Manual Instructors and Test Bank
for
Managing Business and Professional
Communication
Second Edition
Carley H. Dodd
Abilene Christian University
Boston New York San Francisco
Mexico City Montreal Toronto London Madrid Munich Paris
Hong Kong Singapore Tokyo Cape Town Sydney
Copyright 2008 Pearson Education, Inc.
All rights reserved. The contents, or parts thereof, may be reproduced with Managing
Business and Professional Communication, Second Edition, by Carley H. Dodd, provided
such reproductions bear copyright notice, but may not be reproduced in any form for any
other purpose without written permission from the copyright owner.
To obtain permission(s) to use the material from this work, please submit a written
request to Allyn and Bacon, Permissions Department, 75 Arlington Street, Boston, MA
02116 or fax your request to 617-848-7320.
ISBN-13: 978-0-205-54498-1
ISBN-10:
0-205-54498-3
Table of Contents
Instructors Manual
Introduction
Course Syllabus and Sample Calendar
Chapter 1 Introducing Business and Professional Communication
Chapter 2 Managing Leadership Communication in Organizational Cultures
Chapter 3 Managing Interpersonal Communication in the Workplace
Chapter 4 Managing Nonverbal Communication in Business
and Professional Contexts
Chapter 5 Managing Conflict Communication in the Workplace
Chapter 6 Managing Intercultural Communication in the Workplace
Chapter 7 Managing Communication with Customers and Clients
Chapter 8 Managing Group Communication
Chapter 9 Managing Team Building
Chapter 10 Managing Interview Communication
Chapter 11 Managing Foundations for Public Presentations
Chapter 12 Managing Communication Presentational Skills
Chapter 13 Managing Informational Presentations
Chapter 14 Managing Persuasive Presentations
Chapter 15 Managing Sales in Business and Professional Situations
Additional Materials
Test Bank
Chapter 1 Introducing Business and Professional Communication
Chapter 2 Managing Leadership Communication in Organizational Cultures
Chapter 3 Managing Interpersonal Communication in the Workplace
Chapter 4 Managing Nonverbal Communication in Business
and Professional Contexts
Chapter 5 Managing Conflict Communication in the Workplace
Chapter 6 Managing Intercultural Communication in the Workplace
Chapter 7 Managing Communication with Customers and Clients
Chapter 8 Managing Group Communication
Chapter 9 Managing Team Building
Chapter 10 Managing Interview Communication
Chapter 11 Managing Foundations for Public Presentations
Chapter 12 Managing Communication Presentational Skills
Chapter 13 Managing Informational Presentations
Chapter 14 Managing Persuasive Presentations
Chapter 15 Managing Sales in Business and Professional Situations
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5
10
18
24
40
49
55
64
68
76
82
87
94
99
103
140
146
155
164
173
182
191
200
213
219
230
237
248
258
269
Introduction to the Instructors Manual
This course makes a wonderful difference to our students. Having successfully taught this
class, using the approaches and concepts indicated throughout the text, I want to assure
instructors who may be using this material for the first time that the text works! The reviewers
(who of course teach this course in various colleges and universities) also have been excited
about the newer concepts exploring workplace communication. Their comments were extremely
helpful as they offered suggestions on what their students value.
This Instructors Manual is designed to reinforce and illuminate concepts in the text.
Consequently, Kelly Branch, the author of the manual, provides a semester syllabus, cases,
keywords, additional Internet sources, chapter teaching notes/outlines, class exercises, some
video materials, and discussion questions. The last section in the manual contains the hard copy
of significant numbers of test bank questions for you to choose (the computerized Test Bank is
available from Allyn and Bacon as part of the teaching package where the same questions
appear).
Additionally, the PowerPoint slides (available from Allyn and Bacon as part of the teaching
package) are developed with creativity and student learning in mind. The slides feature key
words and key questions, models, and visuals, which we believe will stimulate interest.
Meanwhile, the Test Bank computer program, available to all instructors using the book,
contains the complete set of test questions found in the Instrcutors Manual.
Finally, the Companion Website (ablongman.com\dodd) which Allyn and Bacon manages for
us, offers your students sample test questions and a very helpful glossary of key words and
concepts for each chapter.
I am indebted to one of our best graduate students, Kelly Branch who developed most of
these auxiliary materials. Kelly is an extraordinarily talented student with an honors background
and an outstanding record at every project she tackles. Thanks, Kelly. You are awesome. In
addition, Lisa Sussman and Jenny Lupica at Allyn and Bacon faithfully helped us move the
project along and answered all of our questions in a timely matter.
Carley Dodd
i
Course Syllabus and Sample Calendar
Coms 343
Business and Professional Communication
Department of Communication
Instructors Name
Phone, Office, Website, and Email address
Mission of Your University or Department
Mission of the Business & Professional Communication Course
This course is designed to encourage service, to promote professional and career opportunities, to
introduce still effective speaking and information management skills and principles, and to facilitate
various workplace relationships and team building through the study and application of workplace
communication principles.
Competencies. Because of the course, students should be able to:
Develop knowledge of information management within organizations, reports and sales
speeches in organizations, negotiation, interviewing, and conducting meetings
Conduct a communication analysis of an organizations culture and leadership styles
applying appropriate organizational and leadership communication concepts
Present an informative report with appropriate written support
Critically analyze informational and persuasive presentations
Understand and develop sales communication processes
Develop proficiency in developing and managing teams
Develop healthy working relationships on the job
Develop insights and practices related to effective nonverbal communication in the
workplace
Indicate knowledge and skills in conflict management
Know and integrate principles of cultural diversity in various intercultural situations in
the workplace
Explain and produce policies or principles related to customer service in organizations
Develop a satisfactory resume
Indicate proficiency in interviewing
Demonstrate proficiency in knowledge and skills of conducting meetings
ii
Attendance Policy and Grades
The class is a participation style class, and thus, attendance is extremely important, as indicated by a
participation grade on the scoring planner. By the departmental policy, a student will be dropped from the
class after missing a number of absences as follows: MW 6 absences. Excused absences are based on
university -approved activities or if y ou produce a documented illness, then the assignments and
participation grade can be made up within one week of mission or as indicated by the instructor, up to the
university policy of 20% which is 6 absences on MW or TR classes..
The grading scale is 90-100=A, 80-89=B, 70-79=C, 60-69=D, below 60=F.
Texts
Carley H. Dodd (2008). Managing business and professional communication.2nd edition.
Boston: Allyn & Bacon.
Companion Website (available for sample test questions and other helpful materials
through Allyn and Bacon: ablongman.com and click onto the sources leading to the Dodd
text and other helpful material from Allyn and Bacon).
Course O utline a nd S chedule
The syllabus indicates daily topics and activity. We encourage you also to fill in the date and score
planner attached.
The chapter material is due the day that topic is discussed. Each day you can expect one or a combination
of readiness assessment quizzes, case problems, short papers, or in-class projects that assume a
knowledge of the material for that day. So, be prepared every single day! These all count on your grade.
Look ahead for an assignment due.
MW or TR SCHEDULE (32 days or 16 weeks @ 2/week)
1.
2.
3.
4.
5.
6.
7.
8.
Overview of Class and Introduction to Organizational Systems
Reading: Chapter 1
Introduction to Organizations and Leadership
Reading: Chapter 2a
Organizational Culture and Leadership
Reading: Chapter 2b
Paper 1: A Model of Information Flow Within Organizations
Managing Interpersonal Relationships
Reading: Chapter 3
Applying Interpersonal Communication in the Workplace
Honors student reading: Goleman (1998). Working with emotional intelligence
Discussion/exercises related to interpersonal communication in the workplace
Paper 2: Key Factors of Interperson al Communi cation
Managing Nonverbal Communication in the Workplace
Reading: chapter 4
Teams begin to conduct communication assessment of nonverbal factors in a selected
organization (reports to be presented later)
Nonverbal Assessment Reports
Group Paper 1: Analysis of Nonverbal Issues in an Organization
Conflict in the workplace
Reading: chapter 5
iii
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Conflict in the workplace: discussion/exercises
Reading: chapter 5; view selected websi tes relat ed to conflict on the job
Managing cultural diversity in the workplace
Reading: chapter 6; lecture, video, discussion
Reading for honor student credit: C. H. Dodd (1998). Dynamics of intercultural communication
or W.B. Gudykunst & Y. Y. Kim (1996). Communicating with strangers. (a written or oral report
to follow)
Managing cultural diversity in the workplace
Cultural simulation, discussion and briefing
Paper 4: What makes high performance organizations with cultural diversity?
Managing customer relationships in the workplace
Readings: chapter 7
Customer relationships (continued)
One-minute briefings on select topics from chapter 7 or briefings from websites on customer
service
Student role-play exercises on dealing with angry customers/clients
Small group communication in the workplace
Readings: chapter 8
Small group communication in the workplace
Group discussion over a business or professional problem (30-45 minute discussion with the
groups following a problem-solving sequence presented in chapter 8 and completing a solution
and plan to be turned in to the instructor)
Managing team building in the workplace
Reading: chapter 9
Team building
Teams present Group Paper 2: An audit of how an organization develops and maintains
teams (An actual organization is to be surveyed or interview key people in the unit to deal with
the question of team building and maintenance; a good service-learning project for the school and
the community). Teams can present their results briefly using a PowerPoint presentation other
visual aids to make this briefing.
Reading for honors students: Katzenbach & Smith (1994). The wisdom of teams. (a written or
oral report to follow)
Exam 1: Chapter 1-9
Interview communication in the workplace
Reading: chapter 10a
Interview communication and resumes
Reading: chapter 10a and websites related to resume building
Discussion of how to conduct various interviews and how to present yourself through resumes
and face-to-face interaction (refer again to nonverbal communication in the workplace, chapter 4,
for guidelines on avoiding irritators and managing the nonverbal context involved in an
interview)
Interview communication (continued)
In-class interview assignment. Teams role-play as interviewer, interviewee, and observer and
after a period of 10-15 minutes, each person changes roles. Everyone must present a resume
during the interview and have prepared key questions in the role of interviewer, using the types
and structures of interview questions described in chapter 10. Paper 4: Resumes due
Foundations of business and professional speaking
Reading, chapter 11
Discussion/exercises on how to improve foundations, such as overcoming communication
apprehension
iv
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Presentational skills
Reading: chapter 12
Discussion and workshop exercises on preparing for delivery of public presentations.
See the Companion Website or Allyn and Bacons general website for possible video workshop
materials
Informative presentations
Reading: chapter 13
Discussion and exercises or in class experiences working with various presentational designs
(outline patterns for information messages and briefings)
Informative speeches
Informative speeches
Persuasion
Reading: chapter 14
Discussion and experiences
Persuasive presentations
Persuasive presentations
Sales communication
Reading: Chapter 15
Role play and discuss relationship sales
Group project: Sales Interview assignment. In learning groups, conduct a sales interview.
These will be videotaped for each learning team and reviewed by your instructor.
Final Exam Day
MWF SCHEDULE (48 days or 16 weeks @ 3/week)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Overview of Class and Introduction to Organizational Systems
Reading: Chapter 1
Introduction to Organizations and Leadership
Reading: Chapter 2a
Organizational Culture and Leadership
Reading: Chapter 2b
Discussion, exercises, role play, or video on organizations and leadership
Paper 1: A Model of Information Flow Within Organizations
Managing Interpersonal Relationships in the Workplace
Reading: Chapter 3
Applying Interpersonal Communication in the Workplace
Honors student reading: Goleman (1998). Working with emotional intelligence
Discussion/exercises related to interpersonal communication in the workplace
Paper 2: Key Factors of Interperson al Communi cation
Managing Nonverbal Communication in the Workplace
Reading: chapter 4
Teams begin to conduct communication assessment of nonverbal factors in a selected
organization (reports to be presented later)
Nonverbal Assessment Reports
Group Paper 1: Analysis of Nonverbal Issues in an Organization (These reports will
involve a group paper and an oral briefing in class on your findings)
Nonverbal Assessment Reports (continued)
Conflict in the workplace
Reading: chapter 5
Conflict in the workplace: discussion/exercises
Reading: chapter 5; view selected websi tes relat ed to conflict on the job
Managing cultural diversity in the workplace
v
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
23.
24.
25.
26.
27.
28.
Reading: chapter 6; lecture, video, discussion
Reading for honor student credit: C. H. Dodd (1998). Dynamics of intercultural communication
or W.B. Gudykunst & Y. Y. Kim (1996). Communicating with strangers. (a written or oral report
to follow)
Managing cultural diversity in the workplace
Cultural simulation, discussion and briefing
Presentations of papers in class
Paper 4: What makes high performance organizations with cultural diversity?
Managing customer relationships in the workplace
Readings: chapter 7
Customer relationships (continued)
One-minute briefings on select topics from chapter 7 or briefings from websites on customer
service
Student role-play exercises on dealing with angry customers/clients
Small group communication in the workplace
Readings: chapter 8
Small group communication in the workplace
Discussion, role-play s, video
Group discussion over a business or professional problem (30-45 minute discussion with the
groups following a problem-solving sequence presented in chapter 8 and completing a solution
and plan to be turned in to the instructor)
Managing team building in the workplace
Reading: chapter 9
Team building
Teams present Group Paper 2: An audit of how an organization develops and maintains
teams (An actual organization is to be surveyed or interview key people in the unit to deal with
the question of team building and maintenance; a good service-learning project for the school and
the community). Teams can present their results briefly using a PowerPoint presentation other
visual aids to make this briefing.
Reading for honors students: Katzenbach & Smith (1994). The wisdom of teams. (a written or
oral report to follow)
Exam 1: Chapter 1-9
Interview communication in the workplace
Reading: chapter 10a
Interview communication and resumes
Reading: chapter 10a and websites related to resume building
Discussion of how to conduct various interviews and how to present yourself through resumes
and face-to-face interaction (refer again to nonverbal communication in the workplace, chapter 4,
for guidelines on avoiding irritators and managing the nonverbal context involved in an
interview)
Interview communication (continued)
In-class interview assignment. Teams role play as interviewer, interviewee, and observer and
after a period of 10-15 minutes, each person changes roles. Everyone must present a resume
during the interview and have prepared key questions in the role of interviewer, using the types
and structures of interview questions described in chapter 10.
Paper 4: Resumes due
Foundations of business and professional speaking
Reading, chapter 11
29.
Discussion/exercises on how to improve foundations, such as overcoming communication
apprehension
vi
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
Presentational skills
Reading: chapter 12
Discussion and workshop exercises on preparing for delivery of public presentations.
See the Companion Website or Allyn and Bacons general website for possible video workshop
materials
Informative presentations
Reading: chapter 13a
Informative presentations
Reading: chapter 13b
Informative Presentations
Discussion and exercises or in class experiences working with various presentational designs
(outline patterns for information messages and briefings)
Informative speeches
Informative speeches
Informative speeches
Persuasive Presentation Concepts
Reading: chapter 14a
Discussion and experiences
Persuasion Presentation Practices
Reading: chapter 14b
Persuasion
Discussion and experiences
Persuasive presentations
Persuasive presentations
Persuasive presentations
Sales communication
Reading: Chapter 15
Role play and discuss relationship sales
Group project: Sales Interview assignment. In learning groups, conduct a sales interview.
These will be videotaped for each learning team and reviewed by your instructor.
Continue group project for sales
Final Exam Day
vii
C H A P T E R ON E : IN T R O D U C I N G BU S I N E S S AN D PR O F E S S I O N A L
COMMUNICATION
Objectives:
Develop a rationale for why Business and Professional Communication is important
Recognize the central role of communication in the workplace
Understand the fundamental components of a communication model.
Identify overall assumptions which serve as guiding principles to assess communication
in the workplace
Assess some of your communication strengths and weaknesses
Key Words:
Workplace communication, communication model, organizational communication, organization
culture, channel occasion, context, noise, communication competence, communication deficits,
communication participants, interaction, communication axioms.
On the Internet:
www.work911.com/articles
www.ceoexpress.com
www.thinkmanagers.com
Chapter Teaching Notes:
I.
II.
III.
Communication Gaps in the Workplace
Communication Competencies Needed in Organizations
A. A need for improved personal skills: Self-confidence, overcoming communication
apprehension, motivation and persuasion, sensitivity to cultural diversity, team building,
conflict managements, and leadership skills
B. A need for more effective face-to-face communication
C. A need for improved specialized communication procedures: Sales calls, meetings,
oral briefings, conflict, supervisory communication, dealing with bad news, making a
public presentation.
Business and Professional Communication Competencies
A. Regardless of job description, most future managers must have certain competencies.
Four groupings of competencies follow:
1. Managing Leadership in Organizational Cultures: Understanding structure,
leadership, decision-making, and procedures in an organization. These lead
1
IV.
V.
to four groupings of Business and Professional Communication
competencies:
2. Interpersonal Communication in Business and Professional Communication
a. Communicate interpersonally
b. Understand and manage conflict
c. Deal with customer relationships
d. Be able to interview others
e. Distinguish values and ethics
f. Know your personal communication strengths and weaknesses
3. Small Groups and Teams in Business and Professional Communication
a. Manage cultural diversity
b. Manage information and interviews in relationship to organizational
culture and leadership systems
c. Use multiple channels of communication, including technology
d. Develop group communication skills and team building
e. Assess communication problems and derive effective solutions
4. Public Presentations in Business and Professional Communication
a. Make clear, informative presentations in large and small audiences
b. Present persuasive speeches to large or small groups
c. Be able to sell or create a plan that leads to sales
d. Create strategies for organizational change and development
B. Communication competencies refer to what you must know and practice and skills
you must engage to be effective.
Business and the Professional Communication Definition and Model
A. Definition: Participants interpreting information by interacting through sending and
receiving messages across a channel in an organizational context.
B.
The Model a transactional model
1. Participants - Those who interact and interpret information
2. Message
a. Both verbal and nonverbal messages are sent
b. Message filtering
c. Channel
d. Face-to-face
e. Technology mediated
f. Noise
g. Physical interference
h. Psychological noise
3. Environment and Societal Factors - The role of external factors on organizations
and their e mployees
4. Speech Context and Occasion - The physical location and the reason for the event
5. Organizational Culture - norms, attitudes, beliefs, values, and mission
Communication Qualities how communication works
A. Communication is unavoidable
B. Communication is irreversible
C. Communication involves content and relationship
D. Communication is rule-governed
2
VI.
Business and Professional Communication in Four Contexts
A. Organizational Culture
B. Interpersonal Communication
C. Groups and Teams
D. Public Presentations
Class Exercises:
1. Objective: To facilitate understanding of communication and business and professional
communication.
Time: 15 minutes
Directions: Have students write down their definitions of communication and business and
professional communication. Have them share their definitions and discuss. What elements
are important to include in each definition? How do their definitions differ from text
definitions or other accepted scholarly explanations?
2. Objective: Create greater understanding of the communication model and the components
of message sending.
Time: 20 minutes
Directions: In groups, have students draw a communication model of their own. Discuss the
texts version. How would students change it? What would they add or take away and why?
3. Objective: To increase understanding of the importance of business and professional
communication skills.
Time: Out of class preparation (1-1.5 hours) plus 20 minutes in class discussion
Directions: On the Internet (sites like www.monster.com, etc), have students research career
requirements for attaining different types of jobs. Have them write up a short summary and
cite their sources. What kinds of jobs specifically require communication skills? How often is
it mentioned in ads? What kinds of communication skills are mentioned as requirements?
4. Objective: Create a general knowledge of how business and professional communication
is important in the workplace today and how communication is changing.
Time: Out of class preparation plus 50-80 minutes in class. (Could separate discussion and
presentations into two days if necessary)
Directions: Ask students to look on the Internet, in the newspaper, and in a magazine for a
current article that relates to communication in the business and professional world. In
groups, have students discuss each others articles and create a short informative presentation
on how communication is affecting todays workplace and organizational life.
3
5. Objective: To draw connections between communication theory and everyday usage of
communication principles.
Time: 25 minutes
Directions: Ask students to think of a complicated communication situation that they have
encountered. Have them draw the communication model, substituting the names and events
of that situation into the model. Ask that they analyze the situation and identify which
components helped and hindered the process.
6. Objective: To recognize personal communication strengths and weaknesses and how
communication skills can be improved.
Time: 35 minutes
Directions: Each student should complete the Communication Strengths and Weaknesses
Assessment. Then have students rewrite the situation that they wrote about, changing the
areas of perceived weaknesses to areas of strength. (How they should have behaved or
reacted, instead of the actual behavior or response.) Ask students about how they could start
improving their communication so that the next time they encounter a similar situation they
might be able to communicate more effectively.
Discussion Questions:
1. Why is business and professional communication important to you now, at this stage of
your life?
2. Why are communication skills necessary in the workplace? How can developing your
skills increase your effectiveness on the job?
3. What kinds of jobs require communication skills? Which careers hinge on excellent
communicators for success?
4. How much time do you spend communicating in the job that you have now, or have had
in the future?
5. Do you think communication is as important in a computer technology career as it is in a
media relations job?
6. Can you think of any circumstances when communication failed at your workplace or
school? What were the consequences?
7. In what areas do see a need for communication improvements among your peers? At your
college or university? At your workplace?
8. Which components of the communication model do you think are ignored the most? If
more people understood the communication model, how do you think communication
would change?
9. What is the most recent experience that you have had when either the environment or
noise interrupted a message being sent to you by someone else? What about when you
were sending a message? Did this make a difference in the effectiveness of the message?
10. Have you ever had an experience where the message being given was not appropriate for
the context and occasion?
4
CHAPTER TWO: MANAGING LEADERSHIP COMMUNICATION IN
ORGANIZATIONAL CULTURES
Objectives:
Identify diverse management styles
Recognize and respond to leadership and management diversity
Develop your personal communication style applied to leadership and management
Identify the influence of organizational culture on communication and performance
Describe elements of organizational culture
Indicate the steps to create change in organizational cultures
Effectively communicate with units within organizations
K e y W o r d s:
Organizational culture, management approaches and theories, classical theory, human relations
approach, human resources approach, TQM approach, contingency leadership approach
On the Internet:
On organizational culture:
www.inc.com
www.hoovers.com
www.marketresearch.com
www.igbsihc.com
www.pamij.com
www.findarticles.com
www.acjournal.org
5
Chapter Teaching Notes:
I.
II.
III.
Organizational Culture as a Context for Communication
A. Organizational culture plays a role in:
1. The design and structure of an organization
2. The leadership styles engaged during business and professional
communication.
B. Organizational culture revolves around commonly accepted attitudes and
behaviors in an organization.
Organizational Culture Qualities
A. Mission and goals an organizational cultures driving force aligning a central
belief and the action steps taken to accomplish it.
B. Values items considered of ultimate worth or importance that influence
behaviors and attitudes.
C. Beliefs what individuals believe as true or false
D. Procedures and rituals the common understanding of the way things are to be
done and the routine activities that occur
E. Scope and Space what are the organizations size boundaries and service
territories?
F. Roles prescribed or expected models of organizational activity and the
organizations identification of key individuals
G. Relationships associations and interactions among people
H. Reward and recognition how do employees receive merit or advancement?
I. Language and communication style the code or jargon associated with an
organization. How do people communicate?
1. Communication style refers to frequent processes and approaches for
information sharing.
2. Communication style analysis revolves around three key points:
a. What is said message content and information availability
b. How a message is said - the emotions that play a role in
interpreting messages
c. Through what channel a message is said which channel is
appropriate for certain topics
J. Stories and narratives create understanding of the values and norms of an
organization
1. Heroes
2. Rules and procedures
3. Leadership expectation
K. Leadership style what style is used and what does the leader expect in return?
L. Organizational identity and image
1. Values people?
2. Values things?
Organizational Leadership Communication Designs
A. Leadership and Scientific Management Perspectives
6
B.
C.
D.
E.
F.
1. Time and motion studies and efficiency if human work can be isolated
into its smallest units, then work activity could be improved and time
could be reduced for certain jobs. (Scientific management or Taylorism)
2. Motivation carrot and stick approach, humans are economically driven
3. Organizational Structure structure as a means of organizing employees
and prescribing communication responsibility
a. Tall Organizational Chart traditional hierarchy with many
vertical lines of decision making and communication
b. Flat Organizational Chart a central person to whom large
numbers of employees formally report
Human Relations Perspective
1. Hawthorne effect Attention increases productivity
2. Employee focused attention employees are motivated by a need for
attention
Human Resources Perspective
1. Maslows Hierarchy of Needs
2. Herzbergs hygienic and motivator factors the hygienic factor is a
maintenance element whose characteristics lead to job dissatisfaction
the motivator factor leads to satisfaction such as achievement and
recognition
3. Theory X employees are lazy and less competent than leaders, need to
be driven and supervised
4. Theory Y people want to work and can be self-motivated
Systems Perspectives to Leadership Communication
1. Communication systems can be viewed as mutually-influencing units, or
as a web of networks forged through daily interaction
2. Blake and Moutons Managerial Grid similar to the human resources
perspective, but the final choices of a managers communication style
revolves around the outcomes expected in a work team.
3. Likerts Four Systems Describes four levels of employee involvement
across six major tasks: leadership, motivation, communication, decision,
goals, and control.
Total Quality Management Perspectives
1. Quality with no errors
2. Value driven outcomes
3. Market driven responses
4. Continuous improvement
5. Employee participation
Contingency Perspective
1. Adapting communication to the situational informational needs and
maturity levels of employees
2. It is critical to match the leadership style in a way that communicates
best with follower performance
7
Case Studies:
1. From the text: Insert 2.1 Taco Bell Organizational Culture
During the 1980s, Taco Bell viewed itself competing in the Mexican fast-food business.
However, rapid changes took place when they began to compare themselves with all fast food
and competed with all fast-food chains (pizzas, hamburgers). The next expansion occurred when
Taco Bell redefined itself as being in the business of feeding people. Finally, they expanded
their delivery channels (convenience stores, schools, airports, etc.) and added extended hours.
These changes results in market sales rises from $80 billion to $800 billion from 1983 to 1993
(Charan & Tichey, 1998).
How would you evaluate the roles of customer service, scope and space, and mission in this
example? What factors have you experienced personally with Taco Bell?
Class Exercises:
1. Objective: To help students identify areas of strengths and weaknesses in leadership.
(Worksheet available)
Time: 10 minutes
Directions: From the text: Insert 2.4. How Do You Rate As A Successful Leader?
Take the quiz, How do I rate as a successful leader? For all of the areas that could be
improved in your leadership, make a list of 3-5 actions that you can take this week to
begin improving these areas.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Do I encourage others participation?
Do I have realistic goals?
Do I continually question myself?
Am I aware of team effort and loyalty?
Do I work with a group before innovating?
Do I provide enough information to teams?
Can I tolerate ambiguity or frustration?
Can I share success with others?
Can I not get my way without pouting?
Do I control the impulse to get even?
Yes
___
___
___
___
___
___
___
___
___
___
No
___
___
___
___
___
___
___
___
___
___
Uncertain
___
___
___
___
___
___
___
___
___
___
2. Objective: To make connections between communication theory of organizational culture
and real life situations.
Time: 25 minutes
Directions: Make a list of popular slogans or mission statements from past or present
businesses. What do these statement indicate about the organization and its culture? What do
they suggest about the organization in relation to other similar organizations?
8
3. Objective: Increase understanding of organizational hierarchies and their effect on
communication.
Time: 20 minutes
Directions: Draw an organizational chart for your school or another organization you have
been involved with. Identify whether it is a tall or flat organization based on the
characteristics of both. How could the chart be changed to increase effectiveness and
timeliness of communication?
4. Objective: To make connections between TQM theory and real life situations.
Time: 60 minutes
Directions: Find as many resources and information on a flailing company as possible
(teacher can provide photocopied information to save time). How would you readjust the
organization under the TQM approach? Recreate the company using the TQM ideas provided
by John Batten. How will this new approach to management fix the organizations current
problems?
Discussion Questions:
1. What organizations can you think of that have merged? Were they successful or
unsuccessful? How do you think organizational culture played a part?
2. Which values do your college or university suggest are more important than others? How
does the institution portray these values as important?
3. How do the rituals at your college or university influence the culture?
4. How do globalization and cultural diversity play a part in a companys values, beliefs,
procedures, and rituals?
5. What experiences have you had where one of Maslows basic needs was not met? How
did that affect your life and your other needs?
6. Which of Likerts Management systems is the most appealing to you? Why?
7. Whom would you rate as a successful leader? Why? What is that persons approach to
managing people?
9
CHAPTER THREE: MANAGING INTE RPERSONAL COMMUNICATION IN
THE WORKPLACE
Objectives:
Identify principles explaining how relationships are perceived and categorized
Enlarge your awareness of relationship communication climates
Develop skills and practices that will enhance communication relationships
Apply openness to improve communication
Ask for and give communication feedback
Acquire appropriate assertiveness and communication immediacy behaviors
Practice improved interpersonal communication using clearer language and applying
improved communication style for effectiveness
Avoid communication omissions
K e y W o r d s:
Interpersonal communication, expectations, interpersonal perceptions, information sharing,
social exchange, communication climate, communication omission, assertiveness skills,
communication immediacy
On the Internet: (See text plus these extras)
http://www.fastcompany.com
http://www.pertinent.com/pertinfo/business/communication/
http://www.lib.ohio-state.edu/gateway/bib/interpersonal.html
http://www.abacon.com/commstudies/interpersonal/interpersonal.html
http://cicero.com.alma.edu/communication/onlinej.htm
Chapter Teaching Notes:
I. Interpersonal Communication Principles in the Workplace
A. Managing your expectations -Pygmalion effect states that expectation influences
relationships
B. Managing interpersonal perceptions of co-workers
1. Interpersonal attribution an early impression about a persons character
or some quality, often without the facts
2. Internal attribution reasons believed to explain the story because of a
persons character.
3. External attributions acknowledge a persons story springing from
causes beyond his or her control
10
4. Managing your interpersonal impressions
5. The four minute barrier the limited time in which people form their first
interpersonal impressions
6. Practice immediacy communication
a. Establish a positive tone early in the communication
b. Practice greeting skills
c. Be an active listener in order to truly engage in dialogue
C. Selectivity in listening to information we choose ideas and messages which
reinforce information already known, believed, or liked
1. Selective exposure individuals open themselves to information and ideas
consistent with previous knowledge, beliefs, or tastes
2. Selective attention we pay attention to or perceive only the things
already known, believed, or liked
3. Selective retention of the messages to which we are exposed and attend
to, we remember mostly topics or points already known, believed, or liked
D. Social Exchange
1. Evaluating relationships by taking into account the ratio of reward to cost
2. Relationships that have more personal rewards are more likely to last
II. Managing Your Interpersonal Communication Skills
A. Develop a positive communication climate
1. Supportiveness maintaining encouraging, loyal, and considerate
communication
2. Non-evaluative communication skills that offer less of an evaluative
beginning to communication
3. Spontaneity spontaneous rather than rehearsed messages
4. Openness maintain openness by avoiding dogmatism
B. The awareness factor self and other awareness
1. The Johari Window
2. Information sharing increases trust, liking, and reciprocal information
exchange
C. Competently share information
D. Initiate affinity-seeking communicationE. Avoiding communication omission
filtering out or omitting significant information in relating to others in the
business and communication setting
1. Reasons for omission:
a. Assuming being there assures information
b. Ignoring uncomfortable messages
c. When disagreement is viewed as a personal attack
d. Interruption occurs
e. When affirming nonverbal cues are missing
f. When not using feedback or paraphrase
g. When free from ego threat
11
III.
Develop Assertiveness Skills sharing your thoughts while respecting the rights and
opinions of others
A. Advantages of being assertive
1. Provides energy in communicating
2. Improves relationships
3. Becomes constructive for solutions
4. Achieves results
5. Improves decision-making
B. Assertive communication skills
1. Avoid emotional presentations
2. Deal with one issue at a time
3. Do not insist on your own way
4. Be clear and direct
5. Openly admit error
6. Have a coping outlook
7. Make I statements
C. Communication immediacy perceived nearness or closeness in talking and
listening
D. Apply improved verbal and language style
1. Talking down trap
2. Communication power game trap
3. Polarization: Either-or language trap
4. The labeling trap
5. The jargon trap
6. The word complexity trap
E. Communication Skills to Improve Language
1. The communication of inclusion
2. The praise/criticism ratio
3. Own the idea
4. Use more powerful speech
5. Avoid allness statements
6. Signposts and enumeration
12
Case Studies:
1. From the text: Insert 3.1 The Case of The Missing Information
A small manufacturing company in Oklahoma made valves and piping. In a special, urgent job
for some 1,000 valves, the supervisor assembled the machinists for the project and explained the
blueprints. After telling them how important the project was to the company, he then asked if
there were any questions. The long silence was concluded by the supervisors admonition to
work hard and quickly.
Later, the company leaders were inspecting the project in its early stage. To their horror, many of
the valves to this point were made incorrectly. That day, they scrapped thousands of dollars
worth of parts, not to mention the labor and delays caused.
In your opinion, what are the possibilities of what went wrong? What could you have done if
you were one of the employees? The supervisor? The executive leadership? The customer? The
raw materials supplier?
Class Exercises:
1. Objective: To help students understand the link between perceptions, actions, and
consequences in communication theory.
Time: 35 minutes
Directions: Ask students to write about an experience they had when someone judged them
too quickly.
a. Why might the person have made this attribution?
b. Was this attribution negative in some way?
Now have students write down a current situation in which they may be making a
negative interpersonal attribution of someone else.
c. Why have they made this attribution?
d. Why might they be wrong in their initial impression?
Now have the students tear up the piece of paper. This act is a physical reminder of the
need to wipe away the negative attributions they have made of that person and to begin
again with that person. Discuss the reasons that interpersonal attribution can be
damaging in organizational and professional contexts.
13
2. Objective: How does it end? Reinforce the idea of impression formation in everyday
living. (Worksheet available)
Time: 30 minutes
Directions: For each scenario, ask students to guess how they think the situation will end. Do
not tell them before the activity why they are doing this. Afterwards, discuss the idea of
positive and negative impression formation and how their answers may indicate premature
impression formation.
a. Susan is a responsible person who studies hard at her university. She is a
sophomore who to this point has made a 4.0 GPA. She believes that she gets good
grades because she pays attention in class and studies a lot before tests. Susan is
tends to spend most of her free time with her friends. Recently Susan has met
some new friends in her history class who, in general, do not get as good of
grades as Susan. The night before the midterm exam, these new friends ask Susan
to go out to dinner and a late movie and then stay the night. The friends assure her
that after the movie they will study. What do you think Susan will do? Why?
b. A computer graphics company in the northeastern U.S. employs Nathan. He is
very independent and carefree. He especially enjoys his career because there are
few rules and he is free to make most of his own decisions. Nathan likes to be
unconstrained as he works because he believes that is improves his creativity. He
also tends to be a people pleaser. The company was sold to a new owner who
wants to instill new procedures such as an 8-5 workday, as well as a more formal
dress code. How do you think Nathan will react? Why?
c. Jonathan has always been relatively lazy and unmotivated, although he is very
creative and intelligent. A new position is going to be created at his workplace
that is one level above him in his department. It is going to require a person that
can think through matters clearly and imaginatively. Do you think Jonathan will
want to apply for the new position? Why?
3. Objective: Create a fuller understanding of selectivity in information sharing in real life
contexts.
Time: 40 minutes first class, 50 minutes second class
Directions: In one class period, have students watch a 30-minute video relating to business
and professional communication or a related topic. After they watch it, ask them to write
down a short summary and what they remember the most about it. In the next class period,
ask them to watch it again and while they watch make a brief outline of all the topics
covered. Then, discuss selectivity in information sharing. Did they tend to remember and
relate mostly the information that they already were familiar with? How did selective
attention and retention play a part in what hey remembered?
4. Objective: Allow students to see social exchange theory in practice.
Time: 15 minutes
Directions: Have students list their two closest relationships as well as at least two
relationships that are much less close. For each, have them make a rewards and cost list (like
a pro and con list). Does social exchange theory hold true in their relationships?
14
5. Objective: Make connections between communication climate theories and its effects on
students lives.
Time: 15 minutes
Directions: After discussing the elements of communication climate, ask students to think
about a positive and a negative communication climate they are currently experiencing.
Which components are not being met constructively and which are? What can they do to
keep the positive climate on track? What can be done to improve the negative climate?
6. Objectives: Relate the Johari window to students personal experiences.
Time: 25 minutes
Directions: Ask students to think about two relationships that they have that are very
different. Then have them draw their personal Johari window for each one, adjusting each
small window to represent the amount of information sharing that occurs. Ask students if
they would be willing to draw and discuss one of their relationships on the classroom board.
7. Objective: Make connections between communication climate theories and its effects on
students lives.
Time: 10 minutes
Directions: Discuss the communication climate of your college or university. Which
components does your school excel at? Are their certain aspects that could use improvement?
How could the students in the class actively work to develop a more positive climate at the
school?
8. Objective: Making statements. Create an understanding of assertiveness and how it can
be created. (Worksheet available)
Time: 15 minutes
Directions: Have students identify the following statements as aggressive or nonassertive and
then rewrite them as assertive statements.
a. I dont care which one you like better because I want to buy this one and it is the
best.
b. I am really busy this week, but I guess Ill do the project whenever you want me
to do it.
c. Whatever you choose is okay with me.
d. It is clear that no one here wants you to join this team and you are not helping
the project, so you might as well not come to the meetings.
e. If you dont help me work on this report after work I will make sure that your
manager knows that you are not a team player.
9. Objective: Create an understanding of assertiveness and how it can be created.
Time: 30 minutes
Directions: Ask students to think of the last time they encountered a conversation that took a
turn for the worse. Have them write down what was said by each person to the best of their
abilities. Then identify which statements are considered aggressive and which are assertive.
Which people used assertiveness techniques? Did you use assertiveness? Specifically, which
assertiveness techniques can be identified? How could you have turned some of the negative
statements into assertive statements?
15
10. Objective: Create an understanding of communication immediacy through personal
experiences.
Time: 15 minutes
Directions: Have students think of their favorite and least favorite professors or high school
teachers (without identifying names). Ask students to go through each item on the
Communication Immediacy Instrument. Is there a link between positive relationships and
immediacy? Is there a link between negative relationships and a lack of immediacy? Ask
students to analyze if these behaviors are the main factors influencing their perspectives of
the relationship. Is this a positive perspective? Is it an accurate perspective?
11. Objective: Illustrate the results of participating in negative language styles.
Time: 5 minutes
Directions: Ask students to discuss the last time someone used negative language styles
around them. What might have caused this person to act that way? When was the last time
that the student participated in negative language styles? Why?
Make a list on the board of why the students believe people engage in behaviors such as
power games, jargon, and talking down. Now make a list of what the students can do to
reverse this type of behavior when it begins. Help students to see the link between the
negative action and the positive corrective behavior.
12. Objective: Create awareness of polarizing language in everyday use and its effects.
Time: 10 minutes
Directions: After discussing polarization, have students make a list of all the words and
sayings that contribute to either-or thinking. How many of these are common in everyday
language? What could students say instead?
13. Objective: To make a connection between actions and consequences of the
praise/criticism ratio theory.
Time: 15 minutes
Directions: Have students make a list of all of the positive things they said to three different
friends or family members the day before. Then have them make a list of anything negative
they may have said. Discuss the praise/criticism ratio. Do they have relationships where they
receive more criticism than praise? What could they do to change that ratio?
Discussion Questions:
1. What is your definition of interpersonal communication?
2. When is a time in which you experienced the Pygmalion Effect?
3. What can be the consequences of a person self-attributing their failures to external
causes?
4. How do you believe that people first perceive you? Are these attributions correct? If they
are not, how can you change your behavior to avoid negative attributions and increase
positive attributions?
5. Do you think that the four-minute barrier theory is accurate? Why or why not?
16
6. What instances of selective exposure do you experience on a regular basis? Do you think
that selective exposure limits you in any way?
7. What could you do to limit filtering because of selective attention?
8. If a relationship tends to have more costs than rewards, is it worth pursuing? What are
circumstances in which it would be worth it, and some that would not be worthwhile?
9. Which elements of communication climate do you think are the most important? Which
are the least? Why?
10. Can you think of a time when evaluative communication created a negative
communication climate? Discuss that time or discuss a time when non-evaluative
communication helped create a positive climate?
11. How could knowledge of the Johari window change early impression formation?
12. Why is it important to share information about yourself and about others?
13. How can an organizations social relationships benefit from communication?
14. What experiences have you had with communication omission? How did it affect the
outcome of the conversation or project? What could have eliminated the omission?
15. Do you consider yourself an assertive person? Are there certain contexts in which you
tend to be assertive, aggressive, or nonassertive?
16. How can being assertive improve a struggling relationship?
17. Why is verbal and language style critical in a business and professional setting?
18. What experiences have you had with labeling? Have you ever been labeled incorrectly?
What could be a consequence of labeling?
19. If you had a job in a highly technical job, how could you avoid falling into the jargon
trap?
20. Think of a person that you generally do not get along with as well as other people. What
kind of language do you generally use with that person? Would improving your language
skills around that person change the nature of the relationship?
17
CHAPTER FOUR: MANAGI NG NONVERBAL COMMUNICATION IN
BUSINESS A ND P ROFESSIONAL C ONTEXTS
Objectives:
Assess nonverbal functions
Create more effective understanding between you and another employee
Organize meetings for improving attitudes of liking and similarity
Clarify uncertainty of nonverbal cues with people and enhance meanings
Practice improved message interpretation
Develop skills that will add clarity and enhance your verbal communication
K e y W o r d s:
Nonverbal communication, rules, functions, personal and organizational space, body movement,
touch, vocal characteristics, time, objects, nonverbal behaviors in the workplace
On the Internet:
http://www.diversity.monster.com/asam/articles/nuances/
http://www.articlesall.com/communicatin/non-verbal_communication
http://www3.usal.es/~nonverbal/introduction.htm
http://www.acjournal.org/
Chapter Teaching Notes:
I.
II.
III.
Definition of Nonverbal Communication
A. Communication without words Remland
B. Definitions suggest a number of complexities
Why Nonverbal Communication is Important in the Workplace
A. It conveys meaning - Anywhere from 65-93% of the meaning of a message lies
in the nonverbal aspect - Mehrabian
B. It reflects the unspoken - Nonverbal behaviors can leak true feelings
Functions and Rules of Nonverbal Communication
A. The functions:
1. Complement: Example Waving while saying goodbye
2. Contradict: Example Frowning while saying that you are excited about
an upcoming project
3. Regulate: Example Nodding while someone is talking
4. Substitution: Example Someone asking you something and instead of
saying yes you give them the thumbs up sign
18
B.
IV.
The rules: Is rule governed, although the rules are not necessarily written dependent
on cultural and social context
Factors of Nonverbal Communication
A. Personal and Organizational Space: Proxemics the study of the use of space to
communicate
1. Personal space Edward Hall
a. Intimate 0 to 18 inches
b. Personal 18 inches to 4 feet
c. Social 4 to 12 feet
d. Public 12 feet and beyond
2. Semi-fixed space
a. How movable objects are arranged in a space
b. An objects size, type, expense, etc can all send messages
B. Kinesics and Gestures the study of body movement
1. Gesture types:
a. Emblems have a direct verbal counterpart and can take its place
b. Illustrators - are gestures that complement the spoken word
c. Regulators used to control the flow of conversation
d. Adaptors accompany and help accomplish various physiological
needs (Ex. shielding eyes from sun)
2. Posture reveals:
a. Relationships and status
b. Gender differences and emotional state
3. Facial expression characterized by culture, gender, and age
C. Eye Movement - Oculesics
1. The study of eye behavior
2. Eye movement
a. Culture, gender, and age
b. Conveys interest
c. Regulates conversation
d. Establishes credibility
D. Touch Haptics: the study of touch as used to communicate
1. What are the touch norms at your university or college?
2. How do you express emotions through touch?
3. How is touch used in a business and professional context?
E. Vocal Characteristics Vocalics: the study of the use of the voice
1. Regulates conversation
a. Vocal cues
b. Turn taking
2. Helps interpret oral communication
a. Volume
b. Pitch
c. Rate
19
V.
F. Time Communicates Chronemics: the study of time usage in communication
1. How we regulate interactions
2. How we treat others wait time
3. How we prioritize
G. Objectics- the study of how objects influence communication
Nonverbal Communication in the Workplace
A. Actions sell louder than words!
B. Important nonverbal behaviors in sales contexts - Rosenthal:
1. Shaking hands
2. Eye contact and smiling
3. Removing desks and tables as barriers
4. Using the voice effectively
5. Match time orientations
6. Nod your head
7. Avoid nervous gestures
8. Stop taking and listen
9. Pace toward low and slow
Case Studies:
1. From the text: Insert 4.1 The Case of the Lying Coworker
What do you believe: a co-workers words or your sense of what the co-working means? What
leads you to that sense in the following scene? Is there a role of nonverbal communication in
this situation?
You enter your office after a meeting to leave your notes on your desk before going to
lunch. Your co-worker is sitting with her head in her hands as you walk by the office. You visit
briefly about the meeting and then leave. Your co-worker says something about how the day is
going OK and mentions she is feeling fine. But as you leave, you feel the whole truth is not
coming out. She said she felt fine, and the conversation seemed pleasant. But you feel
differently. Later you may find that she was feeling distress because of falling market sales and
you learn about some family problems.
The cognitive content of this encounter consists of what was said openly by the
interactants. The affective content is the conveyance of feeling. This communication is done
primarily through nonverbal behavior. How would you assess yourself in this situation? Would
you read correctly the distressed condition? What would you say or do?
20
Class Exercises:
1. Objective: Facilitate and understanding of what constitutes nonverbal communication.
Time: 20 minutes (broken into two class periods)
Directions: Before discussing the chapter, have students make a list of all of the behaviors
that they consider part of nonverbal communication. After discussion of the material, ask
them to go back and reevaluate their lists. Which components of nonverbal did they not
originally have on their list? Why not? Did they list anything that is not a part of nonverbal
communication? Why might this be?
2. Objective: Grasp the functions of nonverbal communication more clearly.
Time: 35 minutes
Directions: Pick a scene of a movie (perhaps a business or organizational setting) in which
there is a conversation going on between 2-5 people. Ask students to raise their hands and
note every time they see an actor using nonverbal behaviors to complement, contradict,
regulate, or substitute. Watch the scene at least 3 times and count how many times nonverbal
behavior was used for one of these functions. How would the scene have changed meaning if
the audience could only read the script?
3. Objective: Increase comprehension of the impact of nonverbal rules on society.
Time: 30 minutes outside of class, 15 minutes in class
Directions: Ask students to do this project before they come to class the next time. Have each
student pick a nonverbal rule to break. Then have them experiment with both a female and
a male friend. They can do things such as invade personal space by standing too close while
talking, break eye contact rules by staring at the person or staring at the ground, etc. After
they have done this, have them write up their findings and report to the class the reactions of
their two friends. Discuss what happened. Did people react similarly? What might happen if
they broke this rule at work?
4. Objective: Create a link between proxemics theory and every day experiences.
Time: 60-80 minutes outside of class, 30 minutes in class
Directions: Have students research proxemics in relation to merchandizing. After this, ask
them to evaluate a section of their local grocery store. What messages does the store send
through the placement of products, aisles, etc? Lead a class discussion about the findings.
5. Objective: Create a link between oculesics theory and everyday experiences.
Time: 60 minutes outside of class, 20 minutes in class
Directions: Retry an experiment mentioned in the textbook. Have students go out in groups.
When students are stopped at a stoplight (best done in a busy, safe area of town), have them
stare at the driver of another car without making facial expressions. Examine the reactions of
the other drivers and discuss in class. What are the results of violating nonverbal rules?
