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Solution Manual For Essentials of Business Communication, 11th Edition

Solution Manual For Essentials of Business Communication, 11th Edition is a structured study guide that simplifies complex textbook topics.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 1 C HAPTER 1 SOLUTIONS Succeeding in the Social and Mobile Workplace Critical Thinking Discussion Guide Note: Solutions to Chapter Review questions 1 - 10 appear in the Annotated Instructor’s Edition. 11. What could be the career fallout for someone who is unwilling or unable to train to become a better communicator? Can workers today be successful if their writing is and remains poor? (L.O. 1) Each of us probably knows at least one example of a highly successful dyslexic person or a poor writer who is admired and thrives in the world of work. However, such cases are the exception rather than the rule. Surveys of employers find over and over again that woefully unprepared young job applicants will fall behind in their careers and not be promoted if they are even hired in the first place. 12. Why do executives and managers spend more time listening than do workers? (L.O. 2) Before they can make decisions, executives must listen to feedback from supervisors, specialists, and others. They must also listen to their bosses — boards of directors and owners — as well as to customers, especially when handling serious complaints. Minds are like parachutes; they work well only when open. All three levels of workers should have good listening skills; but because the decisions coming from executives may be more critical, their listening skills should perhaps be most highly developed. 13. What arguments could you give for or against the idea that body language is a science with principles that can be interpreted accurately by specialists? (L.O. 3) Although few would argue that body language does send silent messages, no scientific principles have evolved explaining exactly what those messages mean. Most researchers agree that nonverbal cues contain much information, but specifically what those cues mean is unknown. In Nonverbal Communication, authors Hickson and Stacks wrote, “The nonverbal message by itself may be ambiguous; in almost every instance it needs the verbal message to complete the process of communication.” [Madison, WI: WCB Brown & Benchmark, 1993, p. 8.] Julius Fast, author of the precedent - setting Body Language, stated that “nonverbal language is partly instinctive, partly taught, and partly imitative.” [New York: Pocket Books, 1970, p. 14.] But it is not a science with principles that always hold true. 14. Imagine that businesspeople from a high - context culture (e.g., Japan or China) meet their counterparts from a low - context culture (the United States) for the first time to negotiate and sign a manufacturing contract. What could go wrong? How about conflicting perceptions of time? (L.O. 4)

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    Guffey & Loewy, Essentials of Business Communication , 11. for 2 Misunderstandings are almost assured if both sides are not aware of their diverging perceptions and willing to accommodate each other. A businessperson who prefers directness and relies mainly on precise written information (low context) will be impatient with a businessperson who avoids saying no, seemingly doesn’t get to the point, or communicates in what appear to be ambiguous messages (high context). Moreover, the person raised in a low - context culture will expect a quick decision and is “ready to do business,” whereas the member of a high - context culture will want to consult with other managers, and the group may say yes only after lengthy deliberations. In turn, because low - context communicators may be perceived as pushy and rude, their foreign counterparts may not want to do business with them. As for time orientation, Americans tend to live by the clock. Time is a commodity that can be spent or wasted. Punctuality is a generally accepted virtue. In other parts of the world, time is not such a high priority and is kept approximately at best. Smart negotiators can test Americans’ patience and throw them off balance simply by strategically dragging out negotiations. 15. It is quite natural to favor one’s own country over a foreign one. To what extent can ethnocentrism be considered a normal reaction, and when could it become destructive and unproductive? Provide examples to support your answer. (L.O. 5) The love of country can express itself in healthy patriotic sentiment or in potentially hateful jingoism or nationalism. Ethnocentrism can be defined as putting one’s own culture first and making it central to one’s world. Most Americans would probably describe themselves as patriotic. This means recognizing the great accomplishments of one’s country of origin and being proud of them without, however, dismissing other countries contemptuously and viewing the rest of the world as inferior. Ethnocentrism turns into a negative trait once closed - mindedness or even hatred of other cultures sets in. The key is openness, tolerance, and empathy. Activities and Cases 1.1 Introduce Yourself (L.O. 1) This e - mail or memo is an excellent way to assess students’ skills and, at the same time, get to know them. Don’t grade this assignment, but be sure to write a friendly comment on all papers or send friendly e - mail replies to demonstrate that you have an interest in them as students and as individuals. You may want to use the profile function in your institution’s learning - management system to have students create professional profiles covering the information requested or additional information you may want to gather. This assignment may be revisited later in the term to practice professional online presence (e.g., in a LinkedIn profile) when you cover employment communication. If you are tech savvy and teach smaller classes, you may want to try introductions by tweet in 140 characters or fewer. These messages might include a tiny URL taking the recipient to a profile, website, or other virtual location. More information about using LinkedIn is provided in Chapter 13. 1.2 Small - Group Presentation: Introduce Team Members (L.O. 1, 2 ) D ecide whether you wish each student to (a) interview a group member and introduce that person to the group or (b) introduce himself or herself to the class. Class size may help you decide. Encourage students to consider this a casual introduction. However, it is a good opportunity

