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1
Establishing a Framework for Business Communication
IN THIS CHAPTER YOU WILL FIND:
LEARNING OBJECTIVES
KEY CONCEPTS
KEY TERMS
CHAPTER OUTLINE
POWERPOINT SLIDES
TEACHING SUGGESTIONS
CLASSROOM ACTIVITIES
REVIEW QUESTIONS & SUGGESTED ANSWERS
FEATURED ASSIGNMENTS
ADDITIONAL ASSIGNMENTS
CASE ASSIGNMENTS
STUDENT HANDOUTS
TEST BANK QUESTIONS
LEARNING OBJECTIVES
1 Define communication and describe the main purpose for communication in business.
2 Explain the communication process model and the ultimate objective of the communication
process.
3 Discuss how information flows in an organization.
4 Explain how legal and ethical constraints, diversity challenges, team environment, and
changing technology influence the process of business communication.
KEY CONCEPTS
Understanding what communication is and how it occurs is central to successful transactions in
the workplace. Business communication does not take place in a vacuum but is impacted by
various external forces, including legal and ethical constraints, diversity challenges, team
environment, and changing technology.
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KEY TERMS
TERM
Encoding
Interferences (barriers)
Decoding
Feedback
Organizational communication
Internal messages
External messages
Intrapersonal communication
Interpersonal communication
Group communication
Public communication
Formal network flow
Informal network flow
Downward communication
Upward communication
PAGE
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5
6
6
6
6
6
6
7
7
7
7
7
7
8
TERM
Horizontal (lateral) communication
Stakeholders
Ethics
Code of ethics
Diversity skills
Culture
Power distance
Ethnocentrism
Stereotype
Chronemics
Proxemics
Haptics
Kinesics
Team
Distributed leadership
PAGE
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11
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14
15
15
15
16
16
16
16
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18
19
CHAPTER OUTLINE
Purposes of Business Communication 2
The Communication Process 3
Encoding the Message 4
Channel Selection and Message
Transmission 4
Causes of Interference 5
Decoding the Message 6
Giving Feedback 6
Communicating Within Organizations 6
Levels of Communication 6
Communication Flow in Organizations 7
External Influences on Business Communication 10
Legal and Ethical Constraints 11
Diversity Challenges 14
Team Environment 18
Changing Technology 19
POWERPOINT SLIDES
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•
Lecture Slides—Key chapter concepts are presented to instructors and students in the
following formats:
Instructor Resource CD-ROM (IRCD) and at http://www.4ltrpress.cengage.com/bcom.
Text Support Site (Student Resources): Slide downloads for convenient printing of handouts
for taking class notes at http://www.4ltrpress.cengage.com/bcom.
Resource Slides—Class enrichment and activities are available in the Resource Presentation
on the (IRCD) and at http://www.4ltrpress.cengage.com/bcom.
Solution Slides—Provide solutions to activities.
2
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•
•
•
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LECTURE SLIDES
(Items in bold are the highlighted slides from the Instructor Prep Card.)
1. Establishing a Framework for Business Communication
2. Learning Objective 1
3. Purposes of Business Communication
4. Key Ingredients to Career Success
5. Learning Objective 2
6. Communication Process Model
7. Communication Process: The Exchange
8. Communication Channels
9. Learning Objective 3
10. Communication Flow in Organizations
11. Formal Network Flow in an Organization
12. Communication Flow in Organizations
13. Flow of Information within an Organization
14. Learning Objective 4
15. External Forces Influencing Business Communication
16. Stakeholders
17. Ways to deal with Pressure to Compromise Your Ethics
18. Communicate Ethically & Responsibly
19. Causes of Illegal and Unethical Behavior
20. Four Dimensions of Business Behavior
21. Diversity Challenges
22. Viva La Difference
23. Barriers to Intercultural Communication
24. Team Environment — Organization of the Future
25. Synergy
26. Benefits of Work Teams
27. Communication Patterns for Successful Teams
28. Important Team Skills
29. Impact of Technology
30. Legal and Ethical Implications of Technology
31. Tool Advancement
RESOURCE SLIDES
1. Establishing a Framework for Business Communication
2. Learning Objective 1
3. Communication
4. Other Career Skills
5. What communication skill will be most important in your chosen field?
6. Learning Objective 2
7. Selecting An Appropriate Communication Channel
8. In your experience, what kind of interference causes the most difficulties?
9. In group communication, which is the most important to you?
10. Learning Objective 3
11. Levels of Communication
12. Grapevine: An Informal Communication Channel
13. Learning Objective 4
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14. Would you consider falsifying information on your résumé if you thought additions
would help you get an interview?
15. Obsession with Personal Advancement Can Lead to Unethical Conduct
16. Examples of Illegal/Unethical Behavior
17. Framework for Analyzing Ethical Issues
18. Global Marketing Requires Careful Communication
19. Changing U.S. Work Force Age Demographics
20. What is the most important task when working with someone who is different from
you?
21. Communication Patterns for Successful Teams
22. Internet
23. Intranets
24. Extranets
TEACHING SUGGESTIONS
LEARNING OBJECTIVE 1
Define communication and describe the main purpose for communication in business.
Purposes of Communication
•
•
•
For discussion, show Lecture slides 3-4 and Resource slide 4. Students need to be impressed
with the importance of communication to be successful in business. Managers spend up to 80
percent of their time communicating—working in small groups, writing reports, and speaking
with employees and clients. Assign Activities 1 and 2 to allow students to see typical
communication activities in a manager’s day to reflect on their communication activities in a
given day.
Groups are formed to achieve specific goals, but they must also expend energy maintaining
relationships within the group. The larger the group, the more interpersonal relationships that
must be maintained.
In small groups, ask students to complete Activity 3 at the end of the chapter. Compare lists
for commonalities. Then assign students to record the habits that they personally need to
overcome.
LEARNING OBJECTIVE 2
Explain the communication process model and the ultimate objective of the communication
process.
The Communication Process
•
•
•
4
Show Lecture slides 6 (also Figure 1-1, p. 4) and 8 describing the communication process
model and the channels of communication as you discuss the communication process.
Lead a discussion of the advantages and disadvantages of each communication channel.
Under what circumstances would each channel be preferred? Discuss why a certain channel
would be preferred in certain circumstances. Include such issues as privacy, confidentiality,
speed, impact, access, etc.
Show Resource slide 7. Lead class discussion by presenting the situations for selecting an
appropriate communication channel. Show students the provided answers and discuss. Are
there other options? Do they agree? What would they change? Have students complete
Activity 8 for reinforcement.
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•
Initiate a class discussion to identify breakdowns in the communication process. You may
repeat the activity, allowing the speaker to use nonverbal signals and to answer questions
from the class. Consider improvements in the communication process and lead students into a
discussion of the communication process model.
Summarize the section by emphasizing the following points:



Communication is complete only when the message has been decoded at its
destination.
Although it is not always readily available (as in written communication), feedback
normally provides senders with information about the effectiveness of their
messages.
Decoding and encoding are mental activities drawing on an individual’s reservoir of
experience.
To illustrate the complexity of the communication process, complete the following
activity:


Ask a student to leave the classroom and make a paper airplane from a single piece of
paper or build a model with building blocks. Ask another student to study the design
of the airplane. Tell the class that the student will give them instructions for making
something from a piece of paper. Vary the activity by having the student create a
simple origami object (e.g., paper cup). Complete illustrations are available in
origami books you can obtain from the library or on the Internet.
Ask the student to give the instructions to the class, giving only verbal instructions
(no nonverbal cues) and answering no questions from the class.
LEARNING OBJECTIVE 3
Discuss how information flows in an organization.
Levels of Communication
Because the course is new to most students, vocabulary, theory, and background for later study
are introduced here. Major concepts to cover include the following topics:
• The major purpose of communication is to satisfy needs—personal, social, task, or job.
Interpersonal communication grows into group communication, which grows into
organizational communication as size and complexity lead to different needs.
• Formal organizations are marked by characteristics that call for increases in the amount and
effectiveness of communication: specialization of individuals and units and interdependence
of individuals and units.
• The concept that all people have task and maintenance goals—get the job done and feel good
about themselves—is an important factor in understanding the difference between an
externally imposed system and an internally (within the person) generated system.
Formal and Informal Channels
•
Show Lecture slides 10-12 and Resource slide 12 as you discuss formal and informal
channels of communication in organizations and the importance of the grapevine as an
informal communication system.
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Communication Flow in Action
•
•
Show Lecture slide 13 (also Figure 1-2, p. 8) and discuss the directions of communication
flow within organizations—upward, downward, and laterally (vertically or horizontally as
you view an organizational chart).
Describe the efforts of organizational managers to exercise control and effective
coordination.
LEARNING OBJECTIVE 4
Explain how legal and ethical constraints, diversity challenges, team environment, and changing
technology influence the process of business communication.
External Influences on Business Communication
•
•
Show Lecture slide 15 (also Figure 1-3, p. 11) and introduce the concept of environmental
“contexts” that influence communication.
Lead a class discussion of changes that have occurred in the business environment over the
last 25 years. Solicit comments on changes that have affected the four external factors in Fig.