21
6. Objective: Create a link between haptics theory and every day experiences.
Time: 45 minutes out of class, 60 minutes in class
Directions: Ask students to retrieve two articles each from communication journals relating
to infant touch studies and ask them to write a short summary of them. Have them discuss the
articles in groups. Afterwards, have each group present a short presentation on two aspects
of the studies that they found the most interesting. Do they agree with the studies findings?
7. Objective: Create a link between vocalics and every day experiences.
Time: 15 minutes
Directions: Have students say one phrase as many different ways as they can think of by
changing vocal characteristics. Do the words have the same message each time? Why or why
not. How can this play a significant part in an organizational setting?
8. Objective: Create a link between chronemics and every day experiences.
Time: 20 minutes
Directions: Ask students to outline what they did with their time yesterday. What did they
spend most of their time accomplishing? What might this schedule convey to other people?
What do others schedules convey? Why is it important to evaluate the messages you send
through your use of time in a business and professional context?
9. Objective: Facilitate understanding of appropriate sales interview introductions.
Time: 25 minutes
Directions: After discussing the importance of the initial greeting in a sales interview, ask
students to role-play. Have each student greet each other appropriately. Discuss appropriate
handshaking methods and greetings. Are the students comfortable with this?
10. Objective: Nonverbal role-play. Create knowledge of how nonverbal behaviors create
meaning. (Worksheet available)
Time: 30 minutes
Directions: Divide students into pairs in order to role-play. Give each student a piece of paper
with directions for what they are to do.
a. In the first situation, student A is to talk to about what they did yesterday and how
they felt about their day. During this time, student B is to listen to student A, but
they ARE NOT to give any kind of nonverbal feedback no head nodding, no
paraphrasing, no body language, etc. B is to act very neutral.
b. In the second situation, B is to talk about what they did yesterday and how they
felt about their day. During this time, student A is to give full nonverbal feedback
to B, just like in normal conversation.
c. In the third situation, B is to talk about his/her major and what this person plans to
do after graduation. A is to give B inappropriate nonverbal feedback, in a realistic
way. For instance, A should use nervous gestures, should react to everything said,
and interrupt every so often.
Afterwards, discuss how each student felt. Discuss the nonverbal behaviors of each
participant and how each person affected the conversation.
22
Discussion Questions:
1. How would you define nonverbal communication? Does a nonverbal message need to be
consciously sent and/or consciously received in order to be considered communication?
2. Discuss Albert Mehrebians belief that as much as 93% of the emotion and meaning of a
message is in the nonverbal behaviors not the verbal. Do you agree? Why or why not?
3. When was the last time that you noticed leaking? How did you know that the
nonverbal and the verbal messages did not match? Which behavior did you first notice
seemed incorrect the verbal message or the nonverbal message?
4. If nonverbal rules are not written down like verbal rules, how do people know how to
act? Ask the class how many people they think will take a class on nonverbal
communication. How many do they think will take a class on verbal communication?
Does this brief survey convey a difference in interest between verbal and nonverbal
communication?
5. Has anyone in the class visited another country or had contact with someone of a
different culture in which the personal space zones were different? How did they differ?
How did the difference make you feel? How did you react?
6. Ask students to evaluate the seating arrangement of their classroom. What does it say
about the situation? How might it be changed in order to send different messages? What
about seating arrangements in the workplace what messages do they send?
7. Ask students to freeze just how they are sitting. What does their posture (and facial
expression) right now convey to the teacher? What is the teachers posture conveying to
the class?
8. Can you think of any gestures that mean different things in different cultures? What are
some gestures that should not be used in other cultures? (The OK gesture in North
America is obscene in some South American cultures, in Greece it is not acceptable to
show other people the palm of your hand, in some Arab countries you should not show
people the sole of you feet or shoes, etc.)
9. What kind of eye contact do you generally use? Do you stare at the ground, look around
at other people while you talk, stare into the eyes of others? What might people construe
about you from your eye behavior?
10. What touch expectations do you have of the person next to you? The teacher? Your
parents? Your roommates? Does everyone agree in the room as to the touch roles of all
these people? What could be the consequences of people having different expectations of
these roles?
11. How do vocal characteristics convey meaning?
12. How do you view time? How might your use of time relate to others uses of time? Can
you think of a recent situation in which you and another persons views clashed?
13. Evaluate the objects of the person sitting next to you. Discuss honestly with that person
the messages that you feel they are trying to send. Are they accurate? Would these
objects convey the same messages in different settings such as at work, the mall, at home,
with other friends?
14. Why is providing nonverbal feedback important in interactions?
23
CHAPTER FIVE: MANAGING CONFLICT COMMUNICATION IN THE
WORKPLACE
Objectives:
Define conflict
Identify reasons for conflict
Describe types of conflict
Develop skills for managing conflict
Identify needs for and types of mediation situations
Develop skills for mediation
Understand alternative dispute mediation conditions and resources for assistance
Key Words:
Conflict communication, cycles of conflict, conflict styles, conflict management, conflict
resolution, negotiation, conflict and negotiation style, negotiation skills, supportive and defensive
climates
On the Internet:
http://www.managementhelp.org/
http://www.colorado.edu/conflict/
http://www.mapnp.org/library/intrpsnl/conflict.htm
http://www.work911.com/articles.htm (articles on workplace conflict/negotiation)
http://www.negotiationskills.com/ (negotiation)
http://www.csufresno.edu/speechcomm/cagle-p3.htm (parliamentary procedure)
24
Chapter Teaching Notes:
I.
II.
III.
Conflict in the Workplace
A. Conflict: An expressed struggle where at least two parties perceived incompatible
goals, scarce resources, and interference from others in achieving their goals.
Hocker and Wilmot
B. Why does conflict occur?
1. Different goals
2. Methods of reaching goals
3. Scarcity of resources
4. Relationship differences
5. Unequal power distribution through:
a. Positional power the authority of a person commonly accepted as
the one who can control ultimately opportunities to decide,
influence, and lead
b. Reward or punishment power a person who has the ability to
offer rewards or meter out punishment
c. Informational power the communicators ability to present
meaningful information
d. Persuasive power the ability to be an influential person
6. Unclear role responsibility
7. Lack of information
8. Different values
9. Face-saving
Types of Conflict the multifaceted types of conflict
A. Mere disagreements usually mild and involves issues not related to the
relationship
B. Misplaced conflicts. Misperceived cause the topic of conflict is not the issue.
Only exists in the mind of one of the participants
1. False one person thinks a conflict exists, only to find out that there is
no conflict
2. Displaced occurs by focusing attention of the conflict on the wrong
person
3. Substitution people argue about an issue, but the topic is not the one at
the center of the problem
C. Nonsubstantive centers on personal habits and styles that have no specific topic
as the cause or the focus of the conflict
D. Substantive involves real issues and topical substance
Levels of Conflict and Tension in Organizations
A. Level one: problem identification. A problem or disagreement to resolve people
identify a problem and move toward a solution
B. Level two: advocacy problem solving has moved from consensus building to a
debate and proof format
C. Level three: winning at all costs
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IV.
V.
Theories of Conflict in the Workplace
A. Phase Theory conflict occurs in predictable patterns
1. Sources of conflict
2. Awareness of conflict
3. Strategies to resolve conflict
4. Conflict escalates and de-escalates
5. Solutions or settlements made
6. Solutions set tone for future conflict management
B. Conflict Avoidance Cycle analyze avoidance tendencies that cause us to put off
dealing with conflict
C. The Chilling Effect we anticipate the negative effects of conflict on the
relationship
D. Unresolved Conflict Resurfacing it tends to resurface worse than before
Communication Skills in Managing Conflict
A. Understanding conflict communication style basic orientations to handling
conflict
1. Competition high assertiveness and low concern for relationships =
MY WAY
2. Collaborative high goal oriented and high concern for others feelings
= OUR WAY
3. Accommodator high concern for feelings and relationships, low
concern for goals and tasks = YOUR WAY
4. Avoider avoids tasks and concerns for people = NO WAY
5. Compromise halfway orientation to tasks and people = SOME WAY
6. When each style works:
a. Competition works well when you need quick decisions, under
emergencies, or when unpopular issues must be decided
b. Collaborating works when commitment from all parties and
keeping relationships is important and time is not a pressure
c. Compromising works when goals are not as important, a fallback
for when collaboration or competition do not work
d. Accommodating works when preserving harmony is more
important than goals, when you are wrong, or as culturally dictated
(Asia)
e. Avoiding works when people need time to cool down and gain
perspective or when you need more information
B. Communication Skills to Handle Criticism - Giving criticism:
1. Make sure it is well timed and located in a non-threatening context
2. Get to the point and describe the actual behavior
3. Make the requested change one the person can actually do something
about
4. Make a plan for change
C. Communication Skills to Handle Criticism - Receiving criticism
1. Ask for a description of the action in question
2. Listen and paraphrase back
3. Admit when you are wrong
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4. Ask how to improve
D. Communication Skills to Handle Criticism - Maintaining Emotional Control
1. Have an attitude that conflict is normal
2. Clarify by listening actively
3. Ask for more information
4. Show you understand the persons emotions and the situationAsk for
suggestions to solve the problem collaborativelyVI. Communication Skills in
Managing Negotiation After Defining Negotiation, we turn to Principles of Negotiation
A. Fischer and Ury Principled Negotiation:
1. People separate people from the issue
2. Interests focus on shared interests
3. Options have a variety of options
4. Criteria good decision making follows some kind of established norms
the parties already accept
B. Lowrys Model of Positional Conflict Management
1. The issue the presenting issue is articulated
2. Position each position is advocated
3. Interest unearthing unstated interests of each party
4. Common ground negotiation begins
C. Harris and Morans Successful Negotiator Qualities
D. Alternative Dispute Resolution
E. Understanding Your Negotiation Styles
1. Intuitive the power of creativity
2. Normative everything can be bargained for
3. Analytical logic leads to the right conclusions
4. Factual facts speak for themselves
Case Studies:
1. From Textbook: Case 5.1. Conflict in the Hospital
Background
You have been called by one of your clients, the Chief Executive Officer of a major hospital, to
help with a difficult conflict case within the hospital. The Medical Director and Director of
Nursing in the Emergency Department are at war. The conflict has been simmering for some
time, but has recently come to a climax. Recently both the Medical Director and Director of
Nursing have come to the CEO independently with ultimatums, demanding the firing of the
other.
Departmental data has indicated that the personnel problems are impairing the effectiveness of
the Emergency Department. Employee turnover in the past two years has been 75%.
Absenteeism is up to 40%. Employee grievances are up to 60%. Two malpractice suits have
been filed against the department in the past year concerning treatment in the Emergency Room.
Patient census has been down for three consecutive months.
The Emergency Department is the key to the emergence of the University Hospital as a major
player in the managed health care competition in the city. University is the only Level 1 Trauma
Center in the larger metropolitan area. This has offered an advantage in marketing campaigns.
27
The CEO has offered you complete access to meet with anyone in the Emergency Department to
gather any information you need. He has encouraged you to mediate a resolution between the
two parties if possible or to make a recommendation to him on the matter if resolution is not
possible.
Perspective of the Medical Director
Dr. Smith was brought in two years ago to take over a troubled department with a mandate to
make change, which would allow the department to be accredited in a year. The department
made it through the accreditation review, but barely. Dr. Smith told you that she took the job
under the clear understanding from the Medical Director that she was in charge of the
department and could make any changes she felt were necessary.
Dr. Smith tells you that she has faced opposition from the nursing staff on every change she has
tried to make to improve departmental efficiency. One of her changes has been to change the
assignment patterns of the Emergency Room personnel. Previously nurses had been assigned to
an individual patient. Dr. Smith felt it would be more efficient to have nurses responsible for an
area, since each patient did not need continuous nursing care during duration of treatment.
Another plan opposed by the staff was her new plan to assure security for ER personnel. She
also developed new charting methods, more consistent with practices at other major hospitals,
which the nurses opposed.
She tells you the nursing staff at the hospital are spoiled and lazy, compared to other staffs with
which she has worked in the past. They have been allowed to get by with mediocre standards in
the past. A large part of the problem is the Director of Nursing, Miss Jones. Dr. Smith feels that
she generates unrest among the nursing staff, and works against the changes she (Dr. Smith) is
trying to make. The situation is complicated by the fact the Miss Jones reports directly to the
Director of Nursing for the Hospital, rather than to Dr. Smith directly.
Dr. Smith was brought in with a mandate to improve the quality of the department, and she is
tired of fighting direct and indirect opposition from Miss Jones for every improvement she tries
to make. She wants Miss Jones fired.
Dr. Smith is a woman in her early 50s. She has never married, and now lives with her elderly
mother, for whom she is a primary caretaker. She has an excellent reputation in the field of
emergency medicine and has published widely. She has been medical director of two other
emergency departments at major hospitals. The conflict is taking its toll on her. She reports that
she is unable to sleep, and has experienced symptoms of depression in her tenure at University
Hospital.
Perspective of the Director of Nursing, Emergency Department
Miss Jones has been Director of Nursing at University Hospital for eight years. She has worked
under three different medical directors. Her favorite was the immediate predecessor of Dr.
Smith. The former Medical Director has been a warm and caring man who granted autonomy
and fostered loyalty among the staff.
The problem, from Miss Jones perspective is that Dr. Smith shows total disrespect for the
nursing staff. Miss Jones admits that some of Dr. Smiths ideas are good, but says that has tried
to achieve change too quickly without any involvement of the staff. She often announces major
changes in policy or practice without even conferring with the Director of Nursing, and then
feels defensive when questions are raised about the change. She has decided on methods of
improving the Emergency Department without ever asking the staff about their ideas. Some of
the improvements, which the staff sees as critical, such as improving outdated and unsafe
equipment, have been ignored. The new patient medical charts have been a disaster. It includes
28
no space for nurse comments, which any nurse could have told Dr. Smith would be a problem if
she had ever asked. The new method of assigning nurses jeopardized continuity of care in the
opinion of the nurses, and place nurses in-patient care areas for which they were not trained.
The nurses loyalty has been further undermined by their work in the Emergency Room with Dr.
Smith. She worked as attending physician in the ER two days a week. Most of the nurses felt
her skills were poor both in her medical expertise, and her lack of any interpersonal skills with
patients. Miss Jones felt the hospital had been lucky on two occasions that they had not been
sued after mistakes Dr. Smith had made. Miss Jones said she had totally lost respect for Dr.
Smith after she saw the doctor alter a patient record, a clear lapse of ethical and legal standards.
She said that Dr. Smith often raised her voice or cursed at the nursing staff, and that she now had
difficulty getting any of the nurses to work during the shifts when Dr. Smith was the attending
physician.
Miss Jones repeated that she did not report to Dr. Smith. The hospital had intentionally
developed the reporting structure in order to assure the autonomy of effective nursing practice.
She said the incident over the patient record validated the wisdom of such an arrangement. She
had gone to the CEO of the hospital only recently to confirm that she did not directly report to
the Medical Director of the Emergency Department, and she said he had assured her that nothing
had changed. She felt that Dr. Smith was threatened by this autonomy.
Miss Jones was ready to quit, except for the loyalty she felt for her nursing staff and to patients
in the ER. She felt that she was the only buffer protecting the nurses and the patients form the
autocratic rule of Dr. Smith.
Questions for Conflict Case Analysis
1.
What are the main issues in this case?
2.
Describe examples of each of the following types of issues:
Content/subject matter issues:
Relational issues:
Identity issues:
Process issues:
3.
What role does power and control play in this conflict?
4.
Is this a person-based conflict of a system-based conflict?
5.
Can these two individuals solve this conflict on their own? Why or why not?
6.
What would you do first if you were brought into this conflict as a mediator?
7.
What could have been done at an earlier stage to prevent this case from getting to this
point?
29
Class Exercises:
1. Objective: Assess conflict styles.
Time: 20 minutes
Directions: From Text: Table 5.1. Abbreviated Conflict Style Assessment
Try to consider how you most often view yourself across a variety of situations. Please respond
to each statement below by indicating your feeling as to the following assessments: 1=strongly
disagree, 2= moderately disagree, 3= moderately agree, 4= strongly agree.
1.
I try to integrate a solution in conflict where everyones concerns are addressed.
2.
I try to win and get approval for my position in a conflict.
3.
In conflict situations, I frequently move to find a middle ground, compromise solution.
4.
I work hard in conflicts to soothe the others feelings and soothe personal tensions.
5.
I try to avoid creating unpleasantness for myself in conflict.
6.
Merging insights of people with different perspectives in a conflict is something I work
toward.
7.
When I know I am right I try to press my point very hard in a conflict.
8.
I usually propose a middle position in conflict to help the group move forward.
9.
In conflict, I am more comfortable working on how other people feel than only solving a
problem.
10.
I do what is necessary to avoid tensions in conflicts.
Your scores: Add the numbers for each of the 5 styles. The highest score indicates your style
preference in many situations, and your lowest score indicates the style you least like.
Collaboration Style (add items 1, 6)
_____
Competing Style (add items 2, 7)
_____
Compromising Style (add items 3, 8)
_____
Accommodating Style (add items 4, 9 )
_____
Avoiding Style (add items 5, 10)
_____
2.
Objective: Assess individual negotiation abilities.
Time: 50 minutes
Directions: From the text: Table 5. 2. Negotiation Skills: A Self-Assessment Exercise
Please respond to this list of questions in terms of what you believe you do when interacting with
others. Base your answers on your typical day-to-day activities. Be as frank as you can.
For each statement, please enter on the Score Sheet the number corresponding to your choice of
the five possible responses give below:
If you have never (or very rarely) observed yourself doing what is described in the statement.
If you have observed yourself doing what is described in the statement occasionally, but
infrequently: that is, less often than most other people who are involved in similar
situations.
If you have observed yourself doing what is described in the statement about an average
amount: that it, about as often as most other people who are involved in similar
situations.
If you have observed yourself doing what is described in the statement frequently: that is
somewhat more often than most other people who are involved in similar situations.
30
If you have observed yourself doing what is described in the statement very frequently: that
is, considerably more than most other people who are involved in similar situations.
Please answer each question:
1.
I focus on the entire situation or problem.
2.
I evaluate the facts according to a set of personal values.
3.
I am relatively unemotional.
4.
I think that the facts speak for themselves in most situations.
5.
I work in bursts of energy with slack periods in between.
6.
I focus on what is going on between people when interacting.
7.
I tend to analyze things very carefully.
8.
I am pragmatic.
9.
I derive a conclusion very quickly.
10.
I look for common ground and compromise.
11.
I use logic to solve problems
12.
I know most of the details when discussing an issue.
13.
I follow my inspirations of the moment.
14.
I am sensitive to other peoples needs and feelings.
15.
I am good at using a step-by-step approach.
16.
I document my statements.
17.
I project myself into the future.
18.
I try to please people.
19.
I am very systematic when making a point.
20.
I like to use the inductive method (from facts to theories).
21.
When others become uncertain or discouraged, my enthusiasm carries them along.
22.
I let my decision be influenced by my personal likes and wishes.
23.
I look for cause and effect.
24.
I do not trust inspiration.
25.
I often switch from one idea to another.
26.
I offer bargains.
27.
I weigh the pros and cons.
28.
I am perceived as a down-to-earth person.
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Score Sheet
Enter the score you assigned each question (1,2,3,4, or 5) in the space provided. Please note:
The item numbers progress across the page from left to right. When you have all your scores,
add them up vertically to attain four totals. Insert a 3 in any number space left blank.
1.________
2.________
3.__________
4.________
5.________
6.________
7.__________
8.________
9.________
10.________
11._________
12.________
13.________
14.________
15._________
16.________
17.________
18.________
19._________
20.________
21.________
22.________
23._________
24.________
25.________
26.________
27._________
28.________
________
Intuitive Total
________
Normative Total
_________
Analytic Total
32
________
Factual Total
Negotiation Style Profile
Enter now your four scores on the bar chart below. Construct your profile by connecting the four
data points.
Low Use
Moderate Use
High Use
Intuitive
Normative
Analytical
Factual
2
4
6
8
10 12 14 16
18 20
22 24 26 28 30 32
Adapted from Interactive Style Questionnaire (Situation Management Systems, Inc.) in Training for the CrossCultural Mind, SIETAR, Washington, D.C., 1979. Adapted from 80-item survey in P. Harris & R. Moran, Managing
Cultural Differences, 3rd edition. Houston: Gulf, 1991.
33
Description of Styles
Intuitive
Basic Assumption: Imagination can solve any problem.
Behavior: Making warm and enthusiastic statements, focusing on the entire situation or
problem, pinpointing essentials, making projections into the future, being imaginative and
creative in analyzing the situation, keeping switching from one subject to another, going
beyond the facts, coming up with new ideas all the time, pushing and withdrawing from time
to time, putting two and two together quickly, getting their facts a bit wrong sometimes, being
deductive.
Key Words: Principles, essential, tomorrow, creative, idea.
Normative
Basic Assumption: Negotiating is bargaining.
Behavior: Judging assessing and evaluating the facts according to a set of personal values,
approving and disapproving, agreeing and disagreeing, using loaded words, offering bargains,
proposing rewards, incentive, appealing to feelings and emotions to reach a fair deal,
demanding, requiring, threatening, involving power, using status, authority, correlating,
looking for compromise, making effective statements, focusing on people, their reactions,
judging, attention to communication and group processes.
Key Words: Wrong, right, good, bad, like.
Analytical
Basic Assumption: Logic leads to the right conclusions.
Behavior: Forming reasons, drawing conclusions and applying them to the case in negotiation,
arguing in favor or against ones own or others position, directing, breaking down, dividing,
analyzing each situation for cause and effect, identifying relationships of the parts, putting
things into logical order, organizing, weighing the pros and cons thoroughly, making identical
statements, using linear reckoning.
Key Words: Because, then, consequently, therefore, in order to.
Factual
Basic Assumption: The facts speak for themselves.
Behavior: Pointing out facts in neutral way, keeping track of what has been said, reminding
people of their statements, knowing most of the details of the discussed issue and sharing them
with others, clarifying, relating facts to experience, being low-key in their reactions, looking
for proof, documenting their statements.
Key Words: Meaning, define, explain, and clarify, facts.
34
3. Objective: Conflict identification. This exercise will test the students ability to identify
specific types of conflict. (Worksheet available)
Time: 50 minutes
Directions: Form students into groups of four. Give each group a copy of the worksheet. Each
group should read each scenario and attempt to distinguish which type of conflict is occurring.
They should not use their notes, but rather work as a team to reach answers. After all of the
groups have completed the worksheet, discuss their answers as a class. What did they get wrong?
Why? This is a good chance to clarify any misunderstandings.
a. Sally: Ann, this is absolutely ridiculous! Please stop complaining about
everything! I refuse to work with you if you do not start behaving more
responsibly. I feel as though you do not understand how to handle these projects
competently.
Ann: I know perfectly well what I am doing! I am newer here and dont know
how to do everything yet.
Sally: Look, you just contradicted yourself again. You dont know how to do
anything because you spend all of your time whining about your desk, the coffee,
and your coworkers. Many people have offered to help you, but you would rather
whine about it.
Ann: You are just like the rest of the people here! You dont want anyone new
to come in here and take over your jobs. I dont even want to work here
anymore.
What type of conflict are Sally and Ann involved in?
Type of conflict: Nonsubstantive
b. Both Katie and Jordan had been working in the same department of their
organization for at least two years. When Keaton joined the department last
month he was started off right away on a major project with both Katie and
Jordan. Bill continued to struggle with handling the project. Everyday he came in
and tried his hardest, yet everyday he somehow managed to slow things down.
The next afternoon, Katie and Jordan asked Keaton to meet them for lunch with
their supervisor in the cafeteria the following day. For the next twenty-four hours,
Keaton was terrified that he was going to be fired and dreaded the meeting. The
next day he went to lunch only to find out that he and his team were being
rewarded with lunch for all of their hard work. Both Katie and Jordan had told
their supervisor about how Keaton was working diligently to learn and improve.
They also mentioned that they thought Keaton would be a great asset to their team
later on so they didnt mind having to teach and correct him now.
What kind of conflict was Keaton experiencing?
Type of conflict: False conflict
c. This scene is taking place in the boardroom of a major food retailer.
Heath: I understand that you think this new product can be the end of our
financial woes, but I believe that you are wrong, Matthew. I think that this
product will not be received well because it is not the quality we usually
produce.
Matthew: Heath, I hear what you are saying, but I think that this is our last shot
at survival. We need to market a new product immediately in order to stay in line
with our competitors.
35
Jonathan: Both of you are not focusing on what is important here. The important
thing to remember is that whatever decision we make must make it in honor of the
companys best interests. I think that right now the companys interests lie in
increasing revenue.
Heath: Jonathan, I think you are right in saying that revenue is most important
right now, especially when we are in such financial trouble. Unfortunately,
making a poor product, which will be poorly received, is not the way to increase
revenue.
Matthew: I still disagree with you completely Heath, this product is the way to
go.
Right now, which type of conflict is occurring in this boardroom?
Type of conflict: Substantive
4. Objective: Understanding of the phase cycles of conflict
Time: 15 minutes outside of class or 30 minutes in class
Directions: This activity can be done in class or assigned the day before. Ask students to think of
the last major conflict that they experienced. Have them draw out how it occurred by breaking it
down into its component pieces. Was this conflict part of the chilling effect? The conflict
avoidance cycle? Unresolved conflict? How could their knowledge of conflict cycles have
changed this last conflict event? Now ask them map out the same conflict positively.
5. Objective: Identify types of conflict and cycle of conflict in real life events.
Time: varies depending on the movie
Directions: Have the class watch a movie or clips of movies that illustrate conflict and its cycles.
Riding in Cars with Boys starring Drew Barrymore has many scenes involving conflict in
relationships. Ask them to watch these scenes with conflict and identify the following:
1. What type of conflict is occurring?
2. Can the components of a conflict cycle be identified? (this is when watching an
entire movie, instead of clips could be useful)
3. How could this conflict have been handled more effectively?
4. What specific incidents created this conflict event?
This is a good chance to look at communication principles from both inside and outside a
business and professional context. Although many of the movies may mostly illustrate
interpersonal conflict, it is important to realize that many interpersonal relationships and
interpersonal conflicts exist in business and professional settings.
6. Objective: Using and identifying orientations to conflict management.
Time: 60 minutes? (Depends on number of groups)
Directions: Break students into groups of four students and make sure there are at least 5 groups.
Secretly assign each group a type of conflict management orientation. Ask each group to then
create and write a short skit in which their style of conflict management is used. When all the
groups are finished, have them present their skits to the class. After each, have the rest of the
class decide which type of style was being portrayed. Was this the best style to use for the
scenario presented? How could another style be applied to the groups scene?
36
7. Objective: Handling criticism. Increase understanding of the need for skills in handling
criticism as well as increasing the effectiveness of students skills. This activity should be done
after extensive discussion on conflict management and criticism. (Worksheet available)
Time: 30 minutes
Directions: Divide students into pairs for role-playing. Give each student his or her individual
directions to follow for each scenario. Remind students that the effectiveness of this activity
depends on their ability to stay in character and stay on task.
Student A:
The scene: You are a supervisor at a large corporation. You are required to handle
issues involving grievances or complaints. The person you are dealing with now
is having trouble staying on task during projects and often uses demeaning
language toward other co-workers. You need to address this person and their
behaviors.
Your role: The object is to give this criticism as constructively as possible,
following the guidelines discussed in class and in the text. You must handle this
situation as efficiently and professionally as possible.
Student B:
The scene: You are an employee in a large corporation. You are being called into
your supervisors office because of a complaint filed against you. You are
unaware of what the problem is at this point and are not happy to be in this
situation. Your supervisor is going to tell you about the problem.
Your role: You are to respond in a negative manner to the criticism. (This means
you are NOT to take this criticism constructively.) The object is for you to make
your partner use as many skills as possible in handling this criticism event
positively as possible. Remember that this is still a business and professional
setting and you value your job. Behave as a person who is ignorant of receiving
criticism.
Student A:
The scene: You are part of a team who is working on a large account. The project
has been going well to this point. Unfortunately, the team has experienced
significant issues in the last two days. Part of the problem is some bad accounting
that you did at the beginning of the project. You have always had some issues
with handling this type of accounting, but you are determined to figure it out on
your own. No one realized this error until now. One of your co-workers is about
to approach you about your errors.
Your role: You are to listen to what they say, but maintain the attitude that you do
not need any help. Your co-worker is going to want to resolve this issue
constructively. Because you do not have good skills at receiving criticism, you do
not understand this situation. Until your co-worker adequately explains to you
what is wrong and how the problem can be solved, do not give in to them.
Student B:
The scene: You have been working as part of a team on a large account. The
project has been going well to this point. Unfortunately, the team has experienced
significant problems in the last two days. Part of the problem is some bad
accounting your co-worker did at the beginning of the project. This person has
37
always had difficulties with this type of accounting, and refuses to accept help
because they want to figure it out on their own. Now their errors have caused
major problems. It is your responsibility to confront this co-worker about the
problem.
Your role: You need to give this criticism as constructively as possible. Use the
skills that you have learned to approach the issue and resolve it. You must come
to a positive conclusion before you can walk away from the encounter.
8. Objective: Applying Fischer and Urys principles of negotiation. (Worksheet available)
Time: 30 minutes
Directions: Have the class read the following scenario, and as a class decide what should be done
and said in response using Fischer and Urys principles of people, interests, options, and criteria.
Scenario: Your coworker has just lost a major portion of the work done on your teams
marketing proposal. The proposal is due in two days, and the part lost took almost a week to
complete, let alone the fact that you are still at least two days away from completing the project
even with the missing info.
At first, the co-worker appeared distraught, but now that distress has turned into anger at other
workers. The co-worker has begun to attack the work of other people, and blame them for the
loss. If the co-worker would calm down and begin working on it again, it could possibly be
finished with others help. Right now, the blamed co-worker is refusing to work on it, and other
team members refuse to help her because of her attitude.
It is your responsibility to negotiate with the blamed co-worker and the rest of the team in order
to get the project finished on time. Apply Fischer and Urys principles in writing your response
to the situation.
9. Objective: Marooned! Working as both individuals and as a group to make decisions.
(Worksheet available)
Time: 50 minutes
Directions: Give each student a copy of the marooned worksheet and ask them to fill it out.
After 5-10 minutes form small groups of about 6 students and ask them to come up with a
consensus choice. After 20 minutes, have the whole class come together. Have a spokesperson
from each group explain each groups answer. Then discuss as a large group conflict resolution,
leadership, cohesiveness, spatial arrangement, conformity, etc.
Worksheet: Marooned
Somewhere in the middle of the Pacific Ocean, a beautiful and uninhabited island exists. As a
result of a small plane crash, seven people have been marooned on the island:
A pregnant woman
An internationally famous doctor
A teenage girl
A well known American scientist
An elderly diabetic man
The Vice-President of the United States
A Catholic Priest
38
A rescue plane stumbles upon the island, but can pick up only one of the seven. The chances of
a second trip by the plane are remote (though not impossible) because the island is uncharted.
The people left on the island will not starve, but they must be able to meet necessary social and
biological needs in order to survive.
THE PROBLEM: Which person should be allowed to make the plane trip home?
Your choice: ____________________________________________________
Groups choice: ___________________________________________
Discussion Questions:
1. Which do you think causes more cases of conflict different goals, or different methods
of reaching goals? Why?
2. What types of power have you ever held? Have you ever been in a situation where
someone else exerted a type of power over you? Which one?
3. Why do you think that people feel the need to face-save? Do you think that the urge to
face-save might be higher in a business and professional setting? Why or why not.
4. Have you ever been involved in a conflict that escalated to level three: winning at all
costs? How did the problem get that far? How did you eventually resolve it?
5. Describe a scenario in which the conflict avoidance cycle can be seen.
6. What type of conflict style do you mainly use? Is this the same style your friends and
family use? How many other styles do you feel confident using?
7. What are some scenarios that occur in everyday life in which each type of conflict
orientation style could be used effectively?
8. What could be the result of only using your style of conflict management? Think of some
events that could occur in which your style would NOT work? What would you do?
9. Why is having an understanding of how to give and receive criticism in the workplace
important? How would you handle a person who does not have this understanding, but
must be the recipient of criticism?
10. Why is it important to separate people from the issue when managing conflict? If the
person is the cause of the conflict, why would you want to separate the two?
11. Which negotiation position do you prefer Fischer and Ury or Lowry? Why?
12. Do any of Harris and Morans qualities of more successful negotiators initially surprise
you? Which ones and why? Why do you think that negotiators that are more successful
use fewer reasons for support?
39
CHAPTER SIX: MANAGING INTERCULTURAL COMMUNI CATION IN
THE WORKPLACE
Objectives:
Identify cultural differences that create barriers to understanding
Develop improved relationships with individuals and groups that are culturally diverse
Equip others to adapt to and adjust to new conditions in the workplace
Develop and manage teams harvesting the strength of diversity
K e y W o r d s:
Intercultural communication, cultural diversity, communication divergence, intercultural
communication strategies, gender communication, survival in culturally diverse organizations,
intercultural adaptation
Chapter Teaching Notes:
I. Introduction:. The Significance of Managing Cultural Diversity
A. Cultural diversity poses potential barriers
B. Impoverished intercultural communication is costly
C. The workplace is growing in cultural diversity
1. Culture is considered a set of beliefs, attitudes, customs, rules, activities,
and communication patterns of an identifiable group of people.
II. Definition and Model for Intercultural Communication
III. The Need to Understand Cultural Diversity and Intercultural Communication
A. Ethnocentrism - a sense of egotism and selfishness about a persons own culture
whereby his or her culture is elevated in importance above others
B. Prejudice occurs when one person acts toward another person with a
preconception of their attitudes or behaviors in a way leading to bias, unfairness,
intolerance, or injustice.
1. Intense prejudice believing or acting in a way that treats certain groups
as outcasts.
2. Symbolic prejudice devaluation not because of a belief on inherent
inferiority, but because the group is seen as blocking cultural goals
3. Tokenism small participation in activities appearing non-prejudicial as
self-convincing proof of not being prejudiced.
4. Arms-length prejudice indicates non-prejudicial actions in public, but
warmth, friendship, and intimacy are withheld in private.
C. Stereotyping occurs when assumptions are maintained about a particular group
or individual who represents a group without validity checks to those assumptions
D. Classifying in-groups and out-groups
E. Communication style expectations
40
IV.
F. Culturally diverse conflict styles
G. Cultural values long abiding judgments of good and bad which a culture
considers worthwhile and important
H. Languages and code even if two people share a language, the thought processes
behind the words may not be the same
I. Interaction rituals
J. Failure to recognize gendered culture gender and international culture
differences influence the communication expectations in some social situations
Intercultural Communication Strategies for Managing Cultural Diversity
A. Strategies of Unity
1. Search for common ground
2. Adapting to low and high context cultures
a. Low context cultures rely on codes of explicit information
organizations thrive best when everyone knows as much as
possible relevant to that persons role
b. High context cultures provide little overt information
3. Adapting to group and individual cultures - individualism versus
collectivism
4. Adapting to task and people priorities are cultures focused on the job
or on the relationships
5. Adapting to cultural hierarchy the social distance power distance
that people maintain
6. Adjust linearity be aware of how linear styles (moving in a straight
line from one point to another) can be considered abrupt to a culture
accustomed to working around a point until a later time in conversation
7. Understand nonverbal interaction in culture
8. Avoid hasty impression formation be aware of attribution
B. Engage strategies of cultural adaptation
1. Culture shock causes and symptoms (socialization or acculturation)
a. Symptoms include: expressions of loneliness, irritability,
statements of great fear or depression, avoidance of
communication
b. Reasons are many and may include: low self-esteem, inadequate
preparation, non-supportive network
2. Stages of culture shock
a. Stage one: Feeling good!
b. Stage two: Disappointment fight, flight, and filter
c. Stage three: Everything is OK
d. Managing cultural adaptation
41
Case Studies:
1.
From the text: Case 6.3. Intercultural Diversity
This case study provides you with the opportunity to practice problem analysis, negotiation, and
collaborative problem solving. You will find below the situation summary, the manager role, the
supervisor role, and the employee role. We recommend the manager role and employee role for
use in a negotiation role-play. Use any of the roles together or a mediation role-play. Use all of
the roles for a collaborative problem-solving role-play. All role players should receive situation
summary in addition to the role they will play.
Situation Summary
Your company, Ridgemont Incorporated, has experienced a recent dramatic shift in employee
demographics. The number of European American employees has decreased by 25 percent, and
the number of African American and Latino employees has increased by 30 and 10 percent,
respectively. The supervisors, predominately European-American, have not changed.
The company is trying to diversify the supervisors and increase the number of multicultural
supervisors and managers. Tensions are high, however. Several supervisors and employees are
complaining about the amount of resources being devoted to the new employees. Several
comments have focused on the need to get our company back and the importance of not letting
them take over. Yesterday, in the employee cafeteria, an employee said, Gee, this used to be
such a nice reputable place to work.
The company has always had its share of employee disputes, but the number of disputes
has increased in the last few months. Verbal fights have occurred between employees of
different ethnic backgrounds and among students sharing the same ethnicity. Most of the
disputes involve two or three employees, but the most recent dispute, between European
American and African American employees, involved nine people. All the employees involved
in the dispute were suspended, but the European American employees received one- or two-day
suspensions, while most of the African American employees received three- to five-day
suspensions.
The company has a peer mediation program. All employee disputes that do not involve
theft or serious physical injury are referred to the mediation program for resolution. If the
employees cannot resolve their differences, then everyone is suspended.
Employee Role
You are an African American Male and a six-year employee at Ridgemont Incorporated.
Over the past three years, you have noticed a steady increase in racial tensions, which you feel is
in direct proportion to the increase in employees of color. When you first started working at this
company, you felt very much like an outsider. You still do, given the makeup of the supervisory
staff; but at the same time, you have been able to develop more of a feeling of belonging as part
of a group of employees of color. Last year you got involved in the mediation program because
you felt that it would be a good way to deal with some of the things that were happening in the
company.
At this point, you feel hopeless about things changing. You and some other employees meet
with a supervisor a couple of days ago to complain about the unfair treatment of employees of
color in the mediation program. The supervisor has spoken to the manager. The manager has
requested a meeting with an employee representative to discuss the issue, and the other
42
employees chose you. You have not had much contact with the manager, but you know she is
supportive of mediation and in fact was the founder of the company program. You also know
that she approves all the work suspensions. Therefore, you are feeling very apprehensive and
cautious about this meeting, and you dont really expect to get anywhere. You cannot imagine
that the manager will admit to the racism that permeates this company. However, your fellow
employees are all counting on you.
Supervisor Role
You have a reputation among both the employees and other supervisors for being honest and fair.
Because they trust you, several employees have come to you and complained about unfair
treatment in the selection of who is sent to mediation. They claim that every dispute that
involves European American employees is sent to mediation, but when the dispute is between
African American or Latino employees, they are automatically suspended and are not sent to
mediation. The employees believe that the only reason the European American employees were
suspended in the nine-person dispute is that one of the African American employees was
seriously injured.
Manager Role
You are a European American female. As the company manager of Ridgemont Incorporated,
you have had to deal with a number of complex situations. You have always prided yourself on
your ability to listen and communicate with staff, employees, and supervisors. You have been
with the company ten years as a manager and have begun to think it is time to move to a different
position. Recently, a number of unsettling events have taken place at the company, and you
really want to attend to them. You do not want to leave the company in a crisis. Most of these
recent occurrences have involved complaints about insensitivity to racial, religious, and ethnic
differences.
A supervisor in the company met with you yesterday to discuss the situation, in which some
employees feel that mediation is not being used fairly across the company population.
Employees of color feel that they are more likely to be suspended after disputes involving
European American employees and this it is unfair. You pride yourself on fairness and do not
feel that you company has a double standard of justice. If an employee is suspended, that is
because the offence warrants that response. In addition, the mediation program was your baby,
reflecting your flexibility and fairness in handling conflicts within the company. However, you
are concerned about the misperception of unfairness. Accordingly, you have agreed to meet with
an employee representative to discuss the concerns of African American and Latino employees
and to assure these employees that all employees are treated the same in your company.
How would you analyze these problems? What steps would you take to investigate the problems
thoroughly? What would you do to resolve these issues?
2. Ms. Blank on Assignment (Worksheet Available)
Ms. Blank works for the Ministry of Agriculture in her country. Her responsibility is to organize
and promote clubs for rural area girls, as a means of village development.
Her co-worker, Mr. X, has successfully organized clubs for boys throughout the country.
Mr. X and Ms. Blank work under the supervision of the Director of Agricultural Extension, who
happens to be Ms. Blanks brother. Ms. Blank recently spent six months in the United States
studying the organization of girls clubs there.
Upon her return to her home country, Ms. Blank began plans to organize her girls clubs.
Against the advice of Mr. X, she insisted upon organizing her clubs exactly after the pattern that
43
she learned in the United States. This pattern meant that Ms. Blank went directly to the girls,
organizing through the schools, instead of seeking participation of the parents as Mr. X had done.
As a result, Mr. X refused to have anything to do with Ms. Blanks program.
Ms. Blank had her meetings open with singing by the girls as the clubs did in the United
States. Also, she advised the girls at the first meetings that they should get their families to use
more modern methods of homemaking and that they should be leaders in introducing modern
methods of home and family management.
Responses to the first meetings of the girls clubs varied. The girls were enthusiastic.
The fathers, however, objected to the clubs because their daughters were becoming too hard to
manage. The religious leaders of the village stated that they considered singing at the club
meetings to be irreligious. The clubs membership also included girls from families representing
several social and political divisions in the community, resulting in rumors about the clubs
nature.
The opposition soon became sufficient to force the girls clubs to abandon their meetings.
Questions:
1. What went wrong? Why did Ms. Blank fail?
2. What might Ms. Blank have done differently to improve her chances of success?
Some explanations and ideas regarding the case:
Ms. Blank:
1. Attempted to impose one culture on another without modification.
2. Attempted too rapid a change.
3. Lacked a good way to introduce the plan.
4. Did not seem to understand cultural differences.
5. Was unrealistic
6. Was not qualified for the task
7. Lacked efficient planning.
8. Should have gone to the parents first and involved them.
9. Neglected social factors.
Other factors and suggestions:
1. Mr. X undermined her efforts
2. There was a lack of administrative machinery for bringing about the
change
3. It should have been emphasized that the change was a nonpolitical
effort.
4. Could have begun with one model girls club as an experimental
demonstration.
5. Best change strategy is to help people help themselves
6. Should have made more use of written communication.
7. Methods of co-worker should have been reviewed and adapted as
appropriate.
8. Girls clubs should have been identified as a national goal.
9. There was a need to study problem-solving methods efficiently.
44
3. American Hospitality? (Worksheet available)
Your task is to analyze this case study and identify what you consider to be the problem and
the factors that brought about the problem.
Tim, an American student, struck up a conversation one day with Ahmed, a student from
the Middle East in his class. They had lunch together and talked about the differences
between American football and Middle Eastern football (soccer), and girls. Tim enjoyed it,
especially in finding common interests with a foreign student, and when they parted, he
suggested that they have lunch together again sometime. The next day he saw Ahmed on
campus and said hello to him. After class the following day, Ahmed came up and invited
Tim to have lunch with him. Tim, feeling that he just wanted to be alone, declined (although
when he was in the cafeteria a friend came over and sat down with him.)
Tim talked with Ahmed a few minutes at another class meeting and said hello to him on
campus a few times, but then found that Ahmed avoided looking at him and hurried away
after class before Tim had a chance to approach him. After that semester, they saw each
other only rarely and on those occasions, even though their eyes met, Ahmed seemed not to
know Tim. Tim responded in kind, but could never figure out what happened.
About six months later, just before the end of the year, Tim was talking with Jane, who
worked in the Foreign Student Advisors office and mentioned that hed had a class with
Ahmed and found him rather strange. Oh, Jane said, so youre the Tim whom Ahmed
always cites as an example of how unfriendly Americans are.
Class Exercises:
1. Objective: Identify communication theory with current business and organizational
practices in intercultural management.
Time: Out of class preparation plus in class time: 50-80 minutes. Group work and
presentations could be separated into two separate days.
Directions: Ask students to do research out of class. Have each student locate one article
from a credible source identifying an organization who is working to overcome intercultural
barriers in their organization. Articles could cover anything from a harassment case and its
settlement to new training an organization is requiring.
In class, have students join in small groups and discuss each others findings. Have each
group present a small presentation on current intercultural happenings in the business and
professional world. What are the trends? Are improvements being made? What kind? What
brought about these changes?
2. Objective: Understand the role of ethnocentrism in current culture.
Time: 15 minutes
Directions: On the board, make a list of common examples of ethnocentrism in play in your
community and in the nation. What are the consequences of each of these items? How can
students work to change these beliefs? What are the consequences of this kind of thinking in
the business and professional world?
45
3. Objective: Further recognize the consequences of stereotyping.
Time: 30 minutes
Directions: In small groups, ask students to make a list of the out-groups and in-groups in
their college, university, or high school. Ask them in their groups to discuss the following
questions, and then come together as a class and discuss their thoughts on:
a. Who created these groups?
b. How does one become a part? Voluntarily? Involuntarily?
c. What are the consequences of belonging to different groups?
d. What is the point of these groupings?
e. What are the positive and negative results of this belonging?
f. Why do people create stereotypes of culturally different people?
g. Why are stereotypes often wrong?
h. What can you do to decrease the negative effects of stereotyping?
4. Objective: Increase apprehension of differing communication expectations in
intercultural situations.
Time: Month long or semester long out of class project. In class: 5 minutes/student
Directions: Allow students to pick from a list of intercultural books on business and
professional communication (www.Amazon.com has many books that would relate well). On
their own, have them read their books and then write a short book review of the material. At
the end of the chapter or semester, have each student provide a brief overview of what they
discovered about a different culture and their communication expectations.
5. Objective: Increase awareness of cultural interaction rituals and communication
expectations.
Time: Varies by movie
Directions: Show a movie or movie clips which illustrate differences in cultural interaction
rituals (Gung Ho starring Michael Keaton illustrates American/Japanese differences). Have
the class list the differences they observe in interaction rituals as well as communication
expectations. Discuss the differences in class. In addition, a paper can be assigned to answer
specific questions about the cultural interactions they observed.
6. Objective: Relate to and identify further with intercultural perspectives
Time: 60 minutes
Directions: At some time, the facilitators should identify and meet with three international
students who would be willing to serve on a panel and, for about 7-10 minutes, share
personal experiences they have had in the United States. These experiences should
emphasize any cross-cultural communication experiences resulting from differing value
systems. They might be examples of roommate experiences, professor/student relationships,
family life patterns, or problems with service people (police, airports, taxi drivers,
waitpersons). They should be specific (also some that are humorous).
In class: As each student on the panel relates his or her personal happenings, each audience
member is instructed to take notes as to the conflicting values expressed within each persons
experiences. Following the panels talk, the audience is encouraged to react based on the
varying values between the international and the host country nations. Members may wish to
cite other personal experiences of value differences if time permits.
46
Remember: The experiences should not be attacked or judged, but rather what caused them
to happen and how they could have been avoided.
7. Objective: Apply unity strategies and illustrate common ground between international
students and other university students.
Time: Varies
Directions: Ask students to interview an international student (international students in the
class can interview a student from the host country) in an attempt to find similarities. Ask
them to talk with the other student and make a list of the things they have in common,
whether at the school or in life practices. By finding similarities, they lessen their
communication apprehension and uncertainty. Afterwards, lead a class discussion on their
findings. Also, discuss the differences they discovered. Does knowing these differences
lessen their anxiety?
Notes: If your school has many international students, you may be able to set it up ahead of
time to visit an international student mixer or social gathering. You might also contact the
department of foreign languages to find students. Doing this project as a class could lessen
apprehension, or you could also suggest that students pair up to do their interviews.