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    Guffey & Loewy, Essentials of Business Communication , 11. for 3 for students to not only learn about each other but also start to develop the skill of speaking in front of a group. This informal oral assignment induces students to become aware of their employability skills. You could make it more structured by asking them to record in writing the information they learn in the interview to create a short biographical sketch. The main purpose of this assignment is to encourage students to start thinking about presenting themselves well on professional social media platforms such as LinkedIn and in other forums of public opinion. If students are not on LinkedIn yet, impress upon them that it’s about time they created an account! Many students are now urged to join LinkedIn in high school. 1.3 Social Media Inventory (L.O. 1, 3, 4) The generalization that young people today are digital natives and as such must all be extremely tech savvy may not apply to all students, not even the millennials among them. Taking stock of students’ social media and technology use can be important for getting to know the class and its members’ preparedness. Assign the inventory activity to small groups or collect written responses from individuals if you fear that students might hesitate to admit that they do not fit the stereotype of the hyperconnected contemporary and do not own the latest electronics, particularly given that gadgets tend to be expensive. You may also want to ask about attitudes: how important are smartphones and staying connected with friends via text or Facebook to the students? Do they see any disadvantages in being connected nonstop? 1.4 Soft Skills: Personal Strengths Inventory (L.O. 1) Your students should submit a list of four categories of soft skills. Encourage them to frame statements that will be useful when they prepare a résumé later in the course. For example, under “Thinking and problem solving,” a student might write, “Learned new spreadsheet program and prepared cost projection for remodeling office,” or “Learn new software applications quickly and with little training.” 1.5 Rating Your Listening Skills (L.O. 2) This quiz focuses on good listening techniques as presented in the textbook. Although some of the answers are obvious, an interactive quiz presents an alternative learning mode that can pique student interest and reinforce good habits. 1.6 Listening: An In - Person or Virtual Social Media Interview (L.O. 2) The answers will vary. Students could brainstorm and discuss their interview questions in class or prepare questions at home. Then they could approach their interviewees in person, by phone, by e - mail, or via LinkedIn or Facebook. A special word of caution when contacting professionals on LinkedIn: Warn students not to relentlessly pursue random strangers, but to work from within their own established LinkedIn circle of professional acquaintances or their acquaintances’ contacts. This assignment could be done orally or in writing (e - mail, memo) individually, in small groups, or in class. The task could be expanded to a group oral presentation or written report. 1.7 Listening and Nonverbal Cues: Skills Required in Various Careers (L.O. 2, 3) Student teams should generate lists of listening and nonverbal cues that include some of the following: good eye contact, avoiding being distracted by others, not interrupting, taking notes, paraphrasing instructions, asking pertinent questions in a nonthreatening manner, leaning forward, and showing empathy and compassion. Critical listening involves judging and evaluating what you are hearing. Discriminative listening is necessary when you must

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    Guffey & Loewy, Essentials of Business Communication , 11. for 4 identify main ideas and understand an argument. Teams should generate cues and behaviors to reflect these forms of listening in relation to the professional roles they are analyzing. 1.8 Nonverbal Communication: How Do You Come Across? (L.O. 3) Answers will vary. Ask students to review the aspects of nonverbal behavior discussed in this chapter and to focus on specific cues. Remind the class to look for aspects of professionalism, such as a straight but not rigid posture, and steady yet not staring eye contact. Students might observe slouching, playing with pens and pencils, or nervous gestures such as tugging at necklaces and ears, or running fingers through hair. 1.9 Nonverbal Communication: Reading Body Language (L.O. 3) These body movements do not necessarily mean the same thing when used by different individuals. Remember that to a certain degree nonverbal communication can be culture or subculture specific, and context always plays a major role in the interpretation of this type of communication. Students may have other interpretations, but these body movements can be construed to mean the following: a. Whistling, wringing hands: nervous or fearful b. Bowed posture, twiddling thumbs: bored c. Steepled hands, sprawling sitting position: contemplative or relaxed d. Rubbing hand through hair: frustrated or nervous e. Open hands, unbuttoned coat: relaxed f. Wringing hands, tugging ears: upset or nervous 1.10 Nonverbal Communication: How Best to Signal I Messed Up (L.O. 3) This is a good exercise for teams. Suggest that team members take turns demonstrating each of the nonverbal messages. They should then discuss how effective each would be. Of course, some would be quite dangerous if they require taking your hands off the steering wheel. Be sure to discuss with students the difficulty of cultural implications. Although a gesture might be effective in one country, it might not work in another. 