the introduction of an oral presentation, you can establish your credibility by using what two methods? (Obj. 2) ANS: Two methods to establish credibility in the introduction of an oral presentation are (1) to describe what qualifies the presenter to speak (position, knowledge, or experience) and (2) to connect with the audience.

4. Why are visual aids particularly useful to inexperience speakers? (Obj. 3) ANS: The goals of a speaker are to make listeners understand, remember, and act on the speaker’s ideas. By using visual aids, a speaker can both interest and involve the 12 .

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audience in that process. Visual aids are helpful to inexperienced speakers because the audience will focus on the visual aid rather than on the speaker.

5. How is the 6-x-6 rule applied in preparing bulleted points in a multimedia slideshow? (Obj. 3) ANS: The 6-x-6 rule is “Six bullets per screen, max; six words per bullet, max.” This rule helps designers limit the amount of text on each slide, which makes presentations more effective.

6. Why should speakers deliver the first sentence from memory? (Obj. 4) ANS: Speakers should deliver their first sentence from memory so they can immediately establish eye contact and sound confident and knowledgeable.

7. Why is it important not to read directly from your notes during a presentation?

(Obj. 4) ANS: Audiences will quickly lose interest and become bored with a presentation during which the presenter reads from notes. An audience perceives when a speaker is reading from a manuscript that they are unfamiliar with the subject matter and, therefore, the audience loses confidence in the speaker’s level of expertise. When a speaker chooses to read notes, they forfeit their view of any audience reaction, as the notes become the focus, not eye contact or visible responses to the information being presented. Therefore, there is no feedback from the audience when notes are read. Neither memorizing nor reading creates very convincing business presentations.

8. Discuss five ways to avoid stage fright. (Obj. 4) ANS: Students may discuss five of the following: 13 .

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1. Breathe deeply.

2. Convert your fear.

3. Know your topic and come prepared.

4. Use positive self-talk.

5. Take a sip of water.

6. Shift the spotlight to your visuals.

7. Ignore any stumbles.

8. Don’t admit you are nervous.

9. Feel proud when you finish.

9. How might presentations before intercultural audiences be altered to be most effective? (Obj. 5) ANS: When presenting to an intercultural audience, the presenter must speak slowly, choose simple language, avoid jargon and clichés, use short sentences, and pause frequently. In organizing a presentation for an intercultural audience, the presenter may need to anticipate and adapt to different speaking conventions, values, and nonverbal behaviours. They may also have to contend with an audience’s limited language skills or a reluctance to voice opinions openly. In addition, the presenter may have to adapt their visual aids for the audience. To ensure clarity and show courtesy, the presenter should provide handouts in both English and the first language of the audience if it is not English.

10. Discuss five tips for using smartphones courteously, safely, and responsibly.

(Obj. 6) ANS: Students may discuss any of the following tips: 1. Be courteous to those around you.

2. Observe wireless-free quiet areas.

3. Speak in low, conversational tones.

4. Take only urgent calls.

5. Drive now, talk later.

6. Choose a professional ringtone.

7. Text with caution.

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Solutions to Critical Thinking Questions 1. Careful business writers always document their sources in written reports; however, when the report findings are presented by using PowerPoint, the sources are often omitted. Should information in PowerPoint presentations be sourced? If so, how? Is omitting this information unethical? (Obj. 2) ANS: Student answers will vary. However, writers want to be able to deliver information with confidence and authority so that their efforts may be viewed as credible. If the author provides sources for everything in the presentation, it will eliminate questions about where that information was retrieved from and whether the information is accurate and current. The list of sources can be presented in a final slide at the end of the presentation. In addition, there are other resources that state that references or in-text citations can be included at the bottom of each slide.

If questioned about content, the individual should always have their sources available. However, if the information is not at hand, the presenter should inform the questioner that they will get back to them with the information. In the academic world, students should adhere to the instructor’s preference for citations and whether they prefer MLA or APA citation format. However, in the end most research indicates that it is appropriate, ethical and/or legally required for sources to be credited, and it shows that “you are meticulous about identifying sources and attributing authority.”

Sources: Quora.com. (2016, 1 January). Is it appropriate to include references in your PowerPoint presentation? https://www.quora.com/Is-it-appropriate-to-include-references-in-yourPowerPoint-presentation-If-yes-then-should-I-include-them-at-the-end-or-along-thepresentation. Retrieved 19 December 2020.

Walden University. (n.d.) How do I cite my sources in a PowerPoint presentation? https://academicanswers.waldenu.edu/faq/73215. Retrieved 19 December 2020.

2. Why do many communication consultants encourage businesspeople to move beyond bullet points? What do they recommend instead and why? (Objs. 2, 3) ANS: PowerPoint is omnipresent in business. Millions of poorly designed and poorly delivered presentations have tarnished PowerPoint’s reputation as an effective communication tool. A search of the phrase “death by PowerPoint” online retrieves 15 .

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millions of hits. Moreover, overused templates have resulted in boring visual clichés. Tools are only helpful when used properly. Experts recommend creating slideshows that tell a story and send a powerful message with much less text and more images. The goal is to abandon boring bulleted lists.

Source: Atkinson, C. (2008). Beyond bullet points (2nd ed.). Microsoft Press.

3. How can speakers prevent multimedia presentation software from overpowering their presentations? (Obj. 3) ANS: Presenters can avoid being upstaged by not relying totally on the slides or canvases. The presenter should help the audience visualize their points by using other techniques. For example, drawing a diagram on a whiteboard or flipchart may be more engaging than showing slide after slide of static drawings.

Demonstrating or displaying real objects or props is a welcome relief from projected images. Presenters need to remember that slides or canvases should be used only to help the audience understand the message and to add interest. The presenter is still the main attraction.

4. What is extemporaneous speaking, and what makes it the best delivery method for business presentations? (Obj. 4) ANS: Extemporaneous speaking means speaking freely, generally without notes, after preparation and rehearsing. The best plan for delivering a business presentation is to speak in this manner, especially when displaying a multimedia presentation such as a PowerPoint slideshow or Prezi canvas. In doing so, the audience understands that the presenter is well-versed in the subject matter, and this helps to build credibility.

5. Ethical Issue: Critics of PowerPoint claim that flashy graphics, sound effects, and animation often conceal thin content. Consider, for example, the findings regarding the space shuttle Challenger accident that killed seven astronauts. Report authors charged that NASA scientists had used PowerPoint presentations to make it look as 16 .

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though they had done analyses that they hadn’t. An overreliance on presentations instead of focusing on analysis may have contributed to the shuttle disaster.27 What lessons about ethical responsibilities when using PowerPoint can be learned from this catastrophe in communication? (Objs. 1–3) ANS: When presenters minimize or ignore altogether the importance of the basics of knowing their purpose and knowing their audience, they can spend too much time preparing an impressive multimedia presentation and end up leaving out important content. In this instance the scientists missed the mark in accomplishing the purpose of providing complete and accurate information that would result in a safe space shuttle mission.

When presenters shift their focus to the medium instead of the message, they are likely to neglect their ethical responsibility to present thorough and truthful information. Whether that was precisely the problem in this instance is unknown; however, another ethical lesson can be learned from this case. Namely, one should never use presentation technology to camouflage difficult or negative information so that the audience misses or doesn’t realize the importance of the negative information.

Activities Solutions 14.1 The Importance of Oral Communication Skills in Your Field (Objs. 1, 4) YOUR TASK Interview one or two individuals in your professional field. How is oral communication important in this profession? Does the need for oral skills change as one advances? What suggestions can these people make to newcomers to the field for developing proficient oral communication skills? Discuss your findings with your class.

ANS: You may want students to discuss this activity in groups of three or four and then have one individual from each group give a synopsis of their findings. Requiring students to come to class with a prepared report ready for submission will ensure that all group members will participate in the discussion.

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14.2 Outlining an Oral Presentation (Objs. 1, 2) One of the hardest parts of preparing an oral presentation is developing the outline.

YOUR TASK Select an oral presentation topic from a list provided by your instructor, or suggest an original topic. Prepare an outline for your presentation by using the following format: Title / Purpose State your name Gain attention and involve audience Establish credibility Preview main points Transition Main point Illustrate, clarify, contrast

Transition Main point Illustrate, clarify, contrast

Transition Main point Illustrate, clarify, contrast

Transition Summarize main points Provide final focus or takeaway Encourage questions

I. INTRODUCTION A. B. C. D. II. BODY A. 1.

2.

3.

B. 1.

2.

3.

C. 1.

2.

3.

III. CONCLUSION A. B. C.

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ANS: This activity helps students get their thoughts organized. Organized thought leads to an organized and effective oral presentation.

14.3 Observing and Outlining a TED Talk (Objs. 1–3) To learn from the presentation skills of the best speakers today, visit the TED channel on YouTube or the TED website. Watch one or more of the 2,400+ TED talks (motto: Ideas worth spreading) available online. Standing at over one billion views worldwide, the presentations cover topics from the fields of technology, entertainment, and design (TED).

YOUR TASK If your instructor directs, select and watch one of the TED Talks and outline it. You may also be asked to focus on the speaker’s presentation techniques based on the guidelines you have studied in this chapter. Jot down your observations either as notes for a classroom discussion or to serve as a basis for an informative memo or e-mail. If directed by your instructor, compose a concise yet informative tweet directing Twitter users to your chosen TED Talk and commenting on it.

ANS: TED Talks are consistent in their quality because the organizers invite only the most accomplished personalities from the fields of technology, entertainment, and design (TED) who also happen to be captivating speakers. TED conference participation is by invitation only, and the standard annual membership fee is $5,000 USD.

14.4 Taming Stage Fright (Obj. 4) What scares you the most about making a presentation in front of your class?

Being tongue-tied? Fearing all eyes on you? Messing up? Forgetting your ideas and looking unprofessional?

YOUR TASK Discuss the previous questions as a class. Then, in groups of three or four, talk about ways to overcome these fears. Your instructor may ask you to write a memo, an e-mail, or a discussion board post (individually or collectively) 19 .

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summarizing your suggestions, or you may break out of your small groups and report your best ideas to the entire class.

ANS: This activity could help students come to grips with their fears. After completing this discussion and/or writing memos or e-mails, students will realize that they share many of the same anxieties. Stress that all speakers suffer stage fright occasionally and that controlled stress can contribute to a presentation. Students should include such effective techniques as 1. Breathe deeply.

2. Convert your fear.

3. Know your topic and come prepared.

4. Use positive self-talk.

5. Take a sip of water.

6. Shift the spotlight to your visuals.

7. Ignore any stumbles.

8. Don’t admit you are nervous.

9. Feel proud when you finish.

14.5 Something to Talk About: Topics for an Oral Presentation (Objs. 1–5) YOUR TASK Select a topic from the following list, or additional topics provided by your instructor. Individually or as a team, prepare a short oral presentation.

Consider yourself an expert or a team of experts called in to explain some aspect of the topic before a group of interested people. Because your time is limited, prepare a concise yet forceful presentation with effective visual aids.

If this is a group presentation, form a team of three or four members and conduct thorough research on one of the following topics, as directed by your instructor.

Follow the tips on team presentations in this chapter. Divide the tasks fairly, meet for discussions and rehearsals, and crown your achievement with a 10- to 15minute presentation to your class. Make your multimedia presentation interesting and dynamic.

How can businesses benefit from Facebook, Instagram, Twitter, or LinkedIn? Cite specific examples in your chosen field.

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What kind of marketing works best with students on college or university campuses? Word of mouth? Internet advertising? Free samples? How do students prefer to get information about goods and services?

How can your organization appeal to its members to prevent them from texting while driving or from driving under the influence?

How can students and other citizens contribute to conserving gasoline and other fossil fuel to save money and help slow global climate change?

What is the economic outlook for a given product, such as electric cars, laptop computers, digital cameras, fitness equipment, or a product of your choice?

What is telecommuting, and for what kinds of workers is it an appropriate work alternative?

What should a guide to proper smartphone etiquette include?

Why should a company have a written e-mail, Web use, and social media policy?

What are the pros and cons of using Prezi zoom presentations? Would they be appropriate in your field?

What smartphone apps are available that will improve a businessperson’s productivity?

ANS: Students could first be required to submit an outline of their chosen topic. Then they would be expected to prepare a presentation with effective visual aids.

14.6 Presenting Yourself Professionally on the Telephone and in Voice Mail (Obj. 6) YOUR TASK Practising the phone skills you learned in this chapter, leave your instructor a professional voice mail message. Prepare a mini-agenda before you call. Introduce yourself. If necessary, spell your name and indicate the course and section. Speak slowly and clearly, especially when leaving your phone number.

Think of a comment you could make about an intriguing fact, a peer discussion, or your business communication class.

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ANS: This activity will help students practise leaving a professional voice mail message.

Grammar & Mechanics Solutions 1. The CEO’s assistant scheduled my colleague and me for a 20-minute presentation to explain the new workplace sustainability initiative.

2. PowerPoint presentations, claims one expert, should be no longer than 20 minutes and have no more than ten slides.

3. The introduction to a presentation should accomplish three goals: (a) capture attention, (b) establish credibility, and (c) preview main points.

4. In the body of a short presentation, speakers should focus on no more than three principal points.

5. A poll of 2,000 employees revealed that four fifths of them said they feared giving a presentation more than anything else they could think of.

6. A list of tips for inexperienced speakers is found in the article titled “40 Quick Tips for Speakers.”

7. The director of operations made a 15-minute presentation giving step-by-step instructions on achieving our sustainability goals.

8. In the spring our company’s stock value is expected to rise at least 10 percent.

9. The appearance and mannerisms of a speaker definitely affect a listener’s evaluation of the message.

10. Because the boss’s daughter was a dynamic speaker who had founded a successful company, she earned at least $20,000 for each presentation.

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Instructor Solutions Manual Chapter 15 The Job Search and Résumés Spotlight on Communication Solutions 1. Part 1: Rocky Mountaineer’s rail routes run from April to October. What are the benefits and drawbacks of seasonal employment?

ANS: There are many advantages and disadvantages to seasonal employment.

Advantages include the following: 1. Seasonal employees can build their résumés and learn new skills.

2. Seasonal employment can help someone “get a foot in the door,” especially if it’s a company they really want to work for. This allows them to showcase their talents.

3. A person can spin seasonal employment as a learning experience so as to avoid a gap on their résumé by highlighting skills they have developed in the meantime. Seasonal employment also shows that they don’t just sit around; they are a hard worker and will take seasonal employment because they know they can learn and gain skills from it.

4. It allows the employee to try out a new company or industry on a short-term basis while still earning income.

5. An employee can view a seasonal job as an internship opportunity. “It gives you a rare inside glimpse into how a company operates—and a chance to test drive it, relatively free,” as TheMuse.com puts it.

6. Seasonal employment allows for lower payroll costs for management.

7. Seasonal employment is considered to be less risky in terms of hiring. The employee is gone at the end of the season, and there is no commitment from management to rehire.

8. Seasonal employment provides a flexible workforce.

Disadvantages include the following: 1. Most seasonal jobs don’t require much previous knowledge or specialized training, so the pay may be lower. .

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2. Seasonal employees may not get much detailed training because they are only being hired for a short period of time.

3. Seasonal work schedules can be tough, as these employees may be working weekends, holidays, and at other times when people are having fun.

4. A seasonal employee’s free time is likely to disappear.

5. Seasonal employment may prohibit the individual from searching for a fulltime job or taking a class to further increase skills.

6. There are usually no benefits and no impressive perks.

7. Management may have to deal with uncommitted employees.

8. Employees may lack loyalty and reliability.

Ultimately, job seekers should look at seasonal employment as an opportunity but must consider the pay, hours, what they can learn, and the company involved.

Sources: Fidel, A. 2020. The Muse.com. Should You Take a Seasonal Job? https://www.themuse.com /advice/should-you-take-a-seasonal-job Retrieved 23 December 2020.

Kappel, M. 11 February 2019. The Patriot. The Pros and Cons of Hiring Seasonal Employees for Your Small Business. https://www.patriotsoftware.com/blog/payroll/advantages -of-runningpayroll-as-a-seasonal-employer/ Retrieved 23 December 2020.

Omoth, T. 2020. Top Résumé. Pros and Cons of Taking a Seasonal Job. https://www.topresume .com/career-advice/should-you-take-a-seasonal-job-pros-and-cons Retrieved 23 December 2020.

2. Part 1: In addition to salary considerations, what other work benefits do you value? For example, Rocky Mountaineer offers discounted rail packages for employees and their families.

ANS: Depending on the job, the employee may earn tips to supplement a lower income/wages. They may be able to work outdoors, as many seasonal jobs involve working outside. In addition, there could be variety in the job routine. Meeting people from all around the world may potentially lead to further employment or volunteer opportunities in the future. The employee may meet like-minded coworkers who have similar interests, and this could provide networking opportunities as well. Working in the travel/tourism industry allows the employee to escape the traditional 9-to-5 grind. And, finally, the Rocky Mountaineer rail route traverses interesting locations and provides the chance to see some of Canada’s most beautiful landscapes.

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3. Part 2: Consider your own personal values. Why is it important to seek work at an organization or company that shares your values?

ANS: Shared personal values are not the same as company values. Shared company values have more to do with how employees relate to one another and to the company by which they are employed.

Shared values go hand in hand with friendship, which can have a huge impact on employee engagement with a company. These shared personal values may lead to stronger social connections at work, which helps to increase productivity and passion for employees for the work that they do. Shared values help to attract a workforce with like-minded goals: for example, the Patagonia clothing company hires candidates who value the environment and view combatting climate change as a personal value.

As stated in an article by Michael Porter and Mike Kramer in the Harvard Business Review, “Shared value is not social responsibility, philanthropy, or even sustainability. It is not on the margin of what companies do but at the center. We believe it can give rise to the next major transformation of business thinking.” They also mention that the concept of shared values recognizes that “societal needs, not just conventional economic needs, define markets” and that “society’s problems can create internal costs for business, i.e., wasted energy or raw materials.”

Furthermore, Porter and Kramer believe that “the moment for a new conception of capitalism is now; society’s needs are large and growing, while customers, employees, and a new generation of young people are asking business to step up.

The purpose of the corporation must be redefined as creating shared value, not just profit per se. This will drive the next wave of innovation and productivity growth in the global economy. It will also reshape capitalism and its relationship to society. Perhaps most important of all, learning how to create shared value is our best chance to legitimise business again.” They provide the following example of a personal shared value: Nestlé is tackling the challenge of malnutrition, in particular among women and children in India. The company developed and launched a product called Maggi Masala-ae-Magic, which is a low-cost, micronutrientreinforced spice product. This product, now sold in India, has been sold using existing and new non-profit distribution channels to the most remote and malnourished areas of India. It has also been an income generator for Nestlé.

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Therefore, shared values benefit not only employees but employers. This concept helps to keep employees engaged in their jobs and it invests in innovations to address societal problems and challenges in a positive way.

Source: Gettler, L. 12/20/2016. Acuity Magazine. Why Should Companies and Employees Have Shared Values. https://www.acuitymag.com/business/why-should-companies-and-employees-have-sharedvalues. Retrieved 23 December 2020.

4. Part 2: If you were preparing a cover letter to work at Rocky Mountaineer, how would you gain attention in the opening paragraph and promote your strengths in the message body?

ANS: As stated in the textbook, “candidates can set themselves apart with well written cover messages.” The cover letter should be personalized and should showcase any special talents the applicant possesses, without the letter sounding generic or too arrogant. Tips for gaining attention in the opening paragraph include the following: 1. Begin by addressing the reader by name. Applicants should research this information and ensure the proper spelling and title of the individual.

2. How the message opens depends upon whether the position has been announced and whether or not applicants are being actively solicited. The writer will use the direct approach or indirect approach, depending upon the specific situation: a. Solicited positions: i) refer to the name of an employee in the company, ii) refer to the source of the information precisely, and iii) refer to the job title and describe how one’s qualifications fit the requirements. b. Unsolicited positions: i) demonstrate an interest in and knowledge of the reader’s business and ii) show how one’s special talents and background will benefit the company.

According to an article by Robin Ryan in Forbes magazine, “Hiring managers all agree that a good cover letter is very influential.” In addition, she states that “a strong opening must immediately focus on filling the employer’s needs.” She suggests using a strategy called The Power Impact Technique, which is a two-step process in which one

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1. Analyzes the job—both the noted and assumed needs—and determines the most important skills the employer is looking for 2. Immediately addresses how one will meet the employer’s needs This technique starts the letter with a strong opening sentence, which highlights the candidate’s major selling points and skills while offering actions and the results that the employer is seeking.

Furthermore, the text states that the writer “should use the body of the letter to plug your qualifications for this position,” and Ryan adds that “you must demonstrate ‘proof’ that you can perform the duties desired.” If possible, the writer should use their network to gather any additional information about the job and emphasize how their skills and experience are related to that position. They may also “offer any known results from your past efforts as the proof that you CAN do the job.”

Ultimately, the cover letter and résumé are what set the candidate apart from other qualified candidates. Ryan concludes her article by saying, “Your cover letter must develop enough interest to get the employer to want to turn the page, look at your résumé and say, ‘Let’s call this one in for an interview.’”

Source: Ryan, R. 02/19/2019. Forbes. Formula for Writing an Attention-Getting Cover Letter. https://www.forbes.com/sites/robinryan/2019/02/19/formula-for-writing-an-attentiongetting-cover-letter/?sh=22d84c5d4895. Retrieved 23 December 2020.

Solutions to Concept Check Questions 1. LO1: A study by career website The Ladders found that candidates need to apply to a job within 72 hours after it has been posted online. After that, chances of being hired drop by more than 50 percent. Does this sound reasonable to you? How could job candidates apply so quickly?

ANS: When a job is posted online, it typically remains online until the employer removes it. In addition, most job board sites such as Indeed, Monster, and Simply Hired have systems to keep a candidate’s résumé on file so that it can be readily submitted when a posting becomes available and the résumé includes keywords that go into 5 .

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the ATS (applicant tracking system) to be reviewed by a recruiter. However, according to Jane Pesch at WinterWyman, “Having a sense of urgency throughout the (job search) process is critically important. Finding your next opportunity isn’t just about your skills, qualifications, background education and who you know—it’s also about your behavior during the search. And, then the ability to act quickly.

Being responsive while looking for a job is critical and can set you apart from the competition.” Pesch also provides the following advice: “When you see a job online you’re interested in, don’t delay in applying. While it’s important to customize both your cover letter and resume for each opportunity, it’s also crucial that you apply quickly. In fact, a LinkedIn study shows candidates that are among the first 25 to apply for a role are 3x more likely to land the job—and it reinforces your level of interest. Once a hiring manager feels like they have a viable pool of candidates, they will be less attentive to the balance of inquiries coming in.”

Sources: Fishcer, C. 23/09/2019. LinkedIn Blog. A New Holiday to Celebrate: Fall Hiring Season. https://blog.linkedin.com/2019/september/23/fall-hiring-season-is-hot-now-is-the-time-tofind-the-right-job-for-you Retrieved 23 December 2020.

Pesch, J.E. 10/02/2020. WinterWyman. Quick! Having a Sense of Urgency During Your Job Search. https://www.winterwyman.com/blog/quick-having-a-sense-of -urgency-during-your-jobsearch/ Retrieved 23 December 2020.

Analysis: Job Searching in the Digital Age

2. LO1: Why is it important to familiarize yourself with online application systems, mobile apps, and other job search technologies?

ANS: Nowadays, technology is an increasingly integral component of job searching.

Almost everyone on the job hunt has at least one mobile device, and the number of apps is not only overwhelming but rapidly increasing. As noted in the textbook, “you can download apps to plan your career, organize the job-search process, scour numerous job boards, and receive immediate job alerts.” In addition, most companies, no matter their size, are now posting jobs, screening résumés, conducting interviews, and selecting candidates via technology.

Analysis: Job Searching in the Digital Age

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3. LO2: Write a list of companies or organizations where you would like to work. Do you know anyone with personal connections to these workplaces? For example, an acquaintance, a peer, a friend of a friend, or an instructor? If not, how can you create networking opportunities to connect with people who work there?

ANS: Student lists for potential employment opportunities will vary. Networking remains the best tool for finding a desirable job, and technology is increasingly important for the process. Tips for increasing networking opportunities include the following: 1. You probably want to network with those in your chosen field. However, one should not limit further opportunities, and if you meet someone who isn’t in your field, they may know someone who is.

2. Networking is a two-way street: if you offer to help someone, they will probably return the favour.

3. Recent grads should have the mindset that every person they meet has the potential to become a part of their network.

4. Begin building that network of contacts before you graduate: the sooner you start, the more people you meet.

5. Attend networking events such as alumni functions, professional organization mixers, or meetings.

6. Leverage professional networking sites such as LinkedIn. 7. If not comfortable with attending a networking event alone, bring a friend.

Sometimes it’s easier to start a conversation with a stranger if you have a familiar face by your side.

Analysis: Developing a Job-Search Strategy Focused on the Open Job Market

4. LO2: What are seven ways to protect yourself when using online boards for your job search?

ANS: Seven ways to protect oneself when using online job boards for job searching include 1. Use responsible, well-known sites and never pay to post your résumé.

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2. Don’t divulge personal data such as your date of birth, social insurance number, or home address. Use your city and province or territory in place of your home address.

3. Set up a separate e-mail account with a professional-sounding e-mail address for your job search.

4. Post privately if possible. Doing so means that you can control who has access to your e-mail address and other information.

5. Keep careful records of every site on which you posted. At the end of your job search, remove all posted résumés.

6. Don’t include your references or reveal their contact information without permission.

7. Don’t respond to blind job postings (those without company names or addresses). Unfortunately, scammers use online job boards to post fake job ads to gather your personal information.

Analysis: Developing a Job-Search Strategy Focused on the Open Job Market

5. LO3: How has the global pandemic affected the job searching process? What skills do job seekers need to develop in order to thrive during challenging times?

ANS: Searching for and moving through the job search process has been turned upside down with the global pandemic. The process has largely become a huge challenge; however, experts advise not panicking and giving up. And even thought the job search may be challenging, opportunities do exist. Some industries may be downsizing, while others are expanding. Advice from experts includes the following suggestions: 1. Search job sites for buzzwords such as “urgently hiring” or “hiring immediately.”

2. Update your LinkedIn profile as well as your résumé.

3. Tweak your résumé for each job to which you apply and attach a job-specific cover letter for each one.

4. Make yourself aware of what’s happening in the job market: for example, healthcare jobs are increasing, whereas hospitality positions have been dwindling rapidly.

5. Do not assume that your chosen field is not hiring.

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6. Organize your job search and set up online job alerts so that you become aware of jobs as soon as they are listed.

7. Consider work from home options.

8. Search remote, niche, and gig job sites.

9. Offer solutions to potential employers as to how you can help them.

10. Be prepared for an online virtual interview.

11. Spend time networking virtually.

12. Upgrade your job skills and build your confidence.

13. Be patient and kind, as everyone is dealing with the pandemic.

14. Work on soft skills such as creativity, willingness to learn, adaptability, and emotional intelligence.

15. Be flexible.

16. Consider consulting if you can’t find full time work.

17. Don’t be afraid to get career coaching help.

18. Consider all options—this job doesn’t have to be permanent.

19. The key takeaways from this global pandemic and job situation are (1) hiring hasn’t stopped, (2) practice online/virtual interviewing, and (3) give to get and help others.

Sources: Bhat, Y. 12/12/2020. The Hindu Viewpoint. Step by Step: Tips to Help You Build a Career During the Pandemic. https://www.thehindu.com/education/tips-to-help-you-build-a-career-during-thepandemic/article 33314595.ece. Retrieved 27 December 2020.

Career5. 23/03/2020. 10 Job Search Strategies to Use During the Covid-19 Pandemic. https://career5.com/10-job-strategies-to-use-during-the-covid-pandemic. Retrieved 27 December 2020.

Doyle, A. 18/12/2020. The Balance Careers. How to Handle a Job Search During a Pandemic. https://www.thebalancecareers.com/how-to-handle-a-job-search-during-a-pandemic4799787. Retrieved 27 December 2020.

Ryan, R. 01/09/2020. Forbes Magazine. How Covid-19 Has Changed Hiring And Job Search And How To Be Successful. https://www.forbes.com/sites/robinryan/2020/09/01/how-covid-19-haschanged-hiring-and-job-search-and-how-to-be-successful/?sh=157bc78f3758. Retrieved 27 December 2020.

Analysis: Unlocking the Hidden Job Market With Networking

6. LO3: Write three taglines for yourself. In groups, share your taglines and discuss which one would sound best on a business card.

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ANS: Student will prepare their own taglines based on personal experiences and desirable qualifications and/or experience. Developing personal branding forces each student to consider what sets them apart from the competition, and it helps each student to identify what makes them “unique” in their chosen way. Group sharing will provide the opportunity for constructive feedback and allows each student to enhance or tweak their three taglines.

Analysis: Unlocking the Hidden Job Market With Networking

7. LO4: Why do you think it is so important to customize your résumé for each employer and each job for which you apply? How do you think employers will respond to a customized résumé versus a generic résumé? Is creating a customized résumé for each position worth your time and effort? Share your opinions with your classmates.

ANS: The textbook strongly recommends a tailored résumé for each position being sought. Because of increased competition in today’s job market, a generic résumé is not advisable.

According to Rolf Bax at Resume.io, “In reality, you should be creating a custom résumé for each and every application you send out. A custom résumé can mean the difference between getting out your suit for that final interview and never even making it to the telephone screening.” Bax goes on to explain that a customized résumé includes adding references and keywords that are relevant to the particular company and role to which the candidate is applying. By creating a customized résumé, the applicant is communicating “excitement about joining a particular company.”

In addition, according to Emily Moore at Glassdoor, “Customizing your résumé to each job you’re applying to is critical if you want to prove that you’re the right person for the job.” She recommends tailoring the following sections of the résumé: 1. Professional summary or objective statement 2. Career accomplishments and highlights 3. Skills and strengths 4. Additional experience 10 .

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5. Layout and style 6. The order of your work history In closing, she states, “The job search is all about quality, not quantity. If you send a hyper-customized résumé to five different employers, your odds are almost certainly better than if you sent out a generic résumé to ten. And ultimately, that small amount of effort you put into catering your résumé to each job description can end up significantly cutting down the time you spend looking for a job.”

Sources: Bax, R. 10/06/2020. Why You Should Customize Your Résumé for Each Application. https://resume.io/blog/customize-resume-for-each-application. Retrieved 28 December 2020.

Moore, E. 26/02/2018. Glassdoor. How to Customize Your Résumé for Each Job You Apply To. https://www.glassdoor.com/blog/how-to-customize-your- résumé/ Retrieved 28 December 2020.

Analysis: Creating a Customized Résumé

8. LO4: In your opinion, what is the difference between honest self-marketing and deception? What are some examples from your experience?

ANS: As mentioned in the textbook, “recruiters expect a certain degree of self-promotion on a résumé.” The problem occurs, however, when the writer embellishes, using half-truths and lies instead of using honest self-marketing. However, most experts agree that honesty is still the best policy and that when the writer is being truthful, they will not have to worry about being caught up in an endless tale of lies if they are granted an interview. Jobberman.com lists five top lies that one should never tell on a résumé: 1. Don’t lie about your education and academic credentials.

2. Don’t lie about employment dates.

3. Don’t lie about skills or technical abilities.

4. Don’t falsify jobs.

5. Don’t lie about foreign language fluency.

Recruiters will thoroughly research any potential candidate for an interview and/or selection process, and candidates can be further investigated through skills 11 .

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assessments, social media research, and background checks. At the conclusion of her article, Nelly Sadongo-Bawa states, “Nobody wants to miss out on a good job opportunity. But, we are in control of the kind of information we decide to give to potential employers. Instead of lying to cover up only to get caught and lose the job opportunity, choose the safe path. Either withhold the information completely or be honest.”

Source: Sadongo-Bawa, N. 24/01/2019. Jobberman.com.gh. Top 5 Lies You Should Never Tell on Your CV. https://www.jobberman.com.gh/blog/ev-lies. Retrieved 28 December 2020.

Analysis: Creating a Customized Résumé

9. LO5: What techniques can you use to increase the chances of an applicant tracking system (ATS) giving your résumé a high ranking? Which of these techniques also make your résumé appealing to a human reader?

ANS: Techniques to give your résumé a high ranking with ATS and also make your résumé appealing to a human reader include the following: 1. Include specific keywords or keyword phrases.

2. Focus on nouns.

3. Use variations of the job title.

4. Concentrate on the “skills” section of the résumé.

5. Keep the formatting simple.

6. Use conventional headings.

Analysis: Enhancing Your Job Search With Today’s Digital Tools

10. LO5: Name four reasons why it is important to prepare a basic print-based résumé.

ANS: As stated in the textbook, every applicant needs to prepare a print-based traditional résumé, and this résumé is useful for the following four reasons:

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1. For during job interviews 2. For person-to-person networking situations 3. For recruiters at career fairs 4. For when the applicant is competing for a job that does not require an electronic submission Analysis: Enhancing Your Job Search With Today’s Digital Tools

11. LO6: A blogger recently wrote that “cover letters probably don’t matter, but you still need one.” How can you justify cover letters?

ANS: The following reasons justify a cover letter: 1. It tells the employer who you are and why they want you.

2. It showcases your writing ability.

3. It lets you highlight your strengths.

4. It shows you’re serious about the opportunity.

5. It makes up for a résumé that can’t stand alone.

6. It sets up the follow-up process.

7. It helps you stand out from your competitors.

8. It builds a relationship with the employer.

9. It can express your personality.

10. According to Resumelab.com, 83 percent of HR pros say cover letters are important for their hiring decisions.

Sources: PongoBlog. (n.d.) 6 Reasons Why You Won’t Get Hired Without a Cover Letter. www.pongoresume .com/blogPosts/144/6-reasons-why-you-won-t-get-hired-without-a-cover-letter. Retrieved 28 December 2020.

Resumelab.com (n.d.) Are Cover Letters Necessary? https://resumelab.com/cover-letter/are-coverletters-necessary Retrieved 28 December 2020.

Tomaszewski, M. 12/23/2020. How Important Is a Cover Letter? https://www.michaelpage.com/ advice/career-advice/cover-letter-and-resume-advice/how-important-cover-letter. Retrieved 28 December 2020.

Analysis: Cover Letters—Do They Still Matter?

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12. LO6: Why is it important to reduce the number of times you use I in your cover letter? What are some techniques to reduce this usage?

ANS: It is difficult to not use the pronoun “I” when writing a cover letter. The writer doesn’t want the reader to view them as arrogant or self-centred, nor do they want the reader to think they’re not a team player. One critical purpose of the cover letter is to inform the employer of what the writer can do for the company.

Techniques to reduce usage of “I” include the following: 1. Instead of starting a sentence with “I”, push it somewhere down in the sentence; for example, “In looking at your company’s philanthropic efforts, I was pleased to discover your employees participate in Jump Rope for Heart, a cause that’s very dear to me.”

2. Use constructions that, while retaining the first person, shift from the subject pronoun to other cases; for example, “It has been my intention to broaden my skills in public speaker, and in 2020 I successfully completed a Toastmaster’s course.”

3. The standard techniques used in academic writing introduce the pronoun once and then shift the discussion to avoid being the actor (i.e., use the passive voice); for example, “It has been brought to my attention by my colleagues that I am an excellent problem solver.”

4. Use the term “my”; for example, instead of saying “I have experience in…,” write “my fields of experience include….”

An article on Fastweb.com by Kim Isaacs sums it up like this: “Your cover letter is not your autobiography. The focus should be on how you meet an employer’s needs, not on your life story. Avoid the perception of being self-centred by minimizing the use of the word “I,” especially at the beginning of your sentences.”

Sources: Academia Stack Exchange. 3/10/2013. How to Avoid the Repetition of “I” While Writing a Letter for an Academic Job? https://academia.stackexchange.com/questions/13157/how-to-avoid-therepetition-of-i-while-writing-a-cover-letter-for-an-academic-job Retrieved 28 December 2020.

Isaacs, K. 18/03/2009. Fastweb.com. 10 Cover Letter Don’ts. https://www.fastweb.com/careerplanning/articles/the-10-cover-letter-don-ts Retrieved 28 December 2020.

Analysis: Cover Letters—Do They Still Matter?

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Solutions to Case Connections Questions 1. What specific skills can you develop while volunteering? Why is volunteer experience valuable to have on your résumé?

ANS: There are a number of skills that a volunteer can gain through the volunteering process: 1. Effective communication 2. Time management 3. Organization 4. Problem-solving and decision making 5. Leadership skills 6. Teamwork and relationship skills 7. Self-management 8. Professionalism 9. Ability to work with people different from oneself 10. Work ethic 11. Customer service 12. Confidence 13. Public relations 14. Teachability 15. Following instructions 16. Flexibility 17. Planning 18. Creativity 19. Training 20. Project management 21. Dedication 22. Persistence 23. Compassion 24. Perseverance 25. Sense of mission/a mission orientation 26. Optimizing limited resources and tight budgets 27. Prioritizing 28. Information/data processing 29. Analytics 30. Influencing/coaching 15 .

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The following is found at https://www.resume.com/career-advice/resumes/why-isvolunteering-important-2 (18 March 2020. Retrieved 28 December 20): Volunteer work has the unique ability to impact the lives of others, improve the community or the world around you, increase your personal satisfaction with your own life and boost your professional career. Understanding what volunteer work is, why it is important and the benefits it provides can have a significant impact on both your personal and professional life. Learn everything you need to know about how you can use volunteer work to do something good for the world while also positively impacting your career.

With the career market becoming more competitive than ever before, candidates need to do more than meet the minimum education, experience and skill requirements to stand out to an employer. Volunteering offers several benefits that can help you boost your professional career. Volunteer work can be the difference between what makes someone look like a good candidate and the best candidate.

Volunteering can help you discover the things you are passionate about and identify specific goals you have for your career. Through volunteer work, you can have the opportunity to try new occupations within a wide variety of industries to help you find the type of work that is right for you. This can be particularly beneficial to students, recent graduates and individuals who are considering making a career change but aren’t sure what they want to do.

If you have limited work experience or have gaps in your employment, you can use volunteer work to show relevant experience and to fill employment gaps in your résumé. Volunteer work provides students, recent graduates and individuals interested in making a career change the opportunity to gain experience that is relevant to the position they want to apply for. It also provides you the opportunity to learn new skills and develop existing skills.

If you have volunteer experience within the specific role or industry you are interested in pursuing a career in, that volunteer experience can help your résumé stand out from the competition. The person reviewing your résumé will see you are so passionate about the industry and the position that you

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are willing to contribute your time and skills to do good within the industry without expecting anything in return.

Other sources: Doyle, A. 28/11/2019. The Balance Careers. How to Include Volunteer Work on Your Resume. https://www.thebalancecareers.com/how-to-include-volunteer-work-on-your-resume2063297.

Gross, N. 04/16/2015. Updated Nov. 2020. NG Career Strategy. 22 Transferable Skills & Resume Gap Fillers to Gain From Volunteering. https://www.ngcareerstrategy.com/22-transferable-skillsto-gain-from-volunteering.

Napoli, M. 02/03/2016. Skills You Can Gain From Volunteering. https:marienapoli/2016/02/03/skillsyou-can-gain-from-volunteering.

Tossell, C. 05/11/2013. Skills You Can Learn While Volunteering. https://www.workandvolunteer .com/skills-you-can-learn-while-volunteering.

Youth Volunteer Corps. 05/16/2014. 20 Skills You Learn Volunteering That Can Help You Get a Job. https://yvc.org/20-skills-you-learn-volunteering-to-help-you-get-a-job.

Solutions to Chapter Review Questions 1. As a recent graduate of college or university, what advantages do you have as you enter the job market? (Obj. 1) ANS: As stated by Michael Houlihan, owner of Barefoot Wine and coauthor of The Barefoot Spirit, How Hardship, Hustle, and Heart Build America’s #1 Wine Brand, “Today’s college grads are a great source of new, fresh energy for your business.

They’re skilled at Internet research and are willing to put in extra hours. Since they haven’t had a lot of experience with other companies, they’re less likely to come to you with preconceived notions and other ways of doing things. That means they’re easier to mold into what you ultimately need.”

In addition to Mr. Houlihan’s statement, recent graduates have the following advantages when entering the job market: 1. They are highly motivated.

2. They possess youth and enthusiasm.

3. They often have some leadership experience.

4. They are quick learners and easy to develop.

5. They are highly energetic.

6. They are affordable because their salaries are based on experience.

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7. They are ambitious.

8. The offer new perspectives—they question the status quo and don’t hesitate to ask questions.

9. They are masters of continuous learning.

Sources: Bowden-Davis, J. 15/04/2016. AmericanExpress.com. The Pros and Cons of Hiring New College Graduates. https://www.americanexpress.com/en-us/business/trends-and-insightsarticles/hire-college-graduates-small-business. Retrieved 23 December 2020.

Cunningham, L. 4/10/2015. LinkedIn.com. The Benefits of Being a Recent Grad in the Job Market. https://www.linkedin.com/pulse/benefits-being-recent-grad-job-market-leighcunningham?articleId=6056567613767634944. Retrieved 23 December 2020.

2. Although one may not actually find a job on the Internet, how can the big job boards be helpful to job hunters? (Obj. 2) ANS: The big job boards can serve as a jumping-off point in most searches. They help candidates learn about the kinds of jobs available and the skill sets required. They also provide helpful résumé, interview, and salary tips.

3. What is the hidden job market, and how can candidates find jobs in it? (Obj. 3) ANS: The hidden job market refers to jobs that are never advertised. Candidates can explore the hidden job market by building a personal network of people who may know of a job and who will refer the candidate. Candidates can expand their personal networks through social media and especially by using LinkedIn.

4. How can attending a job fair help you access the hidden job market? (Obj. 3) ANS: Most students know that not all available jobs are advertised or posted on websites. Many jobs are filled in-house, through employee referrals, or from an existing talent pool. Some jobs are even created when employers discover a promising candidate. Employers prefer hiring someone who is known or who comes recommended. This is why attending a job fair can help students access the 18 .

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hidden job market. A job fair provides a first point of contact, so when students follow up afterward, the recruiters will already be familiar with them. Also, by networking with recruiters at a job fair, students may learn about unadvertised opportunities at other organizations.

5. How do chronological and functional résumés differ, and what are the advantages and disadvantages of each? (Obj. 4) ANS: A chronological résumé lists a candidate’s work history in the order of jobs, starting with the most recent. A chronological résumé is advantageous because recruiters prefer this format. They expect to see it, and it makes their jobs easier.

Chronological résumés are easier to write than functional résumés. A chronological résumé, however, is not always the best form for someone who has little experience, a negative employment history, or a desire to change careers. A functional résumé, in comparison, lists skills and accomplishments in special categories. It highlights accomplishments and may be used to de-emphasize a negative employment history. It appeals to candidates who have little experience, employment gaps, or a desire to change careers. Its disadvantages are that recruiters dislike this format and may be suspicious of it, job boards may not accept it, and it is difficult to write.

6. What kind of information should you include in the summary of qualifications on your résumé? (Obj. 4) ANS: A summary of qualifications provides a list of a candidate’s most impressive accomplishments. It is written to ensure that busy recruiters don’t overlook anything important and to compel them to read further. A summary includes approximately three to eight statements, in bulleted list form, that prove the candidate is ideal for the position.

7. What changes must be made to a typical résumé to make it effective for computer scanning? (Obj. 5) 19 .

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ANS: Students should suggest the following tips to make a résumé effective for computer scanning: a. Avoid unusual typefaces, underlining, and italics. b. Use 10- to 14-point type. c. Use smooth white paper, black ink, and quality printing. d. Be sure that your name is the first line on the page. e. List each phone number on its own line. f. Provide white space. g. Avoid double columns.

8. What is a career e-portfolio? How can having one benefit you? (Obj. 5) ANS: An e-portfolio is a collection of digital files that can be navigated with the help of menus and hyperlinks, much like a personal website. A career e-portfolio provides viewers with a snapshot of a candidate’s performance, talents, and accomplishments, and may include a copy of their résumé, reference letters, commendations for special achievements, awards, certificates, work samples, a list of courses, thank-you letters, and other items that tout the candidate’s accomplishments. An e-portfolio might also include links to their artwork, film projects, videos, blueprints, documents, photographs, multimedia files, and blog entries that might otherwise be difficult to share with potential employers.

E-portfolios have many advantages. They can be viewed online at an employer’s convenience. E-portfolios can also be seen by many individuals in an organization without circulating a paper copy. But the real reason for preparing an e-portfolio is that it shows off a candidate’s talents and qualifications more thoroughly than a print résumé does.

9. What information should you include in the introduction of a cover letter?

(Obj. 6) ANS: The cover letter should begin by addressing the reader by name: this could require some research if the candidate does not have that information. How the cover 20 .

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letter opens will depend largely upon whether the application is solicited or unsolicited, and this also determines whether the writer uses the direct or indirect approach in writing. Nevertheless, the opening should strive to attract the attention of the reader.

10. Why is it important to include a cover message with all résumés you send, even if you send them by e-mail? (Obj. 6) ANS: A résumé that arrives without a cover message makes the receiver wonder what it is and why it was sent. Recruiters want candidates to introduce themselves, and they also are eager to see some evidence that the candidate can write. In addition, some recruiters won’t even look at a résumé that comes without an accompanying cover message.

Solutions to Critical Thinking Questions 1. How has job searching for candidates and job placement for hiring managers changed in the digital age? In your opinion, have the changes had a positive or a negative effect? Why? (Obj. 1) ANS: Job searching and hiring for candidates and hiring managers have changed dramatically in the digital age. In the past candidates checked classified ads, primarily in newspapers in their local areas. They prepared beautiful print copies of their résumés and sent them out after seeing jobs advertised. Now most job seekers start their searches digitally. They can find job listings locally as well as around the country and around the world. Résumés are increasingly submitted online. Candidates can even interview for jobs without being there in person. The Internet has changed the job market positively in expanding the breadth of job searching. Candidates know more about what is available and what is required to be hired. Applying for a job is also easier. On the negative side, recruiters are inundated with applicants, and candidates have a harder time getting noticed.

2. How can networking, even with people who aren’t in your field, aid you in your job search? (Obj. 3) 21 .

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ANS: Networking is beneficial in numerous ways. Students should suggest some of the following: 1. It expands your perspectives and gives you access to differences in opinions, insights, and advice.

2. It provides a safe environment because you are not internally “connected” to someone who isn’t in your field.

3. It helps you to build a trustworthy group of mentors and supporters that you may someday need, as careers have many twists and turns, and no one seems to stay in just one job for their entire career nowadays.

4. You can exchange fresh ideas and then introduce new ideas to your job.

5. It helps with professional growth.

6. It makes you more visible to the right group of people.

7. It expands your support network for every stage of your career.

8. It builds your self-esteem as someone who is relatively new to the job market.

9. It helps you to build a network of resources for answering questions and queries.

10. Networking is about sharing, not taking. It helps you to form trust and helps one another toward goals.

11. When you are starting out, networking can help you to develop long-lasting personal relationships.

12. Social media pages such as LinkedIn also provide job searching, recruiting, and opportunities to network.

Sources: Karrera, M. (2017, May 11). 10 Important benefits of networking. Career Addict. https://www.careeraddict.com/benefits-networking. Retrieved 23 December 2020.

Matejczyk, A. (2017, May 19). Benefits of networking outside of your company. Huffington Post. https://www.huffpost.com/entry/benefits-of-networking-outside-of-yourcompany_b_591f1aa7e4b07617ae4cbb79. Retrieved 23 December 2020.

Page, M. (2018, May 11). Top 11 benefits of networking. Page Group. https://www.michaelpage.com/au/advice/career-advice/career-progression/benefitsnetworking. Retrieved 23 December 2020.

3. If an employer requests a résumé, should you also include a cover letter even though the employer didn’t specifically ask for one? Explain. (Obj. 4)

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ANS: The textbook makes note of a recent survey that revealed 63 percent of recruiter respondents thought cover messages were not important. However, hiring managers believe otherwise. Hiring managers, who sometimes are direct managers and quite often involved in the recruiting and interviewing process, “seek as much information as they can obtain to avoid expensive bad hires, and cover letters reveal writing skills, as well as key evidence missing in a résumé.” In this manner a candidate can set themselves apart from the competition with a well-crafted cover letter. Students should mention some of these additional reasons why a cover letter should be provided: 1. An effective, customized cover letter will make it clear that you are highly interested in the job. It shows you take the time to go the extra mile when you compose a letter.

2. A cover letter allows you to highlight your strongest qualifications.

3. The cover letter allows you to include details that the résumé does not contain (i.e., whether you are willing to relocate).

4. According to a survey of 200 hiring managers from ResumeLab, a résumé advice site, 83 percent of HR professionals agreed with the statement “A great cover letter can make me decide to interview a candidate, even if I don’t think their résumé is good enough.”

5. Integrating details about the company into the cover letter allows you to show that you have thoroughly researched the company.

6. Writing a cover letter shows that you are excited about the position while being more anecdotal and informal than you are in your résumé.

Source: Liu, J. (2020, February 2). The 3 only things you should include in a cover letter. CNBC Make It. https://www.cnbc.com/2020/02/02/the-3-only-things-you-should-include-in-a-coverletter.html. Retrieved 23 December 2020.

4. Why might it be more effective to apply for unsolicited jobs than for advertised jobs? Discuss the advantages and disadvantages of letters that “prospect” for jobs.

(Obj. 6) ANS: The advantage of unsolicited prospect letters is that the competition is reduced.