8. Objective: Discover some truths of culture adaptation in real life situations.
Time: Varies
Directions: This project is semester long, but easy and does not consume large amounts of
time. Students in the class should be paired together and then that pair should be assigned to
an incoming international student. Teachers can contact the International Academics office
on campus or even the foreign language department to find international students who might
be willing to participate.
The student pairs should meet with the international student three times during the semester
at the very beginning, in the middle, and at the end. At each meeting, the students should
interview their international friend as to how they are adapting to the new country: how they
like it, how they feel about it, what they like, what they dislike, how they feel about being
away, etc. They should take notes during each meeting. The class can then discuss the
reactions of each international student as they progress through the semester. Are they
showing symptoms of culture shock?
This project is also helpful in fostering interaction and friendships between international
students and American students.
Discussion Questions:
1. Have you ever had an experience where a barrier existed between you and a person of
another culture? What happened? Were you able to overcome it?
2. Have you ever been influenced by ethnocentrism? How do world events such as
September 11th, the War on Terrorism, etc influence peoples worldviews? Do they
influence perceptions of ethnocentrism?
3. What effects do prejudice and racism have on the workplace?
4. How has prejudice changed the way you view the world and world events? Can simply
increasing awareness of prejudice change anything? How?
47
5. If you were walking into a meeting this afternoon with an important individual, what
would your expectations be for that meeting? (Dress, formality, conversation, directness,
etc.) How might that differ in another culture Japanese, Arab, Latin America?
6. What do you think American culture values in the workplace? How might this differ from
other cultures?
7. Do gender expectations differ among cultures? How might this play a role in the
organizational setting?
8. What similarities could you use as common ground between you and some of the
international students on your campus?
9. Think about when you first arrived at your college or university. Did the culture seem to
be high context? What aspects of the culture were not explained to you that you were
expected to understand?
10. Why is having an understanding of nonverbal communication crucial when doing
intercultural business?
11. Have you ever experienced culture shock? What happened?
48
CHAPTER SEVEN: MANAGING COMMUNI CATION WITH CUS TOMERS
AND CLIENTS
Objectives:
Identify reasons why client-centered and customer-centered organizations are more
effective
Describe the most common problems and barriers to managing positive customer service
Indicate steps for improving customer and client service
Improve communication in dealing with customers
Deal effectively with angry and upset customers
Help an organization develop plans to improve customer service.
K e y W o r d s:
Customer service, customer/client communication, client-centered communication skills,
customer relations, organizational culture
On the Internet:
http://www.therightanswer.com/resources/ (customer service)
www.elibrary.com (customer service)
www.ebsco.com (article search)
www.TheStreet.com (customer service)
http://www.fripp.com/articleslist.html (skills, customer service)
http://www.impactlearning.com (customer service)
http://www.learnbywire.com/getinfo.asp (telephone service)
http://www.sdapcd.co.san-diego.ca.us/train/custserv1.pdf (San Diego County for government
agencies, relating particularly to air pollution)
http://www.workforceinc.com/customers.htm (offers businesses customer service training
sessions)
http://www.saleshelp.com/guestservices/destinations/sdqframe2.htm (an approach to customer
service training)
www.impomag.com/0599rpt.htm (developing customer service skills)
http://www.epa.gov/customerservice/training.htm (EPAscustomer service training policy)
http://www.customer-service.com/
http://eai.ebizq.net/crm/ (lingo used on the web, information on systems management, e-business
information)
http://www.zdnet.com (tech news)
http://news.com.com (tech news)
http://www.bosbbb.org (customer service information, handling complaints)
http://training.pdb.siemens.de/onlinetraining/corsoweb/wm0202.htm (customer service and the
Internet)
49
http://www.bbb.com/library/ba-comphand.asp (complaint handling)
http://www.businessknowhow.com/manage/eightkeyingredients.htm (eight steps in developing
customer loyalty)
Chapter Teaching Notes:
I.
II.
III.
Introduction: Definition/model of Customer Service
Models of Customer Service
A. Old Perspective operations centered
1. Focus on selling product
2. Outlook serves the corporation
3. Concerns focus on making ease for employees
4. Sales focus on product features
B. New perspective customer/client centered
1. Focus on helping customers
2. Outlook serves the client
3. Concerns focus on making ease for customers
4. Sales focus on customer benefits
Communicating to enhance Customer Service
A. Discovering customer needs
1. Welcoming statements
2. Sufficient self-help information
3. Responsiveness and help
4. Parking and building
5. Respect and Dignity
6. Customer complaints
a. Apathy
b. Passing the buck
c. Wrong information
d. Being stereotyped
e. Patronized
C. Develop client-centered listening skills
1. Active listening means to make responses that show you understand
what the customer is saying
2. Paraphrase meanings and feelings
3. Engage the conversation take notes, identify facts, offer responses and
facts in return, take your turn
4. Be aware of listening distracters
5. Remember: thought speed exceeds speaking speed
6. Avoid listening distracters
D. Develop customer-centered messages - avoid irritating phrases
E. Communicate to handle recovery of loss and mistakes
1. Show concern and apologize when needed
2. Make a fair fix of the problem
3. Thank the customer and offer atonement
50
F. Communicate to handle requests - Appreciate the customer and realize needs
without letting them manage you
G. Communicating with angry customers
1. Think of the problem as an opportunity to grow
2. Acknowledge and discover the source of dissatisfaction
3. Offer feedback and summary paraphrase
4. Apologize for the problem
5. Make a plan jointly to meet expectations
H. Telephone communication for customer service
1. Answer in three rings or less
2. Identify your name
3. Use a friendly, non-monotone voice
4. Tell the customer what action you will take
5. Indicate the time frame for a later response when they can expect
something
IV. Changing the Organizational Culture for Customer Service
A. The root problem may be the organization
B. Create a cycle of system change
1. Set service goals
2. Find a way to measure the cornerstone outcomes developed in the goal
3. Develop a list of what the organization has learned from the outcome
measures
4. Implement policies and skills
B. Developing measures for customer service
1. Customer satisfaction surveys/indices
2. Number and type of complaints/grievances
3. Defection rate to the competition
4. Customer count
Class Exercises:
1. From the text: Table 7.2. Listening Survey
Instructions: Respond to each question according to the following scale
1 = Always, 2 = Frequently, 3 = Sometimes, 4 = Seldom, 5 = Never
____ 1. I think about my own performance during an interaction, which results in my missing
some of what the speaker has said.
____ 2. I allow my mind to wander away from what the speaker is talking about.
____ 3. I try to simplify messages I hear by omitting details.
____ 4. I focus on a particular detail of what the speaker is saying instead of the general
meanings the speaker wishes to communicate.
____ 5. I allow my attitudes toward the topic or speaker to influence my evaluation of the
message.
____ 6. I hear what I expect to hear instead of what is actually being said.
____ 7. I listen passively, letting the speaker do the work while I relax.
____ 8. I listen to what others say, but I dont feel what they are feeling.
51
____ 9. I evaluate what the speaker is saying before I fully understand the meanings intended.
____10. I listen to the literal meanings that a speaker communicates but do not look for hidden or
underlying meanings.
___ Total Score
High scores (above 30) = better than average listening skills; low scores (below 30) = lower than
average listening skills
2. Objective: Create an understanding of customer service operations in the local community.
Time: 45 minutes out of class, 50 minutes in class
Directions: Have students call a number of larger stores and companies in your area
(department stores are good because they often handle these situations) and set up an
interview with a customer service representative. Have the students interview that
representative to find out the following things:
a. What does your job consist of?
b. What types of situations do you handle?
c. What type of customer service policy does your store use?
d. How does your organization train employees in terms of customer service?
e. Can you give an example of how you would solve the following problem?
After the interview, have each student report back their findings to the class. Because these
are local places that the students visit, they will be able to relate the importance of customer
service to themselves and their experiences.
3. Objective: Create an understanding of customer service operations in the local community.
Time: 60 minutes
Directions: If your school is located near or in a larger urban area, check and locate a
Nordstrom department store. Nordstrom department stores are known as one of the most
outstanding examples of customer service in the country. They have a unique look at what
makes an organization successful. (See the book, The Nordstrom Way for
www.Amazon.com) Ask to speak with customer service. Try to arrange to bring in your class
for a discussion on Nordstroms customer service. More than likely a trainer or a customer
service rep for the store could give a short lecture on what customer service means to
Nordstrom.
4. Objective: Improve active listening.
Time: 15-30 minutes
Directions: Have students pair up. In this activity, they simply get to visit with each other
(which will be a big hit), but they must take turns talking for a few minutes each, while the
other practices active listening skills. Have them specifically focus on correctly paraphrasing
each others messages. You can assign them specific topics or just let them talk, but remind
them that their objective is to practice active listening skills.
Afterwards discuss with the class their experiences. Was it awkward? Was it different than
how they usually converse with others? Why might they want to continue practicing these
skills in all of their conversations?
52
5. Objective: Handling mistakes. Practice with handling mistakes and loss. (Worksheet
available)
Time: 25 minutes
Directions: Have the students form pairs. One student will read the scenario, role-playing an
upset customer, while the other student role-plays the part of a customer service agent. The
agent must respond to whatever the other student, the customer says.
Student #1 role-play information (read through all of this before beginning)
The scene: An air conditioner retail store and repair center. You are the customer while your
partner is the manager of the repair center. Read over the situation and then role-play the part
to your partner. Do not let them interrupt you. Act as though you are quite upset with the
situation. Do not agree to anything until you believe that your partner has done an excellent
job of handling the situation according to what you have learned in the text and in class.
Customer: Three days ago I came in to pick up my air conditioner from the repair
center because I was told that it would be ready. When I got here (twenty minute
drive from my house!) they told me that it wasnt ready. They explained that they had
been very busy and someone had not gotten to it yet. I am mad because it has been 90
degrees every day and I do not have an air conditioner.
They told me to come in yesterday and it would be sitting by the door ready to go at
3pm. When I arrived yesterday no one here knew what I was talking about. They
checked the repair tag and said the tag gives today as the pick up date. The man I
talked to yesterday is apparently on vacation now. They told me to come back today
because if the tag said today, then it would be ready today.
Well I am here now, and they do not think that it is ready yet. I am tired of driving
all the way out here. This is an expensive repair and I am being treated like dirt! I
asked to talk to the manager, so they sent me to you. I want to know what you are
going to do about this situation now!
Student #2 role-play information
The scene: An air conditioner retail store and repair center. You are the manager of the repair
center while your partner is a customer.
Introduce yourself as the store repair manager. You are to respond to the situation that your
partner will relay to you now. You must handle the situation as though it were a real life
scenario. Do not promise outlandish things to the customer. Follow the advice of the text and
what you have learned in class. You may not end the role-play until your partner is satisfied.
53
Discussion Questions:
1. What is an experience that you have had demonstrating excellent customer service? What
about poor customer service?
2. Can you think of an instance when the operations-driven perspective might be a better
choice for an organization than the customer-driven perspective?
3. What was your experience the last time that you went into a store looking for a specific
product? How were you treated? Were your expectations met? If not, what would you
have changed?
4. How could the use of irritating language by an employee affect the outcome of an
interaction with a customer? Is this type of language ever appropriate to use?
5. Have you ever been the upset customer in a store? How did the employees handle your
situation?
6. How far do you think a manager should go to make a customer happy?
7. What kind of telephone etiquette do you generally use? What kind of message might that
behavior be sending to others?
54
CHAPTER EIGHT: MANAGING GROUP COMMUNICATION
Objectives:
Lead group discussions
Manage effective group functioning
Increase morale of employees working in groups
Coordinate task outcomes of groups
Manage group recommendations and decisions by applying group communication
principles of group decision making
K e y W o r d s:
Group communication, small group, task outcomes, satisfaction outcomes, communication
networks, centralized networks, decentralized networks, spatial arrangements, leadership styles,
communication processing, team discussions
On the Internet:
http://www.uky.edu/~drlane/capstone/group/
http://www.abacon.com/commstudies/groups/group.html
http://psulias.psu.edu:1213/;&db=mm
http://www.teamtechnology.co.uk/tt/t-articl/tb-basic.htm
http://www.fripp.com/articleslist.html
Chapter Teaching Notes:
I.
II.
What Is A Small Group? three to fifteen members who have:
A. Purpose
B. Interdependency
C. Interaction among all members
D. Task outcomes to produce or manage
Group Outcomes
A. Task outcomes
1. Definition: fulfillment of the groups purpose or goal
2. Groups outperform individuals in quantity and quality for complex tasks
3. Groups learn better than individuals alone
B. Satisfaction outcomes
1. Definition: morale or satisfaction experienced
2. Groups increase satisfaction in organizations
3. Informal groups can meet needs of individuals
55
III.
IV.
V.
Communication Networks in Small Groups refers to the links or available channels
through which members of the small group have access to one another.
A. Centralized Networks communication occurs through a central person or
persons
1. Wheel members are restricted to communicating with a centrally
located person
2. Chain members can talk with or communicate with only two other
people, one on each side
3. Advantages task efficiency is greater, high satisfaction among group
members who occupy central positions
4. Disadvantages group satisfaction is low, members in central positions
experience information overload
B. Decentralized Networks information passes randomly through the group
1. Circle allows people on either side to interact, but limits interpersonal
contact from individuals directly across
2. All channel all participants have access to all other members
3. Advantages higher group satisfaction, information overload occurs less
frequently
4. Disadvantages takes more time and more messages are sent
C. Virtual Networks
1. Introduce new structures for networking including: global
communication, instant messaging, virtual meetings, instantaneous
dialoging and feedback
2. Principles of centralized and decentralized networks still apply
Leadership Styles
A. Highly directive leadership
1. Efficient task outcomes
2. Members can feel as though they are not heard or lack input
3. Leaders can appear: Paternalistic and defensive, rules oriented rather
than people oriented, use one way communication and give little or no
feedback
B. Participatory leadership
1. Leader offers guidance, suggestions, listening, and concern for members
2. Produces moderate task efficiency
3. Leaders are: We-oriented and tolerant, objective rather than subjective,
encouraging with use of honest praise and criticism
C. Negligent leadership (laissez faire)
1. Offers little guidance or direction
2. Close to a non-leader situation
3. Usually generates negative effects in task productivity and morale
4. Leaders use: No comments, feedback, or encouragement and youorientation
Communicating for Group Decisions
A. Communicating for group task outcomes:
1. Providing information and ideas
2. Clarifying ideas and information
56
VI.
3. Asking for ideas and information
4. Critique of information
5. Analyzing information
B. Communicating for group satisfaction outcomes - behaviors that maintain
satisfaction:
1. Showing solidarity
2. Showing agreement
3. Providing emotional support for group members
4. Managing conflict among members
5. Providing tension release
C. Communicating over group barriers - negative group communication:
1. Hidden agenda
2. Rigid communication
3. Groupthink communication: Over-conformity communication
groupthink occurs for a variety of reasons:
a. Competent members avoiding communication
b. Group cohesion high cohesion =conformity
c. Presence of high status leader or person
d. Feeling of invincibility
4. Special pleading
5. Pulling rank
6. Interrupting
7. Defensive communication
Conducting Group Discussions
A. Initiating the group discussion
1. Prepare and send an early agenda
2. Express the purpose of the meeting
3. Frame the decision making with key questions
a. Question of fact: the conditions and definition (what, why, when)
b. Question of conjecture: focuses on the future (what if, future,
scenarios)
c. Question of value: argues the worth of something (should, value,
ought, worth)
d. Question of policy: what recommendations or actions should be
taken? (how, methods, steps)
4. Wording the question
a. Questions should be specific.
b. Questions should be simple
c. Questions should be avoided that unnecessarily limit your
alternatives
d. Questions should avoid biased wording
5. Clarify leadership
B. Processing group problem-solving
1. Step One: Recognize a felt difficulty where exactly does the difficulty
lie?
2. Step Two: Ventilate feelings hidden agenda?
57
3. Step Three: Describe the problem
a. Define the problem
b. Word the problem or offer a question
c. Limit the problem
d. Research the problem
e. Analyze the problem
f. Reformulate the problem
4. Step Four: Develop solutions
a. Set up criteria
b. List solutions
c. Evaluate solutions
d. Choose one solution
e. Implement the solution
C. Concluding group discussions
1. Consensus continued discussion to the point that group members reach
agreement
2. Suspend discussion good option when diversity of opinion is deep
3. Minority report submit a report reflecting differences between two
groups in the group membership
4. Mediation or arbitration using an objective person outside the group to
help reconcile differences
5. Majority vote voting is a win-lose scenario, and in small groups it is
recommended that it be used only in close situations or for quasi-legal
reasons
Case Studies:
1. Objective: To demonstrate the influence of group size on cohesiveness, productivity, and
effectiveness, and participation in groups of varying size. (Worksheet available)
Time: About 60 minutes
Directions: Break the class into groups of three to discuss the case study for ten minutes.
Then have two groups join so that there are now groups of six people. Have them discuss the
case study for about 10 minutes. Now join the groups into groups of 12 for ten minutes.
After this, continue to join groups together until everyone is in one big group again.
Use the last 20 minutes of class time to discuss the impact more people make on group
discussion, cohesiveness, productivity, effectiveness, and participation. Also discuss: How
did the characteristics of the group change as you went from size to size? What happened to
the leaders of the smaller groups whenever the small groups were brought together as a large
group?
The Case of the Life or Death Committee
The University Medical School and the University Hospital have acquired an artificial
kidney, a machine that removes waste from the blood of a patient with kidney disease. A
patient with acute kidney disease who does not have access to such a machine will die within
58
weeks of uremic poisoning and congestive heart failure. However, since facilities are
limited, only a small number may use it.
You are a committee of anonymous laypeople selected to choose which of the candidates
shall live, and, consequently, who will die. This committee meets periodically to select new
patients. They never know the patients names; instead, they know all about his or her life.
Before the candidates names go before the committee, a board of physicians that weed out
the medically and psychiatrically unsuitable screens them. The patients must be emotionally
stable for several reasons: their lives will be dependent on the machine; they will have an
open wound with tubing in their arm through which they are connected to the machine; and
they must follow a strict diet. However, the patients may hold regular jobs and have homes
and families. They have the semblance of a normal life.
The doctors have recommended that all children and patients over 45 be eliminated for
medical reasons. Therefore, the patients that you will consider will be from 25-45 years of
age.
You are meeting at this time to select two new patients from a list of five candidates. Ability
to pay for the use of the machine should not enter into your decision. (The cost is $25,000 per
year per patient.) In addition to selecting the two new patients, you may also wish to
formulate some guideline or policy to aid in the solution of this problem when it comes up
again.
a. A man, age 41, from Capitol City. He is married and has four children, all under
15 years of age. His income is $18,000, working as an accountant for a large oil
company. He does not yet own his home, but his insurance policy will finish
paying for it in case of his death. He owns a car and a small life insurance policy,
not enough to support his large family without him. He is an easygoing person
and would adjust as easily as possible to his new way of life. He is a university
graduate and is rated slightly above average in his work. He could be a
departmental supervisor someday.
b. A woman, age 38, from University Park. She is married to a university professor
and has two children, ages 16 and 12. Her husband makes $21,000 a year, and
they own their own home. She has no insurance or property of her own. She is
slightly nervous, but could adjust to the machine with some effort. She holds a
masters degree in home economics. She is president of the P.T.A. and is very
active in church work. She has on outstanding record of service to her
community.
c. A man, age 25, from Capitol City. He is married and has one small child. His
salary is $17,000 a year, working as an engineer for a large industrial firm. He
holds a masters degree and his supervisors have tabbed him as a man who is
going places. He has a brilliant mind. He owns very little property and has just
begun to pay for his home. He has a small insurance policy for $10,000. He is
quite able emotionally to undergo the treatment. He is already working in several
civic organizations.
d. A man, age 35, from Midwest City. He is an aircraft maintenance worker at
Tinker Air Force Base. He is married and has five children, all under 10 years of
age. He makes $14,000 a year and is paying on a home and a car. He has a life
insurance policy for $8,000. He is a matter-of-fact type of person and dependence
on the machine would not trouble him. He graduated from high school and then
59
attended technical school before beginning work at Tinker. He does his work
ably and well and is in line for a promotion. He and his family are very active in
their church.
e. A man, age 27, from Iran, who immigrated to the United States six years ago. He
and his wife have three children. His wife must care for the children while he
runs a small shoe store. His income varies from year to year, but is not high. He
has many debts on the store and his home. His insurance coverage is slim. He
did not graduate from high school, but quit at the age of 16 to go to work. He is
emotionally stable. He has become a highly respected member of the community,
and his store should improve its financial status rapidly with his guidance.
Class Exercises:
1. Objective: Networks. Increase understanding of communication networks and how they
function. (Worksheet available)
Time: 30 minutes
Directions: For each scenario, identify and draw the type of network that is in use. Identify
the strengths and weaknesses of each network situation.
a. In organization BTA, the employees are constantly working on projects together.
Bill and Sari are currently working on the marketing section of the new big
project. Although Bill and Sari work on the same project, they both work part
time and do not generally work the same shift. In order to compensate for this
time difference, they leave messages and work for each other with Ali. Ali works
overtime almost everyday, so it is always convenient for people to pass messages
through her. Ali mostly works with Caleb who is the independent accountant for
each project. He gives all of his work to Ali to check and pass on. The other
person who works on the team is Taya. Taya does the entire design layout for the
marketing projects that Bill and Sari do. Taya only works after hours Wednesday
through Friday, so she also finds it convenient to pass on her work through Ali.
What kind of network is in use at organization BTA? Draw it out. Would a different
network be more effective? Why or why not?
ANSWER: WHEEL
b. The following individuals all work together in the promotion department of a
large music company: Ryan, Dave, Julia, Josh, and Kelly. They are a close-knit
team, and rely on each other to accomplish all of their promotional work. Every
person on the team is responsible for the work. Julia and Dave work mostly on
CD distribution, so they work closely everyday. Dave also pitches in on Joshs
main projects of poster design because Dave gives Josh the final work that he did
with Julia. Josh gives all of his finished projects, as well as the work that Dave
and Julia did, to Kelly in order for her to do the proof work. When Kelly finishes,
she passes all of it on to Ryan. Finally, Ryan takes all of the other team members
work and packages it together into the final project.
60
What kind of network is in use at the music company? Draw it out. Would a different
network be more effective? Why or why not?
ANSWER: CHAIN
c. A new production team has just been added at the local car plant. The team is
responsible for checking new vehicle models for different functions, in order to
assure that there are no major flaws. Each person on the team is responsible for
checking a different function: Jenna checks engine components, Jack checks body
parts, Sarah checks brakes, Rob checks wheels and axles, Robin checks interior
quality, and Brian checks the gas and exhaust structures. After each person
completes his or her check, they meet as a team and share information. They then
write up their findings and give the car a rating. After this, they report as a team to
a board of directors.
What kind of network is in use in the production team? Draw it out. Would a different
network be more effective? Why or why not?
ANSWER: ALL CHANNEL
2. Objective: Create a better understanding of leadership types and current practices.
Time: One or two class periods, outside class preparation.
Directions: This activity will take the place of a lecture or discussion on leadership, and it
works best in a smaller class. This is an opportunity for students to teach each other and
develop presentation skills. Divide the class into three groups to five groups. Assign each
group a different topic: directive leadership, participatory leadership, negligent leadership,
etc. Ask each group to research the style of leadership that they were assigned. They will
work as a group to present the material to the class. Each group should present the class with
the following: a handout summarizing their lesson, an overview of their leadership type,
current examples of organizations that practice that style and their outcomes.
The length of their presentation will depend on the amount of class time available and the
number of individuals in each group. At least 15 minutes per group would be optimal. At the
end, each group member should be provided with a group evaluation page in order to insure
the participation of everyone.
3. Objective: To illustrate how groupthink becomes a reality.
Time: 30 minutes
Directions: Part of this exercise must be done in secret so that the outcomes will be
successful. As the teacher, predetermine a group list for the class. Groups of about 6 would
be ideal. Try to group students together that you know are friends, or at least acquaintances.
In class, you will break the students into these groups. Before hand, you will have talked
privately with 5 of the 6 students in each group. These 5 students are to be informed that they
are going to part of a groupthink persuasion group. These students on the day of the activity
will attempt to act using groupthink in order to get the sixth student to agree with them.
In class, you will set up a mock exercise, not associated with groupthink at all. You will tell
them that the better business bureau in town wants to set up a social mixer between the
business department at your school and their bureau. You, as a school representative are in
charge of the details and need some help in determining what the students would like, since
you only have an adults perspective. This is to be a classy and important affair. You thought
61
this might be a volunteer project that your class could set up the details for. You, as the
teacher, saw this as a good opportunity for your class to make community connections and
have some fun, and agreed.
In class, you will present the class with a sheet of paper containing the list of choices that you
have already narrowed it down to. (See worksheet page) Some of the lists will have normal
choices, and some will have one outlandish choice (meaning that students would not be
likely to choose that choice). In these instances, it will be the work of the group to use
groupthink to convince that person that the outlandish choice is the best one or the best
representation of the college crowd. In this case, the group must convince the other member
that Barry Manilow is the best listening choice and that the decorations should be orange and
purple. Each group should work to come to a decision. After this, each group will discuss
with the class which they think is the best choice in each category.
The exercise will illustrate how groupthink works. Do the uninformed students go along with
the group or do they hold their ground?
It is important that the students who find out about the project a head of time, DO NOT tell
their other classmates what is happening or discuss it with anyone else, since they will not
know who is in which group until they get to class. It is also important that they play along
as best they can and not act as though they know what is happening.
To save time, you might email the part of the class that is going to be in on the assignment.
You can email them the worksheet ahead of time, so that they will know which answers they
are supposed to pick. The only answers they must go along with are the groupthink answers.
In the rest of the categories, they can decide as a group that they think is best. (This will
make it appear more realistic.)
This activity is best done a few days, or the next week after you have discussed groupthink
theory. After the activity, the instructor should lead a discussion on what happened in each
group.
List of choices for BBB and Business Department Social Mixer
What are the choices that best represent the college age crowd and that you would like the
best?
Circle one:
Colors for decorations and dinnerware:
1. Bright orange and dark purple
2. Black and gold
3. Dark green and dark blue
4. Silver and dark green
5. Bright red and white
(Groupthink must choose orange and purple)
Appetizers:
1. Chips and dip
2. Cheese and crackers
3. Fruit and vegetables
(Can choose any answer the group thinks is best)
62
Dinner entrees:
1. Chicken
2. Pasta
3. Pork chops
4. Mexican food
(Can choose any answer the group thinks is best)
Background music:
1. Barry Manilows greatest hits
2. Soft jazz music
3. Classical music
(Groupthink must choose Barry Manilow)
Place:
1. At school somewhere
2. Rent a reception hall
(Can choose any answer the group thinks is best)
Discussion Questions:
1. Before discussing the chapter, ask for the students definitions of a small group. Then
give them the text definitions. Are they surprised by the requirements to be considered a
small group? How did their definitions differ from the texts definition?
2. How does working in a group differ from working by yourself? What are your
experiences? Do you feel that you were more effective working in a group or by
yourself? What kinds of activities were you working on? Does the activity change the
effectiveness?
3. If you had the choice of working on a project by yourself or working in a group, which
would you chose and why?
4. At your last or current job, how did you fulfill satisfaction outcomes? Did you participate
in informal morale groups? Why?
5. What kinds of communication networks exist in your school and work?
6. Can you think of well known highly directive leaders? Are they successful? Are they
famous because of their leadership perspective?
7. Under which type of leadership do you most enjoy being a follower? Why? Which type
of leadership do you most enjoy implementing? Why?
8. Can you think of a time when it would have been best for a negligent leadership
experience, when in fact another type was used?
9. Think of the last time that you participated in a group. What methods helped maintain
and reach satisfaction?
10. What events of groupthink have you been a part of? How did it happen?
11. What difference does it make in the decision process depending on how you frame the
question?
12. Why is important to allow for catharsis during group problem solving times? Are there
times when groups should not allow for it?
13. Why might it be better to follow a plan when trying to reach a decision, rather than
simply going with the flow?
63
CHAPTER NINE: MANAGING TEAM BUILDING
Objectives:
Identify a high performance team
Select personnel appropriate to and matched with select team projects
Define the qualities that comprise excellence in team performance
Apply steps that can be used in changing to a high performance team
Identify a model that differentiates working groups from potential, real, and high
performance teams
Key Words:
Teams, outcomes, goals, group expectations, group norms, team benefits, team performance
On the Internet:
http://www.teamtechnology.co.uk/tt/t-articl/tb-basic.htm
http://www.fripp.com/articleslist.html
Chapter Teaching Notes:
I. What Is a Team?
A. Focused collectives of motivated and focused employees in an organization who work
toward a common mission
B. Teams are significant units in the organization
C. Team life cycle
1. Forming individuals coming together
2. Storming the groups ventilation of past, current, or potential conflict
3. Norming phase where teams identify themselves as a group, organize their
mission, and actually begin the task expected
4. Performing group develops a strong bond, develops knowledge and decisions,
and takes responsibility for those decisions
D. What is a teams function in the workplace?
1. Source of information and innovation
2. Source of self-directed management
3. Self-motivation and source of achievement
64
II. Qualities of Successful Teams
A. Communication of vision and mission - successful teams create a specific vision and
mission early on in their development.
B. Communication of strategic goals and activities - these lead toward accomplishment of
the mission. Goals must be measurable, with each devoted to a single issue.
C. Communicating expectations - teams need to have responsibility and accountability
D. Communicating commitment and team norms - it is important to develop personal
commitment and rules for teams members
E. Communicating with senior leadership have a person who links the team with executive
leadership
F. Communicate freely with significant amounts of information - information must be freely
available to all members. Information sharing approaches for team management include:
1. Diversity is healthy and demands greater emphasis on communication.
2. Meet frequently at first until the group is accustomed to its norms and the team
members.
3. Develop rules and norms
4. Tolerate uncertainty
5. Reward each members achievement
6. Open up to change and innovation
7. Maintain communication relevant and moving toward the goals
8. Clarify roles, responsibilities, and assignments
9. Share leadership functions
10. Foster sensitivity, listening, trust
III. Communicating Outcomes of Successful Teams
A. Typical measurable outcomes of organizations
1. Teams expect high performance outcomes
2. These outcomes allow teams to measure their success
3. When one or more outcome changes a team can expect some degree of success
B. Team Success Measures
1. Revenues and profits increase
2. Expenses and waste decrease
3. Customer satisfaction increases, complaints decrease
4. Quality of product increases
5. Conflict decreases/harmony increases
6. On time delivery to increase
7. Vision, mission, and goal setting increase
8. Image and impression management to increase
9. Inventory to be reduced
10. Technology for meetings, research, and analysis to increase
11. Interpersonal communication effectiveness to increase
65
Class Exercises:
1. Objective: Identifying team development stages.
Time: 45 minutes
Directions: Ask students to interview a family member or an adult friend who has had
corporate work experience. Have them interview that person to find out about a team
experience that they have had, charting its development along the team performance curve.
After the interview, have students write a short summary of the interviews outcomes. Make
sure to have them include: who, what, where, when, as well as details about the specific
experience and its outcomes. Discuss what they found out as a class.
2. Objective: Identify the meanings behind mission statements and goals.
Time: 50 minutes
Directions: Have students research and make a list of (or to save time, provide them with a
list) as many mission statements an goals that they can for large or well-known
organizations. Ask them to analyze them to discover what message the organization is
intending to send with their mission statement/goals. Are there any messages being sent that
may not be intentional? Is each statement an effective? Why or why not?
3. Objective: Making mission statements and goal writing personal.
Time: 25 minutes
Directions: Each student should work independently to write their own mission statement.
Their statement should be clear and well worded. After they have written their own mission
statement, they should now work on making a goals list to support their mission statement. If
students feel comfortable they can share with the class, otherwise they can turn them into the
instructor.
4. Objective: Team success/Team norms. Identifying personal factors for team success.
(Worksheet available) [Taken from Table 9.3 Factors of Team Success]
Time: 40 minutes
Directions: Have students circle on the worksheet which way they tend to behave, or what
they tend to prefer for each factor. (Which way they actually behave, not how they would
like to behave.) After they have finished this step, group them into random teams. Now
have each member share how they usually behave or their preferences. How would each
members behaviors and preferences affect the group if they were assigned to work with each
other as a team? What would they need to change or adapt to make their team a high
performance team? Would they be willing to do that?
Discussion Questions:
1. Before discussing the chapter ask students what they think are the differences between a
team and a group. After discussion of the chapter, ask what was different from what they
first imagined a team to be.
2. Have you had an experience working with others that you had labeled as a team but
now realize was not? How did that experience differ from a team? Does knowing that it
66
3.
4.
5.
6.
was not actually a team change the way you would approach a similar situation in the
future?
What would your mission statement be if you were to write one today? Why?
Do you think that it is important for teams always to function as high performance teams?
Why or why not?
Think about the last team that you were a part of. Review the list of developing team
norms in the textbook. Where did your team fall according to the instrument?
Review the table of Factors for Team Success. For each factor, which way do you usually
work or prefer? How might that affect a team you are a part of?
67
CHAPTER TEN: MANAGING IN TERVIEW COMMUNICATION
Objectives:
Recognize types of interviews
Predict the stages of an interview
Develop communication skills needed in meeting the demands of an interview
Conduct an interview as the interviewer
Develop skills to communicate effectively in a media interview
Key Words:
Interviewing, effective interviews, employment selection, information gathering, performance
appraisal, complaint or grievance, disciplinary, sales, group, exit, phone, videoconference,
media, interview structure, resumes, letter of application
On the Internet:
www.Careerbuilder.com
www.Resumania.com
www.e-resume.net
www.resume.com
www.careerpro.com
www.provenresumes.com
www.topvacancies.com
www.instantcoverletters.com
www.7step-resumesampler.com
www.careerassist.com
www.resume-helper.com
www.cjs-services.com
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Chapter Teaching Notes:
I.
Communicating for Effective Interviews - Types of interviews
A. Employment selection interview
1. Goals and purpose
2. How interviewees can best communicate:
a. Prepare know trends in the field and research details about the
company
b. Practice
c. Attitude use positive self-talk
d. Stick to the point answer questions directly
e. Mission develop a sense of personal mission
f. Know your strengths and weaknesses
3. How interviewers can best communicate
a. Prepare
b. Put the candidate at ease
c. Explain the interview purpose and outcomes
d. Have a standard form and protocol
e. Organize and plan the questions
f. Have a good follow-up statement
B. Information Gathering Interview fact finding on situations, events, or people
1. General rules for the interviewer:
a. Indicate the meetings purpose
b. Have a complete outcomes list
c. Organize questions into content, process, and relationship types
d. Stay with observable facts and behaviors
e. Avoid asking questions of character
f. Review legal issues in the appropriateness of questions
2. General rules for the interviewee:
a. Clarify your understanding of the purpose and outcomes
b. Answer directly and simply what you know
c. Use measurable or observable data or descriptions
d. Avoid innuendo, rumor, gossip, or guessing about others motives
C. Performance Appraisal Interview review past work performance
1. Set the time and place
2. Clarify the purpose
3. Understand the criteria for evaluation in advance
4. Restate and give feedback about the criteria
5. Communicate other non-task criteria as a part of the organizational
culture
6. Personal life does not belong
7. Ask for or offer data
8. Close with plans for the future
D. Complaint/Grievance Interview
1. Think of it as a time to grow
2. The complaint must be specific as to time, place, date, who
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3. Once it has been addressed, everyone should let it go
E. Disciplinary Interview
1. As the interviewer: Carefully explain the situation
2. Outline what led up to the current situation
3. Seek to understand
4. Seek common agreement
5. Make extensive notes
6. Follow through with action or documents
7. Only talk about the offending behavior
8. Offer help
9. If it is potentially volatile, bring a partner
10. Maintain absolute confidentiality
F. Group Interview
1. Show appreciation for the panel
2. Maintain positive facial expressions and eye contact
3. Stay confident
4. Anticipate more disruptions or noise than you might normally expect
5. Avoid criticizing another interviewee
G. Exit Interview
1. Occurs when an employee leaves the organization as a means of
gathering information to help the organization learn and grow.
2. Often serves as a cathartic experience for the employee
H. Phone interviews
1. Speak clearly
2. Adjust the volume
3. Avoid cell phones for confidential information
4. If in question, ask if anyone else can hear on the line or speakerphone
5. Interviewers should always ask permission to have someone else
listening in
I. Videoconference interviews
1. Keep movement minimal
2. Look at the camera as if eye contact with a live person
3. Use additional technology for visual aids if possible
J. Media Interviews
1. Messages to the media
a. Give the message in small chunks
b. Develop a memorable phrase
2. Questions from reporters
a. Briefly restate the question in your answer
b. Clarify questions and take them one at a time
c. You main points may be turned into a graphic highlighting
your main points
3. Courtesy towards media
a. Be cordial
b. Acknowledge the reporter and technical staff
4. Time usage - You only have seconds
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II.
5. Nonverbal communication
a. Look at the interviewer, not the camera
b. Dress appropriately
c. Annunciate clearly
I. Introduction phase
1. Establishing relationship
2. Orienting for the interview
J. Question phase
1. Give honest answers
2. Maintain a positive attitude
3. Use narratives and examples
K. Closing phase
1. Present a summary and outline of future procedures
2. Interviewee should ask questions
L. Follow-up phase
1. Write a thank you note
2. If you dont hear back, call or write
3. Provide new information if necessary
4. Interviewers should provide a time period to expect a response and
should get back to the interviewee promptly
Communicating Interview Questions Types of Interview Questions
A. Types
1. Closed
a. Yes-No questions
b. Fill in the blank questions
c. Multiple choice questions
2. Open-ended
a. Hypothetical open-ended questions
b. Probing questions
c. Third party questions
d. Leading questions
e. Loaded questions
f. Illegal questions
B. Organizing the structure for questions
1. The funnel sequence
a. Pattern moves from general to specific
b. Begins with more open-ended type questions and moves toward
direct and specific
2. The inverted funnel sequence
a. Questions begin with direct and move towards free response and
open
b. Opposite of the funnel
3. The hourglass sequence
a. Questions begin funnel-like
b. Move to more direct
c. Open again in order to offer elaboration on previous points
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III.
4. The diamond sequence
a. Begins with the inverted funnel
b. As information needs clarification, questions move back toward
direct and specific
C. What can I do about being so nervous?
1. Understand interview structure
2. Research the organization
3. Practice orally
D. What if they ask something I dont know?
1. Say I dont know! never make up an answer
2. Try to link the question to something related that you do know about
E. What if a person asks an embarrassing or potentially illegal question?
1. I prefer not to answer that question. while looking puzzled
2. Diffuse the question by minimizing or by humor
F. What are some killer questions?
1. What are your strengths and weaknesses?
2. How would you?
3. Tell me your most difficult case
4. Why are you seeking this position?
G. How do I communicate with these difficult questions confronting me?
1. Make sure you understand the question
2. Rephrase the question
3. Avoid nervous or fidgeting nonverbal behaviors
4. Keep volume up
5. Use examples and specific instances when possible
6. Maintain eye contact and pleasant facial expression
7. Do not be in a hurry
Presenting Resumes
A. Paper resume content
1. Personal identification
2. Keywords
3. Job/personal objective
4. Educational background
5. Previous work experience
6. Additional special skills, hobbies
7. Affiliations and awards
8. References
B. Resume Style and Format
1. Be concise
2. Language makes a difference
3. Make experience specific
4. Attend to format
5. Target the employer
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C. Other formats include:
1. Electronic resumes
2. Email attachments
3. Home web page resumes
4. Employer websites
Class Exercises:
1. Objective: Personal Mission Statements. Illustrate the importance and an understanding
of personal mission statements. (Worksheet available)
Time: 20 minutes
Directions: Have students pretend that they are interviewing for the following positions.
Discuss personal mission statements and their purposes. Then, have the class individually
create their own statements for each position, thinking as if they were the perfect fit for that
career.
a. Personal exercise trainer
b. Construction site manager
c. CEO of a large toy company
d. Head of marketing for the largest grocery store chain in the city
e. Graphic designer
f. What is your dream job? ________________
Write your mission statement for that job.
2. Objective: Increase understanding of resume building.
Time: Out of class assignment: 60 minutes, in class as desired
Directions: Have students create their resume, as it would be today. They should make sure
to include all of the necessary elements from the text. They should create a general resume
that can then be adapted as necessary for any future job opportunities. An in-class workshop
may be effective after they have completed a rough draft. Working in groups to gain insights
from classmates, as well as instructor help would increase the quality of their work.
3. Objective: Create awareness of and increase interviewing skills, as well as practice
resume building skills. Role-play. This project could take the place of a chapter exam
because of its complexity. (Evaluation form available)
Time: 60 minutes in class, 60-120 minutes outside of class
Directions:
Three class periods before activity, put students in groups of three. Have each student prepare
their own personal resume and bring 2 copies to the next class period. Explain that students
are going to role-play the parts of interviewee and interviewer within their groups.
Students will be applying for a position with either the Microsoft Company or the Xerox
Company (or any other large company that the students can easily find information about).
They will also play the part of the interviewer for that company for their partner. Each
student needs to decide with their interviewing partner what kind of specific job they want to
try and be hired for. Students should be able to pick something that they could possibly be
interested in because of using large companies. If they really cannot fit their skills into one
of these companies, the instructor may want to give them some other options. (The jobs they
73
choose to apply for do not have to be actual positions, as long it is believable that such a
position could exist.) This way each student can do the required research before hand about
the company.
Two class periods before the activity, have each student exchange resumes within their group
and turn the other copy in to the instructor. The resume each student now holds is the resume
for a potential employee to his or her company. They are to take that resume home, and
study it. They should develop a list of questions they are going ask the candidate, according
to one of the question sequences described in the text. They should bring two copies of this
to class, one to use during the project and one to turn in to the instructor. They should also
have done research about their company, to know general procedures and rules and salary
and benefits (again, these can be created if necessary).
Each student also needs to be prepared to be interviewed according to his or her resume and
the position that they have chosen. Remind all of the students that when they come to class,
they must be completely ready convincingly to role-play the part of both the interviewer and
the interviewee.
The day of the activity, have students meet in their groups. Two students will role-play
interviewer and interviewee while the other student in the group observes and takes notes.
After 20 minutes, they will rotate sets until everyone is done. After everything is complete,
students should type up a final summary of their experiences.
If technology allows, videotaping each set of students will allow the instructor to watch each
group and grade students efforts. It may also increase group effectiveness, knowing that
their efforts are being taped to be reviewed.
For this project, individual parts may be graded such as the resume, the interviewer and the
interviewer roles, the quality of their company research and developed questions, quality of
notes taken for the other group, and a follow-up paper.
Sample grading outline for each student: (see worksheet and evaluation forms section of
teaching manual)
Discussion Questions:
1. What was your last interview experience? Was it what you expected? Were you prepared
for the questions that they were going to ask? How did you feel about your responses?
Did your interview have any of the positive or negative themes mentioned in the
textbook?
2. How do you think an interview for a university teaching position might differ from an
interview for a bank teller position?
3. Pretend you are from San Francisco and are interviewing for a position as a computer
analyst at Company B in Denver. What specifics might you want to research before your
interview? Why is researching information about the organization important as a
potential candidate?
4. What types of information do you think are most often asked for in an information
gathering interview?
5. How would you feel about a complaint or grievance interview? Does your increased
knowledge of the process lessen the anxiety at all?
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6. Have you ever left a job without an exit interview? Would the interview have been
helpful? Why or why not?
7. What are some of the pros and cons of conducting interviews by phone or
videoconference? Would you want to be interviewed in these manners?
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CHAPTER ELEVEN: MANAGING FOUNDATIONS FOR PUBLIC
PRESENTATIONS
Objectives:
Identify the common audience elements in order to know your audience and thus develop
confidence in making presentations
Define and express credibility by understanding factors of credibility and their impact on
listeners
Assess your level of presentational apprehension and identify ways to alter
communication apprehension and create personal speaking confidence
Develop an audience member profile in order to align a speech with audience attitudes,
values, and demographics
Key Words:
Presentations, speech foundations, communicator credibility, competence, character, charisma,
co-orientation, communication confidence, communication apprehension, audience analysis,
audience profile
On the Internet:
www.Presentersonline.com
HTTP://www.bizmove.com
http://www.tengrrl.com/tens/013.shtml (intended for writers, but interesting)
http://www.ku.edu/cwis/units/coms2/vpa/vpa4.htmhttp://www.ku.edu/cwis/units/coms2/vpa/vpa
4.htm
http://www.tamu.edu/scom/test203/audience/main.html
http://www-dept.usm.edu/~speech/audience.htmhttp://www-dept.usm.edu/~speech/audience.htm
http://antion.com/ezine/ezinebackissues.htm (electronic magazine)
www.powerfulpresentations.net (articles on business presentations)
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Chapter Teaching Notes:
I.
II.
III.
The Foundation of Communicator Credibility - The four Cs of credibility
A. Competence the perceived expertise an audience believes about a speaker
1. Have a grasp of specific, detailed knowledge AND general, overall
knowledge
2. Cite expert testimony
3. Use a variety of sources
4. Have confidence and poise
5. Know the content and order of material
B. Character the trustworthiness an audience feels about a speaker
1. Indicate a sense of fairness
2. Demonstrate respect for the audience
3. Indicate concern for long-abiding traditions and values
C. Charisma speaker enthusiasm for the audience, the occasion, and the message
itself
1. Have vocal enthusiasm
2. Use delivery emphasis (pause, volume, and pitch)
3. Show that you are unique and can resist opposition
D. Co-orientation emphasizes similarities with the audience
1. Stress areas of similar attitudes, beliefs, and values
2. Illustrating areas of similar experiences can build rapport
The Foundation of Confidence
A. The symptoms of communication apprehension
1. Sweaty palms
2. Butterflies in the stomach
3. Weak knees
4. Vocal cracks
5. Poor physiological responses
B. Overcoming Communication Apprehension
1. Preparation - eliminate the reasons for anxiety before the presentation
2. Practice full knowledge of key ideas comes from practicing
beforehand
3. Positive self-talk fill the mind with positives instead of anxieties
4. Positive audience members when anxious, focus on those who give
positive feedback
5. Physical activity warm-ups can reduce anxiety
The Foundation of Consultation About the Audience
A. Audience history with the topic
B. Audience knowledge of the subject
C. Audience knowledge of the presenter
D. Audience values, motivation, and expectations
1. Motivation why are they here? What are their expectations?
2. Values long enduring topics held as worthy or truthful for individuals
E. The occasion for their gathering
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F. Audience demographics
1. Gender
2. Age
3. Employee position in the organization
4. Income
5. Education
6. Residence
7. Culture
8. Marital and family status
9. Socio-economic status
10. Religious affiliation
11. Political affiliation
12. Group membership
13. Hobbies or interests
G. Conducting an Audience Profile audience info comes from:
1. The host
2. Company newsletters
3. Industry news and trends
4. Competitors or benchmark orgs
5. A sampling of the employees
H. Environmental Traits
1. Audience size
2. Physical setting
3. Seating
4. Temperature
5. Time of day
6. Distractions
I. Adapting to Audiences
1. Choice of main point and support
2. Language adaptation
3. Delivery adaptation
4. Attention in the introduction
78
Class Exercises:
1.
Objective: Identify individual communication apprehension. (Worksheet available)
Time: 60 minutes
Directions: Have each student take the PRCA. When they have finished, ask them to write up a
short summary of their findings. Have them finish the paper with a section about what actions
they can take to begin personally to eliminate these fears.
PRCA- 24
Directions: This instrument is composed of 24 statements concerning your feelings about
communication with other people. Please indicate in the space provided the degree to which
each statement applies to you (1) Strongly Agree, (2) Agree, (3) Are Undecided, (4) Disagree, or
(5) Strongly Disagree with each statement. There are no right or wrong answers. Many of the
statements are similar to other statements. Do not be concerned about this. Work quickly; just
record your first impressions.