1.11 Nonverbal Communication: Signals Sent by Casual Attire (L.O. 3) This activity can be expanded into a research paper topic. A variation on this activity relies on student experiences. Instead of conducting interviews in the community, they can conduct a forum among students who work, asking them to comment on casual - dress policies in the jobs they have had. 1.12 Nonverbal Communication: Gestures From Around the World (L.O. 3, 4) Students should be able to find a number of gestures and their meanings discussed at various websites. Here is one example: “The fingertip kiss, in which the tips of the thumb and fingers are kissed and quickly moved forward away from the face, is a sign of affection and may be used as a greeting in Sicily and Portugal. The fingertip kiss is not used often in Italy and the British Isles, but it is common in France, Germany, Greece, and Spain to signify praise.” [See Martin, J., & Chaney, L. 2006. Global business etiquette. Westport, CT: Praeger, p. 53.] 1.13 Intercultural Communication: Watching Those Pesky Idioms (L.O. 4) a. thinking out of the box having creative, unconventional ideas b. bottleneck a slowdown or congestion

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    Guffey & Loewy, Essentials of Business Communication , 11. for 5 c. connect the dots being able to see a relationship between discrete features d. hell on wheels an extremely difficult person e. drop the ball handle things badly, make a mistake f. get your act together get more organized g. stay the course pursue a goal regardless of obstacles h. in the limelight at the center of attention i. low on the totem pole the last person in a chain of command, least important 1.14 Intercultural Communication: Probing Cultural Stereotypes (L.O. 4, 5) This activity drives home the limiting nature of stereotypes, even positive ones. Very few of us are comfortable representing our entire culture, although others may perceive and designate us as “ambassadors” of our countries of origin. Students may find some stereotypes flattering, but most will recognize that they are ambivalent at best. Few Jewish students, for example, would enjoy being called good with money because it’s an old anti - Semitic prejudice couched in positive language. Likewise, being seen as a Latin lover is a mixed blessing, and not all Asian students are studious and nerdy. Students should also recognize that we may be amused by positive and even negative stereotypes leveled at others, but we may react with less humor once the barbs of prejudice are pointed at us. 1.15 Intercultural Communication: Negotiating Diversity in Job Interviews (L.O. 4, 5) Role - playing relies on a solid knowledge of the workplace and interviewing techniques. If role - playing is too advanced for students, a discussion of differences between the interviewer and interviewee and how they could be bridged might be productive. In the first example, students should recognize the preconceived notions that come with gender expectations. A female boss interviewing a male assistant is still in a minority. a. Students should recognize that explicit references to gender roles would be inappropriate and that the sex of the applicant has no bearing on the qualifications for the job. b. Any questions about the candidate’s national origin should be avoided unless the interviewee volunteers such information. If the accent does not hinder communication, only the skills, experience, and ability of the candidate should be considered. c. In the last decade, turbans and other religious symbols have been perceived negatively because some Americans associate them with radical Muslims and even terrorists. Yet in a job interview, turbans and other forms of religious garb should not be addressed, nor should they be considered relevant to the hiring decision. d. Age discrimination against people over forty is outlawed in the United States. Any question making age a factor in the hiring process would be illegal and should be avoided. Questions should be kept relevant, referring solely to the requirements of the job posting. e. Disability cannot and should not be used against the candidate applying for the job. The interviewer could put the candidate at ease by extending common courtesy to him or her and making sure to speak with the person at eye level. Patronizing behavior should be avoided.