1-3: legal/ethical issues, diversity challenges, changing technology, and team environment.
Summarize with ways that communication has been affected by these changes.
Legal and Ethical Constraints
•
Show Lecture slide 18. Initiate a class discussion to arrive at a definition of ethics, which
should lead to the principles of right and wrong that guide individuals in making decisions
that affect others. Then, to initiate a discussion of the foundation of ethical behavior, ask how
people know what’s right and wrong.
• Show Lecture slide 17 and discuss how the actions in the “Deal with Pressure to Compromise
Your Ethics” section might affect a young person’s moral development. Ask students to add
other actions to the list.
• Discuss how compromises in personal values can affect a person’s value system. This
discussion should lead naturally into a discussion of commonplace unethical behavior in a
student’s academic life and in the workplace. Encourage students to contribute other
examples from their own experiences. Students’ responses might include the following:
 copying from another student’s test paper to achieve a certain grade point average
 not contributing a fair share to a group project
 plagiarizing on a term paper
 copying a computer software program so class assignments can be completed on
one’s own computer rather than in a computer lab
 not reporting a student witnessed cheating on an exam
 listing false qualifications to increase chances of getting a job, scholarship,
internship, and so on.
To create immediate interest in the topic and to emphasize the widespread presence of unethical
behavior, ask students to locate in a current newspaper or magazine an example of an illegal act
or an unethical act (Activity 5).
• Show Resource slide 14 as a springboard for discussion about the ethical dilemmas often
presented in résumé writing. Discuss the need to be honest on a résumé. (This topic is
discussed further in Chapter 13.)
• Initiate class discussion with the following examples:
6
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






False statements concerning his involvement with Monica Lewinsky lowered public
confidence in former President Bill Clinton and lead to legal charges of perjury.
Pete Rose, baseball’s greatest hitter, supported a gambling habit that resulting in him
being banned from Major League Baseball.
Dennis Rodman was censored and fined repeatedly for unsportsmanlike conduct on
the basketball court but showed little remorse for his actions.
When he was hired to become the head football coach at Notre Dame, former
Georgia Tech coach George O’Leary lied about receiving a master’s degree from
New York University and about having played football at the University of New
Hampshire. When the information surfaced, he was fired after serving in the position
for five days.
Use of banned drugs by Olympic contenders caused several athletes to be
disqualified or stripped of their medals.
Bill Gates and Microsoft underwent an extended legal battle with the Justice
Department to defend charges that the company had pursued illegal measures to
establish a monopoly in the computer software market.
Martha Stewart was convicted and jailed for obstruction of justice and making false
statements about the sale of her shares of ImClone stock prior to a company
downturn.
Causes of Illegal and Unethical Behavior
Emphasize that being aware of the major causes of unethical behavior will assist students in
recognizing the forces that can cause unethical behavior. Recognizing the causes of unethical
behavior is the first step in making business decisions that may require students to compromise
their personal values.
•
•
Show Lecture slide 19 Discuss the causes of unethical behavior in the workplace and each of
the examples provided. To increase relevance, encourage students to share incidents they
have experienced or those reported in the newspapers and magazine articles collected in
Activity 5.
Resource Slide 16 provides prominent examples to spark ideas.
 Excessive emphasis on profits. Ask students to recount other incidents in which ethics
were sacrificed for profit.
 Misplaced corporate loyalty. Lead students in a discussion of the seductive quality of
an unethical environment and potential risks and remedies.
 Obsession with personal advancement. Ask students the following question: When
does personal ambition become obsessive?
 Expectation of not getting caught. Many people think they will never get caught
making illegal copies of software, one of the most widespread “white collar” crimes
in the world. The Software Publishers Association reports, however, that more than
4,000 claims have been settled against such offenders since 1990. Ask students why
radar detectors were invented? Is speeding wrong as long as no police are around?
 Unethical tone set by top management. This problem is deep-rooted in the corporate
culture of some organizations. Corporate culture is extremely difficult to change and
can take years. The time factor should, however, not be a deterrent to efforts to bring
about an ethical work environment.
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

Uncertainty about whether an action is wrong. Refer to the disputed 2000
presidential election to illustrate the various interpretations of legal and ethical vote
counting issues.
Unwillingness to take an ethical stand. Lead a discussion about whistle-blowing and
the consequences that result. Have students use an online index to locate a newspaper
or magazine article that features whistle-blowers.
Framework for Analyzing Ethical Dilemmas
•
•
•
Show Lecture slide 20. To introduce the “Four Dimensions of Business Behavior,” presented
in Figure 1-4, lead students in a discussion of ethical principles or systems that would be
helpful in determining whether an issue is ethical. This discussion will emphasize that various
methods can be used to resolve ethical dilemmas and incorporated into a systematic plan for
analyzing ethicality. Having “tools” to use when faced with an ethical dilemma will help
students find solutions that better conform to their own personal values.
Ask students to complete Featured Assignment 1, reading The Power of Ethical Management,
a book by Kenneth Blanchard and Norman Vincent Peale. The short story focuses on a sales
manager’s attempt to make an ethical decision.
Show Resource slide 17. Continue your discussion of analyzing ethical dilemmas by walking
students through the framework on the resource slide by relating it to an ethical issue that has
been in the news—e.g., Martha Stewart allegedly selling her ImClone stock early on a tip
from a friend at the company about a drug being rejected or Dennis Kozlowski, former
chairman of Tyco International, allegedly stealing $170 million in bonus and other perks and
participating in $430 million in illicit stock sales.
Diversity Challenges
•
•
8
Show Lecture slide 21. Emphasize that people will have to work in, supervise, and manage
businesses in a culturally diverse environment. Ask students to identify other areas of
diversity: social, educational, geographic, etc. Depending on the cultural mix in your classes,
you can do much in the way of relating the chapter to your community.
Resource slide 18 features examples of U.S. companies that have experienced intercultural
blunders:
 EuroDisney is a good example of what can go wrong when a company tries to create
a new venture in a foreign country without taking the context of the national culture
into consideration. Executives at EuroDisney presumed U.S. company policies would
be equally as successful at EuroDisney. Immediate problems occurred: Employees
resisted Disney’s disregard for national customs—the unpopular dress code
prohibiting facial hair and limiting make-up and jewelry and the no-alcohol-in-thepark policy (the French generally include wine with most meals).
 When Wal-Mart opened a Supercenter in Mexico City, thousands of local residents
poured in to see and buy the latest products from the United States. Managers
decided to leave the English labels on products when they discovered that Mexican
customers actually preferred products in “American” packaging to the ones with
Spanish labels. For Mexicans, buying goods from the United States is a mark of
status.
 A similar phenomenon occurred in Moscow. When McDonald’s opened its first
restaurant in the former Soviet Union, Muscovites took home the styrofoam
containers as souvenirs and were willing to stand in line just to sample the food
Americans take for granted here.
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
Coca-Cola committed an offense similar to McDonald’s when they placed the flags
of the 24 nations participating in the World Cup on their packaging. Among the flags
was Saudi Arabia’s, which includes sacred words from the Koran. Muslims were
incensed, as they believe that holy words should not be used as a sales device, much
less on packaging destined for the trash.
Intergenerational Issues
•
•
•
If time permits, discuss intergenerational issues in the workplace. Introduce Resource slide 19
which contains pie charts showing changes in U.S. workforce demographics. Use this to
spark discussion based on experiences of your students.
Ask students to think of words and phrases that have different meanings for 20 year olds, 50
year olds, and 80 year olds. Have them generate a list of the words and the perceived
meanings for both age groups.
Lead a discussion of the challenges of a younger manager supervising older workers. These
challenges are discussed in greater depth in Chapter 3.
Communication Opportunities and Challenges in Diversity
•
•
Whether you present a lecture on this section before students read it or whether you conduct a
session of questions and answers, lecture, and discussion after they have read the chapter, you
should be able to draw on current examples from magazines, newspapers, and television
about problems in intercultural communication.
Ask students to complete Activity 6, reading articles about communication failures by U.S.
companies doing business in foreign countries. Encourage students to use the articles as a
springboard for discussions of failed communication because of cultural issues.
Barriers to Intercultural Communication
•
•
•
•
Show Lecture slides 22 and 23. Discuss the barriers that can interfere with intercultural
communication and suggestions for dealing with them.
Lead the class in a discussion of the issue of cultural stereotypes. How do movies and
television stereotype U.S. citizens? Other cultural groups? Have students to discuss the
following scenarios in relation to their school, work, and social lives:
 Interpretation of time: Ask students to share experiences.
 Personal space requirements: Ask students to share experiences.
 Body language: Ask students to share experiences.
 Translation limitations: Ask a student who speaks another language to give an
example of an English word for which there is no literal translation into the other
language or vice versa.
 Lack of language training: Ask students why the study of foreign languages is not
more highly valued in the U.S.
Have students work on Activity 7 which involves identifying and discussing areas of
diversity in the classroom including; age, gender, race, culture, geographic origin, etc.
Assign Featured Assignment 4 which involves students interviewing an international student
at their institution.
Team Environment
Work Team Defined
•
Show Lecture Slide 24. Discuss the influx of the team-oriented approach global business.
