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Business
Communication
16th Edition By
Carol Lehman
(Solutions Manual,
All Chapters
100% Original
Verified, A+ Grade)
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Chapter 1
Establishing a Framework for
Business Communication
Learning Objectives
1. Define communication and describe the main purposes 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 (formally and informally; downward, upward, and
horizontally; and through various levels).
4. Explain how legal and ethical constraints, diversity challenges, changing technology, and team
environment act as strategic forces that influence the process of business communication.
Chapter Overview
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
strategic forces, including legal and ethical constraints, diversity challenges, changing technology, and
team environment.
Organizational ShowCASE
Parts 1 and 2 highlight communication challenges at the Center for Disease Control and Prevention
(CDC) and spotlight Dr. Thomas Frieden, the Center’s director. Part 3 uses classroom discussion and
further research to help students consider and apply concepts that have led to the organization’s
success, looking at communicating internationally.
Strategic Forces Features
The two Strategic Forces boxes focus on communicating with other cultures and addressing legal and
ethical issues related to technology.
Your Turn Features
Your Turn is designed to draw the student into reflection, reaction, and assessment. The five Your Turn
features focus on identifying communication issues in a traffic accident, assessing communication within
a student’s chosen field, communicating ethical issues to a superior, assessing personal cultural
awareness, and using instant messaging in business today.
Cases
A real-world case related to Cynthia Cooper, WorldCom whistleblower leads students to consider how
brave they would be in standing up for what is ethically right. The OFFICE video case addresses the
appropriateness of humor when delivering bad news; the Inside View video case takes a look at
corporate diversity. With the Holistic Assessment case, students explore whether the United States can
succeed in today’s team-oriented environment without rewarding rugged individuality, a basic element
of U.S. entrepreneurship.
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2
Chapter 1 Establishing a Framework for Business Communication
Web Enrichment
Two enrichment topics available at the companion website allow students to explore (1) Culture and
Communication and (2) Frameworks for Ethical Analysis. You may use these resources to provide
students with a more in-depth look into the everyday realities of these topics. A portion of the Electronic
Café and ShowCASE, Part 2 have been extended to the companion website.
Technology Features
A variety of electronic teaching and student resources aid you in achieving instructional goals at the
companion website and with the WebTutor or Aplia product available with the 16th edition. The text
companion website provides a variety of electronic study aids that can be customized to fit your course
design. Included are narrated PowerPoint slides, electronically-graded quizzes, threaded discussion
ideas, enrichment content, assignment drop boxes, and video clips for each part of the text.
PowerPoint Slides
Lecture Slides — Key chapter concepts are presented to instructors and students in the following
formats:
• Instructor’s CD and Companion website (Instructor’s Resources): File downloads for displaying in
the classroom.
• Companion website (Student’s Resources): Slide downloads for convenient printing of handouts
for taking class notes.
• E-lectures — Slides with engaging narration of key concepts useful as reinforcement of lectures and
exam reviews are available through the WebTutor product.
Resource Slides — Class enrichment and solutions to end-of-chapter activities and applications are
available at the Companion website (Instructor’s Resources) and on the Instructor’s CD.
Chapter Outline
ShowCASE, Part 1: Communication Challenges at the CDC
VALUE OF COMMUNICATION
Your Turn 1-1: Career Portfolio
THE COMMUNICATION PROCESS
The Sender Encodes the Message
The Sender Selects an Appropriate Channel and Transmits the Message
The Receiver Decodes the Message
The Receive Encodes the Message to Clarify Any Misunderstandings
Interferences Hinder the Process
Your Turn 1-2: Miscue
COMMUNICATING WITHIN ORGANIZATIONS
Communication Flow in Organizations
Formal and Informal Channels
The Grapevine as an Informal Communication System
Directions for Communication Flow
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Chapter 1 Establishing a Framework for Business Communication
3
ShowCASE, Part 2, Spotlight Communicator:Thomas Frieden, Director, CDC, Leadership for the Times
Levels of Communication
STRATEGIC FORCES INFLUENCING BUSINESS COMMUNICATION
Legal and Ethical Constraints as a Strategic Force Influencing Communication
Your Turn 1-3: You’re the Professional
Diversity Challenges as a Strategic Force Influencing Communication
Your Turn 1-4: Assessment
Strategic Forces Feature: Diversity Challenges: Viva la Difference!
Changing Technology as a Strategic Force Influencing Communication
Your Turn 1-5: Electronic Café
Strategic Forces Feature: Legal and Ethical Constraints: Is Anything Private Anymore?