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 6 Communication Workshop: Technology Exploring Career Prospects in Your Field With LinkedIn This first Communication Workshop encourages students to visit LinkedIn and potentially similar social media networks and job boards, such as Indeed or CareerBuilder. The goal is to motivate students early in the semester to recognize the value of this course in developing the communication skills that many job placement advertisements require. Students should become familiar with using Internet job - search tools, LinkedIn in particular. This activity takes them through the steps of locating positions in their career fields. They should find three advertisements and print them. They should analyze the skills required, tasks to be performed, and salary ranges for the listed jobs. You may ask them to discuss these findings in groups or submit them in a report. Alternatively, student teams could be asked to examine other popular job boards, such as CollegeGrad and Monster. Besides the largest professional networking site, LinkedIn, Glassdoor is potentially eye - opening as it offers accurate salary estimates and anonymous reviews from within organizations, written by current or former employees. Because students sometimes need gentle nudging to go beyond what is assigned, direct them to LinkedIn’s Learning tab; Monster’s Resumes, Jobs, and Career Resources links, which offer a wealth of job - related information; or the popular iPQ Career Planner app. A simple Google search yields links to websites and news articles that also provide job - seeking advice.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 1 C HAPTER 2 SOLUTIONS Planning Business Messages Note: Solutions to Chapter Review questions 1 - 10 appear in the Annotated Instructor’s Edition. Critical Thinking Discussion Guide 11. The use of digital communication has overtaken face - to - face and voice - to - voice communication in the workplace. How has this shift changed the fundamental process of communication? (L.O. 1) The authors of this text argue that the basic elements of communication have not changed as a result of digital transmission. More messages are being transmitted faster, farther, and more cheaply than ever. Successful communication still requires the transmission of meaning from sender to receiver. However, others might contend that communication has profoundly changed as a result of new technologies. In response, everyone acknowledges that e - mail and micromessaging media have shortened messages and response times. In addition, the communication process has changed from unidirectional to multidirectional. Yet, to be successful, communication still requires that meaning be transferred effectively — regardless of the media involved. 12. Is it necessary to follow a writing process when preparing a short message? A long message? Why or why not? (L.O. 2) Following a writing process is helpful for any size message. Although short messages take less time, following a systematic process helps you avoid writer’s block and the necessity of starting over once you get to the end of the message and realize what you were trying to say. Analyzing your purpose, thinking about your audience, collecting information, organizing your ideas, composing carefully, and revising a message before sending it will always result in an improved product. Following the process also saves time in the long run. 13. In their e - mails, writers sometimes use abbreviations such as FYI (“for your information”) and ASAP (“as soon as possible”). Others sometimes use LOL (“laughing out loud”), 4 u (“for you”), and gr8 (“great”). What’s the difference between these abbreviations, and how do they contribute to one’s professional image? (L.O. 4) The first two abbreviations (FYI and ASAP) are acceptable in e - mails because most business writers understand their meaning. The last three are informal, and many consider them unprofessional. When business writers rely on shortcuts such as B4 (“before”), they may be perceived as ignorant, lazy, or adolescent. Using such abbreviations in messages to friends, of course, is perfectly acceptable. But in the workplace, it’s more professional to stick to accepted abbreviations.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 2 14. A grocery clerk helps a customer with purchases to her car, and the clerk says No problem or Not a problem when thanked. What’s the problem with these expressions? What could be said instead? Why do you think some people are now adopting these expressions instead of the conventional You’re welcome? The problem is that No problem sounds negative and may be inappropriate, as in this instance. A number of alternatives can work as well: You are very welcome, My pleasure, Happy to help, We are happy to serve you, We aim to please, Certainly, and Enjoy. People may be switching to Not a problem or No problem because they are bored with the conventional You’re welcome, which in itself is not altogether meaningful. The new expression seems more contemporary and hip, but it doesn’t seem to fit all circumstances. 15. To focus on the “you” view, should writers scrub all uses of I and we from their writing? Why or why not? (L.O. 4) Although writers are encouraged to use the “you” view, doing so does not mean that they must remove all first - person pronouns. Doing so would make a message sound unnatural and contrived. It would also be extremely difficult to achieve in most first - person messages. Conscientious business writers strive to focus on the audience, but they should not sterilize their messages by removing all uses of I and we. Note: Solutions to the Writing Improvement Exercises are provided in the Annotated Instructor’s Edition. Communication Workshop: Career Skills Perfecting Your Critical - Thinking, Problem - Solving, and Decision - Making Skills 1. Identify and clarify the problem. Students will first focus on the problem of the chaos caused by multiple lines. Where should customers stand? 2. Gather information. When solving any problem, we need information. Students will probably relate their experiences at banks and airlines (which often have roped areas to clearly force single lines), sporting events (where fans frequently crowd concessionaires), and retail stores (where people often politely form lines at checkout counters). Grocery stores have multiple lines, but they are physically separated. 3. Evaluate the evidence. Evidence would logically come from observing customer lines at McDonald’s stores and customer lines at other types of retail establishments. At how many McDonald’s stores was customer behavior observed? Where did the evidence regarding alternative customer behavior originate? Was that information based on a wide number of retail establishments? Was it documented? Was it anecdotal? 4. Consider the alternatives. Many people prefer the orderliness of single lines. Customers know that they are being treated fairly. No one can crowd ahead. However, when big crowds of people are involved, the line can look very long. At McDonald’s a