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•
•
•
Have students bring in a magazine or newspaper article that describes how teams are being
used in a particular business setting.
Lead a discussion as to what terms are used to describe the teams discussed in the articles.
For what tasks and purposes were the teams formed?
Show Lecture slide 25. Discuss the concept of synergy and 1+1=3. Focus on how the whole
can be greater than the sum of the parts due to the fact that complementary skills of team
members result in greater results. Furthermore, creativity is fostered through the exchange of
ideas and building on each other’s ideas.
Communication Differences in Work Teams
•
•
•
•
Use Lecture slides 26 and 27.
Lead a discussion in the benefits of work teams. Ask students to list advantages and
disadvantages of teams. Encourage students to contribute other examples from their own
academic life and workplace experiences.
Have students refer to the articles located earlier on teams in business settings.
Discuss what communication issues were different after the formation of teams. Trust, open
exchange, shared leadership, listening, problem solving, conflict resolution, and negotiation,
among other issues, should likely surface.
Maximization of Work Team Effectiveness
•
•
Show Lecture slide 28. Discuss the skills necessary for successful teams.
Lead a discussion on gender, cultural, and age differences that can present barriers to team
communication.
Changing Technology
•
•
Show Lecture slide 29. Lead a student discussion about how technology has changed over the
last 30 years and what changes are on the horizon.
Have students brainstorm a list of communication technology products. What are the
advantages? Are there disadvantages?
Tools for Data Collection and Analysis
•
•
•
Resource slides 22-24. Discuss the three types of electronic networks: Internet, Intranets, and
Extranets.
Lead a student discussion of the various databases of which the average citizen is a part.
What are the advantages?
Have students brainstorm tasks for which a spreadsheet is useful. Then have them compile a
list of safeguards for proper use of spreadsheets.
Tools for Shaping Messages to Be Clearer
•
•
10
Discuss document production software, electronic presentation tools, web publishing tools,
and collaborative software.
To summarize the various types of information technology needed to ensure a company’s
efficiency and effectiveness, have students identify technological solutions to the following
dilemmas:
 A memo takes two or three days to get from one department to another.
Solution: Use email instead of memos for routine internal messages.
 Sales executives are frustrated about the excessive time spent in air travel for regional
product information meetings.
Solution: Use videoconferencing instead of traveling to meetings.
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Telephone tag is a problem for many employees.
Solution: Use voice mail or email.
 Proposals with misspelled words often reach supervisors.
Solution: Require the use of spell check on all word processed documents.
 Information is lost in crowded file cabinets and cannot be retrieved in time to assist in
decision making.
Solution: Transfer files to electronic databases.
 Co-workers, contractors, and bank loan officers frequently need to reach the vice
president of a land development company readily so that they can make or implement
decisions. However, reaching the vice president is nearly impossible as he is often
away from the home office visiting building sites, meeting with contractors,
negotiating bank loans, or traveling between these various locations.
Solution: Provide a cellular phone for the vice president.
 Administrative assistants become upset when asked to make changes or revisions in
documents because they have to spend hours retyping entire documents.
Solution: Use word processing software for the creation of documents.
 A producer in a California film studio is irritated when filming is stopped to wait for
a scriptwriter working in a remote location to rewrite and mail a portion of script.
These delays are the major cause of a film’s exceeding budget, a common occurrence
for this producer recently.
Solution: Have the writer fax updated scripts rather than mailing.

Tools for Communicating Remotely
•
•
•
•
Discuss the possibilities technology offers in both personal and business communication as
well as the dangers and intrusions it can pose.
Ask students what technological features they use on a daily basis.
Lead a discussion about the capabilities offered by electronic technology and the threats
posed. While technology has certainly led to the invasion of individual privacy, various
safeguards have emerged. New technologies such as caller I.D. and encryption have given
individuals more control over their information. Privacy legislation has been enacted to offer
legal safeguards.
Have students complete Activity 8 and Additional Assignment 9.
Summary
•
Lead students in a discussion of the communication issues of a present-day businessperson
and those of a businessperson of 25 years ago. Reflect changes in legal/ethical issues,
diversity, technology, and team environment. What issues would be consistent for the two
groups? What issues would be different?
CLASSROOM ACTIVITIES
1. Shadowing a Manager’s Communication Activities: Shadow a business manager for a day.
Keep a log of his/her communication activities for the time period you are observing. Divide
the communication activities into the following categories: (1) attending meetings, (2)
presenting information to groups, (3) explaining procedures and work assignments, (4)
coordinating the work of various employees and departments, (5) evaluating and counseling
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employees, (6) promoting the company’s products/services and image, and (7) other
activities. Calculate the percentage of time spent in each activity. Be prepared to share your
results with the class.
Solicit responses that require thought and reflection from students. Compare the percentage
breakdowns calculated by each student.
2. Clocking Your Own Communication Activities: Prepare a record of your listening,
speaking, reading, and writing activities and time spent in each during the hours of 8 a.m. to
5 p.m. for the next two days. You should attempt to record the time spent doing each activity
for each one-hour time block in such a way that you obtain a total time for each activity. Be
prepared to share your distribution with the class.
This activity illustrates the enormous amount of time we spend communicating and how that time
is distributed among various communication activities. A student’s time distribution of
communication activities may reinforce studies showing that a manager’s time is distributed as
follows: listening, 45 percent; speaking, 30 percent; reading, 15 percent; and writing, 10 percent.
3. Communication Barriers: In groups of three, develop a list of 10 to 12 annoying habits of
yours or of others that create barriers (verbal and nonverbal) to effective communication.
Classify each according to the portion of the communication process it affects. For each, give
at least one suggestion for improvement.
The lists will probably include items related to interrupting the speaker, ignoring the speaker, not
looking at the speaker, fidgeting, exercising poor personal habits of cleanliness and mannerisms,
passing the buck, getting too far ahead of the speaker, and failing to provide feedback.
4. Organizational Communication Flows: Draw an organizational chart to depict the formal
system of communication within an organization with which you are familiar. How is the
informal system different from the organization chart? How are the five levels of
communication achieved in the organization? Be prepared to discuss these points in class.
Divide students into groups of four to five and instruct them to discuss each student’s analysis of
the external and internal communication system of an organization. Then as a group, students
should attempt to predict management’s reactions to the recommendations. A group leader could
be asked to present a brief report to the class.
5. Identifying Ethical Dilemmas: Using an online index, locate a current newspaper or
magazine article that describes an illegal or unethical act by a business organization or its
employee(s). Choose an incident as closely related as possible to your intended profession.
Be prepared to share details of the incident in an informal presentation to the class.
Selected incidents will vary; the summary may include a reference citation, an overview,
discussion of major points, and an application section that summarizes the contribution of the
article to individuals or the profession
6. Diversity Challenges: Conduct an online search to locate examples of intercultural
communication mistakes made by U.S. companies doing business in another country. How
can an organization improve its diversity awareness to avoid such problems? Be prepared to
share your ideas with the class.
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This assignment encourages students to explore current new ideas and analyze diversity issues.
Articles might focus on problems in marketing campaigns, contract negotiations, etc. Improving
diversity awareness involves researching the appropriate culture and determining ways to
communicate effectively.
7. Classroom Diversity Initiative: In your class, locate other students to form a “diverse”
group; your diversity may include age (more than five years difference), gender, race,
culture, geographic origin, etc. Discuss your areas of diversity; then identify three things the
group members all have in common, excluding your school experience. Share your group
experiences with the class.
Use what you have learned about your students to place them in groups with diversity, whether
based on age, race, ethnicity, geography, or experience. Experiences will vary from group to
group. Students should focus on identifying experiences that are different, whether personal or
business related.
8. Changing Technology: Indicate which of the following communication mediums would be
most appropriate for sending the following messages: email, fax, telephone, or face-to-face
communication. Justify your answer.
a. The company is expecting a visit from members of a committee evaluating your bid for
this year’s Malcolm Baldrige National Quality Award. All employees must be notified of
the visit.
Electronic mail would be a good choice because the message can be sent simultaneously
too many subscribers, thus saving time and money.
b. After careful deliberation, the management of a mid-sized pharmaceutical company is
convinced the only way to continue its current level of research is to sell the company to
a larger one. The employees must be informed of this decision.
Email would not be recommended for this situation because it requires tact and
sensitivity. A face-to-face meeting would be preferred.
c. Lincoln Enterprises is eager to receive the results of a drug test on a certain employee.
The drug-testing company has been asked to send the results as quickly as possible.
Email is not recommended when the content of the communication is confidential.
Overnight mail would be a better choice in this case because speed is important.
d. The shipping department has located the common carrier currently holding a
customer’s shipment that should have been delivered yesterday. Inform the customer that
the carrier has promised delivery by tomorrow morning.
Voice mail would be preferred because the recipient would not have to log on to the
computer to know that the message has been sent. Fax could also be used in this case
because it provides the speed needed in this situation.
e. An employee in another division office has requested you send a spreadsheet you have
prepared so he can manipulate the data to produce a report.
Email could be used in this case because the spreadsheet file could be attached and
transmitted.