Team Environment as a Strategic Force Influencing Communication
ShowCASE, Part 3: Communicating Internationally Looms as a CDC Challenge
SUMMARY/CHAPTER REVIEW
ACTIVITIES/APPLICATIONS
CASES
Ethics Put to the Test
Video Case: The Office: Office Humor and Layoffs: A Bad Combination
Video Case: Inside View: Corporate Diversity
Holistic Assessment Case: Can the United States Succeed Without Rewarding Rugged Individuality?
Teaching Suggestions
Organizational Showcase
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. Thomas Frieden, 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.
Part 1: Communication Challenges at CDC
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.
Part 2: Spotlight Communicator: Thomas Frieden, Director, CDC, Leadership for the Times
As the director of the CDC, Thomas Frieden’s is a visible spokesperson. As a communicator, he is
outspoken and unafraid of confronting controversial issues. He solicits information from his staff and
from community health partners as part of his decision-making process.
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Chapter 1 Establishing a Framework for Business Communication
Part 2 (web content): Thomas Frieden Director, CDC, Leadership for the Times
1 What combination of communication skills is necessary for Tom Frieden to be an effective
director of the CDC?
Frieden employs an information heavy and confrontational style when dealing with
controversial. Health-related issues. He shows zeal and activism as the leader of the CDC, even in
the face of criticism from more conservative opponents.
2
How did Frieden establish his reputation as an aggressive, innovative change agent?
Part of Frieden’s reputation as an agent for change comes from his outspokenness about the
need for more HIV testing and condom distribution as important elements in the fight against
HIV/AIDS. He also is innovative in his approach to soliciting information from his staff and from
local health care partners. He understands the need of working with others to distribute
information,
3
To what extent does controversy stir productive communication?
Controversy can stir productive communication because controversy often forces those involved
to communicate with groups they have not communicated with in the past. Controversy also
leads to communicating with the public, especially during a public health crisis. The public, in
turn, provides additional information to health care providers and the CDC.
Part 3: Communicating Internationally Looms as CDC Challenge
What aspects of the CDC’s mission focus on communication?
The most important area of the CDC’s mission that focuses on communication is its emphasis on
partnerships. The CDC also must communicate its research to scientific communities and the general
public, and it must communicate with other agencies and the public to detect and investigate health
problems, such as the anthrax attacks after September 11, 2001.
1
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.
2
Identify some barriers that the CDC might experience in communicating its AIDS campaign to
people in various countries.
In addition to language barriers, the CDC is challenged by various cultures’ differing views of the
disease. Some cultures view AIDS as a medical issue, while others consider it a social issue to be
handled through social agencies rather than science. The location of the resource center in
Ethiopia will impact how some countries view its resources.
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Chapter 1 Establishing a Framework for Business Communication
5
Avoiding Obesity: Reasons Differ Based on Age
Age
12-years-old
I will play sports better.
25-years-old
My children will be more active.
50-years-old
I will live longer and be able to
spend more time with my
children and grandchildren.
I will feel better about myself.
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.
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.
I will have more energy to spend
time with my friends.
Learning Objective 1
Define communication and describe the main purposes for communication in business.
1
Introduction
An engaging start is vital for this first chapter because everything in the chapter contributes
background for the remaining content. Conduct an activity to help students relax and get to
know each other better and to lead into discussions about interpersonal communication.. Use a
“mixer” exercises described in “The First Class Session” section of the Introduction.
Another mixer activity would involve having students find all other class members who have the
same major, assemble into a group, and meet one another. Each person would then introduce
one of the persons in the group. A variation would be to have students find all other class
members who share the same birth month.
2
Value of Communication
Students need to be impressed with the importance of
communication to business success. 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 and to reflect on their communication
activities in a given day.
Resource slide
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.
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Chapter 1 Establishing a Framework for Business Communication
Resource slide
3
Resource slide
In small groups, ask students to complete Activity 3 at the end of the chapter. Compare lists for
commonalities. Using the lists generated above, have each student record the habits that he or
she personally needs to overcome.
Your Turn 1-1: Career Portfolio
Ask students to complete this assignment about how they will use communication in their chosen field
of study. After the brief papers are completed, ask students to share their thoughts with the class,
focusing on how communication is viewed in that field, the major audiences for the messages, how
the four strategic forces might affect messages, and requirements for typical positions.
Learning Objective 2
Explain the communication process model and the ultimate objective of the communication process.
1 Communication Process
Show 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? Lead
a discussion of why a certain channel would be
preferred in certain circumstances. Include such issues
as privacy, confidentiality, speed, impact, access, etc.
Lecture slide
Refer to Figure 1-1, p. 5.
Show the visuals (below) as you lead a class discussion of about selecting an appropriate
communication channel.
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Chapter 1 Establishing a Framework for Business Communication
Lecture slide
Refer to Figure 1-2, p. 6.