__________ 1. I dislike participating in group discussions.
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
2. Generally, I am comfortable while participating in group discussions.
3. I am tense and nervous while participating in group discussions.
4. I like to get involved in group discussions.
5. Engaging in group discussion with new people makes me tense and nervous.
6. I am calm and relaxed while participating in group discussions.
7. Generally, I am nervous when I have to participate in a meeting.
8. Usually I am calm and relaxed while participating in a meeting.
9. I am very calm and relaxed when I am called upon to express an opinion at a meeting.
10. I am afraid to express myself at meetings.
11. Communicating at meetings usually makes me uncomfortable.
12. I am very relaxed when answering questions at a meeting.
13. While participating in a conversation with a new acquaintance, I feel very nervous.
14. I have no fear of speaking up in conversations.
15. Ordinarily I am very tense and nervous in conversations.
16. Ordinarily I am very calm and relaxed in conversations.
17. While conversing with a new acquaintance, I feel very relaxed.
18. I am afraid to speak up in conversations.
19. I have no fear of giving a speech.
20. Certain parts of my body feel very tense and rigid while giving a speech.
21. I feel relaxed while giving a speech.
22. My thoughts become confused and jumbled when I am giving a speech.
23. I face the prospect of giving a speech with confidence.
How to score the PRCA-24
The PRCA-24 permits computation of one total score and four sub scores. Sub scores relate to
communication apprehension in each of four common contexts-group discussions, meetings,
interpersonal conversations, and public speaking. To compute your scores, merely add or
subtract your scores for each item as indicated below. A score of 84 and above means you have
high communication apprehension. A score below 84 indicates lower communication
apprehension.
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Sub score Desired
Scoring Formula
Group Discussions
18 + scores for items 2, 4, and 6.
- scores for items 1, 3, and 5.
18 + scores for items 8, 9, and 12.
- scores for items 7, 10, and 11.
18 + scores for items 14, 16, and 17.
- scores for items 13, 15, and 18.
18 + scores for items 19, 21, and 23.
- scores for items 20, 22, and 24.
Meetings
Interpersonal Conversations
Public Speaking
2. Objective: Identify the components of speaker credibility.
Time: 45-60 minutes out of class
Directions: Ask students to attend a lecture of some sort (beyond a classroom lecture). They
could listen to a sermon, attend a community seminar, or attend a lecture given by a guest
speaker at their school. Ask them to go and evaluate the credibility of the speaker. They should
chart the speakers competence, character, charisma, and co-orientation throughout the message
in terms of where they excelled and where they failed. Afterwards students should write a paper
discussing each element of credibility and the effect these aspects had on the message. They
should give their personal opinions in addition to their evaluations according to credibility
principles. Did their personal impressions of the speaker match with the speakers credibility
evaluation?
3.
Objective: To identify personal credibility.
Time: 60-75 minutes out of class, 45 minutes in class
Directions: This activity is best done following in-class speeches. After the class has given a
recent speech or presentation, ask them to evaluate their own credibility. If the speech was
videotaped, they should be encouraged to watch their tape again. Each student should write a 35 page paper that summarizes their most recent message, and the credibility that they portrayed.
They should break the paper into sections according to their evaluations of themselves according
to the 3 parts of credibility. After writing the paper, they can discuss in small groups in order to
get feedback about their remarks.
4.
Objective: Create and understanding of how to do audience analysis.
Time: Both in class and out of class time needed varies
Directions: Assign each student a different possible audience that they might be asked to speak
to in their community. For each audience, students should do research and then write up an
audience analysis. They also should then examine what they have found about their audiences
and list some possible speech topics that they might use, if they were called upon to speak to this
group. Some possible audiences include: University board of directors or deans, Better Business
Bureau, City Council, FFA or FHA, 4-H Club, Boys and Girls Club, Boy Scout troop or leaders
meeting, Girl Scouts, Church group, Book Club, Students Association, football or basketball
team, Honors society, etc. Afterwards, each student should share his or her findings with the
class.
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Discussion Questions:
1. Think about the last two speakers that you heard. How would you rate their credibility?
How did their credibility affect how you interpreted and accepted the messages they
gave? What areas would the speakers need to improve in order to improve their
credibility?
2. Think of a speaker whom you have heard recently that you trusted. Why did you trust the
message that this person presented?
3. Which do you more tend to evaluate credibility on competence, character, charisma, or
co-orientation? Which of these four do you believe you are generally the best at
portraying?
4. From the text: Speaking to the Sales Team
Suppose you are speaking to a sales team who just completed two quarters with poor
performance. If you are aware of this situation before you prepare your message, you
can include helpful information and avoid harmful information.
In this case, what would you consider helpful? Harmful? Why would you emphasize
certain choices? How could you use narrative and story to make a compelling point? How
can you inspire the group who feels beaten down? Epson Corporations Presenters Online
(2000).
5. Think about the last time that you experienced communication apprehension before
giving a speech or presentation. How could you have lessened that apprehension the most
more practice, preparation, positive self-talk, etc?
6. Look around your classroom. How would you analyze this audience? What are your
findings?
7. How can you increase your credibility if you are asked to give a speech or presentation
on a subject that you know little or nothing about?
8. What are some specific examples of how a speech might change if you found out your
audience were now all males, or all females instead of the mix you had originally
anticipated?
9. How can you overcome cultural differences within an audience when preparing for a
speech or presentation?
81
CHAPTER TWELVE: MANAGING COMMUNICATION PRESENTATIONAL
SKILLS
Objectives:
Understand how to present messages with clear language
Identify steps to improve vocal delivery in speech presentations
Develop enhanced non-verbal delivery in speaking before audiences
Effectively use visual aids in a public presentation
Apply skills in using PowerPoint slides for presentations
Key Words:
Presentational skills, language style, vividness, clarity, simple vs. complex, relational, concrete
vs. abstract, technical language, connotation, delivery skills, vocal, bodily, presentational,
manuscript delivery, memorized delivery, impromptu delivery, extemporaneous delivery, visual
aids, PowerPoint
On the Internet:
About PowerPoint:
http://teleeducation.nb.ca/it/module5/powerpoint/index.html
http://www.pearsonptg.com/booklist/0,3740,CQ03,00.html
http://lang.swarthmore.edu/mellon/pwrpoint_wrkshp.html
http://dms.wcs.k12.va.us/powerpoint.htm
On delivery:
http://www.fripp.com/articleslist.html
http://www.antion.com/index.html
http://www.teenwriting.about.com
http://raven.cc.ukans.edu/cwis/units/coms2/vpa/vpa9.htm
http://www.speechtips.com/
http://www.sheilaallee.com/speakeasy.htm
http://www.public-speaking.org/
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Chapter Teaching Notes:
I.
II.
III.
Language Style in Communication
A. Use colorful adjectives creates a mental or emotional picture for an audience
member
B. Use metaphors
C. Use narratives
D. Clarity
1. Be direct
2. Use simple rather than complex words
3. Use concrete instead of abstract language
4. Balance the use of technical language
E. Apply relational language
F. Consider the connotations of words refers to the feelings that words induce
Applying Communication Delivery Skills to Presentations
A. Characteristics of effective vocal delivery
1. Vary voice pitch
2. Vary rate of speech
3. Vary volume of speech
4. Use strategic pauses
B. Coordinate Bodily Delivery with the message
1. Practice and polish
2. Synchronize with the verbal message
3. Use appropriate and well timed movements
C. Common Pitfalls to Avoid
1. Using one gesture
2. Using one vocal characteristic
3. Unnatural delivery
4. Moving randomly
5. Random hand movements
6. Looking at one side of the audience only
7. Looking above audiences heads
8. Using verbal pauses
9. Remaining stiff
10. Over-gesturing distractions
11. Over-reliance on notes
Four Approaches Delivery of Content
A. Manuscript speech is written and delivered by reading aloud to the audience
B. Memorized commits presentation to memory
C. Impromptu speaking without any specific prior preparation for the speech
D. Extemporaneous
1. Speaking from notes that contain key words, key phrases, and key ideas
2. Guidelines for good extemporaneous speaking:
a. Memorize the first two or three lines of your introduction
b. Write down key phrases that give vividness and clarity of language
c. Keep main points in order so that you are not lost or confused
83
IV.
d. Write out the introduction and conclusion
e. Let yourself relax!
f. Think of the experience as a kind of heightened conversation with
your audience
g. Keep your notes to a minimum
Using Visual Techniques in Presentations
A. Choices of visual aids
1. Face-to-face with little visual material
2. Flipcharts, posters, non-electric boards
3. Handouts, objects, sounds, models
4. Overhead transparencies, electronic overheads, photographs
5. PowerPoint presentations
B. Public speaking presentation rules for visual
1. Do not use visuals if they are not needed use when technical help is in
order
2. Talk to the audience, not the visual aid
3. Stay in charge - do not let the visual control the speech
4. Show the aid only at the point where it is being used cover it other
times
5. Make it large enough
6. Print should be large, legible, professional
7. Keep as much light on as possible
8. Stand in front of the visual, not behind or in its shadow
9. Use transitions to introduce the visual
Class Exercises:
1. Objective: Creating an understanding of language style in communication.
Time: 30-45 minutes in class
Directions: Students should work in groups to come up with their answers. Divide students
into 5-7 groups. Assign each group the responsibility of writing a different part of a speech
group one writes an intro, another the first proposition, and so on through the conclusion.
They can make up whatever they feel fits the speech topic the goal is to write the speech
using the language styles mentioned in the text such as vividness, clarity, relational language,
etc. At the end, all the groups should come together and share their parts in order. Each
individual part should be evaluated separately. Listening to all the parts together will often
prove humorous since they were written independently and are not necessarily true. The class
should discuss what areas they found difficult and which were easier at the end of the
activity.
Some example speech topics: The history of your town, Why students should live in student
housing, the positive effects of recycling, how to become involved in the local chapter of the
4-H club, etc.
84
2. Objective: Practicing delivery skills in classroom presentations. (Worksheet available)
Time: 30-45 minutes in groups
Directions: Have students break into groups of 3 or 4. Each student should be given one of
the paragraphs below. They are to read their paragraph to the other group members as though
they were giving a speech. They should attempt to use characteristics of effective vocal
delivery such as varying pitch, rate and so on. After each student has delivered their reading,
they should pass theirs to another person in the group. Each person must now deliver this
new reading as differently, yet believably as possible. After each person has completed their
readings, in their groups they should constructively discuss each others performances. This
is a chance for peer feedback. Afterwards, discuss their experiences as a class.
Reading 1.
Reading 2.
Reading 3.
3. Objective: Practice speaking techniques through impromptu speeches, as well as decrease
communication apprehension. (Worksheet available)
Time: Varies, works well to fill in class time when lectures or other activities are complete
Directions: Make a photocopy of the worksheet and cut each question into a strip so that each
one can be given to a student. Have a student draw one of the question strips. They then
have about one minute to think about what they will say. They should be encouraged to have
a short introduction, at least two main points, and then a brief conclusion, all which lasts
about 1-2 minutes. When that student is about to speak they choose whomever they want to
go next. That student then draws a question and uses the time that the other person speaks to
prepare for their impromptu speech. Continue until everyone has gone or until class time is
up.
If you do this activity more than once during the semester, you can change it by having the
speakers focus on different things each time such as eye contact, adding gestures, standing
still, etc.
Impromptu speech topics
What is your favorite childhood memory?
What do you envision yourself doing in ten years?
If you could work for any company, which would you choose and why?
If you could study abroad anywhere, where would you go? Why?
What is your dream career and why?
What person has made the most impact on your life?
If you could be doing anything else right now, what would you be doing?
If you had to choose between being rich or famous, which would you choose?
If you could go anywhere on vacation, where would you go? Why?
What was your favorite subject before you came to college? Why?
If you could choose between reading a book or a magazine, and watching a drama movie or
an action movie, which would you choose and what does that say about you?
Who is your favorite musician or band and why?
If you could live anywhere you wanted, where would you move?
85
What is your favorite sports team? Why?
Which grade of school did you like the best and why?
Who is your hero? Why?
Which holiday is your favorite and why?
What season of the year do you like the best? Why?
If you could have any car or boat, which would you buy?
What is your favorite movie?
If you were stranded on an island with food and water, what one person and three things
would you want to have?
What is your favorite outdoor activity and why?
How do you like to spend your weekends?
What is your favorite meal/restaurant? Why?
How do you feel about breakfast and why?
Would you rather get up early or sleep in/ go to bed early or late? Why?
4. Objective: Create a better understanding of the benefits and constraints of manuscript
speaking.
Time: Out of class 60 minutes+, in class varies according to the number of students
Directions: Ask students to write a 2-page essay on a specific topic. Then have them prepare
the essay as a manuscript speech to be given to the class the next week. After they have given
their speeches, conduct a class discussion on how they felt about the process the pros and
cons would they do it again?
Some ideas for essay topics include: What man/woman has most influenced your life?, Who
is your hero?, What important lesson has life taught you?
Discussion Questions:
1. Why do you think that language style matters with all audiences?
2. Can you think of a time when you were listening to a speaker who used words that might
have had a connotation other than what he or she intended for the message?
3. Why is a speaker who uses monotone pitch so boring to listen to?
4. Think of one of the best speakers that you have heard, which delivery approach do they
use? Does their delivery method enhance their speaking skills?
5. Why do you think it is suggested to speak off a key word outline instead of a formal
outline?
6. What are some examples of when you have seen visual aids improve a speech? When
have you seen visual aids hinder or lessen the effects of a speech?
86
CHAPTER THIRTEEN: MANAGING INFORMATIVE PRESENTATIONS
Objectives:
Select a topic that meets an audience need
Develop a clear purpose and thesis to a presentation
Offer significant support to make your points credible and understandable
Outline and organize a message for optimal understanding and influence
Develop organization designs to meet different needs
Develop meaningful introductions and conclusions
Identify and apply special speaking occasions
Key Words:
Informative speaking, developing, purpose statement, thesis statement, main propositions,
outlining, introduction, conclusion, oral reports and briefings, media briefings
On the Internet:
http://www.Totalnews.com
http://www.ipl.org
http://www.Nonline.com/procon
http://www.yahoo.com
http://www.lycos.com
http://www.altavista.com
http://www.infoseek.com
http://www.google.com
http://www.dogpile.com
http://www.schoolelection.com/persuasive/speechtopics2.htm
http://speakout.com/activism/issues/
http://faculty.cinstate.cc.oh.us/~gesellsc/publicspeaking/topics1.html
http://www.nsula.edu/language_and_communication/speechtopics.htm
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Chapter Teaching Notes:
I.
Steps to Develop Informative Presentations
A. Step One: Analyze the audience
B. Step Two: Select the topic
1. Topic should be relevant to the audience
2. Topic should fit speakers expertise and interest
3. Narrowing the topic
C. Step Three: Select a Purpose
1. Inform, persuade
2. Entertain, inspire
D. Step Four: Formulate a thesis and preview
1. Explains the central idea the main assertion
2. Often previews major points
E. Step Five: The speech body develops the main points
1. Amplify the thesis
2. Answer the audience question or need
F. Step Six: Support the points
1. Examples real cases or situations which have occurred
2. Illustrations longer and more in-depth than an example, include stories
or anecdotes which are hypothetical as well as true
3. Narrative a visual account or description in story form
4. Testimonial personal stories add credibility
5. Statistics used to explain facts, reveals intensity or frequency of a
themes occurrence
6. Expert authority credible support
7. Definition literary, operational, origins and processes
8. Analogy compares how two things are alike
G. Step Seven: Develop an informative body format
1. Strong outlining
2. Have a strong opening, the body, strong close
3. Use consistent symbols
4. Use one idea or key word per symbol
H. Step Eight: Choose an effective informative body design
1. Topical breaks down major components of the speech without
attempting to organize them by function
2. Spatial moving through the topic on the basis of space
3. Chronological refers to movement and progress of a topic across time
4. Cause to effect, effect to cause talks about facts in terms of the causes
of observed results and the results of observed causes
5. Known to unknown connecting with a beginning point that the
audience understands and moving toward what they do not understand
6. Simple to complex structures info from the simple to the more
complex
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II.
I. Step Nine: Develop the Introduction
1. Functions:
a. Gain attention
b. Build rapport
c. Orient the audience to the thesis and preview
d. Identify unusual words
2. Common mistakes:
a. Talking around the point
b. Apologizing
c. Using gimmicks
d. Creating Informative Messages
3. Gaining attention:
a. Startling statements
b. Quotations
c. Illustration real or hypothetical
d. Case example
e. Questions
f. Rhetorical questions
J. Step Ten: Construct a conclusion
1. Offer a summary of main points
2. Offer a means of motivation
3. Give a strong closing statement
4. Avoid:
a. Apologizing
b. Adding new material
c. Talking around the point
d. Contradicting your position
K. Step Eleven: Making Connections and Transitions
1. Enumeration verbal marking by the numbering of each concept or
major idea
2. Linking phrases convey a sense of movement
3. Questions instead of an assertion, a question introduces the point
4. Previews and Reviews
5. Remember to cite all your sources!!!!!!
Special Types of Informative Presentations
A. Oral reports shorter than an informative speech, presents more details and
organization in the talk
B. Spoken news releases and oral briefings
1. Announcements should:
a. Present your position or role
b. Straight facts, to the point
c. Offer solutions to the problem
d. Present reassurance
e. Keep it short
2. Media interview reminders:
a. Avoid no comment
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b. Acknowledge media representatives before and after
c. Use small chunks of info
d. Develop a memorable phrase
e. Look at the reporter, not the camera
f. Clarify questions
g. Speak articulately
h. Dress appropriately
i. Avoid nervous gestures
3. When introducing a speaker:
a. Keep the intro short, usually under a minute
b. Introduce the occasion
c. Indicate credentials or relevant experience
d. Provide a brief incident or story
e. Indicate why you are personally excited about the speaker
Class Exercises:
1. Objective: Improve informative presentation skills. (Worksheet and evaluation forms
available)
Time: Varies according to number of students.
Directions: This speech involves developing an outline, giving an informative speech, and
creating a self-critique of the speech. Total points for the project (150) are broken down as
follows: Outline 40 points, Speech 100 points, Self Critique 10 points. Evaluation
forms are provided. Give each student a copy of the following directions:
Important Points:
A 5-minute speech, with a one-minute grace period on each side.
You will attempt to inform the audience about concept, process, or questions. You will
research the topic, prepare the speech according to the guidelines discussed in class,
and present the speech along with an outline.
Informative speeches are characterized by clarity; clarity means that your message
should be easy for the audience to understand and remember.
Requirements:
1. Two (2) copies of a typed formal outline due before the speech; follow the criteria of
the sample informative outline found in this section.
Your outline should contain:
A Title, Purpose Statement, and Thesis Statement
An Introduction and Conclusion (containing the necessary elements)
Consistent and organized outline symbols
Transitions
Supporting material (examples, statistics, quotes, etc.)
Citations written out in the manner you will cite them in your speech
A Works Cited in MLA form
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2. You must use at least three (3) research sources to support and provide information
for your speech.
3. You must orally cite at least three (3) sources in your speech.
4. Effective delivery of the speech from a key-word outline (do not read your speech).
You may be required to turn in a key-word outline upon request.
5. Self-critique based on the videotape of your speech (due the class period following
the last speaking day)
6. Visual aids can be used if necessary (See guidelines in textbook).
Directions for Speech Critiques
Speech critiques are a method for you to analyze your own performance in order to
identify both your strong areas and areas that need improvement. In addition, you are then able
to develop an action plan for how you are going to work on them for your next speaking
opportunity. WATCH your tape and then complete the critique.
The critique must be typed using complete sentences, but not in paragraph form.
Instead, simply bullet the following three areas: Strengths, Areas for improvement, and
My specific plan for improving my next speech. You must have a minimum of 2 examples
for each area.
SAMPLE SPEECH CRITIQUE
Name
Date
Class and Instructor
Strengths:
I maintained constant eye contact with my entire audience throughout the speech.
I used meaningful gestures for emphasis.
Areas for improvement:
I need to improve my posture and learn to avoid moving randomly.
I need to avoid using as many vocalized pauses throughout the speech.
My specific plan for improving my next speech is:
I am going to practice my speech in front of an audience in order to have them watch
and stop me every time that I say things such as um, uh, and you know.
I am going to videotape myself during a practice session so that I can become more
aware of when I make awkward movements with my feet. I am also going to make a
conscious effort to stand still and only move my body when appropriate.
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2. Objective: Improve understanding of key word outlines.
Time: 1 or 2 class periods (day 2 is optional)
Directions: Place students in groups of 3 or 4. Give each group a different short speech, or a
magazine article. Then ask each group to transform the speech or article into a full form
outline, and then a key word outline. They should remember good outlining skills for both
(parallel structure, every A must have a B, etc.). They should turn all of it in together for
a group grade. The next class period the instructor may choose to show some of the classs
efforts on an overhead and discuss their work.
3. Objective: Create an understanding of why and how to cite sources. (Worksheet available)
Time: 50-70 minutes
Directions: Have students bring in 2 recent articles that they have read and find interesting
from a credible business or organizational magazine or newspaper. In class, ask the students
to use each article to create different types of support. For each article, they should write an
example, an illustration, a statistic, a quote from an authority, a definition (if possible), and
an analogy. After they have written each one, they must then write down what they would
say in order to introduce the support.
At this point, they can either turn the worksheets in for the instructor to grade (along with the
articles), or they can discuss them as a class. Having each student go through one article in
front of the class is a helpful way for the student to get peer feedback. If the student can
make an overhead of their worksheet, that would be helpful. The class should then analyze
the quality of the original source (is it credible), the quality of the support types created, and
finally if the student introduced the support credibly.
Students often struggle with citing sources. Having a clear understanding of how to do it can
help students increase their speakers credibility and avoid issues of plagiarism in the future.
5. Objective: Creating an informative presentation: Choosing a topic. Creating purpose and
thesis statements. Practice using different types of informative outlining body designs.
(Worksheet available)
Time: 30-40 minutes
Directions: See worksheet. Students need to create a general topic for their speech. Students
should pick one general topic with which to work. They need to decide two different ways
that they could generate this topic into an informative body design. Each topic must be
written into two different speeches, with two different body designs. For example, for the
topic Jazz music, students could do one speech in a chronological pattern and another in a
spatial pattern. This activity allows for flexibility, as they can choose any aspect of jazz
music that they want to narrow the topic down to.
For each general topic, have students narrow it down, write a thesis statement, and a purpose
statement. Then have them create a basic outline pattern with three main points and at least
two sub points for each main point. They are expected to create this information in a
believable manner; they are not expected to know actual data, for example, about jazz music.
The objective is to have them practice adapting their speech into different outlines. How does
the body outline influence the speech?
This activity can be done in groups to promote learning and teamwork.
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6. Objective: To create effective introductions and conclusions. To create connective
statements within the speech. This project is an extension of activity #5. (Worksheet
available)
Time: 30-40 minutes
Directions: Have students refer to the worksheets they completed in activity #5. Now that
they have the general outlines for two different speeches, it is time to create an effective
introduction and conclusion. They should use the skills that they learned from the text and in
class to write an intro and conclusion for both speeches that they generated. They should also
go back and create connective statements to tie their speeches together (transitions,
enumeration, etc.).
Discussion Questions:
1. Have you ever listened to a speech where the topic was not matched to the audience?
Was the speech effective? What happened?
2. How do you usually organize a presentation? Is your order of operations different from
what the text suggests? Which do you think works the best and why?
3. How do you think an essay and its parts differ from a speech and its parts (thesis, outline,
etc.)?
4. Which type of evidence do you think is the best to use? Why?
5. Where else can an understanding of outlining be useful or helpful?
6. If you were going to give a speech about campus safety to the student body how might
you begin your speech? Why?
7. Have you ever heard a speaker apologize before or after their speech or presentation? Did
it affect your feelings toward the speaker or the presentation?
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CHAPTER FOURTEEN: MANAGING PERSUASIVE PRESENTATIONS
Objectives:
Identify persuasion principles
Explain the outcomes related to change in attitudes, values, beliefs, and
behaviors
Apply strategies related to effective practices of persuasion
Heighten credibility as a presenter
Create a multi-stage strategy of persuasion moving toward increasing levels of
agreement as a goal of persuasion
Analyze arguments for their fallacy and their usefulness in order to construct
effective persuasive speeches
Apply persuasive speech organizational designs
Key Words:
Persuasion, social judgment theory, audience commitment, inoculation, message order, fear
appeal, attitudes, beliefs, behaviors, values, organizational design, support material and evidence,
fallacies
On the Internet:
http://www.daltonstate.edu/faculty/jbhebest/Persuasive_Speaking.html
http://www.nursehealer.com/SpeechLinks.htm
http://www.speechgems.com/persuaders.html
http://acjournal.org/
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Chapter Teaching Notes:
I.
II.
Attitudes, Values, Beliefs, and Behaviors
A. Attitudes evaluations about a topic
B. Values standards or ideals that indicate an individuals estimate of what is
worthwhile and what is not
C. Beliefs the seeming truthfulness of statements
D. Behaviors how we act
1. Adoption adopting a practice, an idea, a technology
2. Avoidance avoiding a particular action or policy
Principles of Persuasion
A. Dissonance and consonance
1. Dissonance: the mental conflict that occurs before, during, and after
making a decision. Internal unbalance.2. Consonance: internal
balanceB. Reducing dissonanceDiscredit the information source
2. Point out advantages
3. Point out disadvantages
4. Ignore the issue
5. Change attitudes
B. Social judgment theory: Moving attitudes in stages
1. The principles of latitudes people evaluate information from a
fundamental attitude position called the anchor point.
a. Latitude of acceptance
b. Latitude of rejection
c. Latitude of non-commitment
2. Strategy of incremental change working in small steps toward change
3. Assimilation effect a message seemingly near the latitude of
acceptance is deemed close enough to be a part of the acceptance range
4. Contrast effect a message judged as different from the acceptable
range is often judged harshly
5. Boomerang effect audiences will not only exclude an initial position
seemingly too different, but also they cement their latitude of acceptance
C. The principle of audience commitment when audience members act with minor
commitment or engage in small behaviors directed toward an advocated topic,
they are likely to change their attitudes wholeheartedly in the direction of the
topic advocacy
D. The principle of inoculation when a speaker desires resistance when the
audience will be exposed to later counter-position messages
1. Supportive treatment give rational reasons supporting the position
2. Refutation treatment offers refutation arguments to a sample of
counter arguments
3. Generalized forewarning warn the audience that some form of
influence will attempt to unseat their current position
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III.
IV.
E. The principles of message order
1. Present a one-sided message when:
a. They favor the advocated position
b. Your credibility is high
c. They are not equipped to consider another side
d. Your role is expected to be one sided only
e. They are unlikely to hear the other side
2. Present a two-sided message when:
a. They do not initially favor the advocated position
b. Your credibility is moderate or low
c. They are knowledgeable and likely to know about the topic
d. Your role is not expected to be one-sided
e. They are likely to hear the opposing side
F. Which order of arguments?
1. Strongest arguments first puts your best foot forward to make a good
impression early on. Use when speaker credibility is low or when the
audience is unmotivated
2. Weakest arguments first building up climatically.
3. Is it best to go first or last?
a. Primacy effect first argument is most effective
b. Recency effect last position is most effective
G. The principle of fear appeal message contains reference to some inherent
danger, threat, or harm linked with a course of action, attitude, or belief
1. Defense avoidance
2. Reassurance in the solutions
Organizational Design for Persuasive Presentations
1. Problem solution
2. Proposition proof
a. Thesis
b. Major points of proof
3. Motivational sequence
a. Attention
b. Need
c. Satisfaction
d. Visualization
e. Action
Support Material and Evidence for Persuasion
A. Benefits of evidence: Creates persuasion, produces stimulation and attention,
creates interest, heightens speaker credibility
1. Cause to effect and effect to cause
2. Sign reasoning
3. Analogy
4. Specific to general reasoning
5. Reasoning from classification
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B. Sample fallacies in persuasive reasoning
1. Quotations from non-authorities
a. Unbiased witness
b. Reluctant witness
c. Biased witness
d. Misplaced authority
e. Applying popularity as authority
f. Unspecified authority
2. Insufficient use of cases, observations, signs
3. Faulty causal and analogy reasoning
4. Hasty generalization connecting observations without enough
sampling
5. False dilemma categorizing things as either-or
6. Attacking the person
a. Simple accusation
b. Name calling
c. Labeling
7. Bandwagon technique a popular position is the correct position
because everybody else believes or accepts it
8. Two wrongs do not make a right
9. Appeal to tradition
10. Faulty correlation since two things occur at the same time, one thing
caused the other
Class Exercises:
1. Provide video clips in class to illustrate logical fallacies.
2. Search newspaper editorials and bring examples of faulty credibility
3. View C-Span speeches and identify reasoning and argumentation.
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Discussion Questions:
1. What values most often are confronted when you attempt to influence your friends?
2. Why is influence for avoidance considered persuasion in your opinion?
3. Do you think dissonance motivates people? Why?
4. How would you use social judgment theory and maintain high ethical standards?
5. In applying inoculation principles, how much of a refutation position should you advance to
be effective and yet be ethical in disclosing two sides of an issue?
6. What is the best situation to present one side of an argument?
7. What is the best kind of credible witness to use when citing credible sources? Why?
8. What is the worst witness source, in your opinion?
9. Why do you think that people use hasty generalization?
10. When is appeal to tradition a positive technique and when is this strategy not logical, in your
view?
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CHAPTER FIFTEEN: MANAGING SALES IN BUSINESS AND
PROFESSIONAL SITUATIONS
Objectives:
Identify concepts and principles that lead toward sales purchases
Develop skills to implement techniques associated with sales communication
Utilize a model of steps for working through a sales presentation
Understand how to handle objections
Key Words:
Sales communication, motivation, diffusion of innovation, integrated marketing communication,
relationship selling, interviews, knowledge basis, potential clients
On the Internet:
On sales communication:
www.tsbj.com
http://www.biz.colostate.edu/depts/marketing/jmtp/jmtp%20welcome.htm
http://management.about.com/cs/marketingsales/
http://www.salesandmarketingmag.com/index.html
www.ebsco.com
http://www.fripp.com/articleslist.html
http://www.businesstown.com/sales/face.asp
http://www.bizmove.com/msb/marketing.htm (small business marketing strategies, sales,
customer service)
Chapter Teaching Notes:
I.
Approaches to Sales Communication
A. Sales as motivation find and develop trainable sales people
B. Diffusion of innovations - decision process model
1. Step 1: Knowledge need for the customer
2. Step 2: Persuasion reduces uncertainty
3. Step 3: Decision active rejection and passive rejection
4. Step 4: Implementation making the product or service match the
customer need
5. Step 5: Confirmation providing reassurance
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II.
III.
C. Marketing perspective
1. Increased sales is a result of effective marketing
2. Fundamentals of marketing strategy:
a. Conduct audience research
b. Develop marketing strategy
c. Do target marketing
d. Make a marketing mix
e. Evaluate marketing performance
D. Integrated marketing communication
E. Relationship selling
1. Solution focused, consultant role
2. Listening and empathy
3. Friendship development
Sales Communication Interviews
A. Product knowledge
B. Organizational knowledge
C. Benchmark comparisons
D. Organizational plan
E. Time management
F. Fear of rejection
Sales Communication Steps
A. Step One: Understand the customer background find answers about them
B. Step Two: Make an introduction answer questions about you
C. Step Three: Establish the need AIDA (attention , interest, desire, action)
D. Step Four: Present the solution the product presentation
E. Step Five: Asking for a commitment close the sale:
1. With an obligating question
2. By sitting back and listening
Class Exercises:
1. Objective: Create understanding of the marketing perspective.
Time: Varies
Directions: Ask students to work in groups to analyze a major product brand according to the
marketing perspective. They should research the product itself, the company, the
advertisements used, its competition, and target audience. (Follow the outline of marketing
perspective given in the book.) They should then write up a final paper outlining their
findings. How does the group rate the product in each category? Is it successful marketing?
Are there any aspects of the companys marketing strategy that are odd or do not add up?
Each group should give the class a summary of their research and outcomes and the grade
they would give the company marketing this product.
Suggested products: Pantene shampoo, Hersheys candies, Prego Spaghetti sauce, Old Navy
clothes, Band-Aid bandages, etc.
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2. Objective: Gain perspective on the knowledge basis for sales interviews.
Time: 60 minutes outside of class, 45 minutes in class
Directions: Have students research to find out what they would have to know as a knowledge
base if they were required to promote their school to potential students. What kind of
product knowledge would they need, organizational knowledge, benchmark comparisons,
organizational plan? From this information, would they be able to answer questions from
perspective students? From what they have learned about their school, where would they
look for prospective students? They can write up their answers in a short paper, or discuss in
class.
3. Objective: Understand the process and be able to complete a sales interview. (Evaluation
forms available)
Time: A trip to Wal-Mart for research, 60 minutes in class
Directions:
Two days before, put students in groups of three. Explain that students are going to role-play
the parts of the customer and the salesperson within their groups. The person selling is going
to be trying to sell a new line of greeting cards, a new line of electric hair care equipment
(hair dryers, curling irons, etc.), or a new line of toddler toys to Wal-Mart. Each student in
the group will pick one of these to promote. They will then pick a partner to whom they will
try to sell the new product.
They then need to decide all of the particulars of their products, the prices, and how they are
going to sell it to this Wal-Mart representative. They will more than likely need to make a
trip to Wal-Mart to see what Wal-Mart already carries, and how their new product can fill a
need. The instructor may encourage the groups to make the trip together in order to increase
teamwork. Each student will rotate playing the parts of the customer (Wal-Mart sales
representative), the salesperson for their new line of products, and an observer to the
interview process.
At the same time, the student needs to be aware of their role as the customer the Wal-Mart
sales representative. If the person selling to them is going to try to sell them greeting cards,
the student needs to know what types of greeting cards Wal-Mart already carries. All
students need to be prepared to play both roles, and have an outline prepared for conducting
the sales interview. They should reference the outline provided in the text and from class
discussion.
Students need to prepare a paper covering their product, what is available, and the
information they could find about the company.
The day of the activity, have students meet in their groups. Two students will role-play
customer and salesperson while the other student in the group observes and takes notes.
After 20 minutes, they will rotate sets until everyone is done. After everything is complete,
students should type up a final summary of their experiences.
If technology allows, videotaping each set of students will allow the instructor to watch each
group and grade students efforts. It may also increase group effectiveness, knowing that
their efforts are being taped to be reviewed.
For this project, individual parts may be graded such as the product development, the
customer and the salesperson roles, the quality of their company research and developed
questions, quality of notes taken for the other group, and a follow-up paper.
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Discussion Questions:
1. Have you ever been involved in a sales meeting? What happened? What approach was
used? Was it successful?
2. The text states that a common myth is that marketing and selling are equal. Do you agree
or disagree? Why?
3. If you were the customer, how would you feel about the relationship selling approach?
What about if you were the sales person do you feel it is worth your extra time to
approach sales this way?
4. Have you ever been involved in a sales interview? What happened?
102
ADDITIONAL MATERIALS
Instructional Videos
1. For videos relating to cultural and diversity issues contact: Insight Media, 2162
Broadway New York, NY 10024-0621 or call 1-800-233-9910 or 1-212-721-6316
2. For videos relating to general communication studies contact: Films for the
Humanities and Sciences, PO Box 2053 Princeton, NJ 08543-2053 or call 1- 800257-5126 or Fax [phone]
3. For videos about diversity, sexual harassment, and workplace issues see:
www.enterprisemedia.com/Personnel.html
4. For videos about diversity as well as customer service and other communication
topics see: www.trainingabc.com/diversity.htm
Worksheets and Evaluation Forms
The following are the worksheets and evaluation forms arranged in order by chapter. Full
directions can be located in Part II in each chapter under Class Activities.
Chapter Two: How Do You Rate As A Successful Leader?
Take the quiz, How do I rate as a successful leader? For all of the areas that could be
improved in your leadership, make a list of 3-5 actions that you can take this week to begin
improving these areas.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Do I encourage others participation?
Do I have realistic goals?
Do I continually question myself?
Am I aware of team effort and loyalty?
Do I work with a group before innovating?
Do I provide enough information to teams?
Can I tolerate ambiguity or frustration?
Can I share success with others?
Can I not get my way without pouting?
Do I control the impulse to get even?
Yes
___
___
___
___
___
___
___
___
___
___
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No
___
___
___
___
___
___
___
___
___
___
Uncertain
___
___
___
___
___
___
___
___
___
___
C h a p t e r Th r e e : Ho w Do e s it En d ?
Directions: For each scenario, guess how you think the situation will end.
a. Susan is a responsible person who studies hard at her university. She is a sophomore who to
this point has made a 4.0 GPA. She believes that she gets good grades because she pays attention
in class and studies a lot before tests. Susan is tends to spend most of her free time with her
friends. Recently Susan has met some new friends in her history class who, in general, do not get
as good of grades as Susan. The night before the midterm exam, these new friends ask Susan to
go out to dinner and a late movie and then stay the night. The friends assure her that after the
movie they will study. What do you think Susan will do? Why?
b. Nathan is employed by a computer graphics company in the northeastern U.S. He is very
independent and carefree. He especially enjoys his career because there are few rules and he is
free to make most of his own decisions. Nathan likes to be unconstrained as he works because he
believes that is improves his creativity. He also tends to be a people pleaser. The company was
sold to a new owner who wants to instill new procedures such as an 8-5 workday, as well as a
more dress formal code. How do you think Nathan will react? Why?
c. Jonathan has always been relatively lazy and unmotivated, although he is very creative and
intelligent. A new position is going to be created at his workplace that is one level above him in
his department. It is going to require a person that can think through matters clearly and
imaginatively. Do you think Jonathan will want to apply for the new position? Why?
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Chapter Three: Making Statements
Directions: Identify the following statements as aggressive or nonassertive and
then rewrite them as assertive statements.
i. I dont care which one you like better because I want to buy this one and it is the best.
Assertive statement:
ii. I am really busy this week, but I guess Ill do the project whenever you want me to do it.
Assertive statement:
iii. Whatever you choose is okay with me.
Assertive statement:
iv. It is clear that no one here wants you to join this team and you are not helping the project,
so you might as well not come to the meetings.
Assertive statement:
v. If you dont help me work on this report after work I will make sure that your manager
knows that you are not a team player.
Assertive statement:
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Chapter Four: Nonverbal Role-play
Student A Worksheet
Directions: Work with you partner to role-play the following situations. Follow the directions
carefully.
a. In the first situation, you are to talk to your partner about what you did yesterday
and how you felt about your day.
b. While you listen to your partner, you are to give full nonverbal feedback to your
partner, just like in normal conversation.
c. While you listen to your partner, you are to give your partner inappropriate
nonverbal feedback, in a realistic way. You should use nervous gestures, should
react to everything said, and interrupt every so often.
------------------------------------------------------------------------------------Cut here
Chapter Four: Nonverbal Role-play
Student B Worksheet
Directions: Work with you partner to role-play the following situations. Follow the directions
carefully.
a. Listen to your partner as they talk. During this time, you are to listen to your
partner, but you ARE NOT to give any kind of nonverbal feedback no head
nodding, no paraphrasing, no body language, etc. You are to act very neutral.
b. In the second situation, you are to talk about what you did yesterday and how you
felt about your day.
c. In the third situation, you are to talk about your major and what you plan to do
after you graduate.
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Chapter Five: Conflict Identification
Directions: In groups, read each scenario and attempt to distinguish which type of conflict is
occurring. Do not use you notes, but rather work as a team to reach answers.
a. Sally: Ann, this is absolutely ridiculous! Please stop complaining about
everything! I refuse to work with you if you do not start behaving more
responsibly. I feel as though you do not understand how to handle these projects
competently.
Ann: I know perfectly well what I am doing! I am newer here and dont know
how to do everything yet.
Sally: Look, you just contradicted yourself again. You dont know how to do
anything because you spend all of your time whining about your desk, the coffee,
and your coworkers. Many people have offered to help you, but you would rather
whine about it.
Ann: You are just like the rest of the people here! You dont want anyone new
to come in here and take over your jobs. I dont even want to work here
anymore.
What type of conflict are Sally and Ann involved in? _________________
b. Both Katie and Jordan had been working in the same department of their
organization for at least two years. When Keaton joined the department last
month he was started off right away on a major project with both Katie and
Jordan. Bill continued to struggle with handling the project. Everyday he came in
and tried his hardest, yet everyday he somehow managed to slow things down.
The next afternoon, Katie and Jordan asked Keaton to meet them for lunch with
their supervisor in the cafeteria the following day. For the next twenty-four hours,
Keaton was terrified that he was going to be fired and dreaded the meeting. The
next day he went to lunch only to find out that he and his team were being
rewarded with lunch for all of their hard work. Both Katie and Jordan had told
their supervisor about how Keaton was working diligently to learn and improve.
They also mentioned that they thought Keaton would be a great asset to their team
later on so they didnt mind having to teach and correct him now.
What kind of conflict was Keaton experiencing? ___________________
107
c. This scene is taking place in the boardroom of a major food retailer.
Heath: I understand that you think this new product can be the end of our
financial woes, but I believe that you are wrong, Matthew. I think that this
product will not be received well because it is not the quality we usually
produce.
Matthew: Heath, I hear what you are saying, but I think that this is our last shot
at survival. We need to market a new product immediately in order to stay in line
with our competitors.
Jonathan: Both of you are not focusing on what is important here. The important
thing to remember is that whatever decision we make must make it in honor of the
companys best interests. I think that right now the companys interests lie in
increasing revenue.
Heath: Jonathan, I think you are right in saying that revenue is most important
right now, especially when we are in such financial trouble. Unfortunately,
making a poor product, which will be poorly received, is not the way to increase
revenue.
Matthew: I still disagree with you completely Heath, this product is the way to
go.
Which type of conflict is occurring in this boardroom? ________________
108
Chapter Five: Handling Criticism
Student A Worksheet
Directions: You will role-play your part with your partner. Follow the directions for each
scenario. Remember to stay in character and on task!
1. Student A:
The scene: You are a supervisor at a large corporation. You are required to handle
issues involving grievances or complaints. The person you are dealing with now
is having trouble staying on task during projects and often uses demeaning
language toward other co-workers. You need to address this person and their
behaviors.
Your role: The object is to give this criticism as constructively as possible,
following the guidelines discussed in class and in the text. You must handle this
situation as efficiently and professionally as possible.
2. Student A:
The scene: You are part of a team who is working on a large account. The project
has been going well to this point. Unfortunately, the team has experienced
significant issues in the last two days. Part of the problem is some bad accounting
that you did at the beginning of the project. You have always had some issues
with handling this type of accounting, but you are determined to figure it out on
your own. No one realized this error until now. One of your co-workers is about
to approach you about your errors.
Your role: You are to listen to what they say, but maintain the attitude that you do
not need any help. Your co-worker is going to want to resolve this issue
constructively. Because you do not have good skills at receiving criticism, you do
not understand this situation. Until your co-worker adequately explains to you
what is wrong and how the problem can be solved, do not give in to them.
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Chapter Five: Handling Criticism
Student A Worksheet
Directions: You will role-play your part with your partner. Follow the directions for each
scenario. Remember to stay in character and on task!
1. Student B:
The scene: You are an employee in a large corporation. You are being called into
your supervisors office because of a complaint filed against you. You are
unaware of what the problem is at this point and are not happy to be in this
situation. Your supervisor is going to tell you about the problem.
Your role: You are to respond in a negative manner to the criticism. (This means
you are NOT to take this criticism constructively.) The object is for you to make
your partner use as many skills as possible in handling this criticism event
positively as possible. Remember that this is still a business and professional
setting and you value your job. Behave as a person who is ignorant of receiving
criticism.
2. Student B:
The scene: You have been working as part of a team on a large account. The
project has been going well to this point. Unfortunately, the team has experienced
significant problems in the last two days. Part of the problem is some bad
accounting your co-worker did at the beginning of the project. This person has
always had difficulties with this type of accounting, and refuses to accept help
because they want to figure it out on their own. Now their errors have caused
major problems. It is your responsibility to confront this co-worker about the
problem.
Your role: You need to give this criticism as constructively as possible. Use the
skills that you have learned to approach the issue and resolve it. You must come
to a positive conclusion before you can walk away from the encounter.
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Chapter Five: Fischer and Urys Principles of Negotiation
Directions: Read the following scenario, and as a class decide what should be done and said
in response using Fischer and Urys principles of people, interests, options, and criteria.
Scenario: Your coworker has just lost a major portion of the work done on your teams
marketing proposal. The proposal is due in two days, and the part lost took almost a week to
complete, let alone the fact that you are still at least two days away from completing the
project even with the missing info.
At first, the co-worker appeared distraught, but now that distress has turned into anger at
other workers. The co-worker has begun to attack the work of other people, and blame them
for the loss. If the co-worker would calm down and begin working on it again, it could
possibly be finished with others help. Right now, the blamed co-worker is refusing to work
on it, and other team members refuse to help her because of her attitude.
It is your responsibility to negotiate with the blamed co-worker and the rest of the team in
order to get the project finished on time. Apply Fischer and Urys principles in writing your
response to the situation.
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Chapter Five: Marooned!
Directions: Follow the directions your teacher gives you to solve this problem in groups.
Somewhere in the middle of the Pacific Ocean, a beautiful and uninhabited island exists. As
a result of a small plane crash, seven people have been marooned on the island:
A pregnant woman
A teenage girl
An elderly diabetic man
A Catholic Priest
An internationally famous doctor
A well known American scientist
The Vice-President of the United States
A rescue plane stumbles upon the island, but can pick up only one of the seven. The chances
of a second trip by the plane are remote (though not impossible) because the island is
uncharted. The people left on the island will not starve, but they must be able to meet
necessary social and biological needs in order to survive.
THE PROBLEM: Which person should be allowed to make the plane trip home?
Your choice: ____________________________________________________
Groups choice: ___________________________________________
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Chapter Six Case Study 1: Ms. Blank
Directions: Read the following case study and answer the following questions.
Ms. Blank works for the Ministry of Agriculture in her country. Her responsibility is to organize
and promote clubs for rural area girls, as a means of village development.
Her co-worker, Mr. X, has successfully organized clubs for boys throughout the country.
Mr. X and Ms. Blank work under the supervision of the Director of Agricultural Extension, who
happens to be Ms. Blanks brother. Ms. Blank recently spent six months in the United States
studying the organization of girls clubs there.
Upon her return to her home country, Ms. Blank began plans to organize her girls clubs.
Against the advice of Mr. X, she insisted upon organizing her clubs exactly after the pattern that
she learned in the United States. This pattern meant that Ms. Blank went directly to the girls,
organizing through the schools, instead of seeking participation of the parents as Mr. X had done.
As a result, Mr. X refused to have anything to do with Ms. Blanks program.
Ms. Blank had her meetings open with singing by the girls as the clubs did in the United
States. Also, she advised the girls at the first meetings that they should get their families to use
more modern methods of homemaking and that they should be leaders in introducing modern
methods of home and family management.
Responses to the first meetings of the girls clubs varied. The girls were enthusiastic.
The fathers, however, objected to the clubs because their daughters were becoming too hard to
manage. The religious leaders of the village stated that they considered singing at the club
meetings to be irreligious. The clubs membership also included girls from families representing
several social and political divisions in the community, resulting in rumors about the clubs
nature.
The opposition soon became sufficient to force the girls clubs to abandon their meetings.
Questions:
1. What went wrong? Why did Ms. Blank fail?
2. What might Ms. Blank have done differently to improve her chances of success?
113
Chapter Six Case Study 2: American Hospitality?
Directions: Your task is to analyze this case study and identify what you consider the
problem to be and the factors that brought about the problem.