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    Guffey & Loewy, Essentials of Business Communication , 11. for 3 single line might snake around and at rush times actually flow out the door, giving the impression that the restaurant is very crowded. Rushed customers might take one look and leave to find a less crowded restaurant. However, major competitors seem to have gone to single lines. Wendy’s International and Burger King use single lines successfully. By the way, a Wendy’s spokesperson said, “With stopwatches we’ve proved [a single line] is faster. But consumer perception is the only thing that counts.” Setting up line areas separated by physical barriers might crowd the counter area and make it difficult for disabled people to stay in line. As an alternative, students might suggest that one or two of the McDonald’s try using a single - line system for several months. 5. Choose the best alternative. Students will select one alternative and offer reasons supporting it in a memo or in class discussion. Most important is that they go through the critical - thinking steps to arrive at a decision and that they are able to defend their solution.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 1 C HAPTER 3 SOLUTIONS Organizing and Drafting Business Messages Critical Thinking Discussion Guide 11. A recent PayScale survey revealed a significant gap in perception between managers and new grads. “Overall, the majority of workers (87 percent) feel well prepared (immediately or within 3 months) for their job upon graduation from college. In contrast, only about half of managers (50 percent) feel that employees who recently graduated from college are well prepared for the workforce.” The skill most lacking, said the managers, was writing proficiency. What could explain this gap in perception between managers and new grads? (L.O. 1 – 5) The gap might be explained by a difference in standards. Students have been graded on their work according to academic standards. It could very well be that employers have different and perhaps higher standards. Students have an opportunity to rewrite some assignments, but on the job this permissive attitude doesn’t exist. Additionally, academic assignments often focus on how the writer feels rather than requiring clear organization and presentation of data. Critics of such studies as that of PayScale contend that managers frequently do not know how to judge “writing proficiency.” Managers may think that a misspelled or mistyped word reveals poor language skills. Yet, employers have a right to expect college graduates to be well trained. Commenting on the PayScale report, Dan Schawbel, research director at Future Workplace, said, “Graduates need strong communication and problem - solving skills if they want to interview well and succeed in the workplace, because effective writing, speaking and critical thinking enables you to accomplish business goals and get ahead. No working day will be complete without writing an email or tackling a new challenge, so the sooner you develop these skills, the more employable you will become.” [PayScale. 2016, May 17. Leveling up: How to win in the skills economy.] The use of digital communication has overtaken face - to - face and voice - to - voice communication in the workplace. How has this shift changed the fundamental process of communication? (L.O. 1) 12. How can bad writing waste a businessperson’s time? A researcher asked that question of workers who read business material an average of 25 hours per week (about half of which was e - mail). What writing flaws do you think they named? Should new employees be trained in writing effectively on the job? (L.O. 1 – 5) Of the 547 businesspeople interviewed in this study, 81 percent reported that what they read was frequently ineffective because it was (a) too long, (b) poorly organized, (c) unclear, (d)

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    Guffey & Loewy, Essentials of Business Communication , 11. for 2 filled with jargon, and (e) imprecise. The author of the study claimed that “entry - level employees get little training in how to write in a brief, clear, and incisive way. Instead, they’re immersed in first - draft emails from their managers, poorly edited reports, and jargon - filled employee manuals.” Rarely are new employees given any training in writing. Students taking this course, however, will receive definite training in how to avoid all of these writing faults. 13. Ashley, a twenty - one - year - old college graduate with a 3.5 GPA, was hired for her first job. She was a fast learner on all the software, but her supervisor had to help her with punctuation. On the ninth day of her job, she resigned, saying: “I just don’t think this job is a good fit. Commas, semicolons, spelling, typos — those kinds of things just aren’t all that important to me. They just don’t matter.” For what kind of job is Ashley qualified? (L.O. 1 – 5) By refusing to develop fundamental language skills or to recognize their importance, Ashley is limiting herself to jobs such as selling shoes or waiting on tables. If she wants a job as a knowledge worker (and most college graduates do), she will have to pay close attention to words and punctuation so she can express her ideas and gain credibility among her peers and superiors. 