2
7
Resource slide
Summarize the section by emphasizing the following points:
a. Communication is complete only when the message has been decoded at its destination.
b. Although it is not always readily available (as in written communication), feedback normally
provides senders with information about the effectiveness of their messages.
c. 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:
a. 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 Web at http://www.folds.net/tutorial/index.html
b. Ask the student to give the instructions, giving only verbal instructions (no nonverbal cues)
and answering no questions from the class.
c. 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.
Lecture slide
Resource slide
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Chapter 1 Establishing a Framework for Business Communication
Your Turn 1-2: Miscue
Assign this scenario to students to illustrate how communication difficulties occur in the real world
and the resulting consequences. In this miscue, a child dies because a bus driver had incorrect
instructions about a drop-off point. Have students complete the reflection questions for class
discussion. Discussion should focus on what could have been done differently in this situation and in
situations they have encountered in their lives.
Learning Objective 3
Discuss how information flows in an organization (formally and informally; downward, upward, and
horizontally; and through various levels).
1
Communicating within Organizations
Communication Flow in Action
• 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.
Lecture slide
Lecture slide
Refer to Figure 1-4, p. 12.
2 Communication Flow in Organizations
Formal and Informal Channels
• Show the following visuals as you discuss formal and informal channels of communication in
organizations and the importance of the grapevine as an informal communication system.
Lecture slide
Lecture slide
3 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:
1. 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.
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Chapter 1 Establishing a Framework for Business Communication
9
2. 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.
3. 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.
Lecture slide, Part 1
Refer to Figure 1-5, p. 15.
Lecture slide, Part 2
Refer to Figure 1-5, p. 15.
4. Show students the visual and discuss communication
breakdowns between individuals and within
organizations. Have them complete the communication
style quiz at http://ezinearticles.com/?CommunicationStyle-Quiz&id=97457
5. Stress the need to understand an individual’s
communication style—demonstrator, assertor,
contemplator, or narrator. Once students understand
their style, they can better contemplate another
Lecture slide
person’s style and begin to predict how that person
will react, aiding in the prevention of communication breakdowns.
Learning Objective 4
Explain how legal and ethical constraints, diversity challenges, changing technology, and team
environment act as a strategic force that influence the process of business communication.
1 Legal and Ethical Constraints as a Strategic Force
Influencing Business 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 impacted the four areas
of the strategic model: legal/ethical issues, diversity
challenges, changing technology, and team environment.
Summarize with ways that communication has been
impacted because of these changes. Project the strategic
Lecture slide
forces model as you introduce this material.
Refer to Figure 1-6, p. 16.
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Chapter 1 Establishing a Framework for Business Communication
2 The Foundation for Legal and Ethical Behavior
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.
Discuss how the actions in the “The Foundation for Ethical Behavior” section might affect a young
person’s moral development, and 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:
─ Using answers from another student’s test paper or 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.
• Use the resource slide as a springboard for discussion
about the ethical dilemmas often presented in résumé
writing. Discuss the need to be honest when preparing
employment documents. (This topic is discussed
further in Chapter 13).
Resource slide
•
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). Have students share
these incidents with the class to supplement the
examples at the beginning of the chapter. Initiate class
discussion with the resource slide (shown at right) and
the following examples:
Resource slide
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Chapter 1 Establishing a Framework for Business Communication
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─ Alleged infidelities by golf champion Tiger Woods led him to take a leave of absence from
golf, and he’s lost endorsements from Gillette and global consulting and technology firm
Accenture.
─ Illinois Governor Rod Blagojevich (see photo on p. 17) is facing federal corruption charges
after he was accused or trading President Barak Obama’s former Senate seat to the
highest bidder.
─ CEOs of large companies that accepted government bailouts had their salaries capped as
part of accepting the funds.
─ 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.
─ False statements concerning his involvement with Monica Lewinsky lowered public
confidence in former President Bill Clinton and lead to legal charges of perjury.
─ Use of banned drugs by Olympic contenders caused several athletes to be disqualified or
stripped of their medals.
─ All-Star baseball shortstop Miguel Tejada was sentenced to one-year probation for lying to
Congress about the use of steroids by an ex-teammate.
─ 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.
3 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.
Discuss the seven 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.
• Excessive emphasis on profits. Ask students to recount
other incidents in which ethics were sacrificed for
profit: For example, a steady decline in WorldCom’s
profits due to an overcapacity of land telephone lines
led management to alter the accounting records to
Resource slide Resource slide Resource
approximate the level of income expected by the
slide Resource slide Resource slide
financial community.
• Misplaced corporate loyalty. Lead students in a
discussion of the seductive quality of an unethical
Resource slide
environment and potential risks and remedies.
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Chapter 1 Establishing a Framework for Business Communication
• 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 “fuzz busters” 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. Assign Activity 6 that requires students to read an article related to
management responsibility for ethics.