See Solution Slide
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9. Technology’s Impact on Communication: In pairs, read and discuss an article from a
current magazine or journal about how technology is affecting communication. Send your
instructor a brief email message discussing the major theme of the article. Include a complete
bibliographic entry so the instructor can locate the article. Your instructor will provide
directions for setting up an email account and composing and sending an email message.
The primary purpose of this assignment is to get students online and familiar with course email
practices. Students should be able to complete the assignment outside of class and without
instructor assistance. The bibliography citation provides application of knowledge that will be
developed further in Chapter 9 and on the Style Cards. If you are following the sequence of
chapters in the text, students will not yet have been exposed to concepts related to message
impact, such as adaptation and strategy. Consequently, evaluation of this assignment should not
focus heavily on such factors. Depending on the editing capabilities of your email system, you
may grade spelling, grammatical content, and basic formatting.
10. Exploring Use of Teams in the Workplace: Using the Internet, locate an article that
describes how a company or organization is using teams in its operation. Write a one-page
abstract of the article.
Located articles will vary; the abstracts should focus on how teams are being used in the
particular organization. Evaluate for clarity, completeness, and conciseness.
REVIEW QUESTIONS & SUGGESTED ANSWERS
1. What are the three purposes for which people communicate? What percentage of a
manager’s time is spent communicating? Give examples of the types of communication
managers use.
The three purposes of communication are to inform, to persuade, and to entertain. Managers
spend approximately 60 to 80 percent of their time involved in some form of communication,
including attending meetings, writing reports, presenting information to groups, explaining and
clarifying procedures and work assignments, evaluating and counseling employees, and
promoting company products, services, and image. Communication activities in which managers
are typically engaged include attending meetings and writing reports related to strategic plans and
company policy; presenting information to large and small groups; explaining and clarifying
management procedures and work assignments; coordinating the work of various employees,
departments, and other work groups; evaluating and counseling employees; and promoting the
company’s products/services and image.
2. Describe the five stages in the communication process using the following terms: (a)
sender, (b) encode, (c) channel, (d) receiver, (e) decode, (f) feedback, and (g)
interferences or barriers.
The five stages of the communication model follow.
a.
The sender encodes a message.
b.
The sender selects an appropriate channel and transmits the message.
c.
The receiver decodes the message.
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d.
e.
The receiver encodes the message (feedback) to clarify any part of the message
not understood. Sender and receiver give feedback until the message is
understood.
The sender and receiver remove or minimize interferences that hinder the
communication process.
3. What is the difference between intrapersonal and interpersonal communication?
Intrapersonal is the communication that occurs within a person as the person processes
information; interpersonal communication occurs between or among people.
4. How is the formal flow of communication different from the informal flow of
communication?
The formal flow follows obvious organizational lines. The informal flow is sometimes referred to
as the grapevine because it does not follow predictable lines of flow.
5. What are some common causes of unethical behavior in the workplace?
The common causes of unethical behavior in the workplace are (a) excessive emphasis on profits,
(b) misplaced corporate loyalty, (c) obsession with personal advancement, (d) expectation of not
getting caught, (e) unethical tone set by top management, (f) uncertainty about whether an action
is wrong, and (g) unwillingness to take an ethical stand.
6. Describe several intercultural communication barriers and how they might be
overcome.
Intercultural barriers include stereotypes, differences in the interpretation of time, differing
personal space requirements, body language, translation limitations, and lack of language
training. Strategies for overcoming these barriers include learning about the other person’s
culture, having patience with yourself and the other person, and getting help in the form of
resources when needed.
7. Describe several ways that communication technology can assist individuals and
organizations.
Communication technology can assist individuals and organizations in collecting and analyzing
data, shaping messages to be clearer and more effective, and communicating quickly and
efficiently over long distances.
8. What legal and ethical concerns are raised over the use of technology?
Concerns raised over the use of technology include information ownership issues, access to
information issues, and threats to privacy.
9. How does communication in work teams differ from that of traditional organizations?
Communication in work teams differs from that in traditional organizations in that
communication patterns are different; trust is a primary factor; open meetings are the norm;
shared leadership exists; and listening, problem solving, conflict resolution, and negotiation are
important factors.
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10. Why has communication been identified as perhaps the single most important aspect of
team work?
Communication has been identified as perhaps the most important aspect of team work because
open lines of communication are essential to increasing interaction between employees and
management as well as horizontally among team members, with other teams, and with
supervisors.
11. What aspect of cultural diversity do you feel will impact you most in your career:
international, intercultural, intergenerational, or gender? Explain your answer,
including how you plan to deal with the challenge.
Answers will vary, but student responses should focus on one of the three listed here, using
concepts from the chapter to defend their answers. For example, if intergenerational issues arise,
students could talk with relatives of the same generation as co-workers to obtain suggestions
about how to communicate more effectively.
FEATURED ASSIGNMENTS
1. Legal and Ethical Constraints: Read The Power of Ethical Management by Kenneth
Blanchard and Norman Vincent Peale, a short, engaging story of a sales manager’s attempt
to make an ethical decision. Write a brief report summarizing the ethical principles presented
in the book.
In addition to the written report, you might use the following activities based on the reading of the
book.
• (a) In a class discussion, have students assume they are the sales manager facing the ethical
dilemma in the book. Applying the ethical framework, would they succumb to management’s
pressure to increase profits at any cost or resign the position?
• (b) In a class discussion, ask students to summarize the ethical principles presented in the
book that are not presented in the text. You may want to suggest other materials on ethics for
outside reading. This assignment may be used as the basis for a presentation
2. Writing About Your Team Orientation: Take the team player quiz at the Monster career site
and write a brief paper about their team orientation and how being a team player may affect
their career success.
Student scores for the team player quiz will vary, but papers (or class discussion) should focus on
team collaboration, self-directiveness, mutual respect, team achievements, complementary skills,
and empowerment.
3. Analyzing an Ethical Dilemma: Research a scandal in the business or popular press using
campus resources. Read the article and respond to the following questions:


16
Who are the stakeholders in the case? What does each stand to gain or lose,
depending on your decision?
How does the situation described in the case relate to the four-dimension model
shown in Figure 1–4?
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
What factors might influence your decision as the manager in the case?
Students’ answers will vary depending on the article(s) they select.
4. Intercultural Interview: Assemble a group of three and interview an international student at
your institution. Generate a list of English words that have no equivalents in his or her
language. You should also find out about nonverbal communication that may differ from that
used in American culture. Be prepared to share your findings in a short presentation to the
class.
In completing this assignment, students will interact firsthand with a person of a cultural
background different from their own. The translation issue will raise awareness of the
communication challenges faced in global business activity.
5. Communication Failure: Assemble a group and discuss experiences where “communication
failure” was blamed for problems that occurred in your work, academic, or personal
interactions. Generate three to five additional ways communication can fail, with suggestions
for correcting them. Your instructor may ask you to share your results in a short
presentation.
Five reasons communications fail:
 It’s not my responsibility: Employees don’t want to shoulder responsibility for
others’ tasks, even at the expense of customer service. Article suggests making a
“hard and fast rule” that all employees are responsible for making sure customer
issues are resolved.
 I just assumed: Never make assumptions. Ask questions so that all information is
clear.
 I think so: Don’t be lazy. If you don’t know, find out the correct information and use
it.
 If it’s not in writing, it’s not real: If you want something to absolutely be completed
a certain way, write it down.
 Lack of follow-through: When communication difficulties arise, take care of business
yourself and don’t depend on someone else. If you have someone to aid in resolving
this, use that person, but only after completely briefing him or her on the situation.
Answers for additional ways communication can fail will vary.
ADDITIONAL ASSIGNMENTS
1. Communication Challenges in the Future Workplace: Locate the following article through
the Internet or an online database at your library:
Kaplan-Leiserson, E. (2004, February). 2004 forecast. T & D, 58(2), 12(3).
In small groups, discuss the following:
• What communication trends are predicted in the workplace? Are any of these surprising?
Why?
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Essential skills identified include interpersonal skills, the ability to write and speak effectively,
etiquette skills, and effective listening. Soft skills (people skills) will become even more
important than in the past.
•
Which trends are likely to impact your chosen career field most significantly? In what ways?
Each student should identify those skills that seem most appropriate to his or her chosen career
field and explain their importance.
•
How do the predicted trends relate to the chapter?
Select one of the resource sites provided in the article. Visit the site and prepare a brief
presentation to be given to the class about the trend. Three of the four trends are addressed in the
article:



Technology: The technological transformation of the workplace will severely test
workers’ ability to maintain a “high-touch” atmosphere. The pervasiveness of
technology will make one’s communication skills more distributed and public.
Diversity: Staffing strategists, a new employee category, will provide businesses with
data on demographic shifts, emerging occupations and employment trends.
Mentoring directors will match veteran employees with newcomers.
Teams: Self-managed work teams will enhance productivity, spurred by the ability to
offer instant access to massive amounts of data. Individuals may collaborate from
separate locations in the same office building or from different locations worldwide.
Many workers will telecommute, at least part-time.
2. Miscommunication Cause and Solution: Identify and describe a miscommunication that you
have had with a fellow college student, friend, family member, co-worker, or representative
of a company with which you have dealt. Explain the source or cause of the communication.