14. Why is audience analysis so important in the selection of the direct or indirect organization strategy for a business message? (L.O. 2) Audience analysis is important because it helps the writer decide whether the receiver will react positively or negatively to the message. Help your students develop the habit of always thinking of the audience first. Ask students to put themselves in the place of the receiver. For example, suggest that writers picture a recipient, such as Lisa, who sits in the first row. How would she feel if she received the contemplated message? If the message is expected to upset her, it might be better to break the news softly. Most business messages, of course, are not sensitive and should be handled directly. But occasionally, especially with bad news, the indirect method may work better. 15. Now that you have studied the active and passive voice, what do you think when someone in government or business says, “Mistakes were made”? Is it unethical to use the passive voice to avoid specifics? (L.O. 4) By using the passive voice in the familiar statement Mistakes were made, the speaker or writer is avoiding responsibility by refusing to identify who or what caused the mistakes. Politicians and business executives often use the passive voice when they don’t want to reveal what happened or who was to blame. However, most people would consider it unethical to cover up wrongdoing or mistakes by using the passive voice. Note: Solutions to the Writing Improvement Exercises are provided in the Annotated Instructor’s Edition.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 3 Radical Rewrites 3.1 Radical Rewrite: Improving a Message About Checking References (L.O. 4, 5) Weaknesses a. Lacks parallelism in the first sentence; should read as follows: . . . many of you are reviewing candidates’ applications and checking references. Match verbs: reviewing and checking. b. Lacks parallelism in the third sentence; should read as follows: by calling or by writing. (The second by could also be dropped.) c. Lacks parallelism in the fourth sentence; should read as follows: Calling is preferred because it’s easier, quicker, and more revealing. Match adverbs. Note, too, that revision will avoid the passive voice. d. Punctuates fragment as a sentence (which can be used to prove that you did your homework). e. Includes dangling modifier and passive voice (When calling to check references, several important steps). An introductory verbal phrase must be followed by a logical subject. Who is calling? f. Fails to begin each item in the bulleted list with a verb to match the other verbs. g. Uses a dangling modifier and passive voice in last sentence; should read as follows: By following these guidelines, you can obtain. An introductory verbal phrase must be followed by a logical subject. 3.1 Radical Rewrite: Improving a Message About Checking References (L.O. 4, 5) Revision To: All Managers From: Mark Sanchez <marksanchez@zycamindustries> Subject: Improving Reference - Checking Procedures With our recent increase in hiring, many of you are reviewing candidates’ applications and their references are being checked. Our CEO has asked me to provide all managers with guidance on how to check references to obtain the best information. Generally, the two ways to check references are by calling or to make an inquiry by writing. Calling is preferred because its easier, can be done more quickly, and calling can reveal more. The main advantage of calling is that people will often provide more valuable information over the phone then they would in writing. However writing does provide stronger documentation. Which can be used to prove that you did your homework. References from former employers are likely to be more valuable than personal references, and can help avoid negligent hiring claims. Educational references should also checked when necessary When calling to check references, several important steps should be followed to obtain the best information: • Call once to schedule the reference check, then call back when you said you would.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 4 • Plenty of time for the call should be allotted. • Ask only about job - related information, do not ask inappropriate questions. • Good notes should be taken, especially in relation to the candidate’s former employment. • At the end, you should summarize and thank the reference for the information. By following these guidelines, meaningful information can be obtained that will help you make the best hiring decisions. Mark Vice President, Human Resources | mark.sanchez@zycamindustries | Office: 455 - 390 - 5539 | Cell: 455 - 290 - 9760 Communication Workshop: Social Media Eight Guidelines for Safe Social Networking Students should be able to generate from their own experience many tips for using social media safely. By conducting online research, they will find additional wise advice. If you need to prime the pump for your students, ask questions such as the following: How easy is it for identity thieves to obtain personal information about you through social media? What is phishing? Can you name phishing attempts that you have experienced and resisted? Do you know anyone who has been scammed or whose identity was stolen? Do you receive a lot of spam? What does it mean to overshare? Students will find many entertaining examples of oversharing as well as cautionary tales online.