• 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. The following article profiles four whistleblowers who made history
in 2003: The whistle-blowers. (2003, January 13), Business Week, 90.
Assign Case 1: Ethics Put to the Test, where students must consider how they would choose when
confronted with an ethical dilemma. The case outlines the situation faced by WorldCom Vice
President of Internal Audit Cynthia Cooper when she aided in the audited that ousted CEO Bernie
Ebbers.
Your Turn 1-3: You’re the Professional
Ask students to consider the situation outlined in the textbook. How would they choose to act if a
superior asked them to hide or misprovide information about an employee for a biographical sketch?
During class discussion, students should justify their decisions based on the Framework for Ethical
Analysis presented earlier.
Framework for Analyzing Ethical Dilemmas
To introduce the “Four Dimensions of Business Behavior,”
presented in Figure 1-7, 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.
Lecture slide
Refer to Figure 1-7, p. 20
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Chapter 1 Establishing a Framework for Business Communication
4
Web Enrichment Content: Frameworks for Ethical
Analysis
• Have students complete Application 3, Molly’s Case,
where they will read an article containing information
about an ethical dilemma faced by a manager. Discuss
with them times in your career or in the work
experience when information was provided to you or
to them that could not be shared with other
employees.
•
13
Resource slide
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.
You may also refer to two theories discussed on the companion website:
• Utilitarian Theory. One ought to do what provides the greatest balance of good over harm for
all parties involved.
• Ross Doctrine of Prima Facia Duties. Duties include not harming people, keeping promises,
showing gratitude, acting in a just way, and providing reparations to those who have been
harmed by one’s actions.
5
Diversity Challenges as a Strategic Force Influencing Business Communication
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.”
• Virtually everyone is involved with intercultural contacts in some way.
The NAFTA treaty has expanded business activity with Mexico, reinforcing the need to better
understand and accommodate for cultural differences. The daily flow of people back and forth
across the U.S.-Mexican border in Southern California represents the busiest border-entry
point in the world and provides plenty of evidence of a multicultural society. Asian immigration
following the Korean and Vietnam conflicts brought a strong Buddhist influence to the United
States.
• Problems in Central America and the Caribbean have also brought a significant number of
immigrants to the United States.
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14
Chapter 1 Establishing a Framework for Business Communication
Lecture slide
Resource slide
6 Communication Opportunities and Challenges in
Diversity
International Issues
• Whether you present a lecture on the chapter
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. Discuss
the issues on the slide as to get the discussion
started.
•
Resource slide
Ask students to complete Activity 7 to learn more about international students and the
barriers they face at your institution
Web Enrichment Content: Culture and Communication
•
Refer to the supplementary content on the companion website for additional class reading
or for enriching your class lecture. Ask students to read and summarize an article dealing
with a U.S. cultural subgroup (e.g., Asian Americans, Latinos, Europeans, etc.). What cultural
characteristics make the group distinctive?
•
Divide students into small groups and ask each group to interview a person on the campus or
in the community who represents a subculture. The interview should include questions
about the languages, customs, foods, social structure, and behaviors of the particular
culture. The interviews can be the basis for preparation of an oral report.
•
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 use the Internet to locate a list of suggestions for the world traveler. This activity
will help them to assess how much effort may be required to succeed in another country.
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Chapter 1 Establishing a Framework for Business Communication
15
• Euro Disney 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 Euro Disney presumed U.S. company policies would be equally as
successful at Euro Disney. 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-the-park policy (the French generally include wine
with most meals).
• When Walmart 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.
• 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.
7 Intergenerational Issues
• Show the visual as you discuss workplace demographics
by age.
• Ask students to think of words and phrases that have
different meanings for 20 year olds, 50 year olds, and
80 year olds.
• Lead a discussion of the challenges of a younger
manager supervising older workers. These challenges are
discussed in greater depth in a Strategic Forces feature
in Chapter 3.
Resource slide
8 Gender Issues
Ask students why sexual harassment has become such an issue during the last decade. Focus on
the presence of greater numbers of women in the workplace, more openness as a society to
sexual discussion and behaviors, more media attention to the issue, and large monetary
settlements in publicized cases. Ask students how attention to sexual harassment issues has
affected communication in the workplace.
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Chapter 1 Establishing a Framework for Business Communication
Your Turn 1-4: Assessment
Send students to the companion website to take the Cultural Awareness Quiz and take the quiz
yourself. Lead a class discussion about what students learned about themselves and their “hidden”
viewpoints from the quiz; begin by revealing your scores and what you learned about yourself.
10
Barriers to Intercultural Communication
• 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
Resource slide
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.
Strategic Forces Feature: Diversity Challenges: Viva la
Difference!
Assign the application that involves the interview of a
person of another cultural group. Have students
present a short presentation of their findings.