Was it due to some type of interference? Or was it a problem with encoding? What feedback
might you have given to eliminate the problem?
Some of the interferences that may occur at various stages of the communication process include
• Differences in educational level, experience, culture, and other characteristics of the sender
and the receiver increase the complexity of encoding and decoding a message.
• Physical interferences occurring in the channel include a noisy environment, interruptions,
and uncomfortable surroundings.
• Mental distractions, such as preoccupation with other matters and developing a response
rather than listening.
Various behaviors can cause breakdowns in the communication process at the encoding stage,
such as when the sender uses
•
•
•
•
Words not present in the receiver’s vocabulary.
Ambiguous, nonspecific ideas that distort the message.
Nonverbal signals that contradict the verbal message.
Expressions, such as “uh” or grammatical errors, mannerisms (excessive hand movements,
jingling keys), or dress styles that distract the receiver.
Feedback that might help to resolve some of these challenges include asking questions to ensure
clarity of understanding and/or providing nonverbal signals that convey the same message.
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3. Formal Network Flows: Identify an organization with which you are part. This organization
can be your workplace, or a church, sports, or university organization in which you
participate. Try to identify the formal network flows that are dominant in the organization.
Does organization primarily flow upward, horizontally, or downward? Based upon this
observation, can you see ways that network flow might be improved and its benefits to the
organization?
Answers should indicate a correct understanding of upward, downward and horizontal
communication flows and how each can help to improve communication within an organization.
Downward communication flows from supervisor to employee, from policy makers to
operating personnel, or from top to bottom on the organization chart. A simple policy statement
from the top of the organization may grow into a formal plan for operation at lower levels.
Teaching people how to perform their specific tasks is an element of downward communication.
Another element is orienting employees to a company’s rules, practices, procedures, history, and
goals. Employees also learn about the quality of their job performance through downward
communication.
Upward communication generally is feedback to downward communication. Accurate
upward communication keeps management informed about the feelings of lower-level employees, taps
the expertise of employees, helps management identify both difficult and potentially promotable
employees, and paves the way for even more effective downward communication.
Horizontal or lateral communication describes interactions between organizational
units on the same hierarchical level. Horizontal communication is the primary means of achieving
coordination in a functional organizational structure.
4. History and Development of Your Career Field: Research the history and development of
your chosen career field as well as some of the companies and organizations that offer
employment in that area. How have their business practices changed over the years? What
has been the effect of technology on the organization(s)? What has been the effect of
globalization? Has the legal environment changed in such a way as to affect its practices and
communication?
Ideally, responses would demonstrate an understanding of some of the strategic forces issues
related to technology, globalization and the legal environment that are discussed in the chapter.
International, federal, state, and local laws affect the way that various business activities can be
conducted and are a starting point for proper business communication. Globalization often
involves dealing with businesses and persons in other cultures. Such diversity in the workplace is
another strategic force influencing communication. Electronic tools have not eliminated the need
for basic communication skills; they can, in fact, create new obstacles or barriers to
communication that must be overcome. A variety of issues related to these three topics might be
addressed in the response to the assignment.
CASE ASSIGNMENT 1
CAN THE UNITED STATES SUCCEED WITHOUT REWARDING RUGGED
INDIVIDUALITY?
A basic element of the fabric of U.S. entrepreneurship is the faith in the ingenuity of the
individual person’s ability to conceive, develop, and profit from a business endeavor. The frontier
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spirit and triumph of the individual over looming odds have been a predominant force in the
development of the United States. Such individualism has also been recognized by organizations,
with reward going to those who contribute winning ideas and efforts.
The recent shift in organizational structures toward team design has caused management
to reassess reward systems that focus on individual recognition and to consider rewards that are
based on team performance. Some fear that removing individual incentive will lead to mediocrity
and a reduction in personal effort. They argue that while the team model might work in other
cultures, it is inconsistent with the U.S. way of thinking and living. According to Madelyn
Hoshstein, president of DYG Inc., a New York firm that researches corporate trends, America is
moving away from the model of team building in which everyone is expected to do everything
and toward focusing on employees who are the best at what they do. She describes this change as
a shift toward social Darwinism and away from egalitarianism, in which everyone has equal
economic, political, and social rights.
Team advocates say that teams are here to stay and liken those who deny that reality to
the proverbial ostrich with its head in the sand. They stress the need for newly structured
incentive plans to reward group effort.
Source: Pounds, M.H. (1996, April 12). New breed of executive is ruthless, highly paid. Sun Sentinel (Fort
Lauderdale), p. 1F.
Questions
1. How would you respond to those with concerns about loss of individual incentive?
Argue for or against the increased emphasis on team reward, using either personal
examples or examples from business.
Arguments in favor of increased emphasis on team reward include: (a) team reward encourages
synergistic results that surpass what solo individuals can achieve; (b) team reward encourages
cooperation rather than competition. Arguments against emphasis on team reward include: (a)
contribution of team members is never completely equal, so reward should be to the individual;
and (b) mediocrity results from team reward, since individuals are not challenged to rise above
the norm.
2. Structure a reward system that would recognize both individual and team performance.
You may use an organization of your choice to illustrate.
A possible reward system would include the following elements for each team member: a
percentage of merit based on team performance, a percentage from team member appraisals, and
a percentage from the supervisor.
3. Select a specific corporation or nation that has implemented the team model. Describe
the transition away from a hierarchical structure and the consequences that have
resulted from the shift, both positive and negative.
Organizations selected will vary. Focus on how well the student described the transition from
hierarchical structure to teams and positive and negative consequences that resulted. If you are
following the sequence of chapters in the text, students will not yet have been exposed to
concepts related to message impact, such as adaptation and strategy. Consequently, evaluation of
this assignment should not focus heavily on such factors.
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CASE ASSIGNMENT 2
COMMUNICATION CHALLENGES AT THE CDC
Summary
The following suggestions will provide insights for incorporating the organizational showcase.
Chapter 1 highlights communication challenges at Centers for Disease Control and Prevention
(CDC); spotlights Dr. Julie Gerberding, the Center’s director; and allows students to consider and
apply concepts that the organization and its leaders use to ensure successful and appropriate
communication with its constituents.
The Centers for Disease Control (CDC) is charged with the responsibility of protecting
the health and safety of people at home and abroad. The agency develops and provides disease
prevention and control and distributes information to enhance health decisions. Communication
with other health partners is essential to insuring the health of the people of the United States and
elsewhere in the world.
Case
The events of September 11, 2001, affected every American citizen as well as the nation’s
business community. One agency whose mission was changed forever was the Centers for
Disease Control and Prevention (CDC). The Atlanta-based federal agency, which is responsible
for protecting Americans against infectious diseases and other health hazards, was instantly
required to retool to meet the looming threat of bioterrorism, including anthrax, smallpox, and
other deadly disease agents.
The Centers for Disease Control (CDC) is one of 11 federal agencies under the
Department of Health and Human Services. The CDC is charged with the responsibility of
protecting the health and safety of people at home and abroad. The agency develops and provides
disease control information and distributes it to enhance healthy decisions and behaviors.
Communication with other health partners as well as the public is essential to ensuring the health
of the people of the United States and elsewhere in the world. The agency also stores and controls
the nation’s stockpile of smallpox vaccine and leads 3,000 local public health departments in
devising a plan for containing an outbreak or epidemic and administering the vaccine. It must also
meld its work with national security agencies, such as the CIA, the FBI, and the Department of
Homeland Security.
The leadership of the CDC must balance the urgent goal of preparing for a bioterrorism
emergency with the agency’s fundamental mission of preventing and controlling infectious
disease and other health hazards. AIDS, cigarette smoking, obesity, Type II diabetes, and asthma
are among the real, long-term problems that are equally crucial to public health. In addition, new
threats, such as the West Nile virus and avian flu, regularly present themselves.
According to Julie Gerberding, director of the CDC, “ultimately, our customers are the
citizens of the United States, so we have to have a better understanding of what they need to
improve their health—what works and what doesn’t work, from their perspective.” She describes
her agency’s key communication partners as the state and local health departments who monitor
citizens’ health, the people who run health plans and market preventive services, and the entire
business community, which has a strong interest in promoting the health of its employees. She
knows the importance of effective communication with a broad audience. Such a process
identifies strengths and weaknesses in programs and helps make the CDC a more credible
advocate when it asks for funding to address potential episodes of bioterrorism as well as chronic
health problems unrelated to terrorism. To be effective in any work setting, you need to
understand the process of communication and the dynamic environment in which it occurs.
Dr. Julie Gerberding is uniquely suited to meet the demands of a dynamic environment.
She is the first woman to lead the Centers for Disease Control and Prevention (CDC), the nation’s
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premier public health agency, with more than 8,500 employees nationwide and a $6.8 billion
budget. At the age of only 46, she was named director of the agency in 2002, arriving at a time of
great opportunity and substantial challenge. The anthrax attacks brought heightened visibility as
well as new responsibilities and resources.