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    Guffey & Loewy, Essentials of Business Communication , 11. for 1 C HAPTER 4 SOLUTIONS Revising Business Messages Critical Thinking Discussion Guide 11. A blogger recently asserted that “the pervasive use of email for business has made the work of writing well even more difficult because it invites — relentlessly — hitting Send before you have thought through, organized, reviewed, and even rewritten your message.” Do you agree that the process of writing has become more difficult with e - mail? (L.O. 1 – 5) Some might argue that e - mail has made the process easier because it’s so simple to dash off a message without thinking too hard about it. However, that is precisely the problem. Good writing requires thought, as well as revision. Celebrated author James Michener, who wrote over 40 books, said, “I’m not a very good writer, but I’m an excellent rewriter.” Especially in business writing, clear messages take time to create and even more time to revise. 12. You have just submitted a beautifully researched report. But your supervisor focused on the two or three little errors that you missed and gave none of the praise you expected. Was this fair of your supervisor? (L.O. 4, 5) It doesn't matter whether it was fair. You made mistakes, and those mistakes obscured the excellent work you did. Take the criticism graciously, and promise to be more careful in proofreading in the future. This is a good lesson in the need for excellent proofreading. No matter how outstanding your research was, it was overlooked because of a few careless mistakes. No matter how small, a few mistakes can cast doubt on the entire project. Resolve not to let this happen again. 13. It’s easy to use clichés because they just roll off the tongue. What’s wrong with tried - and - true expressions such as it is what it is and at the end of the day ? (L.O. 2) Clichés are so tired that they have lost their capacity to communicate any specific meaning. They are imprecise and sound boring and worn out. When you find yourself using an expression that sounds very familiar, try to replace it with a more concrete expression that says exactly what you mean. 14. Because business writing should have high “skim value,” why not write everything in bulleted lists? (L.O. 3) Although listing items in bulleted or enumerated lists does improve readability, excessive use of such lists thwarts other business writing goals. Business writing must be purposeful, goal oriented, and conversational. Achieving a friendly, conversational tone is difficult or impossible in a bulleted list. It’s also difficult to be persuasive or to convey a “you” view in

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    Guffey & Loewy, Essentials of Business Communication , 11. for 2 lists. Bulleted lists are valuable to improve “skim value,” but they are appropriate only when used occasionally in presenting related ideas. Used excessively, they begin to look like laundry lists and turn off readers. 15. C onciseness is valued in business. However, can messages be too short? (L.O. 1) Of course, messages can be too short. Although conciseness is valued, messages must be clear. If extra verbiage is needed to explain, then a message should be longer. Persuasive and sales messages are necessarily longer than routine business memos and e - mails. Messages should be as long as necessary to be clear and effective. However, they should not be curt or abrupt. Note: Solutions to the Writing Improvement Exercises are provided in the Annotated Instructor’s Edition. Radical Rewrites 4.1 Radical Rewrite: Information E - Mail — Negative Announcement Weaknesses a. Does not provide a helpful subject line. b. Starts indirectly with an explanation instead of the main idea: scheduling interviews. c. Fails to develop reader benefits, such as explaining why the readers should be interested. d. Sounds negative ( unable to offer; avoid making poor selections; should not have to urge you ). e. Buries a verb ( made a decision instead of decided ). f. Has a long lead - in ( This is to inform you that ). g. Suffers from flabby expression ( in view of the fact that ), other wordiness, repetition, and a demanding tone. h. Fails to make the interview dates and rooms highly readable with a list. i. Inserts request ( send me your ranking lists ) in the middle of a paragraph instead of at the end of the message where action items should go. j. Does not include an end date and reason for returning the ranking lists. 4.1 Radical Rewrite: Inform ation E - Mail — Negative Announcement Revision To: Management Staff From: Nathan Weintraub <nweintraub@bien.com> Subject: Invitation to Help Interview Possible Interns You are invited to help us interview six excellent student candidates for three paid internships. These potential interns from our local college could bring fresh ideas and talent to your projects.

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