Resource slide
11 Changing Technology as a Strategic Force Influencing Communication
Lead a student discussion about how technology has changed over the last 30 years and
what changes are on the horizon.
Tools for Data Collection and Analysis
• 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.
Lecture slide
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Chapter 1 Establishing a Framework for Business Communication
17
Tools for Shaping Messages to be Clearer and More Effective
• Discuss the progression in word processing from the 1970s to the present. Early programs
were command driven, with limited features.
• Current word processing programs are menu and icon driven and approach the capabilities
of desktop publishing applications.
Tools for Communicating Quickly and Efficiently Over Long Distances
• In small groups, have students complete Activity 8 and compare their choices.
To summarize the various types of information technology needed to ensure a company’s
efficiency and effectiveness, have students complete the following activity.
1. A memo takes two or three days to get from one department to another.
Solution: Use email instead of memos for routine internal messages.
2. 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.
3. Telephone tag is a problem for many employees.
Solution: Use voice mail or email.
4. Proposals with misspelled words often reach supervisors.
Solution: Require the use of spell check on all word processed documents.
5. Information is lost in crowded file cabinets and cannot be retrieved in time to assist in
decision making.
Solution: Transfer files to electronic databases.
6. 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.
7. 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.
8. 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.
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12
Chapter 1 Establishing a Framework for Business Communication
Legal and Ethical Implications of Technology
• Have students use the Internet to locate an article on
international copyright issues.
• While projecting the slide, have students share
information from their articles.
• Discuss the trade-off between information access and
privacy. While society has more information available
than ever before, greater threats to privacy exist as
well.
Resource slide
Strategic Forces Box: Legal/Ethical Constraints: Is
Anything Private Anymore?
• Have students read the Strategic Forces feature and
complete the application.
• Lead a discussion about the capabilities offered by
electronic databases 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.
Resource slide
Your Turn 1-5: Electronic Café
INSTANT MESSAGING JOINS THE WORKFORCE
Once the domain of Internet buffs and teenagers, instant messaging (IM) has moved into the
mainstream and is now being considered by businesses for customer service and real-time
communication among workers. Choose from the four activities in the Electronic Café to challenge
students to learn more about IM and to acquaint them with new communication technologies used
in business today.
Read about how instant messaging can be an advantage and a disadvantage at work
Have students visit the companion website to read the articles and lead a class discussion focusing
on the features and uses of IM, and the advantages and disadvantages listed below.
Suggested Solution: Discuss the following advantages and disadvantages:
Advantages
Disadvantages
• Synchronous, fast, simple, and cheap
• Security and virus prone·
communication between numerous people·
• Computer access required
• Instantaneous exchange of graphics and files·
• Potential non-work use on the job
• Cost-effective medium for internal and
• Danger of false identity and
external communication·
eavesdropping
• Informal medium with more attention on the
message than on grammar/spelling
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Chapter 1 Establishing a Framework for Business Communication
19
Your Turn 1-5: Electronic Café (cont.)
Participate in an online chat
Instruct students to use their online course chat tool to
participate in a chat on this topic: Instant messaging can be an
effective business tool if . . . . Seek student opinion and guide
the discussion based on the advantages and disadvantages
listed above. Pose possible situations/case problems and have
students respond. Visit
http://communication.howstuffworks.com/instant-messaging.htm
and read the article by Jeff Tyson that addresses instant
messages, chat, web links, images, sounds, file sharing,
telephony, and streaming content.
Consider helpful tips for using instant messaging
Ask students to visit the companion website and read the
helpful tips for using instant messaging as a business
communication tool. In groups, students should compile a
five-minute presentation about using instant messaging
effectively in business. Encourage them to be creative; they
might complete a skit showing a business situation where
instant messaging is used effectively and one where it is used
ineffectively.
Team Environment as a Strategic Force Influencing Communication
•
•
•
As you begin the discussion of how the team
environment impacts business communication,
remind students of the two reasons groups
communication—social/maintenance purpose and
task purpose. Show the visual (right) and ask
students how each of these four fits into the two
areas.
Before class, assign Application 6, which requires
students to find a current article outlining how a
Resource slide
company or organization using teams in its operation.
Ask students to volunteer to share their articles with the class. Look at how the groups
communicate and try to ascertain what portion is social purpose and what portion is task
purpose.
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Chapter 1 Establishing a Framework for Business Communication
Communication Differences in Work Teams
• 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.
Resource slide
•
•
Discuss the concept of synergy and 1+1=3 as your project the visual (left). 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.
Discuss communication patterns for successful teams. Remind students that trust-building
occurs each time team members share information about themselves with other team
members. Discuss the need for openness among team members and the concept of shared
leaderships, where different team members lead at different times, depending on the specific
task being accomplished.