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write to companies when no job may exist. One disadvantage is that no job may be available. Moreover, the writer risks alienating the recruiter.

5. Ethical Issue: Some jobs are advertised even when a leading candidate has the position nailed down. The candidate could be an internal applicant or someone else with an inside track. Although not required by law, management policies and human resources departments at many companies demand that hiring managers list all openings on job boards or career sites. Often, hiring managers have already selected candidates for these phantom jobs. Do you believe it is ethical to advertise jobs that are not really available?37 (Objs. 1–3) 37

Weber, L., & Kwoh, L. (2013, January 9). Beware the phantom job listing. The Wall Street Journal, pp. B1, B6.

ANS: From a job candidate’s point of view, it seems reasonable and fair that all jobs be advertised. From a company’s point of view, such a requirement seems unnecessary, restrictive, and unproductive. Human resources specialists point out that advertising jobs results in a broader, richer pool of applicants and may produce superior candidates. Hiring managers, however, often prefer to hire recommended candidates or known quantities from within the ranks. Internal hires fit in well and can become productive more quickly than those who must be trained. Also, the entire hiring process is faster and less complicated with internal hires than it is when sorting through the flood of applications resulting from advertisements. Even though some organizations require the posting of all open positions, doing so does not increase the odds than an outsider will be hired. An unintended consequence of requiring that all jobs be advertised is the frustration suffered by outside applicants who apply for such “phantom positions.”

Activities Solutions 15.1 Evaluating Your Qualifications (Objs. 1–3) YOUR TASK Prepare four worksheets that inventory your qualifications in these areas: employment, education, capabilities and skills, and honours and activities.

Use active verbs when appropriate and specific nouns that describe job titles and skills.

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a. Employment. Begin with your most recent job or internship. For each position list the following information: employer; job title; dates of employment; and three to five duties, activities, or accomplishments.

Emphasize activities related to your job goal. Strive to quantify your achievements. b. Education. List degrees/diplomas, certificates, and training accomplishments.

Include courses, seminars, and skills that are relevant to your job goal.

Calculate your grade point average in your major. c. Capabilities and skills. List all capabilities and skills that qualify you for the job you seek. Use words and phrases such as skilled, competent, trained, experienced, and ability to. Also list five or more qualities or interpersonal skills necessary for success in your chosen field. Write action statements demonstrating that you possess some of these qualities. Empty assurances aren’t good enough; try to show evidence (Developed teamwork skills by working with a committee of eight to produce a . . .). d. Awards, honours, and activities. Explain any awards so that the reader will understand them. List campus, community, and professional activities that suggest you are a well-rounded individual or possess traits relevant to your target job.

ANS: Be sure to have students prepare these worksheets. They may resist, but with your encouragement and insistence, they should do a good job. You may wish to divide students into groups of three or four to discuss the results. Collect their sheets and give some kind of credit for completing the work. This exercise should be one part of their total employment communication score.

15.2 Beginning Your Job Search With Self-Analysis (Obj. 1) YOUR TASK In an e-mail or a memo addressed to your instructor, answer the questions in the earlier section titled Launching Your Job Search With Self-Analysis.

Draw a conclusion from your answers. What kind of career, company, position, and location seem to fit your self-analysis?

ANS: Although this assignment takes time, it is invaluable because it encourages the kind of introspection necessary for making valid decisions regarding career paths.

Review students’ e-mail messages or memos and make comments on them, but 25 .

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don’t grade them. Helping students during the preparation stages makes grading their résumés much easier in the long run.

15.3 Searching the Job Market (Obj. 1) Where are the jobs? Even though you may not be in the market at the moment, become familiar with the kinds of available positions because job awareness should be an important part of your education.

YOUR TASK Clip or print a job advertisement or announcement from (a) the classified section of a newspaper, (b) an online job board, (c) a company website, or (d) a professional association listing. Select an advertisement or announcement describing the kind of employment you are seeking now or plan to seek when you graduate. Save this advertisement or announcement to attach to the résumé you will write in Activity 15.5.

ANS: Students are to clip or print a job advertisement or announcement from (a) the classifieds section of a newspaper, (b) a job board on the Internet, (c) a company website, or (d) a professional association listing. They are to select an advertisement or announcement describing the kind of employment being sought.

They should save this advertisement to submit with the résumé and cover letter they will create in Activities 15.5 and 15.6.

15.4 Using LinkedIn in Your Job Search (Obj. 2) LinkedIn is the acknowledged No. 1 site for job seekers and recruiters. It’s free and easy to join. Even if you are not in the job market yet, becoming familiar with LinkedIn can open your eyes to the kinds of information employers seek and also give you practice in filling in templates such as those that applicant tracking systems employ.

YOUR TASK To become familiar with LinkedIn, set up an account and complete a profile. This consists of a template with categories to fill in. The easiest way to begin is to view a LinkedIn video taking you through the steps of creating a profile. Search for LinkedIn Profile Checklist. It discusses how to fill in information in categories such as the following: 26 .

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• • • •

Photo. Have a friend or a professional take a photo that shows your head and shoulders. No selfies! Wear work-appropriate attire and a smile.

Headline. Use a tagline to summarize your professional goals.

Summary. Explain what motivates you, what you are skilled at, and where you want to go in the future.

Experience. List the jobs you have held and be sure to enter the information precisely in the template categories. You can even include photos and videos of your work.

You can fill in other categories such as Organizations, Honours, and Publications.

After completing a profile, discuss your LinkedIn experience with classmates. If you already have an account set up, discuss how it operates and your opinion of its worth. How can LinkedIn help students now and in the future?

ANS: Encouraging students to join LinkedIn is among the most important advice you can give them. It’s never too soon for them to start building a digital presence. LinkedIn extends networking in a way that works well for postsecondary students who might lose track of people who would be willing to help them in the future. By connecting with fellow students, previous bosses, and faculty members, students will have a head start when it’s time to begin a job search. In addition, LinkedIn establishes an opportunity to network in a professional setting, as opposed to Facebook, which is more frequently used for friends and family.

15.5 Writing Your Résumé (Obj. 4) YOUR TASK Using all the tips presented in this chapter, write your résumé. Aim it at a full-time job, part-time position, or internship that you researched online.

Attach the job listing to your résumé. Also prepare a list of references. Revise your résumé until it is perfect.

ANS: Have students submit drafts until their résumés and lists of references are perfect.

You might have them bring their completed résumés to class. In small groups have students exchange their résumés. Each reviewer should provide at least two supportive comments and one suggestion for improvement. Students can learn a lot from seeing how other students prepare their résumés. Encourage them to be tactful and offer constructive criticism. Promote this activity as an opportunity to 27 .

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improve their résumés by having multiple proofreaders who can point out weaknesses and strengths.

15.6 Preparing Your Cover Message (Obj. 6) YOUR TASK Using the job listing from Activity 15.3, write a cover message introducing your résumé. Decide whether it should be a letter or an e-mail. Again, revise until it is perfect.

ANS: Discuss with students whether a cover letter or e-mail is appropriate for the job of their choice. It might be wise to start with a cover letter that they can convert to an e-mail if necessary. Have students revise their cover messages until they are perfect. You might have them bring their completed messages to class, along with the job posting. Have students exchange messages. Each reviewer should assume the role of the hiring manager, read the job posting, and then read the message, offering constructive feedback about its effectiveness. Does the message capture attention in the beginning? Does it refer specifically to the listing? Does it focus on what the applicant can do for the organization? Does it ask confidently for an interview?

Grammar & Mechanics Solutions 1. To conduct a safe online job search, you should [delete colon] (a) use only reputable job boards, (b) keep careful records, and (c) limit the number of sites on which you post your résumé.

2. Today’s employers use sites such as Facebook to learn about potential employees, which means that a job seeker must maintain a professional online presence.

3. When searching for jobs, candidates discovered that the résumé is more likely to be used to screen candidates than for making hiring decisions.

4. If I were you, I would shorten my résumé to one page and include a summary of qualifications.

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5. Mitchell wondered whether it was all right to ask his professor for employment advice.

6. At last month’s staff meeting, team members examined several candidates’ résumés.

7. Rather than schedule face-to-face interviews, the team investigated videoconferencing.

8. Eleven applicants will be interviewed on April 10; consequently, we may need to work late to accommodate them.

9. Although as many as 25 percent of jobs are found on the Internet, the principal source of jobs still involves networking.

10. If Troy had gone to the company’s own website, he might have seen the position posted immediately.

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Instructor Solutions Manual Chapter 16 Interviewing and Following Up Spotlight on Communication Solutions 1. Part 1: Before you apply for a job, why must you carefully investigate the background of any company that interests you?

ANS: In learning about a company, a potential applicant may uncover information that convinces them that this is not the company for them. More likely, though, the information they collect will help them tailor their application and interview responses to the organization’s needs. Employers are pleased when job candidates take an interest in them.

2. Part 1: How would you craft a résumé and cover letter so that it would stand out when it arrives at Ubisoft?

ANS: A résumé and cover letter to Ubisoft should demonstrate an ability to work in small, focused teams and high-energy environments, a belief in the ability of technology to change the world, and that the candidate has as much passion about their life as they do about their work.

3. Part 2: How does thorough preparation help a candidate reduce the stress and butterflies most people feel during an interview?

ANS: A candidate will feel more comfortable and be better prepared if they know what to do before, during, and after the interview. Students should discuss the following strategies: • • .

Research the target audience.

Prepare and practice.

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• • • • •

Send positive nonverbal messages.

Project a professional demeanour.

Thank the interviewer.

Contact references.

Follow up.

4. Part 2: How can you inquire about a company’s training opportunities without sounding inexperienced?

ANS: Most HR professionals and hiring managers will acknowledge the fact that inexperience is common when hiring a new grad. However, there are interview strategies that can enhance a candidate’s opportunities for additional training upon hiring without sounding too inexperienced: 1. Acknowledge the inexperience but state honestly and openly that they are willing to learn more and prove their willingness to advance their career through additional training.

2. Discuss transferable skills that they already possess that may demonstrate an eagerness to learn.

3. Emphasize any volunteer experience, which may lead to further discussion about additional training.

4. Indicate flexibility and a willingness to learn. The candidate may be able to make a case for training and mentorship while once in the role.

5. State that they are a quick learner who can rapidly get up to speed.

6. Inquire about educational training opportunities that would be available as they advance within their role while making concrete statements of a willingness to be trained.

7. State that they have been a lifelong learner and value continuous education.

Provide an example of how previous opportunities have helped to develop skills and abilities that have made them a valuable member of a team, while demonstrating that they intend to continue improving their skills and abilities.

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Solutions to Concept Check Questions 1. LO1: Conduct an Internet search to see how the COVID-19 pandemic has affected interviewing practices. Have many employers moved to video interviews? Is a handshake still appropriate during a face-to-face interview?

ANS: Most, if not all, companies are stopping all in-person interviews as a precaution against COVID-19. Therefore, hiring interviews are taking place via video conferencing. “We can confirm that there has been a demonstrable impact on the hiring process due to the coronavirus. In fact, this can be seen in some of the world’s biggest companies. Both Facebook and Amazon will be conducting the majority of upcoming interviews via video conferencing,” says Joe Caccavale, content marketer of Applied, a London-based company specializing in hiring and applicant software.

According to Brie Weiler-Reynolds, career development manager and coach at FlexJobs, “We’re definitely seeing companies turn to remote communication in the wake of this virus, and it makes sense that they could start using these tools for job interviews instead of meeting with people in person. Job seekers should definitely be prepared to conduct more phone and video interviews as the virus spreads.

Even if they’re applying to local jobs, employers may be inclined to invite applicants for remote interviews rather than bringing them into the office, just to be safe.”

Furthermore, Samuel Johns, an HR specialist at Resume Genius, said that his organization invites applicants to connect over Skype, but also allows them to come into the office; however, those who choose to do so must wash their hands and have their temperature taken. This process also applies to the interviewers.

In some HR managers’ opinions, virtual interviewing is “different,” but it is not an obstacle and does not degrade the interviewing experience. According to Irene DeNigris, chief people officer at recruitment software company iCIMS, “You don’t lose the human connection with video. You can still assess facial expressions and level of engagement when speaking virtually to candidates. We’ve found there are many meaningful ways to engage with people besides face to face. You don’t need to shake someone’s hand to hire them.”

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Finally, some organizations are delaying recruitment. Although they are not stopping the hiring process, they are continuing to interview online via video but waiting to bring the new hire into the office.

Sources: Bayern, M. 4/3/2020. TechRepublic.com. How COVID-19 is Impacting Job Seekers and Hiring Managers. https://www.techrepublic.com/article/how-covid-19-is-impacting-job-seekers-andhiring-managers. Retrieved 29 December 2020.

Maurer, R. 17/03/2020. SHRM.org. Job Interviews Go Virtual in Response to COVID-19. https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/job-interviewsgo-virtual-response-covid-19-coronavirus.aspx Retrieved 29 December 2020.

Analysis: Interviewing Effectively in Today’s Competitive Market

2. LO1: Think about job interviews you’ve had in the past. Did the interview move through all six stages of the hiring process, or did the process differ for a part-time position? What did you learn from the interviewing process? In groups, discuss the experiences you’ve had. If you haven’t had a job interview yet, take notes about your peers’ experiences.

ANS: This question gives students the opportunity to learn from one another about the interviewing process and students’ personal experiences. It also provides a review of the six stages of the hiring process: application, initial screening, possible secondary screening, proposal to hiring manager for review, hiring interview, and other. The instructor may also have students complete a group synopsis of their findings to share with their peers.

Analysis: Interviewing Effectively in Today’s Competitive Market

3. LO2: If you are interviewing for a company where most of the employees are dressed very casually, should you wear similar clothes to a job interview with that company? Why or why not?

ANS: The textbook states that “business attire today ranges from ultracasual to formal suits. When in doubt, ask the person requesting the interview.” The text also 4 .

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provides guidelines about what not to wear during the interview. The following advice is provided from TheBalanceCareers.com website: Dress codes vary. For example, a tech start-up in Silicon Valley might frown on someone who dresses too formally, while a Fortune 50 company on Madison Avenue might frown on someone who dresses too casually. It’s important to get a sense of the corporate culture before you head into the interview, to make sure that your attire is appropriate.

Different industries have different expectations of how candidates and employees should dress. The appropriate dress code can vary greatly depending on the company, industry, and location.

However, regardless of what everyone else at the company is wearing, it’s essential to take particular care with your appearance during a job interview.

The candidate dressed in a suit and tie, or dress and heels, will usually make a much better impression than the candidate dressed in jeans and sneakers.

Learn more about what to wear for a corporate position and what to wear for a more laid-back casual position. In both cases being well-groomed with clean, untattered clothes is always required.

When the workplace or the job is less formal, the dress code may be more relaxed. If you're not sure what to wear, it's fine to check with the person scheduling the interview. However, it's still important not to dress sloppily.

Learn more about some casual options: •

•

•

Business casual: You can leave the suit at home, but don’t get out those jeans just yet. Business casual means no jeans, no sneakers, and no apparel that would be more appropriate for the gym or the club.

Startup casual: Jeans may be OK for an interview at a startup, but make sure they’re clean and free from holes or ragged seams. You’re going for stylish, not sloppy—and it’s still a good idea to dress up a bit more than the folks who are already working there.

What to wear when there's no dress code: Not sure what to wear?

When there’s no real dress code, keep it professional and err toward business casual.

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Source: Doyle, A. 01/11/2019. TheBalanceCareers.com. How to Dress for an Interview. https://www .thebalancecareers.com/how-to-dress-for-an-interview-2061163 Retrieved 30 December 2020.

Analysis: Before the Interview

4. LO2: Why is it important to be aware of your online presence during the job search process? What are ways to clean up your digital dirt?

ANS: Potential employers do benefit from doing online research before hiring a candidate. It just makes good business sense to “do the homework,” as the onboarding process of an employee is costly. It can also be costly for a candidate who does not see the importance of having a stellar social media presence. Experts state that removing inappropriate or questionable information from one’s social media sites is the first step to a job search. According to TheLadders.com, “70% of employers in 2017 used social media to screen candidates, according to a CareerBuilder survey.” And Jorgen Sundberg, in an article entitled “How to Clean up your Digital Dirt,” stated that “12% (of employers) plan to start using networking sites for screening. In addition, 43% of employers have discovered content that caused them not to hire a candidate.” The textbook makes several recommendations regarding ways to clean up so-called digital dirt: 1. Remove questionable content, including photos.

2. Stay positive and don’t complain about things in your personal or professional life when online.

3. Be selective about who is on your list of friends.

4. Avoid joining groups or fan pages that may be viewed negatively.

5. Don’t discuss your job search if you are still employed.

Other recommendations include: 1. If you have a wide range of social media sites that you use, consider using a service such as Reputation Defender or Claim ID to tidy up your online profile.

2. Google yourself: this will show you almost anything an employer is likely to see. Also check Bing and Yahoo.

3. Make personal accounts more secure and keep professional accounts public.

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Sources: Professional Resume Services. (n.d.). How to Clean up your Digital Dirt. https://exclusive.executiveresumes.com/how-to-clean-up-your-digital-dirt. Retrieved 30 December 2020.

Sundberg, J. 2020. Undercover Recruiter. How to Stop Employers Digging Your Digital Dirt. https://theundercoverrecruiter.com/stop-employers-digging-your-digital-dirt-10-ways-cleanyour-act-now. Retrieved 30 December 2020.

TheLadders.com. https://www.theladders.com/career-advice/how-to-clean-up-your-social-mediapresence-before-a-job-search. Retrieved 30 December 2020.

Analysis: Before the Interview

5. LO3: What is your greatest fear of what you might do or what might happen to you during an employment interview? How can you overcome your fears?

ANS: Have students divide up into groups for this activity, as it can be a confidencebooster to realize that others experience the same fears when interviewing.

Remind the students that it is perfectly natural to be nervous before and during the interview process.

Some potential fears may include answering questions incorrectly or inappropriately; behaving strangely or in a nervous manner, not having enough experience for the position required, failing to dress appropriately, failure to present enough or appropriate examples of work from a portfolio, etc.

Tips to overcome fear include: 1. Practice interviewing.

2. Prepare thoroughly.

3. Understand the interview process.

4. Dress professionally.

5. Breathe deeply.

6. Know that you are not alone.

7. Remember that an interview is a two-way street.

Source: Freeman, J. 7/7/2017. The Balanced Worklife Company. Top 7 Fears While Having a Job Interview and Ways to Overcome Them. https://balancedworklife.com/top-7-fears-job-interview-ways-overcome/.

Retrieved 30 December 2020.

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6. LO3: Should job candidates be required to give their social media passwords to recruiters when asked? Explain your view. What does your province/territory allow in this regard?

ANS: Some students may comment that this request is a breach of their personal privacy and that they would view this request as highly inappropriate. They may, in turn, question the interviewer by asking how their social media passwords relate to the responsibilities of the position or state that they attempt to keep their personal and professional lives separate. As stated in the textbook, “if you are uncomfortable answering a question, try to determine the reason behind it,” or “another option, of course, is to respond to any inappropriate or illegal question by confronting the interviewer and threatening a lawsuit or refusing to answer.” However, most individuals would not expect to be hired if they did this. There are Canadian employment laws that do prohibit discrimination in the workplace, and each province/territory will have its own specific laws or regulations regarding privacy.

Students should be encouraged to do their research before attending an interview.

Analysis: During the Interview

7. LO4: If over a week has passed since your interview, what is the best way to follow up with the hiring manager or recruitment team?

ANS: As the textbook states, “if you don’t hear from the interviewer within five days, or at the specified time, consider following up. The standard advice to job candidates is to call a few days after the interview.” Some experts, however, believe that such an action is risky. If the hiring manager or recruitment team suggested that you call, you can professionally and politely ask if a decision has been made. If you don’t hear back for a few weeks, it is probably best to assume that you were not the successful candidate.

Analysis: After the Interview

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8. LO4: When is it appropriate to send a thank-you message after an interview?

ANS: A candidate should always send a thank-you note, e-mail, or letter. This is a professional and personal courtesy and may set them apart from the other candidates. In addition, a thank-you message is a reminder of the candidate’s visit and it expresses their obvious interest in obtaining the position. The note, message, or e-mail should be brief and to the point and mention a topic the candidate discussed during the interview to jog the interviewer’s memory. The candidate could also mention links to their online portfolio or LinkedIn page. Thank-you notes are most effective if sent immediately after the interview.

Analysis: After the Interview

9. LO5: You confide in a friend that you don’t feel confident about going to job interviews. She tells you that you need more practice, and she suggests that you apply for jobs that you know you don’t want and accept interviews with companies in which you are not genuinely interested just so you can develop your interviewing skills. She says that interviewers expect some shopping. Do you agree? Should you take her advice? Why or why not?

ANS: Experts believe that one must make the decision as to whether to accept an interview on a case-by-case basis because every employment opportunity is different. It is true that with every subsequent interview the candidate is gaining experience and that “repetition helps you perfect your responses and deliver them more naturally. And, the more times you do it, the more comfortable you’ll feel,” according to Al Dea on TheMuse.com. By attending the interview, the candidate may also be surprised, as perhaps not all details about a potential role have been disclosed in a job description, and the candidate may discover more information than they originally believed to be true about the job. In addition, while the role the candidate applied for may not be the perfect fit, recruiters are often hiring for multiple positions and perhaps there is another role that would be more suitable within that company. Other experts say that there are plenty of good reasons to go through the interviewing process: 1. Interview experience never hurts, as the interview process itself can be “nerve-wracking,” so the more experience you have under your belt, the 9 .

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more confidence you’re apt to gain. The candidate should use the process as a test run, so to speak.

2. Expanding your network can help your career by giving you the opportunity to form new relationships and make new connections, and even if those relationships aren’t beneficial at the present time, they could be in the future.

3. Perhaps you will decide that you DO want the job. Until you go through the interview, you won’t have all the facts. So, go to the interview and then you can make an informed decision.

4. Perhaps a better job that is more suited to your skills will become available at that same company.

If, however, time is a concern and the candidate doesn’t have the advantage of preparation before the interview, they aren’t going to benefit from the practice, and they shouldn’t waste anyone’s time on a job for which they have no interest.

Furthermore, while the practice of interviewing can provide more options, it can also be overwhelming and could make an already challenging job search even more difficult and stressful. And because recruiters are busy people and skilled in how to “read” people, they can clearly identify people who are uninterested and are wasting their time. HR people will not be pleased with individuals who go through several interviews and reject an offer for reasons that could have been disclosed earlier in the process. The candidate can, however, indicate interest in the company and other roles within it that may be more suitable to their credentials. But they should not upset the HR/recruiting team simply to practice their interviewing skills.

In the end most experts agree that there are advantages associated with scheduling these interviews on a situational basis. But only the candidate can determine whether there is some benefit to gain without offending an interviewer and, thus, burning a future employment bridge to opportunity.

Sources: Backman, M. 25/10/2018. The Motley Fool. Should You Ever Do An Interview for a Job You Don’t Want? https://www.fool.com/careers/2018/10/25/should-you-do-an-interview-for-a-job-youdon’t.aspx Retrieved 31 December 2020.

Dea, A., 2020. TheMuse.com. When It’s Smart to Interview for a Job You Don’t Actually Want. https://www.themuse.com/advice/when-its-smart-to-interview-for-a-job-you-dont-actuallywant. Retrieved 31 December 2020.

Analysis: Preparing Additional Employment Documents

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10. LO5: Why is it a smart strategy to thank an interviewer, to follow up, and even to send a rejection follow-up message? What are the risks associated with this strategy?

ANS: The textbook states that it is a good idea to send a formal thank-you letter or message, as outlined in the following situations: 1. This jogs the memory of the personnel officer.

2. This demonstrates your serious interest in the position.

3. This allows you to emphasize your qualifications or to add new information.

Applicants are also advised by HR specialists to respond to a rejection, as the successful candidate may decline the offer or other positions may become available within that same company. In the message applicants should express their disappointment but also indicate an interest in any potential future openings while maintaining professionalism.

Analysis: Preparing Additional Employment Documents

Solutions to Case Connections Questions 1. At job fairs, employers and recruiters often conduct on-the-spot screening interviews. How can you best prepare before attending a job fair?

ANS: Job fairs provide excellent opportunities for self-marketing and promotion. At a job fair, applicants can easily connect directly with recruiters and hiring managers from a multitude of organizations all at the same time. Another benefit of a job fair is that the applicant can learn about a company at the same time that the recruiters and HR managers are learning about the applicant. The following suggestions are helpful when preparing to attend a job fair: 1. If possible, preregister for the event.

2. Research the companies that are attending.

3. After researching, focus on those companies with whom you wish to speak.

4. Prepare and print your résumés (make extra copies).

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5. Create and practice your “elevator pitch,” a 30- to 60-second speech about who you are, what your skills are, and what your career goal is.

6. Prepare for potential interviews or interview-style questions.

7. Be confident and enthusiastic.

8. Take notes if necessary.

9. Ask for a business card.

10. Network!

11. Follow up with companies after the job fair.

Sources: Doyle, A. 3/7/2020. The Balance Careers. How to Introduce Yourself at a Job Fair. https://www .thebalancecareers.com/how-to-introduce-yourself-at-a-job-fair-2061621. Retrieved 29 December 2020.

Tynan, L. (n.d.). TopResume.com. 12 Proven Strategies to Prepare for a Job or Career Fair. https://www.topresume.com/career-advice/job-fair. Retrieved 29 December 2020.

Solutions to Chapter Review Questions 1. What are the main purposes of a job interview for the applicant and for the employer? (Obj. 1) ANS: The textbook states that “a job interview is a two-way street. It is not just about being judged by the employer. You, the applicant, will be using the job interview to evaluate the employer.” During the job interview, the applicant will 1. Assess the company culture to see how employee morale is and how staff interact with each other.

2. Evaluate their potential fit with the company. This helps the applicant to make an informed decision about the job. Would they be productive, engaged, and comfortable in this environment?

3. Discuss the applicant’s personal career goals. This shows the employer that the applicant is motivated and career driven.

4. Ask questions. This sends a positive signal to the employer and shows that the applicant is truly interested in the position.

5. Discuss any training programs or professional development opportunities.

6. Ask for a tour if appropriate.

7. Discuss any pertinent duties involved in the position.

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During the interview, the employer will 1. Ensure that the individual has the skills necessary to do the job: education, skills, improvements to be made, experience, training, etc.

2. Determines whether the applicant will be a good fit: career ambitions, how the person aligns with the company, accomplishments, why the applicant applied, etc.

3. Ask the basic interview questions: salary, schedule, start date, whether the applicant is considering other positions, career objectives, any obstacles to employment (e.g., relocation), etc.

4. Assess the applicant’s motivation and why they should he hired (i.e., does the applicant have what the company is seeking?).

The following information is an excellent summary from Abrivia.com regarding the purpose of an interview: The main purpose of a job interview is from an employer’s perspective to get an insight into your personality, competencies, capabilities and achievements. From your perspective, apart from the obvious opportunity in regards a new position, it also provides you with an opportunity to assess whether your career goals tie in with what the company is offering.

It also provides you with an opportunity to ascertain whether you really want the job and whether you possess the required skill sets to fulfil the requirements of the position. Importantly, the two-way interaction gives you a good indication of the company’s culture and whether or not you feel that you will fit in.

To sum it up the interviewer is in general looking for answers to these important questions below: • • •

Can she/he do the job?

Is she/he willing to do the job?

Will she/he fit in?

From the perspective of a job hunter, you should be able to answer the questions below after your interview.

•

Can I do this job?

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• •

Do I want to do this job?

How does this position fit into my overall career plan?

Job interviews are a two-way interaction and the purpose of an interview depends on whose perspective you are taking, either that of an employer or that of a potential employee.

Source: Abrivia. (n.d.). The Purpose of an Interview. https://www.abrivia.ie/the-purpose-of-an-interview.

Retrieved 29 December 2020.

2. What is a screening interview, and why is it so important? (Obj. 1) ANS: Screening interviews filter out those candidates who fail to meet minimum requirements. Companies use screening interviews to save time and money by eliminating less-qualified candidates before scheduling face-to-face interviews.

Most screening interviews take place over the phone.

3. Briefly describe the types of hiring/placement interviews candidates may encounter. (Obj. 1) ANS: a. One-on-one interviews are the most common and require the candidate to sit down with a company representative and talk about the job and the candidate’s qualifications. b. Panel interviews are interviews conducted by teams of two or more people. c. Group interviews occur when a company interviews several candidates for the same position at one time. d. Sequential interviews allow a candidate to meet with two or more interviewers on a one-on-one basis over the course of several hours or days. e. Online, video, and virtual interviews, often conducted using webcams, take place when the interviewer and interviewee are in different geographical locations, or more recently, during a pandemic.

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4. What should a job candidate learn about a company before going to a job interview? (Obj. 2) ANS: Prior to an interview, job candidates should take time to research the target company and learn about its goals, customers, competitors, and reputation.

Recruiters are impressed by candidates who have done their homework. The information a candidate collects will help them tailor their application and interview responses to the organization’s needs.

5. When an interviewer asks about marital status, how should a candidate reply?

(Obj. 3) ANS: This is an illegal interview question in Canada due to employment discrimination laws. Most illegal interview questions are asked out of ignorance. Inexperienced interviewers may be ignorant of the law. They may not know what questions are proper and be unaware of how the information could be used in a discriminatory way. Most illegal questions are asked when an untrained interviewer is just trying to be friendly and inquires about the candidate’s family or personal life. If a candidate feels the intentions of the interviewer are innocent, they should avoid being tempted to assert their constitutional rights.

6. What are situational and behavioural interview questions, and how can a candidate craft responses that will make a favourable impression on the interviewer? (Obj. 3) ANS: Situational questions are questions related to hypothetical situations, which help employers test a candidate’s thought processes and logic. Interviewers describe a hypothetical situation and ask how the candidate would handle it. Situational questions differ based on the type of position to be filled. Knowledge of the position and the company culture will help a candidate respond favourably to these questions. Even if the situation sounds negative, it is wise to keep the response positive.

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Behavioural questions arise when the interviewer asks the candidate to tell stories.

The interviewer may say, “Describe a time when…” or “Tell me about a time when….” To respond effectively, candidates should learn to use the storytelling, or STAR, technique. They should describe (a) what the situation or task was, (b) what action was taken, and (c) what the results were. Candidates should practice using this method to recall specific examples of their skills and accomplishments. To be fully prepared, candidates should develop a coherent and articulate STAR narrative for every bullet point on their résumé.

7. What is the best way to handle questions about salary expectations? (Obj. 3) ANS: The topic of salary expectations is stressful, as is any conversation pertaining to money. But when it comes to handling the discussion during an interview, students may suggest some of the following helpful strategies: 1. Complete research on average compensation for the role and your 2.

3.

4.

5.

6.

7.

experience level.

Provide a salary range if you do not feel comfortable providing a single number; for example, “I am seeking a position that pays between $70,000 and $75,000 annually.”

Include negotiations options. These may include benefits, perks, or other forms of compensation that you consider just as valuable as salary.

You may want to deflect the question if it is early in the interview process, as you may wish to learn more about the specifics of the job before offering a number. A response in this case might be, “Before I answer, I’d like to ask a few more questions regarding the position so that I can provide a realistic figure.”

Aim high. Because most employers will start you off at the lower end of the salary range, you may consider padding your expectations.

Be confident, as some employers are as interested in your answer as they are in how you deliver that answer. Don’t sell yourself short in your eagerness to obtain employment.

Explain your reasoning. Base your expectations on your education, experience, and average salary range. For example, say, “The average salary in this geographical area for a professional with my experience is between $100,000 and $110,000. Therefore, this would be my salary expectation.”

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8. Do research to determine what similar jobs are paying in your geographical

area.

As stated on Indeed.com, “When an interviewer asks about your salary expectations, having a well-formulated data-backed answer will ensure you’re not undercutting yourself or aiming over the market value. By giving an honest, informed response, you can help the interviewer better understand whether your expectations align and, if things go well, what sort of salary will be attractive enough to get you onboard.”

Source: Indeed.com. 23/11/2020. Interview Question: “What Are Your Salary Expectations?” https://www.indeed.com/career-advice/interviewing/interview-question-what-are-yoursalary-expectations? Retrieved 29 December 2020.

8. List the steps candidates should take immediately following a job interview.

(Obj. 4) ANS: Students will suggest the following: a. Make notes of what was said in case you are called back for another interview. b. Jot down key points, the names of your interviewers, and other details. c. Ask yourself what went well and what needs improvement. d. Note your strengths and weaknesses during the interview so that you can work to improve in future interviews. e. Send appropriate thank-you messages. f. Contact your references.

9. If a candidate is offered a position, why is it important for that person to write an acceptance letter, and what should it include? (Obj. 4) ANS: It is important to write an acceptance letter to confirm acceptance of the position. It should demonstrate the candidate’s enthusiasm, review salary and benefits, and include a specific starting date.

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10. When applying to job positions, why is it smart to carry a card with vital statistics not included on your résumé? (Obj. 5) ANS: If a candidate is asked to fill out an application form in an employer’s office, they will need a handy reference to the following data: graduation dates; beginning and ending dates of all employment; salary history; full names, titles, and present work addresses of former supervisors; full addresses and phone numbers of current and previous employers; and full names, occupational titles, occupational addresses, and telephone numbers of people who have agreed to serve as references. Having this information handy will lessen the stress and ensure accuracy when recording information.

Solutions to Critical Thinking Questions 1. What can you do to improve the first impression you make at an interview?

(Objs. 2, 3) ANS: From the moment a candidate walks in the door, the pressure is on them to make a good impression. Students should provide some of the following tips for a candidate to present themselves properly and make a stellar impact: 1. Be on time or a bit early. Being punctual should be a given, especially for a job interview; however, if you are going to be unavoidably late, call right away to inform the interviewers.

2. Dress professionally. This has a huge impact upon how you are initially perceived by not only the interviewers, but how you feel about yourself.

3. Bring only the essentials into the interview. These include your portfolio and copies of your résumé and references. Do not bring a coffee cup, gum, etc.

4. Be nice to the receptionist. Politeness goes a long way, and this first impression is also important. Treat that person the same way you treat the interviewer(s).

5. Put away your phone. Don’t pull it out while waiting to be interviewed. Turn it off so that it doesn’t vibrate or ring during your interview. Your full concentration is needed for the interviewers.

6. Have everything neat, organized, and accessible in your portfolio so that your résumé, references, and pen and paper are easily accessible.

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7. Make the first move to extend your hand and introduce yourself. Smile! This shows you are excited to be there and are ready to begin the interview process.

8. Make a connection with the interviewer(s). A simple comment about the weather, the office space, etc., will break the ice and start the conversation.

9. Before you even walk in the door, start by researching the company and your interviewers. Understanding the company can help to boost your confidence.

10. Practice your answers to common interview questions ahead of time.

11. Re-read the job description so that you can highlight your skills that set you apart from the competition.

12. Be prepared with examples of your work.

13. Prepare your own set of questions for the interviewer(s), as employers expect you to ask questions. This also shows that you are seriously thinking about the position.

14. Practise good manners and body language so that you are confident.

15. Be authentic and positive.

16. Keep your answers concise and focused.

17. Respond truthfully to questions asked.

18. Do not speak negatively about past employers.

19. Ask about next steps in the process.

20. Send a personalized thank-you message after the interview.

Sources: Douthwaite Wolk, K. (n.d.). 8 ways to make a great first impression at an interview. The Muse. https://www.themuse.com/advice/8-ways-to-make-a-great-first-impression-at-an-interview.

Retrieved 29 December 2020.

Indeed Career Guide. (2020, November 23). 21 job interview tips: How to make a great impression. https://www.indeed.com/career-advice/interviewing/job-interview-tips-how-to-make-a-greatimpression. Retrieved 29 December 2020.

2. Online psychometric and skills tests with multiple-choice questionnaires have become a hot trend in interviewing today. Employers may ask not only how applicants would handle tricky situations, but also how happy they are or how much they have stolen from their previous employer. The multiple-choice format poses a dilemma for applicants because they don’t know whether to be truthful or say what the employer might want to hear. Is this practice fair? What are some advantages and disadvantages of this practice? (Objs. 1, 2)

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ANS: The multiple-choice scenarios that employers may introduce are designed to assess soft skills—a new twist on the traditional multiple-choice questionnaire measuring aptitude, knowledge, and experience. For example, one scenario describes a situation in which your colleague says his shift is ending and he can’t take care of a customer. The manager overhears this excuse and docks the employee a week’s pay. The test question asks whether this is fair. The main problem here is that the multiple-choice format does not allow for explanations or nuance.

From the employer’s point of view, the multiple-choice format is an efficient and reliable screening tool that facilitates pinpointing the right person for the job. Some companies are even experimenting with avatars, video, and animation to create a game-like experience to measure candidates’ skills and competencies. The employers contend that candidates who choose answers that they believe to be desirable socially or pleasing to a hiring manager often get it wrong. Trying to sound like a saint might not be the best strategy.

The limitations of this approach are that this type of testing reveals only one facet of an individual. It cannot provide all the necessary information about a candidate.

Also, some questions may be too generic, not relevant to the job, or downright unethical. For example, one service sector company asked applicants whether they like to dance to determine their ethnic origin. Questions that don’t appear to be relevant to the position sought can result in a screening process that is unfair or invasive.

3. Most job seekers are thrilled to be offered a job, and they fear haggling over salary. Yet employment specialists say that failing to negotiate can be a mistake that reverberates for years. Do you agree or disagree with this statement? Why? (Obj. 3) ANS: Because subsequent raises are based on initial salaries, candidates who begin at lower rates are at a disadvantage throughout their careers. However, most people fear that a job offer may be rescinded if salary offers are questioned and negotiated. Done skillfully, however, salary negotiation can be fruitful. If a salary limit is in effect, candidates can instead negotiate a signing bonus, additional time off, parking privileges, expanded benefits, work hours, or a specific job title or responsibilities.

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4. Like criminal background checks and drug tests, social media background checks have become commonplace in today’s recruiting. What are the pros and cons of conducting such checks as a primary or sole means of screening applicants?

(Objs. 2, 3) ANS: This would make an excellent debate topic, with some class members taking the part of employers and others taking the part of job candidates. Some of the following arguments might be made: •

•

Employers argue that interviews often do not reveal the applicant fully.

Résumés discuss only a person’s work history and skip that person’s temperament or personality. In supporting media checks, employers say that social media information reveals a person in his or her “natural habitat.”

Such checks are also cheap and easy; they can be performed from any computer or mobile device.

Those who argue against such checks say that they cannot be consistent or objective across the board for all candidates. Each person’s online presence and level of Internet activity is unique. Those who are highly active on social media may be at a disadvantage when compared to other candidates who are less active. Social media may also reveal information that interviewers are not lawfully allowed to ask about, such as sexual orientation, race, religion, political affiliation, and gender identification.

Source: Klazema, M. (2016, February 10). The pros and cons to strictly doing a background check on social media. Social Media Today. https://www.socialmediatoday.com/social-business/pros-andcons-strictly-doing-background-check-social-media.

5. Ethical Issue: A recruiter for an organization has an outstanding prospect for a position. As part of his screening process, the recruiter checks the online presence of the candidate and discovers from her social networks that she is 18 weeks pregnant—and happily so. He knows that the target position involves a big project that will go live just about the time she will be taking maternity leave. He decides not to continue the hiring process with this candidate. Is his action legal? Ethical?

What lesson could be learned about posting private information online? (Objs. 2, 3)

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ANS: The recruiter’s action seems to violate the law. Under Canadian human rights law, employers can’t discriminate against a job candidate based on a protected characteristic such as race, sex (this protected class includes pregnant persons), religion, or country of origin (e.g., immigrants). Therefore, certain questions in the hiring process—on applications and in interviews—are considered discriminatory and can’t be asked. Also, while human rights laws vary slightly from province to province (and for federally regulated employers), they are very similar when it comes to discrimination in employment.

Employers should not make hiring decisions based on information related to these protected classes. However, proving a case of discrimination in this scenario might be difficult. Although rejecting the pregnant applicant may be illegal and unethical, the employer may view it as expedient. The recruiter probably knows that it would be difficult to prove discrimination.

Students should be aware that information shared with friends and family online is not private; it can be used by the public with unfortunate results.

Activities Solutions 16.1 Employing Social Media to Investigate Jobs (Obj. 2) Blogs and social media sites, such as Facebook and Twitter, are becoming important tools in the job-search process. By accessing blogs, company Facebook pages, and Twitter feeds, job seekers can locate much insider information about a company’s culture and day-to-day activities.

YOUR TASK Using the Internet, locate a blog that is maintained by an employee of a company where you might like to work. Monitor the blog for at least a week. Also, access the company’s Facebook page and monitor Twitter feeds for at least a week.

Prepare a short report summarizing what you learned about the company through reading the blog postings, status updates, and tweets. Include a statement of whether this information would be valuable during your job search.

ANS: Students should enjoy this activity. More and more company blogs are being created every day, and students may be surprised at some of the information that 22 .

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employees post on these blogs. Consider having students share their findings and impressions with the class.

16.2 Digging for Digital Dirt: Keeping a Low Profile Online (Obj. 2) Before embarking on your job hunt, you should find out what employers might find if they searched your personal life in cyberspace, specifically on Facebook, Twitter, and so forth. Running your name through Google and other search engines, particularly enclosed in quotation marks to lower the number of hits, is usually the first step.

YOUR TASK Use Google to explore the Internet for your full name, enclosed in quotation marks. In Google don’t forget to run an Images search at www.google.ca/images to find any photos of questionable taste. If your instructor requests, share your insights with the class—not the salacious details, but general observations—or write a short memo summarizing the results.

ANS: This exercise should generate a lively discussion. It should also raise awareness in students who often don’t think twice about posting inappropriate photos of themselves and their friends. Young people may feel safe posting on Facebook even with minimal or no privacy settings and don’t show much regard for potentially adverse effects on their job search. A special threat to privacy is tagging, a popular feature on Facebook and other social media networks. Users can identify people shown in photos, videos, and status updates. This means that friends can mark each other by name in any photo they choose to upload. Given that many young people have hundreds, even thousands, of Facebook “friends,” they are unlikely to know everyone on their list of friends, nor do they have control over what these individuals are posting. Aside from questionable images on Facebook and elsewhere, job seekers should worry about inflammatory statements or controversial comments they may have made online. Likewise, certain causes and associations that job seekers may have openly embraced could be viewed negatively by recruiters. Fairly or not this “digital dirt” may come back to haunt young job hunters.

Now if students believe that recruiters will be happy if the search turns up nothing at all and the applicant is practically a “blank slate,” they need to think again. The absence of a footprint on the Internet raises suspicions too because it suggests that 23 .

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the job seeker has no positive accomplishments to show either. The assumption today is that active and accomplished individuals leave a trace. Experts recommend that applicants develop LinkedIn pages or start their own personal websites, using domains featuring their names (yourname.com), to which they post often. If maintained professionally and regularly, new activity and posts will push back any negative hits to the bottom of the search results.

16.3 Building Interview Skills With Worksheets (Obj. 3) Successful interviews require diligent preparation and repeated practice. To be well prepared, you need to know what skills are required for your targeted position. In addition to computer and communication skills, employers generally want to know whether you work well with a team, accept responsibility, solve problems, are efficient, meet deadlines, show leadership, save time and money, and are a hard worker.

YOUR TASK Consider a position for which you are eligible now or one for which you will be eligible when you complete your education. Identify the skills and traits necessary for this position. If you prepared a résumé in Chapter 15, be sure that it addresses these targeted areas. Now prepare interview worksheets listing at least ten technical and other skills or traits you think a recruiter will want to discuss in an interview for your targeted position.

ANS: This is an excellent activity to help students think about what employers are looking for in job applicants. The lists students develop for this activity will help them with Activity 16.4.

16.4 Telling Success Stories (Obj. 3) You can best showcase your talents if you are ready with your own success stories that illustrate how you have developed the skills or traits required for your targeted position.

YOUR TASK Using the worksheets you prepared in Activity 16.3, prepare success stories that highlight the required skills or traits. Select three to five stories to develop into answers to potential interview questions. For example, here is a typical 24 .

Chapter 16 Business Communication: Process and Product, 7th Brief Canadian Edition

question: How does your background relate to the position we have open? A possible response: As you know, I have just completed my program in _____________. In addition, I have over three years of part-time work experience in a variety of retail settings. In one position I was selected to supervise the front end in the absence of the owner. I developed responsibility and customer service skills by scheduling cashiers, resolving customers’ issues, and monitoring store activities. When the owner returned from a vacation, I was commended for the smooth running of the store and was given additional responsibilities in recognition of my efforts. People relate to and remember stories. Try to shape your answers into memorable stories.

ANS: Success stories are 30-second “sound bites” with specific examples of one’s educational and work-related experience that demonstrate one’s accomplishments and achievements. They should be practised so that they can be used when answering interview questions. Students must learn how important it is to develop success stories in advance of an interview. Consider having each student select one success story to share with the class.

16.5 Polishing Answers to Interview Questions (Obj. 3) Practice makes perfect in interviewing. The more often you rehearse responses to typical interview questions, the closer you are to getting the job.

YOUR TASK Select three questions from each of these question categories discussed in this chapter: questions to get acquainted, questions to gauge your interest, questions about your experience and accomplishments, questions about the future, and challenging questions. Write your answers to each set of questions.

Try to incorporate skills and traits required for the targeted position, and include success stories where appropriate. Polish these answers and your delivery technique by practising in front of a mirror or by making an audio or a video recording. Your instructor may choose this assignment as a group activity in class.

ANS: Students should practise these questions in pairs or small groups, and then present them as a group activity in class. Have students select three questions from each category to ask their partners or teammates. Alternatively, students can submit a video recording of a specific question to the instructor.

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Chapter 16 Business Communication: Process and Product, 7th Brief Canadian Edition

16.6 Embracing Mock Interviews (Obj. 3) One of the best ways to understand interview dynamics and to develop confidence is to role-play the parts of interviewer and candidate in a mock interview.

YOUR TASK Choose a partner for this activity. Each partner makes a list of two interview questions for each of the eight interview question categories presented in this chapter. In team sessions you and your partner role-play an actual interview.

One acts as interviewer; the other is the candidate. Before the interview the candidate tells the interviewer the job they are applying for and the name of the company. For the interview the interviewer and candidate should dress appropriately and sit in chairs facing each other. The interviewer greets the candidate and makes the candidate comfortable. The candidate gives the interviewer a copy of their résumé. The interviewer asks three questions (or more, depending on your instructor’s time schedule) from the candidate’s list. The interviewer may also ask follow-up questions, if appropriate. When finished, the interviewer ends the meeting graciously. After one interview, partners reverse roles and repeat.

ANS: Students will enjoy this activity and will learn from it. Carefully observe these mock interviews to make sure they are giving appropriate answers that will reflect positively on them during an interview. Role-playing is one of the most effective methods to learn and internalize appropriate responses.

Grammar & Mechanics Solutions 1. Most interviews usually cover the same kinds of questions; therefore, smart candidates prepare for them.

2. Rodney wondered how many companies use the Internet to check candidates’ backgrounds.

3. Despite the heavy use of e-mail, most employers use the telephone to reach candidates and set up their interviews.

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Chapter 16 Business Communication: Process and Product, 7th Brief Canadian Edition

4. In interviewing job candidates, recruiters have the following three purposes: assessing their skills, discussing their experience, and deciding whether they are a good fit for the organization.

5. If your job history has gaps in it, be prepared to explain what you did during this time [delete comma] and how you kept up-to-date in your field.

6. Interviewing is a two-way street, and candidates should be prepared with their own meaningful questions.

7. Emma was asked whether she had a bachelor’s degree [delete comma] and whether she had three years’ experience.

8. If you are conscientious and want to create a good impression, be sure to write a thank-you message after a job interview.

9. When Maria’s interview was over, she told friends that she had done well.

10. Maria was all ready to send a thank-you message [omit comma] when she realized she could not spell the interviewer’s name.

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Part 2: TEACHING SUGGESTIONS AND RESOURCES CHAPTER 1 TEACHING SUGGESTIONS AND RESOURCES

Business Communication in the Digital Age CHAPTER OVERVIEW Today’s workplace is undergoing significant changes, including global competition, flattened management hierarchies, heightened ethical expectations, growing workforce diversity, and the increased use of teams to accomplish organizational goals. In addition, new electronic technologies, flexible work environments, the gig economy, agile workers, the global pandemic, and a diverse workforce are creating dramatic changes in how and where we work.

Job candidates and employees with excellent communication skills have the best chance of being hired and experiencing career advancement.

Communication, the transmission of information and meaning from one individual or group to another, has as its central objective the transmission of meaning. The process of communication is successful only when the receiver understands an idea as the sender intended it. Often communication is impeded by barriers that distort the message. Students should recognize the types of barriers that interfere with communication and take steps to reduce them.

In this chapter students will also learn how to compare and contrast internal and external functions of communication, formal and informal communication channels, and oral and written communication. This chapter concludes with a summary of the goals of ethical business communicators and provides practical guidelines for making ethical decisions and addressing wrongdoing in the workplace.

LEARNING OBJECTIVES 1. Explain how communication skills fuel career success, and understand why writing skills are vital in a digital, mobile, and social media–driven workplace.

2. Identify the skills for success in the hyperconnected 21st-century workplace and competitive job market.

3. Describe significant trends and technologies in today’s dynamic work environment.

4. Understand the nature of communication and its barriers.

5. Examine critically the flow of communication in organizations, explain the importance of effective media choices, and understand how to overcome typical barriers to organizational communication.