Tim, and American student, struck up a conversation one day with Ahmed, a student
from the Middle East in his class. They had lunch together and talked about the differences
between American football and Middle Eastern football (soccer), and girls. Tim enjoyed it,
especially in finding common interests with a foreign student, and when they parted, he
suggested that they have lunch together again sometime. The next day he saw Ahmed on
campus and said hello to him. After class the following day, Ahmed came up and invited
Tim to have lunch with him. Tim, feeling that he just wanted to be alone, declined (although
when he was in the cafeteria a friend came over and sat down with him.)
Tim talked with Ahmed a few minutes at another class meeting and said hello to him on
campus a few times, but then found that Ahmed avoided looking at him and hurried away
after class before Tim had a chance to approach him. After that semester, they saw each
other only rarely and on those occasions, even though their eyes met, Ahmed seemed not to
know Tim. Tim responded in kind, but could never figure out what happened.
About six months later, just before the end of the year, Tim was talking with Jane, who
worked in the Foreign Student Advisors office and mentioned that hed had a class with
Ahmed and found him rather strange. Oh, Jane said, so youre the Tim whom Ahmed
always cites as an example of how unfriendly Americans are.
114
Chapter Seven: Handling Mistakes: A Role-play
Student A Worksheet
Directions: Follow the directions for your part. (Read through all of this before beginning)
The scene: An air conditioner retail store and repair center. You are the customer while your
partner is the manager of the repair center. Read over the situation and then role-play the part
to your partner. Do not let them interrupt you. Act as though you are quite upset with the
situation. Do not agree to anything until you believe that your partner has done an excellent
job of handling the situation according to what you have learned in the text and in class.
Customer: Three days ago I came in to pick up my air conditioner from the repair
center because I was told that it would be ready. When I got here (twenty minute
drive from my house!) they told me that it wasnt ready. They explained that they had
been very busy and someone had not gotten to it yet. I am mad because it has been 90
degrees every day and I do not have an air conditioner.
They told me to come in yesterday and it would be sitting by the door ready to go at
3pm. When I arrived yesterday no one here knew what I was talking about. They
checked the repair tag and said the tag gives today as the pick up date. The man I
talked to yesterday is apparently on vacation now. They told me to come back today
because if the tag said today, then it would be ready today.
Well I am here now, and they do not think that it is ready yet. I am tired of driving
all the way out here. This is an expensive repair and I am being treated like dirt! I
asked to talk to the manager, so they sent me to you. I want to know what you are
going to do about this situation now!
----------------------------------------------------------------------------------------------------------------------------------------- Cut
here
Chapter Seven: Handling Mistakes: A Role-play
Student B Worksheet
Directions: Follow the directions for your part. (Read through all of this before beginning)
The scene: An air conditioner retail store and repair center. You are the manager of
the repair center while your partner is a customer.
Introduce yourself as the store repair manager. You are to respond to the situation that
your partner will relay to you now. You must handle the situation as though it were a
real life scenario. Do not promise outlandish things to the customer. Follow the
advice of the text and what you have learned in class. You may not end the role-play
until your partner is satisfied.
115
Chapter Eight Case Study: The Case of the Life or Death Committee
The University Medical School and the University Hospital have acquired an artificial
kidney, a machine that removes waste from the blood of a patient with kidney disease. A
patient with acute kidney disease who does not have access to such a machine will die within
weeks of uremic poisoning and congestive heart failure. However, since facilities are
limited, only a small number may use it.
You are a committee of anonymous laypeople selected to choose which of the candidates
shall live, and, as a consequence, who will die. This committee meets periodically to select
new patients. They never know the patients names; instead, they know all about his or her
life. Before the candidates names go before the committee, they are screened by a board of
physicians that weed out the medically and psychiatrically unsuitable. The patients must be
emotionally stable for several reasons: their lives will be dependent on the machine; they will
have an open wound with tubing in their arm through which they are connected to the
machine; and they must follow a strict diet. However, the patients may hold regular jobs and
have homes and families. They have the semblance of a normal life.
The doctors have recommended that all children and patients over 45 be eliminated for
medical reasons. Therefore, the patients that you will consider will be from 25-45 years of
age.
You are meeting at this time to select two new patients from a list of five candidates. Ability
to pay for the use of the machine should not enter into your decision. (The cost is $25,000 per
year per patient.) In addition to selecting the two new patients, you may also wish to
formulate some guideline or policy to aid in the solution of this problem when it comes up
again.
f. A man, age 41, from Capitol City. He is married and has four children, all under
15 years of age. His income is $18,000, working as an accountant for a large oil
company. He does not yet own his home, but his insurance policy will finish
paying for it in case of his death. He owns a car and a small life insurance policy,
not enough to support his large family without him. He is an easygoing person
and would adjust as easily as possible to his new way of life. He is a university
graduate and is rated slightly above average in his work. He could be a
departmental supervisor someday.
g. A woman, age 38, from University Park. She is married to a university professor
and has two children, ages 16 and 12. Her husband makes $21,000 a year, and
they own their own home. She has no insurance or property of her own. She is
slightly nervous, but could adjust to the machine with some effort. She holds a
masters degree in home economics. She is president of the P.T.A. and is very
active in church work. She has on outstanding record of service to her
community.
116
h. A man, age 25, from Capitol City. He is married and has one small child. His
salary is $17,000 a year, working as an engineer for a large industrial firm. He
holds a masters degree and his supervisors have tabbed him as a man who is
going places. He has a brilliant mind. He owns very little property and has just
begun to pay for his home. He has a small insurance policy for $10,000. He is
quite able emotionally to undergo the treatment. He is already working in several
civic organizations.
i. A man, age 35, from Midwest City. He is an aircraft maintenance worker at
Tinker Air Force Base. He is married and has five children, all under 10 years of
age. He makes $14,000 a year and is paying on a home and a car. He has a life
insurance policy for $8,000. He is a matter-of-fact type of person and dependence
on the machine would not trouble him. He graduated from high school and then
attended technical school before beginning work at Tinker. He does his work
ably and well and is in line for a promotion. He and his family are very active in
their church.
j. A man, age 27, from Iran, who immigrated to the United States six years ago. He
and his wife have three children. His wife must care for the children while he
runs a small shoe store. His income varies from year to year, but is not high. He
has many debts on the store and his home. His insurance coverage is slim. He
did not graduate from high school, but quit at the age of 16 to go to work. He is
emotionally stable. He has become a highly respected member of the community,
and his store should improve its financial status rapidly with his guidance.
117
Chapter Eight: Networks
Directions: For each scenario, identify and draw the type of network that is in use. Identify
the strengths and weaknesses of each network situation.
a. In organization BTA, the employees are constantly working on projects together.
Bill and Sari are currently working on the marketing section of the new big
project. Although Bill and Sari work on the same project, they both work part
time and do not generally work the same shift. In order to compensate for this
time difference, they leave messages and work for each other with Ali. Ali works
overtime almost everyday, so it is always convenient for people to pass messages
through her. Ali mostly works with Caleb who is the independent accountant for
each project. He gives all of his work to Ali to check and pass on. The other
person who works on the team is Taya. Taya does the entire design layout for the
marketing projects that Bill and Sari do. Taya only works after hours Wednesday
through Friday, so she also finds it convenient to pass on her work through Ali.
What kind of network is in use at organization BTA? Draw it out. Would a different
network be more effective? Why or why not?
b. The following individuals all work together in the promotion department of a
large music company: Ryan, Dave, Julia, Josh, and Kelly. They are a close-knit
team, and rely on each other to accomplish all of their promotional work. Every
person on the team is responsible for the work. Julia and Dave work mostly on
CD distribution, so they work closely everyday. Dave also pitches in on Joshs
main projects of poster design because Dave gives Josh the final work that he did
with Julia. Josh gives all of his finished projects, as well as the work that Dave
and Julia did, to Kelly in order for her to do the proof work. When Kelly finishes,
she passes all of it on to Ryan. Finally, Ryan takes all of the other team members
work and packages it together into the final project.
What kind of network is in use at the music company? Draw it out. Would a different
network be more effective? Why or why not?
c. A new production team has just been added at the local car plant. The team is
responsible for checking new vehicle models for different functions, in order to
assure that there are no major flaws. Each person on the team is responsible for
checking a different function: Jenna checks engine components, Jack checks body
parts, Sarah checks brakes, Rob checks wheels and axles, Robin checks interior
quality, and Brian checks the gas and exhaust structures. After each person
completes his or her check, they meet as a team and share information. They then
write up their findings and give the car a rating. After this, they report as a team to
a board of directors.
What kind of network is in use in the production team? Draw it out. Would a different
network be more effective? Why or why not?
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List of choices for BBB and Business Department Social Mixer
What are the choices that best represent the college age crowd and that you would like the
best?
Circle one:
Colors for decorations and dinnerware:
6. Bright orange and dark purple
7. Black and gold
8. Dark green and dark blue
9. Silver and dark green
10. Bright red and white
Appetizers:
4. Chips and dip
5. Cheese and crackers
6. Fruit and vegetables
Dinner entrees:
5. Chicken
6. Pasta
7. Pork chops
8. Mexican food
Background music:
4. Barry Manilows greatest hits
5. Soft jazz music
6. Classical music
P l a c e:
5. At school somewhere
6. Rent a reception hall
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Chapter Nine: Team Success/Team Norms
Directions: Circle on the worksheet which way you generally behave, or what you generally
prefer for each team norm factor. (Which way you actually behave, not how you would like to
behave.) After doing this, wait for directions from your instructor.
Goals and objectives
Determined from above
12345
Determined by team
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Openness
Stick to the facts of business
12345
Discuss personal issues, feelings
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Conflict resolution
Avoid conflict
12345
Confront every conflict openly
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Orientation to hierarchy
Go through boss first
12345
Do it and then tell boss
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mutual support
Best if working on my own
12345
Best if working with a team
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Reporting within the team
Report only headlines
12345
Report hands-on details
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Decision-making
All decisions by team leader
12345
All decisions by team
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Leadership
One person should lead
12345
Leadership roles should be shared
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Creativity/experimentation
Use the tried-and-true
12345
Try out new, unusual, or different
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Control/procedures
Follow rules and procedures
12345
By pass procedures to get work done
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Self-evaluation
Team should not evaluate
12345
Team often evaluates process
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Working overtime
Finish during regular hours
12345
Overtime shows dedication
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Member does not pull weight
Transferred or fired
12345
Retained and coached
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Nurturing/renewal
Nurturing wastes work time
12345
Team needs nurture
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Individual recognition
Made public and visible
12345
Quiet, private, low key
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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Chapter Ten: Personal Mission Statements
Directions: Pretend that you are interviewing for the following positions. Individually create
your own statements for each position, thinking as though you are the perfect fit for each
career.
a. Personal exercise trainer
b. Construction site manager
c. CEO of a large toy company
d. Head of marketing for the largest grocery store chain in the city
e. Graphic designer
f. What is your dream job? ________________
Write your mission statement for that job.
121
C h a p t e r Te n : In t e r v i e w Ro l e - p l a y Ev a l u a t i o n Fo r m
Students name: ______________________________
Resume: ____/30
Cover letter ____
Correct outline _____
Appropriate for position ___
Personal identification ____
Job/professional objective ____
Educational background _____
Previous work experience ____
Affiliations and awards ____
References ____
Interview preparation: ____/30
Complete research ____
Quality of questions ____
Correct question sequence ____
Other ____
Role of interviewer: ____/30
Quality of role-play ____
Asked appropriate questions ____
Well-prepared ____
Other ____
Role of interviewee ____/30
Quality of role-play ___
Responded appropriately ____
Well-prepared ____
Other ____
Role of observer: ____/10
Quality of observations ____
Other ____
Follow-up paper: ___/ 20
Total: ____/150
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Chapter E leven: T he P RCA-24
Directions: This instrument is composed of 24 statements concerning your feelings about
communication with other people. Please indicate in the space provided the degree to which
each statement applies to you (1) Strongly Agree, (2) Agree, (3) Are Undecided, (4) Disagree, or
(5) Strongly Disagree with each statement. There are no right or wrong answers. Many of the
statements are similar to other statements. Do not be concerned about this. Work quickly; just
record your first impressions.
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
1. I dislike participating in group discussions.
2. Generally, I am comfortable while participating in group discussions.
3. I am tense and nervous while participating in group discussions.
4. I like to get involved in group discussions.
5. Engaging in group discussion with new people makes me tense and nervous.
6. I am calm and relax ed while participating in group discussions.
7. Generally , I am nervous when I have to participate in a meeting.
8. Usually I am calm and relaxed while participating in a meeting.
9. I am very calm when I am called upon to express an opinion at a meeting.
10. I am afraid to express myself at meetings.
11. Communicating at meetings usually makes me uncomfortable.
12. I am very relaxed when answering questions at a meeting.
13. While participating in a conversation with a new acquaintance, I feel very nervous.
14. I have no fear of speaking up in conversations.
15. Ordinarily I am very tense and nervous in conversations.
16. Ordinarily I am very calm and relaxed in conversations.
17. While conversing with a new acquaintance, I feel very relaxed.
18. I am afraid to speak up in conversations.
19. I have no fear of giving a speech.
20. Certain parts of my body feel very tense and rigid while giving a speech.
21. I feel relaxed while giving a speech.
22. My thoughts become confused and jumbled when I am giving a speech.
23. I face the prospect of giving a speech with confidence.
How to score the PRCA-24
The PRCA-24 permits computation of one total score and four sub scores. Sub scores relate to
communication apprehension in each of four common contexts-group discussions, meetings,
interpersonal conversations, and public speaking. To compute your scores, merely add or
subtract your scores for each item as indicated below. A score of 84 and above means you have
high communication apprehension. A score below 84 indicates lower communication
apprehension.
Sub score Desired
Scoring Formula
Group Discussions
18 + scores for items 2, 4, and 6.
- scores for items 1, 3, and 5.
Meetings
18 + scores for items 8, 9, and 12.
- scores for items 7, 10, and 11.
Interpersonal Conversations
18 + scores for items 14, 16, and 17.
-scores for items 13, 15, and 18.
Public Speaking
18 + scores for items 19, 21, and 23.
- scores for items 20, 22, and 24.
123
Chapter Twelve: Impromptu Speech Topics
What is your favorite childhood memory?
What do you envision yourself doing in ten years?
If you could work for any company, which would you choose and why?
If you could study abroad anywhere, where would you go? Why?
What is your dream career and why?
What person has made the most impact on your life?
If you could be doing anything else right now, what would you be doing?
If you had to choose between being rich or famous, which would you choose?
If you could go anywhere on vacation, where would you go? Why?
What was your favorite subject before you came to college? Why?
If you could choose between reading a book or a magazine, and watching a drama movie or
an action movie, which would you choose and what does that say about you?
Who is your favorite musician or band and why?
If you could live anywhere you wanted, where would you move?
What is your favorite sports team? Why?
Which grade of school did you like the best and why?
Who is your hero? Why?
Which holiday is your favorite and why?
What season do you like the best? Why?
If you could have any car or boat, which would you buy?
What is your favorite movie?
If you were stranded on an island with food and water, what one person and three things
would you want to have?
124
What is your favorite outdoor activity and why?
How do you like to spend your weekends?
What is your favorite meal/restaurant? Why?
How do you feel about breakfast and why?
Would you rather get up early or sleep in/ go to bed early or late? Why?
125
Chapter Thirteen: How to Select a Speech Topic (from the text)
1. Consider your personal knowledge and interests (it is easier to deliver a good speech when
you know the material and are interested in it).
Jobs you have had or your parents' occupations
Hobbies or recreational interests
Courses you have taken in or before college or during professional development/continuing
education
Unusual places you have visited or things you have done
Subjects you have read a great deal about; experience you have learned on the job.
Things you feel very strongly about such as issues of local, state, or national interest
(elections, crimes, foreign policy, the economy, etc.)
Organizational issues and problems
2. For each potential topic area, consider its application to the audience and ask yourself the
following questions:
Will the audience have any interest in the topic area?
Does the topic area affect the audience's well being in any way?
Do any of the audience's general characteristics (i.e., occupation, age, education, marital
status, etc.) relate to the topic area?
Will you relieve curiosity, calm a fear, or stir enthusiasm in the audience?
3. For each occasion consider the following:
Does the situation suggest a topic or preclude one?
What are the time limits for your presentation?
Topic
Interest to You and
Relevance to Audience
Associated Ideas
A. Circle the two topics in each column that are most interesting to you. Then, to narrow the
topic, write one of those two in the top blank below. Then, list associated ideas in the next
column.
B. Write a possible thesis statement for each topic you circled.
126
Chapter Thirteen: Informative Speech Evaluation Form
Name_____________________________
Topic____________________________
AUDIENCE ANALYSIS/TOPIC CHOICE (10 points)
Clear and Specific
Interesting
Appropriate
______ /10
INTRODUCTION (10 points)
Gained attention
Provided reason to listen
Clear thesis statement
Preview of major points
______ /10
BODY (20 points)
Adequate information
Key ideas explained
Credible source material
Three (3) sources used and cited properly
______ /20
ORGANIZATION (10 points)
Clear organization pattern
Clear transitions
Major points easily identified
______ /10
CONCLUSION (10 points)
Summarized main theme
Reviewed major points
Creative/Clincher
______ /10
LANGUAGE (10 points)
Clear, concise, correct
Colorful, creative
Helped listener to visualize
______ /10
DELIVERY (25 points)
Adequate eye contact
Vocal Variety and emphasis
Appropriate nonverbal support
General effectiveness
______ /25
TIME (5 points- all or nothing)
5
TOTAL POINTS
127
_______ /100
Chapter Thirteen: Outline Evaluation Form
Name_____________________________ Topic____________________________
Outline Method_____________________
ORGANIZATION
Specific purpose clearly stated
Thesis statement clearly stated
Functional parts of the outline labeled
Outline symbols consistent
____/10
WRITING
Clear introduction and conclusion
Outline is complete
Speech content contained in the outline
Verbal citations noted in the outline
Transitions clearly stated and labeled
____/10
PREPAREDNESS
____/10
Complete sentences used throughout
Contained no mistakes in grammar, spelling, punctuation
Outline neatly typed, double-spaced, and on regulation paper
BIBLIOGRAPHY
____/10
At least (3) sources documented
Sources typed in MLA style
Sources are current, credible, and relevant to the topic
________ /40 POINTS
128
Chapter Thirteen: Speech Critique Evaluation Form
Used complete sentences
___/2
Quality of work
___/2
At least two examples of strengths
___/2
At least two examples of improvements
___/2
At least two examples of how to change
___/2
Total ___/10
129
Chapter Thirteen: Informative Speech Directions
Important Points:
A 5-minute speech, with a one-minute grace period on each side.
You will attempt to inform the audience about concept, process, or questions. You will
research the topic, prepare the speech according to the guidelines discussed in class, and
present the speech along with an outline.
Informative speeches are characterized by clarity; clarity means that your message should
be easy for the audience to understand and remember.
Requirements:
1. Two (2) copies of a typed formal outline due before the speech; follow the criteria of the
sample informative outline found in this section.
Your outline should contain:
A Title, Purpose Statement, and Thesis Statement
An Introduction and Conclusion (containing the necessary elements)
Consistent and organized outline symbols
Transitions
Supporting material (examples, statistics, quotes, etc.)
Citations written out in the manner you will cite them in your speech
A Works Cited in MLA form
2. You must use at least three (3) research sources to support and provide information for
your speech.
3. You must orally cite at least three (3) sources in your speech.
4.
Effective delivery of the speech from a key-word outline (do not read your speech). You
may be required to turn in a key-word outline upon request.
5. Self-critique based on the videotape of your speech (due the class period following the last
speaking day); see the directions in this syllabus.
6. Visual aids can be used if necessary (See guidelines in textbook).
130
Directions for Speech Critiques
Speech critiques are a method for you to analyze your own performance in order to
identify both your strong areas and areas that need improvement. In addition, you are then able
to develop an action plan for how you are going to work on them for your next speaking
opportunity. WATCH your tape and then complete the critique.
The critique must be typed using complete sentences, but not in paragraph form.
Instead, simply bullet the following three areas: Strengths, Areas for improvement, and
My specific plan for improving my next speech. You must have a minimum of 2 examples
for each area.
SAMPLE SPEECH CRITIQUE
Name
Date
Class and Instructor
Strengths:
I maintained constant eye contact with my entire audience throughout the speech.
I used meaningful gestures for emphasis.
Areas for improvement:
I need to improve my posture and learn to avoid moving randomly.
I need to avoid using as many vocalized pauses throughout the speech.
My specific plan for improving my next speech is:
I am going to practice my speech in front of an audience in order to have them watch
and stop me every time that I say things such as um, uh, and you know.
I am going to videotape myself during a practice session so that I can become more
aware of when I make awkward movements with my feet. I am also going to make a
conscious effort to stand still and only move my body when appropriate.
131
Chapter Thirteen: Creating Support and Citing Sources
Directions: Use the article you brought to class to create the different types of support listed
below. After you have created a support, write down exactly what you would say to introduce
the support in your speech how you would cite it in an actual speech.
Article Name:
Author:
A. Example:
How you would cite it:
B. Illustration:
How you would cite it:
C. Statistic:
How you would cite it:
D. Quote from an authority:
How you would cite it:
E. Definition (if possible):
How you would cite it:
F. Analogy:
How you would cite it:
132
Chapter Thirteen: Creating an Informative Presentation
Directions: First choose a general topic. You are going to use this topic to create two different
speeches. After you have chosen a general topic, decide how you can narrow it down two
different ways to fit two different informative body designs. For example, if you chose the
general topic, Jazz music, you might choose a topic such as The evolution of jazz trumpet
music in the 1800s which would use a chronological pattern, or The differences in three main
jazz styles today that might use a spatial pattern.
After you have done this, write a purpose and thesis statement for each topic. Then create three
main points and at least two sub points for each main point. Each speech should be arranged
according to the body design you chose. You are not expected to know actual information or
have real knowledge of the topic you choose, create it believably.
Topic #1:
Purpose statement #1:
Thesis statement #1:
Informative design type:
I.
A.
B.
II.
A.
B.
III.
A.
B.
________________________________________________________________________
Topic #2:
Purpose statement #2:
Thesis statement #2:
Informative design type:
I.
A.
B.
II.
A.
B.
III.
A.
B.
133
Chapter Thirteen: Writing Introductions, Conclusions, and Co nnections
Directions: Refer back to the activity that you completed in which you created an informative
presentation. You are now going to complete the process by creating an introduction, conclusion,
and connections for one of those speeches. Fill in the rest of the worksheet below, using the
skills you learned from the textbook and in class.
Topic:
Purpose statement:
Thesis statement:
Introduction:
I.
A.
B.
Connection:
II.
A.
B.
Connection:
III.
A.
B.
Connection:
Conclusion:
134
Chapter Fifteen: Sales Interview Role-play Evaluation Form
Students name: ______________________________
Product Development: ___/20
Research into competitive products ___
Quality of created product ____
Interview preparation paper: ____/20
Company research ____
Quality of research ____
Other ____
Role of customer: ____/30
Quality of role-play ____
Asked appropriate questions ____
Well-prepared ____
Other ____
Role of salesperson ____/30
Quality of role-play ___
Asked appropriate questions ____
Well-prepared ____
Other ____
Role of observer: ____/10
Quality of observations ____
Other ____
Follow-up paper: ___/ 20
Total: ____/130
135
Additional References (all materials available from Amazon.com):
Chapter One: Introducing Business and Professional Communication
1. The Fine Art of Small Talk: How to Start a Conversation, Keep It Going, Build Rapport-And Leave a Positive Impression by Debra Fine
2. Writers at Work: Strategies for Communications in Business and Professional Settings by
Linda Flower, John Ackerman
3. The Articulate Professional by V. J. Singal, J. Thomas Graham
4. Get Your Message Across: The Professional Communication Skills Everyone Needs by
Jacqui Ewart, Gail Sedorkin, Tony Schirato
Chapter Two: Managing Organizational Culture and Leadership
1. Organizational Culture and Leadership (Jossey-Bass Business & Management Series) by
Edgar H. Schein
2. Organizational Culture: Mapping the Terrain by Joanne Martin
3. Balancing Individual and Organizational Values: Walking the Tightrope to Success by
Ken Hultman, Bill Gellermann (Contributor), John d Adams, Richard F. Beckhard
4. The Corporate Culture Survival Guide by Edgar H. Schein (Preface), Warren G. Bennis
Chapter Three: Managing Interpersonal Communication in the Workplace
1. Professional Impressions: Etiquette for Everyone, Every Day
by Marjorie Brody
2. Crucial Conversations: Tools for Talking When Stakes Are High
by Kerry Patterson, Joseph Grenny, Ron McMillan, Al Switzler, Stephen R. Covey
3. How to Win Friends and Influence People by Dale Carnegie, Dorothy Carnegie (Editor),
Arthur R. Pell (Editor)
4. How the Way We Talk Can Change the Way We Work: Seven Languages for
Transformation by Robert Kegan, Lisa Laskow Lahey
Chapter Four: Managing Nonverbal Communication in the Workplace
1. How to Make a Million Dollar First Impression by Goldman Smythe
2. Gestures: The Do's and Taboos of Body Language Around the World
by Roger E. Axtell, Mike Fornwald (Illustrator)
3. Body Language in Negotiations and Sales by Jacqueline A. Rankin
4. Understanding Body Language (Barron's Business Success Series)
by Geoff Ribbens, Richard Thompson
Chapter Five: Managing Conflict Communication in the Workplace
1. Ironing It Out: Seven Simple Steps to Resolving Conflict (Crisp Professional Series) by
Charles P. Lickson
2. In the Company of Women: Turning Workplace Conflict into Powerful Alliances
by Pat Heim, Susan Murphy, Susan K. Golant (Contributor)
3. From Conflict to Creativity: How Resolving Workplace Disagreements Can Inspire
Innovation and Productivity by Sy Landau, Barbara Landau, Daryl Landau
4. The Skilled Facilitator by Roger M. Schwarz
136
5. Difficult Conversations: How to Discuss what Matters Most by Douglas Stone, Bruce
Patton, Sheila Heen, Roger Fisher
6. Getting to Yes: Negotiating Agreement Without Giving In by Roger Fisher, William Ury,
Bruce Patton (Editor)
Chapter Six: Communicating with Cultural Diversity in the Workplace
1. Professional Presentations: How to Succeed in International Business
by Tracy Henninger-Chiang, Judee Reel
2. The 10 Lenses: Your Guide to Living & Working in a Multicultural World
by Mark A. Williams, Donald O. Clifton
3. Riding The Waves of Culture: Understanding Diversity in Global Business
by Alfons Trompenaars, Charles Hampden-Turner
4. Organizational Behavior and Change: Managing Diversity, Cross-Cultural Dynamics,
and Ethics by Joseph W. Weiss
5. Cultural Diversity in Organizations: Theory, Research & Practice
by Taylor Cox
6. Cultural Diversity in the Workplace by Sally J. Walton
Chapter Seven: Managing Customer Relationships Communication
1. Speak to Sell: Using Public Speaking as a Marketing Tool by Vickie K. Sullivan
2. Values-Based Selling: The Art of Building High-Trust Client Relationships
by Bill Bachrach
3. Customer Once, Client Forever: 12 Tools for Building Lifetime Business Relationships
by Richard A. Buckingham
4. Customer Service on the Internet: Building Relationships, Increasing Loyalty, and
Staying Competitive, 2nd Edition by Jim Sterne
5. Customers That Count: How to Build Living Relationships with Your Most Valuable
Customers by Tony Cram
6. Be Our Guest: Perfecting the Art of Customer Service (Disney Institute Leadership
Series) by The Disney Institute, Michael D. Eisner
7. The Nordstrom Way: The Inside Story of America's #1 Customer Service Company by
Robert Spector, Patrick D. McCarthy (Contributor)
Chapter Eight: Managing Small Group Communication
1. Building Trust in Business, Politics, Relationships, and Life: In Business, Politics,
Relationships, and Life by Robert C. Solomon, Fernando Flores
2. Effective Small Group and Team Communication by Judith D. Hoover
3. Self-Managing Teams: Creating and Maintaining Self-Managed Work Groups (The
Fifty-Minute Series) by Robert Hicks, Diane Bone (Contributor)
Chapter Nine: Managing to Build Communication Teams in the Workplace
1. Team-Building Activities for Every Group by Alanna Jones
2. Organizational Development Through Teambuilding by Thomas Henry Patten
3. Teambuilding by Hellen Davis
4. Teambuilding and Total Quality: A Guidebook to TQM Success by Gene H. Milas
137
Chapter Ten: Managing Interview Communication
1. Resume Magic: Trade Secrets of a Professional Resume Writer by Susan Britton
Whitcomb
2. Resumes for Communications Careers (Vgm Professional Resumes Series)
by Vgm Career Horizons (Editor)
3. Gallery of Best Cover Letters: A Collection of Quality Cover Letters by Professional
Resume Writers by David F. Noble
4. High Impact Hiring: How to Interview and Select Outstanding Employees by Del J. Still
5. Power Interviews: Job-Winning Tactics from Fortune 500 Recruiters, Revised and
Expanded Edition by Neil M. Yeager, Lee Hough (Contributor)
Chapter Eleven: Managing Communication Foundations
1. 5 Steps to Professional Presence: How to Project Confidence, Competence, and
Credibility at Work by Susan Bixler, Lisa Scherrer Dugan
2. Speaking Without Fear or Nervousness by Helen Sutton (Reader) (audio)
3. Romancing the Room: How to Engage Your Audience, Court Your Crowd, and Speak
Successfully in Public by James Wagstaffe
4. Credibility Marketing by Larry Chambers
5. Secrets of Power Presentations: Overcome Your Fear of Public Speaking, Build Rapport
and Credibility With Your Audience, Prepare and Deliver a dynamic presentation by
Micki Holliday
Chapter Twelve: Managing Presentational Skills in the Workplace
1. Buff and Polish: A Practical Guide to Enhance Your Professional Image and
Communication Style by Kathryn J. Volin
2. Powerful Presentation Skills: Develop the Confidence and Skill to Make Effective
Presentations (National Seminars Group Audio Series) by Neil Poindexter (Reader)
(audio)
3. Wake 'Em Up! : How to Use Humor & Other Professional Techniques to Create
Alarmingly Good Business Presentations by Thomas Antion
4. Speechwriting: A Professional Step by Step Guide for Executives
by Edward H. McCarthy
Chapter Thirteen: Managing Informative Presentations in the Workplace
1. Presentation Skills For Managers by Jennifer Rotondo, Mike, Jr. Rotondo
2. Say It with Presentations: How to Design and Deliver Successful Business Presentations
by Gene Zelazny
3. The Springboard: How Storytelling Ignites Action in Knowledge-Era Organizations by
Stephen Denning
Chapter Fourteen: Managing Persuasive Presentations in the Workplace
1. The Financial Professional's Guide to Persuading 1 or 1,000 by Gary Demoss, Mitch
Anthony
2. The Persuasive Presentation: A Practical Guide to Professional Communication in
Organizations by H. Lloyd, Jr. Goodall, Christ L. Waagen, Gerald L. Wilson, Christopher
L. Waagen
138
3. Wooing & Winning Business: The Foolproof Formula for Making Persuasive Business
Presentations by Spring Asher, Wicke Chambers
4. I See What You Mean: Persuasive Business Communication by D. Joel Whalen
Chapter Fifteen: Managing Sales Presentations
1. How to Get Your Point Across in 30 Seconds or Less by Milo O. Frank (Reader), Frank
O. Milo (Narrator) (audio)
2. Connecting With Your Customers: Communication Skills for Selling Your Products,
Services and Ideas by Bill Bethel, William Bethel (Reader) (audio)
3. Clients for Life: How Great Professionals Develop Breakthrough Relationships
by Jagdish Sheth, Andrew Sobel
4. Power Sales Presentations: Complete Sales Dialogues for Each Critical Step of the Sales
Cycle by Stephan Schiffman
5. New Sales Speak by Terri L. Sjodin
139
Chapter 1 Introducing Business
and Professional Communication
Multiple-Choice Questions
1) Which of the following personal skills are important in developing and maintaining successful
career opportunities?
A) Strong oral and written communication skills
B) Conflict management
C) Motivation and persuasion skills
D) All of the above
Answer: D
Diff: 1
Page Ref: 2
2) The communication model illustrates the most significant aspects that occur in
communication. Which of the following is not a main feature of the general model?
A) Noise
Answer: B
Diff: 2
B) Interviews
C) Participants
D) Channel
Page Ref: 13-14
3) While Samantha, a manager at Organization ABC, was on a business trip out of state, she sent
a number of her employees email. She sent Dawn an email concerning Dawn s poor
performance on the job and the possibility that she might be fired. Why might this action be a
poor reflection on Samantha s communication skills as a manager?
A) Samantha should never fire anyone.
B) Using email as the channel of communication was inappropriate because it is too
impersonal and does not allow for immediate feedback on such an important issue.
C) Samantha probably does not understand what kinds of limitations her employees face
because she is not a direct participant in her subordinates work.
D) Email should not be used within an organization for anything besides personal use.
Answer: B
Diff: 3
Page Ref: 15-16
140
4) Jean was asked to give an important presentation to the executive board at her company
during lunch. Her manager reserved a large table at a nearby restaurant for the noon meeting.
Needless to say, the presentation was NOT a success. What communication factors most likely
contributed to the meetings failure?
A) Physical interference
B) Context and occasion
C) The food selection
D) Both A and B
Answer: D
Diff: 2
Page Ref: 15-16
5) If Sean wanted to better understand his organization s beliefs, system of rules, language, and
mission he would be seeking to clarify:
A) Negotiation skills.
B) Communication environment.
C) Organizational culture.
D) Message filtering.
Answer: C
Diff: 1
Page Ref: 16
6) Psychological noise can result from which of the following?
A) Sleepiness
B) A machine humming
C) People talking
D) Bright lights
Answer: A
Diff: 1
Page Ref: 15
7) The area of communication that organizations frequently cited as areas of deficit include:
A) Personal skills.
B) Face- to- face communication.
C) Specialized Communication Procedures.
D) All of the above.
Answer: D
Diff: 3
Page Ref: 4-8
8) Competencies in organizational understanding include which of the following?
A) Managing cultural diversity through intercultural communication knowledge and skills
B) Distinguishing values and ethics
C) Being able to sell or create a plan that leads to sales
D) Understanding structure, leadership, decision- making, and procedures in an
organization
Answer: D
Diff: 3
Page Ref: 4-8
141
9) Being able to use multiple channels of communication, including technology is a core
competency in which of the following areas?
A) Organizational understanding
B) Interpersonal communication
C) Group and team communication
D) Public speaking
Answer: C
Diff: 3
Page Ref: 8-9
10) The Business and Professional Model of communication is which type of model?
A) Action
Answer: B
Diff: 3
B) Transactional
C) Interaction
D) Channel
Page Ref: 12
11) Message filtering refers to:
A) Exposing or denying important information to individuals or groups within an
organization.
B) The technology mediated conditions that characterize communication.
C) The physical interference that interrupts accurate message processing.
D) The idea that communication is irreversible.
Answer: A
Diff: 2
Page Ref: 15
12) When theorists state, communication is rule - governed they are referring to the idea that:
A) Communication occurs with expectations in mind, and that rules govern the expression
of those expectations.
B) Communication is comprised of both verbal and nonverbal messages.
C) Communication does not have any set of particular regulations which direct its use.
D) Communication is impossible in an organizational context.
Answer: A
Diff: 1
Page Ref: 18
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 1.
1) Channel of communication
Diff: 2
Page Ref: 14
2) Organizational culture
Diff: 3
Page Ref: 16
142
3) Communication model
Diff: 3
Page Ref: 11-16
4) Noise
Diff: 1
Page Ref: 15
5) Communication competency
Diff: 3
Page Ref: 4-7
6) Organizational communication
Diff: 2
Page Ref: 4-6, 15-16
7) Communication environment
Diff: 1
Page Ref: 15
8) Message context
Diff: 1
Page Ref: 16
9) Business and professional communication
Diff: 3
Page Ref: 1-7
10) Filtering
Diff: 2
Page Ref: 14-15
True/False Questions
1) Communication studies are extremely important in business because managers average 70% of
their time at work face - to- face or public communication.
Answer: TRUE
Diff: 3
Page Ref: 6
2) One method of analyzing communication conditions in an organization would be to apply the
communication model to the specific situations occurring in an organization.
Answer: TRUE
Diff: 3
Page Ref: 4-8
3) When attempting to interpret a message being sent from one participant to another in the
communication model, it is best to rely on the verbal aspect of the message and ignore the
nonverbal message.
Answer: FALSE
Diff: 3
Page Ref: 14-17
143
4) A company picnic would be an appropriate occasion to tell employees about up and coming
important meeting dates and times.
Answer: FALSE
Diff: 1
Page Ref: 16
5) The two main categories of channels are face - to- face and technology - mediated.
Answer: TRUE
Diff: 1
Page Ref: 14-15
6) Environmental factors are always very easy to assess in an organization.
Answer: FALSE
Diff: 1
Page Ref: 15
7) An organization s culture plays an important part in motivating employees to think and act in
a certain direction.
Answer: TRUE
Diff: 1
Page Ref: 15-16
8) By understanding the importance of communication in an organization, one can begin to be a
competent communicator.
Answer: TRUE
Diff: 1
Page Ref: 16
9) The effects of poor communication can be as substantial as lost revenue and lost profit for
businesses.
Answer: TRUE
Diff: 2
Page Ref: 4-7
10) Communication competency is fairly unimportant in being successful in business and
professional settings.
Answer: FALSE
Diff: 1
Page Ref: 4-6
Essay Questions
1) What are some specific areas of communication competencies that are important in business
and professional settings? Why?
Diff: 2
Page Ref: 4-8
2) Draw and label the communication model. Define each item labeled. Give an example of how
the model might be observed in an organizational setting.
Diff: 3
Page Ref: 13-17
144
3) Discuss physical and psychological noise. Give examples of each and explain how you would
adjust your message to account for these types of noise.
Diff: 2
Page Ref: 14
4) Pretend you are the president of an important and successful organization. Explain what
communication skills were important to you as an up and coming business leader. Explain
what communication characteristics you would desire in your employees in order to make
your organization a success in the quick changing business world.
Diff: 1
Page Ref: 4-8
5) Explain why different types of communication are frequently needed in the workplace. What
are some of these different types and when are they used most appropriately?
Diff: 3
Page Ref: 3-11
145
Chapter 2 Managing Leadership Communication
in Organizational Cultures
Multiple-Choice Questions
1) The organization SGT decided to specifically identify its major purpose of existence and the
goals necessary to reach it. This organization was alluding to its:
A) Communication competency.
B) Mission statement.
C) Communication style.
D) Unit theory.
Answer: B
Diff: 1
Page Ref: 26
2) Paul was a former employee of a top retail chain for several years. When Paul s wife relocated
to a new city, he accepted a position with a different retail company. He came in thinking his
goal was to satisfy customers, but soon discovered the most important idea in the new
company was to make money. Paul was experiencing:
A) Conflict over differing core beliefs.
B) Opposition to weak communication styles.
C) Serious intercultural differences.
D) Both B and C
Answer: A
Diff: 2
Page Ref: 27
3) The role an individual fulfills in an organization is best described as:
A) The expected position and performance that a person fills.
B) The organization s identification of an individual, such as manager or boss.
C) Both A and B
D) Neither A or B
Answer: C
Diff: 1
Page Ref: 28-29
4) At a store - wide meeting, the owner told a story about the founder that inspired the employees
to work their hardest and to uphold company values during the upcoming sales event. This is
best described as an example of:
A) Motivation through intimidation.
B) Manipulation by upper management.
C) Encouragement by threatening.
D) Inspiration through hero stories.
Answer: D
Diff: 1
Page Ref: 31
146
5) Joanne works for a company that favors highly structured systems of employees who are
constantly monitored and offered bonuses if they fulfill higher quotas. This management
structure is similar to:
A) A human resources perspective.
B) A flat organizational approach.
C) A systems perspective.
D) A structured decisional perspective.
Answer: A
Diff: 2
Page Ref: 42
6) Sally had been working at her new job for about one year when she began to feel unsatisfied.
She had positive feelings about the safety and security of her job, but she felt as though her
need for affiliation and acceptance was unmet. Which theorists ideas best describe her
situation?
A) Frederick Herzberg
B) Frederick Taylor
C) Paul Ekman
D) Abraham Maslow
Answer: D
Diff: 3
Page Ref: 43
7) Incentive programs for employees are best received when:
A) No other personally rewarding systems exist.
B) They are the only method for motivating employees.
C) They are combined with enjoyable work.
D) Incentive programs are never a good idea.
Answer: C
Diff: 3
Page Ref: 39, 44 -45
8) Theory Y assumes all of the following EXCEPT:
A) Employees want to work.
B) Employees must be controlled.
C) Employees are creative and willing to grow.
D) Both A and C
Answer: B
Diff: 1
Page Ref: 45
147
9) Which of the following are recommended steps to developing the TQM approach to
management?
A) Practice leadership at all levels
B) Encourage passion rather than passive behavior
C) Demand perfection no matter what the circumstance
D) Limit employee involvement in the most important matters
E) Both A and B
Answer: E
Diff: 2
Page Ref: 48
10) The Contingency approach to management suggests:
A) Matching communication needs to the situational needs of employees.
B) Directing employees to use any work ethic that most improves performance.
C) Promoting products through low quality/low cost to consumers.
D) Giving employees everything they think they need at any cost.
Answer: A
Diff: 1
Page Ref: 50-51
11) When the procedures of a company are not specific or apparent, employees:
A) Assume whatever responsibilities they want, whenever they want.
B) Can experience hindered productivity and satisfaction because of uncertainty.
C) Are expected to do whatever they feel like.
D) Will understand what is expected of them most of the time.
Answer: B
Diff: 2
Page Ref: 27-28
12) Every Monday morning the company Josh works for provides breakfast for all of its
employees. Last Monday when he came to work, no food was available. This situation caused
misunderstanding and frustration among the employees because:
A) They had never wanted breakfast in the first place.
B) This break in management caused the employees to feel undermined by the classical
theory approach.
C) The breakfast had become an important ritual at the office.
D) The employees did not have enough money to buy their own food.
Answer: C
Diff: 2
Page Ref: 29
148
13) When Melissa was hired, she thought she was appointed a position as a caseworker. After her
first day on the job, though, she thinks she may just be an assistant to the manager of the
caseworkers. Melissa could benefit from which of the following?
A) Role clarification
B) Additional training
C) A new leadership style
D) A better understanding of message filtering
Answer: A
Diff: 1
Page Ref: 28
14) Leadership expectation stories refer to narratives that:
A) Explain why employees are supposed to be at work on time.
B) Give the organization a sense of superiority.
C) Suggest the importance of being a leader.
D) Give employees an idea of how to treat upper management.
Answer: D
Diff: 2
Page Ref: 33
15) Organizations build an identity and an image through stories, slogans, phrases, etc. The most
common two ways an organization transmits its identity is through the valuing of either:
A) Things or people.
B) Images or money.
C) People or beliefs.
D) Ideas or relationships.
Answer: A
Diff: 2
Page Ref: 31-33
16) Scientific management or Taylorism is most associated with which management approach?
A) Human resources
B) Leadership expectation
C) Classical
D) Contingency
Answer: C
Diff: 1
Page Ref: 38
17) Mr. Ryan, as the CEO of his company, spends most of his time reading messages instead of
sending messages because individuals at the bottom of the organizational chart generate most
of the important information. This is an example of:
A) A downward leadership style.
B) Downward communication.
C) Upward Communication.
D) A flat organizational chart.
Answer: C
Diff: 1
Page Ref: 40-41
149
18) A tall organizational chart most resembles which shape?
A) A circle
Answer: B
Diff: 1
B) A pyramid
C) A cylinder
D) A square
Page Ref: 39-41
19) In an upper management position, Jennifer believes that the most important aspect of
management is identifying the need her employees have for attention. This approach is best
identified with which school of management theory?
A) Human relations
B) Human resources
C) Contingency
D) TQM
Answer: A
Diff: 1
Page Ref: 41
20) According to Maslow, when individuals fulfill their potential and are satisfied because of
finding pride and value in the work they do, they feel as though they have satisfied their inner
need for:
A) Safety and security.
B) Belonging and affiliation.
C) Recognition and self - esteem.
D) Self- actualization.
Answer: D
Diff: 1
Page Ref: 43
21) Taya was feeling dissatisfied with her job because of poor work conditions, too much
supervision, unfair company policy, and a weak relationship with her supervisor. These are
characteristics of:
A) Motivating factors.
B) Hygienic factors.
C) Communication apprehension.
D) Incentive rewards.
Answer: B
Diff: 2
Page Ref: 44
22) Douglas McGregor is best associated with which of the following models?
A) Hierarchy of Needs
B) Theory X and Y
C) Tall Organizational Chart
D) TQM approach
Answer: B
Diff: 1
Page Ref: 45
150
23) For a company that is dealing with poor product quality and a lack of improvement in
problem areas, managers looking to change management structures might be interested in
which of the following theories?
A) Classical Theory because it addresses the needs of the employees
B) Human Resources because it focuses on the end product
C) Maslow s Hierarchy because it values the needs of individuals
D) Total Quality Management because it focuses on results and is value driven
Answer: D
Diff: 2
Page Ref: 48
24) Which of the following might improve a manager s communication skills and performance?
A) Empowering individuals
B) Valuing the customer
C) Listening actively
D) All of the above
Answer: D
Diff: 3
Page Ref: 48-50
25) The classical management method recognizes all of the following levels of roles and
involvement EXCEPT which?
A) Upper management
B) Middle management
C) Volunteer labor
D) Support staff
Answer: C
Diff: 3
Page Ref: 39-40
26) Which of the following is a potential benefit from employing a flat organizational chart?
A) Less information distortion
B) Additional individual employee attention
C) Information overload for managers
D) Many managers help to disburse the workload.
Answer: A
Diff: 1
Page Ref: 41
27) Which perspective states that communication interactions can be viewed as a web of networks
forged through daily interaction?
A) Human resources
B) Systems
C) TQM
D) Contingency
Answer: B
Diff: 1
Page Ref: 46-47
151
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 2.
1) Organizational culture
Diff: 2
Page Ref: 25
2) Procedures and rituals
Diff: 1
Page Ref: 27
3) Heroes stories
Diff: 2
Page Ref: 30-32
4) Taylorism
Diff: 3
Page Ref: 38
5) Hawthorne effect
Diff: 2
Page Ref: 41-42
6) Abraham Maslow
Diff: 2
Page Ref: 42-43
7) Frederick Herzberg
Diff: 3
Page Ref: 43
8) Blake and Mouton s Managerial Grid
Diff: 3
Page Ref: 47
9) TQM
Diff: 3
Page Ref: 48-50
10) Role clarification
Diff: 1
Page Ref: 28
True/False Questions
1) In order to understand the culture of an organization one needs to identify metaphors, stories,
and behaviors prominent in the organization.
Answer: TRUE
Diff: 1
Page Ref: 31
2) Roles in organizations can be both formal and informal.
Answer: TRUE
Diff: 2
Page Ref: 28
152
3) The Hawthorne effect states that when employees are given more attention they are less
productive.
Answer: FALSE
Diff: 1
Page Ref: 42
4) An organization, which favors a tall organizational chart, structures itself in a traditional
hierarchy with many levels of decision - making.
Answer: TRUE
Diff: 2
Page Ref: 40-41
5) On Maslow s Hierarchy of Needs, the most basic need is for recognition and self esteem.
Answer: FALSE
Diff: 1
Page Ref: 43
6) The work of Frederick Herzberg revolves around the ideas of hygienic and motivator factors.