Lecture slide
Resource slide
•
Assign Application 5, which requires students to take a team player quiz assessing their team
orientation and how it may affect career success.
•
As you conclude the discussion of the strategic forces,
ask students to consider what they have learned about
the four strategic impacting business communication.
Discuss the need for knowledge in each area and
remind students that a marginal note appears in the
textbook each time a strategic force is discussed. Show
the visual (right) as you discuss their areas of need.
Lecture slide
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Chapter 1 Establishing a Framework for Business Communication
21
Some students may feel comfortable with technology and teams because of their educational
settings/experiences. Others may have had a personal experience with an ethical issue that they
can share. Discuss with students, especially international or non-traditional students their
experiences with diversity.
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?
•
Assign selected activities and cases at the end of the chapter.
Chapter Review
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 that managers use.
(Obj. 1)
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. (Obj. 2)
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.
d. 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.
e. The sender and receiver remove or minimize interferences that hinder the communication
process.
3 What is the difference between intrapersonal and interpersonal communication? (Obj. 3)
Intrapersonal is the communication that occurs within a person as the person processes
information; interpersonal communication occurs between or among people.
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Chapter 1 Establishing a Framework for Business Communication
4 How is the formal flow of communication different from the informal flow of communication?
(Obj. 4)
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? (Obj. 4)
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. (Obj. 4)
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.
(Obj. 4)
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? (Obj. 4)
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? (Obj. 4)
Communication in work teams differs from that in traditional organizations in that ommunication
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.
10 Why has communication been identified as perhaps the single most important aspect of team work?
(Obj. 4)
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.
Digging Deeper
1 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,
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Chapter 1 Establishing a Framework for Business Communication
23
students could talk with relatives of the same generation as co-workers to obtain suggestions
about how to communicate more effectively.
2
Lack of Internet access is causing some nations to be classified as information “have-nots.”
What international communication problems could result?
For businesses with offices around the globe, a lack of Internet access at some sites could mean
delays in receiving corporation information, deficiencies in access to information for research, and
difficulties in communicating with colleagues at other sites. From a political perspective, a lack of
Internet access would detract from the amount of international information available to citizens
of a nation.
3
Considering the four strategic forces discussed, how is business communication today different
from that of 30 years ago? In what ways is it easier? In what ways is it more difficult?
More communication is conducted through electronic channels than 30 years ago, which makes some
communication easier. But changing technology presents a new set of issues, including privacy,
ownership and copyright, and access. A more diverse workforce has provided corporations with
additional viewpoints that can reach a more diverse audience, but this diversity has raised issues in
communicating across cultural differences. Team environments have made the workforce more
productive by providing a channel for communicating with supervisors more directly and on a more
personal level.
Activities
Teaching Suggestions and Possible Solutions
1
Shadowing a Manager’s Communication Activities (Obj. 1)
Solicit responses that require thought and reflection from students. Compare the percentage
breakdowns calculated by each student.
2
Clocking Your Own Communication Activities (Obj. 1)
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 (Obj. 2) Downloadable file available at companion website
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 (Obj. 3)
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.
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Chapter 1 Establishing a Framework for Business Communication
5
Identifying Ethical Dilemmas (Obj. 4)
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 as a Strategic Force (Obj. 4)
This application 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 (Obj. 4)
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 as a Strategic Force (Obj. 4)
See Resource slide.
a. Face-to-face or telephone would be good choices because discussing a challenging task could
lead to more information exchanges than will work via email.
b. Electronic mail would be a good choice because the message can be sent simultaneously to
many subscribers, thus saving time and money. The information could also be posted on
company intranet or public website.
c. A face-to-face meeting would be preferred. Email would not be recommended for this
situation because it requires tact and sensitivity.
d. Overnight mail would be a better choice in this case because speed is important. Email is not
recommended when the content of the communication is confidential.
e. 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.
f. Email could be used because the spreadsheet file could be attached and transmitted.
Applications
Teaching Suggestions and Possible Solutions
READ
1
THINK
WRITE
SPEAK
COLLABORATE
Communication Challenges in the Future Workplace (Objs. 1-4)
The assigned article discusses several new technologies that will impact business communication.
1. Communication trends discussed in this article focus on new communication technology that
will make communicating on-the-go easier and more convenient. The technology discussed
also will allow for better security of work-related information.
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Chapter 1 Establishing a Framework for Business Communication
25
2. Each student should identify those products that seem most appropriate to his or her chosen
career field and explain their importance.
3. All four strategic forces could be impacted by technology discussed in the article:
Technology: The technological advances discussed will severely test workers’ ability to
maintain personal touch for workplace communication. The pervasiveness of technology will
make one’s communication skills more distributed and public.
Diversity: The new $100 computer with Internet access discussed would impact the
workforce in developing nation by providing more opportunities for diversity in the
workplace.