6. Analyze ethics in the workplace, understand the goals of ethical business communicators, and choose the tools for doing the right thing.

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Reflects the pervasive influence of new communication technology on business writing to prepare students for the digital-age workplace Now includes Concept Check questions for each Learning Objective to reinforce and enhance student comprehension Updated Canadian Tire and Myant, Inc. case study: Parts 1 and 2 Presents state-of-the-art research arguing the prominence of writing and other communication skills in the thoroughly networked, hyperconnected workplace Devotes much attention to social media such as Facebook, WhatsApp, LinkedIn, and Twitter to impress upon students that writing is more important than ever in the digital world because of the global reach and repeatability of digital messages Demonstrates how the explosive growth of social media networks, particularly Twitter, is changing the global landscape and shaping today’s communication in the digital-era workplace Information about the concept of the “learning worker” New Figure 1.3: Lilly Singh, Canadian YouTube Influencer New information about the gig economy and agile workers New Figure 1.4: Canadians’ Internet Usage Updated Figure 1.5: Communication and Collaborative Technologies New Figure 1.6: Top Five Attributes of Agile Workers New information on virtual and nonterritorial offices New information on the impact of the global COVID-19 pandemic Draws on the latest statistics and examples to provide students with current practices in business and to offer advice on adapting their skill sets Includes coverage of media richness and social presence to help readers to better grasp which communication channels are best suited for particular situations and purposes, ranging from face-to-face interactions (rich) to bulk e-mail, posters, and flyers (lean) Includes helpful graphics illustrating key concepts for visual learners Offers new activities for the end-of-chapter items, including fresh, contemporary scenarios that foster student learning Provides several updated end-of-chapter activities addressing the use of social media and reflecting the pre-eminence of writing in the digital workplace by prompting students to inventory their social media use, employ communication technology to introduce themselves, and choose the most appropriate media for several communication situations

STUDENT ENGAGEMENT STRATEGIES Making It Relevant In the first few weeks of classes, some students may be resistant to attending a Communications course. As instructors, we know that writing, reading, and speaking skills are essential to students’ success in the workplace, and the best way to reduce resistance is by making the course content relevant to all learners.

According to The Office of Literacy and Essential Skills (2014), “[t]hrough extensive research, the Government of Canada, along with other national and international agencies, has identified and validated Key Literacy and Essential Skills. These skills are used in nearly every job and throughout daily life in different ways and at varying levels of complexity.”

Communication skills make up the majority of the literacy and essential skills that employers demand on the job: reading, writing, document use, numeracy, computer use, thinking, oral communication, working with others, and continuous learning (The Office of Literacy and Essential Skills, 2014). Students can feel confident that this textbook will develop their literacy and essential skills for success in the workplace.

Literacy and Essential Skills https://www.canada.ca/en/employment-social-development/programs/essential-skills.html You can introduce literacy and essentials skills to your students by showing them a short video from The Office of Literacy and Essential Skills. See Essential Skills Videos at https://www.canada.ca/en/employment-social-development/programs/essentialskills/video.html.

Interactive Lectures: Let‘s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. Why do you think writing has become so important to today’s employees and employers?

Businesspeople today are doing more writing than ever before. E-mail, virtual teams, telecommuting, and participatory (collaborative) management all mean that more messages are being written.

2. Creating a diverse work environment makes good business sense. Why is it important to have diversity among senior levels of management?

Hiring managers recognize the importance of diversity among higher ranks of the organization. A management team made up of a diverse staff—including women and minorities—helps companies attract and retain a diverse work force. Plus, it’s important for minority and female employees to see role models to whom they can go for advice, counsel, and mentoring.

3. What is the most ethical response to the following situation?

Assume that you have been hired as a telephone sales representative for a pharmaceutical sales company. You are expected to make 150 sales calls every day to doctor’s offices across Canada to assess their interest for a new arthritis drug. Your newly hired colleague, who must also make 150 sales calls per day, secretly reveals to you that he dials the same number repeatedly so he can meet his daily goal. Your boss calls you into her office and asks your opinion on the performance of your new colleague. Do you share his secret?

Making ethical decisions can be challenging. Loyalty to both your boss and your colleague may create some confusion and uncertainty about how to respond to your boss’s question. However, your goal is to be objective and tell the truth. Use the information about ethics and doing the right thing on pages 23 to 26 to help make an ethical decision.

4. When is it better to communicate by speaking versus writing?

It is better to communicate by speaking, in-person or over the phone, when you need to clarify information or make a decision. This type of communication allows for a two-way conversation. It is better to communicate in writing (memo or e-mail) when you need a written record or when the information is extensive (report). It is also better to communicate in writing if you want to give someone time to think about an idea or request (proposal).

5. What is your biggest communication challenge? Writing? Public speaking? Listening?

Think of three to five strategies you can use to improve this area.

Suggested strategies: Writing  Get a tutor or editor.  Do online writing lab and grammar exercises.  Leave lots of time for writing assignments.  Complete several drafts.

Public Speaking  Prepare and practise.  Use calming techniques (meditating, running, listening to music, etc.).  Speak to a counsellor about ways to minimize anxiety.  Find resources (articles and videos) to increase confidence, such as Amy Cuddy’s TED Talk about power posing.

Listening  Minimize distractions.  Use note-taking strategies.  Practise body language that demonstrates active listening.  Recall the content soon afterward to remember key ideas; write them down if necessary.

6. What can organizations do to promote communication skills in the workplace?

The following excerpt from a Communication World article shows what FedEx Canada does to promote communication skills.

Putting Words Into Action: Valuing Communication at FedEx Canada Some practices adopted by FedEx Canada to demonstrate that the company values good communication are as follows: 

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Management communication training involving practical workshops, including roleplaying, to assist managers in tackling challenging workplace communication situations Media training for employees at all levels of the company, including couriers, subject matter experts, and senior executives Public speaking coaching for employees who are on the speaking circuit Annual Mercury Award (named after the Roman messenger god) for excellent manager communicators. Frontline employees nominate their managers for this prestigious award.

Direct, regular access to the president by the head of communication Communication as a component of annual managers‘ performance appraisal (50 percent performance against business objectives and 50 percent leadership skills, including communication) Annual communication survey for employees to rate communication tools and leaders‘ communication practices “Survey-Feedback-Action,” an annual employee survey done with FedEx worldwide, seeking opinions on everything from perceptions of immediate leaders (including their communication capabilities), to pay and benefits, to work environment, to senior leadership (including their communication capabilities). Managers get a report based on their work group feedback, and are required to have a discussion

about areas of weakness and develop an action plan to resolve them, which has to be signed off on by their own manager.

Spring, N. (2006). Delivering the message one person at a time. Communication World, 23(5), 20-23.

Retrieved 13 January 2021. https://www.thefreelibrary.com/Delivering+the+message+one +person+at+a+time%3a+EXCEL+Award+winner...a0150357838

Classroom Activities Topic Emphasis Since this chapter is a building block for the rest of the course, stress students’ comprehension of the learning objectives listed on page 2 of the text. Students should be able to (1) discuss the communication process, the barriers to interpersonal communication, and the means for overcoming them; (2) compare and contrast such concepts as internal and external functions of organizations, formal and informal communication channels, and oral and written communication; and (3) discuss the goals of ethical business communication and the tools for doing the right thing. Whenever possible, have students use examples from their personal experiences. When they demonstrate mastery of these tasks, they are ready to progress to Chapter 2.

Chapter Presentation Suggestions At times, very simple exercises and discussion topics can drive home significant points. The following activities can be completed quickly, and they may even add a bit of humour!

1. Importance of Communication Skills. Bring to class a stack of classified ads from your local newspaper and/or printouts of job listings from employment websites such as Monster.ca. Divide the class into small teams, and give each team several pages of ads.

Have each team find as many references to communication-related and essential skills as possible in the ads. When they are finished searching, have each team share its findings with the rest of the class. This is an excellent way for students to learn firsthand the importance of having good communication skills in the workplace.

2. Understanding Barriers to Communication. Allow students some time to reflect and then have them do the following: Describe an instance of a major miscommunication between you and another person in a workplace or in school that resulted in anger, embarrassment, frustration, or pain for one or both of you.

After the student describes what happened, have the class analyze the event in terms of obstacles that create misunderstanding—bypassing, frame of reference, lack of

language skills, and distractions. What could the student have done to overcome the obstacles to clear communication in this instance? Help the class to see the event as an example of what happens to communication when one or more obstacles prevent mutual understanding and to see the relevance of these obstacles to their personal lives.

3. “Faked” Listening. Have students share examples of times when they “faked” listening and how their lack of attention affected the situation. These instances may involve situations when students did not give their parents, teachers, or employers their full attention.

Remind students that in their business lives, selective listening may result in serious consequences. When receiving directions for work assignments, they should take great care to listen actively, and they should paraphrase the instructions given to them by their supervisor back to the supervisor. If the supervisor accepts the paraphrase as accurate, the students may assume that they completely understand their work assignments.

4. Emotional Interference. Discuss with students how emotional interference can cloud their judgment. What would be the consequences of sending a coworker a negative e-mail message in the heat of anger, but then after cooling down, wanting to stop the individual from receiving the message? Discuss the lasting consequences of an angry text or e-mail message sent to a coworker or an angry voice mail message left for a coworker.

5. Noise as a Barrier to Communication. Physical distractions can take place during both written and oral communication (for example, oral communication noise—speaker’s mannerisms, poor lighting, uncomfortable chairs, uncomfortable room temperature, or construction noise; written communication noise—poor letter format, inappropriate stationery, punctuation errors, misspelled words, and grammatical errors). Have students discuss examples of these types of noise from their experiences or bring to class and discuss samples of written correspondence containing “noise.”

6. Teamwork. What are the advantages and disadvantages of working in a team? What are solutions to the challenges of working in a team? Recall a positive and negative team experience. What could have been done differently?

7. LEGO Challenge. Divide students into pairs (small groups if it’s a larger class). Give each pair two matching sets of LEGO pieces. The students will build a structure and write a set of instructions for it. They will then use the second set of pieces to build a replica and hide it away. They must write clear steps, and they may use illustrations but not an illustration of the completed structure. Then they will trade their instructions and the LEGO pieces with another team, which will attempt to build the structure and then provide feedback to improve the steps. Once the second team is done, they can look at

the original structure (the one that was hidden away) to see whether the two structures match. The team will use the feedback to revise their steps and illustrations.

NOTE: You could use this as an instructional memo assignment to teach business writing (clear and concise sentences, strong verbs), business formatting (headings, point form, bold), and memo format.

8. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activity 1. An online discussion forum activity is a great way for students to get to know one another in the first week of classes. Early interaction is essential for building a warm and welcoming online learning environment. The following activity allows students to get to know each other in a fun and interesting way.

Task: Objective: Author: Method:

Truths and Lies Introductory exercise for the beginning of a course To introduce a student’s interests and background to classmates in a fun and challenging way Darek Jarmola, Ph.D., Oklahoma Wesleyan University, djarmola@okwu.edu Asynchronous or synchronous

Instructions Enter two truthful statements and one falsehood about yourself onto the discussion board (or in the chat room). Each member of the group should then try to distinguish the truths from the lie. What makes this activity fun is to be as outrageous as possible while sharing a bit of who you really are with your fellow participants. Once all responses have been received, post your truths and explain why you chose them to share.

Conrad, R. M. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey Bass.

2. Recall a workplace where you were employed that used an effective management structure. What worked and why? Recall a workplace that did not have effective management. What didn’t work and why? Post your response. Reply to at least two other posts. NOTE: If you don’t have workplace experience, you can instead create a list

of positive characteristics for management (e.g., understanding) and negative characteristics (e.g., controlling).

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Importance of Communication Skills. Divide the class into small teams of three or four students. Each team will search the job ads at employment websites for any references to communication-related skills. You can provide the students with the URLs or have each team use a search tool such as Google to find relevant sites. Suggestions for possible sites to use are listed below. When the students are finished searching, have each team share its findings with the rest of the class. This is an excellent way for students to learn firsthand the importance of having good communication skills in the workplace.

Possible Employment Sites https://www.monster.ca https://www.careerbuilder.ca https://www.workopolis.com https://www.jobbank.gc.ca https://www.linkedin.com

Possible Search Tools http://www.google.ca http://www.yahoo.com https://www.ask.com

2. Digital Network/Class Mailing List. Set up a digital network (such as Facebook or Twitter) or a mailing list (such as LinkedIn Groups) for the class to use throughout the semester.

These tools can be used by students to ask questions, share resources, clarify assignments, set up study groups, or engage in any other communication outside of the classroom. To get students to use the digital networks or mailing lists right away, have them send/post an introduction of themselves. A good free tool for setting up mailing lists is LinkedIn Groups (https://www.linkedin.com/groups).

NOTE: You should set up the digital network or mailing list yourself before the semester begins. You can then collect student e-mail addresses and add students to the list yourself, or you can have students add themselves. Just follow all instructions on the LinkedIn Groups, Facebook, and Twitter sites.

3. Class Discussion Board. Set up an online discussion board for the class to use throughout the semester. You can set up topic areas on the board for students to ask questions, share Web resources, discuss relevant topics, and so on. If your college or university has a license for a course management program such as WebCT or Blackboard, you can use this tool’s discussion-board feature. If you don’t have access to such a software package,

you can access free discussion-board services online. A good place to start is http://eduscapes.com/tap/topic101discuss.html. Here you will find a wealth of information about how to use technological communication tools in your class.

4. Employability Skills 2000+. Explore the employability skills that the Conference Board of Canada identifies as being essential for the workplace: https://conferenceboard.ca/ edu/employability-skills.aspx. Have students summarize the eight to ten most important for their industry.

NOTE: They could use these skills during the Job Search unit to provide specific examples in their cover letter, résumé, and job interview.

5. Information Interview. Ask students to interview a professional; preferably someone they admire and/or within a field in which they want to work. In-person interviews are preferred. They should ask the interviewee what types of communication skills are required for their job and within their field. Students should also ask for examples of dos and don’ts regarding e-mails, presentations, dress, meetings, phone calls and technology use at work. Students could report their findings in a presentation, journal entry, and/or short report.

ADDITIONAL RESOURCES How to Give Interactive Lectures Carlton University, Ottawa, Ontario https://serc.carleton.edu/introgeo/interactive/howto.html This resource provides teaching strategies for engaging students through interactive lectures.

6 Millennial Habits That Shape Workplace Technology https://www.itweapons.com/millennial-habit-workplace-technology This resource provides excellent information about how Millennials function in today’s hyperconnected workplace.

CHAPTER 2 TEACHING SUGGESTIONS AND RESOURCES

Professionalism: Team, Meeting, Listening, Nonverbal, and Etiquette Skills CHAPTER OVERVIEW This chapter emphasizes the importance of soft skills and why they are becoming increasingly important in our knowledge-based economy. Soft skills include oral and written communications, listening proficiency, nonverbal communication, the ability to work in teams, and etiquette expertise. By developing soft skills, students will increase their ability to succeed in today’s competitive work environment.

With© the use of teams in the workplace, it’s particularly Copyright 2022increased

by Cengage Canada important for students to understand the roles of team members and how to contribute to the productivity of the team. This chapter also describes effective practices for planning and participating in virtual meetings. To familiarize students with technologies used to connect employees around the globe, Chapter 2 also describes the tools used to connect virtual teams and includes updated information regarding how to prepare for and conduct productive virtual meetings.

Because listening is usually the least developed area of communication, the chapter also describes effective listening techniques and stresses that effective listening skills are essential for workplace success. Finally, the chapter stresses the importance of paying attention to and interpreting the meaning of what others are saying, both verbally and nonverbally, and gaining a competitive edge by demonstrating professionalism and business etiquette skills.

LEARNING OBJECTIVES 1. Understand the importance of teamwork in the workplace, and explain how you can contribute positively to team performance.

2. Discuss effective practices and technologies for planning and participating in face-to-face meetings and virtual meetings.

3. Explain and apply active listening techniques.

4. Understand how effective nonverbal communication can help you advance your career.

5. Improve your competitive advantage by developing professionalism and business etiquette skills.

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FEATURES IN THIS CHAPTER    

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New Spotlight on Communication: Makivik Corporation Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension New Case Connections: The Gig Economy Highlights the key soft skills employers want and students will need in the digital-age workplace Introduces the latest statistical evidence that illustrates the prevalence of collaboration in the contemporary workforce and, therefore, the need for team skills Emphasizes the reach of collaboration facilitated by the latest virtual meeting technology in a global world of work Emphasis placed on cultural diversity when organizing and conducting meetings as well as on preparing for the increasing trend towards virtual meetings Establishes the relevance of face-to-face meetings even in a hyperconnected, technology-driven workplace to convey to students the need for solid listening and other important communication skills Discusses the critical skill of listening in today’s diverse and technologically-driven workplace Addresses sensitive nonverbal cues and changing perceptions in the workplace particularly of body art such as tattoos and piercings common among students today Provides up-to-date guidance on acceptable workplace attire and professionalism in general Supplies a variety of new end-of-chapter activities reflecting current practices and technologies

STUDENT ENGAGEMENT STRATEGIES Making It Relevant In the postsecondary classroom, most students are expected to work in pairs or teams on a weekly basis. They will need to determine roles, establish responsibilities, resolve conflict, behave professionally, and produce results. This chapter will give students the tools they need to be productive and respectful team members. Developing these skills now will give students an advantage when they enter the workplace.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

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1. Four employees of a design firm have formed a team to plan a new business presentation to a prestigious client. The employees represent four areas of the business: design, production, finance, and marketing. The finance manager and marketing manager have a heated disagreement about the objectives of the presentation and the cost of the proposed marketing plan. Tension is so high that the team leader steps in to help address the conflict.

What stage of team development is this team experiencing?

This team is demonstrating characteristics of a team in the storming phase of development where conflict about the team’s goals and members’ roles may erupt.

When this occurs, a good team leader will step in to set offer suggestions for getting the team back on track and progressing toward its goals.

2. How should a manager address conflict that is a result of differences in culture, gender, age, or experience?

The more diverse the workplace becomes, the greater the potential will be for conflict based on differences. Managers need to become more active listeners as opposed to just barking out orders. In addition to the strategies listed in the chapter, active listeners should ask open-ended questions such as, “Ty, when Jake suggested we send letters to all our customers about the cell phone recall, what was your reaction?” Then, the manager should let Ty speak without assuming they know Ty’s answer and without passing judgment.

CIPD. (21 January 2020). Dealing with conflict at work: a guide for people managers. https://www.cipd.co.uk/ knowledge/fundamentals/relations/disputes/workplace-conflict-people-manager-guide. Retrieved 18 January 2021. (Note: This website also includes an excellent downloadable PDF guide regarding dealing with conflict.)

Rodrigo, A. Envatotuts+. (27 January 2020). How to manage diversity in the workplace. https://business .tutsplus.com/articles/manage-diversity-workplace--cms-34496. Retrieved 18 January 2021.

3. What are the advantages and disadvantages of groupthink in organizations?

Advantages  Groupthink reflects the team’s desire for cohesiveness and harmony, a desirable trait for teams working toward a shared purpose.

Disadvantages  Group members are reluctant to express opinions, resulting in poorer decisions.  Group members fail to check alternatives, are biased in collecting information, and fail to develop a contingency plan.

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4. What are the advantages and disadvantages of virtual meetings?

Advantages  Virtual meetings allow people who are geographically spread out to collaborate and reach a decision.  Virtual meetings are more effective than conference calls because they allow participants to view facial expressions and body language.  Breakthroughs in video, audio, and broadband technologies create meeting experiences that are so lifelike that participants who are thousands of kilometres apart feel like they’re in the same room.  Virtual meetings reduce travel time, travel expenses, and employee fatigue.

Disadvantages  Time zones must be considered and may conflict with scheduling of meetings.  There may be occasional glitches with sound and technology with virtual meetings.  Virtual meetings are still not better than face-to-face meetings.

5. List three to five soft skills that employers want and why these are important. 

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Teamwork: Because most projects are collaborative, employers want someone who can work with others by demonstrating leadership skills as well as conflictresolution skills.

Organization: It is important to employers that employees arrive to work on time and complete projects by their due dates. Time-management skills allow employees to be organized and efficient and therefore employers can rely on them.

Respect: By respecting others’ time and opinions, employees can demonstrate appropriate business etiquette, such as avoiding personal technology use during work time, especially meetings and presentations.

Listening: Paying attention to both verbal and nonverbal cues allows employees to understand instructions, comprehend important information, and display sensitivity to others.

Professionalism: Knowing how to act and dress within a workplace is the key to success for any employee.

These are the skills that are hard to teach during employee training, but they are the ones that will get someone a job and a promotion.

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6. When should a meeting be called? When is a meeting not necessary? If you are organizing a meeting, what do you need to remember?

A meeting should be called when collaboration is necessary. A meeting should not be called if it is merely to transmit information. Then an e-mail, text, memo, or report may be more appropriate. When you organize a meeting, this is what you need to do:           

Give people enough notice (at least a week) unless it’s an emergency.

Book a suitable room and equipment.

Check attendees’ schedules. Use a digital calendar for scheduling purposes.

Send out a meeting request so people have a record and can reply.

Send out an agenda and ask for additional items.

Collect all necessary information before the meeting (i.e., reports, previous minutes, etc.).

Arrive early to arrange the room and check equipment.

Ensure devices are put away to create a good listening environment.

Facilitate the meeting so that everyone’s opinion is asked and heard.

Request that someone takes minutes.

Send out the minutes and follow up on actions.

Classroom Activities Topic Emphasis You will want to focus on team communication skills: collaboration, team roles, dealing with conflict, handling dysfunctional group members, and meeting tips. If you assign group projects as part of the course, stress to students that they have the opportunity to practise team communication skills during the term as they carry out their projects. Focus on the importance of paying attention to and interpreting the meaning of what others are saying, both verbally and nonverbally, and being able to collaborate on written and oral presentations. Being able to work successfully in teams is one of the keys to career success.

In addition, focus on the importance of good listening and nonverbal skills in the workplace and on how to develop those skills. This is also a good chapter to begin the important topic of cultural differences; nonverbal communication, especially, varies greatly from culture to culture. Throughout discussion of this chapter, have students share their experiences with nonverbal communication while living or travelling in another country. These discussions will provide a good basis for Chapter 3: Intercultural Communication.

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Chapter Presentation Suggestions LONG-TERM GROUP ROLES To help your students gain a sense of the roles group members can play in a long-term committee or task force, you may give them the following guides: Team Project: Job Descriptions 1. Manager, small-group dynamics expert  Conducts meetings effectively  Delegates work appropriately and fairly  E-mails the CEO (instructor) as required with team progress report or agenda and minutes  Sets and distributes agenda  Attends and contributes at all group meetings  Participates effectively at group presentations  Completes group assessment documents competently  Follows up on group decisions 2. Assistant Manager, small-group dynamics expert  Fills in for the manager  Secures meeting rooms in a timely fashion  Informs members of changes in a timely fashion  Assists manager as needed, especially in following up group decisions  Collects and distributes minutes  Attends and contributes at all group meetings  Participates effectively at group presentations  Completes group assessment documents competently 3. Document Expert, word-processing expert  Prepares final copies of documents effectively and on time  Collects copies of all group documents and files  Checks for formatting consistency  Proofreads documents and edits errors  Instructs group in word processing as needed  Attends and contributes at all group meetings  Participates effectively at group presentations  Completes group assessment documents competently 4. Multimedia Specialist, presentation software expert  Prepares audio-visual projects effectively and on time  Collects copies of all presentation software documents and files  Instructs group in presentation software as needed  Attends and contributes at all group meetings .

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Participates effectively at group presentations Completes group assessment documents competently

5. Senior Researcher, print, Internet, electronic research expert  Organizes research projects effectively and on time  Ensures that research documents and files have appropriate formatting  Instructs group in research methods as needed  Attends and contributes at all group meetings  Participates effectively at group presentations  Completes group assessment documents competently  Checks to ensure source credibility  Checks to ensure all borrowed material is referenced correctly SHORT-TERM GROUP ROLES When you place students in small, temporary groups in the classroom, assign them the following roles. Encourage students to adopt different roles in different groups or to rotate roles.

Group Roles 1. Facilitator  Gets the task at hand or project started  Keeps group focused on the purpose  Keeps meeting running smoothly  Keeps members on task 2. Record-keeper  Keeps a record of the meeting  Reports the results of the group to the rest of the class 3. Timekeeper  Keeps track of time during the meeting  Helps facilitator keep meeting on track  Ends meeting on time 4. Encourager  Makes sure that all members are participating  Helps members deal with conflicts  Ensures everyone’s ideas are requested and heard

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PARLIAMENTARY PROCEDURE To help your students learn how to effectively manage and take part in productive meetings, you should introduce them to the basics of parliamentary procedure. Share the following the guidelines with them: Minimum Guidelines for Using Parliamentary Procedure Running Meetings 1. Call the meeting to order.

2. Read the minutes of the last meeting.

3. Hear the reports of the treasurer and other officers.

4. Process committee reports.

5. Consider old business.

6. Entertain new business.

7. Introduce the program for the meeting.

8. Adjourn the meeting.

Making Decisions 1. Chair entertains new business in the form of main motion 2. Member seconds main motion 3. Main motion is debated with chair controlling discussion 4. Chair calls for a vote 5. Motion passes or is defeated Protecting Individual Rights 1. Appoint a knowledgeable, objective parliamentarian to enforce the rules.

2. Rise to a point of information if you do not understand discussion at hand.

3. Rise to a point of parliamentary inquiry to ask the parliamentarian about correct procedures.

4. Call for a division of the house if a voice vote is unclear.

5. Appeal the decision of the chair and ask members to vote on whether the chair is right.

GRAPEVINE DEMONSTRATION First write a simple one- or two-sentence message or quotation on an index card, then whisper the message in the ear of a student at the front of your classroom. Have each student pass the message throughout the entire class by whispering it to the next student.

After the last student has been told the message, have that individual repeat what they understood the message to be. Tell students the original message that was written on your card. Usually the message bears little resemblance to the original message written on the card.

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You’ll want to stress to students that in their business lives, trusting the accuracy of the grapevine can at times be dangerous.

LISTENING EXERCISES You might want to try the following listening activities. You will find that students can be very astute behavioural observers.

1. Have students spend some time in another class observing the listening habits and nonverbal communication of students; they can choose to observe one particular individual or several different individuals. Then have students comment in memo form on the habits, both good and bad, that were exhibited by their peers. Be sure that the subjects of the memos are discussed anonymously.

2. Have students spend some time during the week observing a particular professor and their listening skills and nonverbal communication skills. Then have students discuss their findings in a memo. Be sure to have them discuss their professors anonymously.

ROLE-PLAYING EXERCISE Assign students to groups of three. One group can have two people if there is an uneven number of students. Give them a topic to discuss related to class. Two people will discuss while the third person is an observer.   

Round 1: For one minute, each person will talk. The group members won’t give each other any nonverbal cues that they’re listening.

Round 2: This time, they will give one another positive cues, such as smiling and nodding, but will not say anything.

Round 3: This time, they will have a discussion, including nonverbal cues, as above.

All three students will record their impressions and share them in a class discussion.

STUDENT-FACILITATED MEETINGS—A REFLECTION Once all of the meetings have been conducted in class, have your students take a few minutes to write an anonymous reflection paper. (For online classes, you can set up an anonymous discussion forum.) This allows the students to think about how the meetings went and provides you with valuable feedback about their learning experience. Depending on the result, you can revisit concepts, like dealing with conflict or how to effectively share responsibilities with a team member. You will also gain insight on how to improve or change the meetings assignment in the future.

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Suggested reflection questions for the students are as follows: 1.

2.

3.

4.

5.

6.

What do you feel went well during the meetings?

Did any challenges arise during the meetings?

Is there anything you would do differently? Why? What was your most valuable experience as a meeting participant?

Do you feel as though you could successfully run a meeting now?

Do you have additional comments/thoughts?

TECHNOLOGY USE DEBATE Have students record their ideas on when it is appropriate to use technology for personal reasons at work. Here are some suggested topics: social media, texting, phone calls for appointments, emergencies, short amounts of time throughout the day, lunchtime.

What are the possible consequences of using technology at work for personal reasons?

Ask the students to debate points of contention about appropriate usage.

CHAPTER REVIEW, CRITICAL THINKING, AND ACTIVITIES At the end of the chapter, several hands-on activities are available for students.

Online Class Activities

A. This discussion board activity will help students analyze and appreciate the importance of good communication skills online and should result in an animated online discussion. The appearance of our documents is one way we communicate nonverbally. The appearance of a website is no different.

1. Find one example of each of the following: a very well-designed website and a very poorly designed website.

2. Post the URLs for your findings to the class discussion forum (as live hyperlinks if possible) so that other students can visit the sites to see whether they agree.

3. Respond to a least two peers’ posts and comment on the designs of the websites they have posted.

B. For this online activity, ask that students find three current job advertisements for entry-level positions in business (or their field). In an online post they should identify common trends

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concerning what employers want. Next they need to find commonalities with advertisements from two other posts.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. When you assign students to groups, require them to submit agendas and minutes of meetings to you or the class mailing list via e-mail or digital network. You may wish to give the following guides to your students.

GUIDES FOR AGENDAS AND MINUTES Agenda 1. Specify the date, place, starting time, and ending time.

2. Provide a statement of overall mission and purpose of the meeting.

3. Identify who will attend.

4. List the topics to be covered.

5. Identify the approximate amount of time for each topic.

6. Identify the pre-meeting action or reading expected of each member.

7. Distribute the agenda at least a week ahead of time.

Minutes 1. Provide the date, time, and location of the meeting.

2. Maintain an objective tone (no editorializing).

3. Summarize when possible.

4. Express motions and amendments precisely.

5. Record the time of adjournment and, if appropriate, the time of the next meeting.

2. Virtual Meetings. Have students participate in a virtual meeting using an online meeting/chat room. Small groups of students should come up with the agenda and purpose of the meeting (or you can assign), schedule the meeting electronically, participate in the meeting, and send a follow-up report to you or to the class mailing list via e-mail. Two good online sources for electronic meetings are WebEx (http://www.webex.com) and GoToMeeting (https://www.gotomeeting.com). Both sites offer free trials.

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3. Class Discussion Board. If you have set up an online discussion board for your class, set up private topic areas for the groups in your class. Here group members can asynchronously discuss group projects and other class assignments among themselves, without the entire class seeing their postings. These private areas also allow an excellent area for group members to share documents with each other outside of class. (See The Technology Link, Chapter 1, for information on discussion boards.)

4. Online Collaboration Tools. Have students brainstorm different ways of sharing files, such as Google Drive, Turn It In, D2L, or Microsoft Project, as well as any appropriate Apps.

5. Formats for Meeting Agenda and Minutes. Have students research different formats for meeting agenda and meetings by searching online or reviewing Microsoft Word templates. Have them choose one format they like and one they don’t like and explain why.

ADDITIONAL RESOURCES IMPROVING LISTENING SKILLS: METHODS, ACTIVITIES, EVALUATIONS, AND RESOURCES Tom Marshall and Jim Vincent Robert Morris University (PA) in conjunction with Dr. Mary Ellen Guffey, Thomson/South-Western The International Listening Association defines listening as “the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages.”

1. Introduction Listening is more important in the professions than many business communication texts acknowledge. Our task as business communication teachers is to move students from their natural egocentrism as writers, speakers, and listeners to understanding that audiences are multiple, complex, and varied. Only after students are aware of the nature of audiences can they develop the skills to deal ethically and effectively with them.

It is important for us to emphasize that listening strategies are so intertwined with leadership and personal social styles that one’s success as a professional largely depends on how well one really can “hear” the other. Many gender and diversity problems arise in the workplace because people acting in good faith just don’t know how to listen to each other resulting from the many psychological, political, social, and cultural barriers that egocentricity keeps in place. Because we need to teach our students about barriers to good listening and effective strategies for listening, we offer you these activities.

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“The average person spends from 42 to 60 percent of daily communication time listening (Purdy). Yet, most people are inefficient listeners; they forget, ignore, or misunderstand up to 75 percent of what they hear (Nichols).” Cited in Patricia A. Lynott. (1998, June). Teaching business communication in an accelerated program. Business Communication Quarterly, 22.

See also Marjorie Brody. (2004, May). Learn to listen. Incentive, 57.

2. Creating a Positive, Proactive Listening Classroom in Business Communication While listening skills are employed constantly in the business communication classroom as well as in all business contexts, these skills are seldom consciously taught or even acknowledged.

Because listening seems such a natural, obvious activity, like breathing or walking, teachers often take it for granted. In a business environment that is increasingly multicultural, fast-paced and communication-intensive listening has never been more important. Probably the most important insight that we can share with our students is that listening is not a natural activity but rather a purposeful act that can be improved through modelling, instruction, practice, and assessment.

To that end, business communication teachers should work hard at modelling effective listening skills as well as establishing a positive listening environment in the classroom. Some simple strategies are effective in accomplishing these goals. Teachers should •

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Listen carefully as students introduce themselves and pass on information about themselves in initial classes. Then when the teacher is able to use a student’s name or item of information in a subsequent class, they get the idea that such attention to detail is important.

Learn student names because names are of utmost importance. In addition, by acknowledging questions and suggestions, even repeating concerns back to the audience, teachers show students that their ideas are taken seriously.

Encourage students to restate a class member’s position before engaging in refutation.

Doing so will also help develop a positive listening environment.

In addition to modelling behaviours, teachers should make sure that physical conditions are right for listening activities. They can try to cut down on extraneous noise where possible. That means air conditioning, blowers, overhead fans and coolers, and other distractions must be kept to a minimum. If some areas of a classroom are noisier than others, sometimes baffles, portable walls, or insulation can be used to cut down on extraneous noise. When committed teachers emphasize listening, responsive students most often refrain from idle talk and buzz.

Now there is a reason for them to concentrate.

Nonverbal behaviours help also in establishing a positive listening environment. When a teacher or presenter gets out from behind a podium, the audience can observe all aspects of body language. When the face of the speaker is clearly visible, listeners can gauge seriousness and demeanour. Teachers should create seating that allows students to speak directly to others in the classroom and should encourage students to speak clearly and singly so that all others can hear what is transpiring. By modelling effective listening skills, by creating a physical space with sound acoustics, and by encouraging constructive classroom interaction, a business communication teacher can create the kind of classroom that leads to superior listening skills.

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3. Keys to Effective Listening            

Prepare yourself to listen.

Look for areas of interest with the person who is speaking.

Judge content, not delivery; and avoid premature judgments.

Let the speaker finish; don’t interrupt.

Listen for ideas and identify the speaker’s evidence.

Summarize or restate what the speaker is saying.

Note the larger issues.

Be aware of emotions and notice body language as a clue to emotions.

Be flexible.

Resist distractions.

Keep your mind open; try to access the speaker’s world, not your own.

Work at listening.

Three Myths of Listening

Three Truths of Listening

• Listening is a natural activity.

• Hearing and listening are the same thing.

• You are speaking to a mass audience.

• Listening is learned.

• Telling is not communicating.

• You speak to one individual at a time even in large audiences.

4. Learning Objectives of the Activities Cognitive goals Students will  Develop habits of effective listening.  Accurately summarize and paraphrase information from reading and listening.  Listen critically, employ and assess nonverbal cues in oral communication, and provide criticism to others in a collaborative and supportive manner.  Identify and evaluate, through an analysis of oral communication, a communicator’s purposes, assumptions, and attitudes, as well as the strengths of arguments and the relevance and appropriateness of evidence in relation to audience, purpose, and situation.  Enhance listening skills through interacting with foreign speakers with unusual pronunciations.

Affective goal  Develop understanding and positive attitudes toward listening to the perspectives of others.

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5. Activities The following activities help sharpen students’ listening skills. Since several activities may be adapted to different subject matters, you may integrate them throughout the term to reinforce skills and to provide a variety of instruction.

A. Listening Check Approximate class time: 10 to 15 minutes This activity is relatively easy to implement. It involves reading or speaking a short passage relating to the material that is under consideration during class time. You can build a library of good short passages as you develop the assignment from class to class. Newspapers such as The Globe and Mail and business news magazines such as Canadian Business are good sources for passages. Read the passage and then ask students orally or in writing to answer two short questions: 1. What is the thesis of the passage?

2. Recall one piece of evidence that supports the thesis.

The Listening Check is also good to test how students are processing class lectures. Near the end of the class session, ask the students to write down the key point of the lecture and one piece of support. Collect the papers to check what they think you are saying. You may find yourself saying, “But that’s not what I meant. That’s not it at all.”

Another variant is to have students in pairs exchange papers and negotiate what they thought they heard. Then have several pairs report to the class to note differences. Correct any misperceptions if need be (and experienced teachers know that misperceptions will occur).

Objective of this activity: After listening to the selected passage, students will accurately summarize and paraphrase its key information.

Evaluation: Assess the quality of a student’s oral and written responses. In the interest of time, you may wish to spot check only students’ written or oral responses. If the spot check reveals weak performance, you may want to do a more thorough review of each student’s written responses.

What you can expect from this activity: Very likely, students will make some predictable mistakes. Difficult or unusual vocabulary items will surely be confusing. You will find, however, that as a result most students will begin to attend more carefully to oral language in the classroom, especially if they know that they will be asked about it. You should seek to help students examine the reasons for mishearing and give them the motivation and tools to create a theory of effective personal listening.

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B. Supportive Listening Approximate class time: 10 to 15 minutes The skills practised in this activity are applicable to situations in which there is some degree of inherent conflict, such as job interviews, performance reviews, and negotiations. The important concept practised in the activity is to earn your listener’s goodwill by showing that you are listening and not interrupting.

Students work in pairs. One student is chosen to explain a controversial position to the other. The listener has a simple task: to just listen and provide positive body language as feedback. Students take turns as speaker and listener. As simple as this sounds, we know that there are those for whom quietly listening will be a challenge. Those who are unfamiliar with support might need training on just how to say things like “Uh, huh.”

Objective of this activity: After listening to the selected passage, students will accurately summarize and paraphrase its key information.

Evaluation: Assess the quality of a student’s oral and written responses. In the interests of time, you may wish to spot check only students’ written or oral responses. If the spot check reveals weak performance, you may want to do a more thorough review of each student’s written responses.

What you can expect from this activity: In this activity, many students will be shocked at the outcome. When a truly attentive listener engages another, the result is almost always extended conversation. Students who have engaged in this activity at our school have reported that they learned things they never before even suspected. Previously boring friends become interesting, even fascinating. Colleagues at work take on an added dimension. Given the power of conversation, you should warn students to be prepared for sudden revelations. And it is probably a good idea to be prepared to steer the conversation toward safer territory if inappropriate revelations could cause embarrassment.

You also have to watch for other signs to interpret words. Much important meaning is conveyed visually. Finger tapping, a wide-eyed look, a furrowed brow—these mean as much as words do, sometimes more.

A person’s posture, for example, can tell you something about his or her attitude. If somebody says, “Well, it doesn’t really matter to me,” but his or her posture is stiff, knuckles white, eyes intense, and forehead damp, clearly that person is holding back some true feelings. In such a situation, it’s important to make the person realize that you want to hear his or her thoughts, that the person has nothing to fear from speaking out. A properly worded statement that shows your interest may put the person at ease. The ability to create rapport that invites open communication is one of the most valuable skills a manager can possess.

(Pollock)

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C. Characteristic Communication Style Approximate class time: 20 to 30 minutes A variation of Supportive Listening, but a little more difficult, this activity has its roots in discourse analysis. This activity makes the student pay attention to not only what is being said but how, including nonverbal behaviour.

In pairs, each student explains a controversial position—ethical issues work well here— relating to the class subject matter. But rather than argue with each other’s positions, students are asked to create a theory of communication about their partner’s way of talking and listening. Our experience with narrative—that is, as listeners to stories—teaches us to listen to the voice of the narrator, and we can use our experience to enhance our teaching in this area. For instance, a person can ask, does my partner begin with a bold statement of position? Does she use an analogy, or a series of analogies? How does he connect one statement with another? Now, after each has studied the other’s pattern, can one partner explain what is the “characteristic communication style” of the other?

Here are some features of a characteristic communication style:        

Inner consistency (if statements are inconsistent, honesty is problematic; the narrator may be unreliable) Honesty and candour Use of euphemism to avoid difficult realities Use of metaphor as a clue to thought and theme (the connotations evoked tell us about state of mind, themes, and purpose) Use of opposites and repetitions, positives and negatives, as clues to speaker’s value system Anecdote (storytelling as a clue to character, humour, obsessions) Bottom line (narrator as literalist, one without imagination, sees things materialistically) Egocentricity (characters are selfish) vs. concern for others

Objective of this activity: After listening to a speaker, the student will identify and evaluate some features of the speaker’s characteristic communication style: purposes, assumptions, and attitudes.

Evaluation: Assess the quality of a student’s oral and written responses. Have each partner, in turn, report his or her analysis and have the other comment on the response. In the interests of time in a larger class, you may wish to have only a few teams report.

What you can expect from this activity: This activity requires the ability to form abstract concepts about casual conversations. Students are being asked to listen and then to categorize what they have listened to. Practice can help in developing that important skill.

Also, students might not know the meaning of terms like “metaphor,” “euphemism,” .

“anecdote,” and others. These categories are crucial to completing the tasks. Simple examples will help; asking students to find examples from the popular press as well as from lyrics or commercials will aid in developing understanding. This activity is one of the more difficult but will lead to increased attentiveness.

“Listeners of both genders can improve the likelihood of understanding their partners by asking questions and by checking their perceptions. The term ‘active listening’ implies that the listening process takes effort and energy. Active listeners participate in a communication encounter both verbally and nonverbally. They may nod their heads, ask for clarification of a point, or paraphrase what they heard to make sure the speaker’s message was correctly interpreted (restating what you hear in your own words is commonly referred to as ‘reflection’). Most important, listeners must try to see the world from the perspective of the person speaking.” (Brownell, 1993) D. I Know Where You’re Coming From Approximate class time: 5 to 10 minutes This is an especially good activity with nontraditional students. The activity helps students understand differences. In business, school, and personal relations, we meet each other in various venues, most not of our choosing. Needless to say, speakers bring to those venues many pieces of baggage that can interfere with effective communication.

In this activity, students work with partners; each explains to the other something about the physical surroundings of his or her “home.” The object is to understand something about the person to whom you are listening. If the speaker has just returned from child care, a tough football practice, a troubled dorm room, a tough job site, or a long, involved meeting, then the listeners must make allowances. Listeners should encourage material descriptions.

An effective listening strategy involves getting a handle on the environment that speakers are “coming from.”

Objectives of this activity: Students will listen critically, assess nonverbal cues in an oral communication, and respond to another person in a collaborative and supportive manner.

Evaluation: This activity functions more as an “ice-breaker,” so you may not wish to evaluate it except through informal feedback about how the exercise went. To evaluate more formally, have each partner, in turn, report what was learned and have the other partner confirm or deny the accuracy of the response. In the interests of time in a larger class, you may wish to have only a few teams report.

What you can expect from this activity: The purpose of this activity is to develop empathy as a listener. If done properly, the listener can get out of his/her frame of reference and begin to appreciate where the other person is coming from. By describing the material surroundings of the home or workplace, the speaker is giving clues to how a message

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should be received. All of us know instinctively to ask if a speaker on a telephone is being overheard, or whether a conversant is in a hurry. This exercise takes that one step further.

In at least one class at our college, each student was asked to bring a picture of his or her workplace, cubicle, desk, or corner office. These pictures said much about how a message might be developed and received.

E. Prediction, Hypothesis-Checking, Revising, Generalizing Approximate class time: 10 to 15 minutes if teacher verifies the predictions, longer if students listen to a full speech Listening is closely related to reading. The following activity focuses on predicting, which is a variation of a reading process strategy. The five processes—prediction, hypothesis, checking, revising, generalizing—involve the mental activities that occur when we read or hear.

One way to introduce the concept is to ask students to practise predicting. After you model the process, read the text of the opening paragraph from a news story or magazine article about a relevant course topic and ask students to predict—based on its rhetorical cues of purpose, emphasis, foreshadowing, and transition—what the story or article will be about.

In most stories, many clues indicate where the story is going, and the student will be able to catch many of them. The teacher then can move from print to oral communication. Have students listen to the opening of a short speech (e.g., from a video of a business leader, motivational speaker, political leader—or you read aloud a speech reprinted in Vital Speeches of the Day, which includes many speeches of business leaders) and predict its direction. Then, let students listen to the rest of the speech to check predictions.

Objective of this activity: After listening to a selected passage and analyzing its rhetorical cues, students will accurately predict a communicator’s purposes, assumptions, and attitudes.

Evaluation: Assess the quality of a student’s oral responses. In the interest of time, you may wish to spot check the students’ oral responses. If the spot check reveals weak performance, you may want to check more responses or repeat the exercise.

What you can expect from this activity: Many of us have had friends or colleagues who finish our sentences for us. They know what is coming and can’t refrain from completing the sentence for themselves. With this activity, students will practise anticipating a speaker’s logic as well as rhetorical moves. You can count on students having a good deal of previous experience with this concept. Children know how to anticipate parental objections, employees know how a boss will react, and coworkers can often role play a colleague’s response to a given directive. With this activity, students are asked to make real this kind of tacit knowledge in a way that will help them deal more effectively with future listening tasks.

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F. Chunking and Relating Approximate class time: 20 to 30 minutes Language is made up of lexical items and syntactic features, that is, “things” and “relationships of things.” This activity involves a speaker, a listener, a judge, and a commentator. Prepare a group of “paddles” with these labels: objection, analogy, statistic, contradiction, thesis, support, restatement. Each of these terms refers to a typical item in a communication situation. As students view or listen to a discussion, one student is chosen as judge to handle the paddles. As the conversation proceeds, the judge holds up the paddle to indicate the item—objection, analogy, statistic, contradiction, thesis, support, or restatement. Other students watch carefully; and after the exercise is over, they analyze the choices made by the judge. This exercise encourages active listening.

Objective of this activity: After listening to a selected passage and analyzing its rhetorical cues, students will accurately predict a communicator’s purposes, assumptions, and attitudes.

Evaluation: Assess the quality of students’ oral responses. In the interest of time, you may wish to spot check the students’ oral responses. If the spot check reveals weak performance, you may want to check more responses or repeat the exercise.

What you can expect from this activity: To some, this activity might seem unnecessarily cumbersome. Using cards or paddles or signs does require some preparation, and conversation moves faster than a person might be able to keep up with. However, the effort is worth it; and once the signs or paddles are created, they can be used in subsequent classes. Most students find the stage business rather comical.

G. You Thought You Were Listening, Didn’t You? Approximate class time: 8 to 10 minutes, pausing for laughter and groans Here’s a quick listening activity that is fun and effective as an activity to get students to listen carefully to what’s being said. It demands attentive listening and a measure of common sense. The concentration that this activity requires is good practice for any problem-solving situation that requires sensitivity and a clear understanding of what is being said.

1. Is there a July 1st in England? Yes or no?

2. How many birthdays does the average man have?

3. Some months have 31 days. How many have 28?

4. How many outs are there in an inning?

5. Is it legal for a man in Alberta to marry his widow’s sister?

6. A doctor gives you three pills and tells you to take one every half an hour. How long will the pills last? .

7. A farmer has 17 sheep. All but 9 of them die. How many sheep are left?

8. How many animals of each sex did Moses bring with him on the ark?

9. A butcher in the market is 5’ 10” tall. What does he weigh?

10. How many 2-cent stamps are there in a dozen?

11. What was the prime minister’s name in 2005?

12. If “Polk” is pronounced “poke” and “folk” is pronounced “foke,” how do you pronounce the white of an egg?

Answers 1. Yes. It comes right before the 2nd.

2. One. You can only be born once.

3. Twelve. All of them have at least 28 days.

4. Six. Don’t forget there are a top and a bottom to every inning.

5. No. He must be dead if it is his widow.

6. One hour. You take the first pill at 1:00, the second at 1:30, and the third at 2:00.

7. Nine. Like I said, all but nine die.

8. None. I didn’t know that Moses had an ark.

9. Meat. That is self-explanatory.

10. Twelve. How many eggs are in a dozen? Twelve. It’s a dozen.

11. Stephen Harper. As far as I know, he hasn’t changed his name.

12. Albumen.

Objective of this activity: Students will learn to concentrate on what’s being said.

Evaluation: None. But note the number who do get the right answers.

What you can expect from this activity: This is a good “ice-breaker” yet with a serious purpose: listening often demands a high level of concentration to comprehend a message accurately.

6. Two Evaluations Below are two evaluations that can be adapted to more complex assignments.

Basic Listening Comprehension Conditions: Time, Task, Selection, and Instructions: 20 minutes Read aloud to the class a previously unread 150–200-word newspaper or magazine article from The Financial Post, Financial Times, The Economist, or Business Week, or a selection from your business communication text on a topic discussed in the course. Read clearly at a normal rate. Ask each student to paraphrase in writing the main idea presented in the article; note at least two details, such as who, what, when, where, why, or how; and note three key terms from the selection. (Option: Instead of reading aloud, you may choose to play an audiotape or a videotape on an issue discussed in the course.) .

Option: Have the students respond in memo form as though they were summarizing a meeting discussion for an absent member, who could be their boss.