Gerberding’s has a background as a solid scientist and she had previously served for
nearly two decades at the University of California, San Francisco, where she established herself
as a leading expert in the treatment of AIDS. She was acting deputy director of the CDC’s
National Center for Infectious Diseases when the anthrax attacks began. It was during the maillaunched bioterrorist attack that Gerberding rose to national prominence as a top CDC
spokeswoman, earning praise from politicians and public health groups for her straightforward
style and expertise. “She is a very sensible, extraordinarily well-informed person who doesn’t
hide behind jargon or the idea that she has special knowledge about complicated matters that she
really can’t quite explain,” said Dr. Julius R. Krevans, chancellor emeritus at UC San Francisco,
who has known her since she was an intern. Gerberding successfully combines professional talent
as an infectious disease physician with exemplary leadership and exceptional communication
skills.
When asked her opinion about some of the CDC tasks being given over to the
Department of Homeland Security, Dr. Gerberding replied: “I’m not a territorial person. As a
leader, I have found time and time again that if you step away from your turf issues and look at
the general goal, very often you can gain by collaborating. Sometimes that means you give up a
little now in order to gain more support than you started with.” A firm believer in collaboration,
Gerberding invites input from her staff and from medical community partners. Gerberding’s solid
academic background has resulted in a stronger relationship with the national health agencies,
hospitals, and other medical deliverers who focus on the science, research, and treatment of
diseases. She understands the importance of renowned scientists working with local health care
providers to make sure the best information is communicated to the public.
Gerberding says that as frightening as it was, the anthrax crisis paved the way for more
effective communication between the CDC and its constituents: “We had the attention of most
Americans, many of whom may have been hearing for the first time what the CDC really is and
does. We had the attention of Congress. We had a president come to the CDC for the first time in
the history of the agency. If you take that kind of attention and appreciation for what our value is,
and couple it with the investments in the public health system that are being made right now, it is
an incredible opportunity.”
Sources: Baer, S. (2002, July 3). Anthrax response leader to head CDC; AIDS expert became chief spokeswoman after
agency came under fire. The Baltimore Sun, p. 1A; McKenna, M. A. J. (2002, July 4). Q & A with Dr. Julie
Gerberding: “We have the opportunity to transform public health.” The Atlanta Journal and Constitution, p. 12A;
Garvey, M. (2002, July 3). First woman likely to be named to head CDC. Los Angeles Times, p. 1A18.
Questions
1. What combination of communication skills is necessary for Julie Gerberding to be an
effective director of the CDC?
As director of the CDC, Gerberding must be able to communicate with a wide variety of
audiences, both technical and non-technical. She must know the jargon and terminology of the
medical field and be able to translate those concepts for the general public. Gerberding must also
understand effective teams, both as a team member and as a team organizer.
2. How did Gerberding use adversity as a means to strengthen internal and external
communication at the CDC?
22
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When the anthrax attacks after September 11 put the CDC in the national spotlight, Gerberding
shined as spokeswoman for the agency. She provided governmental leadership and the public
with calm, honest, and timely communication without hiding behind medical jargon or any
special knowledge she had about the crisis.
3. Refer to the Communication Process Model presented in Figure 1-1. In a class
discussion, identify barriers that the CDC might experience in communicating its AIDS
campaign to people in various subcultures.
Classroom discussion might focus on language, cultural views of the disease, location of
resources, and others.
4. The CDC TV ads to get 9- to 13-year-olds to exercise focus on the value of a healthy
lifestyle instead of the dangers of obesity. Consider the information presented in this
chapter about intergenerational communication issues. Prepare a three-column chart
that shows reasons to avoid obesity that might appeal to people ages 12, 25, and 50.
Before starting, read the following article that describes the positive advertising
communication strategy:
Many kids are aware of CDC obesity campaign. (2004, March 21). Medical
Letter on the CDC & FDA, 59.
Avoiding Obesity: Reasons Differ Based on Age
12-years-old
25-years-old
I will play sports better.
My children will be more
active.
I will feel better about myself.
I will have more energy to
spend time with my friends.
I will have fewer health
problems related to obesity,
including, heart attack, stroke,
and diabetes.
I will have more energy and
be able to accomplish more
tasks during my waking hours.
50-years-old
I will live longer and be able
to spend more time with my
children and grandchildren.
I will have fewer health
problems related to obesity,
including, heart attack, stroke,
and diabetes.
I can play sports with my
children and grandchildren
because I will have more
energy.
STUDENT HANDOUTS
Activity 8 has a student handout below and online at http://www.4ltr.cengage.com/bcom.
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Student Handout, Chapter 1
ACTIVITY 8, CHANGING TECHNOLOGY
Indicate which of the following communication mediums would be most appropriate for sending
the following messages: email, fax, telephone, or face-to-face communication. Justify your
answer.
a. The company is expecting a visit from members of a committee evaluating your bid for this
year’s Malcolm Baldrige National Quality Award. All employees must be notified of the visit.
Medium:
Justification:
b. After careful deliberation, the management of a mid-sized pharmaceutical company is
convinced the only way to continue its current level of research is to sell the company to a larger
one. The employees must be informed of this decision.
Medium:
Justification:
c. Lincoln Enterprises is eager to receive the results of a drug test on a certain employee. The
drug-testing company has been asked to send the results as quickly as possible.
Medium:
Justification:
d. The shipping department has located the common carrier currently holding a customer’s
shipment that should have been delivered yesterday. Inform the customer that the carrier has
promised delivery by tomorrow morning.
Medium:
Justification:
e. An employee in another division office has requested you send a spreadsheet you have
prepared so he can manipulate the data to produce a report.
Medium:
Justification:
24
Chapter 1 ♦ Establishing a Framework for Business Communication
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TEST BANK QUESTIONS
TRUE/FALSE
1. Studies show that communication is an important managerial activity, with managers typically
spending up to half their time communicating.
ANS: F
OBJ: 1-1
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 2
2. A major purpose in communication is to help people feel good about themselves and their friends,
groups, and organizations.
ANS: T
OBJ: 1-1
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 2
3. Three classic purposes of communication are to inform, persuade, and entertain.
ANS: T
OBJ: 1-1
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 2
4. If the sender uses words the receiver does not understand, the receiver will have difficulty
encoding the message.
ANS: F
OBJ: 1-2
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 4
5. The sender’s primary objective is to decode the message so that the message received is as close
as possible to the message that is sent.
ANS: F
OBJ: 1-2
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 4
6. While the sender of a message is responsible for effective encoding and the receiver for effective
decoding, both have responsibility for addressing interferences.
ANS: T
OBJ: 1-2
Analysis
PTS: 1
DIF: Application REF: p. 4-6
NAT: AACSB Communication: Purpose|AACSB Reflective Thinking:
7. Barriers, or interferences, to communication cannot be completely overcome, even by the skilled
communicator.
ANS: T
OBJ: 1-2
Analysis
PTS: 1
DIF: Application REF: p. 5
NAT: AACSB Communication: Purpose|AACSB Reflective Thinking:
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8. A person’s self-talk that takes place within the person is referred to as interpersonal
communication.
ANS: F
OBJ: 1-3
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 7
9. Upward communication from lower organizational levels to management does not contain risks
since it is generally feedback to downward communication.
ANS: F
OBJ: 1-3
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 9
10. For companies to compete effectively in the global market, the most effective corporate structure
is the traditional hierarchy of specialists because the structure is dependent on individual
expertise.
ANS: F
OBJ: 1-3
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 9
11. As a communication channel, the grapevine should be considered an ineffective communication
channel.
ANS: F
OBJ: 1-3
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 9-10
12. Analyzing an ethical dilemma from multiple perspectives should be avoided because it increases
confusion.
ANS: F
OBJ: 1-4
PTS: 1
DIF: Factual
REF: p. 13
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
13. A limitation of language translation is that some words do not have an equivalent meaning in
another language.
ANS: T
PTS: 1
DIF: Factual
REF: p. 17
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
14. Though people around the world speak different languages, nonverbal communication, such as
gestures and facial expressions, generally has the same meanings to all cultures.
ANS: F
PTS: 1
DIF: Factual
REF: p. 16
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
26
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15. If a person refuses to develop sensitivity to other cultures, he or she could be labeled an
ethnocentrist.
ANS: T
PTS: 1
DIF: Application REF: p. 16
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
16. A benefit of videoconferencing is that it restores the nonverbal elements of interpersonal
communication that are lost over the telephone.
ANS: T
OBJ: 1-4
PTS: 1
DIF: Factual
REF: p. 21
NAT: AACSB Technology: Communication evolution
17. Synergy occurs when the energy of a group is diverted to nonproductive tasks.
ANS: F
OBJ: 1-4
PTS: 1
DIF: Factual
REF: p. 18
NAT: AACSB Communication: Teamwork
18. In successful teams, leadership is likely to be shared, which requires more direct and effective
communication within the organization.
ANS: T
OBJ: 1-4
PTS: 1
DIF: Factual
REF: p. 19
NAT: AACSB Communication: Teamwork
19. While every team is a group, not every group is a team.
ANS: T
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 18
NAT: AACSB Communication: Teamwork
20. When ABC Company makes a legal decision that complies with contractual agreements, one can
accurately assume that it is an ethical decision because it is legal.
ANS: F
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 13-14
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
21. When analyzing an ethical dilemma, legal implications and company policies must take
precedence over one's personal code of ethics.