Teams: With easier and more convenient communication devices, work teams can
collaborate more easily and more often.
2
Shifting Workplace Demographics (Obj. 4)
Student responses to the online discussion will vary. Discussion topics should center on the aging
baby boomers who are not retiring as expected, the digital generation and their loyalty to new
technology, the influx of workers from other cultures, and larger “melting pot” nature of the
workforce.
READ
THINK
WRITE
SPEAK
COLLABORATE
3
Analyzing an Ethical Dilemma (Obj. 4) Web enrichment content available at companion website
a. The stakeholders are the payroll manager, Molly, her coworkers, other managers, the
company itself, and the company’s stockholders. If the payroll manager singles out Molly to
receive confidential information, all the stakeholders could lose, particularly if another to-belaid-off employee were to sue the company. The payroll manager stands to lose her job if her
supervisor finds out. As a manager privy to confidential information, she must keep that
information to herself.
b. The payroll manager needs to determine which area her options fit into. If the company has
no legal issues with telling Molly she is going to be laid off, the manager must consider the
ethical difficulties with telling one employee and not others. But, she also must consider the
ethical difficulties of not telling Molly, a liked and respected employee who could hurt herself
financially by purchasing a house when she is about to be laid off.
c. As manager, I would consider the legal ramifications of revealing the information, my
supervisor’s opinion of revealing the information, my exact relationship with Molly, and my
relationship with other employees who are about to be laid off.
d. If my supervisor gave me the authority to reveal the information, I would try to talk to all
employees involved. If not, I would consider telling Molly if I felt I could trust her to keep the
information to herself.
4
Workplace Internet Use (Obj. 4)
After reading the assigned articles, students are to prepare a visual depicting their analysis of
social network use in the workplace. The following chart outlines advantages and disadvantages
associated with employees accessing social networking and entertainment sites while on the job:
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Chapter 1 Establishing a Framework for Business Communication
Advantages
Collaboration
Disadvantages
Potential non-work use/losses to productivity
Stress relief which can increase productivity
Issues with security and bandwidth
Staff recruitment and marketing tool
Connection with the CEO
READ
5
THINK
WRITE
SPEAK
COLLABORATE
Writing About Your Team Orientation (Objs.4)
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.
6 Exploring Use of Teams in the Workplace (Obj. 4)
Located articles will vary; the abstracts should focus on how teams are being used in the
particular organization. Evaluate for clarity, completeness, and conciseness.
READ
7
WRITE
SPEAK
COLLABORATE
Understanding Diversity Issues (Obj. 4) Web enrichment content available at companion website
In completing this application, 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.
READ
8
THINK
THINK
WRITE
SPEAK
COLLABORATE
So Many Ways to Fail (Objs. 1-4)
After reading the Olstynski article, students should outline five ways that communication can fail,
according to the article. Students also will discuss their experiences with communication failures
and generate three to five additional ways communication can fail, along with their suggestions
for correcting them. Use this exercise as a springboard for a class discussion concerning
interferences to the communication process and how those interferences can be overcome.
Five reasons communications fail:
1. 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.
2. I just assumed: Never make assumptions. Ask questions so that all information is clear.
3. I think so: Don’t be lazy. If you don’t know, find out the correct information and use it.
4. If it’s not in writing, it’s not real: If you want something to absolutely be completed a certain
way, write it down.
5. 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.
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Chapter 1 Establishing a Framework for Business Communication
9
27
Technology’s Impact on Communication (Obj. 4)
The primary purpose of this application 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 in Appendix B. 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.
Cases
Teaching Suggestions and Possible Solutions
1 Ethics Put to the Test (Obj. 4)
How brave are you? Cynthia Cooper, former vice president of internal audit at WorldCom, never
dreamed she would face the dilemma she encountered when she and her team uncovered a $3.6
billion fraud perpetrated by WorldComm’s CFO. Because she chose to confront her superiors with
their actions rather than accepting the corporate culture and look the other way, she was
instrutmental in unearthing the largest accounting fraud in U.S. history. Several corporate officers
received prison terms, and her actions were credited as being the catalyst for the passage of an
addition to the Sarbanes-Oxley Act addressing the assessment of internal controls.
Cooper’s boo, Extraordinary Circumstances was published in 2008, and profits from the sales go to
universities for teaching business ethics.
With this case, students are asked to read that book and other articles about Cooper’s situation and
summarize her ethical insights and her leadership through the scandal at WorldComm. Student
reports will vary, but topics should cover sticking to personal ethics in the workplace; the
importance of internal audit; and the relationships between CFO, CEO, and the accounting
department.