Competent criteria for task completion include the following:  Summarizing the main idea of the selection 

Noting two supporting details

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Noting three key terms from the selection

AND/OR 

Asking two questions that address the main topic of the article

Listening to Non-native-English Speakers Certainly one of the most severe obstacles to effective listening arises when one communicator uses a variety of English that is different from the other. Many speakers of English possess more than one variety of the language and know how to employ the appropriate variety in a given circumstance. Others, however, possess only their native variety of English. And many speakers of English in Canada, a nation of immigrants, speak English as a second language. English has emerged as the almost universal language of business and commerce. In most multinational organizations, from Ford and GM to the smallest firm with overseas branches, English is the language of choice. Instructors should emphasize to students that the English of world business is not necessarily “North American” English. Learning to listen to the many varieties of English is a valuable skill, both to an individual employee as well as to the larger organization.

Linguists know that a non-native speaker might learn vocabulary and grammatical features of a second language almost perfectly. In fact, non-native speakers of English often have a more profound and insightful grasp of grammatical issues than native speakers. This is simply the result of the fact that native speakers never really “learn” their language but rather they grow into it, much as a child acquires the ability to walk. Second language learners most often learn something of the “theory” of the language they are learning.

Vocabulary and grammar can be learned, but an accent influenced by a speaker’s native language is almost impossible to eradicate. Many non-native speakers of English speak an articulate, insightful, and complex variety of English; but their speech still has remnants of their native language because their mouths and tongues have never quite mastered the oral gymnastics necessary to speak “perfect” Canadian or British English.

Objective: To enhance listening skills through exposing students to a wide variety of different “Englishes” in a thoughtful, reflective, linguistically aware context.

Preparation: The instructor will need adequate understanding of the vowels and consonants and inflection pattern of English. Phonetic background is helpful but the pronunciation key

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from any good dictionary is sufficient to complete the assignment. Collins Gage Canadian Paperback Dictionary: New Edition has an excellent pronunciation key.

As instructors and students will see as they examine the table of English speech sounds, English and all other languages are composed of vowel and consonant sounds, with a small selection of hybrid sounds, like the “l,” “r,” “y,” and “w” sounds. There are approximately 14 vowel sounds and 26 consonant sounds. Different languages have different numbers of phonetic building blocks, and often languages have sounds that do not appear in English. Most classrooms will have a few non-native speakers and the instructor should call on these valuable resource speakers to help make the learning more real. We would suggest that the class practise English vowels and consonants to become more aware of their sound and shape.

Conditions: Task, Time, Selection, Instructions: 30 minutes. The instructor will present a video, audiotape, or person speaking a non-native variety of English. The classroom must be sufficiently quiet and the quality of the performance must be sufficiently excellent so that students can “listen” to the nuances of speech. The instructor should structure the performance so that there is “real” content as well as a wide variety of nonstandard sounds.

After the performance, the instructor will ask students to note in written form observations about what they have heard. By keeping a phonetic chart handy, with vowels and consonants plainly visible, most students will be able to identify differences in pronunciation. With input from all listeners, the class will be able to create a short guide describing similarities and differences between the variety of English they have heard and their own variety or varieties.

The instructor should also ask the listeners to record the content of the presentation. Most likely, there will be mishearings motivated by nonstandard pronunciation. Again, students with experience in cross-cultural communication will have much to add to the discussion.

If time and interest allow, students can interview colleagues or friends who speak English as a non-native language and create a guide to understanding such speakers. In addition to the phonetic issues, interviewers can include grammatical issues, questioning forms, pluralization methods, gender considerations, speaking distances, and other aspects of that language community. Language is a good way to enter into the world of the non-native speaker, a world increasingly more important to American business.

What you can expect from this activity: Cross-cultural communication discussions always provoke insight and interest. Businesspeople love to relate their favourite miscommunication episodes. And the stories we hear are instructive as well as extremely humorous. Employees who work with telephones will be able to relate the particular problems of “voice only” communication.

Issues of correctness and quality will no doubt arise during the discussion. Obviously language issues are problematic; countries have fought for linguistic independence, citizens .

have been harassed and discriminated against because of language differences, and the issues of “Black English” and “Second language instruction” animate the education community. We would emphasize that these are political issues more than linguistic ones.

Bibliography and Resources Brody, Marjorie. (2004, May). “Learn to listen,” Incentive, 178(5), 57.

Brownell, Judi. (1993). Communicating with credibility: The gender gap. Cornell Hotel and Restaurant Administration Quarterly, 34(2), 51–61.

Brownell, Judi. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon. An excellent book for theory with activities and application exercises.

Burley-Allen, Madelyn. (1995). Listening: The forgotten skill. New York: John Wiley. Burley-Allen developed this book from her experiences in teaching corporate seminars in listening and management. The book, which is labelled as a “self-teaching guide,” contains many practical exercises and checklists.

Fracaro, Ken. (2001). “Two ears and one mouth,” SuperVision, 62(2), 3.

Pollock, Ted. (1997). A personal file of stimulating ideas, little-known facts and daily problem solvers. SuperVision, 58(1), 21–23.

Purdy, M. and Borishoff, D. (1996). Listening in everyday life: A personal and professional approach. New York: University Press of America.

Richman, Arleen. (2002, Apr/May). “Listen up!” The National Public Accountant, 24.

Tannen, Deborah. (1995). Talking from 9 to 5. New York: Avon Books.

Another valuable resource is the International Listening Association. The International Listening Association promotes the study, development, and teaching of listening, as well as the practice of effective listening skills and techniques. Website: http://www.listen.org/.

The ILA Bibliography, Second Edition, with more than 1,250 entries, is available in a printed version. Information is available at the ILA website.

ADDITIONAL RESOURCES Etiquette Recommendations for Effective Business https://www.universalclass.com/articles/business/etiquette-recommendations-for-effectivebusiness.htm This article provides excellent suggestions regarding etiquette in the business world. It also provides additional links to other etiquette-related articles 6 Ways to Become a Better Listener https://www.fastcompany.com/3068959/6-ways-to-become-a-better-listener This article provides strategies to improve one’s listening skills

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Great Virtual Meetings https://www.weforum.org/agenda/2020/03/working-from-home-heres-how-to-run-aneffective-virtual-meeting This article contains excellent information regarding working from home, videoconferencing, and how to get the most out of virtual meetings.

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CHAPTER 3 TEACHING SUGGESTIONS AND RESOURCES

Intercultural Communication CHAPTER OVERVIEW As businesses go global and the world marketplace becomes increasingly international, employees will likely experience the rewards and challenges of working in a culturally diverse workplace. More than ever, employees will be presented with opportunities to work alongside coworkers representing different cultures, and to interact with customers outside Canadian borders. To equip your students to succeed in this type of culturally rich work environment, they will need to develop intercultural proficiency—an awareness of their own culture, how it differs from others, and methods for improving communication techniques.

Chapter 3 helps students prepare for successful intercultural communication by presenting the characteristics of culture, including the concepts of individualism, formality, communication style, and time orientation. The chapter explains the effects of ethnocentrism, tolerance, and patience in achieving intercultural proficiency and identifies techniques for improving nonverbal, oral, and written communication in intercultural settings. Students will investigate methods for coping with business practices abroad. They will explore the challenges and benefits of working in a diverse workplace. Suggestions for thriving in an intercultural environment will help students succeed in today’s global village.

LEARNING OBJECTIVES 1. Understand the powerful effects of globalization and the major trends fuelling it.

2. Define culture, name its primary characteristics, and explain the five key dimensions of culture.

3. Discuss strategies for enhancing intercultural effectiveness and communication techniques.

4. Explain the advantages and challenges of workforce diversity, and address approaches for improving communication among diverse workplace audiences.

FEATURES IN THIS CHAPTER   

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New Spotlight on Communication: Federation of Black Canadians Enhances the discussion of culture and its characteristics and provided tools for becoming interculturally proficient Includes graphics showing common phrases in several major languages to establish the

     

benefits of making goodwill gestures when doing business abroad Presents updated statistical data on workplace diversity to acquaint students with the benefits and challenges of intercultural workplace settings Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension New information about the Canada–United States–Mexico Agreement (CUSMA) New subsection of Learning Objective 3 entitled “Recognizing Canadian Subcultures” New Case Connections: Sasktel Revised end-of-chapter Activities

STUDENT ENGAGEMENT STRATEGIES Making It Relevant Chapter 3 encourages students to think about culture and diversity in a new way. Each student brings to the classroom a unique background and varied perspectives that enrich the learning experience. For this chapter’s discussion and activities, draw on students’ collective knowledge as a celebration of culture and diversity.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. How can companies adapt to reach an international audience?

McDonald’s has adapted its menu and services to appeal to customers in foreign markets. For example, restaurants in Japan have coffee lounges that feel like Starbucks.

In India customers can purchase a Maharaja Mac that is made with chicken instead of beef, as cows are sacred to the Indian culture. Because drive-through windows are not popular in some traffic-choked cities, fleets of McDonald’s motor scooters deliver burgers and fries to customers in Shanghai, Cairo, Taipei, and Manila.

Catalyst Agents. 31 Mar 2020. How McDonald’s Achieves Brand Success Through Cultural Activity. https://catalystagents.com/blog/2020/03/22/the-cultural-marketers-how-mcdonalds-achieves-brandsuccess-through-cultural-adaptability. Retrieved 20 January 2021.

Racoma, B. 4 Jan 2019. Day Translations. How McDonald’s Adapts Around The World. https://www.daytranslations.com/blog/how-mcdonalds-adapts-around-the-world. Retrieved 20 January 2021.

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2. Do you think it is safe to use hand gestures when communicating to an intercultural audience?

Don’t use a lot of hand gestures with an intercultural audience. A thumbs-up and the “OK” sign are obscene in places like Brazil, Australia, Spain, and the Middle East.

Cotton, G. 2013, June 13. HuffPost. Gestures to Avoid in Cross-Cultural Business. https://www.huffpost .com/entry/cross-cultural-gestures-b-3437653. Retrieved 20 January 2021.

3. Do you feel that Canadian companies take full advantage of conducting business internationally? Is there adequate inclusion and diversity in the Canadian workforce?

Divide your students into two groups for this discussion: one that supports this concept, and the other that opposes the concept. Have the students read the article “Diversity and Inclusion in the Canadian Workforce” by Antonia Christus-Ranjan (https:// ppgreview.ca/2018/04/02/diversity-and-inclusion-in-the-canadian-workforce) and have students comment in class.

4. Identify the ways in which you, as a Canadian, can be accused of being ethnocentric.

Answers will vary. Here is a sample response: When reflecting on driving rules in the United Kingdom, we may assume that they drive on the “wrong” side of the road. We could rather state that they drive on the “opposite” side of the road. Also, as Canadians, we may perceive the continent of Australia as being “down under.” On the contrary Australians may consider themselves to be “north” and Canada to be “south.” It’s all about perception.

5. Discuss strategies that would foster intercultural awareness within the workplace and when travelling abroad for business.

Answers will vary. Here are some suggestions: 

  

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Celebrate cultural diversity within the workplace by encouraging fun events like an international potluck and wearing team colours to watch the Olympics or World Cup. Ensure employees conduct research on a culture before visiting for business in order to promote cultural sensitivity and good business relations.

Support the hiring and promoting of people from diverse cultures. An inclusive workplace is the best example of intercultural awareness and respect.

Provide training on respecting diversity.

Classroom Activities Topic Emphasis Chapters 1 and 2 set the stage for developing good communication and teamwork. Chapter 3 places business communication in intercultural contexts. Students often understand intellectually the concepts of culture and the differences among cultures but, emotionally, they approach interculturalism egocentrically (i.e., in terms of us and them). To help students take a broader perspective, the instructor can stress empathy through listening and sensitivity to nonverbal language through role-playing.

If you have students in your classroom from different cultures, use their expertise as you go through this chapter. Remember that their input should be voluntary. Do not single out individuals or make assumptions about students based on their visible signs of culture.

Chapter Presentation Suggestions 1. Cultural Differences. If students have lived in other countries, have them relate cultural differences they noticed regarding social customs or business customs. For instance, in Thailand wearing white could indicate the recent loss of a loved one, touching children on the top of the head is frowned upon because it interferes with their spirits, and killing insects goes against Buddhist beliefs.

2. Travel and Culture. Ask students whether they have travelled to a country outside Canada. Have them share their experiences. What cultural differences did they notice?

How did they feel being an “outsider”? Ask students who are new to Canada to share their experiences. Getting students to open up about differences and feelings can help students better understand and respect intercultural differences.

3. Role Plays. Assign students roles that require them to argue or defend positions that illustrate political, environmental, economic, historical, religious, ethnic, gender, age, cultural, or other differences. Students should be asked to research and make at least a temporary intellectual commitment to the roles they are assigned. Evaluate students, or teams of students, on the thoroughness of their presentation and defence of the assigned position. Although students may resist being assigned a position that is different from one they currently hold, role-play exercises often lead to more learning when students have to support and defend an unfamiliar or unpopular position. a. Be sure to stipulate the evaluation criteria for the role-play exercise to avoid defence solely by assertion. b. If some students prefer not to play roles in front of the rest of the class, they can be asked to prepare written position papers or to provide information for a classmate who is willing to play a role. This makes each position or role a small group project. c. Once evaluation criteria have been established, students as well as the instructor .

can be asked to evaluate the presentation and defence of assigned positions. d. Students can really get into role play assignments, and they may come to class dressed in costumes, with promotional literature or posters, and so on, so the instructor may want to decide in advance if there will be limits on what is allowed.

Cameron, B. J. (2010). Active learning. London, Canada: Society for Teaching and Learning in Higher Education, pp. 21–22.

4. Media Analysis. Have students select a character from a television show or movie that is a stereotype from another culture. Ask them to identify why this is an unfair representation.

5. Diversity in Canada. Have students estimate the percentages of the Canadian population that identify with these cultures:     

North–, Central–, and South American European African Asian Indigenous

Next have students research the facts according to Statistics Canada. Discuss discrepancies between opinion and fact. Ask students to predict the top ten countries providing new immigrants to Canada. Then have them find the answer according to Statistics Canada or another credible online source. Did the list surprise them?

6. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities

A. The following discussion activity provides a current workplace scenario as a launch pad for discussion. The following information is cited from 2020 Annual Report: Reimagining Our Shared Future from the Royal Bank of Canada (RBC).

RBC, Canada’s largest banking company, actively targets new immigrants, women entrepreneurs, Canadian Indigenous persons, LGBTQ+ persons, and people with disabilities.

Dave McKay, RBC’s President and CEO, states that “diversity and inclusion has been the cornerstone of RBC’s values for many years.” 

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Of the 86,000 RBC employees in 36 countries, 51 percent of new hires are women, 52 percent of promotions go to women, and 46 percent of executives are women.

 

Black, Indigenous, and people of colour account for 35 percent of new hires, 40 percent of promotions, and 23 percent of new executive appointments.

RBC is ranked fourth globally on the 2020 Refinitiv Diversity & Inclusion Index, a ranking of over 9,000 publicly listed companies.

Royal Bank of Canada. (n.d.). 2020 Annual Report: Reimagining Our Shared Future. https://www.rbc.com/ investor-relations/assets-custom/pdf-ar-2020-e.pdf

In the group forum, discuss the following questions:   

Do you feel that most companies reflect Canada’s diversity? Provide an example.

Do you feel that enough is being done to promote and celebrate diversity in the workplace?

What can Canadian companies do to promote diversity in the workplace?

B. Post an example of culture shock that you experienced in another culture or that someone you know experienced when they came to Canada. Comment on two other posts.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have each student write down an experience that they have had dealing with intercultural issues. This experience might have taken place at school, at work, at home, while travelling to another country, or upon arriving in Canada. Each student should then send their story to the network or class mailing list for discussion. Tell students that they can share a positive, negative, or learning experience.

2. Internet Usage Statistics. Although the Internet was created in the United States, it is now used globally. Many sites on the Web keep track of the statistics of Internet usage, including use by country, languages of websites, and so on. Have students search for Internet usage statistics to get a better picture of who is using the Web worldwide. The figures may surprise them and you! Have students share their findings with the class.

Students may use various search tools.

3. Class Discussion Board. If you have set up an online discussion board for your class, start a topic for intercultural resources on the Web. Have students use a search tool such as Google to find sites that would be helpful for business travellers. They should then share their findings on the discussion board, including the URL, the name of the site, and how a global business traveller would use the site.

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4. Cultural Diversity in Business. Research three different cultures and business etiquette for each culture using the following website: www.guide.culturecrossing.net. Provide a brief list of tips for conducting business with people from these cultures.

5. Respecting Diversity in Advertising. Find an example online of an advertisement that would be considered offensive in another culture. Explain what would be inappropriate: words/phrases, images, gestures.

ADDITIONAL RESOURCES Valuing Diversity https://managementhelp.org/interpersonal/multicultural-diversity.htm Diversity Is a Fact; Inclusion Is a Choice https://cultmtl.com/2019/09/diveristy-is-a-fact-inclusion-is-a-choice https://www.innovatingcanada.ca/diversity/diversity-is-a-fact-inclusion-is-a-choice Canada’s Best Diversity Employers (2020) www.canadastop100.com/diversity The website provides information about employers across Canada that have exceptional workplace diversity and inclusiveness programs. It also provides relevant information about each company and links to potential employment for students and future graduates.

The Benefits of Creating a Diverse Workforce https://www.forbes.com/sites/forbescoachescouncil/2019/09/09/the-benefits-of-creating-adiverse-workforce/?sh=27302b21140b

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CHAPTER 4 TEACHING SUGGESTIONS AND RESOURCES

Planning Business Messages CHAPTER OVERVIEW Chapter 4 introduces a systematic process for creating business messages and oral presentations. The 3-x-3 writing process, introduced early in the chapter and illustrated in Figure 4.1, describes three steps in the writing process: prewriting, drafting, and revising. The goals of Chapter 4 are to describe and illustrate the first step of the writing process (prewriting), with special attention focused on analyzing, anticipating, and adapting to audiences. In addition, an excellent comparison of rich and lean communication channels is provided in Figure 4.4 to emphasize how the various types of digital communication have impacted the process of communication in a technology-based world. While some students may resist the planning steps because they seem too time-consuming and unnecessary, you will want to stress the importance of empathizing with their audiences and moving from sender-focused (“I/we”) to receiver-focused (“you”) messages. Poor planning will often result in sender-focused messages that alienate readers with insensitivity, bias, or negative attitudes.

Remind students that innovative companies use teams to achieve their objectives; therefore, it is important to learn the strategies for preparing team-written documents and to become familiar with cutting-edge technology used by teams to share information and responsibilities.

Chapter 4 thoroughly covers both of these topics.

LEARNING OBJECTIVES 1. Summarize the 3-x-3 writing process and explain how it guides a writer.

2. Analyze the purpose of a message, anticipate its audience, and select the best communication channel.

3. Employ expert writing techniques and professional language skills.

4. Understand how teams approach collaborative writing projects.

FEATURES IN THIS CHAPTER  

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New Spotlight on Communication: Wuxly Movement Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension

      

Allows students to study the communication process in order to understand how the nature of communication relates closely to the writing process Provides a writing process graphic to better illustrate the functions of the classic 3-x-3 writing process Emphasizes digital messages and channels to reflect the digital revolution Streamlines a list of communication channels, with content ranging from rich to lean options New Case Connections: Hilroy: A Canadian Staple Includes a section devoted to practical advice on digital collaboration tools and how these tools support team writing Presents updated end-of-chapter exercises and activities so that students have fresh opportunities to apply the skills taught in this chapter

STUDENT ENGAGEMENT STRATEGIES Making It Relevant Many students lack confidence in their writing skills. This chapter focuses on the importance of writing as an essential skill for the workplace. Students will need extra encouragement that writing is a process and that it is never too late to improve their skills.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. Why is the planning stage important in writing a business document?

Before you can begin to write a business document, you need to do several things. First, you need to determine your purpose. Second, you need to consider your audience and ensure the content and format is appropriate. Third, you need to decide what method to use, such as an e-mail message, proposal, or report. In fact, you may decide that a phone call or face-to-face meeting is more appropriate. Completing these steps will ensure that no miscommunication occurs. Once you’ve made these decisions, you’re ready to draft your message.

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2. For a team report, should each person edit the report? Why or why not?

Each person should edit their own section first because they know the content and what they want to convey. Then one person in the group, the strongest writer, should proofread and revise the entire report, checking for mechanics (grammar, spelling, capitalization), tone, and language consistency (terminology, definitions, word usage, style, verb tense). The editor should consult with the group before making any major changes to the writing. Once you follow these steps, you will have a polished document free of errors. One of the benefits of a team project is that many people can edit a document, not just one person.

3. What is the best communication channel for the following situations? a. You want to persuade a colleague to apply for an open sales position in the territory that you manage.

If you expect your colleague to resist or to have many questions about the new sales position, plan to meet in person. You can be much more persuasive in a face-to-face meeting than through other channels of communication. If you can’t meet in person, a phone call would also be appropriate. b. You need to update your manager on the results of a sales presentation with a new client.

Report the results of the meeting in an e-mail to provide a permanent summary. When composing the message, be aware that your message may be shared with others in the organization. c. As a travel agent, you need to contact hundreds of clients and tell them that an increase in fuel costs will force a cruise line to increase its fees.

Write a letter because it provides a written record of correspondence sent outside of your organization.

4. Andrea, who answers customer service calls for an insurance company, is preparing an e-mail message to her supervisor requesting that she be transferred to the accounting department.

Who is her primary audience? (Andrea’s supervisor) Who is the secondary audience? (Supervisor of the accounting department) 5. How should the following sentences be revised to reflect bias-free language?

The female doctor (doctor) studied the chart. .

The workmen (workers) removed the shattered glass.

The stewardess (flight attendant) closed the emergency door.

6. How should the following sentences be revised to become professional writing?

Hang tight until I get back to you.

I will answer your questions by the end of the day.

He kept his cool during the crisis.

He remained calm during the crisis.

She ran out of gas at the end of the speech.

She was tired by the end of the speech.

7. Wary manufacturers sometimes state the obvious in their warning labels to avoid being sued. Some of the more humorous safety labels found in Reader’s Digest are shown below. Share them with your class.

On a wheelbarrow: “Not intended for highway use” On a baby stroller: “Remove child before folding” On a thermometer: “Once used rectally, the thermometer should not be used orally.”

On a Chipotle truck: “Drivers do not carry burritos.”

On a carpenter’s electric drill: “This product not intended for use as a dental drill” On a takeout coffee cup: “Avoid pouring on the crotch area” On a jet ski: “Never use a lit match or open flame to check fuel level” On a bottle of dog medication: “May cause drowsiness. Use care when operating a car.”

On a dishwasher: “Do not allow children to play in the dishwasher.” .

On a box of rat poison: “Has been found to cause cancer in laboratory mice” On a vanishing-ink marker: “It should not be used for signing checks or any legal documents.”

On an iron-on shirt pattern: “Do not iron while wearing the shirt.”

On a Razor scooter: “This product moves when used.”

On a hairdryer: “Do not use while sleeping.”

On a package of fireplace logs: “Risk of fire” On a brass fishing hook: “Harmful if swallowed” On a can of pepper spray: “May irritate eyes” On a cartridge for a laser printer: “Do not eat toner.”

On a letter opener: “Safety goggles recommended” On a bar of soap: “Use like regular soap” Readers Digest Editors. (2020, July 13). 20 Silly warning labels that will leave you scratching your head.

Retrieved from https://www.rd.ca/culture/funny-warning-labels.

Classroom Activities Topic Emphasis Spend time on this chapter to help students master prewriting concepts, but be prepared for resistance because the planning steps seem like too much work. We live in such a fast-paced society that many students will feel this step is too time-consuming and unnecessary. It is

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difficult for them to move from sender-focused to receiver-focused messages because they need practice in empathizing with their audiences. Doing many of the chapter activities in class helps to give students the practice they need. Showing students how well-planned messages get better results than poorly planned ones emphasizes why prewriting is important.

Chapter Presentation Suggestions 1. The “You” View. Have students complete Activity 4.1 (p. 106) in class one sentence at a time. Let the students revise each sentence to reflect the reader’s perspective (1–3 minutes). Ask students to share their revisions with the group. Let them negotiate a revision if they disagree. Be sure that each student offers a revision of one of the sentences as the activity progresses. The class exercise helps to reinforce the concept that writing in business is often collaborative and the product of negotiation within teams.

2. Planning With a Deadline. Give students approximately 20 minutes to write a simple letter. Be sure to make a point of telling them that they must have it completed in the allotted time. Naturally, some of them will suffer writer’s block, and that is just what you want to happen. Their problems with writer’s block will be a springboard to your discussion regarding writing under pressure.

After the exercise ask students to describe briefly how they composed their letter; that is, what they did first, second, and so forth. Did some begin by outlining, asking questions about audience, or considering the reader’s point of view, or did they write immediately without planning? Ask students whether they are satisfied with the results (the draft of the letter). This follow-up exercise makes them conscious of how they attack writing assignments. Close by reviewing how planning methods discussed in the chapter really work if they are internalized.

Since students will have to write under pressure in the business world, they should start forming and practising good composing habits. Not all good writers plan in the same way, but they all have methods of planning that work for them. For example, tell them that they don’t always have to start at the beginning of the letter. They could conceivably write the last paragraph first. The important thing is to get something down.

Then they can always revise later.

3. Prewriting Strategies. After the Planning With a Deadline activity, have students brainstorm strategies for writing under pressure, such as mind maps, outlines, and freewriting.

4. Samples of Messages. Have students bring in samples of letters, memos, and other messages that are sender- and/or receiver-oriented. Was the focus of the writer effective? .

How would they improve these letters? Direct mail solicitations are very useful for this exercise.

5. Group Writing. Ask students to describe a group writing project with which they were involved. Did they like the collaborative process? What were some of the good and bad experiences they had while working on this assignment? How could the whole process have been improved? If given the choice, would they be willing to collaborate again?

6. Writing Checklist. To help students internalize the important points of this chapter, have them develop a checklist for the documents they will be writing for this class as well as when they become employed in the future. Then they should refine this with each succeeding chapter. You could even give them a quiz grade for a refined/perfected checklist at the end of the course.

7. Editing Tips. Ask students to brainstorm different strategies for editing their writing, such as reading aloud, reading backward (allows you to focus on each word), having someone else review your work, and leaving time between drafts (allows for clarity and “fresh eyes”). Avoid writing important documents at the last minute.

8. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

9. Inclusive Language. Ask students to discuss and create guidelines around inclusive language. For example, writers can use the plural instead of the masculine pronoun to refer to people of both genders. Another option is to alternate between “he” and “she” if the plural pronoun doesn’t work.

Discuss appropriate terminology to describe occupations (e.g., chairperson not chairman, councillor not alderman, police officer not policeman, firefighter not fireman, mail carrier not mailman, angler not fisherman, server not waiter or waitress). Some students may not think inclusive language is important, so it’s worth asking for ideas about why it matters.

10. Denotative and Connotative Meanings. Lead a discussion on the difference between denotative and connotative meanings. Provide examples relevant to course topics. Then have students create more examples in small groups. Explain that students need to be aware of the different meanings that words have before deciding on terminology used in their business writing.

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Online Class Activities 1. Online Writing Resource Discussion Forum

Ask students to post an online writing resource and why they find it useful. These resources could include grammar websites, writing websites like Purdue University’s OWL (online writing lab), or even Microsoft tools that assist with functions such as word count, formatting, and referencing. Next, students should comment on two resources that they will try.

2. Peer Review Discussion Forum Peer reviews are an excellent opportunity for students to learn from each other.

Reviewing others’ writing allows students to learn from their peers and reflect on their own communication skills. In addition, when students know their peers will be reading their work, they pay closer attention to detail and proofreading.

Peer reviews can be used for a variety of writing tasks: memos, letters, short reports, cover letters (with fictional personal addressing), and PowerPoint presentations. The following discussion activity can be adapted to fit any task.

Peer Review—PowerPoint Presentations Discussion Instructions Post your PowerPoint presentation to the group forum.

Using the reply feature in the discussion forum, provide constructive feedback on one of your peers’ PowerPoint presentations.

Analysis Criteria Review your peer’s presentation and comment on the following aspects:     

Parallel structure, grammar, spelling Completeness of information Conciseness and clarity of points Effectiveness/appropriateness of images Design/visual appeal

Provide supporting examples. Make sure to include one specific part of the presentation that you enjoyed and offer one specific suggestion for improvement.

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Use sensitive wording for the constructive criticism you provide. Always highlight the positives and consider a positive/neutral buffer to begin your peer review.

 Please see Figure 9.1 in Chapter 9 for a review on how to deliver negative news sensitively to your peer.  The peer review post must be between 150 and 200 words.

Important To make sure everyone receives a peer review, please respond to the person who posted their task right after you in the forum (check the date and time of the post). The last person to post before the due date will respond to the first person who posted.

If you are confused about which peer to respond to, please contact me as soon as possible.

Responding to the incorrect person may cause confusion in the forum.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Any student who has access to e-mail undoubtedly receives a lot of messages, both solicited and unsolicited. There is also a good chance that many of these messages are poorly written and do not follow the techniques discussed in this chapter. Have students forward a poorly composed message that they received via e-mail to the class mailing list. Each student should add comments about why the message is poorly written. This would also be a good time to discuss the etiquette of forwarding messages.

2. Computers and Writing. Ask students to discuss how computer technology can help them become better writers. Be sure to mention how helpful spell checkers and grammar checkers can be. But can they take the place of a human proofreader or editor? Why or why not?

3. Web Logs (Blogs). Have students create their own blogs. Blogs are being used in both business and education to collaborate, communicate, market products and services, share opinions, gather research, and provide information. Since a blog is a type of online diary where an author writes entries that others can read and respond to, it makes an excellent tool for helping students improve their writing abilities. After all, posting one’s

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writing to the Web where anyone in the world can read it should encourage students to give their writing careful thought.

4. Graphic Organizer. Ask students to use a software program such as Word, Excel,

Draw, or Google Sketch to create a graphic organizer of their ideas in the prewriting stage.

Ask them whether they prefer a visual representation or written outline when planning their documents.

5. Online Writing Lab. Direct students to Purdue University’s OWL website and ask them to complete specific exercises on grammar and punctuation based on their first writing assignment.

ADDITIONAL RESOURCES Business Writing Tips for Professionals https://www.amanet.org/articles/business-writing-tips-for-professionals How to Avoid Bias in Your Writing and Communications https://govloop.com/community/blog/how-to-avoid-bias-in-your-writing-and-communications How to Create the Appropriate Tone in Business Communications https://www.universalclass.com/articles/writing/business-writing/appropriate-tone-inbusiness-communications.htm The Best Online Writing Apps for Collaboration https://zapier.com/blog/best-collaborative-writing-apps 10 Best Communication Tools—Find the Software You Need https://www.getapp.com/communication/view-list

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CHAPTER 5 TEACHING SUGGESTIONS AND RESOURCES

Organizing and Drafting Business Messages CHAPTER OVERVIEW This chapter explains how to carry out the second phase of the writing process: researching, organizing, and drafting. First, before writing, a businessperson collects relevant information, which helps the writer shape the message to the receiver. Students may expect research to be complicated. Remind them that at times researching can be informal and may involve looking at previous correspondence, talking to their boss, or searching the company files. More formal research might include performing tests and collecting data, interviewing people, or searching secondary data sources. Help students grasp the many facets of the word research.

Second, the writer organizes the collected information into direct or indirect patterns, anticipating the audience’s reaction. If the audience will be pleased, interested, or neutral, the writer should use the direct pattern. If the audience will be uninterested, displeased, or hostile regarding the message, the writer should use the indirect pattern. To introduce the process of organizing, help students see its two parts: generating ideas and selecting patterns according to their purpose. Through brainstorming, brainwriting, and outlining, students develop the data and ideas needed to compose the first draft. Then students select an appropriate pattern to use—direct for receptive audiences or indirect for unreceptive audiences.

Finally, the writer composes the first draft. The chapter concludes by reviewing ways to compose effective sentences and paragraphs. As you present the composition process, suggest to students that drafting and revising are two separate steps of the composing process. Initially, they should get their ideas down on paper quickly (perhaps through freewriting) without worrying about whether the draft is perfect. Once they have created a substantial draft, then they can revise, using effective sentences and paragraph patterns as explained and modelled in the chapter. The chapter concludes with a section about applying document design to enhance readability.

LEARNING OBJECTIVES 1. Apply Phase 2 of the 3-x-3 writing process, which begins with research to collect background information.

2. Explain how to generate and organize ideas resulting from brainstorming, brainwriting, and social media techniques.

3. Compose the first draft of a message by using a variety of sentence types and avoiding common sentence errors.

4. Improve your writing techniques by carefully constructing sentences.

5. Draft well-organized paragraphs and use techniques for achieving paragraph coherence.

6. Enhance readability by understanding document design.

FEATURES IN THIS CHAPTER        

Updated Spotlight on Communication: Wordsmith Communications Consultants Updated coverage of brainstorming and brainwriting New Case Connections: Plagiarism and Team Writing Simplifies the examples of active and passive voice by using diagrams that help students visualize the action of the verb Includes a discussion of parallelism to the section on expert writing techniques so that students learn how to use balanced constructions to improve sentence expression Describes Grammarly, an AI-powered online software program that can provide an advanced review of documents Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension Provides updated end-of-chapter activities so that instructors have fresh material to reinforce student skills

STUDENT ENGAGEMENT STRATEGIES Making It Relevant As an educator you know that strong literacy skills are needed for success in the world of work.

Because many students have struggled with low literacy throughout their lives, some feel they will not be successful in your Communications class. While teaching this unit, talk openly about literacy and remind students that it is never too late to improve their skills.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. “More than 15 million Canadian adults will have low literacy skills by 2031, up 25 per cent from 2001. The reason literacy is so critical is that it has a direct impact on people’s health, employment, income, and ability to be self-sufficient.”

How will low literacy affect the future knowledge economy?

“The bad news (is) we’re going to have several million more people below the levels we need in a knowledge economy,” said Canadian Council on Learning president and CEO Dr. Paul Cappon from Ottawa.

Cappon said more needs to be done to encourage employers to offer workplace education, including skills development, particularly literacy. Increased learning opportunities for adults, such as opening public schools to the community, will help ensure individuals keep up with skills and learn other competencies, he said (La Rose, 2010).

In addition, according to a January 17, 2021, episode of Cost of Living on CBC radio, “despite relatively high education rates, an analysis of international assessments by Statistics Canada in 2013 showed that more than one in six adult Canadians fell short of passing the most basic set of literacy skills.” Furthermore, the Conference Board of Canada gave Canada a “C grade in adult literacy in 2014.” Experts comment that “the gap is due in part to an abundance of jobs in the past that do not require the daily use of reading comprehension and information synthesis skills.” According to Michael Burt of the Conference Board of Canada, “If you’re working in a particular role, whatever it is, where reading and writing isn’t necessarily a big part of the job, those skills may erode over time” (CBC Radio, 2021).

CBC Radio. 2021, January 21. Nearly half of adult Canadians struggle with literacy and that’s bad for the economy. https://www.cbc.ca/radio/costofliving/let-s-get-digital-from-bitcoin-to-stocktok-plus-whatlow-literacy-means-for-canadas-economy-1.5873703/nearly-half-of-adult-canadians-struggle-withliteracy-and-that-s-bad-for-the-economy-1.5873757?fbclid=iwAR2skBbg3F68XKclYFmgx-fEc5_8c04kQlrEX1op8FCFcn4rd3zDXK8GU La Rose, L. (2010). Canadian Council on Learning urges action to counter low literacy among adults.

Canadian Press. Retrieved from Canadian Points of View Reference Centre database.

2. How is researching for information today different from the past when business organizations and writers relied on libraries, encyclopedias, and experts?

Today the Internet offers a vast amount of information that can dramatically shape decision making and corporate strategy.

For example, company executives are increasingly monitoring blogs to gather market information about customers and their shopping behaviour. Websites for large companies such as Amazon, Best Buy, and Home Depot collect marketing profiles on their customers, and then these same companies make inferences about customers’ lives from the data they harvest. Customers can also request this data (i.e., purchases, returns, customer

service emails, and chats, as well as in-store transactions in brick-and-mortar stores).

According to Thorin Klosowski of the New York Times blog Wirecutter, “It’s a surreal experience to see all the data you’ve given a company in one place. Online and off, nearly every life choice you’ve made, every item you’ve purchased, or every website you’ve visited has been logged, categorized, and then entered into a spreadsheet to be sold off.

Once it’s laid out in front of you, it may make you rethink how you share information in the future.”

Klosowski, T. (2020, May 28). Wirecutter. Big companies harvest our data. This is who they think I am. New York Times. https://www.nytimes.com/wirecutter/blog/data-harvesting-by-companies. Retrieved 25 January 2021.

3. What are the differences between formal and informal research?

Long reports and complex business problems typically require some use of formal research methods. Formal research might include a serious review of all literature (printed and electronic) available on a topic. It might also involve scientific experiments to test various alternatives to solving a problem. Informal research is generally necessary for routine tasks, such as answering letters, writing memos, and preparing informational reports. Informal research involves looking in the files, checking the company website, talking with management, perhaps interviewing the target audience, and brainstorming for ideas.

4. What are the advantages and disadvantages of brainstorming with groups?

Proponents of brainstorming say that it is a productive and powerful method of generating ideas. It is especially effective for solving problems that one person may not be able to solve alone. Group brainstorming enables many individuals to share their ideas, a process that may stimulate unusually creative solutions. Critics say that brainstorming groups produce fewer and poorer quality ideas than the same number of people working alone. Brainstorming also takes time, which might be better used with individuals working separately. But even critics say that if people are going to use brainstorming techniques, they should do it with the most effective techniques.

5. Why is the active voice preferred for business writing?

The active voice reveals the doer of the action immediately. It creates efficient, concise, and simple messages.

6. Does it seem unethical to use the passive voice to conceal the doer of an action (e.g., “An error was made in the report”)?

Many people use the passive voice to be tactful.

7. Describe the organization and format of a business paragraph.

Business paragraphs should be short. A good guideline is three to five sentences.

Sentences should be clear and concise. For a standard paragraph, the first sentence is the topic sentence. The next sentences contain the supporting details (facts and examples). The last sentence is a concluding sentence. A transition is not necessary to the next idea if a new section and corresponding heading is provided.

8. Why should you reference borrowed information? List three to five reasons.      

To give credit to the original source To provide validity to your ideas To allow for further reading and research To demonstrate academic honesty To differentiate between your ideas and borrowed ideas To avoid plagiarism

Classroom Activities Topic Emphasis Students may expect research to be a complicated process. Remind them that at times, research can mean having at your fingertips the previous correspondence from the person to whom you are about to write. Research can also mean simply jotting down what information should be covered in the message you are creating. At other times, research can mean performing tests and collecting data, interviewing people, or going to secondary data sources.

Help them grasp the many facets of the word research.

To introduce the process of organizing, help students see its two parts—generating ideas and selecting patterns according to their purpose. First, through brainstorming, outlining, and cluster diagrams students develop the data and ideas needed to compose the first draft. Then students select an appropriate pattern to use—direct for receptive audiences or indirect for unreceptive audiences.

Finally, as you discuss composing the first draft, suggest to students that drafting and revising are two separate steps of the composing process. Initially they should get their ideas down on paper quickly (perhaps by freewriting) without worrying about whether the draft is perfect.

Once they have created a substantial draft, then they can revise, using effective sentences and paragraph patterns as explained and modelled in the chapter.

Chapter Presentation Suggestions 1. Cluster Diagramming vs. Outlining. Give students a topic to consider or a problem to solve. Ask half the class to use cluster diagrams and half the class to use regular outlining techniques to organize their thoughts. At the end of ten minutes, see which method has resulted in the generation of more ideas. You will probably find that students feel less restricted when they use the cluster diagram method for outlining because it tends to increase the free flow of ideas, especially for visual learners.

2. Independence vs. Collaboration. Give students another topic or problem to consider.

Have half the class work alone. The other half of the class should be divided into groups of three or four. At the end of ten minutes, see who has generated more solutions or ideas. You should find that those who collaborated have generated many more options.

If you intend to include some collaborative writing work in your course, laying the groundwork here will help to make team writing more meaningful for your students.

3. Direct and Indirect Patterns. Ask students when they would consider using the direct pattern or the indirect pattern. Can they think of situations when using the direct approach for bad news would be appropriate? Why do good business writers prefer the indirect pattern for bad news?

4. Priming the Pump. Give students a topic to consider or a problem to solve through writing. Have them freewrite or brainstorm for ten minutes. It is important to tell them to write down whatever comes into mind without censoring their ideas or trying to edit them for correctness or felicity of phrase. When time is up, have them count the ideas generated. Students are usually surprised at how many ideas they create.

5. Parallelism. Give students a résumé that does not use parallel structure for the placement of information. Ask them to reformat the résumé, ensuring that the format and information (such as dates) are parallel. Next, give them example report headings that are not parallel. They will need to revise the headings so they are all parallel.

6. Using Lists. Ask students to reformat text into a list. They should decide whether they need bullets or numbers and ensure the list is parallel. They should also introduce the list with a sentence and colon. Ask them how they should reference the list if all of it is borrowed. What if two or more points are borrowed from different sources?

7. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities 1. Ask students to find two websites that can be used as research sources for a relevant topic; perhaps the topic for a class assignment such as a business report. Next, ask them to assess the credibility of the information by asking the following questions:     

Is the website for profit (.com), nonprofit (.org), or educational (.edu)? Or is it a government website?

When was the information published and by whom?

When was the website last updated?

Who is paying for the website?

Can the information be verified in other sources? Is information referenced?

Students should post their findings to you.

2. Online brainstorming sessions assist students to generate ideas. When working with groups, students also gain the insights of their peers.

Brainstorm the communication skills required in your future career.

Post In the group forum, post the following:    

State your program of study and future career plan.

Generate a list of both written and oral communication skills that will be required in your field. Provide specific examples.

Explain why you feel these skills are significant for your future.

Your post must be between 150 and 200 words.

Response Respond to two peers’ postings:  

Comment on the skills your peers have generated.

In addition, contribute to your peers’ lists by suggesting two written and two oral communication skills that they haven’t identified.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students discuss the following questions on the class mailing list: (1) Would research ever be necessary before sending an e-mail message? When? (2) Should e-mail generally use a direct or an indirect format? Why? (3) Is being able to compose effective sentences and paragraphs necessary when composing an e-mail message?

2. Class Discussion Board/Samples on the Web. Create a topic on the discussion board that asks students to search online to find models of letters and memos that they can use to get ideas. Have students share their findings on the discussion board or bring copies of what they find to class if you’re not using a discussion board. Have students discuss the models. Are they well-written? Would they be useful to a business writer? How? Note: Many models of business correspondence have been posted to websites. Some of these models are acceptable and some are unprofessional.

This exercise can help students to think critically about the information they find on the Web. 3. Research Paragraph. Ask students to choose a research topic and complete the following exercise using two credible research sources they’ve found: 1.

2.

3.

4.

5.

6.

7.

8.

Write down everything you know about the topic.

Write down your opinion(s) about the topic.

Create the topic sentence.

Choose two to three supporting details.

Use a direct quotation from one source.

Use a paraphrase from the other source.

Integrate borrowed material appropriately.

Provide a citation and reference for each source in the appropriate format (e.g., MLA) 9. Discuss the borrowed information.

10. End the paragraph with a concluding sentence.

4. Peer Editing. Next, ask students to exchange their paragraph with a classmate. Students will check one another’s paragraph for clarity, tone, paragraph structure, mechanics, and referencing. It is also beneficial to request that students send you their revised paragraphs, especially before a major research assignment is due. Once you review the paragraphs, you can feel confident that students have the skills needed to create a good quality assignment and avoid plagiarism. In fact they may even be able to use their paragraphs toward the assignment. You may choose to make it worth marks toward the assignment to encourage completion.

ADDITIONAL RESOURCES University of Toronto Writing Centre https://www.uc.utoronto.ca/comma-splices Employment Ontario: Adult Learning: Literacy and Basic Skills https://www.ontario.ca/page/adult-learning-literacy-and-basic-skills Brainwriting Vs. Brainstorming https://www.researchgate.net/publication/282536474_BrainWriting_Vs_Brainstorming_Case_Stud_For_Power_Engineering_Education Grammarly https://www.grammarly.com

CHAPTER 6 TEACHING SUGGESTIONS AND RESOURCES

Revising Business Messages CHAPTER OVERVIEW Students often resist the work of significant, substantial revision in favour of proofreading. You may wish to spend enough time on this chapter to emphasize that all three—revising, proofreading, and evaluating—are important. They must operate in concert for any written communication to be successful. Writing requires greater precision than speaking because a speaker can get instant feedback and correct misunderstandings; writers, on the other hand, do not have the luxury of instant feedback and reply.

To help students understand that individuals at all levels of an organization need to be clear and precise when writing, allow them to critique actual business letters. Also encourage students to make a habit of proofreading each other’s papers. Psychologically we don’t want to find errors in our own work. Because one is certain of one’s own intended meaning, one may fail to see how one’s message actually does read. But we can easily find errors in someone else’s work.

On the job businesspeople have only one opportunity to help their company make a good first impression. The first impression made by their correspondence can either help their organization make money or lose money, earn goodwill or lose it. Writers need to commit the time it takes to make this first impression a positive one.

LEARNING OBJECTIVES 1. Polish business messages by revising for conciseness.

2. Improve clarity in business messages.

3. Recognize proofreading problem areas, and apply effective techniques to catch mistakes.

4. Evaluate a message to judge its effectiveness.

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FEATURES IN THIS CHAPTER  

      

New Spotlight on Communication: Editors Canada: The Importance of Editing Addresses the importance of the revision process in the digital age, emphasizing that even in this hurry-up culture, taking the time to revise messages reduces confusion and increases the writer’s credibility Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension Includes many chapter illustrations and examples to reflect social media and digital applications to connect traditional writing techniques with today’s digital environment Includes coverage of writing concisely for microblogging on social media networks to guide students in efficient and appropriate techniques Introduces the concept of enterprise microblogging Provides examples of Twitter messages that illustrate how to write concisely, clearly, and correctly within the character limit New Case Connections: Kinova Robotics: Assistive Robotics Presents a variety of revised end-of chapter activities to give students fresh opportunities to apply their writing skills.

STUDENT ENGAGEMENT STRATEGIES Making It Relevant In the workplace, error-free writing is crucial to project and maintain professionalism. We know this is why proofreading and revision are so important. Many students, however, see this as extra work. Therefore, tying this chapter from the start to the importance of error-free jobsearch documents allows students to see its immediate relevancy.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. Why do good writers spend most of their time on Phase 3 of the writing process?

The third phase of the writing process is the most time-consuming phase of the 3-x-3 writing process because it involves revising and proofreading your message. Revising means improving the content and sentence structure of your message. Proofreading involves correcting its grammar, spelling, punctuation, format, and mechanics. During Phase 3, you will revise the message for clarity, conciseness, tone, and readability; .

proofread for correct spelling, grammar, punctuation, and format; and evaluate the message to see if accomplishes your goal.

2. According to a 2019 article about résumés on TheBalanceCareers.com, “typos and grammatical errors can make you look unprofessional and unqualified. Another big mistake: submitting a résumé that doesn’t match the job for which you are applying.

Doing this will knock you out of contention for the job, both by hiring managers and the talent software they use to screen résumés.”

Are these comments surprising?

Doyle, A. (2019, 14 May). Don’t make these errors when you’re writing a résumé. The Balance Careers. https://www.thebalancecareers.com/top-résumé-mistakes-to-avoid-2063291. Retrieved 28 January 2021.

3. Test Your Comma Knowledge: GrammarBook.com by Jane Straus See www.grammarbook.com/grammar_quiz?commas_1.asp. This is a fun and interactive activity to practise correct comma usage with your class.

4. How do you feel about the Oxford comma debate?

This question can spark an interesting discussion on style and consistency.

According to Warren Clements (2011) of The Globe and Mail, “It’s official. People care about the Oxford comma”: [T]he Oxford (or serial) comma is the comma that precedes the concluding “and” or “or” in a list of more than two elements: apples, peaches, and pears. Many people use the comma all the time to avoid any chance of ambiguity. In The Globe and Mail’s impromptu online poll this week, 65 per cent of respondents (5,491 votes) said they used the Oxford comma, 24 per cent said they didn’t, and 11 per cent said they didn’t care.

In his article “End the Debate: Why the Oxford Comma (or Serial Comma) Is So Cool!,” Robert Lee Brewer (2020) comments, “I loathe excess, but the consistent use of the Oxford comma actually makes language—reading and writing—so much easier to comprehend; and that's why I love it!”

Clements, W. (2011, July 15). Underestimate the Oxford comma at your peril. The Globe and Mail.

Retrieved from https://www.theglobeandmail.com/arts/underestimate-the-oxford-comma-atyour-peril/article625870.

Brewer, R. L. (2020, March 2). End the debate: why the Oxford comma (or serial comma) is so cool!

Writer’s Digest. https://www.writersdigest.com/write-better-fiction/end-the-debate-why-theoxford-comma-or-serial-comma-is-so-cool. Retrieved 27 January 2021.

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5. Based on what you learned in this chapter, what specific advice can you give about keeping a message clear? Should a business message be conversational?

Keep the message simple. Resist the urge to show off or be fancy. Use simple words and active-voice verbs. Avoid negative, indirect, and pompous language. Although you should sound professional, you should also be warm and friendly. Unless you know your management team is rigidly formal, use a conversational tone. That means including occasional contractions and first-person pronouns (I, we). Sound as if you are talking to someone in a friendly conversation. Avoid legal terminology, technical words, and thirdperson constructions (the undersigned, the writer).

