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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. 2 .
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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
Information Management
Critical Thinking
Problem Solving
Active Listening
Professional Work Behaviours
Goal-Setting
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Agility
Adaptability
Personal and Social Responsibility Ethical Decision Making
Engagement
Innovation and Creativity
Learning Worker Attitude
Team Building
Accountability
Project Collaboration
Online Tools and Social Media
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. 11 .
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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? (Obj. 2) 12 .
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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. 15 .
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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. 17 .
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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: • • •
•
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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? 5 .
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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: • •
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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. 9
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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? 11 .
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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. 12
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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.” 13 .
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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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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. 72
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. 19 .
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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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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. 22 .
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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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Guffey, Lowey, Griffin Business Communication: Process and Product, 7th Brief Canadian Edition
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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Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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. 2 .
Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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 .
Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
& 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. 4 .
Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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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Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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.” 6 .
Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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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Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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. 8
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Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
• •
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. Analysis: Justification/Recommendation Reports 9 .
Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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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Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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. 13 .
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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. 14 .
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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. 19 .
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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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Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
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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Chapter 12 Business Communication: Process and Product, 7th Brief Canadian Edition
• • • • • •
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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