Answer: TRUE
Diff: 2
Page Ref: 44
7) Theory X provides an explanation for why all employees are always self - motivated and
always want to work.
Answer: FALSE
Diff: 1
Page Ref: 45
8) The TQM approach to management suggests that the most important factors relating to
success involve great service and product, but limit employee involvement and training.
Answer: FALSE
Diff: 3
Page Ref: 48-50
9) The Contingency approach matches four leadership communication styles (S1 - S4) with four
receiver styles (R1 - R4).
Answer: TRUE
Diff: 1
Page Ref: 50-51
10) The way individuals interact with each other and the level of their association refers to the
relationships they have.
Answer: TRUE
Diff: 1
Page Ref: 29
Essay Questions
1) Identify at least 5 of the 11 important components of organizational culture. Define each one
and give a real life example of how this factor would exist in an organization.
Diff: 2
Page Ref: 25-36
153
2) Explain how language and communication style can help an organization define and identify
itself. Also identify the way language can create an image for an organization.
Diff: 3
Page Ref: 30
3) Describe how stories and narratives can influence operations in business and professional
settings. Identify the three major types of stories.
Diff: 3
Page Ref: 30-33
4) Give an overview of the Classical Theory of organizations including how they are motivated,
who is credited with the idea, and the organizational structure.
Diff: 3
Page Ref: 37-41
5) How is Maslow s Hierarchy important in an organizational setting? In addition, draw and
label each level.
Diff: 2
Page Ref: 42
6) Explain the similarities and the differences between Theory X and Theory Y. Which of these
theories do you think works best today? Indicate why and provide and example.
Diff: 2
Page Ref: 45
7) Describe the key components of creating the TQM approach within an organization. What
characteristics set this approach apart from other management methods?
Diff: 3
Page Ref: 48-50
8) Pick any two organizational leadership/management approaches discussed in this chapter and
compare and contrast them. Explain which one you favor and why.
Diff: 3
Page Ref: 34-51
9) Describe the organizational culture of your college or university. How do the components of
organizational culture effect your institution?
Diff: 2
Page Ref: 24-36
10) Describe Likert s management model. Why is this model effective? What are its ineffective
components? How do you think it compares to Theory X and Y?
Diff: 3
Page Ref: 49
11) Explain what the Systems Perspective to Leadership Communication entails. Describe one of
the two theories associated in the text with this perspective.
Diff: 3
Page Ref: 46-51
154
Chapter 3 Managing Interpersonal Communication
in the Workplace
Multiple-Choice Questions
1) The Pygmalion effect states:
A) Interpersonal relationships result from luck.
B) Expectation influences relationships.
C) Communication is like a beautiful woman.
D) Greek myths reflect true theory.
Answer: B
Diff: 1
Page Ref: 58
2) When Crystal first met Tim, he was yelling into his telephone and making demands of the
person on the other end. Crystal decided that she could never be a friend of a person with
such a bad temper. Crystal was engaging in:
A) Assertiveness.
B) Emotional interruption.
C) Interpersonal attribution.
D) Performance avoidance.
Answer: C
Diff: 2
Page Ref: 59
3) When Philip was hired for a new position at the company, he asked his coworkers what his
new supervisor, Jana, was like. The first coworker said that she was demanding and intolerant.
Later another coworker suggested that the supervisor was friendly and caring. Philip decided
to avoid approaching Jana about a request. Philip was a victim of:
A) Interpersonal impression formation.
B) Organizational culture.
C) Nonverbal recognition.
D) Interpersonal polarization.
Answer: A
Diff: 2
Page Ref: 60
4) Selective exposure is the process of:
A) Believing that only exposing yourself to good and positive messages will make you
stronger and better.
B) Opening oneself to information that is consistent with previous knowledge, beliefs, or
tastes.
C) Retaining information that is consistent with previous knowledge and beliefs.
D) Thinking that you are better than everyone else.
Answer: B
Diff: 1
Page Ref: 62
155
5) Coworkers, Julia and Dave, had become good friends as they had worked together on several
long hard projects. Each person had different skills that contributed to their shared projects.
Later, Dave was transferred to another department and constantly needed Julia s help on his
projects, while she rarely, if ever, asked him for anything. Soon, Julia began to avoid Dave.
Which interpersonal concept best describes Julia s reaction?
A) Selective attention
B) Communication omission
C) Contingency theory
D) Social exchange theory
Answer: D
Diff: 3
Page Ref: 64
6) If your relationships continue in a positive manner, it is likely that:
A) The costs outweigh the benefits.
B) You must be gaining more than you are sacrificing.
C) The results of the relationship are unintentional.
D) Both A and C
Answer: B
Diff: 1
Page Ref: 64
7) The conditions that control the degree to which you feel accepted and also the emotions
regarding the relationship compose the:
A) Communication immediacy.
B) Organizational space.
C) Communication climate.
D) Perceptual windows.
Answer: C
Diff: 1
Page Ref: 66
8) When Elizabeth suggested that another coworker was establishing barriers between people
because of her negative language, Elizabeth was suggesting that there was a lack of what?
A) Unknown self
Answer: D
Diff: 2
B) Spontaneity
C) Omission
D) Openness
Page Ref: 68
9) According to the Johari window, when you disclose more information about yourself to your
coworkers, what happens to the different areas?
A) The open self enlarges, the hidden self diminishes.
B) The open self enlarges, the unknown self diminishes.
C) The hidden self and the blind self enlarge.
D) None of the areas change size.
Answer: A
Diff: 1
Page Ref: 69
156
10) As Joey s manager gave him new feedback about his job performance, which area of the Johari
window most likely decreased?
A) Open
Answer: B
Diff: 2
B) Blind
C) Hidden
D) Unknown
Page Ref: 69
11) Inattention to communication can result in important information being filtered from
messages. What is another reason(s) that information is omitted unintentionally?
A) People assume being present in communication opportunities is enough to thwart
omission.
B) Messages with potentially threatening or disagreeable information are often changed to
remove the disagreeable material.
C) Many times people make a decision to not tell other people the information they know.
D) Both A and B
Answer: D
Diff: 3
Page Ref: 70-71
12) Which of the following statements about assertiveness is true?
A) It is the overpowering use of force to attain goals.
B) It is the ability to state your expectations in a non - threatening manner.
C) It is the use of avoidance techniques to evade communication.
D) It involves an emotional presentation to help you fulfill your goals.
Answer: B
Diff: 1
Page Ref: 73
13) I think that your ideas are going to fail. The only way to get what we want is to complete the
project the way I suggest. In fact, if we don t finish it my way, I am not going to help. This
statement is an example of a (n):
A) Assertive statement.
B) I- message.
C) Business irrelevant statement.
D) Aggressive statement.
Answer: D
Diff: 1
Page Ref: 73
157
14) Which of the following statements is an example of labeling?
A) I realize that this concept is probably above your head.
B) When you attend the B.M.I. meeting at the USAFA make sure that you bring your PDA,
and the official paperwork about the new J.I.M.A. project.
C) The big honcho said that we have to finish this whopper this afternoon.
D) Never underestimate the power of the supervisor.
Answer: C
Diff: 1
Page Ref: 78
15) When Keaton conducts meetings, he always exhibits certain characteristics such as:
interrupting other employees, trying to talk over others when he disagrees, and using
technical words that are unfamiliar to employees at lower management levels. Keaton is
displaying signs of:
A) Power games.
B) Information omission.
C) Polarization.
D) Assertiveness.
Answer: A
Diff: 2
Page Ref: 77
16) Language that makes people feel comfortable by establishing a connection, displaying
empathy, and showing trust is classified as what style of language?
A) Powerful
Answer: B
Diff: 3
B) Inclusive
C) Perceptual
D) Superior
Page Ref: 81
17) Joe is the manager at a local non - profit organization. At least twice a day for the last week Joe
has had to reprimand and correct another employee. Joe is obviously upset, and this employee
seems to be doing continually worse, instead of better. In order to improve the relationship,
which of the following could Joe do?
A) Help the employee find another job now before it is too late. He is obviously not going to
make it here.
B) Explain that communicator style is of the utmost importance and therefore the employee
should find better way to communicate.
C) Increase the praise/criticism ratio. By affirming what he is doing right, he will be
encouraged to fix what he is doing wrong in order to further excel.
D) Joe should not do anything. The situation will work itself out over time.
Answer: C
Diff: 3
Page Ref: 84
158
18) Which of the following statements are good ways to handle interpersonal perceptions?
A) Have a positive expectation of people.
B) Evaluate your perceptions of other people s behavior before you make a decision about
the nature of that person.
C) Rethink the negative perceptions that you have in order to make relationships more
positive.
D) All of the above statements are good ways to handle interpersonal perceptions.
Answer: D
Diff: 3
Page Ref: 59-62
19) Social exchange theory asserts that:
A) People who exchange ideas with each other become the most popular and important in
an organization.
B) People weigh the benefits of relationships to the costs in order to determine the
relationship s worth.
C) The best way to gain acceptance is to give in to what other people want.
D) Whenever a person encounters a social situation, he or she must remember that their job
is more important than establishing a relationship.
E) Both B and D
Answer: B
Diff: 2
Page Ref: 64
20) Which of the following is NOT an important aspect of developing a positive communication
climate?
A) Openness
B) Supportiveness
C) Non - evaluative communication
D) Cautiousness
E) Both B and D
Answer: D
Diff: 3
Page Ref: 66-68
159
21) Information omission is most likely to occur in a number of circumstances. Which of the
following situations can lead to omission?
A) Lack of positive nonverbal signals
B) Not giving feedback or clarification
C) Interrupting each other
D) Both A and C
E) All of the above
Answer: E
Diff: 1
Page Ref: 71
22) Understanding how to be assertive in communication can improve relationships. Which of the
following are advantages of assertive behavior?
A) Improves decision making and achieves results
B) Lets other people know that you will get what you want no matter what
C) Enhances your aggressiveness
D) None of the above
Answer: A
Diff: 1
Page Ref: 73
23) When the CEO of the corporation, Matthew, gives feedback about important information, he
always speaks as though everything is either black or white there is never a gray area. This
either- or manner of language is best referred to as:
A) Aggressiveness.
B) Resurfacing.
C) Polarization.
D) Jargon.
Answer: C
Diff: 3
Page Ref: 78
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 3.
1) Interpersonal communication
Diff: 1
Page Ref: 58
2) Interpersonal attribution
Diff: 2
Page Ref: 59
3) Four minute barrier
Diff: 2
Page Ref: 60
4) Social exchange
Diff: 3
Page Ref: 64
160
5) Non - evaluative communication
Diff: 2
Page Ref: 67
6) Blind self
Diff: 1
Page Ref: 68
7) Affinity- seeking communication
Diff: 2
Page Ref: 70
8) Communication immediacy
Diff: 2
Page Ref: 75
9) Power games
Diff: 1
Page Ref: 77
10) Communication of Inclusion
Diff: 1
Page Ref: 81
True/False Questions
1) Self- attribution explains why people are quick to accept praise and slow to accept blame.
Answer: TRUE
Diff: 1
Page Ref: 59
2) The four - minute barrier describes the time a person has to accept or deny a proposal.
Answer: FALSE
Diff: 2
Page Ref: 60
3) Selectivity suggests that a person will chose ideas and messages that reinforce already
believed, known, or liked.
Answer: TRUE
Diff: 2
Page Ref: 61-62
4) If the cost of a relationship is greater than the rewards, the relationship will grow.
Answer: FALSE
Diff: 1
Page Ref: 64
5) Using I- messages and avoiding judgmental attitudes are examples of non - evaluative
communication.
Answer: TRUE
Diff: 2
Page Ref: 67
161
6) An information deficit in an organization can actually increase performance and effectiveness.
Answer: FALSE
Diff: 1
Page Ref: 70
7) Making sure that you are present at every important meeting will ensure that no information
is omitted.
Answer: FALSE
Diff: 2
Page Ref: 71
8) Talking down refers to communicating as though you are superior to other participants.
Answer: TRUE
Diff: 1
Page Ref: 76
9) Using jargon is a use of language style that helps to incorporate outsiders into the
communication context.
Answer: FALSE
Diff: 1
Page Ref: 79
10) In order to best assure that your message is understood, use long phrases with a number of
buzz words in a row.
Answer: FALSE
Diff: 2
Page Ref: 81
Essay Questions
1) Explain interpersonal attribution and self - attribution. What contributes to each? Give an
example of how you have experienced one of these concepts in your life.
Diff: 2
Page Ref: 59
2) Identify selective exposure, selective attention, and selective retention. Explain how they work
together to comprise the process of selectivity. Use examples where appropriate.
Diff: 2
Page Ref: 61-63
3) Describe the important elements in developing a positive communication climate. Which do
you think is the most critical element and why?
Diff: 3
Page Ref: 66-68
4) Draw and explain the Johari window and its importance in an organizational setting.
Diff: 2
Page Ref: 69
5) Explain how and why information omission is likely to occur. Also, describe how omission can
best be avoided in communication.
Diff: 1
Page Ref: 71
162
6) Describe the need for developing assertiveness skills. Give an illustration of an assertive
statement that can be rewritten as aggressive as well as non - assertive.
Diff: 2
Page Ref: 73
7) Explain the different ways that language styles can break down communication in a business
or professional setting. Provide examples.
Diff: 3
Page Ref: 75-85
8) Describe how communication skills such as using words of inclusion and praise, being
specific, avoiding allness statements, and using signposts can change the effectiveness of
communication in an organization. How could these skills be implemented or encouraged in
an organization?
Diff: 3
Page Ref: 81-85
163
Chapter 4 Managing Nonverbal Communication
in Business and Professional Contexts
Multiple-Choice Questions
1) After a meeting, Ms. Galloway, the mayor, was asked several questions about how she felt
about the proposal for the new town hall. She said that it was very positive and necessary for
the community; but while she was talking she stopped smiling, stepped back, and folded her
arms. Which is the most likely?
A) The mayor is the lead proponent of building a new town hall.
B) The mayor may have some issues with the proposal.
C) The mayor is not disclosing her true feelings in her verbal message.
D) The mayor does not care what happens.
E) Both B and C
Answer: E
Diff: 1
Page Ref: 91
2) Which of the following does a person tend to believe more?
A) The verbal message
B) The nonverbal message
C) Both the verbal and nonverbal message have equal importance.
D) Neither the verbal or nonverbal message can be trusted.
Answer: B
Diff: 1
Page Ref: 91-92
3) Nonverbal behavior can perform which of the following functions?
A) Complement
B) Contradict
C) Regulate
D) Substitute
E) All of the above
Answer: E
Diff: 1
Page Ref: 92
164
4) Different activities generally occur in different personal space zones. Which are the basic
personal space distances from smallest to largest?
A) Personal, intimate, social, public
B) Public, social, personal, intimate
C) Intimate, personal, social, public
D) Intimate, friendly, public, and social
Answer: C
Diff: 1
Page Ref: 95
5) Whenever Janice s coworker, Betty, talked to her, she always stood about one foot away from
Janice. Janice tended to feel uncomfortable because Betty was infringing on her:
A) Personal space.
B) Intimate space.
C) Friendly space.
D) Work space.
Answer: B
Diff: 2
Page Ref: 95
6) The way furniture is arranged, the color of a room, and the amount of lighting in an office are
all aspects of:
A) Kinesics.
B) Personal space.
C) Clarity functions.
D) Semi- fixed space.
E) All of the above
Answer: D
Diff: 1
Page Ref: 95
7) As the facilitator of the focus group, Jonathan would point without speaking to the people
who should speak at a given point in the discussion. This pointing gesture is an example of
a(n):
A) Regulator.
Answer: A
Diff: 2
B) Emblem.
C) Illustrator.
Page Ref: 97
165
D) Adaptor.
8) When Katie first saw an acquaintance, Jordan, on the street, she was about half a block away.
Katie pretended to look in store windows until Jordan got much closer before she made eye
contact, smiled, and greeted at her. What is the most likely reason she did this?
A) Katie needed more time to think of what to say to her.
B) Jordan isn t a good enough friend to wave at from that great of a distance.
C) Katie was waiting subconsciously until Jordan entered into the public zone of her
personal space.
D) Katie dislikes Jordan.
Answer: C
Diff: 2
Page Ref: 95
9) The nonverbal study of eye behavior is referred to as:
A) Pupil movement.
B) Corneal studies.
C) Oculesics.
D) Optometry.
Answer: C
Diff: 1
Page Ref: 99
10) A person s posture can communicate all of the following EXCEPT:
A) Relationships.
B) Conflict styles.
C) Emotional states.
D) Status.
Answer: B
Diff: 1
Page Ref: 97
11) I like to hug people at work because everyone likes it and it makes everyone feel more
comfortable. This statement indicates:
A) Awareness of good touch behavior in a professional setting.
B) Ignorance of sexual harassment possibilities.
C) Attentiveness to good nonverbal skills in the workplace.
D) Both A and B
Answer: B
Diff: 1
Page Ref: 100
12) When Alex speaks in front of a larger crowd, he tends to almost yell the entire message
regardless of whether the crowd can already hear him or not. Alex does not seem to realize:
A) That most people are hard of hearing.
B) The importance of using the voice for emphasis.
C) That the study of kinesics disputes this action.
D) All of the above.
Answer: B
Diff: 1
Page Ref: 101
166
13) Gestures are a subcomponent of which area of nonverbal study?
A) Objectics
Answer: C
Diff: 2
B) Vocalics
C) Kinesics
D) Oculesics
Page Ref: 97
14) When Kyra came to the United States from a foreign country, she did not understand the
reason that people would become upset with her in meetings. Just as in her country, she
would always schedule at least 3 people for the same time slot. She then would discuss
everyone s issues at the same time in her office, following a time of socializing together. What
was Kyra s problem?
A) She was ignorant of American chronemics.
B) Kyra did not have a problem, the people with the appointments should simply
understand that she is in charge and can do what she wants.
C) Kyra needs to reorganize the way she uses illustrators and adaptors.
D) She just did not think these people were important enough to have their own time slots.
Answer: A
Diff: 2
Page Ref: 102
15) Nonverbal chronemic research attempts to identify the ways that:
A) People choose to educate themselves after high school.
B) People use and structure time and the messages it sends.
C) People become emotionally attached to other people at work.
D) People subconsciously use gestures to manipulate others.
Answer: B
Diff: 1
Page Ref: 102
16) Cynthia generally enjoys studying, babysitting, and playing golf every weekend. What
appears unusual, though, is that Cynthia always dresses in all black, wears her hair in a
mohawk during the week, and has 6 earrings in one ear and 5 in the other. Which area of
nonverbal studies might help someone to understand her better?
A) Language style
B) Proxemics
C) Kinesics
D) Objectics
E) Both C and D
Answer: D
Diff: 2
Page Ref: 102
167
17) When you first walk into an interview or a sales situation, the most essential, important thing
to do to make an impression is which of the following?
A) Greet the person by giving them a friendly hug
B) Engage them in flattering conversation
C) Explain why you are there
D) Give a firm handshake
Answer: D
Diff: 3
Page Ref: 104
18) The human resources director, Eric, had a tendency to intimidate people in interview
situations simply because of his size. At almost 7 feet tall, Eric looks menacing sitting behind
his large oak desk. Which skill would be most important for Eric to practice?
A) Avoid shaking hands because the sight of his large hands may frighten someone even
more.
B) Limit direct eye contact in order to keep from seeming too superior.
C) Hold the interview somewhere that is more inviting, a place where the two individuals
do not have to sit with a desk between them.
D) Talk very quietly so that the interviewee will think that he is meek, despite his size.
Answer: C
Diff: 3
Page Ref: 104-106
19) In a business situation where the client uses a different communication style than you use
(such as in an international business setting), the best thing to do is:
A) Explain why you do things the way you do, and then ask them make things easier by
going along with it.
B) Just ignore the differences because everyone will have some level of divergence.
C) Try to match the other person s style as best you can in order to create level ground.
D) Give up now
Answer: B
Diff: 3
if you are different, you will never be able to reach an agreement.
Page Ref: 104-106
20) When Mona, the customer service representative at a local retail store, encounters an
emotional client, a good way for her to handle the situation is to:
A) Try to pace them to a calmer state by matching their style and then slowing down the
rate of speech and emotions.
B) Let the customer get the their emotions out because once they do, they will be much
calmer.
C) Ignore the client altogether, making them come back at another time.
D) Suggest that another representative help the emotional customer.
Answer: A
Diff: 3
Page Ref: 105-106
168
21) Which figures have been suggested to indicate the percentage of meaning that lies in the
nonverbal part of the message, as opposed to the words alone?
A) 5 - 17%
Answer: D
Diff: 2
B) 19- 42%
C) 47- 58%
Page Ref: 91
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 4.
1) Nonverbal communication
Diff: 1
Page Ref: 90
2) Albert Mehrabian
Diff: 2
Page Ref: 91
3) Personal space
Diff: 2
Page Ref: 94
4) Social distance
Diff: 1
Page Ref: 95
5) Seating arrangements
Diff: 3
Page Ref: 96
6) Illustrators
Diff: 2
Page Ref: 97
7) Vocalics
Diff: 2
Page Ref: 101
8) Don Rosenthal
Diff: 3
Page Ref: 104
9) Eye contact
Diff: 2
Page Ref: 99
10) Kinesics
Diff: 2
Page Ref: 97
169
D) 66- 93%
True/False Questions
1) Nonverbal communication is so influential that it can even affect a person s initial impression
of another person.
Answer: TRUE
Diff: 2
Page Ref: 90-91
2) Nonverbal messages cannot contradict the verbal message.
Answer: FALSE
Diff: 1
Page Ref: 92
3) All appropriate nonverbal behaviors are taught and are known by everyone.
Answer: FALSE
Diff: 1
Page Ref: 93
4) Nonverbal communication can act as a means of controlling communication.
Answer: TRUE
Diff: 1
Page Ref: 92
5) The way that an organization positions its furniture can indicate whether interaction is
encouraged or discouraged.
Answer: TRUE
Diff: 2
Page Ref: 96
6) An emblem is an example of semi - fixed space that conveys meaning.
Answer: FALSE
Diff: 1
Page Ref: 95
7) Nonverbal cues are all universal in nature.
Answer: FALSE
Diff: 1
Page Ref: 97
8) Although almost any type of touch is inappropriate in the workplace, if you are a toucher it
is okay to keep behaving the same way because people will understand and not mind.
Answer: FALSE
Diff: 1
Page Ref: 100
9) Vocal cues do not play much of an important part in the communication process.
Answer: FALSE
Diff: 1
Page Ref: 101
170
10) Actions sell louder than words in the marketplace.
Answer: TRUE
Diff: 1
Page Ref: 104-105
Essay Questions
1) Define nonverbal communication and give two reasons why it is an essential area of
communication study.
Diff: 1
Page Ref: 90
2) Describe the four major functions of nonverbal communication and give an example of each
one.
Diff: 2
Page Ref: 92
3) Name three unwritten rules of nonverbal behavior that are adhered to in American culture.
Also, explain why these behaviors may have become significant and what could happen if
they are violated.
Diff: 3
Page Ref: 92-93
4) Explain the idea of personal space and the four generally accepted distance zones. Give an
example of why these zones can be important to a person in a business and professional
setting.
Diff: 2
Page Ref: 95-95
5) Define kinesics. Explain the functions of the four general categories of gestures and give
examples of each.
Diff: 2
Page Ref: 97
6) Describe the functions of posture and facial expressions. How can these two things help or
hinder communication in an organization?
Diff: 2
Page Ref: 98-99
7) What are the important aspects of the study of haptics? How do haptics affect the business and
professional setting?
Diff: 3
Page Ref: 100
8) Explain the importance of the voice and vocal characteristics to nonverbal behavior.
Diff: 2
Page Ref: 101
9) Why would an understanding of nonverbal chronemics be important in an international
business context?
Diff: 3
Page Ref: 102
171
10) Explain why you think that nonverbal communication is crucial in the business world and in
the marketplace. What advantages does a person familiar with nonverbal communication have
over someone who is unfamiliar with the same principles in this setting?
Diff: 3
Page Ref: 103-106
11) List and explain which specific nonverbal communication skills can make a person better in a
sales context and in interviews.
Diff: 3
Page Ref: 103-106
172
Chapter 5 Managing Conflict Communication
in the Workplace
Multiple-Choice Questions
1) When two parties realize they have a struggle over different goals, scarce resources, or power
imbalances which of the following most likely results first?
A) Conflict
Answer: A
Diff: 1
B) Mediation
C) Negotiation
D) Relationships
Page Ref: 110
2) When conflict results because one person wants one thing and another person wants
something else, it is conflict because of:
A) Power struggles.
B) Advocacy issues.
C) Chilling effect.
D) Different goals.
Answer: D
Diff: 1
Page Ref: 110
3) Power that influences because of having knowledge of important facts is called:
A) Positional power.
B) Reward power.
C) Informational power.
D) Persuasive power.
Answer: C
Diff: 2
Page Ref: 111-112
4) Erika was expecting an important message from a coworker. When she never heard from him
she was so upset that she left a message for his supervisor complaining about his unreliability.
Later, she found out he had left a message with her secretary about a family emergency and
that he would be unable to talk to her. When he returned he was upset to hear she had
involved his supervisor because he assumed that she had received his first message. The
source of this conflict is:
A) Differing values.
B) Lack of information.
C) Face- saving.
D) Lack of resources.
Answer: B
Diff: 2
Page Ref: 112
173
5) Categories of conflict include which of the following?
A) Misperceived cause
B) Substantive
C) Reinforcement
D) A and B only
E) A and C only
Answer: D
Diff: 3
Page Ref: 114-115
6) False, displaced, and substitution conflict are subcomponents of what type of conflict?
A) Misplaced
B) Lack of information
C) Disagreement
D) Real
Answer: A
Diff: 2
Page Ref: 114
7) In substantive conflict, people will often:
A) Attack other people s personal value systems.
B) Try to convince the other party that they should just accept that they are wrong.
C) Argue about an issue that is not really at the main source of conflict.
D) Give extensive criticism about the very idea that they are having conflict.
Answer: C
Diff: 3
Page Ref: 115
8) In the most extreme level of conflict, tensions might escalate into a fight. At this point, the most
important thing to each party is:
A) To come to a common understanding of each point of view.
B) To win.
C) To negotiate to a fair result.
D) To compromise.
Answer: B
Diff: 3
Page Ref: 116
174
9) When Erin and Rebecca began to argue over the way a project should be handled, Erin
decided to try avoiding Rebecca. Both women feared that this dispute would ruin their
friendship. Unfortunately, this lack of communication eventually hurt the relationship more,
and they quit speaking altogether. Which of the following best explains this situation?
A) Unequal power distribution
B) Both used normative styles
C) Too much assertiveness
D) The chilling effect
Answer: D
Diff: 2
Page Ref: 118
10) Which of the following is NOT a major stage in the unresolved conflict style?
A) Feeling of relief or resolution
B) Conflict re- emerges
C) Decreased relationship commitment
D) Unresolved conflict or grievance
E) Stronger demands for change and apology
Answer: C
Diff: 3
Page Ref: 119
11) Among the five orientations toward managing conflict which one is generally accepted as the
overall best strategy when possible in conflict studies?
A) Collaboration
B) Competition
C) Compromise
D) Accommodation
E) Avoidance
Answer: A
Diff: 1
Page Ref: 120-121
12) Whenever Christy is involved in a conflict situation, she tends to care more about the
relationship than the issue in dispute. Therefore, she is inclined to give in to the other side in
order to preserve the relationship. Christy s conflict managing style is best described as:
A) Avoider.
B) Accommodator.
C) Compromise.
D) Christy does not have a managing style.
Answer: B
Diff: 1
Page Ref: 121
175
13) The compromise style of conflict management states:
A) Both sides must lose something in order to meet the goals at stake.
B) One side must give in considerably and adopt all of the other side s ideas.
C) Both sides walk away from the conflict altogether.
D) Both sides must stand their ground and refuse to let go of any important goals.
Answer: A
Diff: 1
Page Ref: 121
14) Kim and Jonah have been friends since before becoming coworkers. In their work they have
reached a point of divergence, which will require some conflict management. Both Kim and
Jonah are not under any time constraints. Which style of conflict management would best be
applied in this situation?
A) Commemorative
B) Competition
C) Collaborative
D) Compromising
Answer: C
Diff: 2
Page Ref: 121
15) Which of the following is a good suggestion for giving criticism constructively?
A) Gather everyone together at once that needs reprimanding and deal with the problems as
a group.
B) Talk around the point as much as possible in order to avoid being too direct and hurting
someone s feelings.
C) Do not listen to what people say about you because they are probably wrong.
D) Make a plan for change.
Answer: D
Diff: 2
Page Ref: 123
16) When someone offers criticism you should:
A) Tell them you cannot talk now, and then avoid them for the rest of the day.
B) Listen to what they say and then paraphrase it to make sure you understand correctly.
C) Tell them all of the reasons they are wrong and then forget about it.
D) Offer similar criticism back to the person because if you need to know about your issues,
they should know too.
E) Both B and C
Answer: B
Diff: 2
Page Ref: 123
176
17) Anne was a new employee in the organization and therefore had a tendency to do things
incorrectly at first. After two months, Anne had become a star employee because she had the
ability to accept criticism and maintain emotional control when she was corrected. Which of
the following behaviors is Anne likely to exhibit?
A) She listens actively.
B) She makes a point to ask for more information and clarify information.
C) She listens actively, but does not ask for further suggestions. She can impress people
more when she figures out how to correct it herself.
D) All of the above
E) Both A and B
Answer: E
Diff: 3
Page Ref: 123
18) The four key principles of Fisher and Ury s negotiation model include:
A) People, interests, options, and criteria.
B) Ideas, interests, people, and criteria.
C) Money, persuasiveness, options, and techniques.
D) People, ideas, options, and criteria.
Answer: A
Diff: 3
Page Ref: 126
19) I think that everyone here is responsible for the outcomes of this poorly constructed finance
report. It is only fair that anyone who worked on it is held responsible for the blame. This
statement:
A) Is a good idea for resolving the conflict because it does not let anyone shirk his or her
part in the conflict.
B) Is not a good way to negotiate resolution because it does not separate people from the
issue at hand.
C) Is a fair way to negotiate the issue because is direct and limits the options available.
D) Is not a good idea for resolving the issue because negotiation should never involve
following prior criteria.
Answer: B
Diff: 3
Page Ref: 126
177
20) When individuals come into a negotiation conference already deep - rooted in their
perspectives, which type of conflict management is best applied?
A) Positional
B) Optional
C) Interest focused
D) Any or all of the above are appropriate for this situation.
Answer: A
Diff: 3
Page Ref: 128
21) If LaTrisha is willing to negotiate according to the positional management conflict style, she
would need to consider which of the following elements:
A) Issues, positions, disputes.
B) Wrongful acts, issues, positions, and people.
C) Common ground and interests.
D) Common ground, interests, positions, issues.
Answer: D
Diff: 2
Page Ref: 128
22) In order to become a better than average negotiator, Kelly made sure to implement which
important elements of negotiation?
A) Provide many options and as many reasons as she can think of to support them
B) Focus on long term factors and common ground
C) Ability to offer quick counter - proposals and many options
D) Use gimmicks and provide food to make everyone happy
Answer: B
Diff: 3
Page Ref: 129-130
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 5.
1) Disagreements
Diff: 2
Page Ref: 110-111
2) Persuasive Power
Diff: 2
Page Ref: 111
3) False Conflict
Diff: 3
Page Ref: 114
178
4) Advocacy conflict level
Diff: 3
Page Ref: 116
5) Chilling effect
Diff: 1
Page Ref: 118
6) Accommodator style
Diff: 1
Page Ref: 120
7) Constructive criticism
Diff: 1
Page Ref: 123
8) Fisher and Ury
Diff: 3
Page Ref: 126
9) Positional conflict management
Diff: 3
Page Ref: 128
10) Harris and Moran
Diff: 3
Page Ref: 129
True/False Questions
1) When people s needs are generally met, when they are content with the resources available,
and when they have incompatible goals, conflict is unlikely.
Answer: FALSE
Diff: 1
Page Ref: 110
2) Holding a position of power rarely is a source of conflict.
Answer: FALSE
Diff: 2
Page Ref: 111
3) A disagreement is a serious form of conflict and often results in lost relationships.
Answer: FALSE
Diff: 1
Page Ref: 114
4) Although conflict can result in negative behaviors if not resolved, conflict can sometimes be
positive.
Answer: TRUE
Diff: 2
Page Ref: 114-116
179
5) The phase theory of conflict suggests that conflict progresses through a series of separate and
distinct phases.
Answer: TRUE
Diff: 3
Page Ref: 117
6) According to Kilmann and Thomas, the manner that a person chooses to manage conflict is a
based on a combination of his or her concern for task versus his concern for people.
Answer: TRUE
Diff: 2
Page Ref: 120
7) Everyone adheres to the same conflict management style all of the time.
Answer: FALSE
Diff: 1
Page Ref: 121
8) Most organizations avoid giving any type of criticism because it can only produce negative
feelings.
Answer: FALSE
Diff: 1
Page Ref: 123
9) When receiving criticism, admitting that you are wrong is never a good idea.
Answer: FALSE
Diff: 2
Page Ref: 123
10) A goal for every person involved in conflict is to try to remain emotionally calm.
Answer: TRUE
Diff: 1
Page Ref: 123
11) Negotiation is defined as moving two parties from opposite positions to a common position of
settlement over some resource desired by both parties.
Answer: TRUE
Diff: 3
Page Ref: 126-127
12) The act of negotiation is done naturally. There is not much a person can do to be better or
worse at it.
Answer: FALSE
Diff: 2
Page Ref: 127-130
Essay Questions
1) Define the nature of conflict and explain at least 3 of the sources of it.
Diff: 3
Page Ref: 110-120
180
2) What do you think should be done when conflict occurs as a result of value differences
because of dissimilar morals?
Diff: 1
Page Ref: 113
3) Discuss the types of conflict that exist and give illustrations of each one.
Diff: 3
Page Ref: 114-115
4) Discuss the idea of conflict as occurring in phases. Draw and explain one of the conflict styles
presented in the text or in class.
Diff: 2
Page Ref: 117
5) Explain why unresolved conflict tends to resurface. Use the model of the conflict avoidance
cycle theory to support your answer.
Diff: 3
Page Ref: 117
6) Illustrate the table that describes the five orientations toward conflict management. After
labeling the table, define each of the key terms.
Diff: 2
Page Ref: 121
7) Describe when the different conflict management styles work the best under different
circumstances.
Diff: 3
Page Ref: 121
8) State different ways that criticism can be handled constructively in an organizational setting.
Give an example of statements that would be positive criticism as opposed to negative
criticism.
Diff: 2
Page Ref: 123
9) Explain why keeping one s emotion in check is important during conflict. Also, describe
methods for achieving composure in these situations.
Diff: 2
Page Ref: 124
10) Identify and explain all the important components of Fisher and Ury s principled negotiation
model.
Diff: 3
Page Ref: 126
11) Identify the differences between an average negotiator and a more successful negotiator
according to Harris and Moran.
Diff: 3
Page Ref: 130
181
Chapter 6 Managing Intercultural Communication
in the Workplace
Multiple-Choice Questions
1) When cultural diversity creates anxiety that is not reconciled, that uneasiness can lead to
which of the following negative outcomes:
A) Stereotyping and hostility.
B) Non - cooperation and honesty.
C) Avoidance and ethnocentrism.
D) All of the above
E) Both A and C
Answer: E
Diff: 3
Page Ref: 145-146
2) When Mary first came to the United States from Mexico, many people either avoided talking
to her or assumed that she must lack training. Mary, though, thought that people avoided her
because she actually had a much higher level of training and education than her coworkers.
These ________ led to anxiety and uncertainty in the organization.
A) Perceived differences
B) Ideals
C) Clique groups
D) Strategies
Answer: A
Diff: 2
Page Ref: 144
3) Ethnocentrism is best described as:
A) A desire to conform to the new culture that you enter.
B) The belief that your own culture is better and more important than others.
C) The idea that cultural diversity is an important aspect of every organization.
D) The assumption that communication between cultures is impossible.
Answer: B
Diff: 1
Page Ref: 146
4) Which of the following is NOT a major form of prejudice?
A) Symbolic
Answer: C
Diff: 2
B) Tokenism
C) Relational
Page Ref: 146
182
D) Intense
5) Most large Japanese organizations expect foreign visitors to spend the first 1 - 3 days of his or
her trip visiting and socializing with company executives. The Japanese have the need to
develop personal relationships before committing. Opposing this belief is the American who
expects to be able to fly over on Monday morning, make the sale, and fly back the same night.
When these people meet, frustration ensues because of:
A) Dissimilar negotiation skills.
B) Different communication style expectations.
C) Ethnocentrism.
D) Stereotyping.
Answer: B
Diff: 2
Page Ref: 147-148
6) When a Japanese businessperson stated, I need to think about this problem and contact my
employees to get input, and then an American businessperson said, I want you to take some
initiative and make the decision now, The Japanese replied, You are a poor executive. They
both show an ignorance of:
A) Ethnocentrism.
B) Tokenism.
C) Conflict style differences.
D) Cultural nonverbal differences.
Answer: C
Diff: 3
Page Ref: 148
7) Linearity in communication refers to:
A) Moving in a straight line from one point to the next.
B) Talking around a point so as to come back to it later.
C) Collectivism.
D) High power distances in low context cultures.
E) Both B and C
Answer: A
Diff: 2
Page Ref: 157
8) If a culture has low power distance:
A) They view power as decentralized and equalitarian.
B) They view power as distributed unequally.
C) They view power as an unimportant aspect of society.
D) They view power as the key to success in business.
Answer: A
Diff: 3
Page Ref: 156
183
9) A main problem with language in intercultural settings is that:
A) It is likely that the accents will be so different that communication is impossible.
B) Jargon is not always transferred across cultures.
C) Different meanings might be inferred from the same words.
D) Both B and C
Answer: D
Diff: 3
Page Ref: 149
Define or give a brief explanation of the importance of the following words from Chapter 6.
10) Monica, a U.S. executive, entered the meeting with the Arab officials right as it was to start.
She quickly called the meeting to order and began discussing the first point of business. As she
began to look around, she realized that the feedback she was receiving was very negative. The
Arabs had been expecting her to socialize and interact with them before they began to discuss
business. Monica violated Arab:
A) Stereotype expectations.
B) Interaction rituals.
C) Proxemics.
D) Core beliefs.
Answer: B
Diff: 2
Page Ref: 150
11) According to the text, the fundamental axiom of communicating across cultures is:
A) Maximum communication time and effort produce the best outcomes.
B) To have realistic expectations will only harm the interaction.
C) Understand that at best only 60% of the message will be understood. Be willing to repeat
your statements over and over.
D) Be willing to listen, but always stick to your culture s style.
Answer: A
Diff: 2
Page Ref: 154
12) Because people naturally look for similarities and differences, successful intercultural
communicators will search for ________ to help settle anxiety over perceived differences.
A) Barriers
B) A new communication style
C) Common ground
D) Other people
Answer: C
Diff: 1
Page Ref: 154
184
13) When Larissa spoke at the meeting of the chief executives of her company, Paul, John, Gary,
and Mark, they were surprised by her use of facts and statistics. They had been expecting an
appeal to the emotional side of the issue. What might explain this assumption?
A) Larissa does not work very hard.
B) Low information clarity
C) Cultural tokenism
D) Cultural gender expectations
Answer: D
Diff: 3
Page Ref: 150
14) A high context culture is characterized by which of the following?
A) High clarity, high informational
B) Low ambiguity, high clarity
C) Low information, low clarity
D) High ambiguity, high information
Answer: C
Diff: 2
Page Ref: 154
15) A good example of a mostly low context cultural area is:
A) North America.
B) Asia.
C) Latin America.
D) Both B and C
Answer: A
Diff: 2
Page Ref: 154
16) Trish s culture is considered considerate, caring, highly empathetic, and process oriented.
Which communication style is most likely in this culture?
A) Task oriented
B) Authoritarian
C) People oriented
D) Value oriented
Answer: C
Diff: 3
Page Ref: 156
17) An authoritarian, high power distance culture tends to display signs of:
A) Less formal leadership and people oriented.
B) High control and formal leadership.
C) Many types of cultures all mixed into one.
D) Task oriented and high concern for relationships.
Answer: B
Diff: 1
Page Ref: 156
185
18) When cultures interact and differences in things such as eye contact, gestures, and use of space
arise, which area of communication studies could be used to understand these variations?
A) These differences are not related to communication studies.
B) Organizational communication
C) Conflict management studies
D) Nonverbal communication
Answer: D
Diff: 1
Page Ref: 157
19) When individuals base hasty generalizations or impressions on characteristics such as cultural
values, attitudes, and customs, they are partaking in:
A) Intercultural attribution.
B) Identifying.
C) Grouping needs.
D) Intercultural verification.
Answer: A
Diff: 2
Page Ref: 158
20) When marginalizing occurs, the most important thing to do is:
A) Realize that it is occurring and continue on in the same manner.
B) Change your nonverbal signals.
C) Discuss the outcomes of marginalizing and then decide whether it is worthwhile to
change or not for that specific instance.
D) Engage in activities and communication that seeks to identify commonalities.
Answer: D
Diff: 3
Page Ref: 147
21) Cultural adaptation is best described as:
A) The process of adjusting to the new setting and expectations of another culture.
B) The idea that no matter what other cultures you visit, you can never adapt.
C) The feeling of loneliness that comes from participating in a culture besides your own.
D) The knowledge of good versus evil.
Answer: A
Diff: 2
Page Ref: 158-159
186
22) Communicating feelings of depression, aloneness, and defensiveness after entering a new
culture are all signs of:
A) Relationship problems.
B) The Honeymoon stage 1
C) Stage 2 of culture shock.
D) Idea diversity.
E) Both A and B
Answer: C
Diff: 1
Page Ref: 159
23) Mick was extremely excited about being in the new culture. He constantly called home and
told everyone how wonderful the culture was, and even that many things were much better
than at home. Mick is best described as partaking in which stage of culture shock?
A) Stage one
B) Stage two
C) Stage three
D) Mickey is not indicating characteristics of any stage of culture shock.
Answer: A
Diff: 1
Page Ref: 159
24) Which of the following are characteristics of stage two of culture shock?
A) Fight and relief
B) Filter and positive feelings
C) Optimistic and coping
D) Flight and filter
Answer: D
Diff: 3
Page Ref: 159
25) When Cara first arrived at his new corporation, she first felt elated about how wonderful her
new career was. After a short time, though, she began to feel a little disappointed. The
newness of the job began to feel like a routine. The feelings that Cara has are similar to a
person experiencing:
A) Attribution.
B) Culture shock.
C) Diversion.
D) Information clarity.
Answer: B
Diff: 1
Page Ref: 158
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 6.
1) Intercultural communication
Diff: 1
Page Ref: 144
187
2) Stereotyping
Diff: 1
Page Ref: 147
3) Tokenism
Diff: 2
Page Ref: 146-147
4) Low uncertainty avoidance
Diff: 3
Page Ref: 149
5) Interaction rituals
Diff: 3
Page Ref: 150
6) Ingroup and outgroup
Diff: 3
Page Ref: 147
7) Intercultural communication styles
Diff: 2
Page Ref: 147-148
8) Cultural adaptation
Diff: 3
Page Ref: 158-159
9) Common ground
Diff: 1
Page Ref: 154
10) Low context culture
Diff: 2
Page Ref: 154
True/False Questions
1) When cultural differences are perceived, there then follows a perceived need to create
harmony and reduce anxiety.
Answer: TRUE
Diff: 1
Page Ref: 144
2) Arms- length prejudice involves accepting out - groups in public, but in private withholding
friendship and acceptance.
Answer: TRUE
Diff: 2
Page Ref: 146
3) Conflict styles tend to be the same across most cultures.
Answer: FALSE
Diff: 1
Page Ref: 147-148
188
4) Individualism- collectivism refers to the need for increased sharing of personal items with
others.
Answer: FALSE
Diff: 2
Page Ref: 149
5) As long as a foreigner knows the language of the culture he or she is visiting, it is likely that all
the messages communicated will be clearly understood.
Answer: FALSE
Diff: 3
Page Ref: 149
6) Gender influences communication expectations in cultural settings.
Answer: TRUE
Diff: 2
Page Ref: 150
7) A high context culture is very explicit in meanings, procedures, and expectations.
Answer: FALSE
Diff: 3
Page Ref: 154
8) America tends to be a more people - oriented culture.
Answer: FALSE
Diff: 2
Page Ref: 156
9) Body language is the one key area of nonverbal communication that is the same across
cultures.
Answer: FALSE
Diff: 1
Page Ref: 157
10) Interpersonal attribution is an important part if intercultural interaction.
Answer: TRUE
Diff: 3
Page Ref: 158-159
Essay Questions
1) Draw the model of intercultural communication, and then explain how intercultural factors
affect the communication process.
Diff: 2
Page Ref: 144
2) Explain the idea of prejudice and the various forms in which it reveals itself.
Diff: 3
Page Ref: 146
189
3) Discuss the importance of employees understanding interaction rituals and communication
style expectations for a culturally diverse company or a company that deals in international
settings.
Diff: 2
Page Ref: 150
4) Describe four strategies for promoting unity when encountering cultural diversity in
organizations; describe and give example of when each might be useful.
Diff: 3
Page Ref: 154-158
5) Explain and give an example of why language can be a barrier in cross - cultural settings.
Diff: 2
Page Ref: 149
6) Explain the differences in information needs for low context cultures and high context
cultures. Give examples of cultures that use each style.
Diff: 3
Page Ref: 154
7) Discuss cultures that are people- oriented or task - oriented. Explain the differences and
provide some examples as support.
Diff: 1
Page Ref: 156
8) Describe the relationship of nonverbal communication and intercultural communication. How
do they influence each other?
Diff: 2
Page Ref: 157
9) Identify cultural adaptation and discuss the causes, symptoms, and how to best manage it.
Diff: 3
Page Ref: 159
10) Explain the stages of culture shock and provide examples of each.
Diff: 3
Page Ref: 159
190
Chapter 7 Managing Communication
with Customers and Clients
Multiple-Choice Questions
1) A new mindset in many organizations focuses on improving business by changing from an
operations- driven culture to:
A) A value- driven culture.
B) A customer- driven culture.
C) A money- driven culture.
D) An ideals- driven culture.
Answer: B
Diff: 2
Page Ref: 167-168
2) The sales focus of an operations - driven organization would be closest to which of the
following?
A) Customer service
B) Customer benefits
C) Cost cutting
D) Product features
Answer: D
Diff: 3
Page Ref: 168
3) Customer service gaps indicate where communication problems result in customer relations
problems. Which of the following could contribute to poor customer service?
A) Lack of teamwork
B) Employee role ambiguity
C) Lack of interaction between management and customers
D) All of the above
E) Both A and B
Answer: D
Diff: 3
Page Ref: 168-169
191
4) When Joy returned to a clothing store to exchange a pair of pants, she went to the first floor
where she originally made the purchase. The employee said, Of course I can t help you, go to
customer service upstairs. When Joy went upstairs, she searched all over but could not locate
the counter (because it was actually on the third floor) or anyone to assist her. After several
minutes she gave up and left the store, vowing to never shop there again. Which of the
following could have improved Joy s visit?
A) More signs to direct customers
B) Clearer help from the first employee
C) Less apathetic employees
D) Not being patronized
E) All of the above
Answer: E
Diff: 2
Page Ref: 169
5) Myra spoke with Keely about her feelings on a new project. When Myra finished speaking,
Keely said: So what I hear you saying is that you feel unqualified to work on this project and
that you would rather work on Project B. Is this right? Keely is practicing which of the
following?