6. Why is conciseness important? What techniques can be used to achieve it?

Conciseness is important because wordy writing takes longer to read and longer to understand. In business time is money. Most executives are very busy people, and they resent wasting their time reading wordy writing. Concise writing means removing opening fillers (there is, it is, etc.), redundancies (first and foremost, each and every), compound prepositions (by means of, due to the fact that, etc.), empty words, and long lead-ins (this memo is to inform you that…).

7. Ask students to compare essay writing with business writing in terms of purpose, organization, format, style, and tone.

Purpose Organization

• •

Format

• • • • •

Essay Writing To persuade Three-part organization (intro, body, conclusion) Main idea at the end of the introduction (thesis) Longer paragraphs Indents to separate paragraphs No illustrations No headings No point form

• • • • • • • •

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Business Writing To inform Three-part organization (intro, body, conclusion) Main idea stated right away (subject line and first sentence) Short paragraphs Spacing to separate paragraphs (white space) Point form Informative illustrations (graphs, charts, tables) Headings Bold

Purpose Style

•

Tone

• •

Essay Writing To persuade Longer sentences and more complex structures Sophisticated diction Formal tone

• •

Business Writing To inform Short sentences Easy words and phrases

•

Formal tone

8. Revise the following sentences to make them more concise: A. At this point in time we can’t ascertain the reason as to why the screen door was left open.

Revised: We don’t know why the screen door was left open.

B. My sister, who is employed as a nutritionist at the University of Calgary, recommends the daily intake of megadoses of vitamin C. Revised: My sister, a nutritionist at the University of Calgary, recommends daily megadoses of vitamin C. C. Basically, in light of the fact that Minister Fuenches was totally exhausted by her last campaign, there was an expectation on the part of the voters that she would not duplicate her effort to achieve office in government.

Revised: Minister Fuenches was so exhausted by her last campaign that voters thought she wouldn’t seek re-election.

D. It is to be hoped that we discover a means to create an absolutely proper and fitting tribute to Professor Espinoza.

Revised: We hope to organize an appropriate tribute to Professor Espinoza.

E. There is a desire on the part of many of us to maintain a spring break for the purpose of getting away from the demands of our studies.

Revised: We want a spring break to escape our studies. http://grammar.ccc.commnet.edu/grammar/quizzes/wordy_quiz.htm

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Classroom Activities Topic Emphasis Reading about revising, proofreading, and evaluating is important, but actually practising these techniques will do students the most good. Provide them with as much experience in proofreading both routine and complex business documents as time allows. Why not have the students begin the next few class periods with letters to edit? “Repetition is the mother of all learning,” as the Latin proverb says. Make the errors more serious but less obvious with each succeeding session. Try to provide a wide range of usage and grammatical errors to work with.

Also try to provide some letters that need major organizational changes.

Chapter Presentation Suggestions 1. Proofreading. To give students a realistic experience regarding revising and proofreading, provide several letters to proofread. Devote the first 10 to 15 minutes of each class to this activity. They should be encouraged to mark anything they believe to be a mistake. (Be sure the letters have various types of mistakes in them.) Then use transparencies to show them the errors. This would also be an effective way to introduce proofreading marks.

2. Revision. Have students revise at least one or two of the letters that you discussed in the previous activity. Then make transparencies of their letters to aid in the discussion of revising.

3. Proofreading Technique. Ask students to make one proofreading pass by reading backward. Reading backward forces students to see each word and punctuation mark and question it. When we read normally, we read in phrases, not words, and thus we miss some errors because we are diverted by the sense of the passage without isolating its elements. Try this example for fun: A. Read the following sentence, counting the Fs as you go: Federal fuses are the result of years of scientific study combined with the experience of years.

B. Write the number of Fs here: ____ C. Now read the sentence backward, counting the Fs. Federal fuses are the result of years of scientific study combined with the experience of years.

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D. Write the number of Fs here: ____ E. Did you get them all? (Students usually don’t.)

4. Letter Collection. For courses that emphasize letters and memos, have students start a letter collection. You will need to decide the number as well as the types of letters to include. If you have been saving sample letters yourself, you may be able to help students start their collections. This is always good for their morale.

5. Proofreading Practice. Since students need to have the maximum practice in proofreading both routine and complex documents, have samples of each so that you can provide this necessary practice.

6. Checking Grammar. Help students learn how to use at least one grammar/style checker.

Be sure that they use this on several of their documents. Then discuss the idea that these are only tools, not the answer to receiving an “A” on everything that they write.

7. Formatting Business Documents. Provide students with a business document with the formatting removed. Ask them to make it reader-friendly by adding headings, point form, and informative illustrations (tables, graphs, charts).

8. Twitter Messages. Although Twitter has increased the character limit for tweets, ask students to find a lengthy Twitter message (over 200 characters) and revise it to be 140 characters or less. They should trade their message with a classmate in order to provide and receive feedback and to ensure that the message is clear, concise and correct.

9. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities 1. Ask that students post their version of the formatted business document as per exercise number 7 in the Classroom Activities above. Then they should post comments on two other versions discussing what works in them.

2. The following discussion activity provides a real work occurrence as a launch pad for debate and discussion.

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Discussion Instructions Read the article “Comma Quirk Irks Rogers” from The Globe and Mail: https://www .theglobeandmail.com/report-on-business/comma-quirk-irks-rogers/article1101686.

NOTE: While this article was published quite some time ago and some information may be outdated, its relevance to proper grammar and accurate business writing cannot be understated!

In the group forum, discuss the following questions:    

What are your thoughts about the article?

Do you feel correct punctuation is important in business? Explain.

Do you think punctuation matters in everyday writing? Explain.

Your post should be between 150 and 200 words.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students discuss the following questions on the class mailing list: (1) Is it necessary to carefully proofread e-mail messages before sending them? Why? (2) Is it necessary to revise e-mail messages before sending them?

Why? (3) What does the quality of your e-mail messages say about you? About your company?

2. Class Discussion Board/Website Revision. Business documents aren’t the only things that need revision; websites need revision too. Remind students that websites are created by people keying in information, and the information being input should be carefully proofread and revised. Have students find examples of websites that need further proofreading and revision. Students should share the URL with the class and the reasons for revision. Have them post their findings to the class discussion board. Then have students discuss the effects of a website that contains typographical errors and poorly worded information.

3. Writing Clear and Concise Sentences. Have students go to https://www.grammarly.com (or another reputable grammar site) and complete exercises on making their writing clear and concise. Here are some suggested topics for practice quizzes:

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Confusable words Confusion (mixed constructions, mixed metaphors, pronoun–antecedent agreement, misplaced or dangling modifiers, double negatives) Verb tense and excessive verbiage Clichés and how to avoid them

4. Writing Blogs. After students complete the online exercises on how to write clear and concise sentences, have them find a wordy blog post and revise it.

ADDITIONAL RESOURCES OWL Purdue Online Writing Lab: Proofreading http://owl.english.purdue.edu/owl/resource/561/01 Why Is Proofreading So Important? https://www.techolac.com/education/why-proofreading-is-important How to Proofread Tutorial: 10 Proofreading Tricks They Didn’t Teach You in School How to Proofread Tutorial: 10 Proofreading Techniques They Didn't Teach You in School YouTube Why Clear, Concise Writing Is So Important in Business https://magoosh.com/pro-writing/concise-writing-business

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CHAPTER 7 TEACHING SUGGESTIONS AND RESOURCES

Short Workplace Messages and Digital Media CHAPTER OVERVIEW Although office workers still send paper-based messages, the exchange of information in organizations today is increasingly electronic and mobile. E-mail continues to be the lifeblood of businesses today, but instant messaging and text messaging have both become extremely popular.

Any applications that do not require a human presence (e.g., certain training videos) lend themselves to podcast recordings that users can stream or download on demand. Blogs help businesses to keep customers, employees, and suppliers informed, and blogs also receive feedback.

Facebook, Instagram, and Twitter allow firms to share company news; exchange ideas; and connect with customers, employees, other stakeholders, and the public at large. Companies may boost their brand recognition and provide a forum for collaboration by participating in established social networks or by creating their own in-house communities. The downsides of social media participation are productivity losses, potential fallout from inappropriate employee posts, risk of leaking of trade secrets, and angry Internet users.

Professional networking sites such as LinkedIn help companies and job seekers to connect.

Workers should share only appropriate, work-related information, not post questionable content; they should activate and monitor their privacy options on social media sites. The use of digital media requires professionalism and caution because it creates permanent records.

LEARNING OBJECTIVES 1. Understand e-mail and the professional standards for its usage, structure, and format.

2. Explain workplace instant messaging and texting, as well as their liabilities and best practices.

3. Identify professional applications of podcasts and wikis, and describe guidelines for their use.

4. Describe how businesses use blogs to connect with internal and external audiences, and list best practices for professional blogging.

5. Define business uses of social networking.

FEATURES IN THIS CHAPTER        

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New Spotlight On Communication: MobileSyrup Provides updated statistics about e-mail and social media Provides contemporary advice for using e-mail strategically and professionally Encourages students to recognize the difference between writing e-mails to friends and using the professional standards and procedures required in the workplace Strengthens e-mail coverage by organizing best practices into chunks with topic headings to improve readability, comprehension, and retention Provides sufficient coverage of memos to remind students that memos are still important for internal messages that are long, complex, or formal Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension Focuses even more emphatically on current policies and best practices in the workplace for texting, instant messaging, blogging, and social media to convey the need for solid writing skills and help students negotiate potential minefields Includes current information regarding podcasts and wikis and the benefits of using them in business Explains the risks and benefits of communication technology on the job with many current examples to make students aware of professional social media applications.

New Case Connections: Zoocasa Provides updated end-of-chapter activities to provide opportunities for students to engage with contemporary workplace communication technology

STUDENT ENGAGEMENT STRATEGIES Technology has enhanced our lives and forever altered the way we interact in the classroom.

Many students have handheld devices, laptops, and netbooks in class now. While these devices can sometimes impede learning if used inappropriately, they can be important tools in the classroom. Furthermore, most students want to use technology; many are dependent on it. This chapter offers a variety of ways to use technology for learning.

Keep in mind that not all students possess or can afford these devices; therefore, the use of groups is encouraged for all technology-based classroom activities.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. How has social media changed business communication?

There are numerous advantages to social media communication, including better customer service and increased sales.

Social media gets a bad rap for its lack of in-person socialization, but perhaps it could get some credit for helping us to communicate more.

There is no denying the fact that communication among businesses has changed tremendously, thanks to social media and other advancements in technology.

Communication is undoubtedly a vital piece in the entire system, and it is crucial for businesses to keep themselves as close to customers as possible—no matter what devices they use.

When social media began, it was more relevant to users who wanted to exchange personal information or common interests with each other, and businesses rarely came into that equation. However, social media communication has increased among businesses and has changed the dynamics of how businesses communicate internally and externally. Social media is one of the most important communication channels for businesses. Companies that are serious about reaching customers can’t afford to invest in it (Menon, 2019).

Although there is a more generic approach to leveraging social media—by advertising on this platform—there are other ways that a business can communicate with its customers using social media.

In addition, These new services make communication more frequent and informal. Twitter, for example, allows users to send short messages to people who have subscribed to see them, called followers. So instead of sending an e-mail to friends announcing that you landed a new job, you can just tweet it for all the people who have chosen to “follow” you to see. (Vascellaro, 2009) Menon, A. (2019). Impact of social media on business communication. Tech Funnel. https://www.techfunnel.com/martech/impact-social-media-business-communication. Retrieved 28 January 2021.

Vascellaro, J. E. (2009). Why e-mail no longer rules; and what that means for the way we communicate.

The Wall Street Journal. www.wsj.com.

2. What is your employer’s policy for using instant messaging and texting at work?

As the chapter suggests, employees should learn the company’s IM and texting policies and follow them while at work. Some students may not know their company’s policies, so this question may prompt them to investigate them.

3. In what ways have social media and “real-time Web” changed how Internet users communicate? Have services like Twitter improved the way we exchange information?

Social media and “real-time Web” are about immediacy in an always-on, fast, and simple manner, if not strictly in real time. Twitter and related services have drawn lots of “eyeballs” to their sites and that in itself represents a value to investors and businesses. How exactly social media will continue to shape our communication remains to be seen. Nevertheless, it’s evident that Twitter has evolved from mundane updates about what users had for lunch to a much more sophisticated tool. Communicating in character-limited messages does not allow for much nuance, but it’s invaluable as a lightning-fast distribution channel of news and status updates.

4. What trends have facilitated the emergence of social media, specifically Twitter?

Now-ubiquitous Wi-Fi networks, smartphones, and other hardware, along with online software applications, enabled the explosive growth of social media including Twitter.

Perhaps Twitter is an expression of our ever-faster culture by allowing users instantly to share information online with family, friends, and even strangers because it’s increasingly more difficult to find the time to connect face-to-face.

5. What could be advantages and drawbacks of using Twitter for business?

Some of the advantages are low cost, ease of monitoring the image of one’s company, potentially broad reach of company information, flexibility as well as speed of response to customers, and a sense of immediacy and connectedness.

The following may be some of the disadvantages: The character limit does not allow for clarification, nuance, or detail. The medium may not work for certain industries as well as it does for others. You may want to ask students how communicating virtually compares to face-to-face interaction, whether they believe that anything is gained or lost in electronically mediated communication, or what percentage of their interaction with friends and family is virtual.

6. List dos and don’ts for business e-mails.

Do Use subject lines.

Repeat the purpose in the first sentence.

Use short messages instead of one long one.

Ensure you have included the attachment.

Provide a greeting, closing, and contact information (signature).

Don’t Don’t assume your message is private.

Don’t use uppercase (which means you are shouting).

Don’t use a workplace e-mail for personal messages.

Don’t communicate sensitive information online.

Don’t use one long paragraph; include a short introduction, body, and conclusion.

Do Spell check and proofread.

Get permission before forwarding a message; delete any unnecessary or private information.

Send the message to the correct recipients.

Don’t Don’t use e-mail to vent; an angry e-mail can destroy your reputation, relationships, and future.

Don’t send too many messages; this can result in information overload and people ignoring you.

Don’t assume your message has been received: follow up.

Use BCC only for privacy, not for secrecy.

Keep messages to one screen in length; use attachments to provide more information.

Use a formal tone.

Avoid emoticons.

Avoid inappropriate content.

Avoid slang and clichés.

7. What is the difference between a memorandum and business letter?

A memorandum (memo) is for internal correspondence (within a company); a business letter is for external correspondence (outside of a company, such as for another company or client). Some companies have memo templates and business letterheads. If they do, use what is provided. Otherwise, for a memo, include the company logo; for a business letter, include the business name and address. Both documents are usually short and formal. They also provide a written record and are recommended when documentation is necessary.

Classroom Activities Topic Emphasis Stressing the 3-x-3 writing plan in writing routine messages helps students to remember the process and the importance of following it step by step. Students who rely on shortcuts are rarely as successful as those who follow the process meticulously.

Chapter Presentation Suggestions 1. Sample E-Mail Message or Memo. An effective way to begin your introduction of the chapter is to distribute to students an e-mail message or a memo explaining the class activities. Show them how your e-mail message or memo practises the good habits emphasized in the chapter.

2. Appearance of E-Mail Messages and Memos. Have two copies of the same e-mail message or memo—one should be in excellent format and error free while the other should be as error filled as possible. Have students imagine the appearance of these two writers. Then have students describe them to the class. Who would they rather “look like”? Why? 3. Layout Exercise. Show students examples of e-mail messages or memos with the same text, but with and without graphic highlighting. Which would they rather receive and why?

4. Blogs for Business. Show students examples of both a personal and a professional blog.

Compare the writing and appearance of each site. Is there a difference in the quality of writing? Does the professional blog maintain a positive image of the company or organization?

5. Professional Networking Sites. Discuss business’s various uses of social networking sites.

Have students think about their personal social networking accounts (like Facebook).

Given that many employers use social networking sites in their search for job candidates, does this make students think twice about their online presence?

6. Memo Format. Draw a diagram on the board with boxes to represent the different parts of a memo. Have students label each part in their notes. Then go over the answers as a class, discussing important aspects such as providing a subject line, page numbering for subsequent pages, and initialing your document beside your name.

7. Business Letter Format. Draw a diagram on the board with boxes to represent the different parts of a business letter. Have students label each part in their notes. Then go over the answers as a class, discussing important aspects such as what to include in the recipient’s and sender’s contact information and how to close the letter (e.g., sincerely or yours truly, followed by a signature, and then the sender’s name). Spacing is also important. Let students know that they will be learning about several different types of business letters, such as claim letters and responses, as well as the all-important cover letter.

8. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities 1. Ask student to explore online versions of memo and business letter templates, such as the ones provided by Microsoft Word. In a post they should list two or three of their

favourite templates and explain why. They should also discuss the advantages and disadvantages to templates. Ask them to respond to at least one other post.

2. The following discussion activity provides a current issue as a launch pad for discussion.

Discussion Instructions Read the following excerpt from an article in The Guardian by Paul Harris entitled “Social Networking Under Fresh Attack as Tide of Cyber-Scepticism Sweeps U.S.” NOTE: While this article is now several years old, its relevance to society and social interaction is very much still current.

Twitter and Facebook don’t connect people—they isolate them from reality, say a rising number of academics.

The way in which people frantically communicate online via Twitter, Facebook, and instant messaging can be seen as a form of modern madness, according to a leading American sociologist.

“A behaviour that has become typical may still express the problems that once caused us to see it as pathological,” MIT professor Sherry Turkle writes in her new book, Alone Together, which is leading an attack on the information age.

Turkle’s thesis is simple: technology is threatening to dominate our lives and make us less human. Under the illusion of allowing us to communicate better, it is actually isolating us from real human interactions in a cyber-reality that is a poor imitation of the real world.

Defenders say theirs is just a different form of communication that people might have trouble getting used to. “When you go into a coffee shop and everyone is silent on their laptop, I understand what she is saying about not talking to one another,” [Professor] Kist [an education expert at Kent State University, Ohio] said. “But it is still communicating. I disagree with her. I don’t see it as so black and white.”

Harris, P. (2011, January 22). Social networking under fresh attack as tide of cyber-scepticism sweeps US. The Guardian. Retrieved from http://www.guardian.co.uk/media/2011/jan/22/social-networking-cyberscepticism-twitter.

In the group forum, discuss the following questions: 

Do you agree with Professor Turkle or Professor Kist? Provide specific examples to defend your argument.

   

Do you feel that social networking makes you a better or worse communicator? Provide an example.

Do you know people who isolate themselves from face-to-face interactions, yet they have a strong online social presence? Provide specific examples (keeping confidentiality in mind).

What are the downsides to being so connected online? What are the benefits of being connected?

Your post should be between 150 and 200 words.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students take part in an online debate about the use of social networking sites at work. How do management and employees view the use of social networking sites at work? Should sites like Facebook and Twitter be allowed? Should personal use of the Internet be permitted? Should management be allowed to monitor all messages? Should employees be allowed to use social networking sites during breaks or lunch time? Have students discuss these questions and others on the class mailing list.

Note: This debate could also take place as an online class activity.

2. Class Discussion Board. You may wish to discuss with students the potential problems of e-mail. Although e-mail is a wonderful business communication tool, it also comes with problems such as privacy issues, virus threats, virus hoaxes, phishing, spoofing, and spam. Ask students to share on the discussion board e-mail problems they’ve heard about, problems they’ve encountered and techniques for avoiding or combatting problems.

3. Computers and Productivity. Ask students whether they think computers aid or hinder productivity. How can they manage distractions? How can they use computers to their advantage to make their workloads more manageable?

4. Monitoring of Employees. Ask students to conduct research to find out how many employers monitor their employees’ e-mail accounts and online activity. Do these companies let their employees know about the monitoring? What do students think of this practice? Is it ethical and acceptable or invasive and inappropriate?

ADDITIONAL RESOURCES Cyber Criminals Have Turned Social Media Cyber Crime Into a $3 Billion Business https://www.cpomagazine.com/cyber-security/cyber-criminals-have-turned-social-mediacyber-crime-into-a-3-billion-business Social Networking in Canada—Statistics & Facts https://www.statista.com/topics/2729/social-networking-in-canada What You Need to Understand About Generation Z Students https://theartofeducation.edu/2020/12/14/what-you-need-to-understand-about-generation-zstudents

CHAPTER 8 TEACHING SUGGESTIONS AND RESOURCES

Positive Messages CHAPTER OVERVIEW Positive messages—whether e-mails, interoffice memos, or business letters—carry important, but usually routine information. In this chapter students will learn to apply the 3-x-3 writing process to positive messages that are intended for both internal and external audiences.

Positive messages follow the direct strategy because the writer expects the response to be receptive or neutral. Therefore, most positive messages begin with the good news or neutral news immediately.

In this chapter students will learn to write direct messages that request action or information, and they will learn to respond to requests. One of the most important parts of the chapter includes how to write clear step-by-step instructions. Students will also learn how to make claims and how to write adjustment messages. In addition, they will study how to write goodwill messages that convey kindness, thanks, and sympathy. If students are like most people, they will not be sure how to write thank-you notes or sympathy messages, but this chapter teaches them how to do it and provides excellent models.

LEARNING OBJECTIVES 1. Understand the channels through which positive messages travel and apply the 3-x-3 writing process.

2. Compose direct messages that make requests, respond to inquiries online and offline, and deliver step-by-step instructions.

3. Prepare messages that make direct claims and voice complaints.

4. Create adjustment messages that salvage customers’ trust and promote further business.

5. Write special messages that convey kindness and goodwill.

FEATURES IN THIS CHAPTER  

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New Spotlight on Communication: Raven Reads Subscription Box Justifies the legitimate uses of business letters to provide guidance about when hardcopy correspondence is appropriate even in the digital era

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Provides a discussion about typical positive messages to reflect current usage, and introduces a discussion of customer online comments and guidelines for responding to online posts Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension Expands the coverage of goodwill messages to include recognizing employees for their contributions to address this important type of employee acknowledgment Includes a section about whether e-mail, the ever-growing office communication tool, is appropriate for goodwill messages New Case Connections: Canada’s Digital Charter Provides updated statistics throughout chapter Provides a revision document and an end-of-chapter activity that focus on social media posts to allow students to practise their professional social networking skills on authentic digital documents Includes a variety of updated end-of-chapter activities, including digital messages, to help students develop their business communication acumen using real-life business scenarios

STUDENT ENGAGEMENT STRATEGIES Making It Relevant E-mail is a large part of most students’ lives. While students use e-mail weekly, if not daily, many of them have never learned—or thought about—how to effectively compose their messages. This chapter focuses on important applications in the business world, but students will also relate well to this chapter when considering their personal e-mail use.

This is also a good chapter to review appropriate e-mail use at school.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. Can apologies diffuse an emotional situation?

Read the following article and discuss it in class: Starbucks is issuing another public apology more than a year after officers arrested two black men in a Philadelphia store.

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This time, though, the coffee giant is apologizing to officers with the Tempe Police Department in Arizona.

In a statement Friday, the Tempe Officers Association said six officers walked into a Starbucks to enjoy some coffee on July Fourth. The group was approached by a barista who told the officers that a customer “did not feel safe” because of their presence.

“The barista asked the officers to move out of the customer’s line of sight or to leave,” the association said. The officers ultimately left the store “disappointed.”

“This treatment of public safety workers could not be more disheartening. While the barista was polite, making such a request at all was offensive,” the statement read. “Unfortunately, such treatment has become all too common in 2019.”

Hours before releasing that statement, the association released an altered Starbucks graphic on Twitter and Facebook with a hand pouring out coffee reading “Dump Starbucks.” The graphic also led to the hashtag #DumpStarbucks on social media. The graphic was deleted from the association’s Facebook page, but is still on Twitter.

“Several of those officers asked to leave are veterans who fought for this country. Zero Respect…” the post read.

Rossann Williams, Starbucks executive vice president and president of US retail, released a statement late Saturday, saying she had spoken with the police chief.

“When those officers entered the store and a customer raised a concern over their presence, they should have been welcomed and treated with dignity and the utmost respect by our partners (employees). Instead, they were made to feel unwelcome and disrespected, which is completely unacceptable,” Williams’ statement read.

Williams said the company has a “deep appreciation” for the Tempe department and the officers who serve that community.

“Our partners rely on your service and welcome your presence, which keeps our stores and the community a safe and welcoming place,” the statement read.

“What occurred in our store on July 4 is never the experience your officers or any customer should have, and at Starbucks, we are already taking the necessary steps to ensure this doesn’t happen again in the future.”

On Sunday, the Tempe Officers Association posted an update on its Facebook page thanking the public for the overwhelming show of support and expressed

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hopefulness that the incident would open dialogue between police officers and the communities they serve and protect.

Vera, A. (2019 July 8). Starbucks apologizes after 6 officers say they were asked to leave a store in Arizona. CNN. https://www.cnn.com/2019/07/06/us/starbucks-apology-arizonapolice-trnd/index.html. Retrieved 29 January 2021.

Why do apologies like this one from Starbucks build customer goodwill?

2. Experts state that If you are going to disagree with somebody, you certainly don’t want to do it by e-mail. You want to do it face to face. Read the following article entitled “Communication: Online vs. Face-to-Face Interactions” and discuss this idea: Human beings are social creatures by nature. Socialising and engaging with others is almost as crucial as food and water to our survival. The way in which we communicate has been rapidly evolving over recent years. With advances in technology, the internet, instant messaging and now smartphones, there are many channels and modalities in which to interact with others. However, has our evolutionary brain been able to adapt and keep up with this inundation of communication possibilities? This article examines whether these virtual interactions can replace face-to-face communication in terms of promoting satisfaction and enhancing overall well-being.

Research conducted by Lee et al. (2011) revealed that while face-to-face communication can predict enhanced quality of life, internet communication cannot. While the internet has opened up a new realm of possibilities in terms of connecting with people across the globe, at any time, there are inherent factors in online communication that limit its ability to promote the same levels of satisfaction as traditional face-to-face communication.

Overall, face-to-face communication fosters higher quality interactions than online communication. Is that to say the virtual world has nothing to offer in terms of socializing? Absolutely not. Online communication and social media should be used as supplemental to one’s social life. It should not, however, be integral or the sole source where one socialises and interacts with others. The internet, technology and smartphones have brought with them many benefits.

They have increased work flexibility in some fields, allowed for people to remain in touch across continents, made life easier by congregating all necessary tools to pay bills, check emails, talk to loved ones etc. on one device. However, when it comes to our human need to socialize and connect with others, face-to-face communication is still required. In Lee et al.’s (2011) analysis, the researchers found that using the Internet for interpersonal communication had a negative impact on people’s quality of life whereas talking to a friend or family member face-to-face for just 10 minutes had a positive impact on quality of life.

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In order to enhance our well-being, we need a healthy balance between our virtual and real worlds. While technology has been able to bring communities and people closer together, it is up to us to foster those connections and nurture them through old fashioned face-to-face encounters. It is vital for us as a human species to be able to continue to connect with others without hiding behind a screen.

Lee, P., S., N., Leung, L., Lo, V., Xiong, C., and Wu, T. (2011). Internet communication versus faceto-face interaction in quality of life. Social Indicators Research, 100, 375–389. DOI 10.1007/s11205-010-9618-3.

Plumridge, N. (2020 April 13). Communication: online vs. face-to-face. Psych Minds. https://psychminds .com/communication-online-vs-face-to-face-interactions. Retrieved 29 January 2021.

Sharkey, J. (2010). E-mail saves time, but being there says more. The New York Times. Retrieved from http://www.nytimes.com.

Although today’s students are more comfortable with electronic communications, faceto-face meetings allow employees to read the other person’s body language and other social signals that may communicate confusion, misunderstanding, or anger. In texting and e-mails, you can’t always gauge reactions, and misunderstandings may occur.

Do you agree or disagree?

3. Have you ever written a letter or sent an e-mail to a company? What might motivate you to do so? Would you expect a response?

Most students have probably never written to a company. They might be motivated to do so if a product or service is unsatisfactory, if they need information about a product or service, or if they want to provide feedback (positive or negative) about products and services. If a customer takes the time to write to a company, that customer naturally expects a response.

4. Why is it important for companies to answer claim (complaint) letters immediately?

Customer complaints generally are called claim letters because they make some claim on the company. The customer may want money back, repairs made, credit given, or simply an apology. When things go wrong and unhappy customers write, most companies respond immediately. Prompt company responses send a nonverbal message that the complaint is taken seriously. Moreover, companies generally try to fix problems before they grow into lawsuits. Most organizations sincerely want to please their customers. They explain what went wrong and how they are correcting the situation so that it won’t be repeated. They strive to regain the trust of the customer.

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5. What is the structure and tone of a positive claim letter?

For a claim letter to which a customer expects a positive response, the writer can begin the letter with the purpose and details of the product or service purchased. The body paragraph will explain the issue. The conclusion will state the action required and provide a reasonable deadline for response, such as two weeks. The tone should be formal and professional.

6. What is the structure of a positive response letter?

A positive response letter will begin with the statement of how the customer’s issue has been resolved, such as a refund, repair or replacement of a product. The body of the letter will explain the details of the resolution. The letter will conclude with a goodwill and forward-looking statement regarding the product, service, and/or company.

Classroom Activities Topic Emphasis Learning the principles of sound business correspondence provides a solid basis for the remainder of this course. Since most letters communicate with individuals outside the organization, having letters receive positive reactions is extremely important. Because students will likely write many of these routine letters during their business careers, students need to spend time mastering important concepts through practice. Fortunately, direct letters are the easiest to write. Have in-class exercises and discussions focus on the steps of the 3-x-3 writing process, formatting, and frontloading. Give students as much feedback on their letters as possible, and help them see what they have done correctly as well as incorrectly. Allow plenty of time for rewrites.

Chapter Presentation Suggestions 1. Using the Short Conference. An effective way to give feedback on letters is to have very short conferences (7–10 minutes each) with students about one or two aspects of their letter styles. A good pattern for the conference is to let the student comment on the draft and then review it by responding to the student’s comments. Then let the student respond to your feedback. Don’t try to address every problem; just focus on the student’s concerns or one of the concepts you are emphasizing in class. You will have the student’s full attention because you are discussing his or her unique problems, not everyone else’s. The focused discussion does not overwhelm the student with a sense of despair upon seeing a sea of red ink of teacher’s comments on a graded text.

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2. Adjustment Letters. Before discussing this chapter, have each student write the body of an adjustment letter. Then have students submit these letters without names. Use the remainder of the class period to introduce direct letters. During the next class period, show transparencies of these anonymously written letters and have students critique them. Ask students if the examples carry out the three goals for adjustment letters as discussed in the chapter. This is a good way to learn whether students understand the writing principles that you have presented.

3. Company Letterhead. Have students critique examples of several company letterheads.

Be sure students give you concrete reasons for choosing one over another.

4. Parts of a Business Letter. As a quiz, give students a prepared business letter and ask them to label all the letter parts to reinforce the importance of knowing standard formatting.

5. Gathering Information. Divide students into groups of two. Then explain a situation about which they need to gather information. Supply half of the groups with yes/no questions and the other half with open-ended questions. Stress that the questioners of each group must stick to their “scripts” and can collect information only by asking what is written on their question sheets. At the end of five minutes, stop the questioning and discover who has the most thorough information. This emphasizes the effectiveness of open-ended questions in gathering needed information.

6. Discussion of Tone. Discuss the meaning of the word tone. Most students associate tone with tone of voice. Ask them how they react to different tones of voice. As an example, make a statement with a courteous tone and then repeat it with a sarcastic one. (Try, “I’m really happy for you.”) Mention the familiar saying “It’s not what you said but how you said it [that hurt].” Using the right tone is important in business letters as well. Your discussion of tone is a good place to reinforce the important concept that messages in business must be receiver-focused rather than sender-focused. If you provide examples of a few letters illustrating good and poor tone, you emphasize the importance of tone.

7. How Formats Liberate. Some students perceived business formats and practices to be very constraining. “Why do I have to always follow these rules? Why can’t I write it my way?” Discussing the question—How can I express my individuality while following these rules?—often makes for a lively class. You can point out that learning and using the rules is less frequent than we might think. A game metaphor works well here. Because tennis, golf, basketball, football, soccer—pick your sport—have extensive rules does not mean that players can’t be great and expressive. In writing and speaking, clarity, precision, courtesy, sensitivity, and so on are ideals to be sought through frequent practice and review of your performance.

8. Discussion of Style. Edward Gibbon, the English historian, wrote in his autobiography, “Style is the image of character.” Is this true? Are we known by our oral and written .

styles? If so, what ramifications do writing and speaking have for students in their future careers?

9. Goodwill Messages. Ask students how they would write goodwill messages that convey kindness, thanks, and sympathy. Once they are done, they will critique letters with a partner.

10. Positive Response to a Claim. Provide students with a positive response letter that is missing some key information such as a timeline, contact information, or refund details.

In a small group, students need to supply all the missing information. Discuss an answer key at the end of the activity.

11. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activity 1. Ask students to post situations when a phone call would be more appropriate than written correspondence for a positive message, such as congratulations, promotions, or encouragement. They should respond to at least two other posts.

2. The following discussion activity provides students with the opportunity to receive feedback on the clarity of their instruction messages. You can let them decide on a topic or provide suggested topics, such as how to register for an online course, how to buy a book from Amazon, or how to troubleshoot a common computer problem.

Instruction Message and Peer Review Discussion Instructions Part 1: Post Before you begin, read the discussion about instructions in your textbook. In your group forum, write an instruction message for your peers: Opening  Open with an explanation of why the procedure or set of instructions is necessary.

Body  Divide the instructions into steps.  List the steps in the order in which they are to be carried out.  Arrange the items vertically with bullets or numbers.  Begin each step with an action verb.

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Closing  Connect the instructions with benefits to the reader.

Part 2: Response Analysis Criteria Review your peer’s instructions and comment on the following aspects:      

Is the opening clear?

Are the instructions easy to understand?

Are plain language and familiar words used effectively?

Are imperative mood verbs used effectively to begin each step?

Does the closing highlight reader benefits?

Is the message free of grammar, spelling, and punctuation errors?

Use sensitive wording for the constructive criticism you provide. Always highlight the positives and consider a positive/neutral buffer to begin your peer review.

 Please refer to your text for a review of how to deliver negative news sensitively to your peer.  The peer review post must be between 150 and 200 words.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Class Discussion Board/Company Letterhead. Many companies that design and print company letterhead are now advertising on the Web. Have students search for companies that provide this service. They should locate examples of attractive letterheads and unattractive letterheads. What makes a letterhead appealing? What information should be included in a letterhead? What does letterhead style communicate about an organization? Have students share their URLs and findings on the class discussion board for discussion. Do students agree with others’ findings of what constitutes an attractive letterhead. (As an alternative, have students bring samples of letterheads to class to discuss in small groups.) Students should use various search tools to find applicable sites.

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2. Digital Network/Class Mailing List. Have students take part in an online discussion on the class mailing list about the effect of e-mail on business letters. Has e-mail reduced the number of business letters that are written? Has e-mail eliminated the need to know how to write a good business letter? When would a letter be preferable over an e-mail message?

3. Delivering Good News. Ask students to share good news (such as a thank you or compliment) with people in three ways: in person, over the phone, and through an e-mail message. After the exercise, ask them which way(s) they preferred and why.

4. Receiving Good News. Ask students to think of a time when they received good news.

What were the effects?

ADDITIONAL RESOURCES When Responding to Customer Complaints Online, Answer With Deliberate Speed https://www.forbes.com/sites/forbescommunicationscouncil/2017/07/31/when-respondingto-customer-complaints-online-answer-with-deliberate-speed/#54a95d4a62f9 Types of Professional Business Letters https://www.thebalance.com/business-letter-examples-samples-and-writing-tips-2059673

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CHAPTER 9 TEACHING SUGGESTIONS AND RESOURCES

Negative Messages CHAPTER OVERVIEW Breaking bad news is a fact of business life. Employees of every company from the highest to lowest will give negative news of some sort almost every day. Often the recipients of negative news do not take kindly to it, no matter how justified or necessary it is. The critical questions many business communicators ask themselves daily are these: How can I deliver bad news clearly yet retain my recipient’s goodwill? How can I avoid creating legal liability or responsibility? Am I being fair? Offering strategies to help business communicators find answers to these questions is the crux of Chapter 9.

This chapter focuses on applying the 3-x-3 writing process, including distinguishing between when to use the direct strategy and the indirect strategy for bad news messages. The direct strategy works best when the bad news is not damaging, when the receiver may overlook the bad news, when the receiver prefers directness, or when firmness is necessary. The indirect strategy is better when the bad news is personally upsetting, when the bad news will provoke a hostile reaction, when the bad news threatens the customer relationship, and when the bad news is unexpected. Students will learn to refuse typical requests as well as how to handle bad news with customers and within organizations.

LEARNING OBJECTIVES 1. Understand the strategies of business communicators in conveying negative news, apply the 3-x-3 writing process, and avoid legal liability.

2 Distinguish between the direct and indirect strategies in conveying unfavourable news.

3. Explain the components of effective negative messages.

4. Apply effective techniques for refusing typical requests or claims and for presenting bad news to customers.

5. Describe and apply effective techniques for delivering bad news within organizations.

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FEATURES IN THIS CHAPTER  

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New Spotlight on Communication: Loblaw: Bread Price Fixing Scandal Incorporates research to introduce students to approaches to the direct and indirect strategies for communicating bad news while retaining highly practical writing instruction for students Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension New Case Connections: Canadian Niceness Includes digital model documents such as a mixed-strategy data breach message, an indirect donation request refusal, a bad-news follow-up message, an indirect intranet post, as well as various direct and indirect strategy e-mails Boosts the coverage of bad news to customers in print and online by providing up-todate guidance on responding by hard or soft copy and online Enhances the discussion of apologies in communicating negative news to help students navigate this delicate subject Provides documents for analysis including an indirect e-mail refusing a customer claim Includes a variety of revised and updated end-of-chapter activities to help students practise their skills in delivering sensitive news effectively

STUDENT ENGAGEMENT STRATEGIES Making It Relevant Students relate well to this chapter on a personal level. While they should not be asked to share overly personal information, all students have experienced negative news in their personal lives: bad grades, job interview rejections, relationship breakups, or issues with their own children. Even through quiet reflection, students will draw parallels to their personal lives through the discussion of professional negative news strategies.

Interactive Lectures: Let’s Discuss 1. What are the writer’s primary and secondary goals in communicating bad news?

Primary goals are (a) to make the receiver understand the bad news, (b) to have the receiver accept the bad news, and (c) to maintain a positive image of the writer and their organization. Secondary goals are (a) to reduce bad feelings, (b) to convey fairness, (c) to eliminate future correspondence, and (d) to avoid creating legal liability or responsibility.

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2. Does bad news travel faster and farther than good news? Why? Students will probably respond that bad news does travel faster and often farther than good news. Why? Good news is not as interesting and doesn’t always provoke action.

Bad news often makes people angry, and they wish to vent their anger or seek revenge by broadcasting their news.

3. Suppose you applied for a job that you really wanted, but the company hired someone else. To notify you of the bad news, the company sends a letter. Should the letter blurt out the bad news immediately or soften the blow somewhat?

Revealing bad news slowly usually softens its impact. Most people would prefer to be let down gently.

4. What are some techniques you could use if you have to deliver bad news in business messages?

Much depends, of course, on the severity of the bad news and the relationship between you and the receiver. In business messages to customers, you could start with a buffer, which is a neutral statement. Then you can offer reasons for the bad news before revealing it in a straightforward manner. You might suggest an alternative, a compromise, or a solution. Finally, you might close with a personal, forward-looking statement that does not repeat the bad news. If you or your company were responsible for inconveniencing or angering the customer, you would also consider whether to deliver an apology.

5. What goals should you try to achieve when you have to give disappointing news to customers, employees, suppliers, or others on behalf of your organization?

When delivering negative messages on behalf of your organization, you should remember four key goals. You want the recipient to accept and understand the bad news. At the same time, you want to present a positive image of your organization. Your message should be clear so that you don’t have to spend more time corresponding about the issue. Finally, you must protect your organization from future legal action.

6. What’s the difference between slander and libel?

Libel is abusive language that is written; slander is abusive language that is spoken.

7. How should you respond to a rude e-mail or text message (personal or work-related)?

Should you ignore the message? If you respond to the message, what should you say?

What medium would be preferred? Under what circumstances should an e-mail be reported to the authorities?

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It is best not to ignore the message since that might make the sender angrier. However, it may be a good idea to wait a day or two until feelings subside. You should acknowledge the concerns, but request an in-person meeting or phone call to discuss the matter further. You may want to meet in a public space or have someone else attend the meeting for security reasons. Let the person know that you prefer a respectful, professional tone in business communications. If it is a personal message, let the friend or relative know that you deserve respect. Authorities should be contacted if the message contains a threat.

8. What can you do to avoid sending a rude message?

Digital messages are one-sided and therefore the sender can use the message to vent feelings they wouldn’t express in person. As a result, you should only send a message when you are feeling calm and clear-headed. If you need to send a sensitive message or response, think about the best way to do this because digital messages can often be perceived as impersonal or insensitive. It is recommended to write a draft and then come back to it at a later time to ensure the tone is appropriate and constructive. After waiting a day or two, you may find that the message is no longer necessary or that you’ve come up with a solution that you can suggest. Always try to give yourself time to think about how you should respond.

Classroom Activities Topic Emphasis Once students understand the direct pattern, they have a tendency to want to use it for all situations. Be prepared to present examples of the indirect pattern and reasons that the indirect pattern should be followed for bad-news messages. Relationship-oriented writers like the indirect pattern because they care about how a message will affect its receiver. On the other hand, task-oriented writers often want to use the direct pattern even when doing so can cause ill will. Learning the indirect pattern may be challenging for them.

Some students have trouble writing relevant and concise buffers. Since a buffer is the first part in a bad-news message, they may complain of writer’s block. Walk them through the various buffer strategies in the chapter and remind them that a message does not necessarily need to be written in any special order. They can write the middle and end first, and then go back to write the buffer. The important point is to create a draft to revise.

Chapter Presentation Suggestions 1. Experience with Negative News. Ask students to recall times at work when they complained or made requests but were rejected immediately and with no reason given.

How did they feel? Have they given people bad news insensitively? What was the .

result? A lost job? A lawsuit? A broken friendship? A relationship breakup? This exercise usually makes for a lively class and reinforces the value of the indirect pattern opening with a buffer.

2. Writing Buffers. After you discuss the concept of writing buffers and model different types of buffers, give students several opportunities to practise writing them, especially if your class is having difficulty. Present a case study. Then have students write what they believe would be appropriate buffers. Be sure you stress receiver-oriented writing.

Ask students to volunteer to allow their buffers to be discussed before the class. Have the class analyze first the strengths and then the weaknesses of each buffer. Offer the strong ones as models and have students suggest ways to improve weak ones.

3. Offering an apology. After you present the use of apologies in delivering negative news, have students create different scenarios when an apology may or may not be necessary within the workplace and to customers. Select and distribute some of these scenarios and ask students to determine if an apology would be appropriate. If so, they should write a draft apology. Also be sure to discuss the importance of checking with the company policy and legal advisors before issuing an apology.

4. Refusing typical requests. Ask students to write down different work-related roles they have had, such as babysitter, volunteer, coach, server, or cashier. Next, they should write down typical requests they would receive in that role. In small groups have the students select one role and request and discuss how they would refuse it. They should share their responses with the large class.

5. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities

1. Giving and Receiving Negative News Part A: Post a paragraph for discussion in the group forum.

After reading Chapter 9, think of a time when you have had to give or receive negative news.

Discuss at least two of the following critical thinking questions and provide personal examples: 

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If you had to reveal bad news to your parents or to your partner (such as denting the fender of that person’s car), what strategies and/or considerations would you try to keep in mind?

Why?

   

What are some techniques you could use to soften the blow of bad news? Provide specific examples.

Do you prefer to use the direct or indirect approach for delivering bad news? Why? When an organization has to reveal disappointing news to customers, employees, or others, what goals should it try to achieve?

Your post should be between 150 and 200 words.

Part B: Respond to peers’ postings.  

Provide a thoughtful, detailed response to at least two peers’ postings.

Remember that spelling and grammar count for your responses too!

2. Giving Constructive Criticism Many students are uncomfortable offering constructive criticism, especially to peers and within a group setting such as the classroom. However, this is an essential skill within the workplace, particularly within teams and for managers to employees. Ask students to post the benefits of giving and receiving constructive criticism. What are the challenges? Why is it sometimes uncomfortable? What can be done to try and ensure the criticism is well received? They should apply these strategies to a peer feedback activity for an upcoming assignment.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students take part in an online discussion about the ethics of using e-mail to deliver bad news. Should bad news ever be delivered using this medium? If so, when would it be appropriate? What kind of bad news should never be delivered via e-mail? Have students discuss their personal experiences with e-mail being used to deliver bad news. What kind of news was it? Who delivered it to whom?

How did it make them feel?

2. Class Discussion Board/Delivering Bad News Via E-Mail. Have students find examples of stories about bad news being delivered via e-mail. Stories appear regularly in various publications, online and in print, about businesspeople using e-mail inappropriately.

Have students post these stories or links to these stories on the class discussion board.

(As an alternative, have students bring these examples and stories to class for discussion).

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3. Cyberbullying. Ask students to think of strategies to minimize cyberbullying. They may also want to research facts and statistics about this issue. They could share anecdotes, but some students may feel their own stories are too personal. If they are not comfortable speaking about an incident they’ve experience, you may want to offer a journal entry on the topic instead or in addition to a classroom discussion.

4. Using Strategies to Diffuse Negative Communications. Ask students to brainstorm strategies and think of specific examples that can diffuse a negative communication before it escalates. Appreciative inquiry (acknowledging feelings while asking specific questions) and humour are two strategies to explore. Students could bring examples of videos or cartoons that are humorous and entertaining as well as appropriate for the classroom. Be sure to preview the selections to ensure there is no offensive material.

ADDITIONAL RESOURCES How to Deliver Bad News to Employees https://www.myhubintranet.com/best-way-to-deliver-bad-news-to-employees 6 Tips for Delivering Bad News to Employees at Work https://www.youtube.com/watch?v=WjikpdRWigg How to Say No to Customers in a Positive Way https://www.comm100.con/blog/say-no-to-customers.html Quiz on Writing Negative Messages https://quizplus.com/quiz/29500-quiz-8-writing-negative-messages Test your knowledge with this 100-question interactive quiz about writing negative messages.

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CHAPTER 10 TEACHING SUGGESTIONS AND RESOURCES

Persuasive and Sales Messages CHAPTER OVERVIEW The ability to use argument or discussion to influence an individual’s beliefs or actions is called persuasion. The art of persuading someone to take a specific action or change an individual’s beliefs is an important skill that requires understanding and practice. This chapter explains the major elements in successful persuasive messages and shows students how to use the 3-x-3 writing process to create effective persuasive requests and marketing messages. To be successful at persuasion, business communicators must be familiar with the products or services they sell and the audiences to whom they promote them. Therefore, this chapter emphasizes how to analyze the purpose of the message, how to adapt it to the audience, and how to appropriately research and organize data. In addition, the chapter emphasizes blending the components of a persuasive message: gaining attention, building interest, reducing resistance, and motivating action.

Students will learn to write practical messages such as those that request favours and action, make claims, and deliver complaints. The chapter also focuses on writing persuasive messages within organizations. Finally, the last part of the chapter covers effective and ethical direct-mail and e-mail sales campaigns and the basic patterns and techniques in developing persuasive press releases.

LEARNING OBJECTIVES 1. Explain persuasion, identify effective persuasive techniques, and apply the 3-x-3 writing process to persuasive messages in print and online.

2. Describe the traditional four-part AIDA strategy for creating successful persuasive messages, and apply the four elements to draft effective and ethical business messages.

3. Craft persuasive messages that request actions, make claims, and deliver complaints.

4. Understand interpersonal persuasion at work and write persuasive messages within organizations.

5. Create effective and ethical direct-mail and e-mail sales messages.

6. Apply basic techniques in developing persuasive media releases.

FEATURES IN THIS CHAPTER    

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New Spotlight on Communication: David Suzuki Foundation: One Nature Emphasizes the discussion of contemporary persuasion theory to cover changes wrought by communication technology and social media Includes model documents to demonstrate persuasive e-mail marketing messages, press releases, and present-day sales letters Uses coverage of channel selection to illustrate how marketers use multiple channels to send seamless messages that reach increasingly sophisticated and savvy target audiences Includes visuals and an infographic to create eye appeal and meet students’ visual expectations and preferences Discusses coverage of misleading advertising claims in persuasive marketing messages to instruct students in the importance of ethical sales practices Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension Adds coverage of short persuasive messages, such as tweets, to prepare students for a business world steeped in social media Adds a discussion of social media effectiveness with respect to sales and compared social media with more traditional persuasive channels such as sales letters and marketing e-mails Includes an Ethics Check feature about the “fake news” phenomenon to draw students’ attention to this current issue Includes an Ethics Check feature about changing social attitudes and how Canadian advertisers should adapt to changes in social mores Devises meaningful, rigorous, and updated end-of-chapter activities with a large number addressing tweets and other social media messages to provide opportunities for students to practise professional persuasive techniques using contemporary channels Provides updated statistics throughout chapter New Case Connections: President’s Choice #EatTogether Campaign

STUDENT ENGAGEMENT STRATEGIES Making It Relevant This is an excellent chapter to teach in conjunction with the section “Cover Letters—Do They Still Matter?” in Chapter 15 (pp. 440–446). As students learn effective persuasive techniques, they can focus on composing a message that is relevant in their lives: selling themselves to an employer.