ANS: F
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 13-14
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
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MULTIPLE CHOICE
1. Differences in education level, experience, and culture or distractions such as noise,
uncomfortable room temperature, and interruptions are examples of
a. feedback.
b. interference.
c. interception.
d. decoding.
ANS: B
OBJ: 1-2
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 5
2. Carol, an executive traveling on an international flight, is preparing e-mail instructions to her staff
during the flight. Carol is in the act of
a. giving feedback.
b. interfering.
c. encoding.
d. decoding.
ANS: C
OBJ: 1-2
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 4
3. Javon explains a new policy to his staff which prohibits the use of office computers for personal
e-mail. Several of the employees frown at the news and one staff member makes a sarcastic
remark. Steve’s staff is
a. giving feedback.
b. interfering.
c. decoding.
d. encoding.
ANS: A
OBJ: 1-2
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 6
4. Jeff receives an email from his boss, Carol, who is on an international flight. As Jeff interprets the
instructions from the e-mail he is in the act of
a. giving feedback.
b. interfering.
c. encoding.
d. decoding.
ANS: D
OBJ: 1-2
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 6
5. A supervisor notices that an employee has been late to work for three days this week. What
should the supervisor do to foster open communication?
a. Call the employee to ask him or her about the lateness.
b. Write the employee a disciplinary memorandum about the lateness.
c. Meet with the employee face-to-face to discuss the lateness.
d. Send the employee an e-mail message about his or her lateness.
ANS: C
OBJ: 1-3
28
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 5
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6. A manager is faced with having to lay off some of his staff due to financial losses that the
company has suffered. Which of the following channels of communication would be most
appropriate for sharing the news with employees, given the sensitive nature of the message?
a. A face-to-face meeting with each employee
b. A well-written, empathetic letter
c. A telephone call
d. Electronic mail
ANS: A
OBJ: 1-2
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 5
7. Intrapersonal communication occurs when
a. two people are involved in the process.
b. teamwork dynamics contribute to the feedback.
c. individuals from two different organizations communicate effectively.
d. an individual processes information individually.
ANS: D
OBJ: 1-3
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 16
8. Chantell is the manager of the claims department for a large insurance company. She has a onehour meeting with her staff to explain the new claim form which the company will use next
month. This is an example of which type of organizational communication?
a. upward
b. downward
c. horizontal
d. grapevine
ANS: B
OBJ: 1-3
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 8
9. An organizational chart is a graphic representation of ____
a. informal communication channels within the organization.
b. both informal and formal communication channels within the organization.
c. formal communication channels within the organization.
d. external communication channels utilized by the organization.
ANS: C
OBJ: 1-3
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 8
10. The grapevine in an organization
a. is typically no more or less accurate than other channels.
b. serves no necessary purpose; thus, managers should work to eliminate it.
c. passes a message in single file from person to person until it finally reaches the end of the
line.
d. has a single, consistent source.
ANS: A
OBJ: 1-3
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 9-10
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11. The ____ communication channel is created by management to control individual and group
behavior and to achieve the organization’s goals.
a. informal
b. formal
c. e-mail
d. oral
ANS: B
OBJ: 1-3
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 7-8
12. In downward communication management attempts to ____ activities within an organization
while with lateral communication management hopes to ____ them.
a. control; coordinate
b. coordinate; contain
c. coordinate; control
d. conduct; control
ANS: A
OBJ: 1-3
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 8
13. A supervisor on the night shift at a manufacturing plant is told to dump chemicals used in the
refining process rather than dispose of them properly according to safety regulations. The owner
of the company insists that the chemicals are not harmful to the environment, but the supervisor
knows that the dumping is illegal. The supervisor believes that he will lose his job if he reports
the problem to authorities at the Environmental Protection Agency. This is an example of which
potential cause of unethical behavior?
a. obsession with personal advancement.
b. excessive emphasis on profits.
c. uncertainty about whether an act is wrong.
d. Unwilling to stand for what is right.
ANS: D
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 12
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
14. Many leading figures in recent corporate scandals were never convicted of a crime. Which of the
following best describes their behavior:
a. Behavior that is illegal and unethical
b. Behavior that is illegal, yet ethical
c. Behavior that is legal, yet unethical
d. Behavior that is both legal and ethical
ANS: C
OBJ: 1-4
30
PTS: 1
DIF: Application REF: p. 13-14
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
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15. Which of the following are NOT barriers to intercultural communication?
a. Ethnocentrism, stereotypes, and personal space requirements.
b. Chronemics, ethnocentrism, and body language.
c. Proxemics, language, and stereotypes.
d. Stereotypes, body language, and synergism.
ANS: D
PTS: 1
DIF: Factual
REF: p. 16
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
16. The single most important aspect of successful teamwork is
a. shared leadership.
b. diversity of group members.
c. effective communication.
d. problem solving and consensus.
ANS: C
OBJ: 1-4
PTS: 1
DIF: Factual
REF: p. 18
NAT: AACSB Communication: Teamwork
17. Two or three employees working on a report at the same time using an electronic whiteboard
would be an example of the use of ____ software.
a. graphics
b. presentation
c. collaborative
d. desktop publishing
ANS: C
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 20
NAT: AACSB Technology: Communication evolution
18. Which of the following guidelines about overcoming intercultural barriers is NOT appropriate?
a. One should learn about a person’s culture.
b. The person should seek help from a trusted friend who understands the other person’s
culture.
c. One should be patient and tolerant of ambiguity.
d. One should help the other person overcome his or her cultural barriers by conforming.
ANS: D
PTS: 1
DIF: Application REF: p. 16-17
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
19. Data integrity refers to which of the following advantages of databases?
a. The ability to organize large amounts of data
b. The assurance that data will be accurate and complete
c. The assurance that the data are secure because access to a database is controlled through
several built-in data security features
d. The assurance that data can be transmitted quickly and efficiently over long distances
ANS: B
OBJ: 1-4
PTS: 1
DIF: Factual
REF: p. 20
NAT: AACSB Technology: Communication evolution
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20. Which of the following statements about culture is true?
a. Culture is inborn from the moment of birth.
b. Components of culture such as value of the individual, value placed on materialism, work
ethic, etc. are distinct elements and not interrelated.
c. Stereotyping allows one to form accurate mental pictures of the main characteristics of
another group.
d. None of the above statements are true.
ANS: D
PTS: 1
DIF: Factual
REF: p. 15
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
21. Which of the following is true of personal space requirements?
a. The study of space requirements is known as chronemics.
b. In the United States culture, very little personal space is expected or required as compared
to other cultures of the world.
c. Space operates as a language, just as time does.
d. All of the above statements are true.
ANS: C
PTS: 1
DIF: Factual
REF: p. 16
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
22. All of the following statements about language translation are true EXCEPT
a. A translator is working with thoughts in two languages.
b. Words in one language have equivalent meanings in other languages.
c. Translators may have cultural barriers that affect their translation.
d. People from another culture will appreciate a person’s simple efforts to learn a few
common phrases.
ANS: B
PTS: 1
DIF: Factual
REF: p. 17
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
23. Which of the following best describes the common attitude that those from the U.S. and Canada
and some Europeans have about the concept of time?
a. Time is money.
b. The early bird gets the worm.
c. Time has no importance.
d. Important things take more time than unimportant things.
ANS: A
PTS: 1
DIF: Application REF: p. 16
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
32
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24. In confronting the international problems caused by lack of language training, good advice for
North Americans is to
a. be glad that English is used so widely for business transactions and not be overly
concerned with the need for knowing other languages.
b. try to acquire second language skills if possible, or at least learn a few words in the
language of your audience.
c. expect business representatives of other countries to know English.
d. always travel with an interpreter.
ANS: B
PTS: 1
DIF: Application REF: p. 17
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
25. You are faced with a work-related ethical dilemma. In deciding what action to take, you would:
a. Check the company code of ethics to see if the action is prohibited.
b. Check legal implications and the company code of ethics, and then decide if the action is
personally ethical.
c. Check with colleagues to see if they would take the action.
d. Check the legal implications and feel free to take the action if it is not illegal.
ANS: B
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 13-14
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
26. Which of the following is NOT true of teams?
a. A group must go through a developmental process to begin functioning as a team.
b. Team members need training in problem solving, goal setting, and conflict resolution.
c. The self-directed work team can become the basic organizational building block to help
assure success in dynamic global competition.
d. Skills for successful participating in team environments are the same as those for success
in traditional organizations.
ANS: D
OBJ: 1-4
PTS: 1
DIF: Factual
REF: p. 18-19
NAT: AACSB Communication: Teamwork
27. Which of the following is typically true of work teams?
a. Although the concept of work teams has been widely used in the U.S. for some time, it has
not gained significant support in other countries.
b. Work teams occasionally experience a drain on their collaborative energy; this drain is
referred to as synergy.
c. Employees in a self-directed work team handle a wide array of functions and work with a
minimum of direct supervision.
d. Work team members typically set their own goals without management input and plan
how to work to achieve those goals.