A) Paraphrasing
B) Active listening
C) Role playing
D) Both A and B
Answer: D
Diff: 1
Page Ref: 171-172
6) Which of the following is an important aspect of paraphrasing?
A) Asking questions
B) Fidgeting
C) Being silent and letting the other person talk
D) Giving advice
Answer: A
Diff: 1
Page Ref: 172
7) Dee constantly found herself thinking about other things when John spoke in his long Texas
drawl. This is most likely attributed to which of the following?
A) Dee was very interested in what John had to say.
B) Dee s thought speed exceeds John s speaking speeds.
C) John only knows how to talk about boring subjects.
D) John does not give good feedback.
Answer: B
Diff: 2
Page Ref: 173
192
8) Fidgeting, speaking either too fast or too slow, not making eye contact, and inappropriate
clothing can all be considered:
A) Helpful feedback.
B) Marginalizing.
C) Listening distracters.
D) Listening features.
Answer: C
Diff: 1
Page Ref: 173-174
9) Instead of saying to a customer: I really do not think there is any way to fix this now that you
have waited so long. One could improve client relations by saying:
A) I have never dealt with a problem like this and I doubt anyone can help.
B) Sometimes as time goes on the problem can be a little harder to fix, but I am sure if we
work together we can find a solution.
C) There is nothing that anyone can do, but thanks for coming in and trying.
D) You can t expect a company to help a customer who isn t timely.
Answer: B
Diff: 3
Page Ref: 175
10) Which of the following is not necessarily an important step for an organization to take when
rectifying a mistake to a customer?
A) Apologizing to the customer
B) Offering atonement
C) Solving the problem
D) Involving top management in solution
Answer: D
Diff: 2
Page Ref: 175
11) When you must deny a customer something they have requested, the best way to do it is to:
A) Be very direct. Do not pad the no with forgiving explanations.
B) Be empathetic. Make sure they understand that you regret having to say no.
C) Avoid giving an answer. If you can put it off long enough, they will forget.
D) Offer all the reasons for why giving them what they want is a poor choice for both the
customer and the organization.
Answer: B
Diff: 3
Page Ref: 176-177
193
12) Which of the following are important steps to handling a dissatisfied customer?
A) Work with the customer to set up an action plan that will meet his or her expectations.
B) Seek to better comprehend the problem by paraphrasing their feelings.
C) Apologize and offer compensation if you can.
D) All of the above
E) B and C only
Answer: D
Diff: 3
Page Ref: 177
13) When Stacy had to deal with an upset customer about a mistake in an order, she said the
following: I am very sorry about this problem, and I am glad that you have brought it to our
attention. I understand that you feel as though you were mistreated. If the company promises
to reship the products correctly tomorrow at a 20% discount, would that be an agreeable
solution? Did Stacy handle the customer correctly?
A) Yes, because she apologized, gave feedback, acknowledged their dissatisfaction, and
made a plan to meet expectations.
B) No, because by being so gracious the customer will likely try to find problems another
time to get the 20% off.
C) Yes, because she stood up for the company s position and did not let the customer walk
all over her.
D) No, because Stacy was too understanding. Good customer service favors the company
while still attempting to keep the customer content.
Answer: A
Diff: 1
Page Ref: 177
14) Which of the following is NOT an important aspect of telephone etiquette?
A) Identifying your name
B) Telling the person calling when they can expect a reply
C) Giving out personal telephone numbers whenever someone cannot be reached at the
office
D) Answering the phone in less than three rings
Answer: C
Diff: 1
Page Ref: 178
194
15) When a business does not plan for productive client communication and customer service, that
organization can expect:
A) As many problems to arise as in any other organization.
B) Low expectations and many complaints.
C) An average number of complaints about service.
D) Good service from employees because people already know the importance of customer
service.
Answer: B
Diff: 2
Page Ref: 180
16) An important part of creating change in an organization for better client services is:
A) Set goals and a way to measure them.
B) Implement policies.
C) Poll employees for what would make their jobs easier.
D) Both A and B
E) Both B and C
Answer: D
Diff: 3
Page Ref: 180
17) Which of the following is NOT a measure of customer service?
A) Sales
B) Training
C) Profits
D) Customer count
E) Number of complaints and grievances
Answer: B
Diff: 1
Page Ref: 181
18) The responsiveness of an organization to a customer is important because:
A) Customers tend to exaggerate wait times.
B) Customers want quality.
C) Customers feel more important the longer they wait.
D) Both B and C
Answer: A
Diff: 2
Page Ref: 180-181
195
19) When an employee tells a client that someone else needs to get involved, or that he or she is
not the one to deal with, that employee is:
A) Validating the customer s feelings.
B) Extending opportunities for growth.
C) Giving useful information to the customer.
D) Passing the buck.
Answer: D
Diff: 3
Page Ref: 169
20) An organization that provides good customer service:
A) Will put the company first in most contexts.
B) Will always say yes to a customer.
C) Will consider the customer s needs so he or she feels understood.
D) Both B and C
E) All of the above
Answer: C
Diff: 3
Page Ref: 172-173
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 7.
1) Customer- driven culture
Diff: 1
Page Ref: 168
2) Active listening
Diff: 2
Page Ref: 171
3) Language irritators
Diff: 3
Page Ref: 173
4) Customer service
Diff: 1
Page Ref: 167
5) Feedback
Diff: 1
Page Ref: 172
6) Client or customer
Diff: 2
Page Ref: 169
7) Cycle of system change
Diff: 3
Page Ref: 180-181
186
196
8) Customer requests
Diff: 3
Page Ref: 169-174
9) Client or customer relationships
Diff: 3
Page Ref: 169-176
10) Empathy
Diff: 1
Page Ref: 172
True/False Questions
1) An organization that is customer- driven concentrates on how the client can best be served and
benefited by the product and services of the organization.
Answer: TRUE
Diff: 1
Page Ref: 168
2) Some of the most common customer complaints stem from employee apathy, being
stereotyped, and being given incorrect information.
Answer: TRUE
Diff: 2
Page Ref: 169
3) Paraphrasing is a means of checking how accurately you understood the other person s
message.
Answer: TRUE
Diff: 3
Page Ref: 172
4) Language irritators may have a negative impact on relationships, but they are used so
infrequently that they do not make very much of a difference.
Answer: FALSE
Diff: 1
Page Ref: 173
5) It is okay to initially promise things to a customer that you may or may not be able to follow
through with because keeping the customer satisfied is the most important idea.
Answer: FALSE
Diff: 2
Page Ref: 175-176
6) When an organization makes a mistake, it is best to fix the problem without having to
apologize because apologies indicate guilt.
Answer: FALSE
Diff: 3
Page Ref: 175
197
7) Angry customers can actually help an organization by pointing out where there may be failure
and opportunities to improve.
Answer: TRUE
Diff: 1
Page Ref: 176
8) When dealing with unsatisfied customers, one important aspect of handling the situation is to
uncover the source of dissatisfaction not to just try to make them feel better.
Answer: TRUE
Diff: 2
Page Ref: 176
9) It is okay to put someone on hold for up to 2 minutes as long as you first ask them if it is okay
to put them on hold.
Answer: FALSE
Diff: 3
Page Ref: 178
10) When a company decides to change to a customer - oriented focus, all of the management at
every level needs to support the change, or it will likely be less effective.
Answer: TRUE
Diff: 3
Page Ref: 180
Essay Questions
1) Explain the shift in many organizations from a focus on operations to customers. Why has this
happened? What does this mean for the organization? How can this change be observed in an
organization?
Diff: 2
Page Ref: 168
2) Discuss the most common customer needs and how and organization can meet them.
Diff: 3
Page Ref: 169
3) How can active listening improve client relations? How does one listen actively?
Diff: 1
Page Ref: 171
4) Explain the idea of paraphrasing and how it is best executed.
Diff: 2
Page Ref: 172
5) Clarify how language irritators can effect client relations. Give examples of common irritators
and how one could restate them to improve relationships.
Diff: 2
Page Ref: 173
6) Describe the steps to handling a mistake in an organization. Also, explain the best way to
handle requests by customers.
Diff: 3
Page Ref: 175
198
7) Recount the steps recommended for handling angry customers and explain how these steps
help satisfy the customer.
Diff: 2
Page Ref: 176
8) Explain the key ways to change the organizational system to improve client services.
Diff: 3
Page Ref: 180-181
9) Pick an organization with which you are familiar. Describe the culture in relation to customer
service. What does this organization do well and what could they do to improve their client
relations?
Diff: 3
Page Ref: 174-181
10) Give a time when you were involved in a situation that required the use of active listening or a
time when using active listening skills could have improved the situation. What was the
outcome?
Diff: 2
Page Ref: 171-172
199
Chapter 8 Managing Group Communication
Multiple-Choice Questions
1) Which of the following characteristics are necessary in order for a collection of people to be
considered a small group?
A) Three to fifteen members
B) Have a common purpose
C) All look alike
D) Have interaction among all members
E) A, B, and D
Answer: E
Diff: 1
Page Ref: 185
2) When Janet goes to a movie, she considers herself a part of a group because all of the people
watching the movie are there for a common purpose and the movie theater is small. Is Janet a
part of a group?
A) No, because there must be interdependency.
B) Yes, because of the same reasons Janet considers it a group.
C) There is no way to tell if it is a group or not.
D) Yes, but Janet is the only member of the group.
Answer: A
Diff: 2
Page Ref: 185-186
3) The two major outcomes of groups are:
A) Interaction and emotional satisfaction.
B) Fulfillment of the goal and member satisfaction.
C) Ultimate productivity and goal fulfillment.
D) Interesting magazines and new knowledge.
Answer: B
Diff: 3
Page Ref: 186
4) Groups tend to outperform individuals in which cases?
A) Problem solving
B) Information sharing
C) Learning tasks
D) All of the above
Answer: D
Diff: 2
Page Ref: 186
200
5) Sharon often looks forward to meeting up with coworkers for lunch in the cafeteria or for
coffee in the break room. These informal meetings:
A) Increase feelings of satisfaction.
B) Provide an opportunity to release tension.
C) Create emotional breakdowns when limited.
D) All of the above.
E) A and B only
Answer: E
Diff: 3
Page Ref: 186
6) If a person attempts to trace the pattern of communication from one person to another through
different channels within an organization, that person is mapping out:
A) Message filtering.
B) Satisfaction outcomes.
C) Communication networks.
D) Productivity gaps.
Answer: C
Diff: 1
Page Ref: 188
7) The wheel structure is an example of which type of kind of network?
A) Centralized
B) Decentralized
C) People oriented
D) The wheel structure is not a type of network.
Answer: A
Diff: 2
Page Ref: 188
8) The communication structure in which people communicate with the same one or two other
people on each side of them, and then those people communicate with the person on the other
side of them, is best known as which centralized network structure?
A) Wheel
Answer: B
Diff: 2
B) Chain
C) Circle
Page Ref: 189-190
9) Advantages of centralized networks include which of the following?
A) Simple tasks are completed with more efficiency.
B) Complex tasks are completed with more efficiency.
C) Group satisfaction is high among the exterior members.
D) More meetings can be held in a shorter amount of time.
Answer: A
Diff: 3
Page Ref: 190
201
D) All channel
10) Sarah works at a large non - profit organization. In the network structure, she sits as the center
of the wheel. Which of the following might Sarah experience because of her position?
A) Loss of character
B) Low group member satisfaction
C) Solidarity
D) Information overload
Answer: D
Diff: 1
Page Ref: 192
11) In the corporation where Nick works, all of the employees work in an arrangement where
interaction and communication are encouraged and facilitated. Nick most likely works in
which kind of network?
A) Circle
B) All- channel
C) Chain
D) Wheel
E) None of the above
Answer: B
Diff: 2
Page Ref: 191-192
12) The advantages of decentralized networks include which of the following?
A) Greater satisfaction for all members
B) A more equal disbursement of information and tasks
C) Usually takes less time to complete simple tasks than centralized networks
D) All of the above
E) A and B only
Answer: E
Diff: 3
Page Ref: 192
13) Highly directive small group leadership is characterized by:
A) Efficient task outcome.
B) Authoritarian style.
C) One way communication.
D) A and B only
E) All of the above.
Answer: D
Diff: 1
Page Ref: 193
202
14) Martha s supervisor often makes her feel as though her ideas are not important in solving
problems. Martha also feels that although things usually get done around the office, most
employees believe they are being over - controlled. This supervisor most likely leads by which
style of leadership?
A) Participatory
B) Highly directive
C) Negligent
D) Group process
Answer: B
Diff: 2
Page Ref: 193
15) The statement, We have accomplished a number of our objectives this month, how do you
think that we should finish the rest of our projects? is an example of which style of
leadership?
A) Negligent
B) Highly directive
C) Participatory
D) Centralized
E) Both A and D
Answer: C
Diff: 3
Page Ref: 194
16) The ________ leadership style is characterized by a hands off approach with little or no
guidance, almost as if there were no leader.
A) Tolerant
Answer: C
Diff: 1
B) Participatory
C) Negligent
D) Authoritarian
Page Ref: 194
17) Negligent leadership tends to produce:
A) Low morale and low task performance.
B) High satisfaction and high task performance.
C) Low satisfaction and high task performance.
D) High morale and low independence.
Answer: A
Diff: 2
Page Ref: 194
18) Jeremy was beginning to feel as though he would never finish his project, and that if he didn t
it would not matter. His supervisor would rarely, if ever, give him feedback or comment on
his work. Jeremy was never encouraged, nor was he given any consequences for not
completing the project. His supervisor used which leadership style?
A) Participatory
Answer: C
Diff: 3
B) Individual
C) Negligent
Page Ref: 194
203
D) Authoritarian
19) When a group is communicating to accomplish a task, which types of communication are most
common?
A) Information and idea sharing
B) Providing emotional support for members
C) Critiquing information
D) All of the above
E) A and C only
Answer: E
Diff: 3
Page Ref: 196
20) When Tamara sat in on the executive meeting she realized that there was an abundance of
information provided, and that the information was always explained for those who needed
clarification. Unfortunately, the concepts presented were always accepted as correct and never
questioned. The group needs to focus on which missing element of task communication?
A) Asking for ideas and information
B) Satisfaction outcomes
C) Analyzing information
D) Clarifying information
Answer: C
Diff: 1
Page Ref: 196
21) Which of the following is NOT an important step in maintaining strong relationships and
satisfaction through communication?
A) Showing agreement
B) Managing conflict among members
C) Showing solidarity
D) Over- conformity
E) Providing tension release
Answer: D
Diff: 2
Page Ref: 197
22) Natasha, I have noticed that you have been fairly quiet in sharing your opinion of how to
manage situation. I know that you are an expert in negotiation, what do you think should be
done? This statement is an example of improving group satisfaction through:
A) Providing emotional support for group members.
B) Showing agreement.
C) Providing information.
D) Maintaining rigid communication.
Answer: A
Diff: 3
Page Ref: 197
204
23) Which of the following are examples of blocking behaviors?
A) Rigid communication and hidden agendas
B) Over- conformity and pulling rank
C) Free discussion and interrupting
D) Both A and B
E) Both A and C
Answer: D
Diff: 2
Page Ref: 199
24) When a person has an ulterior motive or unstated purpose and does not care about the
outcomes or effects, that person is considered:
A) Logistical.
B) Having a hidden agenda.
C) Epicurean.
D) Independent.
Answer: B
Diff: 1
Page Ref: 199
25) I think that this plan is too uncertain to attempt now. The losses will be huge. There is no way
that I can support this move. This statement supports what sort of language?
A) Solidarity
B) Analyzing
C) Rigid
D) Special pleading
Answer: C
Diff: 2
Page Ref: 199
26) Groupthink can be result of all of the subsequent reasons EXCEPT?
A) Group cohesion
B) Unresolved conflict
C) Communication apprehension
D) Feeling of invincibility
Answer: B
Diff: 2
Page Ref: 199
27) The presence of the CEO at a recent meeting seemed to help bring resolution much faster than
usual. What is the most likely reason other opinions were not voiced?
A) The presence of high status leaders can increase conformity.
B) There were no differing opinions on any subject.
C) Defensive communication results in reckless decisions.
D) A and C only
E) All of the above
Answer: A
Diff: 3
Page Ref: 200
205
28) At the beginning of a meeting, it is important to:
A) Restate the purpose and goals.
B) Ask if this is a bad time to be meeting.
C) Evaluate solutions to the problem.
D) All of the above.
Answer: A
Diff: 1
Page Ref: 202
29) A question of value:
A) Questions the inherent goodness of a person.
B) Asks the should or ought something be done.
C) Asks if the price of a product is worth the cost.
D) Asks if giving up valuable resources is merited.
Answer: B
Diff: 2
Page Ref: 202-204
30) Asking for the outcome of a decision in the form of a question requires using one of the four
categories of questions. Which of the following is NOT one of those categories?
A) Questions of policy
B) Questions of conjecture
C) Questions of fact
D) Questions of decision
Answer: D
Diff: 3
Page Ref: 202-204
31) At the beginning of the meeting, Jonah asked How and when does the committee think that
implementing a policy change, which will only be in effect for at most three months, would be
the best received, first by the community and second by the local government? This question
violates which basic rule of question wording?
A) Questions should be specific.
B) Questions should be broad.
C) Questions should be simple.
D) Questions should be wordy.
E) A and C
Answer: E
Diff: 3
Page Ref: 205
206
32) The first step of group problem solving involves:
A) Catharsis.
B) Identifying the difficulty or obstacle.
C) Asking for solutions.
D) Brainstorming ways to resolve the situation.
E) A and C only
Answer: B
Diff: 1
Page Ref: 205
33) When a group is solving a large and complicated problem, it is key that the problem:
A) Is narrowed down to a portion that can easily be handled.
B) Be carefully worded.
C) Be well defined.
D) Be well researched.
E) All of the above
Answer: E
Diff: 3
Page Ref: 206
34) Which of the following is NOT an important characteristic of a final solution?
A) It meets the all of the criteria of everyone involved.
B) It solves the problem best.
C) It is not too costly.
D) It is workable.
E) It does not create more disadvantages.
Answer: A
Diff: 3
Page Ref: 206
35) When a problem comes to a point where finding a solution is not going to be possible at that
time, what options does are best to use?
A) Call for a majority vote
B) Suspend discussion
C) Submit a majority or minority report
D) Arbitration
Answer: B
Diff: 2
Page Ref: 207
207
36) Arbitration refers to:
A) Picking whichever solution on the list corresponds to a randomly picked number.
B) Having a person outside the group come and try to help the group reach consensus.
C) Using an objective person from outside of the group to listen to both sides and make a
decision.
D) Leaving the problem unresolved.
Answer: C
Diff: 1
Page Ref: 208
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 8.
1) Small group
Diff: 1
Page Ref: 185
2) Interdependency
Diff: 2
Page Ref: 185
3) Task outcomes
Diff: 3
Page Ref: 186
4) Informal morale groups
Diff: 1
Page Ref: 186
5) Centralized networks
Diff: 2
Page Ref: 188
6) Chain structure
Diff: 3
Page Ref: 190
7) Negligent leadership style
Diff: 1
Page Ref: 194
8) Task communication
Diff: 2
Page Ref: 196
9) Solidarity
Diff: 3
Page Ref: 197
10) Hidden agenda
Diff: 1
Page Ref: 199
208
11) Groupthink
Diff: 2
Page Ref: 199
12) Pulling rank
Diff: 3
Page Ref: 200
13) Special pleading
Diff: 2
Page Ref: 200
14) Question of fact
Diff: 1
Page Ref: 202
15) Rules of parliamentary procedure
Diff: 3
Page Ref: 208
True/False Questions
1) By definition, a crowd at a football game comprises a group.
Answer: FALSE
Diff: 1
Page Ref: 185
2) In complex tasks, individuals can usually outperform a group in terms of the quality of the
work done.
Answer: FALSE
Diff: 2
Page Ref: 186
3) When people can work as individuals, they are more likely to develop bonds to the
organization and to be satisfied with decisions.
Answer: FALSE
Diff: 3
Page Ref: 186
4) Whether people meet formally or informally, both can increase satisfaction in the workplace.
Answer: TRUE
Diff: 3
Page Ref: 186
5) Centralized networks function in a way in which information must flow through a gate before
individuals can access it.
Answer: TRUE
Diff: 1
Page Ref: 188
209
6) Decentralized networks operate so that messages pass more randomly through individuals in
the network.
Answer: TRUE
Diff: 2
Page Ref: 190
7) Highly directive leadership is rarely effective because it is too authoritarian.
Answer: FALSE
Diff: 3
Page Ref: 193
8) Attitudes of participatory leadership style include two- way communication, a concern for
people before task, and a we- orientation.
Answer: TRUE
Diff: 1
Page Ref: 194
9) In general, one leadership style can be applied to every situation, so the best method is to
develop one style completely and use it consistently.
Answer: FALSE
Diff: 3
Page Ref: 193-194
10) Task communication focuses on the different uses of information in communicating with other
individuals in the organization.
Answer: TRUE
Diff: 1
Page Ref: 196
11) Special pleading is an example of positive communication strategies.
Answer: FALSE
Diff: 2
Page Ref: 200
12) The first, most important step in planning group discussion is to pull together an agenda and
send it before the meeting.
Answer: TRUE
Diff: 1
Page Ref: 202
13) A question of conjecture focuses on how the past might influence the present.
Answer: FALSE
Diff: 3
Page Ref: 202
14) How you word the question is not as important as making sure that it is just asked.
Answer: FALSE
Diff: 1
Page Ref: 205
210
15) Never identify a time limit for a discussion because it can inhibit finding the best answer.
Answer: FALSE
Diff: 2
Page Ref: 202
Essay Questions
1) Describe the important considerations for what comprises a group. Provide examples of
groups as well as some units that are commonly thought of as groups but by definition are not.
Diff: 1
Page Ref: 185
2) Explain how task outcomes and satisfaction outcomes influence group operations.
Diff: 2
Page Ref: 186
3) Discuss how groups can help to satisfy members.
Diff: 3
Page Ref: 186
4) Define communication networks and then compare and contrast one type of centralized
network with one type of decentralized networks.
Diff: 1
Page Ref: 187
5) Define a centralized network and draw two examples of these network structures. Provide an
example of each.
Diff: 2
Page Ref: 188
6) Explain decentralized networks and explain two types and how they function.
Diff: 3
Page Ref: 190
7) Discuss the way highly directive leadership is characterized. Assess it strengths and
weaknesses.
Diff: 3
Page Ref: 193
8) Compare and contrast highly directive leadership with participatory leadership. Provide
examples of when each style is the most effective.
Diff: 3
Page Ref: 193-194
9) Explain negligent leadership style and its characteristics.
Diff: 1
Page Ref: 194
10) List and define the most common types of task communication and explain the importance of
task communication in the workplace.
Diff: 2
Page Ref: 196
11) Explain how group members can use communication to maintain satisfaction within small
groups.
Diff: 2
Page Ref: 197
211
12) What kinds of statements and situations can lead to negative group communication and a lack
of satisfaction and task fulfillment?
Diff: 3
Page Ref: 197
13) Define groupthink and give the common reasons for why it happens.
Diff: 2
Page Ref: 199
14) What are the four categories of questions? What are the benefits of using them?
Diff: 3
Page Ref: 202
15) How is a good question worded? What rules should a person follow when asking questions?
Diff: 2
Page Ref: 205
16) Discuss the steps of group problem solving. Provide an example of how each of these steps
could be used in real life situations.
Diff: 2
Page Ref: 205-206
17) How should a group choose a solution and how does the group know when it has chosen a
good solution?
Diff: 2
Page Ref: 206
18) Explain the basics of parliamentary rules of order. When is it best to use a system such as this
one?
Diff: 3
Page Ref: 208
212
Chapter 9 Managing Team Building
Multiple-Choice Questions
1) Because the future will put emphasis on participation, involvement, organizational
communication, high performance, and increased productivity, which of the following will be
important to organizations?
A) Having more, less skilled employees
B) High performance teams
C) Independent executives
D) Top notch computers
Answer: B
Diff: 3
Page Ref: 217
2) Which of the following best defines an organizational team?
A) A group of athletes who believe they can win the championship
B) Individuals who work on similar projects
C) A unit of employees who are grouped together by organizational departments
D) Focused groups of employees who work toward a common mission
Answer: D
Diff: 2
Page Ref: 215
3) Early in development, a successful team must:
A) Identify vision, mission, and purpose.
B) Identify the members who will most likely hold the team back.
C) Seek to avoid risky behavior until they are more settled and stable.
D) Avoid making a commitment to anything.
Answer: A
Diff: 1
Page Ref: 221
4) In one year we will dominate the market share by raising profit levels through a specific
program of eliminating waste costs. This statement is an example of a:
A) Loaded question.
B) Team building axiom.
C) Mission statement.
D) Program change.
Answer: C
Diff: 2
Page Ref: 221
213
5) Visions and missions are accomplished through:
A) Strategic goals and activities.
B) Memorizing important policies.
C) Recognition of problems.
D) Identifying areas of control.
Answer: A
Diff: 3
Page Ref: 222
6) Amanda decided that in order for the team to complete its objective, they would first need to
increase profit margins by 15% in the summer months. This is an example of:
A) Individual accountability.
B) A strategic goal.
C) Team building.
D) A change in mission statement.
Answer: B
Diff: 1
Page Ref: 222
7) Abigail and Mike were part of a team responsible for thinking of a new way to market the
company s highest selling product. When they were finished and were more than satisfied
with their work, they submitted the new ads to the advertising department. Two weeks later,
they found out that the vice president of production disliked it and cancelled the ads. The
team was upset and frustrated because:
A) They knew the ads were not good when they submitted them.
B) The team had trusted the ad department to keep the ads away from management.
C) Upper management undermined their expectations of responsibility and empowerment.
D) The team consisted of good friends.
Answer: C
Diff: 3
Page Ref: 226
8) Clear expectations of team members are important because:
A) Personal commitment must be renewed every time a new team forms.
B) It helps other team members anticipate other s attitudes.
C) Teams often change and reform, which requires a new set of rules each time.
D) All of the above
Answer: D
Diff: 2
Page Ref: 224
214
9) Sara is a successful manager because she excels at facilitating information sharing. Which of
the following characteristics does Sara most likely exhibit?
A) Open to change and shares leadership responsibilities
B) Tolerates uncertainty
C) Develops rules and norms
D) A and C only
E) All of the above
Answer: E
Diff: 3
Page Ref: 223-226
10) An organization generally knows that a team has been successful when it experiences change
in any of the following areas EXCEPT which?
A) Reduced number of necessary teams
B) Reduced conflicts
C) Interpersonal communication effectiveness increases
D) Increased customer satisfaction
E) Increased profits
Answer: A
Diff: 1
Page Ref: 227
11) A ________ has less performance impact than a potential team or a working group.
A) High performance team
B) Pseudo - team
C) Real team
D) Participatory team
Answer: B
Diff: 2
Page Ref: 217
12) Which stage of team development can be described as follows: A path that commits to take
the risks of conflict, joint work, collective action, having a common purpose and goals, a
common approach, and mutual accountability ?
A) Work group
Answer: D
Diff: 3
B) Pseudo - team
C) Potential team
Page Ref: 216-217
215
D) Team
13) Greg is helping his team to plan and strategize goals. Which questions might be helpful to ask
in this process?
A) What team members are more likely to contribute to the team s success?
B) What is the expected outcome and how will it be achieved?
C) What resources are necessary to complete this project?
D) Both A and B
E) Both B and C
Answer: E
Diff: 2
Page Ref: 222
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 9.
1) Teams
Diff: 1
Page Ref: 215
2) Pseudo - teams
Diff: 2
Page Ref: 216
3) Strategic goals
Diff: 3
Page Ref: 222
4) Team norms
Diff: 2
Page Ref: 224
5) Team success measures
Diff: 3
Page Ref: 227
6) Performance curve
Diff: 3
Page Ref: 217, 227
7) Potential teams
Diff: 2
Page Ref: 217
8) Vision
Diff: 1
Page Ref: 221
9) Information sharing in teams
Diff: 3
Page Ref: 226
10) Group expectations for performance
Diff: 3
Page Ref: 227
216
True/False Questions
1) A team is any grouping of people acknowledged as a collective by the organization, whether
or not they have similar interests and missions.
Answer: FALSE
Diff: 1
Page Ref: 215
2) The first stage of team development is a group.
Answer: TRUE
Diff: 2
Page Ref: 216
3) A goal is a way for a team to measure their success toward a desired outcome.
Answer: TRUE
Diff: 3
Page Ref: 222
4) Giving teams responsibility and accountability for the product of their labors is important
because it affects their productivity.
Answer: TRUE
Diff: 2
Page Ref: 223
5) In successful teams, free information flow is not nearly as important as characteristics such as
togetherness and common ground.
Answer: FALSE
Diff: 2
Page Ref: 224
6) There are specific ways an organization can measure team success.
Answer: TRUE
Diff: 1
Page Ref: 227
7) Profitable team management will realize that even though diversity requires stronger
communication skills, it is beneficial.
Answer: TRUE
Diff: 3
Page Ref: 215-225
8) Important attitudes to identify in teams include things such as how individuals feel about
conflict resolution, leadership, working overtime, and individual recognition.
Answer: TRUE
Diff: 3
Page Ref: 220
9) It is likely that high performance teams will be less important if organizations can make
money early in their existence.
Answer: FALSE
Diff: 3
Page Ref: 217
217
10) On the team performance curve, a flourishing team will constantly grow in productivity from
the very beginning to the very end.
Answer: FALSE
Diff: 2
Page Ref: 217
Essay Questions
1) Give a definition of a team and then describe why and how teams develop. Explain why teams
are important for the future of organizations.
Diff: 1
Page Ref: 215-216
2) How do goals help teams fulfill their purpose? What questions can a team ask themselves in
order to develop goals?
Diff: 2
Page Ref: 222
3) According to Pfeiffer & Company, 15 factors contribute to team success. Name at least 7 and
discuss the importance of each, as well as how they work together as a whole to contribute to
team success.
Diff: 3
Page Ref: 224
4) Discuss the important elements of fostering information sharing. Which characteristics create
good management?
Diff: 1
Page Ref: 226
5) How does an organization measure success outcomes of teams?
Diff: 2
Page Ref: 227
6) Draw and explain the team performance curve.
Diff: 2
Page Ref: 216-217
218
Chapter 10 Managing Interview Communication
Multiple-Choice Questions
1) Which of the following is true about interviewing?
A) Interviewing skills are not learned, they are within a person.
B) A person who is more successful with the process will do company research beforehand.
C) Whether an individual is successful or not, everyone has the fear of being evaluated.
D) All of the above
E) A and B only
Answer: B
Diff: 1
Page Ref: 234
2) An employment selection interview is done for the purpose of:
A) Screening prospective employees for an organization.
B) Assessing a person, event, or situation by gathering information.
C) Reviewing past work.
D) Handling a complaint or grievance.
Answer: A
Diff: 2
Page Ref: 233
3) An interviewee can do several things to enhance the quality of their communication during the
interview process including:
A) Provide a good resume and a personal mission statement.
B) Be prepared due to previous practice sessions.
C) Stick to yes and no answers in order to avoid sounding wordy.
D) Dress down in order to avoid appearing excessive.
E) Both A and B
Answer: E
Diff: 3
Page Ref: 234-235
4) Having a personal mission statement can:
A) Be a form of self assurance and confidence.
B) Indicate how the position fits well into one s life and pursuits.
C) Set an individual apart from a person who does not actively have one.
D) All of the above
Answer: D
Diff: 2
Page Ref: 236
219
5) When interviewing a candidate, which of the following is important to do?
A) Do not be too friendly so that the candidate is misled as to your intentions.
B) Wait until the interview before reviewing the candidate s resume so that you are not
biased going in.
C) Explain the interview purpose and outcomes so the candidate knows that to expect.
D) Avoid discussing the candidate s weaknesses so they do not feel unimportant.
Answer: C
Diff: 2
Page Ref: 234
6) When Lane was asked to participate in an information gathering interview, he was nervous
about what management was trying to find out about him. The interviewer could best put him
at ease by:
A) Indicating that Lane should probably not say too much.
B) Specifying the meeting s purpose and what is the expected outcome.
C) Secretly telling Lane that this meeting is actually a performance review.
D) Asking him to first discuss the performances of others.
Answer: B
Diff: 3
Page Ref: 233-235
7) Which of the following is good advice for use during a performance appraisal?
A) Be willing to ask for information or provide data.
B) Keep personal beliefs out of the interview.
C) Use this time to air your grievances
D) Both A and B
E) Both A and C
Answer: D
Diff: 3
Page Ref: 238
8) When addressing a grievance interview, which of the following is important?
A) Keeping information confidential
B) Using mostly hearsay
C) Recognizing that any situation can be worked out if the two people just sit down and
discuss it.
D) Avoiding forgiving anyone until they have adequately compensated you.
Answer: A
Diff: 1
Page Ref: 240
220
9) Which of the following steps is NOT important in a disciplinary interview?
A) Carefully explaining the situation
B) Seeking common agreement
C) Requiring a panel to settle the dispute
D) Communicating only about the issue at hand and not other behaviors
E) Maintaining confidentiality
Answer: B
Diff: 2
Page Ref: 240
10) The purpose of an exit interview is:
A) To convince an organization to discontinue using a product and use another one.
B) To gain information about current employees performances.
C) To gather feedback from an employee that can be informative for the organization.
D) To improve relationships among employees when criticism is offered.
Answer: C
Diff: 1
Page Ref: 243
11) When interviewing on the phone it is important to:
A) Ask before you use speakerphone.
B) Ask if anyone else is listening or can hear your conversation.
C) Speak as loudly as possible to ensure clear messages.
D) All of the above
E) A and B only
Answer: E
Diff: 2
Page Ref: 243
12) When Becky s business asked her to address the media on the evening news about their new
product, she was very willing. She prepared a complete statement explaining all of the new
features of the product, the benefits, and the cost structures. She was surprised later to watch
the segment and see herself on the air only pictured saying, It is a great new product. What
might have happened?
A) Becky s statement was too complex and detailed for a media sound bite.
B) The producers probably thought she did not know what she was talking about.
C) Becky was dressed too nicely.
D) The new product was not a good product so the media did not want to cover it.
Answer: A
Diff: 3
Page Ref: 244
221
13) In the introduction phase of an interview, it is important to:
A) Answer questions in a narrative style.
B) Establish the relationship and orient the interviewee to the process.
C) Ask questions that concern you about topics such as the company s focus and future.
D) Remain a guarded until you know more about what is going to be expected of you.
E) All of the above
Answer: B
Diff: 1
Page Ref: 245
14) When asked a yes/no or closed question, it is often best to answer which of the following
ways?
A) With a yes or no answer only
B) With a brief answer that includes an example
C) With a brief answer that includes a narrative
D) With a long story of how you feel about that question
E) Both B and C
Answer: E
Diff: 2
Page Ref: 249
15) Kevin thought that his interview went extremely well. He gave complete answers that
provided examples. He made sure that even when he did not know how to apply a real life
example to a question, he could make something up that sounded like something he might
have done. Kevin kept a positive attitude, which was easy because he had researched the
company and knew he was a good fit. When Kevin did not receive a call back from the
company, he was confused. Why might the company not have called back?
A) Kevin was too qualified for the job.
B) Kevin was not honest in all his answers.
C) Kevin did not interview well at all.
D) The company was not hiring at that time.
Answer: B
Diff: 3
Page Ref: 256-259
16) In the closing phase of a selection interview, it is appropriate for the interviewee to:
A) Ask if he or she is going to get the job.
B) Tell jokes.
C) Ask questions about the organization.
D) Haggle over the salary.
Answer: C
Diff: 1
Page Ref: 249
222
17) Which of the following actions are appropriate for the interviewee in the closing phase of the
interview process?
A) Send a thank you note
B) Send gift baskets and flowers to the interviewer
C) No action should be taken by the interviewee, only the interviewer
D) Call the organization every morning as soon as it opens to see if a decision has been
made.
E) Ask the interviewer questions about the organization.
Answer: A
Diff: 1
Page Ref: 247
18) Which of the following is NOT a type of interview question?
A) Direct
Answer: C
Diff: 3
B) Open- ended
C) Serious
D) Probing
Page Ref: 248-251
19) A hypothetical open - ended question involves:
A) Answering a question with a yes/no answer.
B) Asking a biased question.
C) Making up an answer that sounds good to you, even if it is not true.
D) Describing a solution to an illustrated situation.
Answer: D
Diff: 1
Page Ref: 250
20) How does the team feel about the new project requirements? This is an example of which
type of question?
A) Third party
Answer: A
Diff: 2
B) Probing
C) Loaded
D) Illegal
Page Ref: 250
21) Which of the following are topics that are illegal to ask an interviewee about?
A) Age
B) Family information
C) Racial origin
D) Religious beliefs
E) All of the above
Answer: E
Diff: 2
Page Ref: 251
223
22) The funnel sequence means that questions are asked in a pattern:
A) From open- ended to more direct.
B) From direct to more open- ended.
C) Of alternating open - ended and closed.
D) Of serious to more focused.
Answer: A
Diff: 1
Page Ref: 253
23) When Arnold conducts interviews, he prefers to ask very broad questions at first, and then
move towards specific questions later. After these direct questions, though, Arnold often finds
it worthwhile to finish with questions that are more open - ended in order to clarify certain
points. Arnold favors which type of question sequence?
A) Pyramid
Answer: C
Diff: 3
B) Inverted
C) Hourglass
D) Diamond
Page Ref: 253
24) If you do not know the answer to a question asked of you in an interview, the best thing to do
is to:
A) Avoid answering that question entirely by redirecting the question to a different subject
that you do know.
B) Admit that you do not know, but that you are interested in pursuing that area.
C) Ask a question back to the interviewer about something else.
D) Pretend that you are an expert and give a brief answer that sounds impressive.
Answer: B
Diff: 1
Page Ref: 256
25) Which of the following is good advice for calming nerves before an interview?
A) Have a good understanding of the interview process
B) Practice and get feedback
C) Pretend to know more than you actually know
D) Both A and B
E) Both A and C
Answer: D
Diff: 1
Page Ref: 256-259
224
26) Which of the following is an important aspect of every resume?
A) Keywords
B) Awards and honors
C) Previous work experience
D) Both A and C
E) All of the above
Answer: E
Diff: 3
Page Ref: 264
27) In a resume, it is better to state, Improved client relations by 56% in two years than, Helped
improve customer relations because:
A) It is better to be more specific.
B) The wordier the better.
C) It is best to describe performance in measurable amounts.
D) Both A and C
E) Both B and C
Answer: D
Diff: 2
Page Ref: 261
28) Which of the following statements about resumes is the most true?
A) A resume should be whatever length it takes in order to fit everything important on it.
B) A resume should be customized to every organization to which it is submitted.
C) A resume should always be mailed as a hard copy to an organization.
D) A resume should use paragraph format to describe accomplishments.
Answer: B
Diff: 1
Page Ref: 260
29) A cover letter is important because:
A) It showcases your skills.
B) It encourages the organization to review your resume.
C) It is the first impression you give an organization.
D) All of the above
Answer: D
Diff: 1
Page Ref: 268
225
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 10.
1) Personal mission statement
Diff: 1
Page Ref: 236
2) Information gathering interview
Diff: 1
Page Ref: 237
3) Performance appraisal
Diff: 1
Page Ref: 238
4) Grievance
Diff: 2
Page Ref: 240
5) Disciplinary interview
Diff: 3
Page Ref: 240
6) Closed questions
Diff: 1
Page Ref: 248
7) Third party questions
Diff: 3
Page Ref: 250
8) Inverted funnel sequence
Diff: 2
Page Ref: 253
9) Qualities of cover letter
Diff: 2
Page Ref: 268
10) Cover letter
Diff: 1
Page Ref: 268
True/False Questions
1) In general, interviewing skills are not taught
individuals are naturally good or bad.
Answer: FALSE
Diff: 1
Page Ref: 234
2) Unfortunately, there is not much a person can do to prepare for an interview besides using
positive self- talk.
Answer: FALSE
Diff: 2
Page Ref: 234
226
3) During a performance appraisal, it is important to make the interviewee feel at ease by
explaining that the process is a normal part of the routine and everyone is included.
Answer: TRUE
Diff: 2
Page Ref: 234-235
4) A complaint or grievance interview can provide nothing positive for the interviewee, only for
the interviewer.
Answer: FALSE
Diff: 1
Page Ref: 240
5) A disciplinary interview can be a positive experience.
Answer: TRUE
Diff: 2
Page Ref: 240
6) Videoconference interviews should be avoided at all costs.
Answer: FALSE
Diff: 3
Page Ref: 244
7) When conducting media interviews it is important to remember that you do not have much
time to present your message, therefore being as direct and brief as possible is key.
Answer: TRUE
Diff: 1
Page Ref: 244
8) When giving a media interview, the best thing to do is ignore the interviewer because the
person watching at home wants to feel as though you are speaking directly to them.
Answer: FALSE
Diff: 2
Page Ref: 244
9) The four major phases of an interview are the introduction, questions, close, and follow - up.
Answer: TRUE
Diff: 1
Page Ref: 245
10) In an interview, it is okay to answer a closed question with a more elaborate answer.
Answer: TRUE
Diff: 2
Page Ref: 248-249
11) The closing phase is the last phase of the interview process.
Answer: FALSE
Diff: 2
Page Ref: 247
227
12) The four question sequences for organizing interview questions include the hourglass,
diamond, circular, and funnel sequence.
Answer: FALSE
Diff: 3
Page Ref: 252-255
13) The inverted sequence is the opposite of the hourglass sequence.
Answer: FALSE
Diff: 2
Page Ref: 253
14) A good interviewee will be prepared to explain how they would handle a situation or
illustrate an answer with a personal experience.
Answer: TRUE
Diff: 3
Page Ref: 256-259
15) On a resume, the most important part of your educational background to highlight is your
GPA or class rank.
Answer: FALSE
Diff: 3
Page Ref: 260-261
Essay Questions
1) Name at least 5 different things that an interviewee can to in order to improve the quality of
his or her communication during an interview for a position with an organization.
Diff: 3
Page Ref: 234-236
2) Explain the purpose and general guidelines of an information gathering interview.
Diff: 1
Page Ref: 237-238
3) How can a performance appraisal interview be made a positive experience for both the
interviewer and the interviewee?
Diff: 2
Page Ref: 238
4) Imagine that you have been called into your supervisor s office for a complaint interview.
Explain how you could best handle the situation and what you would expect out of the
interview.
Diff: 1
Page Ref: 240
5) What is a disciplinary interview? How should it be handled to insure the best outcomes
possible?
Diff: 2
Page Ref: 240
6) What are some basic principles for conducting phone interviews and videoconference
interviews?
Diff: 3
Page Ref: 243
218
228
7) Discuss the best ways for an individual to succeed at a media interview.
Diff: 2
Page Ref: 244
8) Pretend that you are the representative of a major corporation that has just come under
investigation for possibly breaking a law. You believe that your company has not done
anything wrong. How would you respond when a media representative comes up to you on
the street and says The courts are about to find your company guilty of the laws they broke,
how do you feel about that? After giving your response, explain why you behaved the way
you did and gave that reply.
Diff: 3
Page Ref: 244
9) What are the phases of the interview process? Explain each and provide examples.
Diff: 3
Page Ref: 245-247
10) Explain the four types of interview question sequences/organization. Provide examples of
each.
Diff: 2
Page Ref: 252-255
11) Describe ways that the text suggests an interviewee can communicate effectively when
confronted with difficult questions.
Diff: 2
Page Ref: 257-258
12) What are the most important parts of any resume? Why?
Diff: 3
Page Ref: 259-261
13) What are the various methods for submitting a resume and when is each type the most
appropriate?
Diff: 2
Page Ref: 259-268
14) Explain the importance of using the Internet in relation to resumes.
Diff: 3
Page Ref: 266-268
229
Chapter 11 Managing Foundations
for Public Presentations
Multiple-Choice Questions
1) I m so sorry that I haven t prepared as much as I could have. I ve been really busy and did not
research as much as I would normally. This statement undermines which of the four C s of
credibility?
A) Competence
B) Character
C) Charisma
D) Co- orientation
Answer: A
Diff: 1
Page Ref: 278
2) Which of the following is NOT a step to enhance competence ?
A) Cite expert testimony
B) Use a variety of sources
C) Use vocal enthusiasm
D) Know the content of your presentation
E) Do general and specific research
Answer: C
Diff: 2
Page Ref: 278
3) Not remembering where you are in your material during a presentation or using a visual aid
in an uncertain manner can weaken:
A) Co- orientation.
B) Competence.
C) Audience analysis.
D) Communication apprehension.
E) Employee position.
Answer: B
Diff: 3
Page Ref: 278
230
4) A speaker s character is best defined as:
A) The person who acts out the part of another person.
B) The preparedness of the speaker.
C) The enthusiasm the speaker has for his or her audience and message.
D) The audience s perceived trustworthiness of the speaker.
Answer: D
Diff: 1
Page Ref: 279
5) A presenter can increase ________ by showing impartiality and accuracy.
A) Character
B) Competence
C) Preparation
D) Audience participation
E) Both A and C
Answer: A
Diff: 2
Page Ref: 279
6) As Patricia worked to develop her delivery skills such as vocal enthusiasm and emphasis in
speech patterns, she was also improving:
A) Apprehension.
B) Charisma.
C) Audience quality.
D) Visual aids.
Answer: B
Diff: 3
Page Ref: 280
7) When George, a new employee, gave his presentation, he took time at the beginning to
associate himself with his audience. He spoke about their similar beliefs and attitudes. At this
point in the presentation, George was improving:
A) Impromptu delivery.
B) Nonverbal communication.
C) Contingency approaches.
D) Co- orientation.
Answer: D
Diff: 1
Page Ref: 282
231
8) Communication apprehension is best described as:
A) The overwhelming excitement a person feels when communicating.
B) The panic the audience feels when they listen to a speaker they cannot relate to.
C) The real or anticipated fear of communication in a variety of settings such as one on one
communication or small group communication.
D) The first step in creating a sense of greater co - orientation.
Answer: C
Diff: 1
Page Ref: 284
9) Which of the following is true about communication apprehension?
A) It can be overcome.
B) It can have positive attributes for a speaker.
C) Getting physical activity may help to lesson its effects.
D) Both A and C
E) All of the above
Answer: E
Diff: 2
Page Ref: 284
10) Communication apprehension can be lessened by:
A) Focusing on positive audience members.
B) Preparation.
C) Positive self- talk.
D) All of the above
E) A and B only
Answer: D
Diff: 3
Page Ref: 284-287
11) Caley always becomes so nervous before speeches that she can hardly get her words out. What
might be good advice to help Caley?
A) Do not try to give speeches anymore because you will just end up looking unintelligent.
B) Give your speech to a few friends beforehand so they can give you feedback.
C) Ask audience members that make you nervous to leave before you speak.
D) Let the audience know ahead of time that you are not a professional speaker and that
you will most likely mess up somewhere along the way.
E) Both B and D
Answer: B
Diff: 1
Page Ref: 285
232
12) I am so excited about the prospect of speaking at the convention because it can open many
new doors for me. This statement is an example of:
A) Feedback.
B) Moderation techniques.
C) Positive self- talk.
D) Audience analysis.
Answer: C
Diff: 2
Page Ref: 286
13) Whenever Marie gives a presentation, she calms her nerves by looking at specific people in the
audience. Why does Marie most likely look to these people?
A) They give her positive feedback.
B) They hold up signs that have positive words on them.
C) They are asleep so she does not have to worry about what they think about her.
D) They know that she is a good person despite her speaking skills.
Answer: A
Diff: 3
Page Ref: 287
14) Which of the following is the least important to consider when analyzing an audience?