Interactive Lectures: Let’s Discuss 1. An effective sales letter should grab the reader’s attention with the opening line. In fact, you have about four seconds to get someone’s attention. Which of the following opening lines best captures a reader’s attention?

Opener #1:

Our wireless service offers something for every member of your family.

Opener #2:

Get ready for super-fast Internet connection, unlimited text messaging, and free incoming calls for $14.99 per month.

Nicastro, E. (19 August 12). Sales Letter Copy 3: Effective ways to start your sales letter.

BusinessKnowHow.com. https://www.businessknowhow.com/directmail /salesletters/leadin.htm. Retrieved February 3, 2021.

2. What could be included in an effective opening and closing of a claim or complaint message?

The opening should begin with a compliment, point of agreement, statement of the problem, or brief review of action taken to resolve the problem. The closing should explain exactly what the writer wants done.

3. Should you use a P.S. in business letters? Why? Extensive research shows that the P.S. is one of the first parts of a letter people read.

Restating a key benefit or guarantee here can pull your reader into the body of your letter. It pays to use a P.S. Bean-Mellinger, B. (2019 June 4). How to add a P.S. to a business letter. Bizfluent.com. https://bizfluent .com/how-8091649-add-ps-business-letter.html. Retrieved 2021, February 3.

4. In your own career, when might you find it necessary to be persuasive?

Career success often depends on how effective you are at persuading people to believe, accept, and act on what you are saying. In your career you will need to be persuasive in many situations including interviewing for jobs, proposing ideas on the job, arguing for or against the ideas of your colleagues or management, justifying a loan for your new business, arguing for a salary increase, asking for flex time, requesting favours of any kind, and demanding adjustments for faulty products or poor service.

5. From your experience, what techniques are effective or ineffective in persuading others to accept your views?

Students may suggest that some of the following persuasive techniques are effective for them: laying a good foundation before making a request, waiting for the right time,

asking for something small, presenting many facts, appealing to the receiver’s emotions, being ready for resistance, offering to compromise, and providing an incentive to act.

Ineffective techniques may include being blunt, sounding overbearing, failing to prepare for resistance, making threats, or punishing lack of compliance.

6. List ways to make a lasting impression at a networking event.

Greeting 1. Repeat people’s names after meeting them.

2. Smile, make eye contact, and offer a firm handshake.

3. Ask for contact information. Reinforce the meeting by sending an intro email immediately.

Listening and Connecting 4. Listen more than you speak.

5. Ask what interests them or what they are passionate about.

6. Ask thoughtful questions; for example, "What do you hope to take away from this event?"

7. Remember what you are told.

Speaking 8. Tell a story. This can help other people to understand you and the type of thinker that you are.

9. Be ready to concisely define what you do and deliver your message with passion.

Closing 10. Ask what you can do to help them, such as introduce them to a contact.

Julien, M. D. (n.d.). Stand out from the crowd: How to make a lasting impression. FindSpark. https://www.findspark.com/make-lasting-impression-networking-event Tater, M. (2017, November 14). How to make a memorable impression at a networking event.

Entrepreneurship Life. https://www.entrepreneurshiplife.com/memorable-impressionnetworking-event Young Entrepreneur Council. (2014, August 27). Making a lasting impression in under 5 minutes: 14 ideas.

Inc.com. https://www.inc.com/young-entrepreneur-council/make-a-lasting-impression-in-under5-minutes-14-ideas.html Young Entrepreneur Council. (2018, January 23). 15 tips to make a positive lasting impression right now.

Influencive. https://www.influencive.com/15-tips-make-positive-lasting-impression-right-now

7. Ask students what influences them to buy a product. Ask them what gets their attention when it comes to marketing and what turns them away from a product.

Students may be influenced by social media, such as Facebook and Twitter, when it comes to product recognition and reviews. Students might mention that they like irreverent or unique marketing but are not impressed with offensive or obnoxious

advertising. The discussion may involve the treatment and representation of diversity within advertising.

Classroom Activities Topic Emphasis Successful sales and persuasive letters demand exceptional audience consideration. The concepts discussed in this chapter provide you with excellent opportunities to reinforce the lessons and techniques of audience analysis introduced previously. Only through careful audience analysis will students learn how to develop reasons that will overcome resistance and achieve their goals. Continue to stress the steps in the 3-x-3 writing process. By now students are realizing that this systematic writing process is a problem-solving tool that generates good ideas to meet the needs of each writing situation. In addition, emphasize blending the components of a persuasive message: gaining attention, building interest, reducing resistance, and motivating action. Discussing the ethics of persuasion always generates class interest. Also remind students that one message is often insufficient to move people to the desired action. As they plan messages, students need to analyze how each persuasive message might fit in a campaign of multiple messages.

Chapter Presentation Suggestions 1. Sample Sales Letters. Have students bring in sales letters that they have received. (If you are teaching working adult students, they may be able to provide examples of their companies’ sales letters.) Discuss examples of good and bad letter-writing practices.

How can they be improved? Later, after you have covered the chapter material, offer each student an opportunity to rewrite one of the bad letters for extra credit.

2. Unethical Sales Letters. Have students collect newspaper and/or magazine articles regarding unethical sales-letter scams to use during class discussion. What makes them unethical or illegal? Let students discuss the articles in groups and then have one person from each group give a synopsis of the discussion.

3. The Ethics of Sweepstakes. Bring to class examples of magazine subscription sweepstakes promotions like Publisher’s Clearing House. Have the class examine the language about the recipient’s chances of winning from an ethical perspective. Is the language deceptive? Is it technically legal but ethically questionable? Examining the ethics of the promotion’s language generally creates a lively discussion.

4. Editorial Analysis. Bring current newspaper editorial articles to class. Have students analyze the editorials for effective and ineffective persuasive strategies.

5. Persuasive Speeches. Ask students to prepare a five-minute speech that persuades the audience to take action. Their speech should relate to the audience an experience that taught them a lesson and that causes the audience to do something.

In the Dale Carnegie Course for Effective Speaking, participants are taught a three-step formula to use in preparing talks to get action: 1. Personal story 2. Point 3. Benefit Procedure for Students 1. Begin your speech with one specific personal story. The incident must capture the audience’s attention. Your incident should be an experience from your own life— one that taught you a lesson. (Aim for three minutes.)

2. Make the point. The point must answer the question “What do you want the audience to do?” Be specific.

3. State the benefit. The benefit tells the audience why they should do what you’ve asked.

6. Elevator Speech. An elevator speech refers to an opportunity when only you have a brief amount of time, such as 30 seconds or a minute, to make a good impression on an employer. Ask students what they should say to a prospective employer, a current employer, and an instructor during this short speech. What techniques of persuasion could they use to demonstrate that they are a good employee or student?

7. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities 1. Peer Review—Cover Letters

Post your cover letter and job advertisement to the discussion forum. Remember to create a fictitious address, phone number, and e-mail address for the purpose of this assignment.

Using the reply feature in the discussion forum, provide constructive feedback on one of your peers’ cover letters.

Analysis Criteria 1.

2.

3.

4.

5.

Carefully read both the cover letter and job advertisement provided by your peer.

What does the writer do in the first paragraph to gain the employer’s attention?

What does the writer do in the body paragraphs to build interest and reduce resistance?

How well do the skills match the employer’s needs?

How does the last paragraph motivate action? Is there a courteous close with next steps explained?

6. Summarize the strengths and areas of improvement of your peer’s cover letter.

7. The peer review post must be between 150 and 200 words.

Use sensitive wording for the constructive criticism you provide. Always highlight the positives and consider a positive/neutral buffer to begin your peer review.

Read Figure 9.1 on page 210 of Chapter 9 for a review on how to deliver negative news sensitively to your peer.

2. Ask students to select a product they like and that they use. They should create a post about why their classmates should buy this product. Their post should include research on the product. Once they’ve posted, they should comment on two other posts, listing what was most effective and least effective about the persuasive strategies used.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Class Discussion Board/Selling on the Web. The Internet is filled with sites that want to sell you something. Some sites are strictly dot-com companies; others are sites set up by traditional brick-and-mortar companies. Have students find an effective example of each and post the URLs to the class discussion board. When students post the URLs, have them discuss what they think makes these sites effective: Why would someone be willing to purchase a product from these sites? What would make a consumer return to the site?

What’s important: website design, ease of placing an order, security, special offers?

Students can then discuss whether they agree with others’ findings. Students will probably find that they have very different ideas about what makes a website persuasive.

Why do they think this is so? What factors play a role in what individuals find appealing?

2. Digital Network/Class Mailing List. Have students take part in an online discussion about spam. Anyone who has an e-mail account has undoubtedly experienced spam. Is it ever

ethical for a company to send spam? Why or why not? What would cause you to take spam seriously? Has anyone in the class ever replied to spam? What techniques do you use to combat spam? Are these techniques effective? Do you think anti-spam laws will have any effect? This topic should result in some lively conversation.

3. Media Images. Ask students to find videos about the controversy surrounding Photoshopping magazine images. There is increased awareness surrounding this issue and the negative impact it has on body image, especially of girls and women. Choose one or two of these examples to show to the class and begin a class discussion about gender and representation in the media. Are there any ad campaigns they can think of that reflect a positive representation and encourage a healthy body image and respect for different body types?

4. Gender and Marketing. Ask students to compare Dove Campaign for Real Beauty with ads for Axe men’s products (both owned by the same company: Unilever). What conclusions do they reach? You may choose to show examples from both campaigns and have students write responses before participating in a class discussion.

ADDITIONAL RESOURCES How to Self-Promote—The Elevator Speech https://www.slidegenius.com/blog/steps-mastering-killer-elevator-pitch The Art of the Elevator Speech https://www.youtube.com/watch?v=XF6G87Dkn-A An Ethical Approach to Fear-Based Sales https://blog.hubspot.com/sales/use-fear-to-sell The Best Apps and Tools to Use for Selling Through Social Media https://ecommerce-platforms.com/ecommerce-selling-advice/best-apps-tools-use-sellingsocial-media The Ethics of Social Media Marketing https://www.captevriz.com/news/the-ethics-of-social-media-marketing How to Write a Sales Letter That Gets Results https://solowise.com/write-a-sales-letter-that-gets-results How to Write an Effective Sales Letter—10 Tips! https://diceview.com/how-to-write-an-effective-sales-letter-10-tips

CHAPTER 11 TEACHING SUGGESTIONS AND RESOURCES

Reporting in the Workplace CHAPTER OVERVIEW An effective flow of information is the lifeblood of business organizations. Reports serve multiple purposes ranging from simply keeping superiors updated to creating a record of complex studies that are designed to facilitate problem solving and decision making in the organization. Chapter 11 discusses the functions, strategies, writing style, and formats of typical business reports.

Students are introduced to collecting data, documenting sources, and integrating data ethically in reports.

Since most research today is conducted electronically, this chapter focuses on online databases, the Internet, and other resources for business writers. The chapter addresses primary and secondary sources, and much attention is devoted to avoiding plagiarism. Useful paraphrasing exercises are designed to train students to give credit to sources where credit is due. The chapter also provides tools for creating meaningful and interesting report graphics.

Most workers in business organizations today write some type of report on a regular basis, usually informal short reports, often distributed as a simple e-mail message. Occasionally, workers collaborate in teams on larger-scale projects. This is why students need to acquire the considerable skills involved in planning, researching, composing, and presenting business reports. This report and research chapter will help students to develop report writing skills that will impress their future employers.

LEARNING OBJECTIVES 1. Explain informational and analytical report functions, organizational strategies, and writing styles, as well as typical report formats.

2. Apply the 3-x-3 writing process to contemporary business reports to create well-organized documents.

3. Locate and evaluate secondary sources, and understand how to conduct credible primary research.

4. Identify the purposes and techniques of citation and documentation in business reports, and avoid plagiarism.

5. Generate, use, and convert numerical data to visual aids, and create meaningful and attractive graphics.

FEATURES IN THIS CHAPTER    

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Revised Spotlight on Communication: Statistics Canada—A Century of Trust, Safety, and Facts Includes a discussion of how designers tell stories with infographics to familiarize students with this contemporary trend in data visualization Adds a model infographic to reflect current practices in graphic design and in the presentation of data Strengthens the coverage of plagiarism and integrity in research throughout the chapter to provide fodder for in-class discussion as well as practical guidelines for ethical behaviour Boosts the coverage of effective, ethical note-taking and the cautious use of Wikipedia and other encyclopedias in student research New Case Connections: Contract Cheating on the Rise in Canada Includes many end-of-chapter activities to provide practice opportunities with a strong focus on visuals and other contemporary trends in reporting Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension

STUDENT ENGAGEMENT STRATEGIES Making It Relevant Learning how to conduct research is an essential skill for students’ success in their postsecondary careers. While the importance of possessing good research skills is far-reaching beyond graduation, students will see the immediate relevancy of research in their program of study and in their personal lives. When students learn that using quality research sources increases their credibility as writers, which in turn may improve their grades, they will feel both intrinsically and extrinsically motivated to learn research techniques.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. Is it better to use the direct or indirect pattern for the following business reports? a. An informational report from a travel agent to a sales executive comparing the costs for hosting a trade show in three different locations: Las Vegas, Miami, and Toronto

Direct. The reader is informed, supportive, and eager to have the results first. b. An analytical report from a city manager to a supportive city mayor recommending a site for a new city park Direct. The reader is familiar with topic and supportive. c. An analytical report from a senior manager to subordinate employees presenting cost-reduction strategies to be implemented next month Indirect. Readers will need to be persuaded and may be unhappy with the recommendations.

2. Doing last-minute research for a class or work project, you are in a hurry; therefore, you decide to copy some sources from the list of references that you found in an article on your topic to boost your number of works cited. Is it unethical to list sources you have not actually read?

Opinions may vary on whether copying someone else’s sources without reading them constitutes cheating. In any case it is lazy scholarship and shows poor study habits. By relying on paraphrases in secondary articles and not viewing the original piece, the writer risks misunderstanding or misrepresenting the unread source. The reference we find in another article and use without verifying could have been misused, which happens more often than report writers realize. Furthermore, each time students seek shortcuts, they shortchange their education. When instructors ask for a minimum of sources, they expect students to search for, read, understand, and skillfully integrate information from those sources into their papers. Merely boosting the number of references does not constitute learning.

On the other hand, it is not dishonest to kick off one’s research by reviewing the list of references in relevant articles and reading some of them to expand one’s grasp of the topic.

3. You forgot to record the source of some terrific information you found online and pasted into a Word document. Can you use this information in your report anyway?

No; you can’t use this source unless you find the website it came from. Not indicating a source or providing incorrect information would be wrong. You could try finding the website again by inserting a string of search terms from the text you downloaded into one or more search engines.

4. Few would deny that customers should have an outlet for reasonable complaints against companies that slighted them. However, today increasingly anonymous cyber threats against companies often erupt suddenly and turn nasty, leaving firms unsure

about how to deal with them, whether to respond, and if so, how. In this light can we trust the information on the Internet?

Students should realize that they need to be critical consumers of information online.

Anyone with a computer can act as an opinion leader as long as they find an audience.

Electronic media permit the instantaneous, speedy distribution of attacks, and once unleashed they are difficult to manage. Distinguishing among true, distorted, and plain untruthful information can be difficult. Businesses increasingly hire services to contain the fallout from cyber rumours and put a favourable spin on perceived or genuine wrongdoing. Students may want to consider some of the defensive strategies (damage control) open to companies—when might a business decide to ignore an attack and when should it respond? The ethics of spin as a countermeasure could be discussed alongside the ethics of unsubstantiated rumour mongering on the Internet.

5. Is it acceptable to cut and paste sources together in a research report as long as all the sources are cited?

It is not acceptable to cut and paste sources in a research paper for two main reasons.

First, at the postsecondary level, it is important to show independent thought. Sources should support the writer’s assertions not replace them. Second, sources must be integrated into a report so that the information flows (see below on how to do this).

6. How should you integrate research sources into your work?

Each paragraph should have a topic sentence that includes the topic and the writer’s opinion about that topic. Supporting details will include facts and examples to support the opinion. This is where the research sources are used and cited. Within the report multiple sources should be used, including both secondary and primary research. In addition, borrowed material such as direct quotations, summaries, or paraphrases should be introduced with a signal phrase such as “According to…” or “Chan states….”

There should also be a short analysis and discussion after the material regarding its relevance. Lastly, a concluding sentence should sum up the main idea of the paragraph.

Since this is business writing, paragraphs should be short. Therefore, one or two research sources per paragraph would be appropriate.

Classroom Activities Topic Emphasis If students are writing reports for your class, you might consider discussing this chapter early in the course. Then they will be able to start working immediately on their topics. If you assign them to write collaborative reports, you can reinforce team communication skills introduced in Chapter 2 in addition to teaching report-writing skills. Team writing reduces paper grading

considerably, but such teamwork also requires more instructor preparation. Since actual business reports are seldom written in isolation, having students write collaborative reports would also give them a realistic, businesslike experience.

Because students are relying more and more on the Internet as a solution to their research problems, you may wish to emphasize how to conduct good Internet searches and how to evaluate online materials.

Chapter Presentation Suggestions 1. Conduct an Interview. Ask students to interview practitioners in business and professional fields about the types of reports they must write. Try to help students discover what these individuals believe are the easiest and/or most difficult aspects regarding report writing. Help students develop a list of questions to ask the practitioners. After the interviews are completed, have students present their findings either orally or in memo format. You should also ask students to write thank-you notes to the interviewees.

2. Discuss Student Concerns. If students seem to be complaining about writing their reports, actually discussing their gripes may provide insight into how to help make this assignment a more pleasant experience. Students may have a difficult time selecting their topics or shaping good problem questions and purpose statements. Or they might not know how to use library or electronic resources. By discussing their concerns about writing reports and by having students focus on who the audiences of the reports are, you will be able to highlight what they need to know to have a successful report-writing experience.

3. Time Management. Students often find that budgeting their time to write a lengthy report is difficult because they don’t know how to develop realistic schedules. After you introduce some sound time-management principles to the class, you and your students could develop their schedules together. Since yours is not the only class they are taking, they will appreciate your considering their input before scheduling due dates. You will be helping students by having several interim deadlines for specific phases of the report rather than just a due date for them to submit their final copy. You could also have students submit short progress reports along the way to help them stay on track.

4. Student Appointments. Although it takes a great deal of time, scheduling private appointments with students to discuss their oral and written reports can be time well spent. During these 10- to 15-minute appointments, students should be prepared to discuss their topic in depth—especially in terms of purpose and audience. They should also present plans for the sources they intend to use, the charts or graphs they feel would be appropriate for their written report, and the visual aids they might use for their oral reports. This appointment could be the first interim deadline in their reportwriting process.

5. References. Provide students with a list of sources (books, database articles, websites, interviews, and videos), providing all the necessary information they need to create a References page. Show them how to format the page. Determine the first source (alphabetical order based on author’s last name if using APA or MLA). Complete the first source together using an approved resource. Ask the students to complete the other sources on their own. Show them an answer key at the end of the activity so they can check their work.

6. Citations. Once students have completed a research report, ask them to double check their citations. Here are some questions to guide their review:       

Is all borrowed material referenced (including illustrations and paraphrased information)?

Are in-text citations correct and do they follow the approved format?

Is the References page correct and does it follow the approved format?

Does every in-text citation have a corresponding source on the References page?

Does every source on the References page have a corresponding in-text citation?

Are website links correct and still working? NOTE: You may want to advise students to keep hard copies of online information.

If it’s a group project, have all the sections been checked to ensure there is no plagiarism? Otherwise the entire group may be penalized. NOTE: You may set up Turnitin.com for students. This program allows instructors and students the chance to see how much of student work is borrowed information and whether or not it is referenced.

7. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities This activity works well with smaller discussion groups of six to eight. It can be related to the primary research students are conducting for their analytical reports, or it can be a topic of their choice to familiarize themselves with surveys.

1. Create an Online Survey—SurveyMonkey Discussion Instructions Part A: Create and post a survey.

1. Set up a free account on SurveyMonkey.com: http://try.surveymonkey.com/?gclid= CKyqgI3emK0CFcYKKgodWk8dlQ.

2. Create a short survey of eight to ten questions.

3. Write an introduction paragraph to your peers:  Explain the purpose of your survey.  Request that they take your survey.  Post your SurveyMonkey link with your introduction paragraph.

Part B: Participate in peers’ surveys.  Participate in all of your peers’ surveys.

Part C: Post a response.  Write a paragraph summarizing the findings of your survey.

2. Complete Library Research Most students use the Internet for research. However, it takes a lot more time and effort to ensure that a website is credible. Encourage students to go to the library website at your institution and find out what resources are available to them, such as ebooks and electronic databases of articles. Ask them to post their findings.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students take part in an online discussion about the necessity of being very critical when evaluating Web resources. Since most students will begin their research online, it’s important that they understand that not everything they find on the Web is valid. How do they decide what information is reliable and valid? Have they ever come across a site that they questioned? What made the site questionable? Have students share website addresses of questionable sites and techniques they use for judging credibility.

2. Class Discussion Board/Annual Reports on the Internet. Have students find company websites that post annual reports or other reports that contain graphics. What kinds of graphics are used most frequently in these reports? Do these graphics make the statistics easier to understand? Why or why not? Do these graphics make the report

more interesting to read? Why or why not? Were any graphics misleading? Explain.

Have students post the URLs and their critiques to the class discussion board to share with other students. Students should plan to visit some of the sites that classmates share to critique the graphics used in the reports. They should then share their findings on the board as replies to the original postings.

3. Formatting Reports. Ask students to experiment with options in Microsoft Word that will assist them in formatting their reports. Tools are available to create text styles, a table of contents, references, section breaks, page numbers, and cover pages, among other features.

4. Creating Illustrations. Ask students to use Excel to create information illustrations, such as charts and graphs, using data from primary research or data that you have provided.

ADDITIONAL RESOURCES COLLABORATION AND TEAMWORK Karen Sterkel Powell and Mary Ellen Guffey The widespread use of the team approach in business and industry includes teamwork in preparing written documents and oral presentations. Numerous studies reveal that businesses are increasingly dependent on teams to achieve their goals. Collaborative work is often necessary because rarely can one employee possess expertise in all areas of a business or industry. Thus, the knowledge of employees with specialized skills is required in preparing reports, memos, and presentations. Today’s technology enhances collaborative efforts with computers and software that assist teams in composing and revising documents.

Business communication instructors recognize the importance of providing their students with classroom experience in collaborative writing to prepare them for the demands of the workplace, as reflected in the research and publications on the topic.

The following sections describe the advantages and disadvantages of collaborative writing and present guidelines for implementing and managing collaboration in the business communication classroom.

ADVANTAGES AND DISADVANTAGES Collaborative writing projects result in advantages and disadvantages to the students and to you, the teacher.

Students The advantages that students gain from teamwork projects include the following: 1. A better understanding of the course’s concepts and their application in assignments.

Group members have more knowledge and experience than an individual person and provide valuable feedback to each other during the writing process.

2. Efficiency in preparing assignments from sharing responsibilities 3. The opportunity to earn higher grades 4. The opportunity to learn to become a good team player by learning about group decision making and interpersonal skills. Learning to be an effective team player helps them perform successfully in class and in the workplace.

5. The development of a tolerance/appreciation of the opinions, personality types, and writing styles of others. This advantage is particularly important for students who will enter a work force that is highly diverse.

The disadvantages of collaborative writing for students include the following difficulties: 1. Handling conflicts that arise from different opinions, personalities, and approaches to the writing process, as well as writing styles 2. Dealing with unequal member participation 3. Managing time conflicts in scheduling group meetings 4. Managing their own time and workload if the group project takes more time than an individual project. While group projects usually decrease the time spent on research and writing, they increase the editing, revising, and coordinating time. If a group does not work together well or if the writing skills are not fairly equal, some students will spend more time on the project than if they completed it on their own.

5. Earning a good grade at least equal to what they would earn on their own. Grades for a class are usually higher with collaborative writing; however, the grades of good students are sometimes negatively affected by group problems and the weak writing skills of other group members.

Instructors The advantages that instructors gain from teamwork projects are as follows: 1. The opportunity to act as facilitator and coach for small groups, thus demonstrating to students how they will most likely be managed in the workplace. Students have an opportunity to observe your use of effective skills for managing groups.

2. The reduced grading time to accommodate increase in class enrolment The disadvantages are as follows: 1. Higher grades that may contribute to grade inflation

2. Increased time demand for managing groups The advantages of collaborative writing for students and for you outweigh the disadvantages in the long run, as students are more prepared for writing and group experiences in the workplace. While you spend more time managing groups, this time is offset by reduced grading time. The grade-inflation concern can be minimized by using a combination of individual and group projects and by placing more weight for the course grade on individual projects.

The following sections provide suggestions for making collaborative writing valuable and enjoyable for students and for you.

COLLABORATIVE ASSIGNMENTS The majority of business communication teachers use a formal analytical report or presentation for the collaborative assignment. However, cases involving letters, memos, and short reports can be used if class assignments do not include the formal report, or they can be used in conjunction with the formal report.

Short collaborative assignments might include these: 1. A letter to a university or college committee or official about a problem the institution has, such as parking, registration procedures, traffic congestion, or inadequate bike paths. Students should describe the problem and offer solutions.

2. A letter to a company inquiring about the company’s policies on topics such as social responsibility and ethics 3. A letter to a businessperson asking them to be a guest speaker for the class 4. An abstract of articles pertaining to communication topics, such as crisis communication, group communication, intercultural communication, nonverbal communication, and listening skills 5. An informative report on a current communications or management issue 6. An informative report about a student organization, a student committee, or a student support office, such as financial aid, housing, student employment, or career services.

This is a good way to acquaint lower-level students with the school’s services and with opportunities for their involvement with organizations and committees.

7. A short analytical report that includes tables and graphs. To reduce research time, you can provide research sources or put them on reserve at the library. Consumer Reports provides product comparisons that could be used for this assignment.

Formal analytical reports used for the collaborative assignment usually consist of the following elements:   

Title page Transmittal letter or memo Table of contents

      

Table of illustrations Executive summary Introduction (purpose, scope, background or problem, methodology, and report organizational plan) Discussion Conclusions and recommendations Appendix (can include copies of all articles used) Reference list

Groups should select their topics with your approval. For lower-level classes with minimal business courses completed, the topics should be general, such as wellness programs, workforce diversity, ergonomics, smoking in the workplace, or intercultural communication. For upper-level students topics can include an analysis of a company and its environment, an investment analysis, a marketing plan for a new product, or an analysis of a computer information system for a company. You should check the proposed scope of the report to ensure that there is enough research and writing for a team project. Also, do not approve topics that have been difficult for previous students to research adequately.

Short collaborative assignments can be incorporated into the formal analytical report project.

For example, students can prepare a proposal requesting permission to research the topic they have selected for the formal report. The proposal should explain why the topic is important to businesses, how they plan to gather the research, a preliminary outline, and a work plan showing tasks to be completed along with a timetable for completion of the tasks and who will complete the tasks.

Another short assignment with the formal report project could be a progress report detailing tasks completed, work in progress, problems encountered, and projected task completion dates. Incorporating a “problem encountered” section alerts you to problems that may delay the report. It also provides an opportunity for you to offer suggestions that may help the group solve the problems. Asking the students to include a section on their group’s progress toward becoming a cohesive group could also alert you to some group problems so that you can intervene if necessary. The report can be prepared by the group or by individuals.

GROUP FORMATION Groups of three to five members work best for collaborative writing, depending on the length requirement and complexity of the project. Most teachers report that three is the best number.

Time conflicts for group meetings increase as groups become larger, as does the potential for a reduced level of participation by some group members. An odd-numbered group eliminates a tie situation when the group must vote to resolve differences. Students can choose their groups or be assigned to them. If they choose, you should give them some guidance in their selection.

Here are some suggestions:

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Encourage them to get acquainted with classmates early in the semester so that they make an informed decision. They should learn about others’ personalities, work styles, time availability, and interests. However, caution them to avoid people with personalities very similar to their own, as one of the benefits of group work is the variety in personalities and work styles that others bring to the group.

Discourage selecting good friends as group members, as they may avoid healthy conflict in order to maintain the friendship.

Allowing some time at the beginning of classes for this interaction will help students get to know class members and identify potential group members.

You can also assign students to groups. The assignment can be random or by some criterion, such as their major or concentration. If the class is an upper-level class, grouping by concentration allows the groups to select a topic pertinent to their concentration and to cover the topic in depth. Regardless of the method of assignment, some consideration should be given to the group composition in terms of gender and ethnic diversity. In addition, allowing groups to make some adjustments in their composition may be helpful if, for example, a group finds it has no common free time for group meetings. However, leaving some class time open for group meetings helps to alleviate some of these time problems.

Assigning students to a group can cause stress for the students and require more time for a group to become cohesive. Also, if the group experience and project turn out poorly, students may attribute that failure to you. Allowing the class to vote on whether they want to choose their group or be assigned may eliminate this situation.

After groups are formed, they should choose a leader or a chairperson. You should give the leaders a list of tasks they are expected to perform.

GROUP PREPARATION ACTIVITIES You can enhance the opportunity for students to experience a successful, rewarding collaborative writing project by thoroughly preparing students for the project. Providing instruction about team processes before the project begins can help students avoid some problems and handle those that do arise.

Instruction in Small-Group Processes Problems related to small-group processes include such issues as poor conflict management, personality differences, leadership issues, poor meeting management, poor division of labour, and public-speaking anxiety. Therefore, students will benefit from instruction in the following areas: 

Small-group development: stages (forming, storming, norming, and performing), building cohesiveness. Suggest they do something fun together to speed up this process.

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Small-group roles: maintenance and tasks roles, functional and nonfunctional roles Small-group decision making: brainstorming, consensus building. Use some group exercises in class to reinforce these concepts.

Conflict management: benefits of healthy conflict, supportive versus defensive communication, problem ownership, constructive criticism, avoiding Groupthink Personality styles: strengths and weaknesses of different styles, appreciating other styles, assigning tasks compatible with styles. Give students a personality test such as the Myers-Briggs Type Indicator or Personality Dimensions.

Active listening skills: discuss conversational styles and specific listening techniques appropriate for small groups.

Meeting management: initial use of unstructured meetings to brainstorm, and more structured meetings as tasks become more defined

Instruction in the Writing Process Problems in collaborative writing that are related to the writing process include lack of knowledge about the range and sequence of activities involved, poor division of labour, and poor definition of tasks as well as different agendas, competencies, and learning styles. You can assist students in learning the writing process in the following ways:   

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Provide a report case that informs them of the activities required for the report, a list of the sequence of activities, and the due dates for completing the activities.

Require students to get your approval of their topic, work plan, and preliminary outline so that you can determine whether the group has a good definition of their tasks.

Discuss methods for dividing the tasks. Students most often use the horizontal model for division of labour where each student researches, writes, and edits a chapter or section of the report. However, businesspeople often use the stratified model, whereby the tasks are divided according to members’ abilities. Thus, one member does the research, one writes the rough draft, one edits, and another prepares the visual aids and formats the report.

Allow groups to choose the model they want to use based on their knowledge, skills, and personality strengths and weaknesses. If they choose the horizontal model, suggest that they have one member act as the final editor of all sections so that they are consistent in voice and style throughout the report.

If interviews are conducted or surveys used to gather research, instruct students on the design of interview and survey questions and require them to get your approval before using the questions.

ANALYTICAL REPORT GROUP ACTIVITIES While collaborative analytical reports vary considerably in content, length, and complexity, the following list of activities serves as a guideline for planning the sequence of activities involved in

the report-writing process. These activities should appear on the report case students receive, along with due dates.

1. Preliminary approval of report topic. This step can be done informally since the goal is to ensure that the topic is alright in general and that another group has not already selected the topic. Having each group write you a brief note about their topic should be sufficient. Consider requiring students to attach three current articles on the topic so that you can evaluate its feasibility.

2. Proposal due, addressing report topic, research methods, work plan, and preliminary outline 3. Group conference with instructor. This conference will enable you to ask questions about the proposal and comment on the work plan and preliminary plan.

4. Surveys, interview questions, and accompanying letters due. Remind students that you must approve these items before they start gathering their research.

5. Progress report due with final outline. This report can be prepared by the group or individually. If it is a group report, ask them to include names of members who are doing each of the tasks. Refer to the previous discussion on progress reports under “Collaborative Assignments,” above. Requiring a progress report encourages students to complete their tasks and offers you an opportunity to monitor members’ performance.

6. Introduction section of report and visual aids for discussion section of report. Requiring these items before students write the discussion section helps to ensure that the group has a well-defined purpose and problem definition. In addition, requiring the tables and graphs at this time forces them to consider carefully which information should be written in text format and which should be in visual-aid format. Return these items with suggestions for revisions if necessary.

7. Revised draft of introduction and draft of discussion, conclusions, and recommendations.

Ask group members to write their names by the sections they researched and wrote.

This enables you to evaluate the performance of group members and encourages timely completion of the research and writing tasks. You can make some general comments about the draft and return it, but avoid extensive feedback on content, writing style, writing mechanics, format, and so on. If you give them this kind of feedback, the quality of the report they submit is actually just a reflection of how well you edit their rough draft of the report. Also, if you do this type of editing, students may believe that they only have to revise according to your comments, and they may get upset if you miss something for which you deduct points on the final copy of the report. In other words, you take away accountability for the quality of the report from the students.

If you see some sections of the rough draft that look very poor, copy them before returning the draft. This will provide some documentation to justify lowering a student’s grade. You do not have to return the drafts; you may want to keep them as evidence of individual contributions to the report. Ask the student to make a copy of the rough draft and tell them that you will keep the copy they give to you.

8. Final copy of the report, along with leader’s or chairperson’s report and peer evaluations.

9. Oral presentation of the report; each group member should use at least one visual aid.

You can grade the presentation on a group or individual basis. Peer evaluations are also very helpful but do not need to be used to calculate the group or individual grade.

Recording the presentations provides meaningful feedback to the students and can be helpful in justifying a grade if a student challenges it.

GROUP-PERFORMANCE EVALUATION Business communication instructors want to give students a grade that reflects their writing ability, their contributions to the group’s writing process, and their contribution to the group processes during the collaborative project. While no method guarantees this, there are methods of gathering information about individual performances and methods for assigning grades that will minimize injustices and increase the students’ satisfaction with the gradeassignment process.

Assessing Individual Performance Several methods of gathering information about individual work are used by communication teachers. At least two or three methods should be used from the following list: 1. Confidential peer evaluations. These evaluations are an incentive to individuals to perform according to the expectations of their fellow group members. Peer evaluations should focus on behaviours of group members rather than their traits. See the end of this article for a sample of a group project peer evaluation form.

2. Leader’s or chairperson’s report. This report should detail the tasks or responsibilities completed by each member and provide a record of meeting dates, times, and attendees. You may also request minutes of meetings with group members sharing the responsibility for submitting these to you periodically so that you can identify the nonperformers.

3. Student logs or journals. Ask students to keep a log or journal about the group’s activities, the group’s small-group processes, and their feelings about other members’ behaviour and contributions as well as their own. These should be submitted periodically to determine whether your intervention is necessary with the entire group or with just one member. Logs and journals also can be used to support peer evaluations.

4. Class attendance record. Take attendance on class days when instruction is being given on group processes, writing processes, and the report project, as students who are absent miss valuable information that helps them contribute effectively to the group project. Also, if group meetings are held during a class period, they miss that interaction with the group, increasing the out-of-class time required for group meetings.

Assigning Group Grades Using a combination of group and individual grades increases the likelihood that the grade a student receives is an accurate reflection of their writing ability and contribution to the group and the assignment. Thus, a student’s grade should be based on the score assigned to the written report and one or more of the evaluation processes described previously. Using a combination of evaluations helps provide you with a defensible and objective basis for assigning grades.

Some suggestions for using the combined evaluations follow: 1. Score the written report and give each group member the same grade. In addition, give a separate grade for each student’s contribution to the report and to the group process based on the four evaluations discussed previously. For example, the written report may be worth 100 points and the other grade may be worth 50 points. You need to establish the criteria for assigning this grade so that you have consistency from one student to another and to inform the students of the criteria.

2. Score the written report and add or deduct ten points for individual members according to the evaluation they receive on the four evaluation items discussed previously. Criteria need to be established for the ten points.

3. Score the written report and deduct points (no limit) for individual members according to the evaluations they receive on the four evaluations discussed previously. You should have some guidelines for deducting the points so that there is consistency in the deductions. For example, each low rating on the peer evaluation is minus five points, each missed meeting is minus three, each missed class period is minus three, and so on.

To minimize having to adjust grades for nonperformers, encourage groups to confront these students early in the project and set some guidelines for what the group expects from them, along with deadlines for completing tasks. If they do not meet the expectations or deadlines, the groups should consult with you. Giving groups the option of “firing” nonperformers from the group, with your approval, is an incentive to nonperformers to do what is required of them to stay in the group. If a member is fired, they should receive an “F” for the project or be given the option to do the report on their own for a significant deduction, such as 50 percent.

Numerous ideas and options are available for incorporating collaborative writing into the business communication class. The articles in the reference list provide additional valuable information on successfully implementing collaborative writing into your class.

REFERENCES Dufrene, D. D. & Lehman, C. M. (2005). Building High-Performance Teams, 2e (Cincinnati: Thomson/South-Western).

Hulbert, J. E. (1994, June). Developing collaborative insights and skills. The Bulletin of the Association of Business Communication, pp. 53–56.

Kerr, D. L. (1995, March). Team building and TQM: An experiential exercise for business communication students. Business Communication Quarterly, 58(1):47–48.

Lopez, E. S. & Nagelhout, E. (1995, June). Building a model for distance collaboration in the computer-assisted business communication classroom. Business Communication Quarterly, 58(2), 15–20.

Louth, R. H. & Ramsey, R. D. (1994, June). The traditional model and the collaborative model.

Bulletin of the Association for Business Communication, 57(2), 56–57.

Schullery, N. M. & Gibson, M. K. (2001, June). “Working in Groups: Identification and Treatment of Students’ Perceived Weaknesses,” Business Communication Quarterly, 64(2): 9-30.

Stratton, C. R. (1989, September). Collaborative writing in the workplace. IEEE Transactions on Professional Communication, 32(3):178–182.

Sutton, J. C. (1995, March). The team approach in the quality classroom. Business Communication Quarterly, 58(1):48–49.

Vik, G. N. (2001, December). Doing more to teach teamwork than telling students to sink or swim,” Business Communication Quarterly, 64, 112.

Westphal, J. D. (1999, February). Collaboration in the boardroom: Behavioural and performance consequences of CEO-board social ties. Academy of Management Journal, 42(1), 7–24.

CONFIDENTIAL GROUP PROJECT PEER EVALUATION

NAME ________________________________ GROUP # ________ SECTION # __________

Rate each person in your group (including yourself) on the criteria indicated, using the following scale: Excellent: 4 Above average: 3 Average: 2 Poor: 1 Student 1 Quality of contribution Quantity of contribution Creativity Turn-taking (allowing all members to actively participate) Leadership Effort (time spent on project) Attitude toward group (cooperation, dependability, willingness to help others) Logistics (clerical-type duties) Attendance at meetings Preparation for group meetings Willingness to accept and complete tasks Completion of tasks on time Overall rating

Student 2

Student 3

Student 4

ADDITIONAL RESOURCES 7 Steps to Creating a Sales Report Your Bosses Will Enjoy Reading https://www.salesforce.com/ca/blog/2017/01/7-steps-to-create-a-sales-report.html 4 Reasons Why You Should Use Infographics for Business https://www.edrawsoft.com/infographics/why-use-infographics-for-business.html Simple Work Plan Template for Your Next Project (With Example) https://www.indeed.com/career-advice/career-development/work-plan-template The Difference Between Primary and Secondary Research https://www.thebalancesmb.com/differences-primary-and-secondary-research-2296908 Meta Search Engine: What Is a Meta Search Engine? https://www.wordstream.com/meta-search-engine

CHAPTER 12 TEACHING SUGGESTIONS AND RESOURCES

Informal Business Reports CHAPTER OVERVIEW Even a business executive as averse to marketing surveys as former Starbucks CEO Howard Schultz has come to acknowledge the advantages of gauging customers’ and employees’ perceptions and preferences. Surveys are an important part of a company’s strategic decision making and often form the basis of reports, both periodic and situational. Chapter 12 focuses on informal reports that help managers to track their supervisees’ and the company’s performance and to make informed decisions.

Students are introduced to statistical techniques to sort and interpret business report data.

They learn to tabulate information and, most important, to draw meaningful conclusions from the results and make feasible recommendations. After all, the conclusions and recommendations are the most widely read sections of a report.

The chapter provides guidelines for students to understand when to choose a direct or indirect organizational strategy, depending on the knowledge of the readers and their attitude toward the subject. It cannot be stressed enough that report readers look for road signs such as introductions, transitions, and headings to help them navigate the information. Students will apply these writing strategies as they prepare informational and analytical reports.

LEARNING OBJECTIVES 1. Analyze, sort, and interpret statistical data and other information.

2. Draw meaningful conclusions and make practical report recommendations.

3. Organize report data logically and provide reader cues to aid comprehension.

4. Write short informational reports that describe routine tasks.

5. Prepare short analytical reports that solve business problems.

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FEATURES IN THIS CHAPTER   

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New Spotlight on Communication: Immersive Tech—Inspiring Teamwork Includes examples and cases that represent such business-relevant subjects as conflictfree smartphone use, new technology, social media, and global business Includes updated end-of-chapter activities and self-contained reports to enable students to practise critical thinking, create decision matrixes, and formulate report conclusions as well as recommendations Inserts discussions of ethics whenever appropriate in the coverage of researching, organizing data, and writing reports with integrity Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension New Case Connections: SAIL Outdoors—Meeting Customer Demand

STUDENT ENGAGEMENT STRATEGIES Making It Relevant The best way to make this chapter relevant is to introduce an interesting research assignment for students. When students write reports related to their programs of study or future careers, the research is enjoyable for them.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. When are tables the most appropriate analytical tool and tabulating technique? What types of data are best presented in tables?

Tables are most suitable for numerical data because they help researchers understand quantitative information. The systematic columns and rows in a table enable researchers to summarize and simplify numerical data from surveys and interviews.

2. Do you recommend that the direct or indirect strategy be used for the following analytical reports? a. An analytical report written by a consultant recommending that a major Canadian corporation lay off 4,500 workers in a Chinese factory

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Indirect. The consultant needs to gain support for this recommendation by presenting supporting data and providing persuasive reasons before recommending a decision that is sensitive in nature. b. An analytical report written by the manager of a superstore who recommends that his supportive boss replace Sony microwaves with Amana microwaves in the appliances section of the store Direct. This is a nonsensitive topic being presented to a receptive audience.

3. Read the following article and discuss it in class: In a recent decision, the British Colombia Supreme Court upheld the dismissal of a long-service employee following a series of confidentiality breaches. In this case, the employee served as a Client Services Manager for WorkSafe BC—the Worker’s Compensation Board of British Columbia. In that role she was, in part, responsible for handling claims by other WorkSafe BC employees. Staff claims were understood to require a unique level of sensitivity and confidentiality and were controlled by managers rather than a bargaining unit employee in the manner that claims from the general public would be processed. Prior to her dismissal, the employee had been cautioned by her director that information about staff claims should not be disclosed, even to other managers, without a proper business purpose.

As a manager, the employee also served as an “ethics advisor”—a resource for fellow employees requiring assistance about any matter relating to ethical conduct and the applicable Standards of Conduct including the requirements regarding the treatment of confidential information. As an ethics advisor, the employee received regular ethics training, and was required to complete an annual ethics declaration acknowledging that a breach of the Standards of Conduct could result in disciplinary action or termination.

Despite this training, the employee was known to regularly share information about staff claims as well as management concerns and disciplinary issues.

Eventually, an investigation was launched and the plaintiff was found to have breached the applicable Standards of Conduct regarding the protection of confidential information.

On April 19, 2011, the employee was dismissed for cause; however, she was afforded the option to retire (the Retirement Option) and receive a lump sum benefit amounting to four months’ notice in consideration of her 36 years of service. She elected to proceed by way of retirement and signed a release indicating that she had received legal advice—even though she had not.

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As we know, an employer cannot expect an assertion of just cause to be upheld unless the employee’s offending behaviour “fundamentally strikes at the heart of the employment relationship.” In determining that the employer had adequately established just cause in this instance, Justice Branch noted that given the employee’s unique position of trust, the sensitive nature of the workplace, and the repeated instances of breach the employer had “reasonably concluded that the trust relationship was simply too broken.”

Tomaino, C. (2018, July 27). B.C. judge finds that breaches of confidentiality can give rise to just cause dismissal. Canadian HRReporter. https://www.hrreporter.com/employmentlaw/news/b.c.-judge-finds-that-breaches-of-confidentiality-can-give-rise-to-just-causedismissal/307891. Retrieved 5 February 2021.

Comment: Most students will probably agree that the individual in this article has performed in an unethical manner. Confidentiality in business is critical and is of the utmost importance, especially when one has been given a leadership role, such as the employee in the article. The fact that the individual was also an “ethics advisor” is especially insulting to her position. It is unfortunate that she viewed herself as “above the law” and that her employment had to be terminated; however, standards of ethics and conduct must be maintained.

4. When writing a research report, what should you do to ensure your secondary sources are reliable and ethical?

In order to write a report with integrity, it is important to be objective and use credible research sources and statistics. If evidence refutes the writer’s original ideas, then the writer has an obligation to alter their opinion and report the facts. When using statistics, it is important to ensure the information is bias-free and retrieved from a reputable source, such as Statistics Canada.

5. When writing a research report, how can you ensure that primary research is ethical?

Interview or survey questions should be objective and open-ended to allow for honest and reliable responses. The compilation and representation of data should be transparent and should not be skewed. In order to be transparent, data should be provided in a report appendix (interview transcripts and survey results). Those interviewed should be made aware of how and when their responses will be published.

More than one person should be interviewed on a given topic. Survey groups should be large enough to warrant validity.

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Classroom Activities Topic Emphasis In class discussions emphasize the point that writers need to plan carefully the design as well as the content of their reports. Reports must provide readers cues for comprehension through introductions that state the report’s purpose, effective transitions, and appropriate headings.

Also emphasize that (1) graphics in reports must be meaningful and easy to interpret, (2) graphics should match objectives, (3) conclusions should be meaningful, and (4) recommendations must be practical.

Chapter Presentation Suggestions 1. Textbook Exercises. If your students are not preparing long reports but you want them to learn about working with raw data, organizing facts, drawing conclusions, and making recommendations, then use the end-of-chapter exercises in place of activities related to specific long-report assignments. Students do not have to actually write a long report to learn many of its lessons. These chapter activities help you apply important concepts from the chapter efficiently and effectively.

2. Presentations on Report Format. Ask students in small groups to prepare and present a training session on one aspect of report formatting. They could show the class how to    

create a cover page, use styles to create a table of contents, use Excel to create charts or graphs using research data, and use the references tool in Word to generate citations.

3. Integrating Illustrations. Provide students with a page from a report that includes an informative illustration, such as a table, graph, chart, or diagram that is not integrated into the document. Ask students to refer to the illustration before it appears (e.g., “See Figure 1”), give it an appropriate title, and provide a source for it.

4. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

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Online Class Activities

1. Conclusions and Recommendations. Students often have a difficult time creating the conclusions for a report and ensuring that the recommendations match the conclusions.

Provide students with a report and conclusions. Ask them to post three to five recommendations based on the conclusions. They should comment on two other posts.

2. Communication: Online vs. Face-to-Face Interactions. Read the following article: Human beings are social creatures by nature. Socializing and engaging with others is almost as crucial as food and water to our survival. The way in which we communicate has been rapidly evolving over recent years. With advances in technology, the internet, instant messaging and now smartphones, there are many channels and modalities in which to interact with others. However, has our evolutionary brain been able to adapt and keep up with this inundation of communication possibilities? This article examines whether these virtual interactions can replace face-to-face communication in terms of promoting satisfaction and enhancing overall well-being.

Research conducted by Lee et al. (2011) revealed that while face-to-face communication can predict enhanced quality of life, internet communication cannot. While the internet has opened up a new realm of possibilities in terms of connecting with people across the globe, at any time, there are inherent factors in online communication that limit its ability to promote the same levels of satisfaction as traditional face-to-face communication.

Why Online Communication May Be Less Satisfying Than Face toFace There are many crucial differences between online and face-to-face communication which can lead to online communication being less emotionally satisfying and fulfilling than faceto-face communication. Below are several reasons as to why this may be the case: 

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Socializing online takes time away from offline interactions: It goes without saying that the more time an individual spends online, the less time they have to engage with friends and family members in real life. This may lead to a degeneration of the social skills necessary to engage in real life interactions.

Online interactions may promote passive engagement: Online interactions take place in the context of a multitude of platforms, such as Instagram, Twitter and Facebook to mention a few. These distractions can direct an individual away from the conversation and towards passive engagement with the platform, in the form of scrolling. This type of engagement is similar to watching television, which has been shown to decrease mood and overall well-being.

Conversational topics may be of a more shallow nature: As opposed to a face-to-face conversation which can flow naturally, easily seguing from one topic to the next, online

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conversations may be more restricted. Perhaps the response effort in typing out a long paragraph expressing how you are truly feeling is too great, resulting in short answers that do not properly convey the message. Moreover, online conversations tend to focus on a narrower scope of subject material or may be utilitarian in nature, simply conveying the essential message.

Interactions may be fragmented and responses delayed: How many times have you seen a message and replied to it several hours or perhaps several days later? Online conversations are not conducive to free, open communication since the communication partner can essentially step out at any time. This insecurity does not foster opening up and sharing on a deeper level for fear that the communication partner may simply disappear. If we do open up and the communication partner does not respond immediately, this can make us feel that our experiences are not valid or worthy of another’s attention.