ANS: C
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 18
NAT: AACSB Communication: Teamwork
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28. Communication in successful work teams
a. is the same as the process of communication in traditional organizations.
b. is affected primarily by trust building and shared leadership.
c. places reduced emphasis on listening, problem solving, and conflict resolution.
d. relies on horizontal rather than vertical information flow.
ANS: B
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 18
NAT: AACSB Communication: Teamwork
29. In a distributed leadership team environment, the role of the leader is BEST described as
a. the leader remaining in the position until the team is dissolved.
b. any member of the team becoming the leader at various times.
c. a non-existent role.
d. the leader being dictatorial when needed.
ANS: B
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 18-19
NAT: AACSB Communication: Teamwork
30. As one of 11 federal agencies under the Department of Health and Human Services, the CDC
must coordinate its efforts to protect citizens from epidemics with the CIA, the FBI, and the
Department of Homeland Security. Communications with these other agencies is an example of
a. upward communication.
b. downward communication.
c. vertical communication.
d. horizontal communication.
ANS: D
OBJ: 1-3
PTS: 1
DIF: Application
NAT: AACSB Communication
REF: p. 9
31. Which of the following would NOT be a goal of a diversity initiative program?
a. Increase cultural awareness.
b. Increase appreciation for cultural differences.
c. Build rapport by finding areas of commonality.
d. Improve communication by minimizing cultural factor
ANS: D
PTS: 1
DIF: Application REF: p. 15
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
32. The purpose of a diversity initiative is to
a. help employees learn to ignore cultural factors on the job.
b. eliminate a sense of humor when dealing with cultural mistakes.
c. learn to view others as individuals rather than members of stereotypical groups.
d. accomplish all of the above.
ANS: C
PTS: 1
DIF: Application REF: p. 15
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
34
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33. Managers at XYZ Manufacturing Company believe that "the ends justify the means" and justify
unethical acts because they are in the best financial interest of the company. This action is an
example of which potential cause of unethical behavior?
a. Obsession with personal advancement
b. Uncertainty about whether an act is wrong
c. Excessive emphasis on profits
d. Unwillingness to take a stand for what is right
ANS: C
OBJ: 1-4
PTS: 1
DIF: Application REF: p. 12-13
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
34. Which of the following is NOT true about stereotyping?
a. Stereotyping interferes with the observer being able to understand the individual.
b. Stereotyping is reinforced when the observer sees a behavior that conforms to the
stereotype.
c. Stereotyping aids in communication by categorizing cultures into distinct groups that have
similarities.
d. Stereotyping can occur against any group of people.
ANS: C
PTS: 1
DIF: Factual
REF: p. 16
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
SHORT ANSWER
1. Explain the steps in the communication process and why challenges can occur.
ANS:
Five steps are involved in the process:
1. The sender encodes a message.
2. The sender selects an appropriate channel and transmits the message.
3. The receiver decodes the message.
4. The receiver encodes a message (feedback) to clarify any part of the message not
understood.
5. The sender and receiver remove or minimize interferences (barriers) that hinder the
communication process.
Breakdowns can occur at any stage of the process as limitations of the sender, receiver, or both
cause incomplete or faulty communication to occur.
PTS: 1
DIF: Factual
NAT: AACSB Communication: Purpose
REF: p. 4-6
OBJ: 1-2
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35
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2. Explain the challenges involved for both the sender and the receiver in the communication
process.
ANS:
People communicate to inform, persuade, or to entertain using a common system of symbols,
signs, and behavior. The sender selects and organizes a message in such a way that the message
received is as close as possible to the message sent. Knowing the receiver’s educational level,
culture, and experiences come into play when transmitting a message. The receiver is then
involved in listening carefully, without distractions, to interpret the message so that it has
meaning to him or her. Both the sender and the receiver have equal responsibility to be effective
in encoding and decoding the message.
PTS: 1
DIF: Application
NAT: AACSB Communication: Purpose
REF: p. 4-6
OBJ: 1-2
3. List six barriers to intercultural communication and provide an example of each barrier.
ANS:
Six barriers to intercultural communication are:
• Stereotypes: North Americans are sometimes viewed as overly friendly, blunt, and
childlike.
• Interpretation of time: Many Latin Americans believe that important things take more
time than unimportant things.
• Personal space requirements: Arab business people stand very close to each other
compared to U.S. business people.
• Body language: The symbol for "okay" in the U.S. means "zero" in France and a
vulgarity in Brazil.
• Translation limitations: The Japanese concept of "indebtedness" has no direct English
equivalent.
• Lack of language training: Many non-Hispanics do not speak Spanish in areas of the U.S.
with a high Hispanic population.
PTS: 1
DIF: Factual
REF: p. 15-17
OBJ: 1-4
NAT: AACSB Diversity: Gender differences|AACSB Diversity: Socioeconomic
differences|AACSB Diversity: International applications
4. Discuss the major strengths of teams.
ANS:
Teams make workers happier by causing them to feel that they are shaping their own jobs. Teams
increase efficiency by eliminating layers of management, opening lines of communication and
increasing interaction between employees and management. Teams enable a company to draw on
the skills and imagination of the whole work force. Teams provide a level of expertise that is
unavailable on the individual level. Teams help companies deliver higher-quality products or
services at faster speeds and lower costs.
PTS: 1
DIF: Application REF: p. 18-19
NAT: AACSB Communication: Teamwork
36
OBJ: 1-4
Chapter 1 ♦ Establishing a Framework for Business Communication
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5. Email and instant messaging are common ways to communicate informally in an organization.
How could cultural differences influence the effectiveness of electronic channels? In what ways
could management help employees avoid potential communication problems?
ANS:
Email and instant messaging frequently uses an informal language and "tone" that would be
similar to a conversation. Although the message is verbal, the nonverbal message is missing. The
encoder may intend the message to be humorous, but the decoder may interpret it as sarcastic.
This problem of interpretation is a possibility regardless of cultural differences. When factors of
cultural are added to the communication picture, possibilities of misunderstandings increase with
these electronic channels. Idioms, regional references, slang, and soon may be misinterpreted by
those who are not from the same culture. An organization can help employees reduce cultural
misunderstandings by training employees in the appropriate use of language for business email
and instant messaging.
PTS: 1
DIF: Application REF: p. 21
OBJ: 1-4
NAT: AACSB Diversity: International applications|AACSB Technology: Communication
evolution
6. Illustrate and explain four dimensions of business behavior; give two examples of behaviors that
fit each dimension.
ANS:
Dimension 1 Behavior that is illegal and unethical
Dimension 2 Behavior that is illegal, yet ethical
Dimension 3 Behavior that is legal, yet unethical
Dimension 4 Behavior that is both legal and ethical
Student views as to what is ethical will vary. Examples can include situations similar to the
following:
Dimension 1
An employee stealing merchandise from the company he works for.
An employee altering accounting records to hide money stolen from a
business.
Dimension 2
A physician accepting a $100 gift certificate from a pharmaceutical
representative.
A manager telling an employee not to buy a new house when the company
has not yet made public that a layoff is coming.
Dimension 3
A person in a management position having an affair with a subordinate.
An employer reading personal email generated by an employee.
Dimension 4
An employer firing an employee who is failing to do his/her job.
A manager who gives a pay raise to her most productive workers.
PTS: 1
DIF: Application REF: p. 13-14
OBJ: 1-4
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities
Chapter 1 ♦ Establishing a Framework for Business Communication
37
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Get all Chapter’s Instant download by email at etutorsource@gmail.com
CASE
1. Ethical Dilemma in Publishing
Laurence heads the advertising department for a chain of local weekly newspapers. His friend,
who writes news, shared an upcoming news story to be printed in the next edition. The story
discloses that a local quick oil change firm has been cited for illegally dumping used oil and that
customers have alleged that they paid for oil changes that were not made. As a major advertising
client, the oil change firm is placing a full-page ad that mentions its environmentally safe
handling methods and trustworthy service. Answering the six questions in the Pagano Model,
help Laurence decide what action, if any, he should take.
ANS:
The Pagano Model includes the following questions for determining legal/ethical response:
1. Is the proposed action legal? Laurence knows there is a conflict in what the reporter has
written and what the client claims. Laurence should encourage his reporter friend to
check that sources were reliable and make the publisher aware of the conflict.
2. What are the benefits and costs to the people involved? The client’s reputations would
be harmed if the illegal actions are reported. The public deserves to know the truth. The
paper would lose the revenue from the client if the ad is not accepted.
3. Would you want the action to be a universal standard? If other parties accepted gain
from enterprises they knew operated unethically, there would be no purpose in behaving
ethically. Businesses would be encouraged to do what is wrong.
4. Does the action pass the light-of-day test? Readers would view the contradiction in
reporting and published ads as a mixed message about the importance of ethical
behavior.
5. Does the action pass the Golden Rule test? Most people would not want to be
misguided about the social responsibility of an unethical firm.
6. Does the action pass the ventilation test? A friend would likely say that the desire to
earn money from the sale of the ad should not overrule the need to report fairly.
PTS: 1
DIF: Application REF: p. 14
OBJ: 1-4
NAT: AACSB Ethics: Personal, corporate, legal, ethical responsibilities|AACSB Reflective
Thinking: Analysis
38
Chapter 1 ♦ Establishing a Framework for Business Communication
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