2 Video Case: The Office: Office Humor and Layoffs: A Bad Combination
Students should view the video segment and complete the following activities:
1. In small groups, discuss how the communication process between David and Malcolm breaks
down. Where do the barriers begin and how could these barriers have been avoided?
The breakdown begins with David’s devil-may-care attitude about hirings and his “by the way”
manner as he encodes the message. Malcolm continues the breakdown, decoding the message
related to Alex’s firing, and Malcolm encodes his feedback in response. Ethical communication
practices also would indicate that this conversation should have been conducted in a private
setting to avoid distractions and communicate respect for each other and the situation.
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Chapter 1 Establishing a Framework for Business Communication
2. In what type of network flow are David and Malcolm participating?
David is engaged in downward communication with Malcolm and with Karen, his employee.
Malcolm is engaged in upward communication (some that is feedback) with David, his boss,
and in lateral communication with Karen, his colleague.
3. How do David’s gestures, tone of voice, facial expressions and use of personal space impact
the interaction? How should David change in these areas?
David’s gestures, tone of voice, facial expression and use of personal space communicate many
different ideas, none of which particularly relate positively to the idea of firing and hiring. His tone
of voice is flippant and glib throughout the interaction, communicating a lack of care and an air of
condescension. His gestures and his lack of respect for Malcolm’s personal space are barriers to
appropriate communication and contribute to the breakdown of the communication process.
Malcolm has a closed attitude about David (possibly based on previous interactions), and that
attitude is shown in his facial expression and his protective posture with the folder in front of
his body. David’s nonverbal communication in beating on Malcolm’s head is inappropriate in a
serious office situation and should not be part of an initial interaction with a new employee.
Perhaps if the two men also are friends, the behavior might be appropriate in a more social
situation, such as an office lunch.
4. As a group, write a script for an alternate way to conduct this conversation. Consider the
appropriate characters to be included. Be prepared to present your script as a short skit to
the class.
Script content will vary but solutions should focus on the interaction between David and
Malcolm without Karen looking on as they discuss job status. Malcolm should address the issue
of hiring in light of impending layoffs, and David should answer in a way that outlines how
hiring and firing policies work without handing off the task completely to his supervisor. David
should communicate empathy toward Malcolm and should not joke at all. No head touching
should be involved; touching the shoulder is appropriate if the attitude is conveyed correctly.
3 Video Case: Inside View: Corporate Diversity
Reflect
1.
How is diversity good for a company?
Diverse groups develop better answers and more creative solutions than homogeneous
groups. Diversity among employees and stakeholders helps a company to be more competitive
in the global marketplace.
2.
How can diversity among employees within a company help that company do a better job in
the marketplace?
Diversity within a company produces an environment of creative problem solving without the
barriers created by race, gender, age, or other cultural differences. It is nearly impossible for
one small sector of the population to create services and products that are marketed to diverse
customers. Companies need to have employees who are able to do business in the diverse
settings that are common to today’s business environment.
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Chapter 1 Establishing a Framework for Business Communication
3.
29
What are some possible differences between an effective company diversity program and a
company's public relations efforts about diversity?
A company’s public relations efforts can create messages that the company is committed to
diversity. These can be distributed through different channels depending on the message and
the intended audience. An effective company diversity program requires the support of
management and encompasses many aspects of diversity, such as problem-solving,
development, production, marketing, and sales. An effective diversity program capitalizes on
the strengths of the diverse groups within the company in order to reach the most diverse
market possible.
4.
Why would more than 60 companies write to the Supreme Court supporting the right for a
university to consider race as a factor for admission? How do you think that businesses will
benefit from minority college graduates in the long run?
The companies that wrote to the Supreme Court in support of race as a factor for admission to
a university believe that U.S. companies need diverse leadership. They understand that they
depend heavily on U.S. universities to educate quality students who are prepared to move into
leadership positions in companies. When there is a lack of diverse graduates who are highly
educated, the effect is felt in the corporate community, especially in the areas of
compensation and promotions. In the long run, both businesses and minority college graduates
will benefit from diversity at the university level.
React
Use this article to encourage discussion among students on the specific ways that universities
contribute to diversity in companies. Have students share examples of minorities who are college
graduates and are making a contribution to diversity in their workplace. Would they be able to
perform their jobs without a college degree? How might their unique perspective enhance diversity
in their workplace?
Discuss the positive and negative aspects of considering race as a factor for admission to a
university. Research articles for information on the acceptance rate statistics for minority applicants
at universities. How does it compare with ten years ago? Compare these statistics with research
data on the percentage of minorities who are managers in companies today. Are there any
correlations? Does the research show that more minority college graduates are in management
positions in the workplace?
4 Holistic Assessent Case: Can the United States Succeed Without Rewarding Rugged Individuality?
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.
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Chapter 1 Establishing a Framework for Business Communication
2. Structure a reward system that recognizes 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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