Nonverbal cues are less easy to distinguish: According to Birdwhistell (1970), about 65 percent of the social meaning of a situation is derived from nonverbal cues. Even with video options, nonverbal cues can be distorted or concealed making interpretation of those cues more difficult. Without being able to gauge a person’s reaction or emotional state, misunderstandings and miscommunications are likely to occur which can lead to breakdowns and fights within relationships.

Interactions in real life may be adversely affected by smartphone presence: Simply having a smartphone present when engaging in a face-to-face conversation can have negative effects on the quality of that interaction. With the unending possibilities for entertainment comfortably lodged in one’s pocket, it is easy to become distracted and casually turn the screen on, flick through social media all the while trying to maintain a real life interaction. This implies boredom and a lack of interest with the communication partner and can lead to weaker ties being formed as well as more superficial conversation.

People may not represent themselves truthfully online: Whilst this can be said for online and offline interactions, it is easier to misrepresent oneself online than it is during a face-to-face encounter. It is possible to re-write and edit text endlessly, whereas a slip of the tongue once said cannot be taken back.

Conclusion Overall, face-to-face communication fosters higher quality interactions than online communication. Is that to say the virtual world has nothing to offer in terms of socializing?

Absolutely not. Online communication and social media should be used as supplemental to one’s social life. It should not, however, be integral or the sole source where one socialises and interacts with others. The internet, technology and smartphones have brought with them many benefits. They have increased work flexibility in some fields, allowed for people to remain in touch across continents, made life easier by congregating all necessary tools to pay bills, check emails, talk to loved ones etc. on one device. However, when it comes to our human need to socialize and connect with others, face-to-face communication is still required. In Lee et al.’s (2011) analysis, the researchers found that using the Internet for .

interpersonal communication had a negative impact on people’s quality of life whereas talking to a friend or family member face-to-face for just 10 minutes had a positive impact on quality of life.

In order to enhance our well-being, we need a healthy balance between our virtual and real worlds. While technology has been able to bring communities and people closer together, it is up to us to foster those connections and nurture them through old fashioned face-to-face encounters. It is vital for us as a human species to be able to continue to connect with others without hiding behind a screen.

References Rotondi, V., Stanca L., Tomasuolo M. (October 10, 2017). Connecting alone: Smartphone use, quality of social interactions and well-being. Journal of Economic Psychology, 63, 17–26. https://doi.org/10.1016/ j.joep.2017.09.001.

Lee, P., S., N., Leung, L., Lo, V., Xiong, C., and Wu, T. (2011). Internet communication versus face-to-face interaction in quality of life. Social Indicators Research, 100, 375–389. DOI 10.1007/s11205-010-96183.

Kraut, Robert & Patterson, Michael & Lundmark, Vicki & Kiesler, Sara & Mukopadhyay, Tridas & Scherlis, William. (1998). Internet Paradox: A Social Technology That Reduces Social Involvement and Psychological Well-Being? The American Psychologist. 53. 1017-31. 10.1037/0003-066X.53.9.1017.

Article Source Plumridge, N. (2020, April 13). Communication: Online vs face-to-face interactions. Psychminds. https://psychminds.com/communication-online-vs-face-to-face-interactions. Retrieved 5 February 2021.

In your discussion groups, discuss the following questions:    

What is your reaction to the opening paragraph of this article? Explain your reaction.

Do you think technology-mediated communication tools have a negative edge to them?

Provide specific examples.

Do the advantages of technology-mediated communication tools outweigh the negatives?

Explain.

Your post should be between 150 and 200 words.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students take part in an online discussion about the necessity of evaluating the credibility of statistics on the Web very carefully. What

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techniques can someone use to misrepresent data on the Web? Why would someone placing statistics on the Web want some data to be interpreted in a certain way? Should companies be held liable for misrepresented data if the data lead to poor decisions on the parts of users? Why or why not? If possible locate sites that have questionable data and share the URLs with the class.

2. Presenting Data in Presentation Slides. Provide students with slides that have unsatisfactory visuals (e.g., too much data, text too small, images too blurry). Ask them to work in small groups to revise the slides and make the visuals more appropriate. They should show the class their revisions and explain the changes.

3. Using Headings. Provide students with sample pages from a report that uses vague headings (at least three heading levels). Ask them to read the sections and provide appropriate headings. Ask them to provide a list of dos and don’ts for headings in a report. Then ask them to choose a style that would organize the headings into readerfriendly levels.

4. Class Discussion Board/Using Technology to Create Attractive Reports. Have students explore MS Word or similar word-processing software carefully. What tools does their word-processing software include that can make report writing easier? What features does their software have that can result in more attractive, professional reports? Have students share their findings with the class on the class discussion board. This is a great way for students to learn about a variety of features and this exercise stores this information in one place for easy access later.

ADDITIONAL RESOURCES Analyzing, Interpreting and Report Basic Research Results https://managementhelp.org/businessresearch/analysis.htm Data Is Useless Without the Skills to Analyze It https://hbr.org/2012/09/data-is-useless-without-the-skills Drawing Conclusions https://www.youtube.com/watch?v=Z_S1pkkN81s

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CHAPTER 13 TEACHING SUGGESTIONS AND RESOURCES

Proposals, Business Plans, and Formal Business Reports CHAPTER OVERVIEW If your course includes a proposal or formal report, you may want to introduce this chapter early in the course. Assigning a long report usually means introducing the topic six to ten weeks before the report is due. Because this chapter outlines all the parts of proposals and formal reports, you can discuss it when you first make the report assignment and return to it when students are completing their reports. If your students do not actually write long reports, they can still benefit by analyzing their structure and seeing the application of the 3-x-3 writing process to longer documents. Once your students are familiar with long reports, they can use this chapter for reference when they need to prepare reports for other courses or at work.

Emphasize the differences and similarities of proposals and formal reports. To overcome the sense that some students have that preparing proposals and formal reports is overwhelming, show them how applying the 3-x-3 writing process divides a large task into manageable steps.

Assure them that such reports are written over time and often in teams. Generally, proposals and large reports are not written in isolation. Emphasize that such projects are completed through sufficient preparation and perseverance.

This chapter also introduces the components of a business plan with special emphasis on how it promotes growth potential and establishes confidence in the management team.

LEARNING OBJECTIVES 1. Understand the importance and purpose of proposals, and name the basic components of informal proposals.

2. Discuss the components of formal and grant proposals.

3. Identify the components of typical business plans.

4. Describe the components and purpose of the front matter in formal business reports.

5. Understand the body and back matter of formal business reports.

6. Specify final writing tips that aid authors of formal business reports.

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FEATURES IN THIS CHAPTER      

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New Spotlight on Communication: Egale Canada – Fostering Inclusion.

Provides figures to illustrate the sequence of components in informal and formal proposals as well as the sequence in formal business reports.

Includes coverage of grant proposals so that students appreciate their importance in securing funding for both profit and nonprofit organizations.

Includes the coverage of business plans and cites a popular business plan reference.

Concept Check questions added to each Learning Objective to reinforce and enhance student comprehension.

Added new paragraph on bias-free language to Final Writing Tips section of Learning Objective 6 to reflect new APA Guidelines. Paragraph also includes reference to APA website for additional examples.

Provides revised end-of-chapter materials with several items, including social media, grant proposals, and business plan activities.

STUDENT ENGAGEMENT STRATEGIES Making It Relevant One of the most exciting parts of this chapter for many students is the section on business plans. Many students have dreams of opening their own businesses, and they should be aware that writing an effective business plan is an essential part of the process. One of the best sources for information about small business is the Government of Canada’s Canada Business Network (https://www.canadabusiness.ca). Encourage students to explore this site thoroughly, particularly if they’d like to start a business one day.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. If one of your teammates cowriting a formal report with you has been found to have plagiarized a portion of your writing project, typically the instructor will punish the entire group, assuming the ownership of the entire team. After all, researchers are expected to deliver a product that they have jointly prepared. Is this approach fair?

Answers will probably vary. Most instructors consider the team as a whole guilty of academic dishonesty, whereas many students view their research tasks as work that they divide among themselves and don’t perceive it as a coherent whole. Each group

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member assumes responsibility for an activity such as researching, writing, or editing, or team members write small sections of the report, say, a third or a quarter each in a three- or four-member team. Such an approach makes cheating nearly undetectable, and the group members have little control over the work other individuals do. Anticheating websites like Turnitin.com can help students protect themselves against lazy, unskilled, or unethical peers if their instructors allow the submission of drafts or multiple versions. However, even if Turnitin.com is not available, each researcher must take full responsibility for the report. Few instructors are willing or able to play detective to find the guilty party, if indeed only one person cheated or plagiarized.

2. A business plan’s purpose is to help manage a company and raise capital; hence, it is a persuasive document that must be accurate and honest. Whether the goal is to persuade a lender or investors or whether it is the blueprint for running operations, the business plan must be realistic. What are the risks of “fudging” numbers or downplaying potential challenges?

To create buy-in from potential investors and to ensure the smooth management of the start-up, solid research and an honest look at the strengths and weaknesses, opportunities, and threats are necessary. After all, among the reasons for the failure of many start-ups are these: not writing a business plan; creating a weak, unpersuasive document; or implementing a business plan poorly. The business plan is a living document that needs to change as the business evolves; it creates a solid basis for the entrepreneur. A flawed or dishonest business plan will not lead to long-term success.

The chances that a new incorporated business will survive for 8 years are about 50 percent.

3. What are the key elements of a business proposal?      

Purpose and audience Justification Preliminary research Budget and timeline Resources required Request for approval

4. What tone should be used in a business proposal or business plan?

The tone of a business proposal or business plan should be persuasive, positive and realistic. Like any step in documenting a project, it is important to be specific about resources needed and to research sources. That is why it is important to be realistic regarding the timeline and budget for the project. Any potential issues should be included, as well as solutions. This ensures the manager or client that these issues are not being ignored and that they are being addressed before they negatively impact the

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project. It is important to focus on the positives while still being realistic. This is a key aspect of persuasive communication and project management.

Classroom Activities Topic Emphasis Emphasize the differences and similarities of proposals and formal reports. To prevent students from feeling overwhelmed, suggest that they use the 3-x-3 writing process to divide the project into manageable steps. Assure that such reports are written over time and often in teams.

Generally, proposals and large reports are not written in isolation. Emphasize that such projects are completed through sufficient preparation and perseverance.

Chapter Presentation Suggestions 1. Document Analysis. Have actual business proposals and formal reports for students to examine. Being able to examine these closely will help students understand what actually goes into these documents and why. They can examine and evaluate these documents using the explanations and guidelines for preparation that you give them during your class lectures on these topics.

2. Audience Analysis. Discuss with students the various parts of formal reports and proposals. Be sure they have a general idea of what readers expect to find in each part.

Then discuss what types of individuals would be most interested in recommendations, conclusions, and executive summaries, and why.

3. Work Plan. Has your campus recently been involved in activities that resulted in a formal report to the president or other academic official? Has a local company recently submitted a proposal for management’s approval? If you can arrange it, have a campus administrator or an outside company representative discuss how his or her particular project was planned, developed, and prepared, students will be able to see that these types of projects require a great amount of planning, coordinating, writing, and revising.

Students need to perceive how important planning their work and working their plan can be to the successful completion of their projects.

4. Generating Report Topics. It can be difficult to come up with appropriate report and proposal topics. Therefore, students can find a list of suitable business-related report and proposal topics in the Additional Resources section of this chapter. These topics are divided into the following categories related to students’ major courses of study: accounting, finance, personnel/human resources, marketing, information systems, management, and general business/education/campus issues. Students can gather information for many of these reports by using the Web. You may assign the topics as

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individual or team projects. Topics are appropriate for business proposals, business plans, or formal reports.

5. Justification Statements. Justifying why a project should be approved is the most important part of writing a proposal. It is also the most challenging. Provide students with a project and ask them to write one to three short paragraphs justifying why it should be approved. Remind them that they should focus on the audience.

6. Task Breakdown and Timeline. Another important part of the proposal is the timeline. If it’s a group project, this is the perfect time to ask students to determine who is doing what part of the project (task breakdown). They should identify which tasks are completed by all the group members, such as research, and which tasks are completed by only one or two members such as formatting and final editing. Next, they should identify how long the task will take to complete and when it will be completed. This can be formatted as a table.

7. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities

1. Suggestions for Improvement Ask students to suggest an improvement to a service or product that they use. They should then write a one-page proposal for this improvement and post it. Request that they comment on three other posts. They should comment on whether or not they think the improvement is necessary and whether they thought the proposal was persuasive enough to encourage the change. What persuasive technique(s) worked in the proposal? What else could have been mentioned as a reason for the improvement? Could any other persuasive techniques have been used?

2. Online Course Experience Assessment Discussion Instructions This should be your final discussion activity of the course. For many students your course may be first online class they’ve taken. This course experience assessment gives them an opportunity to reflect on their learning. As well, their reflections are interesting to read, and their valuable input will help you to prepare your course for the next semester.

In the group discussion forum, write an online course experience assessment (three paragraphs). Reflect on this online learning experience, and answer the following questions:

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Paragraph 1  Discuss a minimum of two benefits of online learning (aspects of online learning that worked well for you). Provide specific examples from this semester to support your comments.

Paragraph 2  Discuss a minimum of two challenges you have experienced with online learning. If relevant explain how you were able to overcome these challenges. Provide specific examples from this semester to support your comments.

Paragraph 3  In your concluding paragraph, summarize your overall online learning experience.

Please note that the word count for this discussion is 200 to 300 words.

Online Course Experience Assessment Evaluation Rubric 3 High-Quality Post Meets the 200- to 300-word count

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Benefits discussed with supporting examples Challenges discussed (with sensitive wording) and examples given Organized into coherent paragraphs Free of mechanical errors (spelling, grammar, punctuation)

2 Average-Quality Post Meets the 200- to 300-word count

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1 Poor-Quality Post Under 200 words

 Benefits discussed Challenges discussed (with sensitive wording) Organized into paragraphs Contains some mechanical errors that do not affect readability

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Vague benefits and challenges Weak paragraph structure Mechanical errors affect readability

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Ask students to take part in an online discussion about the process of writing long reports, proposals, and term papers. If students have not experienced report writing on the job, they have certainly experienced it in the classroom. How do they begin their research? What sources do they use? Do they have .

valuable resources they can share with the rest of the group? How do they avoid plagiarism? Why do they think appearance of the report is important?

2. Report Writing: Getting Help on the Web. Have students conduct Web searches for companies that provide help with writing proposals. Many such organizations exist.

What sorts of services do these companies provide? What do they charge for their services? When should a company consider hiring such a service? Would doing so ever be worth the investment? Have students share their findings with the class or in small groups.

3. Getting Organized. One of the most challenging aspects of a project, whether it’s an individual or team project, is staying within budget and meeting the deadline(s).

Encourage students to use project documents to stay on track. For example, they should prepare several written and/or oral progress reports. They should also have several meetings in order to get feedback on their work at various stages. Some meeting can occur online. Ask students what method of online communication they will use to share files.

4. Gantt Charts. Ask students to prepare a Gantt chart partway through the project that indicates what they have completed and what they have left to complete. They can use a line graph, table, or software such as Microsoft Project to create the illustration.

5. International Newsletter. As an alternative to a long report, have students research, write, edit, and publish an “international newsletter” using desktop publishing software.

Information from current newspapers, magazines, interviews, and online searches may include business activities in other countries, political news affecting business, the business culture in other countries, and career-planning suggestions for international employment. The newsletter could be distributed to other students, to parents, and through the public library. The newsletter can be in print form or distributed electronically.

Adapted from an activity prepared by Les R. Dlabay, as cited in National Business Education Association newsletter, 1998.

6. Class Discussion Board/Starting a Business. Have students explore the Canada Business Network website (https://www.canadabusiness.ca) to see what kind of information is available there. (Because the site is so large, you might want to assign students to explore different areas by last name.) Once they’ve explored the site (or their assigned areas), students should post their findings to the class discussion board. This is an excellent way for students to learn about this valuable resource.

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TEACHING FORMAL REPORTS by Salvatore N. Safina Lecturer, Department of English University of Wisconsin-Milwaukee in conjunction with Dr. Mary Ellen Guffey, Thomson/South-Western In a meeting of business and technical communication instructors at the University of Wisconsin-Milwaukee, the following question was raised: “Do we need to teach the long report?” The question was tabled for further review. But my answer to the question is an unequivocal “yes.” The formal report is, in my view, one of the most valuable learning experiences students of business communication come away from the course with. It helps students to hone their skills in managing a large project, researching, designing documents, and writing. That said, teaching the formal report from process to product is difficult; for instance, the process involves a considerable investment of time by instructors—both in and out of the classroom. Moreover, because most students have not had to undertake such a project, it can be frustrating—for both students and instructors. However, despite those drawbacks, I think the advantages for students far outweigh the disadvantages. In what follows, I will discuss, step by step, how I guide students through the formal report project.

Unlike many business communication instructors, I require each student to complete the formal report project individually. Additionally, students are allowed to choose from a list of topics divided into majors and/or areas of specialization; or they may choose an analytical topic (yardstick, feasibility, justification/recommendation) from Chapters 11, 12, or 13 of the text. If students do not wish to choose one of these topics and decide they would like to develop one on their own, then they must first meet with me in person to discuss their proposed topic. My reason for choosing this route is based more on the realities of an urban commuter university than any theoretical position; however, I do believe that it gives all students a chance to learn from the process directly, even if the final product doesn’t turn out as expected.

Preliminaries I begin my discussion of the formal report project the very first day of class. I first point out to students that because the project constitutes 25 percent of their final grade, they should begin thinking about it immediately. Then I direct them to the three pages of the syllabus (on colourcoded paper so they stand out) devoted to the following: (1) a set of detailed instructions for the project proposal assignment, which is students’ first formal presentation of their chosen topic and preliminary research; (2) a set of detailed instructions for the formal report project itself, including the due date; and (3) a short list of possible topics from which to choose—in order for students to get a sense of the types of topics that are acceptable. (I also provide an electronic copy of the list and the syllabus on a course website.) At this time I also inform students to check out one—or both—of the sample student reports on reserve at the

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university’s library. Both reports were written by students who took my course in previous semesters, and both received an “A.” These models give students a tangible example of what is expected of them and what students like them are capable of producing. After this I encourage students to talk to me about their projects. I tell them how important communicating with me will be if their project is to be successful. And it’s true. I can’t stress enough how important it is to talk to students about this project. Face-to-face communication often alleviates potential problems in the future.

Before the first formal project related assignment (the proposal) is due, once or twice a week I will remind or ask students about their projects. At first I’ll make light of my reminders; as the semester draws on, though, I tend to make these reminders more serious. As I tell students, “Even if you spend 15 minutes to a half an hour a week doing preliminary research for this project, you will be in good shape when we begin the textbook coverage of formal reports.” I find that it’s very necessary to keep reminding students about the project, as they have other classes, papers, and projects to worry about.

Students generally begin making appointments to see me after the first four weeks of the semester. Others, however, need to be politely reminded. When students meet with me to present their topic ideas, I often ask a number of questions: “Why did you choose this topic?” or “Why is this topic meaningful or important to you?” or “How does this topic relate to your future career?” These are important questions because, believe it or not, even businessoriented students often have a tendency to choose topics that seem more geared toward research papers than formal reports. Or they may look back on an English composition class and assume that because it’s an English course, the same kind of approach is expected. For whatever reason these one-on-one sessions allow me to steer students in the right direction. I tell them, for instance, how important it is that they think of the report as being based upon a specific problem a business or organization is trying to solve. I explain that this is what business reports do: they solve problems or answer questions with a specific goal in mind.

Another common problem is objectivity. Often students will have preconceived notions about how the report will pan out in the end. Or in a case where a student has chosen to do a report on an on-the-job problem, often the student is clearly on one side of the issue and is emotionally invested. In these cases I remind students that in most reports (at least, in my opinion, the most effective reports) writers should strive to be as objective and balanced as possible. They need to understand that their audience(s) will probably not look favourably on a report that, say, stresses only the benefits of a specific course of action.

In-Class Assignments and Discussion Class discussion of the formal report project begins with students reading Chapter 11 of the text. Two weeks are spent on this chapter alone because it helps to build a solid foundation for the rest of the report-writing process.

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Project Proposal The first formal report assignment students must complete is the project proposal, which allows students to demonstrate many of the skills learned in Chapter 11. This is a very detailed assignment, but it’s an important one because it requires students to put their ideas on paper and begin thinking conscientiously about the project. In class the first thing I do is “walk through” the assignment with the students. The proposal consists of two parts: an overview and preliminary research.

In the “Overview” section of the proposal, students are asked to explain the following: 1. Essential background information about the topic 2. Purpose of the report, including an implicit—or explicit—problem question 3. Audience(s) for the report (both primary and secondary) In class I tell students (and show them) that I will be asking the following questions about their report topics when I read the overview. 

Will the topic you’ve chosen be interesting or useful to you outside of the context of this course?

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Is the topic centered in a business or organizational context? Even if the topic is based on a fictional premise, could the report be generated in a real-life business or organization?

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Will the topic ensure that there is going to be enough primary or secondary information or data to meet the report’s page requirement?

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Will the topic require analysis?

In the “Preliminary Research” section of the proposal, students are asked to consider possible primary and secondary sources. For primary sources students must locate two experts in their research areas. Then, they must record these experts’ contact information and explain why each expert would be an appropriate source of information for their reports. Additionally, students are asked to consider two more ways of collecting primary data (other than interviews) and explain why these methods might contribute to their reports.

For secondary sources students are asked to locate and present the following information using the MLA style: (1) a newspaper article, (2) two journal or magazine articles or abstracts, and (3) three websites or Web-generated documents. Students are advised to use the databases available at the university’s library, and they are also required to explain briefly how the sources they’ve found might contribute to their reports.

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In discussing this part of the assignment, I show the students how to access the library’s databases, and I do a practice search so they can see how to do it themselves.

While the benefits of this assignment are immense, students really struggle with it.

Consequently, I allow enough time in class for students to ask questions about researching, presentation, etc. If all goes as planned, most students are able to use the overview information for the report’s introduction (with some revision), and most use a good portion of their preliminary research materials.

On the day the assignment is due, I ask for volunteers to discuss their proposals. This discussion is probably one of the most fruitful of the semester for students. We take a “workshopping” approach to the discussion: I encourage students to ask questions about the report’s purpose and audience; then I ask students whether they have any advice about research sources or how the report might be organized. As is often the case, many students will be doing similar reports, so this open forum is really a great chance for all of us to share ideas. In addition, I encourage students to use the course reflector I set up to solicit advice and share information. It’s important, too, to thank student volunteers for sharing their ideas.

Work Plan After I’ve returned their proposals to them, with advice about refining their topics, I then help students to prepare a work plan for the project. First, we look at sample work plans and discuss how they are organized and presented, and determine what their purposes are. Students almost always focus on the schedule; I in turn try to get them to focus on the purpose statement and the tentative outline. I tell them that these elements of the work plan, along with the sources and methods section, eventually will be a part of their reports. In other words, the more time spent on these things now will mean less time spent on these things when writing the report. Then I have teams complete a case study or activity from Chapter 11 of the text that requires them to complete a work plan. This is done so that students get practice before doing the real thing. For comparison I also provide them with a possible solution to the work plan on which they’ve been working. Having students complete the work plan also allows them, if necessary, to re-present their topics to me. It also gives me the opportunity to give them advice about organization, which, for many students, is a difficult aspect of composing the report.

Organization and Visual Aids I try to combine these two difficult and time-consuming parts of the report project through a series of assignments taken from Chapters 11, 12, and 13 of the text. Consequently, each assignment not only requires students to evaluate, organize, and present data or information, but also to draw conclusions—and perhaps offer recommendations—based on an analysis of the audience and purpose. All of these assignments are completed in the computer lab. This is important—and necessary—so that I have the opportunity to help students create visual aids.

After every assignment is completed, we discuss possible ways of presenting data or

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information and discuss possible conclusions and/or recommendations. I spend two weeks on this part of the process.

Because choosing visual aids is a stumbling block for many students, I also assign an activity. I ask them to choose three visual aids. In class, after I’ve discussed the various forms and functions of different visual aids, we then discuss this assignment itself. I first encourage students to take a yardstick approach to evaluating the visuals they will choose. Then we discuss possible criteria for evaluating visual aids based on my previous discussion. By the time we’ve finished, students have usually come up with several criteria, so I ask them to use three or four in their assignment. This assignment is valuable because it helps students to become more aware about how visuals are used, and it also helps them to think about how their own reports will be put together.

Documentation Experience has taught me that this is also an aspect of the report project that needs to be emphasized. Too often in the past I’ve seen examples of what could be considered plagiarism because I assumed students had learned proper documentation, citation, etc., in previous courses. To rectify this problem, I spend most of an entire 50-minute class period explaining the finer points of documentation. Surprisingly, business students are generally interested in these details. In the computer lab, students are given random portions of articles from recent publications. Then they are required to do the following: 

Present the publication information (MLA or APA style).

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Provide long, full-sentence, and partial phrase quotations from the source.

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Paraphrase a paragraph from the source.

After the assignment is completed, as a class, we look at possible correct and incorrect examples. It’s imperative to show students an example of a paraphrased source that “crosses the line” and make it clear to them that this is plagiarism. I’ve found that spending this time in class is well worth the effort. I’ve had fewer and fewer problems with documentation since I began doing this.

Putting It All Together: Completing the Project Although the syllabus contains detailed instructions for putting the report project together, I revisit it in class. I point out especially the submission requirements and what must be included in the project packet. Of these two are essential: (1) photocopies or originals of sources and (2) a “dirty” rough draft of the report. I emphasize how important these items are for me to evaluate their projects fairly.

The final week of the course is spent “workshopping” drafts of the project. Aside from getting advice from their peers, I tell students that they must have specific questions in mind before

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coming to talk to me about their projects. Moreover, I extend my office hours the final week, encouraging students to come to me with questions about their reports. Because this is such a stressful time for them anyway, I go out of my way to be positive, patient, and understanding. I try to emphasize all of the hard work they’ve done already and remind them about how much they have learned not only about researching, writing, and document design but also about themselves. One week later I get ready to read.

A list of possible report topics is available below.

BUSINESS REPORT TOPICS Students may choose an appropriate topic from the list provided here and at the student website. Topics are grouped in categories related to students’ major courses of study: accounting, finance, human resources, marketing, information systems, management, and general business/education/campus issues. Students may gather information for reports on many of these topics online. All the topics are appropriate for business proposals, business plans, and formal reports.

Accounting 1. Campus Castoffs is a fundraising program on a number of postsecondary campuses. It involves gathering clothes, computers, furniture, and other unwanted items prior to graduation. On some campuses as much as 40 tonnes of waste have been turned into large cash donations. Assume that you are part of a campus team investigating the possibility of a Trash to Treasure sale in May. Analyze the financial aspects of gathering castoffs, organizing a sale, pricing the goods, and keeping track of the income that will become a gift to your campus student organization or to a charity in your team’s name.

2. You have started a bookkeeping/accounting service, and you would like to offer your services to Company X (a local business of your choice). You are trained to do some or all of the following: income tax preparation and planning; auditing and financial reporting; retirement, estate, and financial planning; computer consulting, system design, installation, and staff training; business consulting; and recordkeeping and banking. You will even prepare business plans for start-up companies. Write a proposal that will get you the business of Company X. 3. Assume you are working for a company that is considering opening a business in another country. Analyze possible accounting problems the company might encounter and offer possible solutions for overcoming these problems.

4. Your company’s managers have been thinking about purchasing software that will help it track revenue transactions involving payouts to several parties. Find out what kind of software is available, develop criteria for evaluating the options you find, and offer your

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managers recommendations. In other words, is it worth it to purchase this type of software at all? If so, which is the best choice?

5. Analyze the effects recent federal tax laws will have on either businesses or the general population. What will be the advantages and/or disadvantages of these laws? What recommendations can you offer to your chosen audience to take advantage of these changes? Or what must your audience do to avoid being negatively affected by these changes?

6. Your company has decided to revise this year’s annual corporate report to shareholders.

Choose two or three recent annual shareholders’ reports and analyze them in terms of their audience, purpose, content, and design. Then, offer specific recommendations for revision.

7. As the leader of your accounting department’s internship program, you have been asked to assess the top three or four internships in your area. Since this report is for students, you’ll need to consider what criteria they think are important for an internship. If you live in an area with a “big four” firm, you might also want to consider including it for comparison. If you believe it’s appropriate, offer recommendations.

8. You have been asked by a new Web start-up company to help them decide the best form of business organization. This new enterprise involves two married women. Should they incorporate, consider a limited liability arrangement, or a partnership? What effect would each have on their income taxes? Advise them on the best choice, given their circumstances.

Finance 1. Does a relationship exist between success in big-time sports and the amount of alumni donations to a postsecondary institution? Does success in big-time sports positively affect the quality of applicants to an institution? Assume that the athletic department of College X claims that if it is granted significant financial support, it will produce successful teams. In turn those successful athletic teams will pull in larger alumni contributions and will also attract higher-quality students. As a research consultant, you have been asked to study the issue. Do any studies exist that show the effects of successful teams? Based on your findings, make a recommendation to the administration of College X regarding the funding request from its athletic department.

2. A frequent topic in business is the issue of CEO compensation. Critics complain that CEO salaries have become exorbitant and should be capped. Is it unethical for executive salaries to exceed, let’s say, 24 times the average wage of employees? Should executive pay be tied to an organization’s profits? Select a large public company for which salary data are available. As a member of a shareholder watchdog group, you have been asked to examine its executive salaries and report to the group, which thinks salaries are

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excessive. What conclusions would you draw, and what recommendations would you make to shareholders?

3. In a meeting managers and supervisors for the bank where you work expressed concerns about employees’ customer-service skills. Moreover, they wonder whether a specific set of procedures should be established—especially for new employees. They have asked you to investigate the customer service practices at other local banks to determine what skills should be emphasized and what procedures—if any—should be adopted.

4. Your business is considering offering childcare and/or elder-care benefits to its employees. Assess the financial pros and cons of either type of benefit and offer recommendations.

5. You work for a corporation whose industry is in the midst of a massive consolidation.

Your corporation has recently been named as a probable target for a takeover. How should management prepare for this possibility? Should it bide its time and wait for a potential buyer? Or should it become more aggressive by making additional acquisitions?

6. Recently, determining the financial worth of a company has become problematic.

Should the value of a company be determined by its potential sale price in the short term? Or should a company’s value be determined by more traditional means, such as its business model, the value it’s creating, and its management’s maturity and ability to grow as the business evolves? Evaluate the pros and cons of these choices and offer recommendations.

7. Many banks are facing increasing competition from online services and cellphone companies. These new companies are offering consumers and merchants an alternative to processing customer-purchase payments, for which banks traditionally have charged a fee. Investigate how this trend will affect traditional banking practices in the future.

How will banks cope with these changes and retain customers?

8. At your last school-sponsored investment club meeting, many were enthusiastic about online trading. You aren’t so sure. As a result you decide to evaluate the benefits and possible costs of online trading in order to present to your investment club an objective assessment of the idea.

9. Your investment club has decided it will go ahead with its decision to trade online. You are part of a team that must recommend which online trading site is the best one for your club. To do so your team must first establish criteria for evaluating possible sites, and then use these criteria for recommending the best site. Compare websites of existing online brokers.

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10. A fellow student and you think you have a great idea for a Web-based company.

Prepare a business plan that will attract the financing you need to get your business started. Since you’re not located in Silicon Valley, you need to assess carefully your financing options. Should you try to attract a so-called “angel,” an investment network, or try the local bank? What other financing possibilities are there, and which is the best for your situation?

Human Resources 1. As a newly hired research assistant in the HR department of a large company, you have been asked to determine the best means of hiring and testing new employees. Consider what other companies similar to yours are doing, assess the positives and negatives of each, and offer recommendations to your department.

2. After studying résumés and cover letters in your business communication class and after writing many of your own, you feel that you could help other people with their jobsearch documents. You would like to start a small company offering résumé-writing services. You will revise existing résumés or write entirely new ones. In addition, you will prepare dynamite cover letters and provide job-search and interviewing tips. But you will need funding to buy the appropriate equipment and get a website started. Write a proposal to a local bank asking for funding to begin this business. Be sure to look at websites already offering such services.

3. Because of the tight job market and the difficulty of hiring qualified people, you realize that it’s important to sell your company to your own employees. Research has shown that respect and cooperation from coworkers and managers; compensation; and other rewards help to retain good employees. What it boils down to is promoting your company from within. What are other companies doing to self-promote? Based on an analysis of what other companies are doing, offer recommendations to managers of your company.

4. Because you feel you could be more productive working at home than in the office, you prepare a proposal that would allow you to telecommute. No one in your company has yet been allowed to telecommute, so you decide to suggest a telecommuting pilot program. Naturally, guidelines, rules, and expectations will have to be established.

Volunteer to help to develop them. Be sure to cite all the benefits to the employer.

Numerous online articles are available to provide ammunition. Prepare a schedule explaining exactly what days you would work at home. Instead of discussing staffing, discuss your work space, explaining what you have done to make telecommuting succeed. Instead of discussing budget, you might include a section on costs. If you need the company to provide you with equipment, spell it out. Be aware, though, that your proposal is likely to be more successful if you can do your at-home work without costing the company much.

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5. Your company’s managers haven’t been satisfied lately with the quality of some new employees. They believe that the hiring process may be the reason, and they’ve asked the HR department to recommend a set of criteria for cover letters and résumés. You have been chosen for the job. You will accomplish this through interviews with and surveys of recruiters from companies similar to yours.

6. Like you many students aren’t sure what recruiters look for in cover letters and résumés. Additionally, how are Web-based and e-mail versions of these documents different from hard-copy versions? Is a résumé that can be scanned the same as a Webbased version? Is it wise to send your résumé as an attachment? Your job is to sort through the confusion and present a report that examines these issues and gives your fellow students some advice about what to do.

7. While it’s not a topic many employees feel comfortable discussing, the issue of drug and alcohol abuse needs to be addressed, according to the manager of your human resources department. She has chosen you to assess what other companies are doing about employees suffering from drug or alcohol abuse. She wants to know what approaches these companies are taking and what programs they offer. She also wants you to recommend a reasonable policy.

8. The business for which you work has an outdated code of ethics in its policy manual.

Because of the ever-changing nature of businesses today and growing diversity in the workforce, you have been asked to help to update the company’s code of ethics. To do this, you consider analyzing other companies’ codes of ethics to determine what your policy should include—and what it shouldn’t. Based on your analysis, you will offer recommendations to your management team.

9. Because statistics show that the Canadian population is aging (i.e., baby boomers are nearing retirement), you have been asked to review retirement packages in companies similar to yours. Should your company be aware of any trends? Are future retirees going to demand more? Your goal is to determine what general retirement policies your company should adopt.

10. Like any good new employee, you read your company’s employee handbook carefully and conscientiously. After having worked for the company for six months, though, you discover numerous discrepancies between the handbook’s rules/regulations and what actually takes place on the job. Additionally, the handbook is woefully outdated. You politely bring this to your manager’s attention, and he agrees. In fact he decides that you should investigate other companies’ handbooks to determine what changes should be made.

11. Your boss can’t understand why so many ex-employees have filed unemployment claims against the company lately. He asks you, the HR manager, to develop a procedure for

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reprimanding and, yes, firing employees. You decide to investigate other companies’ procedures to determine what your company should do.

12. Is a lack of properly trained and qualified employees a problem in your area? If so, what are businesses doing to attract and keep prospective employees? After you’ve analyzed the major trends, take the positions of a personnel manager who must report on them and recommend strategies.

13. Many Web-based employment sites have sprung up on the Internet. At first your boss was not convinced that using these sites would benefit the company. She’s asked you to write a report that not only convinces her that these sites would be beneficial but also recommends the best site(s) for your company to find potential new employees.

14. Prepare a business plan proposal for a seminar or training program that could be offered to companies or individuals. Consider the following seminar ideas: “Dress for Success,” “Team Building,” “Solving People Problems at Work,” “Making Every Message Count,” “Building Confidence with Grammar,” “Harness the Power of Your Computer,” “Communication Strategies,” and “Contemporary Business Etiquette.”

15. At a recent meeting, managers and supervisors for the bank where you work expressed concerns about employees’ customer-service skills. Moreover, they wonder whether a specific set of procedures should be established—especially for new employees. They have asked you to investigate the customer service practices at other local banks to determine what skills should be emphasized and what procedures—if any—should be adopted.

16. Your business is considering offering childcare and/or elder-care benefits to its employees. Assess the human resources pros and cons of either type of benefit, and offer recommendations.

17. The management council at MegaTech is considering adding a diversity training program. You have been asked to prepare a report that evaluates three programs offering services on the Web. MegaTech is most interested in planning, designing, and implementing organization-wide diversity and gender equity (sexual harassment prevention) programs. What organizations offer services and how do they compare?

Draw conclusions and make recommendations to MegaTech.

18. From news stories locate a company that you think might need a diversity training program. Then investigate websites of diversity training services. Select one. Drawing on the information from that program, prepare a proposal to the target company. Use your imagination for some of the information. Your unsolicited proposal should describe the company’s problem and explain how your program can help reduce or solve the company’s diversity problems.

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19. The CEO of the large organization where you are a manager has heard that several of your competitors have installed electronic auditing procedures to monitor the computer use of employees. The CEO asks you, as manager of human resources, to investigate this trend. Why are other companies doing this? Should your organization do likewise? Will employees consider this an invasion of their privacy? What would be the advantages and disadvantages to instituting an employee monitoring system? Based on your discussion, what conclusions could be drawn? Make recommendations to the CEO. Use your imagination to fill in details about your organization.

Marketing

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Trends in customer service are changing. Many corporations are making personalized customer service an important part of their image. As a marketing intern for a wellknown national chain, you have been asked to evaluate these trends. What do customers today expect? How are other national chains capitalizing on these trends? In addition to evaluating the trends, offer recommendations to the company.

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The Gap is a large specialty-apparel retailer in Canada and the U.S. Fighting a “sweatshop” image, The Gap studied the working conditions in the hundreds of factories seeking to win contracts The Gap. Instead of being on the defensive, The Gap reported that 90 percent of its suppliers failed to meet its initial evaluation. As an intern at Walmart, you have been given an assignment to study The Gap’s report and its strategy in deflecting criticism of working conditions. Walmart suffered in the 1990s when its celebrity endorser, Kathie Lee Gifford, was criticized over working conditions in the foreign plants making her clothing line. Study The Gap’s strategy, its reporting, and its policies regarding social responsibility. What are the advantages and disadvantages in terms of marketing? Would you recommend such a strategy for Walmart?

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As an administrative assistant in the marketing division of a large company, you have been “volunteered” to take over travel arrangements for employees on site and in regional branches of the company. Every reservation requires many telephone calls and countless e-mails back and forth. You would like to use the Internet to access company profiles and schedule trips immediately. Your boss agrees with you, but the vice president doesn’t like the idea of online travel reservations. Your boss gives you permission to do the research necessary to submit a report proving that online reservations can save the company time and money. Submit either a proposal or a report outlining the advantages and disadvantages of online travel reservations.

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Knowing you’ve just graduated with a degree in marketing, a family located in your hometown asks you to investigate the pros and cons of franchising their business. They want to know what the financial and legal implications would be. Of three locations of your choice, which is the best for a new McDonald’s (or Dairy Queen, Subway, Harvey’s, or franchise of your choice)?

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A recent report states that more than 90 percent of the products advertised on children’s television are high in fat, sugar, or salt. As an intern at the Centre for Science in the Public Interest, you have been asked to complete your own independent study of children’s programs. Your objective is to confirm or refute the contention that 90 percent of the food products advertised are not nutritious. Decide on the scope of your study. Do you want to limit your study to Saturday-morning programs? Based on your findings, what conclusions can you draw? Do you want to relate your study to the huge increase in childhood obesity in this country and abroad? Make recommendations that are appropriate for a centre devoted to public interest issues.

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What recent advertising campaign on a national level has been a failure? What campaigns have been tremendously successful? Select one or the other, analyze why the campaign failed or succeeded, and offer recommendations to other marketers.

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Are rebates successful? Your job as the marketing director for a newly formed company is to evaluate how successful rebates are. What are their advantages and disadvantages to both the company and the customer? Prepare a report to the CEO.

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Your company has a fairly large number of salespeople. However, management isn’t satisfied with the way individual salespeople are being evaluated. One controversial method that has been used is to tape sales transactions. Management finds this intriguing, but you’re not sure. What other methods are used? Select companies similar to yours to determine what’s being done. What are the pros and cons of each? Which one, in your view, is the best for your company?

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Sales have been slumping a bit at your small company, and the boss wants to determine whether the company’s advertising is responsible. They want you to evaluate your advertising campaign, but you’re not sure where to begin. You decide it would be best to start by analyzing the approaches of companies similar to yours. What works; what doesn’t? Are there trends that you’re not aware of? Make recommendations to your boss.

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You have been asked to conduct a market study of your city (or another if you choose) to determine the best location for a given business (your choice). The company requesting this study wants basic demographic information (e.g., population, income, age, traffic flow, etc.) to be used as the basis for your recommendation.

11.

A large chain where you work has decided to build its new store on a property in your city that is environmentally sensitive. Moreover, many in the neighbourhood surrounding the property are firmly opposed to the new store. As marketing director you must make this transition go smoothly for everyone involved. Your job is to map out an approach and offer specific recommendations.

12.

E-mail marketing is cheap and fast. But most consumers hate receiving spam. Your boss can’t decide whether to use direct-mail advertising or e-mail messages to boost your company’s sales. He asks you to assess the pros and cons of each from the standpoint of the customer and the company. He’s particularly interested in the legal liabilities associated with each one. Ultimately, he wants you to decide which one is better.

13.

Because it has seen such a tremendous amount of growth in recent years, the company for which you work is faced with the following dilemma: should it establish an in-house advertising department or use an agency? This is all new to you, so you begin by investigating what other businesses in similar situations have done. What are the advantages and disadvantages of each? Which is the better choice for your company?

14.

Given the fact that a brand name can be worth almost half of a company’s value (e.g., the Coca-Cola brand), the effective use of brands is extremely important. As Andrea Dunham of Unique Value International puts it, the reliability associated with a brand becomes “a repository of knowledge about the things that people are going to buy or use” (U.S. News & World Report, 9 October 2000). What are some dos and don’ts as far as brand maintenance goes? From a marketing standpoint, what should companies do to ensure that their brands are effective?

15.

Your small company has decided to begin advertising on the Web. You’re concerned, however, so you decide to investigate the important similarities and differences between Web and print advertising in terms of content, design, and—most importantly—cost. Your task ultimately will be to develop specific criteria for each type of advertising and to decide when each is appropriate.

16.

You have been asked by a new online start-up to help it decide the best way to market its product. While advertising on the Web is certainly one option, the company’s partners want to know about alternatives like the local newspaper, magazines, and even the local business-to-business directory. Certainly, cost is an issue; but the main concern is getting the best exposure for a reasonable price.

Information Systems 1. A large, successful company (your choice) has asked you to submit a proposal to help it develop e-mail, cellphone, and instant messaging policies for its employees. As an MIS (management information systems) or human resources consultant (your choice), you know how dangerous it is for an organization to operate without such policies. Use your imagination in establishing the problem for Company X. Explain why precise policies are extremely important. Indicate how you will solve the problem by gathering key employees, as well as technical experts, lawyers, and management, in the process of formulating specific policies for Company X. Develop a proposal, identify your staff, and submit a budget for your consulting company to establish e-mail, cellphone, and instant messaging policies for Company X.

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2. A trade group of midsized businesses has hired you to prepare a report as well as an oral presentation regarding issues related to installing Wi-Fi networking. What is it, how is it used, where is it most appropriate, what are its advantages and disadvantages, and what recommendations can you make to businesses considering installing it?

3. Although many of the salespeople who work in your company use laptops, they’ve asked you to investigate the benefits of solely using smartphones. Salespeople contend that there are so many apps and features available now that a smartphone is just as good a sales tool as a laptop. After you investigate the benefits of these phones, you decide to compare the top three or four phones on offer using the following criteria: price, network, band/mode, weight/size, screen size, battery life, memory capacity, and extras included. Which phone would be best for your salespeople?

4. Your company has undertaken the arduous task of converting its administrative operations from a manual to a computerized system. You have been chosen to develop a plan for making this transition. What issues need to be considered? Are there conversion programs that will help the transition process go smoothly? What have other businesses done? Offer specific recommendations.

5. Should companies lease or buy computer equipment today? What kinds of questions should companies ask themselves when making a decision about leasing or buying?

What are the advantages and disadvantages of each option? Make recommendations.

6. Should Company X (your choice) consider offshoring one of its operations, such as the call centre or tech support? As a consultant you have been asked to research the pros and cons of outsourcing and offshoring.

7. Your department (your choice) has decided it needs a software package to streamline its operations (your choice). Using a set of select criteria, evaluate three or four choices of software for your department, and offer recommendations.

8. Many students like you are contemplating systems’ certification beyond the undergraduate degree. What are the most popular and useful certification programs available? Is certification worth the effort? What programs would you recommend? Why? 9. The computer lab manager in your business school has chosen you to write a report that assesses the pros and cons of a Unix-based versus an NT-based networking system.

Besides the costs involved, she wants you to look at compatibility issues, long-term trends, training provided, and usability. She also wants you to recommend the best system for the lab’s needs.

10. A popular trend in today’s workplace is telecommuting. Your boss has had several employees ask her about the possibility of performing work—at least part time—at home. Your boss isn’t convinced that telecommuting is in their best interest, so they ask

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you to write a report that analyzes the pros and cons of this form of employment.

Consider what jobs are ideal for telecommuting, what the employment statistics reveal, and how it affects both businesses and employees.

11. The company for which you work has a Web presence and is considering whether going paperless is the next logical step. In other words, how would a company-wide intranet solve this problem? What are the advantages and/or disadvantages of such a system?

How would employees respond to communicating only electronically? Is security a problem? Offer recommendations.

12. Many students majoring in management information systems (MIS) wonder whether basic writing skills will be an important aspect of their jobs. You’re curious too, so you decide to write a report that investigates what MIS jobs involve. In addition, you wonder whether the course requirements in your business school serve to prepare MIS majors for the kinds of on-the-job writing they will do. After you’ve researched and analyzed these issues, offer recommendations to fellow students.

13. Your school has decided to offer each student the opportunity to establish a Web presence on its server through a personal home page. As the head of media and information technologies, it’s your job to develop clear and understandable directions for students who want to create their own websites—whether they use HTML or any of the popular Web-page-creation software programs. After carefully analyzing your audience’s needs and investigating your institution’s regulations about content and security, present students with a set of directions.

Management

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1.

Many companies are touting the benefits of various forms of employee participation in management decisions. An example of this is self-managed project teams. You’ve been asked to investigate the most popular methods. What criteria should be established to evaluate these methods? After you’ve evaluated each method, provide your recommendation for the best one.

2.

A recent article described workers with disabilities as “[t]he overlooked labour force.”

Given the need for skilled knowledge workers, examine the advantages and disadvantages of hiring employees with disabilities. Offer recommendations.

3.

Your company is opening a branch in another country (your choice). You’ve been asked to review and analyze what other companies have done to prepare their managers for such a move. In addition, you must come up with a detailed plan for selecting and training these managers.

4.

You are part of a corporate management team that is discussing Bob Heller’s promotion to the head of new division. Bob has been a loyal employee, working his way up through

the corporate ranks. The team feels strongly about this candidate, but it realizes that he does have potential weaknesses. Because the team wants Bob to succeed, it asks you to investigate firms like the Canadian Management Centre in Toronto, Ontario, and Leadership Development Courses in Banff, Alberta, which offer training programs for up-and-coming managers. Evaluate the services offered by these—or other— management-skills services to determine which one would best serve Bob’s needs. Offer recommendations.

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5.

Numerous articles suggest that company wellness plans cut firms’ healthcare costs. You’re intrigued, but not totally sold. Surely these plans must have disadvantages as well. You decide to investigate the advantages and disadvantages of wellness plans. It might help to get a sense of how rank-and-file employees feel about these plans as well as reviewing the published materials. Do the advantages really outweigh the disadvantages?

6.

You run a small business, and you’ve been hearing a lot about the importance of “personalized customer service.” You’re not sure what this means or whether it will increase your business, but you want to find out more. First, what is personalized customer service? How do other businesses provide this? How have other businesses profited from this? Are there hidden costs? In a nutshell, is it worth it?

7.

As manager of a midsized company, you’ve been asked by the management council to justify the installation of a new Wi-Fi network for your company. They are most concerned with security. Without getting into the technology aspects, write a report that convinces your management council that Wi-Fi networks can be secure.

8.

In a recent meeting, managers and supervisors for the company (your choice) where you work expressed concerns about employees’ customer-service skills. Moreover, they wondered whether a specific set of procedures should be established—especially for new employees. They have asked you to investigate the customer service practices at other companies like yours to determine what skills should be emphasized and what procedures —if any—should be adopted.

9.

As a manager in a company with many employees using computers, you’re fed up with the Windows operating system. You’re no techie, but you do know that Linux, an inexpensive operating system, is being talked up as competition for the notoriously buggy Microsoft Windows. Your friend, the CEO, said that if you could justify a switch from Windows to Linux, he might consider it. Prepare a report that compares Windows and Linux operating systems. What are the pros and cons of switching a business operation to a Linux system? Gather data, draw conclusions, and make recommendations to the CEO.