A) Their knowledge of the subject
B) Their knowledge of the presenter
C) Their communication apprehension
D) Their attitudes and beliefs
E) Both B and C
Answer: C
Diff: 3
Page Ref: 290-293
15) If you were to analyze an audience s knowledge of a subject, what would you want to
consider?
A) If they had heard other speakers talk about that topic.
B) How informed they are about the details of the topic.
C) What they think your intentions are as a speaker.
D) Both A and B
E) Both B and C
Answer: D
Diff: 1
Page Ref: 291
233
16) When you are going to give a presentation and you ask yourself questions like, Why is the
audience here? and What do they hope to gain by being here? you are thinking about which
element of audience analysis?
A) Speaker background
B) Audience demographics
C) Audience values, motivation, and expectations
D) Audience knowledge of the subject
Answer: C
Diff: 2
Page Ref: 291-292
17) Andrea was the scheduled speaker for the annual family picnic for her organization. She was
preparing a presentation on improving organizational attitudes because she thought everyone
would be in a good mood and be receptive to hearing such an important topic. What factor
might Andrea want to reconsider before giving her speech?
A) Audience demographics
B) Nonverbal messages
C) Occasion for the gathering
D) Audience apprehension
Answer: C
Diff: 3
Page Ref: 293
18) Age, gender, education, marital status, and culture are all elements of:
A) Demographics.
B) Elements of comprehension.
C) Audience confidence.
D) Values and attitudes.
E) Religious affiliation.
Answer: A
Diff: 1
Page Ref: 294
19) Jessica was invited to address the local Boy Scout troop. When she spoke to them, she used
many illustrations relating to her favorite activities such as shopping and reading magazines.
What did Jessica forget to consider?
A) Residence
B) Gender differences
C) Cultural differences
D) Marital status
Answer: B
Diff: 2
Page Ref: 294
224
234
20) The amount of ________ that a person has can influence the complexity of the points, the
language used, and the kinds of sources cited by the speaker.
A) Money
B) Children
C) Education
D) Culture
E) Bias
Answer: C
Diff: 3
Page Ref: 286
21) If you were citing sources to a group of travel enthusiasts, which would be the most relevant
source to cite to improve your credibility?
A) Newsweek
B) Encyclopedia Britannica
C) England Today
D) World Travel Magazine
Answer: D
Diff: 1
Page Ref: 295
22) Which of the following would NOT be a good place to obtain audience analysis research?
A) Company newsletter
B) Expected audience members
C) Host of the speech
D) Encyclopedia
Answer: D
Diff: 2
Page Ref: 295
23) Ben had to give the same presentation to two groups of people. Yesterday the group consisted
of 100 people. Tomorrow the group will only be approximately 15 people. How might Ben
change his message and delivery style for tomorrow s presentation?
A) Move the presentation to a smaller room and use a more conversational style
B) Use more enhanced visual aids and a better sound system
C) Involve the audience less by using a more lecture oriented style
D) Ben should not change his message at all because both groups have the same
demographics
Answer: A
Diff: 1
Page Ref: 301
235
24) Aspects of physical setting that a speaker must consider include:
A) Time of day and distractions.
B) Seating and temperature.
C) Audience interest and relevance.
D) Both A and B
E) Both B and C
Answer: D
Diff: 2
Page Ref: 298-300
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 11.
1) Competence
Diff: 1
Page Ref: 278
2) Charisma
Diff: 2
Page Ref: 280
3) Co- orientation
Diff: 3
Page Ref: 282
4) Communication apprehension
Diff: 1
Page Ref: 284
5) Positive self- talk
Diff: 2
Page Ref: 286
6) Audience analysis
Diff: 1
Page Ref: 290
7) Demographics
Diff: 2
Page Ref: 294
8) Profiling
Diff: 3
Page Ref: 297
9) Audience expectations
Diff: 3
Page Ref: 290, 297
10) Group membership
Diff: 1
Page Ref: 297
236
True/False Questions
1) Competence is the perceived expertise the audience believes about a speaker.
Answer: TRUE
Diff: 1
Page Ref: 278
2) Citing sources does not improve a speaker s competence, only his or her co - orientation.
Answer: FALSE
Diff: 2
Page Ref: 282
3) Enthusiasm alone can cover up a lack of preparation.
Answer: FALSE
Diff: 3
Page Ref: 280
4) When a presenter is genuinely interested in his or her topic and shows enthusiasm, the
audience is more likely to believe that person.
Answer: TRUE
Diff: 1
Page Ref: 283
5) It is usually abnormal for a speaker to feel anxiety before giving a speech or making a
presentation.
Answer: FALSE
Diff: 2
Page Ref: 284
6) Preparation can help reduce communication apprehension.
Answer: TRUE
Diff: 1
Page Ref: 285
7) It would be important to think about your audience s values and attitudes before presenting to
them a speech about government policymaking.
Answer: TRUE
Diff: 2
Page Ref: 291-292
8) The audience is not concerned with the person giving the presentation, only the message that
they hear.
Answer: FALSE
Diff: 3
Page Ref: 293
9) When giving a speech, one should consider what the audience wishes to gain, in addition to
what you are hoping to provide to them.
Answer: TRUE
Diff: 3
Page Ref: 293
237
10) Considering occupational differences is not an important aspect of analyzing an audience.
Answer: FALSE
Diff: 1
Page Ref: 295
Essay Questions
1) What are the four C s of credibility? Define each and discuss its importance.
Diff: 3
Page Ref: 277-283
2) How can a speaker develop his or her perceived competence?
Diff: 1
Page Ref: 278
3) What is character? How can a speaker expand it?
Diff: 2
Page Ref: 279
4) Discuss communication apprehension and what a presenter can do to lessen its negative
effects on his or her speaking abilities.
Diff: 3
Page Ref: 284-287
5) Explain why preparation and practice are essential in overcoming pre - presentation anxiety.
Diff: 1
Page Ref: 285
6) If you were going to give a speech to the local school board, discuss what details would be
important in preparing the speech by discussing the audience analysis process.
Diff: 3
Page Ref: 290-301
7) How does a person best analyze an audience?
Diff: 2
Page Ref: 290-294
8) How could the age, gender, and culture of the audience play a part in how a message is
prepared?
Diff: 2
Page Ref: 294-295
9) Explain how income levels can affect the audience s reaction to and perceptions of the
messages that they hear.
Diff: 1
Page Ref: 296
10) After analyzing the audience, how does a speaker use that information to conduct an audience
profile?
Diff: 1
Page Ref: 301
11) How can the size of the group and the physical setting affect the speaker s method of delivery
and message?
Diff: 2
Page Ref: 298-301
238
Chapter 12 Managing Communication
Presentational Skills
Multiple-Choice Questions
1) Overall, effective presentational skills hinge mostly on which two skills?
A) Manipulation skills and style
B) Language style and delivery
C) Research and believability
D) Humor and knowledge
Answer: B
Diff: 1
Page Ref: 306
2) The phrases, The meticulous manager and the tedious time consuming tasks, illustrate
good language style because:
A) They are vivid phrases.
B) They are complex phrases.
C) They apply relational language.
D) They improve inflection.
Answer: A
Diff: 2
Page Ref: 306
3) When Robert, the supervisor, speaks to his employees, he says things such as, We will all
succeed this quarter because we have worked so hard, and We will give out bonuses to all
team members when all of us have finished with our sections of the project. Robert employs
which language technique in his speech?
A) Esoteric wording
B) Extemporaneous delivery
C) Relational language
D) Effective vocal delivery
Answer: C
Diff: 3
Page Ref: 311
4) The connotation of words refers to:
A) The dictionary definition of a word.
B) The feelings and emotions that a word brings to mind.
C) The values and beliefs associated with a word in a particular culture.
D) The meaning it has when it is translated from Latin.
Answer: B
Diff: 1
Page Ref: 311
239
5) Why is it better to say the brown murder mystery book instead of the book ?
A) The first phrase is more abstract.
B) The second phrase is too vivid.
C) The second phrase is better than the first.
D) The first phrase is more concrete.
Answer: D
Diff: 2
Page Ref: 309
6) Which of the following best describes vocal pitch?
A) The softness or loudness of the voice
B) The speed of the words spoken
C) The high and low notes of the voice
D) The quality of the voice
Answer: C
Diff: 3
Page Ref: 312
7) The rate of speaking during a presentation should:
A) Remain the same throughout so as not to confuse the audience.
B) Should build steadily from the beginning until the end in order to keep the audience
interested.
C) Continuously slow down so the audience can keep retaining the information you are
giving them.
D) Vary according to the importance of the issue being discussed in the speech.
Answer: D
Diff: 1
Page Ref: 312
8) Jason had a tendency to forget to use gestures through most of his speech, so he would throw
in some extras at the end so figuring that the audience only remembers the last thing they see
and hear anyway. What could be the result of this action?
A) The ill- timed gestures could negatively affect his credibility.
B) The gestures will look awkward to his audience.
C) The gestures will complement the speech no matter where they are in the message.
D) The gestures could be distracting.
E) A, B, and D
Answer: E
Diff: 3
Page Ref: 313
240
9) Effective speakers will generally avoid which of the following?
A) Using one type of gesture
B) Random hand movements
C) Verbal pauses
D) Both A and B
E) All of the above
Answer: E
Diff: 1
Page Ref: 312
10) Which method of delivery involves reading a speech word for word?
A) Memorized
B) Impromptu
C) Manuscript
D) Extemporaneous
Answer: C
Diff: 1
Page Ref: 315
11) Mark was called on yesterday in the managers meeting by his supervisor to talk about the
recent downsizing of his staff. When Mark spoke, he most likely used which style of delivery?
A) Impromptu
B) Extemporaneous
C) Memorized
D) Planned
Answer: A
Diff: 1
Page Ref: 316
12) The memorized method of delivery is best used when:
A) Using exact words is important.
B) When the speaker needs to concentrate on aspects of delivery.
C) Feedback is important to the speaker.
D) All of the above
E) A and B only
Answer: D
Diff: 3
Page Ref: 316
13) One of the easiest ways to identify a speaker using the extemporaneous method of delivery is:
A) If he or she is using a key word outline.
B) If the speaker acts surprised to be called on and speaks from the top of his or her head.
C) If the speaker reads the complete message from a transcript.
D) If he or she losses place in the speech and it takes a minute for the person to remember
where they were in the speech.
Answer: A
Diff: 2
Page Ref: 316
241
14) Advantages of extemporaneous speaking include:
A) Knowing that you will have precise phrasing.
B) The ability to evaluate the audience for feedback.
C) The ability to know each word that you are going to say before you stand up.
D) Knowing that you do not have to make eye contact with the audience.
Answer: B
Diff: 3
Page Ref: 316
15) Which of the following is NOT good advice about improving extemporaneous delivery?
A) Keep all the main points in order
B) Write down key phrases that have important wording
C) Try to memorize as much of the body as you can
D) Let yourself relax
Answer: C
Diff: 2
Page Ref: 316
16) In a low- tech presentation which of the following would be used?
A) Flip charts
B) Any non - electronic visual aid
C) Object
D) Posters
E) All of the above
Answer: E
Diff: 1
Page Ref: 322
17) Allison needs to be able to provide a large quantity of information to her audience, including
many figures and numbers they will need to reference throughout the presentation. Which
type of visual aid might best suit Allison s needs?
A) Overheads
Answer: B
Diff: 1
B) Handouts
C) PowerPoint
Page Ref: 324
242
D) Posters
18) When using a non- electronic type of visual aid, which of the following is good advice to
follow in preparing the visual?
A) Use large letters to ensure that it is legible
B) Try to fit it all onto one page in order to make it easier to follow
C) Make photocopies of all of it so that nothing important is erased
D) All of the above
Answer: A
Diff: 1
Page Ref: 323
19) PowerPoint is useful because:
A) It is easily accessible and inexpensive.
B) It can be used in a lighted room whereas an overhead cannot.
C) It is can be used effectively when there is complex material to explain.
D) A speaker can write on it like a flipchart.
Answer: C
Diff: 2
Page Ref: 327
20) Which of the following is true about using a visual aid?
A) Keep it covered when you are not using it.
B) Look at the visual when you are talking about it, not the audience.
C) Always handout a copy of transparencies and PowerPoint slides.
D) Let the visual aid control the flow of the speech.
Answer: A
Diff: 3
Page Ref: 329
21) If you were going to give an informative speech about the Beatles effect on music in the United
States, which of the following might increase the effectiveness of the speech?
A) A music clip
B) A picture of the band members
C) A poster from a concert
D) A video clip of the band performing in the United States
E) All of the above
Answer: E
Diff: 3
Page Ref: 329
243
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 12.
1) Language vividness
Diff: 2
Page Ref: 306
2) Relational language
Diff: 1
Page Ref: 311
3) Voice pitch
Diff: 2
Page Ref: 312
4) Abstract language
Diff: 2
Page Ref: 309
5) Monotone pitch
Diff: 1
Page Ref: 311
6) Strategic pauses
Diff: 1
Page Ref: 312
7) Impromptu delivery
Diff: 2
Page Ref: 316
8) PowerPoint
Diff: 1
Page Ref: 327
9) Extemporaneous speaking
Diff: 2
Page Ref: 316
10) Overhead transparencies
Diff: 1
Page Ref: 324
True/False Questions
1) Language needs to be clear, and clarity means being direct.
Answer: TRUE
Diff: 1
Page Ref: 306
244
2) An effective speaker will never use any big words in order that the message is understood
completely.
Answer: FALSE
Diff: 2
Page Ref: 309
3) When a speaker uses technical language too much, he or she may lose the interest of part of
the audience because they cannot follow the message.
Answer: TRUE
Diff: 3
Page Ref: 310
4) Language style depends on the audience, regardless of the occasion.
Answer: FALSE
Diff: 3
Page Ref: 309-319
5) Delivery is considered the use of vocal and bodily qualities to create meaning in a message.
Answer: TRUE
Diff: 2
Page Ref: 311-313
6) If you want to give greater emphasis and clarity to a point in a speech, a good idea is to slow
the rate of speaking.
Answer: TRUE
Diff: 1
Page Ref: 312
7) The type of delivery used depends on what is appropriate for the occasion and purpose.
Answer: TRUE
Diff: 2
Page Ref: 313
8) If you are nervous, one of the best strategies is to look out at the audience, but above their
heads.
Answer: FALSE
Diff: 2
Page Ref: 316
9) The manuscript method of delivery is likely the most natural.
Answer: FALSE
Diff: 1
Page Ref: 315
10) Visual aids rarely enhance a message; the main advantage is that a visual aid will keep the
audience s attention longer.
Answer: FALSE
Diff: 1
Page Ref: 320
245
Essay Questions
1) Explain what it means to have good language style. Provide some illustrations of strong and
weak styles.
Diff: 3
Page Ref: 306
2) How could using technical language and abstract language affect the interpretation of a
message?
Diff: 2
Page Ref: 309-310
3) What creates effective vocal delivery?
Diff: 1
Page Ref: 312
4) Explain how varying the rate and volume of speech can change the message. Give examples.
Diff: 2
Page Ref: 312
5) Describe the ways that speakers can use pauses and when they are most appropriate.
Diff: 1
Page Ref: 312
6) What are the most common pitfalls that speakers make in relation to delivery? How can they
be corrected or improved?
Diff: 3
Page Ref: 311-313
7) What are the four kinds of delivery styles and when are they used most effectively?
Diff: 2
Page Ref: 315-316
8) Compare the manuscript method of delivery with the extemporaneous method. What are the
advantages and disadvantages of each? Provide examples.
Diff: 1
Page Ref: 315
9) What are the advantages of the manuscript method versus the disadvantages? Do the
advantages outweigh the disadvantages, or vice versa? Why?
Diff: 2
Page Ref: 315
10) How can a speaker improve his or her extemporaneous delivery?
Diff: 1
Page Ref: 316
11) Discuss several different types of visual aids and describe when they are most useful, as well
as when they should not be used.
Diff: 2
Page Ref: 322-326
12) How can PowerPoint be used to increase the effectiveness of a message?
Diff: 1
Page Ref: 327
246
13) What strategies does the text offer in order to use visual aids competently and efficiently?
Diff: 2
Page Ref: 329
247
Chapter 13 Managing Informative Presentations
Multiple-Choice Questions
1) An informative message desires certain outcomes such as:
A) Clarification and uncertainty reduction.
B) Reinforcement of previously known information.
C) Provide new information.
D) All of the above
Answer: D
Diff: 3
Page Ref: 335-338
2) What is the very first step in creating an informative message?
A) Write a thesis
B) Choose a topic
C) Analyze the audience
D) Write the introduction
Answer: C
Diff: 1
Page Ref: 335
3) Which of the following statements is true about choosing a topic?
A) It should interest both you and the audience.
B) It should be broad in order to keep the audience interested without boring them with
details.
C) It only matters if the topic is interesting to the audience, not necessarily to you.
D) You should always pick a topic that you already know a lot about in order to avoid
having to do any more research.
Answer: A
Diff: 2
Page Ref: 336
4) Defining the purpose of a message means that you are:
A) Writing the main assertion of the message.
B) Defining the desired outcome of the message.
C) Deciding what you are going to talk about.
D) Giving the actual speech.
Answer: B
Diff: 1
Page Ref: 338
248
5) When Brandon decided that the outcome of his message was to change the opinions of his
fellow co- workers, he realized that the purpose of his speech was:
A) To inform.
Answer: B
Diff: 2
B) To persuade.
C) To entertain.
D) To enlighten.
Page Ref: 338
6) When the outcome of a message is designed to clarify information or create understanding, the
purpose is specifically:
A) To persuade.
Answer: C
Diff: 1
B) To inspire.
C) To inform.
D) To research.
Page Ref: 338
7) A thesis statement is a necessary step in creating a message because it:
A) Assists the speaker in transitioning from the desired outcome to how to get there.
B) Helps the speaker focus and decide if certain information is appropriate to the topic.
C) Provides the means for determining what the audience would like to listen to the most.
D) All of the above
E) A and B only
Answer: E
Diff: 2
Page Ref: 340
8) In the introduction to his speech, Jacob stated his thesis as follows: Today I want to inform
you about Harvard University. What is one of the biggest flaws of this statement?
A) It is not a subject in which his audience is interested.
B) It is not focused enough.
C) It is too long.
D) It is a good thesis statement.
Answer: B
Diff: 3
Page Ref: 340
9) A main proposition can also be thought of as:
A) The main assertion of the message.
B) The key ideas that support the thesis.
C) The question that is being answered in the speech.
D) The fundamental methods for involving the audience.
Answer: B
Diff: 2
Page Ref: 340
249
10) In organizing her message, Rachel was ready to provide support for her main propositions.
Which of the following is NOT a major source of support that Rachel could use?
A) Illustrations
B) PowerPoint
C) Authority
D) Statistics
E) Definitions
Answer: B
Diff: 3
Page Ref: 343-344
11) Describing what something is not or explaining the denotation of a concept is an example of
which type of support?
A) Illustration
B) PowerPoint
C) Quotation
D) Statistic
E) Definition
Answer: E
Diff: 1
Page Ref: 344
12) An analogy is best described as:
A) A description of an object s best qualities.
B) An evaluation of how propositions link together.
C) A comparison of the likeness of two things.
D) The way that one thing is different from another.
Answer: C
Diff: 1
Page Ref: 345
13) The best method for organizing a speech is:
A) Outlining the points.
B) Summarizing ideas into paragraph form.
C) Creating a system of symbols to remind the speaker of what to say.
D) All of the above are good methods.
Answer: A
Diff: 1
Page Ref: 347
250
14) Robin needs to create an outline. Which of the following would be good advice for Robin to
follow?
A) Always use consistent symbols.
B) Only have one idea for each symbol.
C) If you are going to have a point A, then you must also at least have a point B .
D) A and B only
E) All of the above
Answer: E
Diff: 2
Page Ref: 347-349
15) Eric organized his speech about train travel with the main points as follows:
I. Train travel in the mid 1800s was an extravagant means of travel
II. Traveling by train in 1900 was commonplace
III. The progression of train travel from 1920 to the present has changed travel forever.
Eric has chosen which type of outlining pattern?
A) Topical
B) Spatial
C) Problem- solution
D) Chronological
Answer: D
Diff: 1
Page Ref: 353
16) The spatial outlining pattern is best suited to which of the following informative speech
topics?
A) Describing a new office building floor by floor
B) Explaining the progress of farming from 1760 to 1960
C) Illustrating the difficulties of garbage disposal and how recycling can help
D) There is no such thing as a spatial outlining pattern
Answer: A
Diff: 2
Page Ref: 350
17) A good principle that applies to organizing information familiar and unfamiliar material is:
A) Only use the familiar material in the message.
B) Begin with the unfamiliar material and work towards the familiar.
C) Arrange known material at the beginning and move towards the unknown.
D) Match each familiar concept with an unfamiliar one.
Answer: C
Diff: 1
Page Ref: 353
251
18) Which of the following is NOT a function of an introduction?
A) To build rapport with the audience
B) An opportunity to use gimmicks to get the audience s attention
C) Familiarize the audience with the purpose of the message
D) The occasion to define words the audience is unfamiliar with
Answer: B
Diff: 2
Page Ref: 254
19) Colleen wanted to build rapport with her audience during her introduction. Which of the
following statements would suffice for this purpose?
A) I am so very glad that you are all here today because I am going to tell you many things
that you have never heard of before.
B) It is likely that much of this material is going to be information that you already know.
Hang in there and I will move through it quickly.
C) I have done extensive research into this topic.
D) I am glad that we have this time together in order to discuss the things that are
important in our community. I know that we share many of the same concerns.
Answer: D
Diff: 3
Page Ref: 354
20) Adrian began his speech this way: Yesterday I ate a dolphin for lunch, and many of you did
too. The can may have said tuna fish, but many times there is more in that can than what is
advertised. This is an example of which type of attention getter?
A) Gimmick
B) Startling statement
C) Quotation
D) Question
E) Case example
Answer: B
Diff: 1
Page Ref: 355
21) If a speaker begins a speech with a question in which the answer is obvious or that does not
require an answer, the speaker is using which attention getting device?
A) A rhetorical question
B) A hypothetical illustration
C) A startling question
D) A profound question
Answer: A
Diff: 1
Page Ref: 357
252
22) A conclusion should include which of the following elements?
A) Any additional material that has not already been mentioned
B) A summary of the main aspects of the speech
C) An apology for whatever you might have messed up while giving the message
D) Both A and B
E) All of the above
Answer: B
Diff: 1
Page Ref: 358
23) Why is it necessary to have a strong close to a message?
A) A strong close is not necessary in a message.
B) It is a speaker s opportunity to keep talking in order to reach a time requirement.
C) It provides closure and fulfillment for the audience.
D) The speaker needs this chance to say whatever he or she may have forgotten to say
during the speech.
Answer: C
Diff: 2
Page Ref: 358-362
24) A good speaker might end a speech which of the following ways?
A) With a quote
B) By continuing the illustration from the introduction
C) Using a case example to demonstrate how the material presented has affected other
people.
D) All of the above
Answer: D
Diff: 1
Page Ref: 360-361
25) Drew introduced each of his main points in a similar manner: First today I want to tell you
about the reasons this happens. Later, Second, it is important to remember what can be
done. And lastly, And third, I want to inform you how you can make a difference. Drew is
using which kind of connection?
A) Summaries
Answer: B
Diff: 1
B) Enumeration
C) Questions
Page Ref: 362
253
D) Reviews
26) All of the following EXCEPT which is not a major means of connecting parts of a speech
together?
A) Transitions
B) Enumeration
C) Modified statements
D) Previews
Answer: C
Diff: 3
Page Ref: 362-364
27) An oral report differs from in an informative speech in that:
A) Reports are usually shorter and made with less time to prepare.
B) Reports generally do not allow for any question and answer time like speeches do.
C) Speeches usually are presented to small groups, whereas reports are given to large,
formal groups.
D) Speeches are more often spontaneous than are reports.
Answer: A
Diff: 1
Page Ref: 365
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 13.
1) Purpose statement
Diff: 2
Page Ref: 338
2) Thesis statement
Diff: 1
Page Ref: 340
3) Propositions
Diff: 3
Page Ref: 343
4) Testimonial
Diff: 1
Page Ref: 344
5) Analogy
Diff: 1
Page Ref: 345
6) Topical pattern
Diff: 1
Page Ref: 350
7) Startling statement
Diff: 1
Page Ref: 355
8) Enumeration
Diff: 1
Page Ref: 362
254
9) Transitions
Diff: 2
Page Ref: 363
10) Preview
Diff: 3
Page Ref: 364
True/False Questions
1) When you select a topic, it does not matter if the information is important to you as long as it is
important to the audience.
Answer: FALSE
Diff: 1
Page Ref: 335
2) After you analyze the audience, the next step in creating an informative speech is to select a
topic.
Answer: TRUE
Diff: 2
Page Ref: 335-339
3) There are four kinds of purposes to choose between when preparing a message.
Answer: TRUE
Diff: 2
Page Ref: 338
4) The manner in which a speaker organizes a message and chooses sources is dependent on the
purpose of the message.
Answer: TRUE
Diff: 3
Page Ref: 338-339
5) A thesis statement is best described as the desired outcome of the speech.
Answer: FALSE
Diff: 1
Page Ref: 340
6) Types of support include examples, analogies, and quotations from an authority.
Answer: TRUE
Diff: 1
Page Ref: 343
7) It is best to write a speech in the following order: introduction, body, conclusion.
Answer: FALSE
Diff: 3
Page Ref: 335-358
8) When creating an informative speech outline, there is one pattern to follow.
Answer: FALSE
Diff: 1
Page Ref: 350
255
9) It is important to gain the audiences attention in the introduction portion of a speech.
Answer: TRUE
Diff: 2
Page Ref: 355
10) The conclusion is one of the most important places to motivate your audience to a new belief
or action.
Answer: TRUE
Diff: 3
Page Ref: 358-360
Essay Questions
1) List the steps (in order) in creating an informative message. For each step, give a brief
explanation of how it can be best accomplished.
Diff: 3
Page Ref: 335ff
2) Discuss the different purposes that a message can have and provide an example of each.
Diff: 2
Page Ref: 338
3) Pretend that you are going to give an informative speech about your college or university to a
group of prospective international students. Write a good purpose statement as well as a thesis
statement, which take into account the guidelines for writing each. Explain how yours fit the
criteria for a good purpose and thesis.
Diff: 3
Page Ref: 338-343
4) Describe a thesis statement and the steps and guidelines for creating one.
Diff: 1
Page Ref: 340
5) What types of support are available and credible in writing the body of the speech?
Diff: 2
Page Ref: 343-344
6) Demonstrate outlining techniques by creating a sample outline for the purpose and thesis
statements that you create. Have three main points and at least two sub points for each main
point.
Diff: 1
Page Ref: 347-349
7) List and describe the types of outlining patterns that can be used when creating an informative
message. Provide examples of each style.
Diff: 3
Page Ref: 350-353
8) How does the topical pattern of outlining compare and contrast to the spatial pattern? When is
each the most effective style to use?
Diff: 1
Page Ref: 350
256
9) Explain the main functions of the introduction of a message. What are some common mistakes
that speakers make in the introduction of their speeches?
Diff: 1
Page Ref: 354
10) How can a speaker gain the audience s attention in the very beginning of a speech? Explain the
techniques and provide examples.
Diff: 2
Page Ref: 355
11) What should a good conclusion contain and why?
Diff: 1
Page Ref: 358-360
12) Explain why a speaker should not apologize and should avoid contradicting his or her
position in the concluding section of a message.
Diff: 1
Page Ref: 361
13) Why is previewing in the introduction and reviewing in the conclusion important for the
audience?
Diff: 3
Page Ref: 360-362
14) What are some techniques for creating a good conclusion?
Diff: 2
Page Ref: 360-361
15) Describe how a good speaker can connect the individual parts of the speech together. How
does this improve the message?
Diff: 3
Page Ref: 362-364
16) Compare and contrast an informative speech with an oral report and an oral briefing.
Diff: 3
Page Ref: 365
257
Chapter 14 Managing Persuasive Presentations
Multiple-Choice Questions
1) Dissonance in communication is best defined as:
A) Words that do not sound right .
B) Mental conflict because of unmet expectations of beliefs, attitudes, and behaviors.
C) Internal balance as a result of met expectations.
D) The result of effective persuasion.
Answer: B
Diff: 2
Page Ref: 373
2) Holly began to feel regret about the trip to Europe that she just booked She was wondering if
the expense was worth the trip, and whether she should miss that much work. Holly s
behavior is a result of:
A) Consonance.
B) Inoculation.
C) Defense avoidance.
D) Rationalization.
Answer: D
Diff: 2
Page Ref: 373
3) Which of the following is NOT a way to minimize dissonance?
A) Discredit the information source
B) Minimize disadvantages
C) Get rid of whatever is causing the dissonance
D) Change attitudes
Answer: C
Diff: 2
Page Ref: 374
4) When a person maximizes the advantages of a decision while minimizing the disadvantages,
they are:
A) Increasing consonance because they are confirming that their decision was the correct
one.
B) Decreasing dissonance by justifying their actions.
C) Working to negate the other options that were not chosen.
D) All of the above.
Answer: D
Diff: 3
Page Ref: 374
258
5) Social judgment theory suggests that:
A) People can be best persuaded when their beliefs are changed in small increments over
time.
B) People all submit to the rationalization process at one time or another.
C) An individual will never completely change his or her mind about something.
D) Society is the group that determines whether something is considered good or bad.
Answer: A
Diff: 1
Page Ref: 375
6) The latitude of non- commitment relates to:
A) The idea that no one ever commits to anything completely.
B) The area between the latitude of acceptance and rejection.
C) The area of belief where everything is intolerable.
D) The idea that a scale can be used to judge where people s beliefs fall about any particular
topic.
Answer: B
Diff: 2
Page Ref: 375-376
7) Claudia went to a lecture yesterday. The speaker addressed mostly issues that she agreed
with. A few issues she was unsure about, but those seemed close to what she believed. By the
end of the lecture, Claudia had decided to accept the entire message. Which aspect of social
judgment theory describes Claudia s actions best?
A) Contrast effect
B) Issues effect
C) Assimilation effect
D) Boomerang effect
Answer: C
Diff: 1
Page Ref: 375
8) The boomerang effect is best described as:
A) The negative outcome of a persuasive message because the speaker attempts to change
the audience with a message too far from their original belief.
B) A positive persuasive outcome that occurs after the audience first rejects the message and
then later re - evaluates it as positive.
C) The idea that what goes around comes around in communication.
D) A neutral reaction to a persuasive message because the audience does not feel as though
the speaker presented a good message.
Answer: A
Diff: 3
Page Ref: 375
259
9) If an audience had an anchor point of 3 and latitude of acceptance of 1 - 4. What range would
you most want to present your message in if you are attempting to persuade them to change,
in order that it is accepted?
A) 3 - 4
Answer: B
Diff: 3
B) 4 - 5
C) 7 - 8
D) 9 - 10
Page Ref: 375-376
10) If a speaker wants to increase audience commitment, which of the following methods would
be the best to use?
A) Increase audience participation through methods such as having them fill out cards or
give testimonials in favor of the message.
B) Make sure they feel do not feel as though they are being pressured to commit.
C) Show to them the critical reasons they need to commit to an idea.
D) B and C only
E) All of the above
Answer: E
Diff: 1
Page Ref: 377
11) The principle of inoculation is best described as:
A) The idea that people may never open themselves up to accepting certain messages.
B) The idea that at any time, any person has the ability to change their beliefs.
C) The idea that a speaker can generate defiance to future messages that are counter to the
position the speaker wants the audience to maintain.
D) The idea that a speaker can tolerate any audience no matter what they believe.
Answer: C
Diff: 1
Page Ref: 378
12) When a speaker alerts the audience to the fact that in the future they may be confronted by
arguments that are not supported by their new beliefs, the speaker is using:
A) Refutation treatment.
B) Generalized forewarning.
C) Climatic arguments.
D) Negotiation principles.
Answer: B
Diff: 2
Page Ref: 378
260
13) A one- sided message is best presented when:
A) Your credibility is fairly low.
B) The audience is unlikely to hear the other side of the issue.
C) The audience does not favor the advocated position.
D) The audience knows a lot about the topic already.
Answer: B
Diff: 2
Page Ref: 379
14) When an audience is unmotivated or when the speaker s credibility is low, it is best to order
the arguments in which order?
A) Climactic
Answer: C
Diff: 3
B) Defense
C) Anticlimactic
D) Motivational
Page Ref: 380
15) If Adam is going to give a speech to an audience who is highly motivated, he could order his
arguments in which order?
A) Climactic
Answer: A
Diff: 2
B) Offensive
C) Defensive
D) Anticlimactic
Page Ref: 380
16) The primacy effect means that:
A) The message that is presented last is the most effective.
B) When a speaker presents a persuasive message, it is most likely to be accepted when the
audience has prior knowledge of the subject.
C) The message that is presented first is the most effective.
D) Persuasive messages are rarely taken seriously.
Answer: C
Diff: 1
Page Ref: 380
17) When an audience hears a message that is so threatening that they quit listening, the speaker
has created what?
A) Co- orientation
B) Defense avoidance
C) Value fear
D) Attitude appeal
Answer: B
Diff: 2
Page Ref: 381
261
18) When an audience is feeling overwhelmed by a threatening issue, what could the speaker do
in order to decrease the negative affect?
A) Quit speaking
B) Try to convince them that they must accept the threat
C) Attempt to decrease audience commitment to the issue
D) Offer reassurance
Answer: D
Diff: 1
Page Ref: 381
19) Often, when a speaker attempts to change the feelings a person has about something, it is an
attempt to change:
A) Attitudes.
Answer: A
Diff: 1
B) Values.
C) Beliefs.
D) Mindfulness.
Page Ref: 371
20) Values are commonly known as:
A) The feelings that someone has about principles.
B) The principles that articulate an individual s estimate of what is worthwhile.
C) How we act.
D) The statements of what we accept as true and false.
Answer: B
Diff: 1
Page Ref: 371
21) Persuasion targets which four outcomes?
A) Attitudes, beliefs, values, purposes
B) Values, testimonials, arguments, actions
C) Beliefs, attitudes, values, actions
D) Attitudes, functions, information, realizations
Answer: C
Diff: 3
Page Ref: 371-372
262
22) Which outline pattern fits an audience where you might offer two sides of a topic, considering
the following choices?
A) Motivational sequence
B) Topical
C) Proposition- proof
D) Problem- solution
E) Cause- effect Motivational sequence
Answer: D
Diff: 1
Page Ref: 382
23) If a persuasive outline hinges on a single claim that is followed by main propositions which
logically support the main claim, what type of outline is most likely being used?
A) Topical
B) Cause and effect
C) Problem- solution
D) Proposition- proof
Answer: D
Diff: 2
Page Ref: 385
24) Which of the following is NOT a step in the motivated sequence pattern?
A) Attention
Answer: C
Diff: 3
B) Need
C) Realization
D) Action
Page Ref: 386
25) Jenna gave a persuasive speech that was organized in a way that would begin by taking a
fairly neutral audience and move them in steps to a conclusion that would have them
enthused about the topic. Which outlining pattern did Jenna use?
A) Spatial
B) Chronological
C) Motivated sequence
D) Proposition- proof
Answer: C
Diff: 1
Page Ref: 386
26) In the visualization step of the motivated sequence outline, the speaker attempts:
A) To show the audience how they can be a part of the solution to this new need that exists
by intensifying their feelings about it.
B) To have his or her audience try and draw a picture on paper of what the problem is.
C) To change the emotional content of the message from happiness to despair.
D) To convince the audience to close their eyes for the rest of the message.
Answer: A
Diff: 2
Page Ref: 386
263
27) What roles can the use of evidence play in the effectiveness of a persuasive presentation?
A) Increase credibility of the presenter
B) Increase interest in the topic
C) Stimulate the audience
D) All of the above
Answer: D
Diff: 1
Page Ref: 389
28) When Rod had to persuade the management of his corporation to change the computer system
that was currently in use. He pointed to evidence such as the lack of good software, the
expense of everyday use, and the many errors that resulted because of the current system.
What type of evidence is Rod using?
A) Fallacy reasoning
B) Sign reasoning
C) Analogy
D) Classified applications
Answer: B
Diff: 1
Page Ref: 390
29) Which of the following is NOT a type of persuasive reasoning?
A) Analogy
B) Cause- to- effect
C) Redundant
D) Specific to general reasoning
Answer: C
Diff: 2
Page Ref: 390-393
30) Reasoning from classification means that:
A) If something is true for one person, it is true for the entire audience.
B) When a speaker presents a complex message, the audience will have to try to understand
it based on what they already know to be true.
C) Everything is as it first appears.
D) Using a generalization of a group one can then determine specific things about that
group.
Answer: D
Diff: 1
Page Ref: 392
31) An unbiased witness is:
A) A person who will be the most objective.
B) A person who has something to lose by making a statement.
C) A person who has something to gain by making a statement.
D) A person who is an expert in a different field.
Answer: A
Diff: 1
Page Ref: 394
264
32) Which of the following can be causes of faulty reasoning?
A) Insufficient use of cases and signs
B) Faulty analogy reasoning
C) Bandwagon technique
D) A and C only
E) All of the above
Answer: E
Diff: 3
Page Ref: 394-395
33) Arguing that something is right because it has worked over a long period refers to which type
of faulty reasoning?
A) Attacking the person
B) False dilemma
C) Appeal to tradition
D) Faulty correlation
Answer: C
Diff: 2
Page Ref: 395
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 14.
1) Rationalization
Diff: 1
Page Ref: 373
2) Latitude of rejection
Diff: 2
Page Ref: 375
3) Incremental change
Diff: 3
Page Ref: 375-376
4) Boomerang effect
Diff: 1
Page Ref: 375
5) Audience commitment
Diff: 2
Page Ref: 377
6) Refutation treatment
Diff: 2
Page Ref: 378
7) Defense avoidance
Diff: 3
Page Ref: 381
265
8) Recency effect
Diff: 1
Page Ref: 380
9) Reluctant witness
Diff: 2
Page Ref: 394
10) Sign reasoning
Diff: 1
Page Ref: 390
True/False Questions
1) When people are content with a decision, they then feel the need to rationalize.
Answer: FALSE
Diff: 1
Page Ref: 373
2) Social judgment theory uses the areas of latitude, rejection, and beliefs to increase
persuasiveness.
Answer: FALSE
Diff: 2
Page Ref: 375
3) The contrast effect states that when people hear messages that are similar to what they already
believe, they will most likely accept the new information as true.
Answer: FALSE
Diff: 2
Page Ref: 375-376
4) It is possible, through certain motivational techniques such as having an audience fill out a
card or raise their hands, to increase audience commitment to a message.
Answer: TRUE
Diff: 1
Page Ref: 377
5) Supportive inoculation treatment refers to when a speaker provides all of the positive reasons
and evidence for why an audience should maintain a belief.
Answer: TRUE
Diff: 2
Page Ref: 378
6) When using the principle of inoculation, the most effective order to use would be: refutation
treatment, then supportive treatment, then generalized forewarning.
Answer: TRUE
Diff: 3
Page Ref: 378
266
7) Successful persuasive speakers will never present both sides of an issue because presenting the
negative side would undermine the speaker s message.
Answer: FALSE
Diff: 1
Page Ref: 379
8) Attitudes motivate action.
Answer: TRUE
Diff: 1
Page Ref: 371
9) The motivated sequence requires the speaker to develop in the audience a sense of a need that
requires a solution that they can be a part of.
Answer: TRUE
Diff: 2
Page Ref: 386
10) Persuasive speeches do not rely on any of the principles used in developing informative
presentations.
Answer: FALSE
Diff: 1
Page Ref: 371
Essay Questions
1) Discuss the concepts of consonance and dissonance. How does rationalization relate to these
concepts?
Diff: 3
Page Ref: 371-372
2) Explain how dissonance can be reduced. Support your answer with examples.
Diff: 2
Page Ref: 374
3) What is social judgment theory? What are the implications of this theory?
Diff: 3
Page Ref: 375-376
4) Explain the ideas of the latitudes of acceptance, rejection, and non - commitment. How do they
affect persuasion techniques?
Diff: 3
Page Ref: 376
5) How do the assimilation, boomerang, and contrast effect play a part in social judgment
theory? Describe each effect.
Diff: 2
Page Ref: 376
267
6) Pretend that it is your job to persuade an audience about buying a new electric car, instead of
one operated on gasoline. The audience you are addressing is there because they want to
purchase a new gasoline- run car. The anchor point for the audience is an average of 2. What
message would you give them to attempt to persuade them? How would the components of
social judgment theory affect your message? Explain your action plan to change their beliefs.
Diff: 3
Page Ref: 375-376
7) Describe how a speaker can increase audience commitment.
Diff: 2
Page Ref: 377
8) What is the principle of inoculation? What are ways that a speaker can create this outcome in
an audience?
Diff: 1
Page Ref: 378
9) Discuss the best ways to order the points in a message depending on the different factors that
a speaker might encounter.
Diff: 3
Page Ref: 379-381
10) How can the position of an argument (first, last, etc.) affect the effectiveness of its persuasion?
Diff: 2
Page Ref: 380
11) Explain the differences in attempting to create change in attitudes, values, beliefs, and
behaviors.
Diff: 3
Page Ref: 370ff
12) Demonstrate how a persuasive problem - solution outline is done correctly by outlining the
following topic. Explain why your outline follows good outlining principles. Problem: Not
enough parking at a small private university.
Diff: 3
Page Ref: 382
13) What types of outlines are best used for a persuasive presentation? Why?
Diff: 3
Page Ref: 382-387
14) How does a speaker develop a motivated sequence outline? What are the benefits of using this
pattern in a persuasive presentation?
Diff: 3
Page Ref: 382-387
15) How can evidence play a part in creating a more effective persuasive speech?
Diff: 1
Page Ref: 389
16) Explain the problem with using any quotation as a source. What types of authority exist and
which types should be avoided?
Diff: 2
Page Ref: 394
268
Chapter 15 Managing Sales in Business
and Professional Situations
Multiple-Choice Questions
1) The sales as motivation perspective assumes which of the following?
A) Finding trainable salespeople who are self - managed and self- motivated is key.
B) People need motivation to perform their best.
C) The carrot and stick approach is one of the best methods for encouraging employee
performance.
D) Cash incentives and give - aways are the core of motivating employees to productivity.
Answer: A
Diff: 1
Page Ref: 400
2) The Diffusion of Innovations Perspective:
A) Tracks how audience research is very rarely helpful in marketing new products.
B) Traces the spread of and adoption of new ideas of technologies across individuals.
C) Studies client needs across a continuum of customer service fallacies.
D) States that improved sales come from higher quality products.
Answer: B
Diff: 2
Page Ref: 401
3) Trenyce is looking to analyze her surrounding suburbs in order to market a new product. She
should consider which of the following in her research of her audience?
A) Demographics, trends, and product innovation
B) Prices, compatibility, and demographics
C) Trends, demographics, and customer wants
D) None of the above
Answer: C
Diff: 3
Page Ref: 403
4) The ________ perspective encourages a unified systems effect in order to diminish the idea
that the right hand does not know what the left is doing.
A) Integrated marketing
B) Relationship selling
C) Diffusion of innovations
D) Solution- focused roles
Answer: A
Diff: 1
Page Ref: 403
269
5) Kelly, the store manager for a large department store, believes that sales is truly an
interpersonal process. She therefore believes in which theory of sales communication?
A) SPIN
B) Sales as motivation
C) Relationship selling
D) Product knowledge
Answer: C
Diff: 1
Page Ref: 404
6) Having ________ is (are) helpful when customers want to know how your product or service
compares to other competitors.
A) An organizational plan
B) Excellent time management
C) SPIN selling methods
D) Benchmark comparisons
Answer: D
Diff: 2
Page Ref: 406
7) The steps to an effective sales interview happen in which order (first to last)?
A) Introduction, establish the need, present the solution, ask for commitment
B) Customer background, introduction, establishing the need, present the solution, ask for
commitment
C) Establish the need, present the solution, ask for commitment, wrap up
D) Introduction, product background, establish the need, present the solution, ask for
commitment
Answer: B
Diff: 3
Page Ref: 409
8) Shanta is about to ask for a commitment from her client in purchasing her product. Which
two things should Shanta do?
A) Question the client s intent, overwhelm the client with information
B) Do not pressure the client, leave quietly
C) Act disappointed, tell story about how broke she is
D) Ask an obligating question, sit back and listen
Answer: D
Diff: 2
Page Ref: 411
9) The AIDA acronym stands for:
A) Answer, introduce, develop, ask.
B) Attention, interest, desire, action.
C) Answer, interest, deduce, action.
D) Attention, introduce, desire, ask.
Answer: B
Diff: 3
Page Ref: 409
270
10) The SPIN method requires using four kinds of questions. Which of the following is NOT one
of those types of questions?
A) Problem questions
B) Situational questions
C) Benefit questions
D) Implication questions
Answer: C
Diff: 2
Page Ref: 410
Definition Questions
Define or give a brief explanation of the importance of the following words from Chapter 15.
1) Sales Communication
Diff: 1
Page Ref: 400
2) Motivation
Diff: 2
Page Ref: 400
3) Diffusion of innovation
Diff: 3
Page Ref: 401
4) Integrated marketing communication
Diff: 1
Page Ref: 403
5) Relationship selling
Diff: 1
Page Ref: 404
6) Sales interviews
Diff: 3
Page Ref: 409
7) Knowledge basis
Diff: 1
Page Ref: 406
8) Potential clients
Diff: 2
Page Ref: 407
9) AIDA
Diff: 3
Page Ref: 409
10) Marketing strategy
Diff: 3
Page Ref: 403-403
271
True/False Questions
1) The sales as motivation perspective relies on the fact that one is able to find and train highly
motivated and self - managed salespeople.
Answer: TRUE
Diff: 1
Page Ref: 400
2) Interest, persuasion, decision, implementation, and confirmation are the five stages in the
decision process of the Diffusion of Innovation Perspective.
Answer: FALSE
Diff: 2
Page Ref: 401
3) The persuasion stage of the Diffusion of Innovation Perspective is where one must deal with
active and passive rejection.
Answer: FALSE
Diff: 3
Page Ref: 401
4) Marketing and sales are equal.
Answer: FALSE
Diff: 2
Page Ref: 402
5) Two fundamentals of marketing strategy are: Conduct audience research and do target
marketing.
Answer: TRUE
Diff: 3
Page Ref: 402-403
6) Relationship selling refers to the move away from product - driven sales to customer- driven
sales.
Answer: TRUE
Diff: 1
Page Ref: 404
7) Having a good knowledge basis for sales interviews includes having thorough product
knowledge and organizational knowledge.
Answer: TRUE
Diff: 1
Page Ref: 406
8) A benchmark comparison refers to the innate sense of fear people feel when they must handle
sales rejection.
Answer: FALSE
Diff: 2
Page Ref: 406
272
9) It is imperative that at the end of a sales interview you ask for commitment, something that is
often left undone.
Answer: TRUE
Diff: 2
Page Ref: 411
10) If a customer has objections to your product or service, you should leave without pressuring
them or asking them additional questions in order to avoid an uncomfortable situation.
Answer: FALSE
Diff: 1
Page Ref: 411
Essay Questions
1) Define sales communication. Why is sales communication important?
Diff: 2
Page Ref: 400-403
2) What is the Diffusion of Innovation Perspective? Explain each of its parts and provide an
example of each.
Diff: 2
Page Ref: 401
3) Explain the marketing perspective. What are some common marketing practices? Name at
least three of the fundamentals of marketing strategy.
Diff: 3
Page Ref: 402-403
4) Explain relationship selling and its central tenets.
Diff: 2
Page Ref: 404-405
5) What are the steps to a sales interview? Explain each and tell its importance.
Diff: 2
Page Ref: 409-411
273