10.

Discuss and analyze the future of the PC. What significant changes, if any, are ahead, and what will businesses need to do to prepare for them?

11.

You work for a corporation whose industry is in the midst of a massive consolidation.

Your corporation has recently been named as a probable target for a takeover. How should management prepare for this possibility? Should it bide its time and wait for a potential buyer? Or should it become more aggressive by making additional acquisitions?

General Business/Education/Campus Issues 1. Students have complained recently about the prices of books at the campus bookstore.

Many students have mentioned Web-based booksellers as possible alternatives. As a representative of your student government, you’ve decided to find out what the best alternatives are and which is the best alternative for students at your school. You decide to compare these alternatives by considering the following: price, availability, book buyback program, and students’ thoughts about purchasing books.

2. It is estimated that as many as 70 percent of members of corporate executive offices come up through the ranks of a given company. Yet once these employees become executives, they are often vulnerable to the pitfalls of the upper ranks, and they often aren’t prepared. Not every prospective executive has basic management skills in areas such as motivating people, delegating authority, dealing with employee conflicts, and crunching numbers. To deal with this problem, many business schools have begun offering more courses specifically devoted to sharpening personal management skills.

Write a report that evaluates how this problem is being addressed in your school of business. You may want to investigate how other business schools have dealt with the problem, what courses they offer, etc. Present your report to the dean of your school of business.

3. Your local United Way needs volunteers for many projects. Volunteer your services (individually or in teams) to help it prepare funding proposals. Contact the local director or head of allocations committee to learn what they are looking for and what problems they face in securing funding.

4. The librarian of your company library needs to add business periodicals to the library subscription list. The librarian is unfamiliar with all specialized magazines and has asked for help from the various company divisions. You’ve been assigned to recommend four or more print or online periodicals in your particular specialty. In your report describe the readership, the contents, and the scope of each periodical. Inform the librarian about who will use your choices and how your selections benefit your department.

5. A survey of ethics conducted in 2013 by Ipsos Reed indicates that 42 percent of Canadian workers have witnessed unethical behaviour in the workplace. What are corporations doing to address these issues? Aside from the strict penalties for corporate crime, what effect does ignoring these problems have on employee retention, for example? What can corporations do to ensure an ethical workplace?

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MacDonald, C. (2013, July 8). Do you report unethical workplace behaviour? Canadian Business. Retrieved from https://www.canadianbusiness.com/blogs-and-comment/do-you-report-unethicalworkplace-behaviour-chris-macdonald.

ADDITIONAL RESOURCES What Is Ethics? https://www.canada.ca/en/treasury-board-secretariat/services/values-ethics/code/what-isethics.html How to Write a Winning Grant Proposal https://www.thebalancesmb.com/how-to-write-a-grant-proposal-2501980

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CHAPTER 14 TEACHING SUGGESTIONS AND RESOURCES

Business Presentations CHAPTER OVERVIEW As the chapter states, the number one predictor of success and upward mobility is how much workers enjoy public speaking and how effective they are at it. On the job employees must be able to present their ideas both informally and formally. Having the opportunity to give oral presentations in postsecondary classes—when those presentations will receive constructive criticism—will help students to become more successful when making presentations in the business world. The ability to give effective formal and informal presentations to large and small groups alike will set them apart as employees with promotion potential.

Reassure students that they will increase their comfort level and deliver a professional performance if they focus on the following: preparation, organization, audience rapport, visual aids, and delivery. Students will also learn effective techniques for communicating as a team and addressing an intercultural audience. Furthermore, they will be introduced to strategies for improving telephone and voice-mail skills.

LEARNING OBJECTIVES 1. Recognize various types of business presentations, and discuss preparing for any of these presentations.

2. Explain how to organize your business presentation, build audience rapport, and understand contemporary visual aids.

3. Create an impressive, error-free multimedia presentation that shows a firm grasp of basic visual design principles.

4. Specify delivery techniques for use before, during, and after a presentation.

5. Organize presentations for intercultural audiences and in teams.

6. List techniques for improving telephone skills to project a positive image.

FEATURES IN THIS CHAPTER           

New Spotlight on Communication: Universal Design for Learning—Creating Accessible Presentations Provides a section outlining typical types of business presentations to help readers see the relevance of this chapter to workplace demands Concept Check questions added to each Learning Objective to reinforce and enhance student comprehension Includes a Career Coach feature offering tips to help students gain and keep audience attention during presentations Second Career Coach feature focuses on how to avoid stage fright Includes a section devoted to planning contemporary visual aids and multimedia presentations by including coverage of Prezi Adds tips for creating Zoom presentations, which are growing in popularity in the workplace Explains how to develop presentations using slide decks New Case Connections: Hooked on Tech Provides updated statistics in Learning Objective 6 regarding Canadian usage of smartphones Adds several revised end-of-chapter activities to allow students to apply chapter content to current real-world situations

STUDENT ENGAGEMENT STRATEGIES Making It Relevant Oral communication has been identified as an essential skill by Employment and Social Development Canada’s Office of Literacy and Essential Skills. Employers tend to demand strong speaking skills from graduates. In addition, students need to develop their speaking skills with peers and teachers, both informally and formally, for success during their postsecondary careers. Many students fear oral presentations, and you may experience considerable resistance during this unit. Encourage your students that with preparation and practice, they can develop confident speaking skills for life.

Interactive Lectures: Let’s Discuss 1. What kinds of oral presentations might you have to make in your chosen career?

This question is meant to stimulate realistic thinking about the need for developing speaking skills. Many students prefer to think that they will never have to make presentations. But students should understand that nearly all jobs today require an

individual to present ideas persuasively, either in informal or formal settings. Speaking skills become even more important as one is promoted into management positions, and nearly every postsecondary student will eventually be in some kind of supervisory or management role.

2. Why are most people fearful of making presentations?

People are naturally fearful because they are self-conscious and worry that they will sound and look bad. But individuals can overcome this fear by learning how to prepare and by doing lots of practising. You might take this opportunity to talk about the success of Toastmasters, an organization that provides opportunities and encouragement to fledgling speakers.

3. How do you think people become effective speakers?

Effective speakers are not born. They become skillful through training and practice. It is no secret that the more presentations a person makes, the better they get at it. Many speakers look natural and sound confident, but most of them had ample coaching and practice to achieve these results. Remind students that nothing can make them more visible in the business world than the ability to express themselves effectively before a group.

4. What are some important delivery techniques to use when presenting? 





Make eye contact with as many audience members as possible and include all parts of the room (front, back, middle, sides). Maintain eye contact with each person for a few seconds.

Use the appropriate pace and volume. Use a natural speaking voice. Practise your presentation out loud several times to ensure fluency and minimize distractions such as “um” or “uh.”

Use gestures to emphasize your main points. When practicing, use exaggerated gestures. Then for the actual presentation, you’ll remember to include gestures.

Stand close to your audience. Try to avoid standing behind a podium if possible.

5. What are some important things to remember regarding professionalism during a business presentation?      

Don’t chew gum.

Dress appropriately.

Avoid inappropriate language.

Arrive early and ensure all equipment is set up and working properly.

Greet your audience formally.

Be respectful when answering questions (not dismissive or condescending).

 

Stay within the time limit.

Thank your audience.

6. Why is simplicity important in an oral presentation?

Because humans have trouble retaining complex information just by hearing it or seeing it onscreen, speakers should focus on a few main points and provide internal summaries as well as transitions to help the audience understand the organization of the talk.

In terms of visuals, simple, effective, and image-driven slides are key. Cluttered slides are confusing and turn off audiences. One of the reasons that text-heavy slides put audiences to sleep is our high reading speed. We can read a lot faster than the speaker can talk. If the entire slide is revealed instantly, we tend to read ahead of the speaker and get bored if the presenter is reading from the screen. Also, the brain is able to process images we watch while listening to a speaker, but our grey matter has difficulty processing the text we read onscreen while simultaneously trying to listen to a presenter’s comments. This fact illustrates that simple, uncluttered graphics make a better visual impact.

7. Do you feel connected to a speaker when he or she reads from prepared notes?

Probably not. The key to a successful presentation is preparation. The late Apple CEO Steve Jobs rarely took his eyes off his audience when he spoke. He never read from slides, notes, or the text of a speech. To achieve this level of professionalism, Jobs would rehearse a presentation for four hours at a stretch. He rehearsed every slide, every demo, and every message point out loud. Very few speakers who are considered “charismatic” break eye contact by reading from prepared text. Consider taking a cue from the best, and rehearse your presentations to avoid reading.

Gallo, C. (2006). How to wow ’em like Steve Jobs. BusinessWeek. Retrieved from http://www.academia .edu/24604910/How_to_Wow_Em_Like_Steve_Jobs

8. Assume you must make a presentation to your staff on the company’s fourth-quarter financial performance. You anticipate your audience to be uninterested and have a short attention span. How do you plan your presentation?

Organizational pattern: Present a maximum of three main points. Focus on the most important facts you want them to remember.

Delivery style: Be enthusiastic and entertaining. Move around and use large gestures.

Present financial data using colourful visuals. Demonstrate how their personal job

performance affects the company’s overall results to make the topic more relevant to them.

Supporting material: Keep the audience tuned in by using humour, cartoons, colourful visuals, or interesting quotations and statistics.

Classroom Activities Topic Emphasis Presentation skills are quickly noticed and judged in business, and those who lack them are not able to make a significant impression on employers, clients, and colleagues in the field. It’s not enough to have ideas; one must be able present them effectively in order to get others to believe in them. Thus, students who master the contents of this chapter to become effective speakers and presenters enhance their value as capable employees with great promotion potential. Managing visual aids and multimedia presentations well and demonstrating good delivery techniques are integral components of compelling oral presentations. Other vital oral communication skills that must be practised involve using voice mail, the phone, and remote conferencing effectively.

Chapter Presentation Suggestions 1. Recording Presentations. Use audio or video recording to document students giving three- to five-minute prepared speeches. Have each student bring their own digital device (smartphone, laptop) for the recording if possible. The speech should be extemporaneous on a topic relevant to the issues of the course. Have students review the recording at home and write one-page critiques on their strengths and weaknesses according to the criteria for effective presentation in this chapter. Ask them to note how they plan to improve their weaknesses. Since many students aren’t used to hearing their recorded voices or watching themselves presenting formally on camera, they are surprised, sometimes shocked, at how they sound and look. Be careful about public critiques of student weaknesses, especially of those inexperienced or reluctant speakers. If the student is shy, the critique may do more harm than good. Usually, reviewing the recording one-on-one with a student is more helpful.

2. A Speaking Tip. It is preferable to present the opening line of a speech from memory, but those who memorize run the risk of forgetting. Tell students that to give themselves added security, they should write the first two sentences of their speech in their notes and write down the last sentence of their conclusion. The rest of the notes should be in outline form. If the presenter freezes, they know that they always can get on or get off the podium smoothly by reading the appropriate sentences. They probably won’t need

to look at the notes, but knowing that the entrance and exit lines are written down will help the presenter feel secure.

3. A Professional’s Advice. Invite a guest speaker who is a businessperson to the class to speak about the role of presentations in their career. Good candidates to invite are job interviewers, salespeople, trainers, or meeting professionals. Many professionals use PowerPoint or other presentation software regularly to make sales pitches to clients, speeches to professional groups, or informational and persuasive presentations to upper management. Students are eager to ask questions after seeing them speak. You can provide your students with a useful glimpse into the realities of mastering excellent communication skills.

4. Group Presentations. In addition to individual delivery skills, group presentations require another level of preparation. Ask students to brainstorm important aspects of group presentations. For example, one group member should greet the audience and introduce the team. There should be transitions between each group member (e.g., “Now Sandy will talk about…”). Group members should be listening to one another and gauging the audience. One group member should facilitate the question and answer session, assigning questions equally and keeping track of time. Most importantly, group members should practise together a few times before the actual presentation.

5. Question and Answer Session. Ask students to brainstorm a list of suggestions for managing the Q&A. This is the last thing the audience experiences in a presentation, and it is also a way for the presenter(s) to interact with the audience on a more personal level. It also allows the presenter to establish credibility and demonstrate expertise.

Some tips include repeating the question in your answer, keeping answers brief, offering follow-up if you don’t know the answer, and maintaining eye contact with the entire audience during each response.

6. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities

1. Post one tip that helps you manage presentation anxiety. It may be a relaxation technique, such as meditation or yoga or listening music. It may be a technique to reduce tension in the body, such as breathing slowly or working out. It could be a psychological technique, such as positive thinking, visualization, or picturing your audience as friendly. Comment on at least two other posts. You may want to view Amy Cuddy’s TED Talk on power posing.

2. Read the following excerpt from the article “How Technology Is Turning Us Into Faster Talkers”: Texts, tweets, and technological gizmos are making communication ever faster and it’s causing many of us to speak more quickly in our everyday lives to keep up with it all.

Ray Hull is a professor of communication sciences and disorders at Wichita State University in Kansas and he has done considerable research in the area of human neuroscience and speech.

“A decade ago,” he says, “I measured the speed of speech of teachers, family members and those out in society at a rate of about 145 words per minute, the average rate of human speech.”

“That is certainly not what we’re finding today. People are speaking at a rate of typically 160 to 180 wpm, as I have measured it.”

Hull says the human brain is best able to comprehend speech at around 124 to 130 wpm; when we speak slowly, our brains have the time to fill in the gaps of speech with elongated vowels and consonants.

Hull’s mission is to slow the world down, one person at a time. Teachers, broadcasters, doctors, lawyers, even parents, they all come to him to learn to speak more deliberately and with greater clarity.

Ross, C. (2011, October 31). How technology is turning us into faster talkers: And research is saying our brains aren’t keeping up. CBC News. Retrieved from http://www.cbc.ca/news/canada/story/2011/10/28/fvp-ross.html.

In the group forum, discuss the following questions:     

Do you feel that technology is turning us into faster talkers? Provide specific examples.

Have you noticed an increase in faster talkers in the media, or in friends and family? Provide specific examples Hull says we all need to advocate for slower speech. Discuss how you feel fast speech may affect the elderly, newcomers to Canada, and the growing minds of children?

What can Canadians do to slow down their speaking?

Your post should be between 150 and 200 words.

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students locate a mailing list, discussion board, or newsletter that discusses professional presentation skills. Once they have read over the postings, have them share their discoveries with the class. Was the list/board/newsletter helpful for improving presentation skills? What advice was offered? Have students share specific tips, techniques, and ideas they learned with other students in the class by sending their findings to the class mailing list.

2. Oral Presentations: Getting Help on the Web. Have students conduct online research for websites that provide help with preparing oral presentations. These sites might offer help with preparing effective presentations, provide ideas for gaining audience attention, or provide tools for creating more effective electronic presentations. What sorts of online help are available on the Web? How can these sites help the business professional create better oral presentations? Have students share their findings with the class or in small groups. You could generate a list of website addresses after students have found appropriate sites. This list could then be distributed to the class for future reference.

3. Taking Part in a Web Conference. Have students take part in a Web conference. You can use WebCT’s or Blackboard’s chat room feature. Or you can have students use a trial version of an online service such as WebEx (http://www.webex.com) or Zoom (https://zoom.us).

4. Excellent Speakers. Ask students to find a video online in which the speaker demonstrates exemplary delivery skills, such as a politician or activist’s speech or a TED Talk. Students should write down what the speaker does that is excellent. Choose a few videos to show the class and discuss.

5. Using Multimedia to Increase Audience Engagement. Ask students to recall an engaging presentation they have seen or delivered. Next ask them what forms of multimedia they can use to get and keep their audience’s attention. Examples can include catchy visuals, short video clips and unique slide designs with animation.

ADDITIONAL RESOURCES Employment and Social Development Canada https://www.canada.ca/en/employment-social-development/programs/essentialskills/tools/oralcommunication.html Literacy and essential skills oral presentation tip sheet Anxiety Canada http://www.anxietycanada.ca/english/SAD.php Toastmasters International https://www.toastmasters.org How to Overcome Stage Fright/Public Speaking https://www.youtube.com/watch?v=4GXK0_lU88

CHAPTER 15 TEACHING SUGGESTIONS AND RESOURCES

The Job Search and Résumés CHAPTER OVERVIEW Chapter 15 shows students how to evaluate their assets, career paths, and the job market in preparation for employment. It presents two kinds of résumés: chronological and functional.

Students learn to organize, format, and produce a persuasive résumé for themselves. They also learn to optimize their résumé for today’s technologies, including techniques for preparing a résumé suitable for scanning, a plain-text résumé, and an e-portfolio. Finally, students study methods for composing customized cover letters. This chapter contains some of the most important topics in the business communication course and deserves ample class time. Even if your school offers employment communication in another course, students will benefit from reading this chapter and the following chapter on interviewing.

Because the job search is so personal, your students will be highly motivated to do these tasks well. If you and your students do a really good job on this chapter, it could make a great deal of difference to them and to you. Nothing is quite as satisfying as having successful students let you know how much your course helped them and what a difference you and your course made to them. Aren’t these the types of comments that teachers live for?

LEARNING OBJECTIVES 1. Begin a job search by recognizing emerging trends and technologies, exploring your interests, evaluating your qualifications, and investigating career opportunities.

2. Develop effective search strategies to explore the open job market.

3. Expand your job-search strategies by pursuing the hidden job market.

4. Organize your qualifications and information to create a winning, customized résumé.

5. Optimize your job search and résumé by taking advantage of today’s digital tools.

6. Understand the value of cover messages and how to draft and submit a customized message.

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FEATURES IN THIS CHAPTER       

        

New Spotlight on Communication: Rocky Mountaineer—Careers With a View Incorporates updated research on the latest trends, tools, and practices affecting the job search and résumés in this digital age Shows how to prepare résumés and cover messages for submission and viewing on many digital platforms Presents a job-search process graphic in Figure 15.1 to visually summarize the steps in a job search so that students know what to expect Concept Check questions added for each Learning Objective to reinforce and enhance student comprehension Presents strategies and practices to help job seekers in both the open job market and the hidden job market Emphasizes effective networking techniques, including a three-step plan, so that students recognize the importance of building a personal network, as most jobs are found in the hidden market through personal referrals Explains how to use LinkedIn to build a profile and make connections Provides specific advice on how to build a personal brand so that students can stand out in a highly competitive job market New Case Connections: Canadian Red Cross—The Value of Volunteering Stresses the importance of including a summary of qualifications in the top third of a résumé because a recruiter may be viewing it on a tablet or smartphone Strengthens the explanations of résumé content by presenting poor and improved examples to enhance readability and heighten immediate comprehension Updates résumé models, cover messages, and plain-text examples so that students can see how their documents should look as well as learn how to submit them digitally Expands the discussion of career e-portfolios and video résumés Discusses the importance of cover messages and how to prepare a well-crafted, customized letter Includes revised end-of-chapter exercises with new questions and activities that engage students in applying chapter concepts

STUDENT ENGAGEMENT STRATEGIES Making It Relevant Students know they need a résumé for a job search. What they need to understand fully is that due to the competitive job market, they need a customized, current résumé for success. They need to let go of their old high-school résumés and think critically about their future career path. The most common concern students will raise is How can I develop a professional résumé in my chosen career field when I have only just begun my postsecondary program?

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This is a valid question, as many students haven’t yet learned to identify and articulate the new skills they are acquiring on a daily basis in the classroom. Aside from the wealth of interpersonal and soft skills they already possess, they have gained practical skills even after the first few weeks of their postsecondary program. Encourage students to place value on their in-progress learning and not to underestimate the skills they are currently developing through their education.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. Ask students what they think about the following information generated from surveys of HR personnel from several employers:   

   

Corporate job openings attract around 250 to 300 résumés, of which 4 to 6 will be selected for an interview and, of course, only 1 will be hired.

87 percent of employers will check your LinkedIn profile.

91 percent of employers prefer a new employee to have work experience and 65 percent of employers would like for their new employees to have relevant work experience.

50 percent of recruiters would like to have at least 3 interviews before they make an offer.

54 percent of employers have said that they reject résumés because they are not customized 25 percent of résumés are being accepted as appropriate due to various reasons: skill set, work experience, eye-catching résumé style, or others.

73 percent of recruiters have caught someone lying on a résumé, while 35 percent have had problems with childish email addresses.

Belyh, A. (2020, August). Interview and résumé statistics. Cleverism. Retrieved from https://www .cleverism.com/interview-and-resume-statistics.

CareerBuilder. More than half of employers have found content on social media that caused them NOT to hire a candidate, according to recent CareerBuilder survey. Retrieved from http://press .careerbuilder.com/2018-08-09-More-Than-Half-of-Employers-Have-Found-Content-on-SocialMedia-That-Caused-Them-NOT-to-Hire-a-Candidate-According-to-Recent-CareerBuilder-Survey.

Accessed June 30, 2020.

Justia. Use of Social Media in Hiring. Retrieved from https://www.justia.com/employment/hiringemployment-contracts/use-of-social-media-in-hiring. Accessed June 28, 2020.

Society for Human Resources Management. Using social media for talent acquisition. Retrieved from https://www.shrm.org/hr-today/trends-and-forecasting/research-and-surveys/Pages/SocialMedia-recruiting-Screening-2015.aspx. Accessed June 28, 2020.

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Wheatman, D. (n.d.). 3 popular résumé formats that get job offers. LiveCareer. Retrieved from https://www.livecareer.com/resources/resumes/how-to/write/3-popular-resume-formats-thatget-job-offers.

2. A study conducted by the Families and Work Institute (FWI) revealed that workers born before 1964 tend to make work their top priority. On the other hand, workers born after 1964 are more likely to make family their top priority.

The results of this study could result in a lively classroom discussion. Do your students agree? How important is it to students to balance their professional and personal lives?

Answers will vary.

3. When searching for a job online, be careful to protect your privacy. You don’t want to do anything that could result in your identity being stolen, an influx of spam, or your current employer finding your résumé posted online.

What are some ways to protect your privacy while job searching online?

Here are some privacy-protection tips from Job-Hunt.org to share with the class:      

Before posting anything, read the site’s privacy protection policies carefully.

Limit your personal contact information in an online résumé; include only what’s necessary for an employer to contact you, such as your e-mail address.

Post your résumé only on reputable sites.

If offered, choose to limit access to your complete résumé.

Keep careful records of where and when you posted your résumé online.

Never place your social insurance number on your résumé.

4. Why is searching for a job both exhilarating and intimidating? How can you overcome the feelings of intimidation?

Searching for a job is exhilarating because of all the wonderful possibilities. You feel excited and invigorated because a new world may be opening up to you—new friends, new rewards, new challenges, new avenues for success. However, you can also feel intimidated because of fear of intense competition, poor performance, or rejection. You may feel that you will be misunderstood or that you simply are not good enough. Job searching is, indeed, intimidating but knowing what to expect and preparing can improve your confidence immensely.

5. Is it easier to search for a job by registering at a big job board or by networking?

Which method do you think is more successful?

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Most students will say that searching for a job online is easier. It’s fun to sit at a computer and read job descriptions and fill out an application now and then. But is it successful? Sadly, very few people actually find jobs through big job boards. Recruiters receive so many applications that they are overwhelmed. Chances are slim that your résumé will be selected. However, this chapter will provide advice on finding jobs successfully by using online resources and by networking.

6. Why is it important to be memorable during the job search? What techniques would you use to make yourself memorable?

Job seekers will encounter so much competition in today’s employment field that being memorable at every step of the job search is essential. Students will list a variety of techniques to make themselves memorable and should be encouraged to share these techniques in class.

7. Insecure entry-level workers are not the only job seekers who sometimes feel tempted to fudge the facts. A top spokesman for Walmart had to resign after it was discovered that he did not have a bachelor’s degree, as he had claimed on his résumé.

Are such lies always wrong, or can you imagine extenuating circumstances when, for example, the dishonest employee or executive is highly effective?

Students should realize that lies catch up with any employee at any level and profoundly and permanently destroy the trust in that individual. If students argue that as long as a lie does not cause harm to anyone it is defensible, remind them that trust is fragile and irreparable once lost. If we apply the moral measure of who gets hurt, it is perhaps easy to demonstrate to the class that fakers and liars can cause great harm. Think, for instance, of unqualified professionals such as doctors, lawyers, and, yes, teachers, and the damage they can wreak.

Business Insider. (n.d.). 17 successful executives who have lied on their résumés. https://www .businessinsider.in/strategy/17-successful-executives-who-have-lied-on-theirresumes/slidelist/48087109.cms.

8. What are the most important tips for an effective cover letter?      

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Use a business letter format.

Make it reader-friendly by using short paragraphs.

Identify how you found out about the position to ensure it is a recent post and as a courtesy to employers.

Ensure it is grammatically correct and error free. Ask a few people to proofread it for you. A cover letter demonstrates your writing skills.

Research the company and explain why you want to work there.

Include examples of your accomplishments.

 

Refer to your résumé for more specific examples. Pique their interest.

Request an interview and provide appropriate contact information.

9. Why is a combination résumé the preferred format for students?

A combination résumé allows students to showcase their skills attained at school, yet it doesn’t make it obvious that they have minimal career experience. Since their professional experience within the field is not yet developed, this format allows half of the résumé to emphasize work-related skills they do have.

10. Do employers check social media? What should students keep in mind regarding their online presence?

Many employers check social media, such as Facebook, Twitter, and Instagram, before they hire a candidate. While some may say this is not a fair practice, the reality is that it happens and nothing online is private. Students should avoid any negative behaviour or comments online. They should also create a professional image online by using professional networks, such as LinkedIn, and by having a professional website and/or blog. These are ways to enhance their image online and avoid being rejected due to inappropriate cyber content.

11. Recall your own job search experiences, both positive and negative. Share these stories with your students and allow them to ask you questions. Many students are unsure of the job search process, such as how they should deliver their application and when they should follow up with potential employers.

12. Ask three to four former students who are now successful professionals to come to your class and form a panel on how they found work in their field and what skills they need to succeed as well as the best advice they have to share. Leave time for students to ask the panel questions.

Classroom Activities Topic Emphasis When discussing this chapter, you will want to emphasize the importance of careful preparation of employment messages. Often students believe they will be able to complete their résumés or application letters in only a few hours. Under these circumstances the products they produce are usually mundane, unimpressive, and unsuccessful. Students need to be encouraged to (1) evaluate their qualifications and emphasize them when writing these messages; (2) become familiar with the different ways to search the job market: classified ads in print and on the Web, professional organizations, networking, and referrals; (3) decide which résumé style is best for them and develop theirs accordingly in both print and electronic forms; .

(4) make sure that every word is needed; (5) use action verbs to strengthen their résumés; (6) avoid unethical, inflated claims; and (7) use persuasion in letters of application.

Chapter Presentation Suggestions 1. Examining Field in the Job Market. To introduce this chapter, assign students to groups by major or field to examine the job market. Have groups search career databases on the Web for job postings for entry-level positions in their chosen fields, review career materials, read job ads, and interview personnel at the campus career services or placement office. Direct the groups to cover educational requirements, desired experience, special requirements, and salary range and benefits. Each group can prepare a report collaboratively and present its findings orally to the class. The assignment can enhance students’ team skills and their understanding of the job market. They will learn the importance of relocating, quoting realistic salaries, and using targeted versus prospecting résumés.

2. Identifying Skills in College Course Outlines. To encourage students who feel they are lacking skills in their new career field, ask them gather official course outlines, syllabi, and assignments from their courses. From these materials ask them to identify and write down all of the skills they have acquired so far in the semester. Students can pay close attention to the course outline and assignment learning outcomes. From this jotted list, student will be amazed about how many quality skill statements they can write for their résumés.

3. Conference Board of Canada’s Employability Skills 2000+. Provide this excellent information sheet as a Web link online or as a handout in class. Have students circle/write down the skills they possess from the list. If the students have a job advertisement handy, they can match their skills to those required by the employer.

After they have identified many of these fundamental, personal management, and teamwork skills, students can draft skill statements for their résumés.

4. Employment Quiz. Another quick way to introduce this chapter and pique interest is to give a short employment quiz (see below). You can do this orally or you can make a visual, but do have students write down their answers.

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EMPLOYMENT QUIZ 1. How many jobs can the typical worker expect to have within the first 12 years of their career?

• 1 • 2 to 4

• 5 to 7 • 8 to 10

2. How many jobs can a typical worker expect to have over the course of their working career?

• 1 to 3 jobs • 4 to 7 jobs

• 8 to 11 jobs • 12 to 15 jobs

3. Having your job terminated ranks in the top 10 of the most severe crises in life.

• True

• False

4. What résumé format do recruiters generally prefer?

• Chronological (arranged around dates of employment, education) • Functional (arranged around skills) 5. What do many experts in the field of recruiting think is the best way for a postsecondary graduate to find a job today?

• Searching the Internet • Sending out hundreds of résumés

• Networking • Reading job boards

6. Where is the best place to look for a job online?

• Monster.com • LinkedIn.com

• Company websites • CareerBuilder.com

7. You’ve heard that networking is a good way to find a job. Who should be on your list of people to contact about job leads?

• Potential employers, professional organizations, and friends • Family members, neighbours, and business associates • School alumni and former instructors • Your dentist, your doctor, your insurance agent, and other service providers • All of the above

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8. A wise job candidate would prepare which of the following résumés?

• A beautiful, print-based résumé • A scannable résumé

• An online résumé • All three versions

9. The primary purpose of a cover letter is to ask for a job.

• True

• False Answers to Employment Quiz

1.

2.

3.

4.

5.

6.

7.

8.

9.

2 to 4, as reported on Workopolis.com 12 to 15, as reported on Workopolis.com True Chronological Networking Company websites All of the above All three versions. See the discussion in the text.

False. The primary purpose of a cover letter is to request an interview.

Workopolis.com. (2014, April 12). How many jobs do Canadians hold in a lifetime? Retrieved from https://careers.workopolis.com/advice/how-many-jobs-do-canadians-hold-in-a-lifetime.

5. Guest Speaker. Invite someone from your career centre or someone who reads résumés in the business world. Ask that expert to discuss the job market, résumés, application letters, and so on with your students. Students sometimes don’t accept everything they read in texts or what their instructors say; therefore, inviting an outside expert to class to share their expertise reinforces effectively the messages of the text and the teacher.

When the expert repeats what you have said in class, you become a more credible source of information for the students.

6. Writing a Customized Résumé. When students have little or no work experience, you can help them convert some of their acquired skills into marketable ones. Here are possibilities based on Yana Parker’s The Damn Good Résumé Guide (Berkeley: Ten Speed Press):       

.

Working on a school paper or yearbook (researching, editing, writing, selling ads) Working as a student intern for a business Serving on student government committees Coaching sports or tutoring academic subjects Winning recognition for an exceptionally good essay, report, or project Helping a professor research background information for a textbook Creating photography projects, science projects, marketing projects

    

Helping promote a concert Helping put a band together Helping with activities at your place of worship or in your local community Performing leadership roles in a club Developing a website

7. Identifying Skills. Ask students to write a list of three to five technical skills they have and three to five transferable skills they have. Next ask them to write down three to five interpersonal skills that they have and provide a specific example for each. Each skill should begin with a strong verb and describe what and for whom (e.g., “Trained new employees on cash procedures”). Students should share an example of their skills with the class.

8. Identifying Accomplishments. In addition to identifying skills, it is important for students to recognize their accomplishments, such as awards and scholarships. These distinctions will set them apart from other candidates. They should try to recall awards they have received, such as scholarships and employee of the month. In addition, they should consider ways they improved processes and sales, whether as an employee or volunteer (e.g., “Increased fundraising donations by 25 percent as a canvasser for the Heart and Stroke fund” or “Streamlined intranet database for my department”).

9. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities

1. Ask students to post the body paragraphs of their cover letter. Other students should read their paragraphs and try to determine the position for which they are applying and the requirements. Each student should comment on at least three other posts. Encourage an equal distribution of feedback so that every student gets at least two or three critiques. This will show a student whether or not their cover letter is specific enough. You may require students to post a revised version based on the feedback.

2. Read and react to the following statement: In a 2018 survey of HR professionals and employers, 70% indicated that they use social media in their search for job candidates. In addition, 48% check up on current employees on social media, and 34% have reprimanded or fired an employee based on content found online. Finally, 84% of HR professionals said that recruiting job candidates is the primary reason their organizations use social media for recruitment, and another 9% plan to begin using social media.

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The Balance Careers. https://www.thebalancecareers.com/social-media-recruiting-1919153. Retrieved February 9, 2021.

Part 1: Post the paragraph above for discussion in the group forum.     

Why do you think employers are using social media in their search for job candidates?

Does this make you think differently about your online presence?

Do you feel that your current social media site (e.g., Facebook) is appropriate for employer viewing? Provide examples.

Do you feel that qualified candidates should be screened out of employment opportunities based on their online presence? Explain.

Your post should be between 150 and 200 words.

Part 2: Respond to peers’ postings.  

Provide a thoughtful, detailed response to at least two peers’ postings.

Remember that spelling and grammar count for your responses too!

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students locate a mailing list, discussion board, or website that discusses employment. Once they have read over the site and/or the postings, have them share their discoveries with the class. Was the list/board/website helpful for improving their job-search skills? What sorts of advice and tools were offered? Have students share specific tips, techniques, and ideas they learned with other students in the class by sending their findings to the class mailing list.

2. Web Searching for Career Information and Job Postings. Human Resources and Skills Development Canada has a career handbook and National Occupational Classification information available (http://noc.esdc.gc.ca/CareerHandbook/ChWelcome/ 6a15ad323ca0b7860e6c3f5844).

Many professional organizations post jobs as do corporations on their home pages as well. CACEE Work Web (https://www.cacee.com) is created by the Canadian Association of Career Educators and Employers. Another large site is Monster.com (https://www .monster.com), with over 500,000 jobs worldwide and which allows you to search by region, occupation, and industry. A smaller Canadian site (https://www.monster.ca) is also available. .

Encourage students to use these online sources (and others) to find career information and available jobs. Better yet, set aside a class period in the computer lab to show students how to use these sites effectively. If students are planning to relocate, these online sources can be beneficial for lining up a job before they even arrive! And many of these sites list jobs by geographic regions.

3. Discussion Board/Preparing for Salary Questions. When interviewees are asked for their salary requirements or expectations during a job interview, they must be prepared to respond with something concrete that shows they did their research and know how much they’re worth. Ask students to research salary information for a job they’d like to apply for now or in the future. They should then share their findings on the class discussion board. Have students brainstorm on the board about how they would answer these very important questions. What techniques would they use to make sure they’re paid what they’re worth?

4. Résumé Templates. Ask students to search résumé templates in Word (or other wordprocessing software) or online. They should choose their favourite and explain why they like it. What are the advantages and disadvantages of using a template?

5. Portfolios. Ask students to begin compiling items for a professional portfolio. They may want to include examples of their work, letters of reference, and awards. They will also want to decide on the best way to display these items, whether it’s a leather portfolio case, a binder, or a folder.

ADDITIONAL RESOURCES Service Canada Job Bank https://www.jobbank.gc.ca/home Workopolis.ca https://www.workopolis.com/EN/Common/HomePage.aspx Labour Market Information: Employment and Social Development Canada https://www.canada.ca/en/employment-social-development.html Youth Employment Strategy (YES): Human Resources and Skills Development Canada https://www.canada.ca/en/employment-social-development/services/funding/youthemployment-skills-strategy-program.html PowerPoint Tutorial 012: How to Create a Beautiful Modern Résumé/Free Résumé Template https://www.youtube.com/watch?v=nB52RHRdXz8

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CHAPTER 16 TEACHING SUGGESTIONS AND RESOURCES

Interviewing and Following Up CHAPTER OVERVIEW This chapter is one of the most important in the book because it focuses on employment—the ultimate goal of all students. Chapter 16 helps students distinguish between two kinds of employment interviews: screening interviews and hiring/placement interviews. It describes how to prepare for both kinds of interviews. Screening interviews may be conducted by telephone or online. Students learn the various types of hiring/placement interviews that they may encounter, including one-on-one, panel, group, sequential, and video interviews. This chapter teaches students to research the target company, rehearse success stories, clean up digital dirt, and practice answers to possible questions. They also learn how to conduct themselves during such interviews, including controlling nonverbal messages. The major focus of the chapter, however, is on typical questions that are asked during hiring interviews and how students should respond. The chapter discusses how to respond to illegal questions and some behaviours to avoid during interviews. It also describes how to close an employment interview.

Finally, students learn what to do after an interview and how to write several follow-up letters and other employment messages.

LEARNING OBJECTIVES 1. Explain the purposes, sequence, and types of job interviews.

2. Describe what to do before an interview, including using professional phone techniques, researching the target company, rehearsing success stories, cleaning up digital dirt, and fighting fear.

3. Describe what to do during an interview, including controlling nonverbal messages and answering typical interview questions.

4. Describe what to do after an interview, including thanking the interviewer, contacting references, and writing follow-up messages.

5. Prepare additional employment documents.

1

Copyright © 2013 Nelson Education Ltd.

FEATURES IN THIS CHAPTER  

  

    

New Spotlight on Communications: Ubisoft—A Top Canadian Employer Expands the coverage of interview types by adding online, video, and virtual interviews so that students can be prepared for digital techniques, which are increasingly used in the workplace today Concept Check questions added to each Learning Objective to reinforce and enhance student comprehension Sharpens all the tips and advice for best practices before, during, and after job interviews Expands the advice on researching target companies before an interview so that students know how to use LinkedIn and other social media sites when gathering information New Case Connections: Making the Most of Job Fairs Shows frequent interview mistakes in Figure 16.3 and recounts outrageous mishaps so that students can smile but learn to avoid some disastrous behaviour Reviews and updates employment questions to be sure they represent the latest employment trends Emphasizes how to answer behavioural interview questions by using the STAR technique because recruiters frequently use this technique Includes revised end-of-chapter exercises with new questions, documents for analysis, and activities that engage students in applying chapter concepts

STUDENT ENGAGEMENT STRATEGIES Making It Relevant Students enjoy this chapter and see it as highly relevant to their futures. They will have varied experiences with interviews; some students may even have extensive experience as interviewers. Draw on the wealth of student experience and enthusiasm as you teach this chapter.

Interactive Lectures: Let’s Discuss The following questions are designed to promote critical thinking and encourage lively discussions in the classroom. Student responses will vary; some suggested answers are provided.

1. Does researching a company before an interview make a difference?

Absolutely! Hiring managers at such companies as Yahoo!, Advanced Micro Devices, Restoration Hardware, Google, and PG&E stress that job candidates must

prepare ahead of time if they want to perform well in an interview. Mark Buxton, Vice President of Human Resources for Del Monte Foods Company, sums it up nicely when he says that the biggest mistake interviewees can make is “coming unprepared. We expect the people we interview to have done research about Del Monte, to have read recent news about what we’ve been up to and to understand the job they’re interviewing for.”

SFGate. (2005, August 28). Face to face—interviews with HR hiring professionals at places you want to work: Del Monte Foods Company. Last modified 20 January 2012. Retrieved from https://www.sfgate.com/news/article/Face-to-Face-Interviews-with-HR-Hiring2644842.php.

2. What does your voice-mail message sound like right now? Would it impress an interviewer?

Many students don’t think about how their outgoing voice-mail message might sound to potential employers. Students will first get a good laugh at what some of their messages sound like. You can then remind them of the importance of having a professional, concise outgoing message. Remind students that messages should be in their own voice (not the default from their service provider) and should include their name so that employers know they’ve reached the right person.

3. How do you fight fear before a job interview?

Students may have other techniques for fighting fear that they can share with the class.

Additional techniques may include the following: 1. Put things in perspective. The worst that can happen is that you don’t get the job.

But you still gain experience interviewing and can apply what you learn to future interviews.

2. Remember that an interview is just a conversation with another person. You do this all the time!

3. Realize that the interviewer may be just as nervous as you are.

4. Have you ever been asked an inappropriate or illegal question during a job interview? How did you handle it?

Students will enjoy sharing their experiences with the class, and some of the questions they may have been asked will surprise and even shock you. This question is sure to result in a lively and educational discussion.

5. Would you send a thank-you letter after a job interview even if you know you don’t want the position? Why or why not?

Most students initially say no when asked this question. However, you should stress the value of sending a thank-you letter after any interview. Doing so shows good manners and respect for the interviewer’s time. Just be sure that the letter isn’t misleading.

6. Can sending a thank-you letter or email make a difference?

Without a doubt! Jennifer McLure, President of Unbridled Talent, states that “sending a well-crafted and timely thank-you letter after an interview can add a positive impression to an already positive connection.” Doing so will certainly make a candidate stand out.

The most effective thank-you letters are personalized and sent with 24 hours of the job interview.

Monster Staff. (n.d.). Should you send a thank-you after an interview? https://www .monster.com/career-advice/article/interview-thank-you-letter-send-or-not. Retrieved February 10, 2021.

7. How does thorough preparation help a candidate reduce the stress and butterflies that most people feel during an interview?

Preparation is essential if you expect to remain calm under the pressure of job interviewing. Knowing that you have done painstaking company research and that you have practiced typical questions along with your success stories will boost your confidence. This self-assurance is a major factor in calming nervousness.

8. How can you prepare in advance for behavioural interview questions?

Consider the position for which you are applying and define the key points from your résumé that you wish to highlight. Think about your major accomplishments, your training, and your education. Also make a list of the core competencies—such as detail oriented, effective multitasker, great team player—that make you a perfect fit for the job. Prepare at least six success stories for each key point and each core competency.

Use these stories as examples when you respond to behavioural questions.

9. What are some important things that will ensure a successful job interview?       

Dress professionally and be well-groomed.

Arrive 10 to 15 minutes early.

Give a firm handshake.

Wait to be offered a seat.

Make good eye contact, sit up straight with an open body position, and use a clear voice.

Repeat the question in your answer.

Provide specific examples.

    

Maintain a positive tone.

Bring copies of your résumé and references.

Prepare a few appropriate questions.

Send a thank-you letter.

Follow up with the employer a week later if you have not heard back.

10. Why are references important? Should you list references on your résumé? Or bring them to an interview? Or both?

References are important because they may determine who the employer hires once a short list of candidates has been created. You should not list references on your résumé for many reasons: it takes up too much room, it is not necessary at this stage, and your references may not want their contact information distributed to so many places. If you bring your references to the interview, it allows you to gauge the employers’ interest if they ask for them and it allows you to inform your references that they may be contacted. You should have three to five professional references from past employers, teachers, or someone who has known you for a long time but is not a relative, such as a minister/priest/rabbi or neighbour. Always ask a reference for permission to use their name and contact information and ensure they will give you a strong reference.

Classroom Activities Topic Emphasis When discussing this chapter, you will want to emphasize the importance of a job interview, its purposes, and its forms, including screening, hiring/placement, one-on-one, panel, group sequential, and stress interviews. Discuss the importance of careful preparation prior to an inperson job interview. Researching the target audience, preparing success stories, and practising answers to possible questions are all important activities which a candidate must complete prior to the interview. Understanding how to perform during an interview, including sending positive nonverbal messages and using good techniques in answering questions are critical skills for students to learn.

Chapter Presentation Suggestions 1. Guest Speaker. Invite someone from your career centre or someone who recruits and interviews in the business world. Ask that expert to discuss the types of interviews including screening interviews, hiring/placement interviews, one-on-one interviews, panel interviews, group interviews, sequential interviews, and video interviews.

Students would also benefit from a discussion of the various question types they might encounter in an interview. These include questions to get acquainted, gauge interest, discuss experience and accomplishments, probe about the future, evaluate strengths

and weaknesses, discuss money, and learn about situational and behavioural issues. It may also be appropriate to warn students about illegal and inappropriate questions.

Students sometimes don’t accept everything they read in texts or what their instructors say; therefore, inviting an outside expert to class to share his or her expertise reinforces effectively the messages of the text and the teacher. When the expert repeats what you have said in class, you become a more credible source of information for the students.

2. Learning to Network: Interviewing a Professional Practitioner. Early in the term ask your students to schedule an interview with a professional in their field to (1) make a professional contact and (2) learn about what is expected on the job. Students can make the appointments through their own contacts or through calling a company and seeking an appointment. Students should explain that they want information and advice from professionals in their fields.

Pre-interview: Once the appointment is made, have the students prepare interview questions such as these:            

What kinds of duties and responsibilities do you have?

What is a typical day like for you?

How did you get started in this field?

If you could start over, what would you do differently?

What are some of the drawbacks of a career in this field?

What is a typical career path for advancement?

What do you like best about your job? What do you like the least?

What is the average salary for an entry-level position?

What advice can you give that might help me to prepare more adequately for a career in this field?

Can you suggest names of other people who may be willing to give me more information?

Women may want to ask about employment and promotional opportunities for women in this field.

One question required of every student: In what ways and to what extent do you use your communication skills (reading, writing, speaking, and listening) on the job?

The Interview: Students must dress professionally for the interview, be prepared, and keep to the agreed-upon time limit. They need to take good notes (no recording—they need to practice note-taking and listening skills).

Post-interview: Require students to write and send an appropriate thank-you note to the person interviewed, citing what things they appreciated about the experience.

Students should write memos or make short presentations to the class about their interview results. They should cover what information they learned, how they felt

during their interviews, what they gained from their experiences, and how and to what extent the professionals they interviewed use communication skills on the job.

Benefits of the Assignment: Students make valuable contacts, gain confidence in interviewing, and develop insight into the workings of their chosen professions. If students make oral summaries of their interview, the whole class shares advice about career preparation and employment searches from multiple professional sources. Also, since all of the professionals interviewed will stress the importance of effective communication skills, the class will get the message. Finally, some by-products of the experience may be job or internship offers, further contacts with other professionals, and future appointments to learn more about the profession.

3. Mock Interviews. Assign small groups. Ask students to develop interview questions based on one another’s résumés. You may want to provide a template for the questions to ensure variety and some behavioural questions. Next, students will ask each other the questions in a panel interview. You can book a room and attend each group’s interviews or this can be done as an in-class activity. Provide both instructor and peer feedback to each student after the interview.

4. Video Interviews. With the advent of Skype, Zoom, and other videoconferencing software, these types of interviews are becoming more common. Ask students to create a list of strategies for these kinds of interview. How are they different from other interviews, such as in-person or phone interviews? How are they similar?

5. Chapter Review, Critical Thinking, and Activities. At the end of the chapter, several hands-on activities are available for students.

Online Class Activities

1. Behavioural Questions and STAR Responses Ask students to post a behavioural interview question. Next, the student must choose two other questions and prepare a short STAR response for each. Lastly, they need to read the other posts and choose the best response, explaining why they liked it the most.

2. Interview Tips Part A: Post a paragraph for discussion in the group forum. 

From your personal experience, share 3 to 4 interview tips with your group. Provide specific examples.

    

Discuss something that went well during one of your previous interviewing experiences.

What are some challenges you have faced during interviews? How did you handle it, and would you handle it differently a second time around?

If you have never experienced an interview before, what interview skills should you focus on for your future career?

If you have conducted interviews before, what tips would you give your classmates about how to be successful in an interview?

Your post should be between 150 and 200 words.

Part B: Respond to peers’ postings.  

Provide a thoughtful, detailed response to at least two peers’ postings.

Remember that spelling and grammar count for your responses too!

The Technology Link With the current emphasis on technology in the work world, it is essential for business communicators to be able to use technology effectively to communicate. The exercises in this section will help students develop the technical skills they’ll need to succeed.

1. Digital Network/Class Mailing List. Have students locate a mailing list, discussion board, or website that discusses interviewing. Once they have read over the site and/or the postings, have them share their discoveries with the class. Was the list/board/website helpful for improving their interviewing skills? What sorts of advice and tools were offered? Have students share specific tips, techniques, and ideas they learned with other students in the class by sending their findings to the class mailing list.

2. Discussion Board/Preparing for Salary Questions. When interviewees are asked for their salary requirements or expectations during a job interview, they must be prepared to respond with something concrete that shows they did their research and know how much they’re worth. Have students explore such sites as http://www.canadavisa.com/canadiansalary-survey.html. Here they can search for salary ranges by job title, geographic location, and other factors. Ask students to research salary information for a job they’d like to apply for now or in the future. They should then share their findings on the class discussion board.

Have students brainstorm on the board about how they would answer these very important questions. What techniques would they use to make sure they’re paid what they’re worth?

3. Thank-You Letters. Ask students to search online for examples of thank-you letters.

Once they’ve chosen an example they like, ask them to create their own letter after the mock interview or a previous real-life interview they’ve completed. Have them complete peer reviews of the letters regarding content, organization, tone and mechanics.

4. Power Poses. Ask students to watch the Amy Cuddy TED Talk on power poses. They may choose to read some of her research as well. Before presentations and/or mock interviews, ask students to practise a power pose. You may choose to turn down the lights and ask students to close their eyes to increase the comfort level in the class. Be sure to do a power pose too!

ADDITIONAL RESOURCES Understanding the Interview https://www.yorku.ca/careers/cyberguide/interviews.htm Job Interview Coaching and Strategies Training https://www.interviewstrategies.com/ Top Seven Follow-Up Emails After a Job Interview https://www.snagajob.com/resources/top-seven-follow-up-emails-after-a-job-interview How to Follow Up After a Job Interview https://www.thebalancecareers.com/how-to-follow-up-after-a-job-interview-2061333 Video Interview Guide: Tips for a Successful Interview https://www.indeed.com/career-advice/interviewing/video-interview-guide How to Request a Recommendation Letter From an Employer https://www.indeed.com/career-advice/finding-a-job/request-a-recommendation-letter-froman-employer